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Thomas Jefferson Journal Entries.
1743-1826 is the period between the birth and death of one of the greatest American freedom fighter who actively participa ...
Thomas Jefferson Journal Entries.
1743-1826 is the period between the birth and death of one of the greatest American freedom fighter who actively participated in liberation of the ...
University of Maryland Global Campus Stigmatization Discussion
PROMPT 1: How can the stigmatization of an illness can change over time? What can medical anthropologists do to lessen the ...
University of Maryland Global Campus Stigmatization Discussion
PROMPT 1: How can the stigmatization of an illness can change over time? What can medical anthropologists do to lessen the stigmatization of different types of illness. Please use examples to support your opinion. 200 WORDS AT LEAST 3 SOURCES, APA FORMAT PROMPT 2:1. Upon viewing this week’s video on the sixth step (Test) in Business Continuity Training, provide three important "take-aways" for "testing" a business continuity plan. 2. What are some of the challenges that an organization faces to acquire management support to prepare and execute pre-test through test and post-test evaluations? 200 WORDS, CITE SOURCES IN APA IF USED PROMPT 3: Why did many black people leave the South from 1915 to 1970? What factors affected the decision to migrate or stay?What role did Charles Hamilton Houston play in the legal assault against Jim Crow?How do you explain the emergence of the literary and artistic movement known as the Harlem Renaissance? Who were prominent writers of the Harlem Renaissance? 250 WORDS APA FORMAT FOR SOURCES
Florida State College at Jacksonville Sustainable Lawn Care Case Study
Read the Sustainable Lawn Care Case Study at the end of Chapter 3 and answer the following questions
Sustainable Law ...
Florida State College at Jacksonville Sustainable Lawn Care Case Study
Read the Sustainable Lawn Care Case Study at the end of Chapter 3 and answer the following questions
Sustainable Lawn Care Case Study “Chris, we make the highest-quality grass seed and fertilizer in the world. Our brands are known everywhere!” stated Caroline Ebelhar, the vice president of manufacturing for The Lawn Care Company. “Yeah! But the customer doesn’t have a Ph.D. in organic chemistry to understand the difference between our grass seed and fertilizer compared to those of our competitors! We need to also be in the lawn-care application service business, and not just the manufacturer of super-perfect products,” responded Chris Kilbourne, the vice president of marketing, as he walked out of Caroline’s office. This ongoing debate among Lawn Care’s senior management team had not been resolved, but the chief executive officer, Mr. Steven Marion, had been listening very closely. Soon they would have to make a major strategic decision. The Lawn Care Company, a fertilizer and grass seed manufacturer with sales of almost $1 billion, sold some of its products directly to parks and golf courses. Customer service in this goods-producing company was historically very narrowly defined as providing “the right product to the right customer at the right time.” Once these goods were delivered to the customer’s premises and the customer signed the shipping documents, Lawn Care’s job was done. For many park and golf course customers, a local subcontractor or the customers themselves applied the fertilizer and seed. These application personnel often did the job incorrectly, using inappropriate equipment and methods. The relationship among these non–Lawn Care application service personnel, The Lawn Care Company, and the customer also was not always ideal. When claims were made against The Lawn Care Company because of damaged lawns or polluted lakes and streams, the question then became one of who was at fault. Did the quality of the physical product or the way it was applied cause the damage? Either way, the customers’ lawns or waterways were in poor shape, and in some cases the golf courses lost substantial revenue if a green or hole was severely damaged or not playable. One claim filed by a green advocacy group focused on a fish kill in a stream near a golf course. One of Lawn Care’s competitors began an application service for parks and golf courses that routinely applied the fertilizer and grass seed for its primary customers. This competitor bundled the application service to the primary goods, fertilizer and grass seed, and charged a higher price for this service. The competitor delivered and applied the fertilizer on the same day to avoid the liability of storing toxic fertilizer outside on the golf course or park grounds. The competitor learned the application business in the parks and golf course target market segment and was beginning to explore expanding into the residential lawn-care application service target market. The Lawn Care Company sold the “highest-quality physical products” in the industry, but it was not currently in either the professional park and golf course or the residential “application service” lawn-care market segments. The Lawn Care Company considered its value chain to end once it delivered its products to the job site or non–Lawn Care application service. The competitor sold the customer “a beautiful lawn with a promise of no hassles.” To the competitor, this included an application service bundled to grass seed and fertilizer.
