Three slides presenting the analysis (all aspects described before).This presentation will need to analyze the technical (systems) issues associated with repetitive failures/faults of two aviation safety events:-Accident: PT. Indonesia Air Asia Airbus A320-216 PK-AXC 28/12/2014-Serious Incident: DHC-8-402 Dash 8 G-JECF 11/09/2010The effect of NFF on technical integrity (systems’ reliability) will need to be assessed for each of the aviation safety events. This will need to be done by analysing the information contained in the accident/incident investigation report for each case. The possible route causes in relation to system design and maintainability will have to be critically discussed. Common and distinct features between these two cases will have to be covered. The presentation will also need to include recommendations for new design features which might be able to improve the maintainability of the systems associated with NFF (justification will have to be offered for these new design features, based on the findings of the investigation reports).The presentation is 5 minutes in total so can you please include a script to describe the ideas in the powerpoint slides.
Best Writer
Based on the video, why is it very risky for organizations to ignore or fail to respond to external factors of change?
To complete this Milestone Activity, refer back to the “Change Drivers” Learning Activity. In this activity, you watched a video regarding the impact of change on an organization. Based on the video, why is it very risky for organizations to ignore or fail to respond to external factors of change? In the scenario provided in the video, what is the relationship between the external and internal factors? Select one of the actions Cassandra took that led to a successful change. Discuss your selection to support your position. https://prod-brandman-stage-cbeupload.s3.amazonaws.com/assets/21616/Lesson%201%20How%20Internal%20and%20External%20Factors%20Drive%20Organizational%20Change%20Transcript_a11y.pdfhttps://prod-brandman-stage-cbeupload.s3.amazonaws.com/assets/21616/Lesson%201%20How%20Internal%20and%20External%20Factors%20Drive%20Organizational%20Change%20Transcript_a11y.pdf
Write your editorial with the audience of The Atlantic in mind, and revise it for Persuasion (i.e., logos/ethos/pathos) & Clarity.
Now write an editorial or article that would be appropriate for The Atlantic [note: browse through past issues of this periodical to get a sense of what topics it publishes on, and what kind of audience it is trying to cater to] of approximately 1,500-2,500 words where you identify a claim, present some good evidence to demonstrate that the vast majority of people really do believe it, and then present an argument, or a series of arguments, against it. You might also choose to conclude your argument with “lessons learned,” as Gene DelVecchio does in his “Got Milk?” article or in his more recent “When Activist Consumers and Activist CEO’s Collide” article.
Be creative! If you observe closely, and think hard about it, you can probably notice all kinds of things that large numbers of people believe (or better yet, simply assume to be true, without ever having really thought much about it) that are nevertheless either false, very problematic, or which have significant, negative, unintended consequences.
Write your editorial with the audience of The Atlantic in mind, and revise it for Persuasion (i.e., logos/ethos/pathos) & Clarity.
Examples others did: “Is going to the nail salon bad for my nails?” “A beer a day keeps the doctor away” (cannot copy but an example)
Write a socio-economic disparities and its impact on rural women health in India.
Write a socio-economic disparities and its impact on rural women health in India. what original data can be used to answer research question. analysis data and what can be conclusion peer review draft
Identify two Key Success Factors in Pharmaceutical Manufacturing industry in the US.
Please answer the following questions in a question-and-answer format in the order in which it is given below: 1. Identify two Key Success Factors in Pharmaceutical Manufacturing industry in the US. Explain why you think these are the Key Success Factors specifically in this industry. (That is, provide evidence for the fact that each of the key success factors 1) forms the basis for buyers choosing between different brands in the industry, or 2) is the resource/competitive capability any company must possess in order to be successful industry, or 3) is the shortcoming which is almost certain to put any company at a significant disadvantage in the industry). (3 points) 2. Identify two Industry Driving Forces that are driving change in Pharmaceutical Manufacturing industry in the US. Explain how each of these industry forces are driving change specifically in this industry. (That is, provide evidence for the fact that each of the industry driving forces 1) causes changes in market demand, or 2) makes competition more or less intense, or 3) increases or decreases the profit potential of the industry). (3 points) 3. Choose any two Pharmaceutical Manufacturing companies in the US. and state your choice. Then answer the following: a) For each of the companies, explain why you think it has or hasn’t got each of the Key Success Factors you identified in question 1. Provide evidence. (3 points) b) Identify one specific opportunity and one specific threat which arises from the Industry’s Driving Forces you identified in question 2. (1 point)
What are the main challenges for the Nordic welfare state?
