DQ 1: Explain how servant leadership can improve communities and society. Why is leadership courage important to realize these changes? Explain how the insights and themes of “The Conscious Capitalist Credo,” located in the topic Resource “Conscious Capitalism Philosophy”, can inform your efforts. Strengthen your claims with supporting citations.
DQ 2: What could lead to Greenleaf’s theology of institutions becoming a viable model for making societal change? What stands in the way of this idea being achievable? Explain how you can integrate Christian principles as a foundation for leading change (using Galatians 5:22-23 or 2 Peter 1:5-9). Strengthen your claims with supporting citations.
Business Process Costing For this assignment, you will explain managerial concepts as they pertain to business process costing. You will select a business process, describe the inputs and outputs, and define the job roles. In your paper, you will evaluate the current process effectiveness, estimate the cost of the process, and propose any improvements for management’s consideration. Be sure you have reviewed the assigned chapters and required unit resources on business process management. Instructions: Consider a business process using a firm with which you are familiar. Business processes include the following tasks: developing and managing products and services, marketing and selling products and services, managing customer service, developing and managing human capital, and managing information technology. Once you have identified the firm and business process, select, describe, and discuss the business process by elaborating on the following information: what starts and what ends the process (inputs and outputs), what roles (jobs) participate in the process (map them), the effectiveness of the current process, the cost of the process (document any assumptions), and any improvements for management consideration. Your paper should be written in a Word document and should be a minimum of three pages in length. You should include at least two resources to support your paper. Adhere to APA Style when creating citations and references.
Final Project: Autobiography and Instructional Implications
Purpose
You will synthesize what you have learned from your field experiences in the classroom, the course readings, and the rich exchanges during the Discussions and Seminars into your Final Project: Autobiography and Instructional Implications.
Instructions
Your paper should be 5–7 pages and should include the following sections:
Introduction: Define diversity and explain how this concept has shaped your personal experiences in school as a student and as a teacher. Select at least three concepts to foster your personal understanding and vision: culture/ethnicity; class; race; gender; language; religion; learning style; and/or exceptionality.
Discuss three ways in which the course readings have deepened your understanding of your own experiences with issues related to diversity.
Evaluate at least one “best practice” strategy that can be used to focus on classroom management skills to positively affect academic achievement in classrooms of diverse students.
Provide at least three examples of reading skills instruction that could be used in a classroom with a diverse student population. Select from among the following: constructing a collaborative main idea web; literature circles; questioning the author; keeping a learning log; and analyzing text-to-self connections. Use information from your textbook or library articles to support your choices.
Conclusion: Reflect on this course experience and self-evaluate the implications for future understanding of teaching a diverse student population.
Format
Be sure to follow APA format when citing your references.
Resources
Use information from your textbook or library articles.
Rubric
Before you submit your work, please make sure to review the grading rubric under Grading Rubrics on Course Home.
Submission Instructions
Submit your Final Project: Autobiography and Instructional Implications to the Dropbox.
This Assignment is worth 200 points and is due at the end of Unit 6.
This Assignment addresses the following course outcomes:
ED533-1: Explain ideas that contribute to varied definitions of diversity.
ED533-4: Apply research on student diversity to a personal teaching philosophy.
ED533-5: Evaluate classroom management strategies suitable for diverse students.
Write 400–600 words that respond to the following questions with your thoughts, ideas, and comments.
Describe the goal of transportation regulation and policy and explain why they are needed.
Choose a transportation policy developed to address an issue in one of the following areas, describe its goal, and explain how it has affected you in your personal life or as a business manager:
National security
Public safety
The environment
Monopolies
Part 2 – Transportation’s Impact on the Environment, Society, and the Economy
Write 400–600 words that respond to the following questions with your thoughts, ideas, and comments.
Choose 1 mode of transportation.
Describe how it has impacted the environment, society, and the economy.
Has the impact been positive or negative?
Discuss the usefulness and at least three functionalities of the mode of transportation.
Part 3 – Distribution, Warehousing, and Inventory Functions
write 400–600 words that respond to the following questions with your thoughts, ideas, and comments.