Define Lawn Care’s current strategic mission, strategy, competitive priorities, value chain, and how it wins customers. What are the order qualifiers and winners? Draw the major stages in its value chain without an application server.
What problems, if any, do you see with Lawn Care’s current strategy, vision, customer benefit package, value chain design, and pre-and-post -services?
Redo questions (1) and (2) and provide a new or revised strategy and associated customer benefit package and value chain that is more appropriate for today’s marketplace.
What do operations have to be good at to successfully execute your revised strategy?
What are your final recommendations? Provide two external references to support your response and cite using APA format.
ELM 580 GCU Clinical Field Experience & Literary Genre Matrix Worksheet
Literary Genres
Having an understanding of
va ...
ELM 580 GCU Clinical Field Experience & Literary Genre Matrix Worksheet
Literary Genres
Having an understanding of
various types of literary texts and genres of literature is crucial in
order to know how to integrate them into English language arts lessons
in an elementary classroom.Part 1: MatrixFor
this assignment, you will complete the “Literary Genre Matrix” to
describe different types of literary texts and how each can be
implemented in the classroom.Below are examples of fiction and nonfiction genre. Fiction.
Drama, fable , fairy tale, fantasy, folklore, historical fiction,
horror, humor, legend, mystery, mythology, poetry, realistic fiction,
science fiction, short story, tall tale, etc. Nonfiction. Biography, essay, narrative nonfiction, speech, etc. Choose
two examples of fiction genre and two examples of nonfiction genre and
address the following in the “Literary Genre Matrix.” Definition of each form of chosen fiction and nonfiction genre. Two examples of grade cluster appropriate texts for grades K-2, 3-5, and 6-8. Two strategies to integrate each text selected into reading, writing, and listening instruction. Two strategies to integrate chosen forms of fiction and nonfiction genre using a technology application. Provide the name of the technology. Part 2: ReflectionIn
250-500 words, summarize and reflect on the different literary genre
and how each can be implemented in your future classroom. Explain the
strategies for student comprehension in reading. What strategies do you
use to choose appropriate texts/genres for grade level strands? How does
selecting the appropriate text support a positive attitude toward
reading and comprehension skills?Support your findings with at least two scholarly resources.Prepare
this assignment according to the guidelines found in the APA Style
Guide, located in the Student Success Center. An abstract is not
required.This assignment uses a rubric. Review the rubric prior
to beginning the assignment to become familiar with the expectations for
successful completion.Clinical Field Experience B: Student Needs and Instructional Planning
Allocate at least 3 hours to complete this field experience.Use the “Clinical Field Experience B- ELA Pre-Assessment” template to complete this assignment.Part 1: Pre-Assessment and ImplementationDuring
your previous observation in your field experience classroom, you
identified 3-5 students, above, at, or below standard achievement who
would benefit from additional learning support. You also identified the
standards and unit that your mentor class is currently learning.With
this information, develop a pre-assessment in the English Language Arts
content area using the “ELA Pre-Assessment” template. The
pre-assessment must align with the standards and unit that your mentor
teacher shared with you during Clinical Field Experience A. This
pre-assessment can be oral, written, or completed through technology.
