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Examine a single developing country and determine whether or not it met its United Nations Millennium Development Goals. What goals did your chosen country meet, and which did they fail to meet? Use United Nations data (data.un.org) (Links to an external site) (Links to an external site.) to answer this question. This assignment needs to be at least 750 words, single-spaced. While encouraged for this assignment, if you choose to graphically represent any of your data, keep in mind, this will not count towards your word requirement. .

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Examine current practice guidelines related to suicide screening and prevention and how they could pertain to John. Choose two of the following questions to answer as part of your initial post. What events in John's life created a "downward spiral" into homelessness and hopelessness? Which events were related to social needs, mental health needs, and medical needs, and which could health care have addressed? What were some of the barriers John faced in accessing medical care and mental health care? How does homelessness and mental illness intersect? Do you believe homelessness may develop because of a mental health issue, or do you believe those who become homeless eventually sink into psychological despair? The tipping point for many people who live at the margins of society may be things that could have been managed given the right support. How can your role as an APRN help identify, alleviate, or support those who are in need like John? In your own experience, have you encountered a homeless individual? What was that like? Do you recall what you were thinking? Please include at least three scholarly sources within your initial post. Rubric: Discussion Question Rubric Note: Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric. Discussion Question Rubric – 100 PointsCriteriaExemplary Exceeds ExpectationsAdvanced Meets ExpectationsIntermediate Needs ImprovementNovice InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references. Cites three or more references, using at least one new scholarly resource that was not provided in the course materials. All instruction requirements noted. 40 points Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints. Meets all requirements within the discussion instructions. Cites two references. 35 points Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development. Is missing one component/requirement of the discussion instructions. Cites one reference, or references do not clearly support content. Most instruction requirements are noted. 31 points Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial. Demonstrates incomplete understandin.

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Examine Case Study: Pakistani Woman with Delusional Thought Processes. You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes. At each decision point stop to complete the following: Decision #1 Which decision did you select? Why did you select this decision? Support your response with evidence and references to the Learning Resources. What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources. Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different? Decision #2 Why did you select this decision? Support your response with evidence and references to the Learning Resources. What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources. Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different? Decision #3 Why did you select this decision? Support your response with evidence and references to the Learning Resources. What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources. Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different? Also include how ethical considerations might impact your treatment plan and communication with clients. BACKGROUND The client is a 34-year-old Pakistani female who moved to the United States in her late teens/early 20s. She is currently in an “arranged” marriage (her husband was selected for her since she was 9 years old). She presents to your office today following a 21 day hospitalization for what was diagnosed as “brief psychotic disorder.” She was given this diagnosis as her symptoms have persisted for less than 1 month. Prior to admission, she was reporting visions of Allah, and over the course of a week, she believed that she was the prophet Mohammad. She believed that she would deliver the world from sin. Her husband became concerned about her behavior to the point that he was afraid of leaving their 4 children with her. One evening, she was “out of control” which resulted in his calling the police and her subsequent admission to an inpatient psych unit. During today’s assessment, she appears quite calm, and insists that the entire incident was “blown out of proportion.” She denies that she believed herself to be the prophet Mohammad and states that her husband was just out to get her because he never loved her and wanted an “American wife” instead of her. She tells you that she knows this because the television is telling her so. She currently weighs .

