Your cookie company is growing but not as rapidly as you would like. You are exploring producing products for businesses. During a recent conversation with the owner of a local car dealership, he offered to buy 500 cookies for a special event in the community. He asked that the cookies be displayed in the shape of a car and he would like the dealership's logo on each cookie. He has agreed that the cookies can be your signature flavor. The display will cost $200 to build and the logo for each cookie will cost $.03. This is a rush order and may require some overtime. You are required to deliver the cookies to the event and provide a napkin for each cookie. The business owner would like a deal since he is purchasing so many cookies and you are "getting your name out there". This could potentially lead to more business. Requirements:On an Excel spreadsheet, with at least two tabs;Prepare calculations to determine what price you will charge the business owner for the entire project (Tab 1).After presenting the bid to the business owner, he offered to pay 85% of what you would like to charge.Can you do it for the reduced price and still make a profit? Prepare a new cost analysis assuming the new price (Tab 2). Remember to address fixedPrepare detailed analysis for each part of the assignment, outlining all your costs and revenues. Clearly explain whether you will take the job at the reduced price or pass on it. Explain why.

Foro III: Factores hematopoyética, Infección e InmunidadFavor de contestar las siguientes preguntas en el portal y no utilizando documentos adjuntos.Su opinión es importante en este curso y todos los estudiantes deben ver sus respuestas a los temas discutidos. Recuerden reaccionar a dos aportaciones de los estudiantes del curso.1. Una mujer de 28 años tuvo su bebe hace tres días, ingresa al hospital con dolor torácico. El medico le diagnostica una trombosis venosa con embolia pulmonar. A. ¿Qué factores contribuyen al riesgo de esta mujer para desarrollar una tromboembolia? B. Mencione y discuta algunos de los signos y síntomas adicionales de las enfermedades de la paciente.2. Un hombre de 40 años se presenta a la sala de emergencia con disnea marcada; después del examen físico y una radiografía, se le diagnostica neumonía por P. jiroveci. El medico le ordena la prueba de HIV, que resulta positiva. En las pruebas adicionales, el recuento de las células CD4 es de 100 células /μl y su carga vírica es de 250,000 copias / ml. A. Explica brevemente lo que es Neumonía por P. jiroveci. B. Discute algunas formas para prevenir este tipo de neumonía. C. Redacta un diagnóstico de enfermería actual y de riesgo con sus objetivos e intervenciones para este paciente.

READING MATERIAL: Reading Bergquist & Mura: chs 1-6 Underhill et al.: ch. 1=6 https://libraryofprofessionalcoaching.com/wp-app/wp-content/uploads/2014/10/coachbook.2nd-edition.pdf https://www.scribd.com/read/134855349/Executive-Coaching-for-Results-The-Definitive-Guide-to-Developing-Organizational-Leaders the Keller and Alsdorf (2012) https://www.scribd.com/listen/237915682 additional presentation https://learn.liberty.edu/bbcswebdav/pid-29675113-dt-content-rid-358259904_1/courses/BUSI755_D02_201920/Presentations/BUSI%20755%20Module%202%20Presentation-%20A%20Business%20Proposition/res/html5.html Thematic Integration of Faith and Learning Paper Instructions Write a thematic integration of faith and learning concept paper using a well-rounded approach to the concepts found in the course texts and current scholarly literature. This paper must be submitted in compliance with the instructions found in the Thematic Integration of Faith and Learning Paper Grading Rubric. You must fully leverage the discussion opportunity in Discussion Board Forum 2 in order to research and outline your approach for this assignment. The paper must contain the following components: A 3–5-page overview that defines the course as an academic field of study (significance of the course to business).A 3–5-page discussion of the top 5–8 questions you believe are critical in order to demonstrate that a student who completes this course can synthesize the key concepts in organizational and executive coaching and formulate the strengths and weaknesses of the stated approaches to coaching.A 3–5-page discussion that integrates the concepts from the Keller and Alsdorf (2012) text into a cohesive understanding of why organizational and executive coaching is significant for advancing God’s purposes for business on earth.A minimum of 5 references in addition to the course texts. Concepts to begin guiding your thought in this area are taken from key course texts and supplemental sources. Underhill, McAnally, & Koriath (2007) reflect: Rather than offering solutions, the coach helps the leader dare to look at inner resistance, to understand consequences, to find new strategies, and to practice—thus stretching beyond current limitations for new behaviors. (p. 26) Organizations that create leadership development approaches linked to company strategies have answered key questions, such as: What is our business strategy? and, How do we develop leaders capable of executing our strategy? (p. 30) What is the purpose for coaching? (p. 37) (How is the organization’s leadership viewed by peers and employees?) The managing of key relationships is also critical to the success of the program. (p. 39) Bergquist & Mura (2011) explain: As we begin to address the challenges associated with our clients’ dancing landscapes, we enter a domain in which problems and dilemmas seem to merge into mysteries…Mysteries are too complex to understand and are ultimately unknowable…A mystery is in many ways theological or teleological in nature…Mysteries are beyond rational comprehension and resolution, and they are viewed with respect. Depending on one’s perspective, they are the things “we take to God” or are the unpredictable and profound events that we “take to heart…” They often serve as perspective-raising instants, a way to view life and the world from a advantage point less tethered to the weeds of daily issues. (pp. 19–20) These excerpts provide insights designed to lead learners to the edge of the thematic precipice without laying bare the potential spiritual and biblical correlations within. As a final observation, consider approaches used in coaching, such as the content of questions asked, the timing of specific questions, and the circumstances surrounding the person’s decision for—or need for—coaching. Then, consider carefully the context surrounding the lives of Moses, Joshua, Samuel, Isaiah, Jeremiah, Paul, Barnabas, and Jesus Christ, to name only a few. Submit your Thematic Integration of Faith and Learning Paper by 11:59 p.m. (ET) on Sunday of Module 3/Week 6.