A great deal of manufacturing is done outside of the United States, which presents various challenges to supply chains. Many of these challenges are in the areas of distribution, transportation, warehousing, and inventory management. Discuss the following:
Describe at least 2 challenges that supply chains face in each of these areas.
Identify the strategies you feel that best address those challenges, and explain why
Activity 1 Explain some of the basic terms and conditions a customer must meet before a financial product will be supplied by an AFSL. (Explain financial product service terms and conditions). Activity 2 Why might a financial planner wish to become an authorised representative of an AFS licensee? (Explain the interactions between different providers of the financial planning service and their accountabilities). Activity 3 ASIC’s Moneysmart website is an invaluable source of advice for clients of financial planners. Using Moneysmart, locate and discuss the situation where a legal professional may offer a client investment advice service. (Describe authorities and assistance able to be offered by other advisers and organisations). Activity 4 Tom is an accountant with no AFS licence, who does not provide financial planning advice. A client comes to Tom and says he knows what he wants and instructs Tom to: ? set up an SMSF; ? assist to roll-over assets into the SMSF; ? provide factual information about different super choices; ? value SMSF assets; ? advise on the SISA investment rules; ? provide a pro-forma generic investment strategy; and ? advise on a pension (transition to retirement income stream) strategy and prepare the documents. Advise Tom on how he should proceed. (Discern between and describe what different providers can and cannot do within the financial planning service required by the client). Activity 5 Outline some of the issues a financial planner needs to consider when referring an existing client to a third party for specialist advice. (Outline the steps in a referral process to other advisers or organisations). Activity 6 Describe the value of client complaints to a financial planning business. (Describe the key stages in internal and external complaint handling processes). Activity 7 Most financial planning clients complete a fact find before an initial meeting with a financial planner. But much of the personal information needed by a planner is not in the nature of hard facts. Outline some non-factual aims of a fact-finding interview. (Outline the steps and processes involved in the preparation of financial plans). Activity 8 What sort of adviser / client obligations might be incorporated into an AFSL’s Client Protection Policy? (Describe the key features of relevant organisational policy, procedures and requirements). Activity 9 In what ways could a financial planner detect a potential cyber-enabled fraud? (Identify risk and fraud indicators)
This case study has two parts. Answer both parts in one document, and clearly label parts one and two. References for both parts should be included in one reference page at the end of the case study.
Part 1: Explain the actions of intravenous anesthetics on the central nervous system. Include types of general anesthetics, adverse effects, and contraindications.
Part 2: A 26-year-old female comes to visit her primary care provider (PCP) with several complaints. Over the past three weeks, she has been experiencing difficulty concentrating, lack of energy, and feelings of being withdrawn from her peers. In addition, she has developed a skin rash. The rash is red and itching with small blisters. She informed her physician she has never felt this way before and is a bit worried. She is hoping to get some advice from her doctor. Include the following components in Part 2:
After a physical exam, the physician is trying to determine if the patient has eczema or psoriasis. What signs would show for each skin condition that would help the physician decide?
Discuss what indicators would lead to any additional diagnoses for this patient. Select a possible treatment intervention.
What specialist(s) could the PCP refer the patient to?
Each part of the case study must be at least one page in length. You must use at least your textbook to support your answer for each part. Adhere to APA Style when creating citations and references for this assignment. APA formatting, however, is not necessary
Each person in a group should contribute equally to get the same grade. You have to mention the Percentage contribution of each person in your Project report.
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Rubrics /Grade breakdown:
Report (100pts)
Theory, Procedure, Data, Analysis, and conclusion
THEORY (10pts): Briefly explain the underlying physical principle and exactly what you want to test.
PROCEDURE (30pts): Explain what you did, at a level such that someone in your class could reasonably reproduce your results. Include at least one diagram.
DATA (20pts): Include data tables (can be LaTeX’d, word doc’d, excel’d, pictures of hand-drawn tables, etc – as long as they’re legible, we’re happy). Explain the meaning of any variable you introduce. Include uncertainties. (Note that having poor data and explaining what went wrong is much, much, much better than fudging your data. One is a reasonable thing to do, and the other is academic dishonesty.)