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Examination of Modern Leadership Module 1: Leadership: History, Fundamentals, and the Modern Context Module 1 content establishes the context for the entire course dedicated to the examination of modern and postmodern leadership. The introduction of critical theory and its use in ORG561 provides a framework for investigation. The context of social, economic, political, and technological environments informs an exploration of modern and postmodern leadership approaches. Emphasis on leader self-awareness sets the stage for reflection, introspection, and personal leadership development. Learning Outcomes 1. Compare and contrast historical leadership concepts against modern and postmodern organization needs. 2. Analyze leadership approaches using a critical framework. 3. Construct a personal leadership biography. For Your Success & Readings A key to success in ORG561 is to start early, build, reflect, reinforce, build, reflect, and reinforce. Begin each week’s study by reading and comprehending the learning outcomes. Learning outcomes are always revealed in assignments, discussions, and lectures. Likewise, learning outcomes are reflected in rubrics, which are used as objective measures for scoring and grading. Establish the learning outcomes as your checklist for success. In Module 1 criticaltheory is introduced through the readings, lecture, discussion, and Critical Thinking Assignment. The critical approach provides new frameworks on which to research leadership. You may not be familiar with critical inquiry, so seize the opportunity to advance your analytic skills. You are expected to use one or more critical frames in each module of this course. Take the time this week to fully understand the reasoning and context of critical theory. Studying the history of leadership requires reading publications from earlier eras. Notice that some of the required and recommended readings for Module 1 are not current publications, but these contribute to understanding the earlier periods of organization and leadership study. Postmodern leadership literature expounds on the notion that self-awareness is a critical component required to lead. In ORG561, the thread of self-examination is woven throughout the course. You will have opportunities to move beyond reflection to develop a better understanding of personal assumptions and biases, skills and competencies, and professional development plans, all related to leadership. Embrace the opportunity! Required · Introduction and Chapters 1 & 2 in Leadership: A Critical Text · Axley, S. R. (1990). The practical qualities of effective leaders. Industrial Management, 32(5), 29-31. · Brocato, B., Jelen, J., Schmidt, T., & Gold, S. (2011). Leadership conceptual ambiguities.Journal of Leadership Studies, 5(1), 35-50. doi:10.1002/jls.20203 · Gandolfi, F., & Stone, S. (2016). Clarifying leadership: High-impact leaders in a time of leadership crisis. Revista De Management Comparat International, 17(3), 212-224. · Blom, M. .

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Examine current international OB issues that challenge organizational leaders to resolve critical issues involving cross-cultural communication, negotiation, leadership, motivation, decision-making, among others. (1) identify the key organizational behavior issues facing management, (2) what impact the international environment has on these issues, (3) strategies management should use to overcome these issues, (4) how these strategies will impact the overall organizational operations, and (5) identify the potential costs and risks to the organizations of implementing the newly developed strategies. Offer a set of recommendations, which must be derived from both data and theory. Teams must include aspects of global leadership, global motivation and global team-management in their work. APA format, Times New Roman (12), 20-25 pages, No plagiarism. .

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Executive Program Practical Connection Assignment Component Proficient (15 to 20 points) Competent (8 to 14 points) Novice (1 to 7 points) Score Assignment Requirements Student completed all required portions of the assignment Completed portions of the assignment Did not complete the required assignment. Writing Skills, Grammar, and APA Formatting Assignment strongly demonstrates graduate-level proficiency in organization, grammar, and style. Assignment is well written, and ideas are well developed and explained. Demonstrates strong writing skills. Student paid close attention to spelling and punctuation. Sentences and paragraphs are grammatically correct. Proper use of APA formatting. Properly and explicitly cited outside resources. Reference list matches citations. Assignment demonstrates graduate- level proficiency in organization, grammar, and style. Assignment is effectively communicated, but some sections lacking clarity. Student paid some attention to spelling and punctuation, but there are errors within the writing. Needs attention to proper writing skills. Use of APA formatting and citations of outside resources, but has a few instances in which proper citations are missing. Assignment does not demonstrate graduate-level proficiency in organization, grammar, and style. Assignment is poorly written and confusing. Ideas are not communicated effectively. Student paid no attention to spelling and punctuation. Demonstrates poor writing skills. The assignment lacks the use of APA formatting and does not provide proper citations or includes no citations. Maintains purpose/focus Submission is well organized and has a tight and cohesive focus that is integrated throughout the document Submissions has an organizational structure and the focus is clear throughout. Submission lacks focus or contains major drifts in focus Understanding of Course Content Student demonstrates understand of course content and knowledge. Student demonstrates some understanding of course content and knowledge. Student does not demonstrate understanding of course content and knowledge. Work Environment Application Student strongly demonstrates the practical application, or ability to apply, of course objectives within a work environment. Student demonstrates some practical application, or ability to apply, of course objectives within a work environment. Student does not demonstrate the practical application, or ability to apply, of course objectives within a work environment. Executive Program Practical Connection Assignment At UC, it is a priority that students are provided with strong educational programs and courses that allow them to be servant-leaders in their disciplines and communities, linking research with practice and kn.