What are the main challenges for the Nordic welfare state?
What did you learn about your country of origin and how this cultural influence may have impacted your personal upbringing, views and/or values related to power distance, individualism, masculinity, uncertainty avoidance, long term orientation, and indulgence?
After watching the video and locating the interactive, online tool located in the Learning Activities titled, Cultural Dimensions Introduction and Cultural Dimensions Interactive Research, write a 500-word reflection, that compares and contrasts the difference between two (2) of the countries you selected in the six different dimensions of diversity. You may wish to choose the country of your family’s origin and that of your spouse, a close friend, or significant other, for comparison. What did you learn about your country of origin and how this cultural influence may have impacted your personal upbringing, views and/or values related to power distance, individualism, masculinity, uncertainty avoidance, long term orientation, and indulgence? How might the information you’ve learned, be of benefit to you personally, or professionally, in the future? For this reflection, be sure to adhere to APA guidelines. Use in-text citations and reference your work. https://www.hofstede-insights.com/product/compare-countries/
What is most difficult about assessing your own learning and what is the easiest?
Clinical Field Experience C: Self-Assessment
Objectives:
1. Utilize performance data to inform instructional planning based on identified learning gaps and patterns. [ACEI 4.0; InTASC 6(d), 6(f), 6(m), 6(q), 7(l)]
2. Analyze student progress and provide effective descriiptive feedback, while collaboratively establishing learning goals, assisting students in identifying quality work, and analyzing their own assessment results. [ACEI 4.0; 6(d), 6(m), 6(n), 6 (q), 6(s)]
3. Reflect on professional practice to improve instructional planning, advance learning, and foster student engagement. [ACEI 5.1; InTASC 9(a), 9(b), 9(g), 9(l), 10(a), 10(b)]
4. Using assessment data identify strategies to create opportunities for students to be engaged in their learning, and motivated to improve their performance. [ACEI.3.4; InTASC 6(m), 7(d)]
Assessment Descriiption
Allocate at least 3 hours in the field to support this field experience.
Part 1: Assessment Conversation
Choose one student with whom you have been working with in your field experiences and assess the goals for that student. After identifying and sharing the goals with the student, discuss the different ways he or she can assess their own learning.
Consider the following questions when working with the student:
1. What does assessment mean?
2. Why is assessing your own learning important?
3. What is most difficult about assessing your own learning and what is the easiest?
Summarize their answers in 50-100 words.
Part 2: Assessment
Using the “Assessment Plan” you created in Topic 4 with your student’s personal goals and learning objective, one aligned assessment, and rubric, implement the assessment with one student.
Share the rubric with the student, demonstrating how to monitor his or her progress and understand one’s educational goal. Remember, if you are working in the early grades, a rubric can be as simple as a happy/sad face scaffolding to show understanding.
Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class.
Part 3: Reflection
In 250-500 words, summarize and reflect on the process of developing guidelines to track data and guide students to meet goals. Consider the following questions in your reflection:
• Was the student able to understand how to assess his or her progress with the rubric?
• How does this process help to foster student independence?
• Why is it important to share rubrics with students prior to completing the actual assignment?
• What gaps did you notice in the process of these field experiences?
• How would you adapt this process to meet the needs of students in your future professional practice?
Support your findings with a minimum of three scholarly resources.
Submit the notes from the assessment discussion with the student and your reflection as one deliverable.
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.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.
Rubric
• Expand All RubricExpand All
• expand Assessment Discussion assessment
• Assessment Discussion
• 6.25 points
• expand Reflection assessment
• Reflection
• 6.25 points
• expand Future Implications assessment
• Future Implications
• 5 points
• expand Mechanics of Writing assessment
• Mechanics of Writing
Recourses:
• Why Reflection Is Important in Teaching, Read “Why Reflection Is Important In Teaching,” located on the TeachThought website (2020).
• A Taxonomy of Reflection: Critical Thinking for Students, Teachers, and Principals (Part 1), Read “A Taxonomy of Reflection: Critical Thinking for Students, Teachers, and Principals (Part 1),” by Pappas, located on the Teaching and Learning Resources website (2010).