ANALYSIS (20pts): Explain how you got from your data to your result. No need to show every step of your derivations, but give enough explanation that a classmate could reproduce your results.
CONCLUSION (20pts): What did you find? Numbers should include uncertainties. What went wrong? What might have affected your results (sources of error)? How could the experiment be improved?
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Abstract:
Force and motion is a universal concept that applies to all matter in the universe. Motion is the changing of position or location which requires a force to cause that change. Forces influence objects that are at rest or that are already in motion. In the three laws of motion proposed by Isaac Newton, it involves the notion of inertia, mass, velocity, and momentum. These laws and factors contribute to the driving force that helps apply the concept of force and motion that we experience everyday. Using the online simulation provided by the Phet website, we will be conducting experiments involving force and motion.
Introduction:
In lecture as well as additional readings from our textbook, we have been introduced to the different aspects and rules that apply to the world of physics. There are three important notions that Isaac Newton proposed when he first studied and introduced the motion of objects. He stated that (1) a stationary object will remain stationary unless an external force acts on it, (2) the change in an object’s motion is proportional to the force acting on it, and (3) every force has an equal and opposite force.
By using the online simulation, we aim to demonstrate the concept of force and motion with the provided resource. The simulation should be able to provide results that would mimic the experiment if we were to do it in person. The data and calculations taken from the experiment will be able to showcase the theory behind force and motion and give us a better understanding behind it. With both concepts, we will learn all the factors that play a part in force and motion and it will give us a deeper understanding behind what is needed to put something into motion as well as what type of force and how much force is needed to create that motion.
Theory:
With respect to Newton’s Second Law of Motion, we can understand the significance of the relation between force, mass, and acceleration. Under the circumstances of the experiment and in real life situations, force is simply a push or pull that acts upon an object. Furthermore, force is a vector quantity, in which it accounts for magnitude and direction. Newton’s Second Law regards the function of such objects for which all prevailing forces are not balanced.
As forces become unbalanced – another vector quantity – acceleration emerges. Acceleration directly depends on the net force which is the sum of all forces acting upon an object. As the net force increases, so does the acceleration. As the net forces decrease, so does the acceleration. On the other hand, acceleration inversely depends on an object’s mass in which the acceleration decreases as the mass increases. If the mass were to decrease, then acceleration would increase.
As Newton’s Second Law may be expressed verbally, it can also be explained mathematically. As force has direction we may find different forces along the experiment, the first equation will be used to find the net force:
FNet = F1 + F2 + F3+…
The second equation will be used to find the weight of such object:
Fw = mg
The magnitude of the weight is equivalent to the magnitude of the normal force, this can be expressed in the equation:
Fn = Fw
We will not only be calculating with equations but also graphs. We will be using google excel to make graphs and the slope in the graph will identify the coefficient of friction (μ). In the case of using the equation (shown below) we can find static and kinetic friction:
(Static Friction) Fs = μsN
(Kinetic Friction) Fk = μkN
Experimental Apparatus & Setup:
Due to unfortunate circumstances of the COVID19 pandemic, our experimental setup was affected. Providentially, we were able to continue with the help and efforts of the Phet Colorado website. For this project, our experimental apparatus and setup consist of a virtual simulation from the website mentioned. This virtual simulation allows us to experiment and collect data that pertains to forces and motion, hence, the title of the project. In addition, we used our knowledge from this course, while applying “Chapter 4: Forces and Newton’s Laws of Motion” and “Chapter 5: Applications of Newton’s Laws.” The equipment needed to perform the experiment is all provided in the simulation.
Within the simulation setup, there are four selections to choose from:
The first selection is titled Net Force, in which the simulation consists of a “tug of war” between a number of figures. There are four blue figures and four red figures, with both colored teams having different sizes of figures. The number of figures that go on the left and right of the rope is adjustable, as it will eventually be the forces applied onto the object. The purpose of this simulation is to explain how objects will remain stationary unless external forces act on it.