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Executive Program Practical Connection Assignment Component Proficient (15 to 20 points) Competent (8 to 14 points) Novice (1 to 7 points) Score Assignment Requirements Student completed all required portions of the assignment Completed portions of the assignment Did not complete the required assignment. Writing Skills, Grammar, and APA Formatting Assignment strongly demonstrates graduate-level proficiency in organization, grammar, and style. Assignment is well written, and ideas are well developed and explained. Demonstrates strong writing skills. Student paid close attention to spelling and punctuation. Sentences and paragraphs are grammatically correct. Proper use of APA formatting. Properly and explicitly cited outside resources. Reference list matches citations. Assignment demonstrates graduate-level proficiency in organization, grammar, and style. Assignment is effectively communicated, but some sections lacking clarity. Student paid some attention to spelling and punctuation, but there are errors within the writing. Needs attention to proper writing skills. Use of APA formatting and citations of outside resources, but has a few instances in which proper citations are missing. Assignment does not demonstrate graduate-level proficiency in organization, grammar, and style. Assignment is poorly written and confusing. Ideas are not communicated effectively. Student paid no attention to spelling and punctuation. Demonstrates poor writing skills. The assignment lacks the use of APA formatting and does not provide proper citations or includes no citations. Maintains purpose/focus Submission is well organized and has a tight and cohesive focus that is integrated throughout the document Submissions has an organizational structure and the focus is clear throughout. Submission lacks focus or contains major drifts in focus Understanding of Course Content Student demonstrates understand of course content and knowledge. Student demonstrates some understanding of course content and knowledge. Student does not demonstrate understanding of course content and knowledge. Work Environment Application Student strongly demonstrates the practical application, or ability to apply, of course objectives within a work environment. Student demonstrates some practical application, or ability to apply, of course objectives within a work environment. Student does not demonstrate the practical application, or ability to apply, of course objectives within a work environment. .

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Executive Program Group Project Assignment Component Proficient (15 to 20 points) Competent (8 to 14 points) Novice (1 to 7 points) Score Assignment Requirements Student completed all required portions of the assignment Completed portions of the assignment Did not complete the required assignment. Writing Skills, Grammar, and APA Formatting Assignment strongly demonstrates graduate-level proficiency in organization, grammar, and style. Assignment is well written, and ideas are well developed and explained. Demonstrates strong writing skills. Student paid close attention to spelling and punctuation. Sentences and paragraphs are grammatically correct. Proper use of APA formatting. Properly and explicitly cited outside resources. Reference list matches citations. Assignment demonstrates graduate-level proficiency in organization, grammar, and style. Assignment is effectively communicated, but some sections lacking clarity. Student paid some attention to spelling and punctuation, but there are errors within the writing. Needs attention to proper writing skills. Use of APA formatting and citations of outside resources, but has a few instances in which proper citations are missing. Assignment does not demonstrate graduate-level proficiency in organization, grammar, and style. Assignment is poorly written and confusing. Ideas are not communicated effectively. Student paid no attention to spelling and punctuation. Demonstrates poor writing skills. The assignment lacks the use of APA formatting and does not provide proper citations or includes no citations. Maintains purpose/focus Submission is well organized and has a tight and cohesive focus that is integrated throughout the document Submissions has an organizational structure and the focus is clear throughout. Submission lacks focus or contains major drifts in focus Understanding of Course Content Student demonstrates understand of course content and knowledge. Student demonstrates some understanding of course content and knowledge. Student does not demonstrate understanding of course content and knowledge. Work Environment Application Student strongly demonstrates the practical application, or ability to apply, of course objectives within a work environment. Student demonstrates some practical application, or ability to apply, of course objectives within a work environment. Student does not demonstrate the practical application, or ability to apply, of course objectives within a work environment.   Criteria Excellent Satisfactory Less than Satisfactory Not Completed Log Completion 4 points Food logs are complete with detailed food/beverage items 3 points Food logs are complete but lack some detail on food/beverage items (3 pts) 2 points Food logs are complete are missing substantial detail on food/beverage items 0 points Student did not complete this component of the project. / 4 Por.

