Best Writer

In the attached HBR article the Dalai Lama shares his observations on leadership and describes how our “strong focus on material development and accumulating wealth has led us to neglect our basic human need for kindness and care.” He offers leaders three recommendations. First, to be mindful: “When we’re under the sway of anger or attachment, we’re limited in our ability to take a full and realistic view of the situation.” Also, to be selfless: “Once you have a genuine sense of concern for others, there’s no room for cheating, bullying, or exploitation; instead you can be honest, truthful, and transparent in your conduct.” And finally, to be compassionate: “When the mind is compassionate, it is calm and we’re able to use our sense of reason practically, realistically, and with determination.”
Last year around this time HBR brought out some golden words of Dalai Lama on compassionate leadership. Its ironical that today there is so much talk about lack of leadership in the current pandemic situation we find ourselves today. There is a timely article while we all work from home, that McKinsey just published about the role of CIOs – The CIO’s moment: Leadership through first wave of the coronavirus crisis. Please read the two attached readings and give your thoughts on the following questions:
1. How companies can learn from the current situation on how to approach their Information Systems Strategy? If they did not, what will be the consequences?
2. How CIO’s can redefine their role to be more deeply involved in corporate strategy/ mission based on the McKinsey paper.

Risk and quality management are the responsibility of all employees. As a health care manager, it is important that you are able to communicate the importance of these topics to your team members.

In this assignment, you will demonstrate the skill of risk management by evaluating appropriate decision-making processes in risk and quality management as you prepare an introductory guide on the basic concepts of risk and quality management. You will apply the risk- and quality-management concepts you’ve learned to the health care industry.

Assignment Directions
Create a 3- to 4-page quality- and risk-management introductory guide. Include the following sections in your guide:
Overview
Explain the basic concepts of quality improvement in the health care industry.
Explain the basic concepts of risk management in the health care industry.
Decision-Making Processes
Explain the information needed for making risk-management and quality-management decisions in the health care industry. Consider the following in your explanation:
How do you identify your areas of concern?
What data do you need to validate your concerns?
What process or methods do you use to ensure consistency in making evidence-based decisions?
Risk-Management Tools and Strategies
Evaluate 2 risk-management tools or strategies used in the health care industry. Include the following:
Explain the purpose of each tool or strategy.
Explain the advantages and disadvantages of each of the tools or strategies you selected.
Quality-Management Tools and Strategies
Evaluate 2 quality-management tools or strategies used in the health care industry. Include the following:
Explain the purpose of each tool or strategy.
Explain the advantages and disadvantages of each of the tools or strategies you selected.
Summary
Explain challenges in applying risk- and quality-management decisions in the health care industry.

Cite references to support your assignment.

Format your citations and references according to APA guidelines.

Produce a briefing for your senior management in which you identify 3 specific situations that have or continue to create conflict in your organization or professional context. Analyze each of these situations to identify structural elements and organizational cultural elements that contributed to a loss of performance for the whole system in each circumstance.
Finally, provide an overall evaluation as to what you see as the root cause that connects each of these separate conflicts and provide remarks as to potential ways to ameliorate the destructive capacity of these conflicts or resolve them, if possible.

UNIT 1-Written Assignment
CRJ 201/ Crisis Intervention Response
Crisis Intervention Project:
Describe an incident involving a person or persons in some type of crisis situation. This crisis could be from a segment of a television program, movie, online resource, video, newspaper/ magazine article or an event you have knowledge of.
Answer the following:
1.) What made this situation a crisis?
2.) What is the crisis?
3.) How is the crisis affecting or impacting the person(s).
4.) Was the crisis resolved?
5.) Critique the intervention process.
6.) The basic rules for College Papers:
• Proper grammar and spelling,
• MLA style,
• 2-3 pages in length for written assignments
• Font size of 12, double spaced with proper margins,
• Documented references, (for most papers, 3 or more sources should be cited),
• Late papers are subject to point reductions