The pre-assessment should identify how well selected students know the
concept, and provide data that would allow you to determine learning
gaps and needs in order to develop an appropriate lesson to support
learning needs. Share the pre-assessment with your mentor teacher and ask for his or her feedback. Administer
the pre-assessment that you created to the selected group of students
and use the data to prepare for the lesson plan in Clinical Field
Experience C. With your mentor teacher, identify a book that
can be used to create ELA activities appropriate for the identified
students. You will use this book for your upcoming “Clinical Field
Experience C: ELA Mini-Lesson Plan” assignment. Speak with
your mentor teacher and, provided permission, use any remaining time to
seek out opportunities to observe and/or assist your mentor teacher or
another teacher and work with a small group of students on instruction
in the classroom. Your mentor teacher must approve any hours spent
observing another classroom environment.Part 2: ReflectionIn
250-500 words, summarize and reflect on your field experience and the
steps you took to identify students for the pre-assessment. How did the
pre-assessment provide data to determine the learning gaps and needs of
students? What challenges did you face when developing and delivering
the pre-assessment? Explain how you will use your findings in your
future professional practice.Submit the “ELA Pre-Assessment” and reflection as one deliverable.APA format is not required, but solid academic writing is expected.This
assignment uses a rubric. Review the rubric prior to beginning the
assignment to become familiar with the expectations for successful
completion.
CSUS Communication Leadership Traits Presentation
ANSWER THE TWO FOLLOWING AND CREATE 5 SLIDE POWERPOINT TO PRESENT BOTH QUESTIONS.
Discuss what leadership traits and st ...
CSUS Communication Leadership Traits Presentation
ANSWER THE TWO FOLLOWING AND CREATE 5 SLIDE POWERPOINT TO PRESENT BOTH QUESTIONS.
Discuss what leadership traits and styles are necessary to be an effective communicator. Explain the importance of leaders adapting communication approaches when working interprofessionally (across ancillary departments, vendors, community members).
Discuss how nursing professionals can benefit from integrating the tenets of servant leadership to empower and influence others as they lead.
3 pages
Discourse Communities
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Discourse Communities
Some factors influence the way we use language in different discourse communities when communicating people tend to in co-operating past experiences ...
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Most Popular Content
2 pages
Thomas Jefferson Journal Entries.
1743-1826 is the period between the birth and death of one of the greatest American freedom fighter who actively participa ...
Thomas Jefferson Journal Entries.
1743-1826 is the period between the birth and death of one of the greatest American freedom fighter who actively participated in liberation of the ...
University of Maryland Global Campus Stigmatization Discussion
PROMPT 1: How can the stigmatization of an illness can change over time? What can medical anthropologists do to lessen the ...
University of Maryland Global Campus Stigmatization Discussion
PROMPT 1: How can the stigmatization of an illness can change over time? What can medical anthropologists do to lessen the stigmatization of different types of illness. Please use examples to support your opinion. 200 WORDS AT LEAST 3 SOURCES, APA FORMAT PROMPT 2:1. Upon viewing this week’s video on the sixth step (Test) in Business Continuity Training, provide three important "take-aways" for "testing" a business continuity plan. 2. What are some of the challenges that an organization faces to acquire management support to prepare and execute pre-test through test and post-test evaluations? 200 WORDS, CITE SOURCES IN APA IF USED PROMPT 3: Why did many black people leave the South from 1915 to 1970? What factors affected the decision to migrate or stay?What role did Charles Hamilton Houston play in the legal assault against Jim Crow?How do you explain the emergence of the literary and artistic movement known as the Harlem Renaissance? Who were prominent writers of the Harlem Renaissance? 250 WORDS APA FORMAT FOR SOURCES
Florida State College at Jacksonville Sustainable Lawn Care Case Study
Read the Sustainable Lawn Care Case Study at the end of Chapter 3 and answer the following questions
Sustainable Law ...