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Executive Practical Connection Activity it is a priority that students are provided with strong educational programs and courses that allow them to be servant-leaders in their disciplines and communities, linking research with practice and knowledge with ethical decision-making. This assignment is a written assignment where students will demonstrate how this course research has connected and put into practice within their own career. Assignment: Provide a reflection of at least 500 words (or 2 pages double spaced) of how the knowledge, skills, or theories of this course have been applied, or could be applied, in a practical manner to your current work environment. If you are not currently working, share times when you have or could observe these theories and knowledge could be applied to an employment opportunity in your field of study. Requirements: · Provide a 500 word (or 2 pages double spaced) minimum reflection. · Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited. · Share a personal connection that identifies specific knowledge and theories from this course. · Demonstrate a connection to your current work environment. If you are not employed, demonstrate a connection to your desired work environment. · You should NOT, provide an overview of the assignments assigned in the course. The assignment asks that you reflect how the knowledge and skills obtained through meeting course objectives were applied or could be applied in the workplace. MY ROLE: BIGDATA/KAFKA ADMIN Need Plagiarism report for this Assignement. ****Directions Choose from one of the following tweets and answer the 4 questions, Include at least one scholarly source***** The link is included in each tweet for more information. 1. Identify a healthcare issue within your community and explain the issue to your class colleagues. (You may use the same issue you identified in Week 2, but please expand your responses to address this week's focus). 2. Describe the type of healthcare policy you would advocate for in an effort to change this issue. 3. What type of campaign would you need to launch in order to gather a network of support? 4. Compose a Tweet that describes what you have shared with your class colleagues. Remember, Twitter only allows for 140 characters so you will need to be concise. 1. NR708HealthPol Retweeted Tara Heagele, PhD, RN, PCCN, EMT@TaraHeagele #NurseTwitter Hurricane season starts today! Helping Vulnerable People Before Disasters Strike | Campaign for Action https://campaignforaction.org/helping-vulnerable-people-before-disasters-strike/#.XtUB00-UAZ4.twitter … Helping Vulnerable People Before Disasters Strike | Campaign for Action Floods, tornadoes, heat waves, blizzards, earthquakes, and hurricanes threaten the health and well-being of millions of people each year campaignforaction.org 13h · · 2. NR708HealthPol Retweeted Diana Mason@djmasonrn By @AmyAnderso.

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Executive FunctionThe Search for an Integrated AccountMari.docx

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Executive Compensation and Incentives Martin J. Conyon* Executive Overview The objective of a properly designed executive compensation package is to attract, retain, and motivate CEOs and senior management. The standard economic approach for understanding executive pay is the principal-agent model. This paper documents the changes in executive pay and incentives in U.S. firms between 1993 and 2003. We consider reasons for these transformations, including agency theory, changes in the managerial labor markets, shifts in firm strategy, and theories concerning managerial power. We show that boards and compensation committees have become more independent over time. In addition, we demonstrate that compensation committees containing affiliated directors do not set greater pay or fewer incentives. Introduction E xecutive compensation is a complex and con- troversial subject. For many years, academics, policymakers, and the media have drawn attention to the high levels of pay awarded to U.S. chief executive officers (CEOs), questioning whether they are consistent with shareholder interests.1 Some academics have further argued that flaws in CEO pay arrangements and deviations from shareholders’ interests are widespread and considerable.2 For example, Lucian Bebchuk and Jesse Fried provide a lucid account of the managerial power view and accompanying evidence.3 Marianne Bertrand and Sendhil Mullainathan too provide an analysis of the ‘skimming view’ of CEO pay.4 In contrast, John Core et al. present an economic contracting approach to executive pay and incentives, assessing whether CEOs receive inefficient pay without performance.5 In this paper, we show what has happened to CEO pay in the United States. We do not claim to distinguish between the contracting and managerial power views of executive pay. Instead, we document the pattern of executive pay and incentives in the United States, investigating whether this pattern is consistent with economic theory. The Context: Who Sets Executive Pay? B efore examining the empirical evidence pre- sented in this paper, it is important to consider the pay-setting process and who sets executive pay. The standard economic theory of executive compensation is the principal-agent model.6 The theory maintains that firms seek to design the most efficient compensation packages possible in order to attract, retain, and motivate CEOs, executives, and managers.7 In the agency model, shareholders set pay. In practice, however, the compensation com- mittee of the board determines pay on behalf of shareholders. A principal (shareholder) designs a contract and makes an offer to an agent (CEO/ manager). Executive compensation ameliorates a moral hazard problem (i.e., manager opportunism) arising from low firm ownership. By using stock options, restricted stock, and long-term contracts, shareholders motivate the CEO to maximize firm value. In other words, shareholders try to design optimal compensation packages .