PHYS 2010 Lecture 06 (Laboratory) Acceleration Due to Gravity We’ve talked about motion from the perspective that position, velocity, and acceleration are all interrelated. A lot of the time, it makes a fair amount of sense. However, there are some accelerations that seem to just…happen… While there are definitely reasons why they happen, we haven’t really introduced that level of understanding yet. The purpose of this activity is to explore the accelerations involved from dropping something. Materials: Tracker software (free; download from course module or https://physlets.org/tracker/) BallDrop.mov video from course module BallTossUp.mov video from course module Background Over twenty-two centuries ago, a Greek philosopher and scientist named Aristotle proposed that it was a natural behavior for objects to fall to the ground. However, there was a flaw in this understanding, as it implied that heavier objects fell faster. About 1700 years later, the scientific method had developed to a point where Galileo was able to prove that two objects of identical size but different weights fell with the same behavior, thus disproving Aristotle’s ideas but taking a closer step to what happens in that case; and laying the groundwork for those to follow. When an object is in “free fall”, it moves through the air without being touched. So while the object is touching your hand or held up by something, it’s not in free fall; same for the moment when the object hits the ground. It’s only a matter of instants that are often too small to measure, but the difference is conceptually important. Free fall happens after you let an object go, but before it hits the ground. Video Tools Ordinarily, this is the sort of lab you would accomplish in a more academic setting, with appropriate equipment and partners. However, as it’s an online lab activity, we’re going to be using tools that allow you to interpret pre-recorded video, or video you make yourself. A video is basically a set of images recorded typically at a rate of 30 frames per second, or in other words a timeinterval of 1/30 s between frames. To measure an object’s position in a video, you need to: 1. define a coordinate system including an origin and x,y axes. 2. define a scale; in other words define a standard length, perhaps 1 m, in the video. For this, it helps to have a reference object of known length, such as a meterstick/tile/wall, in the video. This is called a calibration. It’s very important that the reference object is in the same plane as the object’smotion. If the reference is significantly closer to the camera or further from the camera than the object you are studying,then your measurement of position will be inaccurate. Together, these two pieces of information (scale and time) allow us to make measurements of position, velocity, and acceleration. Video analysis software makes it easy to measure position coordinates (both x- and y-) and time for an object. After defining the scale and the coordinate system, you click on the object. The software shows a dot where you clicked and advances the video to the next frame. The software measures the position of where you clicked in units of pixels and then uses the calibration and your definition of the coordinate system to convert this position in pixels to a position in meters (or whatever units are used in the calibration). The software also measures time because it knows that the video is recorded at 30 frames per second (or perhaps higher for high-speed video). Thus, whenever you advance the video by a single frame, time advances by 1/30 s. With time and position measured by the software, you can calculate velocity by calculating how much the position changed during the time in which it changed. Other quantities can also be calculated and/or graphed. All of these calculations can be done by the software. Activity 1: Dropped Ball 1. If you haven’t already, download the Tracker software from our course shell (or from https://physlets.org/tracker/), and install. 2. Download the first video for today, “BallDrop.mov” 3. Open the Tracker software on your computer. 4. Use the menu items Video→Import…to import your video, as shown below. Video→Import menu 5. To zoom in or out on the video, click on the toolbar’s magnifying glass icon that is shown below. When it appears with a , then clicking once on the video will zoom in (thus making it larger).Clicking the magnifying glass again will make it ; then clicking on the video will zoom out (thus making it smaller). Zoom in and out on the video to see how it works. The icon used for magnifying the video. 6. At this point, it’s nice to lay out the video and graphs so that you can clearly see everything. The middle border between panes can be dragged left and right to make the video pane smaller and graphs larger. The same is true of any other bar that separates panes in the window. Drag the vertical or horizontal bars to make panes larger or smaller. 7. Note the video controls at the bottom of the video pane. Go ahead and play the video, step it forward,backward, etc. in order to learn how the video controls work. Note the counter that merely shows the frame number for any frame. Also, click on each of the icons in the video control bar to see what theyare used for. Finally, use the left and right arrow keys on your keyboard, and note that they can beused to control the video as well. 8. Rewind to the first frame of the video. This is the instant that you will begin making measurements of the position of the moving object. 9. If your object moves very slowly, you can skip frames between marking the ball and thus take fewer data points. Click on the Step Size button and change the value to 5 to see the effect. Change the step size in order to skip frames and see how that works. Resetthe step size back to 1 for this exercise.. 10. You now need to define the origin of the coordinate system. In the toolbar, click the Axes icon shown in Fig. 1.6 to show the axes of the coordinate system. (By now, you have probably noticed that youcan hover the mouse over each icon to see what they do). Icon used to set the coordinate system axes. 11. Click and drag on the video to place the origin of the coordinate system at the location where you would like to define (0,0), as shown below. You can place the origin at any point you choose, but in this case, it makes sense to put the origin at the bottom of the reference marker. 12. If you click the x-axis and drag, you can rotate the coordinate system. In this case, the video camera was fairly level so it’s not necessary. However, practice a bit to make sure you are familiar with the operation. Note that the angle of the axis is displayed along the top of the video. 13. Click the Axes tool again to hide the axes from the video pane. You can click this icon at any time to show or hide the axes. 14. Now, you must calibrate distances measured in the video. In the toolbar, click on the Tape Measure icon shown below to set the scale for the video, and select a Calibration Stick. Icon used to set the scale. 15. You now will define the ends of the reference length. Move the mouse to the origin, and hold down the shift key. The cursor will change to a marker, and click on the origin to place it. Then move to the uppermost marker line on the meter stick (not coincidentally, ten divisions above the origin) and repeat. The scale will be defined in blue, and a number describing the length of the line in pixels will be shown. 