• Fostering Learner Engagement: An Essential Guide for K-6 Educators, Read Chapters 9.
• Fostering Reflective Thinking, read “Fostering Reflective Thinking,” located on the Responsive Classroom website.
Utilize performance data to inform instructional planning based on identified learning gaps and patterns. nt
Clinical Field Experience C: Self-Assessment
Objectives:
1. Utilize performance data to inform instructional planning based on identified learning gaps and patterns. [ACEI 4.0; InTASC 6(d), 6(f), 6(m), 6(q), 7(l)]
2. Analyze student progress and provide effective descriiptive feedback, while collaboratively establishing learning goals, assisting students in identifying quality work, and analyzing their own assessment results. [ACEI 4.0; 6(d), 6(m), 6(n), 6 (q), 6(s)]
3. Reflect on professional practice to improve instructional planning, advance learning, and foster student engagement. [ACEI 5.1; InTASC 9(a), 9(b), 9(g), 9(l), 10(a), 10(b)]
4. Using assessment data identify strategies to create opportunities for students to be engaged in their learning, and motivated to improve their performance. [ACEI.3.4; InTASC 6(m), 7(d)]
Assessment Descriiption
Allocate at least 3 hours in the field to support this field experience.
Part 1: Assessment Conversation
Choose one student with whom you have been working with in your field experiences and assess the goals for that student. After identifying and sharing the goals with the student, discuss the different ways he or she can assess their own learning.
Consider the following questions when working with the student:
1. What does assessment mean?
2. Why is assessing your own learning important?
3. What is most difficult about assessing your own learning and what is the easiest?
Summarize their answers in 50-100 words.
Part 2: Assessment
Using the “Assessment Plan” you created in Topic 4 with your student’s personal goals and learning objective, one aligned assessment, and rubric, implement the assessment with one student.
Share the rubric with the student, demonstrating how to monitor his or her progress and understand one’s educational goal. Remember, if you are working in the early grades, a rubric can be as simple as a happy/sad face scaffolding to show understanding.
Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class.
Part 3: Reflection
In 250-500 words, summarize and reflect on the process of developing guidelines to track data and guide students to meet goals. Consider the following questions in your reflection:
• Was the student able to understand how to assess his or her progress with the rubric?
• How does this process help to foster student independence?
• Why is it important to share rubrics with students prior to completing the actual assignment?
• What gaps did you notice in the process of these field experiences?
• How would you adapt this process to meet the needs of students in your future professional practice?
Support your findings with a minimum of three scholarly resources.
Submit the notes from the assessment discussion with the student and your reflection as one deliverable.
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.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.
Rubric
• Expand All RubricExpand All
• expand Assessment Discussion assessment
• Assessment Discussion
• 6.25 points
• expand Reflection assessment
• Reflection
• 6.25 points
• expand Future Implications assessment
• Future Implications
• 5 points
• expand Mechanics of Writing assessment
• Mechanics of Writing
Recourses:
• Why Reflection Is Important in Teaching, Read “Why Reflection Is Important In Teaching,” located on the TeachThought website (2020).
• A Taxonomy of Reflection: Critical Thinking for Students, Teachers, and Principals (Part 1), Read “A Taxonomy of Reflection: Critical Thinking for Students, Teachers, and Principals (Part 1),” by Pappas, located on the Teaching and Learning Resources website (2010).
• Fostering Learner Engagement: An Essential Guide for K-6 Educators, Read Chapters 9.
• Fostering Reflective Thinking, read “Fostering Reflective Thinking,” located on the Responsive Classroom website.
Research the proportion of women, African Americans, Native Americans, Hispanic Americans, Asian Americans, and openly gay or lesbian members of Congress.
Research the proportion of women, African Americans, Native Americans, Hispanic Americans, Asian Americans, and openly gay or lesbian members of Congress.
Reflect on what these patterns say about the nature of representation.
Why do some groups tend to be underrepresented in Congress?
Why do you see a trend in which more women and minorities are being represented?
Do you think the underrepresentation of women and minorities affects Congress’s business?
How might we as a people address this situation and strive towards equal representation? Make sure to cite sources used.
Writing Requirements (APA format)
Length: 1.5-2 pages (not including title page or references page)
1-inch margins
Double spaced
12-point Times New Roman font
Title page
References page (minimum of 2 scholarly sources)