The second selection is in regards to Motion, in which the figure model will be exerting force on an object that is mounted on a skateboard. The purpose of this simulation explains how the change in an object’s motion is proportional to the force acting on it with or without the application of mass(s) from the objects and figures provided.
The third selection focuses on friction. It’s similar to the Motion simulation, except that the crate isn’t mounted on the skateboard. Therefore, a friction force will affect the object in motion. The purpose of this simulation is to explain how an object’s motion is proportional to the force acting on it as well as how it can also come to terms with how every force has an equal and opposite force.
Finally, there’s an Acceleration simulation, where we can calculate the acceleration, based on the mass and friction that is applied on the crate. The figure model will push and launch the crate at a given amount of force, with and without applied mass on the crate, in which the acceleration will be given and calculated. The purpose of this simulation ties the whole notion of Newton’s Second Law of Motion together and explains the relationship between acceleration, mass, and all forces.
For all four selections of the simulations, we can insert various inputs to each simulation, such as a figure(s), a box, a trash bin, a gift box, a refrigerator, and a bucket of water, all providing different quantities in mass, speed, direction, and force.
Procedure:
Part 1
This part concludes Newton’s Second Law of Motion in which the concerning object will remain stationary unless external forces act on it. In this case, we add force to the right and left side of the cart to make it either move or remain stationary. We will find out how the forces affect the magnitude, the velocity, and the direction of the resultant force as well as the object (a cart).
Start the simulation by clicking on “Net Force”
Click on all the checkboxes on the upper righthand corner that indicate “Sum of Forces, Values, and Speed”
There are 8 stick figures located on the bottom; 4 blue figures and 4 red figures, drag the figures to the left and right side of the cart
After dragging the figures, make sure that the left rope has a force of 200N and the right rope has a force of 150N
Note the magnitude, direction of the resultant force and direction of where the car moved
Observe the velocity of the car, this can be found on the speedometer
Click on “Go” to start the simulation
Repeat steps 3-7, but this time, make sure that the left rope has a force of 200N and the right has a force of 200N
Part 2
This part concludes Newton’s Second Law of Motion in which the change in an object’s motion is proportional to the force acting on it. In this case, we are introducing mass and applying a force to the object (crate on skateboard) so it will start moving. We will find out how mass affects the motion of the object as it will cause it to either decelerate or accelerate.
Start the simulation by clicking on “Motion”
Click on the checkboxes located on the upper righthand corner that indicate “Forces, Values, Masses, and Speed”
There are objects with masses located on the bottom, drag such objects on top of the skateboard (we will be using a 50kg crate)
After dragging the object, set the “Applied Force” to 500N as it will start to push the crate on the skateboard
The simulation will start
Note the mass
Note the magnitude and the direction of the resultant force
Observe the velocity of the car, this can be found on the speedometer
Part 3
This part concludes Newton’s Second Law of Motion in which an object’s motion is proportional to the force acting on it. In this case, frictional force will be a part of the net forces. It can also come to terms with how every force has an equal and opposite force. In this case, friction force may be equal to the applied force. We will find out if frictional force is strong enough to either keep the object (a crate) at rest or moving.
Start the simulation by clicking on “Friction”
Click on the checkboxes located on the upper righthand corner that indicate “Forces, Sum of Forces, Values, Masses, and Speed”
There are objects with masses located on the bottom, drag such objects onto the simulation (we will be using a 50kg crate)
Apply force and increase it until it moves
Record the maximum force that keeps the object at rest
Record the force needed in order to make the box move
Note the masses, magnitude and direction of the forces and the resultant force
Part 4
This part concludes Newton’s Second Law of Motion in a similar way to all 3 parts above. We will be applying force and mass, as this experiment includes friction. We will find out how all these factors affect acceleration.
Start the simulation by clicking on “Acceleration”
Click on the checkboxes located on the upper righthand corner that indicate “Forces, Sum of Forces, Values, Masses, Speed, and Acceleration”
There are objects with masses located on the bottom, drag such objects onto the simulation (we will be using a 50kg crate)
Apply force and increase it until it moves
Record the maximum force that keeps the object at rest
Record the force needed in order to make the box move
Note the masses, magnitude and direction of the forces and the resultant force
Repeat steps 3-7, but add mass each time
Data:
One equation that is needed is one to find the resultant forces:
F = F1 + F2 + F3 . . .