16. Double-click the number, and enter the distance, 1.0 (Tracker defaults to units of m) 17. Click the tape measure icon again to hide the blue scale from the video. 18. You are ready to add markers to the video to mark the position of the ball. Let’s not show the coordinate system and scale. It’s too distracting. So, make sure you’ve clicked the Axes and Tape Measure icons in the toolbar to hide them. 19. To add markers, click on the Create button and select Point Mass as shown below. Then, mass A will be created, and a new x vs t graph will appear in a different pane. You will now be able to mark the x-position of the ball which will be referred to as mass A. You’ll notice that there’s a bit of blurring, which can happen with video (it’s an effect of interpolation in older video). Focus on the leading ball (which is the second image of the two displayed). 20. To mark the center of the ball, hold the SHIFT key down and click once on the center of the ball. You should notice that a marker appears at the position of the ball where you clicked and that the video advances one step. 21. Again, shift-click on the ball to mark its position. You should now see two marks. 22. Continue marking the position of the ball until it reaches the right end of the track. As the ball peaks through it’s arc, note that you’ll want to mark the bottom ball instead of the upper ball. 23. After marking the ball as it moves from the start to the end of the toss, your video should look something like the picture shown below. 24. Tracker uses the frame and frame rate to calculate t, and it uses the scale and coordinates of the marks to calculate x- and y-coordinates for the ball. It then works the math to calculate x-velocity and y-velocity. 25. By now, you may be thinking “this doesn’t look right”, and you’re correct. The graph is displaying the horizontal (x) position, and the ball was dropped vertically (in the ydirection). To fix that, click on the vertical axis label, and select “y: position, y component”. The graph should update to something more familiar for the motion of a tossed ball (note there wasn’t anything actually wrong before, it just wasn’t plotting the data we were wanting).. Think About It: Looking at the graph of the data pulled from the video, at what time does it become clear that the ball has been dropped, as opposed to being held? Analysis We will now analyze the y vs t graph. You can click and drag the border of the video pane to make it smaller so that you can focus on the graph. 1. Play the video. (You can hide the marks if you wish by clicking the Show/Hide Positions icon,and you can show the path by clicking the Show/Hide Paths icon. Both of these icons are in the toolbar.) Note how the graph and video are sync’d. Each video frame data point is shown in the graph using a filled rectangle. Also, when you click on a data point on the graph, the video moves to the corresponding frame. 2. Observe the y vs t graph. Think About It: What sort of function is associated with this graph (i.e. linear, quadratic, square root, sinusoidal, etc.)? How can you tell? 3. Right-click (or ctrl-click) on the graph and select Analyze…. In the resulting window, check the checkbox for Fit, and additional input boxes will appear. What sort of data fit most cleanly fits your data? How does that compare to your thoughts in 2? 4. Close out the Analyze window for Position 5. Adjust the graph to show “vy: velocity y-component” vs t. Think About It: Looking at the graph of the data pulled from the video, at what time does it become clear that the ball has been dropped, as opposed to being held? How does this compare to your thoughts for the position-time data? Think About It: What sort of function is associated with this graph (i.e. linear, quadratic, square root, sinusoidal, etc.)? How can you tell? 6. Right-click (or ctrl-click) on the graph and select Analyze…. You may find that the resulting graph shows more than one graph (pulling your earlier work back in). To remove the position data, right click the top of the “y” data, and “cut column”. That should only leave your velocity data plotted. 7. Check the checkbox for Fit, and additional input boxes will appear. What sort of data fit most cleanly fits your data? How does that compare to your thoughts? Think About It: Your fit line should have the form “vy = At + B”. What role does A have in this formula? Based on what is being plotted on the axes, what units should go with this number? What kinematic quantity is associated with those units? 8. You can also restrict what data is involved in the Fit. Select the checkbox marked “Autofit” and using your mouse, stretch a rectangle over the data you want to use in the fit. Use the data that you associate with the ball cleanly falling through the air. If you hover your mouse over the formula parameters, you also will see the uncertainties associated with the parameter. Based on your understanding of the graph, indicate the acceleration of the ball. Acceleration = ± m/s2 Think About It: How does this acceleration compare to the accepted value for the acceleration due to gravity? Activity 2: Tossed Ball Repeat Activity 1, using the video file “BallTossUp.mov” Acceleration = ± m/s2 Think About It: Does your value for acceleration agree as before? Does it matter if the velocity is positive or negative? Is there ever a point where the acceleration is zero? Activity 3: Personal Experimentation Set up a video of your own. Make sure you include a scale reference for Tracker. Save or convert the file to a *.mov format. Repeat the analysis of Activity 1, and determine your value for the acceleration. Acceleration = ± m/s2 Think About It: Does your value for acceleration agree as before? If not, try to adjust some of the parameters of the experiment. Does the weight or size of the ball matter? Deliverables We need an informal report describing what you did and what you learned. Imagine you are talking to your parents or your boss, and describing the activities you just completed. Make sure to include any pictures and resulting understanding you have gained. Submit a copy of this report and your video file for grading. Rubric: Missing Novice Partial Proficient Video 25 (0.00%) 15 (30.00%) 20 (40.00%) 25 (50.00%) Did not submit Video is not a continuous scene, or does not include a reference object for scale. Video does not include a standard reference, or one that would need additional information to determine scale. Clear single-shot video, edited for length, includes easily definable reference whose length is readily available. Documentation 25 (0.00%) 15 (30.00%) 20 (40.00%) 25 (50.00%) Did not submit Narrative unclear, incomplete thoughts and/or sentences. Did not include sufficient information for a person to replicate the work Narrative was fairly clear, but left out something significant (i.e, meaning of the results, numbers without units or uncertainties) Ideas were expressed in a clear and organized fashion. It was easy to figure out what was going on, and how to repeat the experiment if desired. Included discussion of results compared to accepted values (with appropriate uncertainties and units) A post-lab quiz will also be required to assess your understanding of the goals for this lab, and will count for half the grade.