Florida State College at Jacksonville Sustainable Lawn Care Case Study
Read the Sustainable Lawn Care Case Study at the end of Chapter 3 and answer the following questions
Sustainable Lawn Care Case Study “Chris, we make the highest-quality grass seed and fertilizer in the world. Our brands are known everywhere!” stated Caroline Ebelhar, the vice president of manufacturing for The Lawn Care Company. “Yeah! But the customer doesn’t have a Ph.D. in organic chemistry to understand the difference between our grass seed and fertilizer compared to those of our competitors! We need to also be in the lawn-care application service business, and not just the manufacturer of super-perfect products,” responded Chris Kilbourne, the vice president of marketing, as he walked out of Caroline’s office. This ongoing debate among Lawn Care’s senior management team had not been resolved, but the chief executive officer, Mr. Steven Marion, had been listening very closely. Soon they would have to make a major strategic decision. The Lawn Care Company, a fertilizer and grass seed manufacturer with sales of almost $1 billion, sold some of its products directly to parks and golf courses. Customer service in this goods-producing company was historically very narrowly defined as providing “the right product to the right customer at the right time.” Once these goods were delivered to the customer’s premises and the customer signed the shipping documents, Lawn Care’s job was done. For many park and golf course customers, a local subcontractor or the customers themselves applied the fertilizer and seed. These application personnel often did the job incorrectly, using inappropriate equipment and methods. The relationship among these non–Lawn Care application service personnel, The Lawn Care Company, and the customer also was not always ideal. When claims were made against The Lawn Care Company because of damaged lawns or polluted lakes and streams, the question then became one of who was at fault. Did the quality of the physical product or the way it was applied cause the damage? Either way, the customers’ lawns or waterways were in poor shape, and in some cases the golf courses lost substantial revenue if a green or hole was severely damaged or not playable. One claim filed by a green advocacy group focused on a fish kill in a stream near a golf course. One of Lawn Care’s competitors began an application service for parks and golf courses that routinely applied the fertilizer and grass seed for its primary customers. This competitor bundled the application service to the primary goods, fertilizer and grass seed, and charged a higher price for this service. The competitor delivered and applied the fertilizer on the same day to avoid the liability of storing toxic fertilizer outside on the golf course or park grounds. The competitor learned the application business in the parks and golf course target market segment and was beginning to explore expanding into the residential lawn-care application service target market. The Lawn Care Company sold the “highest-quality physical products” in the industry, but it was not currently in either the professional park and golf course or the residential “application service” lawn-care market segments. The Lawn Care Company considered its value chain to end once it delivered its products to the job site or non–Lawn Care application service. The competitor sold the customer “a beautiful lawn with a promise of no hassles.” To the competitor, this included an application service bundled to grass seed and fertilizer.
Define Lawn Care’s current strategic mission, strategy, competitive priorities, value chain, and how it wins customers. What are the order qualifiers and winners? Draw the major stages in its value chain without an application server.
What problems, if any, do you see with Lawn Care’s current strategy, vision, customer benefit package, value chain design, and pre-and-post -services?
Redo questions (1) and (2) and provide a new or revised strategy and associated customer benefit package and value chain that is more appropriate for today’s marketplace.
What do operations have to be good at to successfully execute your revised strategy?
What are your final recommendations? Provide two external references to support your response and cite using APA format.
ELM 580 GCU Clinical Field Experience & Literary Genre Matrix Worksheet
Literary Genres
Having an understanding of
va ...
ELM 580 GCU Clinical Field Experience & Literary Genre Matrix Worksheet
Literary Genres
Having an understanding of
various types of literary texts and genres of literature is crucial in
order to know how to integrate them into English language arts lessons
in an elementary classroom.Part 1: MatrixFor
this assignment, you will complete the “Literary Genre Matrix” to
describe different types of literary texts and how each can be
implemented in the classroom.Below are examples of fiction and nonfiction genre. Fiction.