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Executing the Strategy Learning Objectives After reading this chapter, you should be able to: • Distinguish good operational plans from weak ones. • Detail the value of tracking progress on all operational plans. • Discuss why emergent strategies occur and how they might affect an organization’s current strategy. • Implement the ten basic steps of a generic strategic formulation process. • Manage, improve, and evaluate an existing strategic management process. Chapter 9 Neil Webb/Ikon Images/Getty Images spa81202_09_c09.indd 247 1/16/14 10:08 AM CHAPTER 9Section 9.1 Managing Operational Plans Implementing a strategy (see Figure 1.1) in the real world is not a leisurely swim across a calm pond on a sunny day, but rather like crossing from one bank of a raging river to the other, encountering hidden eddies, fog, driving rain, lightning, and riptides along the way. While it is not impossible to reach the other bank (the goal), the task often becomes one of overcoming obstacles and making constant adjustments without losing sight of the goal. Implementation is like that. Even the most brilliant strategy is worthless if it cannot be implemented. This chapter focuses on strategy execution and its difficulties. Part of the chapter is devoted to assessing, improving, and managing the strategy formulation process itself. 9.1 Managing Operational Plans The process for obtaining board approval of operational plans is covered in this chapter. Exactly what is it that gets approved? An operational plan is a document that specifies the projects or tasks that must be accomplished to achieve particular operational objectives. Many of these plans will contain activities that are ongoing. Some will include plans for enhanced or new services. Details specified in operational plans include the names of those who will be involved and the individual responsible for each one, what equipment will be needed, when each will start and end, and the estimated costs for each activity. Given the level of detail required, it should come as no surprise that an operational plan for a large functional unit, such as the nursing department in a hospital, can run to many pages, as there are lots of activities to be detailed. Operational plans for small HSOs such as physi- cian clinics and community health centers may be just a few pages long unless new strategic initiatives are to be undertaken. It takes contributions from everyone who will be involved in that HSO’s operations to create such plans. They will make sure that continuing current operations are included in the plans, which is easily done. What adds a level of com- plexity and difficulty is incorporating additional tasks demanded by a change in strategy. Consider the following scenarios, which illustrate the difficulty in creating operational plans that involve more than simply repeating what was done the previous year: Javier Larrea/age fotostock/Getty Ima.

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Executing Strategies in a Global Environment: Examining the Case of Federal Express 5-7 pages Requirements: 1. An al yz e Fe d era l E x pre ss ’ s v a lu e cr e atio n f r ont i e r , a n d deter m in e w h i ch o f th e f ou r bu i l d i ngb l oc k s o f c o m pet i t i v e a d v a nta g e t h e co m pa n y n eed s i n orde r t o con t i n u e t o m a i n t a i n a b o v e-a v er a g e pro f ita b i l i t y . Provi d ea ra ti o n aletosup p orttheresponse. 2. Deter m i n e th e m a i n aspe ct o f produc t d i ff erent i atio n a n d capac i t y c o ntr o l t h a t Fe d era l E x pre s s c oul d us e i n or d e r t o m a i n t a i n a n ed g eo v e r i tsr i v a l s .J u st i f y t h er e sp on se. 3. A ss es s th e e f f i c i en c y o f Federa l E x pre ss ’ s c ur r en t bu s i ne ss m odel , a n d reco m m en d o n e (1 ) ne w bu s i n es s -leve l stra t e g y t h a t gi v e s t h e co m pa n ya co m p et i t i ve a dvant a g e ove r it s r i v a l s. P r o v i d earat i o n ale f o rthereco m m enda ti on. 4. E x a m in e th e m anne r i n wh i c h overa l l g l o b a l co m pet i t i o n m a y i m pa ct th e n e w bu s i ne ss strate g y tha t y o u re c o m m ende d i n Que s t i o n 3 . Next , su g ge st on e (1 ) si g n i f i c an t w a y t ha t Feder a l E x pre s s m a y c on f r on t i ts g l ob a lc o m pet it i o n .

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Exclussively For KIN WOODS ONLY QUESTION1 Discuss how the social growth and development in infancy are related to the development of the five senses (hearing, sight, taste, smell, and touch) and speech. [300 word count, 2 References, 2 Citations, Original Academic Writing only] QUESTION 2 Analyze the significant developments of each substage in Piaget’s stage of Sensorimotor development; explain in terms of object permanence and imitation. Contrast these with information-processing perspectives. [300 word count, 2 References, 2 Citations, Original Academic Writing only] .