Complete and submit your strategic marketing proposal. In addition to the sections covered in the two milestones, conclude your project by completing the Marketing Strategies and Conclusions sections as outlined in the Final Project Guidelines and Rubric document.
Your work should be a complete and polished artifact and should incorporate all feedback received on the final project milestones. Review the critical elements carefully to ensure you have addressed each one completely.
Guidelines Rubric pdf is attached next page

The final draft of your argument research essay must be typed and in correct MLA format. The topic should be the one you have been working on up to now. Your thesis should clearly show you taking a side on an issue. The following are further requirements:
Between five and seven pages of text in length and an MLA works cited page with in-text citations for sources quoted or paraphrased.
Must be written 3rd. person
At least six sources cited throughout including at least two peer reviewed articles from scholarly journals
At least two sources must be from our library’s database. Note: Failing to meet this requirement will result in a lowered grade for the research paper.
One source must be in support of the counter-argument, against your side. You will utilize Rogerian strategy to identify and assess bias, credibility, and relevance in at least one argument/ source supporting the other side.
Sources can be expanded to include books or e-books, websites, youtube videos, movies and documentaries, and personal interviews.
Information from your annotated bibliography can be used in the essay
Suggested structure:
Your essay will be largely determined by the order in which you wish to present your findings and cite your sources.
The basic structure:
Introduction with thesis statement as the last sentence of the into
Body Paragraphs arguing your point of view
Counterargument
Conclusion
A good way to start the essay is by presenting a brief history of your topic for a paragraph or two in the intoduction. Next, you present your research along with analysis of your findings, data, statistics, illustrations, case histories, and commentary.
A good way to conclude your essay is by predicting where the issue may be headed to in the future by suggesting a warning, prediction, or call to action.