Another equation used was one to find the weight:
Fw = mg
Another equation we used was to find the magnitude of the normal force:
Fn = Fw
To find the slope we used:
m = y2 – y1 / x2 – x1
The formula we used to find the forces of static and kinetic friction are:
Fs = ????sN and Fk = ????kN
This first table is the data of an object with certain mass values to start moving the object
Mass (kg)
Weight (N)
Normal Force (N)
Force of Static Friction (N)
50
491
491
126
90
883
883
226
130
1275
1275
326
150
1472
1472
376
180
1766
1766
451
This second table is the data of an object with certain mass values to keep the object moving
Mass (kg)
Weight (N)
Normal Force (N)
Force of Kinetic Friction (N)
50
491
491
94
90
883
883
169
130
1275
1275
244
150
1472
1472
281
180
1766
1766
338
Analysis: (Explain how we got the data)
Insert here
Conclusion:
In our lab experiment, there was definitely room for error. We used a website to conduct our experiment. Therefore, some of the things that may have gone wrong may occur due to technical, human, and instrumental error. An example of technical error would be how sometimes the object would move on its own without any force applied to it. A human error is not being able to read the results that we got or putting the right units. An instrumental source of error was that we could not see what speed our object was going. If this experiment was conducted in real life, an error would be how environmental factors such as the wind changes the direction or speed of the object.
In this experiment we explored the notions of Newton’s Second Law of Motion. The law formally states that acceleration occurs when a force acts on a mass and the greater amount of force on an object is needed when that mass of an object is greater. In our lab we conducted it into three parts; net force, motion, and friction. In terms of force, the experiment simply shows that if we move an object with force it will move. In terms of motion, the experiment explains with graphs, that if we put force over time the velocity would increase rapidly over the time. In terms of friction, the experiment illustrates in the graphs that friction increases when the object has motion; we can conclude that the opposing force is the friction force. Overall the results of the lab experiment exemplified the principles of Newton’s Second Law of Motion.
References
Phet Colorado simulation – Forces and Motion: Basics
Please write NO LESS than 1500 words (for both questions combined NOT for each question) using APA style to answer the following two questions. Use the textbook and any other resources to support your answer.
1. Please explain what we mean by franchising? Outlining the advantages and disadvantages of franchises? and discuss the challenges of global franchising? Please explain using a real example.
2. Management is the process used to accomplish organizational goals through Planning, Directing, Organizing and Controlling. Please explain how managers can utilize these four functions to successfully accomplish organization goals.
Required Resources Read/review the following resources for this activity:
Textbook: Chapter 13
Lesson
Minimum of 1 scholarly source (in addition to the textbook)
Introduction Some people believe that you can tell who a person is by what they do when no one is looking. Let’s look at the following case. John Doe, a nurse, has downloaded an application to her phone that allows him to download copyrighted textbooks for a nursing course (that Doe is going to take) without his Internet Service Provider knowing it. The application is called “Cloak” as in cloak of invisibility (a hooded coat one wears to make it so others cannot see you). The application disguises his phone and makes it so the information on it is inaccessible. John is aware that other people who are of a lower socio-economic status (like him) also use this software program for the same reason (and to save money). John Doe knows that his religion forbids him from using this application to download in this manner. John Doe is focused on his own economic situation and does not consider the publisher, author, and others involved in the books. Think about a course of social action; what social values should be used to address this moral issue and conflict.
Initial Post Instructions Create a personal ethical philosophy and explain from which philosophy or philosophies (it must include at least one of the following: virtue ethics, Kantian ethics, utilitarianism, virtue ethics, or social contract ethics) you created it and why the contents are important and meaningful for you. List its precepts.
Take your personal ethical philosophy statement and use it to work through John Doe’s case. What is moral and immoral per your theory?
How would the veil of ignorance or a different theory of justice address John Doe’s case?