Drama, fable , fairy tale, fantasy, folklore, historical fiction,
horror, humor, legend, mystery, mythology, poetry, realistic fiction,
science fiction, short story, tall tale, etc. Nonfiction. Biography, essay, narrative nonfiction, speech, etc. Choose
two examples of fiction genre and two examples of nonfiction genre and
address the following in the “Literary Genre Matrix.” Definition of each form of chosen fiction and nonfiction genre. Two examples of grade cluster appropriate texts for grades K-2, 3-5, and 6-8. Two strategies to integrate each text selected into reading, writing, and listening instruction. Two strategies to integrate chosen forms of fiction and nonfiction genre using a technology application. Provide the name of the technology. Part 2: ReflectionIn
250-500 words, summarize and reflect on the different literary genre
and how each can be implemented in your future classroom. Explain the
strategies for student comprehension in reading. What strategies do you
use to choose appropriate texts/genres for grade level strands? How does
selecting the appropriate text support a positive attitude toward
reading and comprehension skills?Support your findings with at least two scholarly resources.Prepare
this assignment according to the guidelines found in the APA Style
Guide, located in the Student Success Center. An abstract is not
required.This assignment uses a rubric. Review the rubric prior
to beginning the assignment to become familiar with the expectations for
successful completion.Clinical Field Experience B: Student Needs and Instructional Planning
Allocate at least 3 hours to complete this field experience.Use the “Clinical Field Experience B- ELA Pre-Assessment” template to complete this assignment.Part 1: Pre-Assessment and ImplementationDuring
your previous observation in your field experience classroom, you
identified 3-5 students, above, at, or below standard achievement who
would benefit from additional learning support. You also identified the
standards and unit that your mentor class is currently learning.With
this information, develop a pre-assessment in the English Language Arts
content area using the “ELA Pre-Assessment” template. The
pre-assessment must align with the standards and unit that your mentor
teacher shared with you during Clinical Field Experience A. This
pre-assessment can be oral, written, or completed through technology.
The pre-assessment should identify how well selected students know the
concept, and provide data that would allow you to determine learning
gaps and needs in order to develop an appropriate lesson to support
learning needs. Share the pre-assessment with your mentor teacher and ask for his or her feedback. Administer
the pre-assessment that you created to the selected group of students
and use the data to prepare for the lesson plan in Clinical Field
Experience C. With your mentor teacher, identify a book that
can be used to create ELA activities appropriate for the identified
students. You will use this book for your upcoming “Clinical Field
Experience C: ELA Mini-Lesson Plan” assignment. Speak with
your mentor teacher and, provided permission, use any remaining time to
seek out opportunities to observe and/or assist your mentor teacher or
another teacher and work with a small group of students on instruction
in the classroom. Your mentor teacher must approve any hours spent
observing another classroom environment.Part 2: ReflectionIn
250-500 words, summarize and reflect on your field experience and the
steps you took to identify students for the pre-assessment. How did the
pre-assessment provide data to determine the learning gaps and needs of
students? What challenges did you face when developing and delivering
the pre-assessment? Explain how you will use your findings in your
future professional practice.Submit the “ELA Pre-Assessment” and reflection as one deliverable.APA format is not required, but solid academic writing is expected.This
assignment uses a rubric. Review the rubric prior to beginning the
assignment to become familiar with the expectations for successful
completion.
CSUS Communication Leadership Traits Presentation
ANSWER THE TWO FOLLOWING AND CREATE 5 SLIDE POWERPOINT TO PRESENT BOTH QUESTIONS.
Discuss what leadership traits and st ...
CSUS Communication Leadership Traits Presentation
ANSWER THE TWO FOLLOWING AND CREATE 5 SLIDE POWERPOINT TO PRESENT BOTH QUESTIONS.
Discuss what leadership traits and styles are necessary to be an effective communicator. Explain the importance of leaders adapting communication approaches when working interprofessionally (across ancillary departments, vendors, community members).
Discuss how nursing professionals can benefit from integrating the tenets of servant leadership to empower and influence others as they lead.
3 pages
Discourse Communities
Some factors influence the way we use language in different discourse communities when communicating people tend to in co- ...
Discourse Communities
Some factors influence the way we use language in different discourse communities when communicating people tend to in co-operating past experiences ...
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