In a six to eight (6-8) page essay, respond to the following question. Remember, in order to receive a passing grade you must meet the minimum requirements. This assignment will require outside academic sources and a works cited page, MLA and essay format.

Select a social issue you feel strongly about. Using the virtues discussed this semester and your own personal virtues, analyze how they are reflected in the dilemma. You can look at media, propaganda, social media, the law, elected officials, organizations, historical context and personal experience.

Week 4 Activity – Agency Law and Liability
Overview
The goal of this activity is to test your understanding of agency law, its application in the workplace, and liability for employers.
Scenario
Carl, a credit officer for U Bank, evaluates and approves extensions of credit to bank clients. He has access to nonpublic information about clients’ earnings, performance, acquisitions, and business plans. U Bank caters to a very wealthy clientele and Carl frequently travels to meet potential clients for lunch dates at fancy restaurants.
Carl contracts privately with Rubin, an independent accountant, to sell securities based on bank client information. Rubin believes Carl is very smart and has a “nose for business.”
Rubin trades securities of more than 10 different companies and both men profited more than $5 million over five years.
On the way to a business meeting with a potential new bank client, Carl stops at Rubin’s house to discuss business dealings and have a few drinks. Carl leaves Rubin’s house drunk and is killed when his car strikes a tree. Carl’s family sues U Bank for Carl’s death.
Rubin, discovering the investment scheme perpetrated by Carl, sues U Bank when he is arrested for violation of the Securities Exchange Act of 1934.
Write a 1–page paper answering the questions based on the facts of the scenario and your text readings:
Under what agency law doctrine might the bank be liable for Carl’s death and what is the key factor for making this determination?
Is U Bank liable to Rubin and is he guilty of violating the Securities Exchange Act of 1934? Explain.
This course requires the use of Strayer Writing Standards. For assistance and information, please refer to the Strayer Writing Standards link in the left-hand menu of your course. Check with your professor for any additional instructions.

Describe an instance where a poor assessment of a risk resulted in a cost overrun or schedule delay in a project you are familiar with. Which of the assessment methods covered in this module would you recommend if there were a chance to go back in time to make a proper assessment?