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Exchange-Traded Funds Zhiyuan Zhou, Yulin Wang, Xiuqian Lin, Chen Chen What are Exchange-Traded Funds? Exchange-traded funds are investment securities traded in a similar manner to shares and stocks. Exchange-traded funds track the performance of share indices, commodities, assets, and bonds among others. Cost-effective and tax efficient ETF provide investors with an opportunity to speculate on the income they would receive at the end of their investment period. ETF provide hedging platform What are Exchange-Traded Funds? Exchange-traded funds also provide diversification options for investors. Diversification ensures that investors can trade in separate investment securities simultaneously. The ability of exchange-traded funds to track the performance of various investment securities provides a platform for investors to diversify their investments. When and why did these funds develop? ETF was first occurred in 1990 in Toronto Stock Exchange. The development of ETF due to the increased interest by the public to invest in funds that tracked a wide variety of asset classes. After the successful launched in Canada, the United States launched its first ETF in 1993, and continue to become mature. The full development of ETF means that more new funds will have to gain market share based on relatively narrow and more creative market. How large is the Exchage-Traded Funds market? ETF grew to 102 from 1993 to 2002. It grew at a rate of 10% every year. In 2009, ETF reached a high of almost 1000 in less than 10 years. The development of the high technology has driven the rise of the ETF. The gradual growth of about 10% in the 1990’s rose to about 100% in the early 2000’s, and the funds reached 1400 in 2011. ETF has developed rapidly in the North American stock market. There are nearly 3000 products in the market as of January 2018. According to the data, more than 465 billion US dollars of new funds flowed into the US listed ETF as of the end of 2017. Replace traditional mutual funds Exchange-traded funds trade throughout the day, unlike mutual funds that trade at the end of the day. Exchange-traded funds have low operational costs compared to mutual funds. Exchange-traded funds do not require minimum investments Exchange-traded funds enjoy tax efficiency and capital gains Reference https://zhuanlan.zhihu.com/p/38545877 Ben-David, I., Franzoni, F., & Moussawi, R. (2017). Exchange-traded funds. Annual Review of Financial Economics, 9, 169-189. Da, Z., & Shive, S. (2018). Exchange traded funds and asset return correlations. European Financial Management, 24(1), 136-168. Madhavan, A., & Sobczyk, A. (2016). Price dynamics and liquidity of exchange-traded funds. Journal of Investment Management, 14(2): 1–17 Meziani, A. S., & Meziani. (2016). Exchange-traded funds. Palgrave Macmillan. Sheet19/30/169/29/1717 vs.169/28/1810/5/1810/12/1810/18/1810/25/1811/1/1811/8/1811/15/1811/22/1811/29/189/28 vs. 11/29RateRa.

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Exchange Program Opportunity for Secondary School Educators (Teachers). The U.S. Embassy is pleased to announce the competition to select highly qualified candidates for summer 2019 Study of the United States Institutes (SUSI) for Secondary School Educators. These institutes are for secondary school teachers. Please note that the Institutes for teachers focus on content and materials about the US rather than teaching methods and pedagogy. Prospective applicants are encouraged to visit the link exchanges.state.gov/susi to obtain general information about the Institutes. The program is designed to provide foreign secondary educators the opportunity to deepen their understanding of U.S. society, culture, values, and institutions. The ultimate goal of these Institutes is to strengthen curricula and to enhance the quality of teaching about the U.S. in secondary schools and other academic institutions abroad. Candidates are requested to provide in English a curriculum vitae with contact information as well as a one page (250 words) personal statement describing their interest, what they expect to gain from the program, what qualities they bring to the program, and how they plan to use the knowledge acquired. Page | 368 10The AmericasEugene Berger 10.1 CHRONOLOGY 18,000 – 15,000 BCE First humans migrate to the Americas c. 13,000 BCE Big game hunters inhabit the Great Plains c. 10,000 BCE Mesoamericans begin to cultivate squash 10,000 – 3,500 BCE Paleo-Indian Period 5600 – 3000 BCE Early Plains Archaic Period 2000 BCE – 250 CE Preclassic or Formative period in Mesoamerica c. 1900 BCE Mesoamericans begin to make pottery 1800 – 800 BCE Late Initial Period in Peru 1500 – 400 BCE Middle Formative Period in Mesoamerica. Peak of Olmec statue carving c. 1000 BCE Maize becomes widespread in North America 400 BCE – 100 CE Late Formative Period in Mesoamerica 200 BCE The Moche begin their conquest of Peru’s north coast 200 BCE – 400 CE The Hopewell culture flourishes in North America 100 BCE – 600 CE The Nazca culture flourishes in Peru 400s CE Tiwankau founded 550 CE Teotihuacán reaches 125,000 residents 700 CE The Huari Empire reaches its height 700 – 1400 CE Cahokia 750 CE Tikal reaches 80,000 residents 800 CE The Toltec city of Tula reaches a population of 35,000 1000 CE The Chimu establish the capital city of Chan Chan 1050 CE The population of Chaco Canyon’s five great pueblos reaches 5,000 inhabitants 1325 CE Tenochtitlán founded 1471 CE Death of Inca Pachacuti Page | 369 CHAPTER 10: THE AMERICAS 10.2 INTRODUCTION This city has many public squares, in which are situated the markets and other places for buying and selling. There is one square twice as large as that of the city of Salamanca, surrounded by porticoes, where are daily assembled more than sixty thousand souls, engaged in buying, and selling; and where are found all kinds of merchandise that the world affords, embracing the necessaries of life, as for instance ar.

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Excerpts taken from: Lucas, S.E. (12th ed.) (2015). The Art of Public Speaking. New York, NY: McGraw Hill. Tap, Tap, Tap Excerpts taken from: Lucas, S.E. (12th ed.) (2015). The Art of Public Speaking. New York, NY: McGraw Hill. Third-Culture Kid Round 2 - 2020 Sim ID Z78285_16 High Level Overview Team Name Andrews Baldwin Chester Digby Erie Ferris Average Sales $31,449 $68,809 $45,913 $80,152 $41,262 $48,168 $52,626 Profit $880 $6,002 $3,259 $8,211 $3,031 $3,279 $4,110 Contribution Margin 23.9% 27.4% 27.3% 29.4% 29.2% 28.5% 27.6% Emergency Loan $8,375 $0 $0 $0 $0 $0 $0 Stock Price $9.09 $22.09 $16.65 $27.95 $15.32 $18.62 $18.29 Market Share 10.0% 21.8% 14.5% 25.4% 13.1% 15.3% 16.7% Research and Development Use the Customer Buying Criteria, Product List and Perceptual Map to help you design products for your customers and analyze where your products are positioned relative to your competition. Customer Buying Criteria Low Tech Customer Buying Criteria Importance Price $15.00 - $35.00 41% Age 3 Years 29% Reliability 14,000 - 20,000 Hours 21% Positioning Performance 5.8 Size 14.2 9% High Tech Customer Buying Criteria Importance Positioning Performance 8.8 Size 11.2 33% Age 0 Years 29% Price $25.00 - $45.00 25% Reliability 17,000 - 23,000 Hours 13% Perceptual Map Performance S iz e 0 2 4 6 8 10 12 14 16 18 20 0 2 4 6 8 10 12 14 16 18 20 Product List Name Pfmn. Size Reliability Age Revision Date Able 7.6 13.6 21100 2.7 15-Aug-2020 Baker 6.5 14.1 19800 2.1 8-Mar-2020 Bold 7.1 11.7 22400 0.6 15-May-2020 Cake 5.7 14.2 17000 3.3 19-Jan-2020 Cent - - - - 7-May-2021 Daze 6.6 13.6 19500 2.1 22-Apr-2020 Dabble 8 12.4 22000 0.6 11-May-2020 Eat 6 14.4 16500 3.3 15-Jan-2020 East - - - - 16-Mar-2021 Fast 8.5 11.6 22000 1.7 14-Oct-2020 Feast - - - - 23-May-2021 Marketing Look at each segment to assess how your products fit in the market. View how many units each product sold and their projected sales, and compare your product's price, promo & sales budget to the competition. The Customer Satisfaction Score tells you what your customers think of each product. Name Price Units Sold Potential Sold Stock Out Sales Budget Customer Accessibility Promo Budget Customer Awareness Customer Satisfaction Able $38.25 567 557 No $1,900 37% $350 34% 10 Baker $33.40 1,235 1,309 Yes $1,350 43% $1,350 77% 22 Bold $42.35 30 42 Yes $550 43% $550 33% 1 Cake $28.95 1,360 1,335 No $925 29% $925 56% 20 Daze $35.00 1,208 1,187 No $1,450 48% $1,450 83% 19 Eat $29.30 1,212 1,190 No $875 28% $875 54% 18 Fast $38.50 485 479 No $1,275 28% $1,500 85% 1 Low Tech Segment Buying Criteria Importance Price $15.00 - $35.00 41% Age 3 Years 29% Reliability 14,000 - 20,000 Hours 21% Positioning Performance 5.8 Size 14.2 9% Demand Information Market Size 6,098 Units Sold 6,098 Growth Rate 10% Market Share Andrews (9.3%) Baldwin (20.7%) Chester (22.3%) Digby (19.8%) Er.

Excerpts taken from Lucas, S.E. (12th ed.) (2015). The Art .docx

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EXCERPT FROM HERODOTUS 57. Moreover, I think that the women were called doves by the people of Dodona for the reason that they were Barbarians and because it seemed to them that they uttered voice like birds; but after a time (they say) the dove spoke with human voice, that is when the woman began to speak so that they could understand; but so long as she spoke a Barbarian tongue she seemed to them to be uttering voice like a bird: for had it been really a dove, how could it speak with human voice? And in saying that the dove was black, they indicate that the woman was Egyptian. The ways of delivering oracles too at Thebes in Egypt and at Dodona closely resemble one another, as it happens, and also the method of divination by victims has come from Egypt. 58. Moreover, it is true also that the Egyptians were the first of men who made solemn assemblies 55 and processions and approaches to the temples, 56 and from them the Hellenes have learnt them, and my evidence for this is that the Egyptian celebrations of these have been held from a very ancient time, whereas the Hellenic were introduced 57 but lately. 59. The Egyptians hold their solemn assemblies not once in the year but often, especially and with the greatest zeal and devotion 58 at the city of Bubastis for Artemis, and next at Busiris for Isis; for in this last-named city there is a very great temple of Isis, and this city stands in the middle of the Delta of Egypt; now Isis is in the tongue of the Hellenes Demeter: thirdly, they have a solemn assembly at the city of Saïs for Athene, fourthly at Heliopolis for the Sun (Helios), fifthly at the city of Buto in honour of Leto, and sixthly at the city of Papremis for Ares. 60. Now, when they are coming to the city of Bubastis they do as follows:—they sail men and women together, and a great multitude of each sex in every boat; and some of the women have rattles and rattle with them, while some of the men play the flute during the whole time of the voyage, and the rest, both women and men, sing and clap their hands; and when as they sail they come opposite to any city on the way they bring the boat to land, and some of the women continue to do as I have said, others cry aloud and jeer at the women in that city, some dance, and some stand up and pull up their garments. This they do by every city along the river-bank; and when they come to Bubastis they hold festival celebrating great sacrifices, and more wine of grapes is consumed upon that festival than during the whole of the rest of the year. To this place (so say the natives) they come together year by year 59 even to the number of seventy myriads 5901 of men and women, besides children. 61. Thus it is done here; and how they celebrate the festival in honour of Isis at the city of Busiris has been told by me before: 60 for, as I said, they beat themselves in mourning after the sacrifice, all of them both men and women, very many myriads of people; but for whom they beat themselves it is n.

EXCERPT FROM HERODOTUS57. Moreover, I think that the women were .docx

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Excerpts from Textbook · Page 88 from text book · Page 142-143 from Text Book Strategic Positions · Page 148-149 from Text Book Types of Risks Running Head: SWOT ANALYSIS 2 Title: SWOT Analysis Student’s Name: Professor’s Name: Date: Pure NAB Company SWOT Analysis Opportunities The company is investing heavily in the market expansion whereby it is aiming at setting up more branches in various countries across the globe. The few branches the company has are performing well and this is encouraging the company’s management to expand its market base. In so doing, its sales will dramatically increase thus resulting in an increase in revenue. Some of the places that the company is aiming to open its business doors are in Europe and Africa. After extensive market research and analysis, the company has found out that people from these two continents are the largest consumers of non-alcoholic beverages. Technological innovations and developments are also providing an ideal opportunity for the growth of the company. The company is embracing the use of the modern and advanced technology in its production, distribution, and promotion of its products. This is economic, efficient and effective and given the company an upper over its rivals in the market. To fully meet customers demand, the company has embraced mass production strategies. Threats The most endangering threat that the company is facing is stiff competition from its rivals. The market is saturated and there are countless companies manufacturing beverages. Both the existing and new-comers companies are posing a serious threat to Pure NAB Company. Strategic plans are urgently needed to be put in place to withstand the competition or else, the company will unable to achieve its short and long goals. Economic setbacks such as inflation are also unavoidable threats for the company. The current economy is dynamic and ever fluctuating and inflation is becoming commonplace in the current business arena. Cost of production may sometimes dramatically rise due to the increase of the price of the raw materials which results in the decrease of revenue and profit to the company. References Bhattacharya, A. K. (1977). The Asian dollar market: International offshore financing. New York: Praeger. Einzig, P. (1952). Inflation. London: Chatto and Windus. Karlsson, C. (2014). Innovation, technology, and knowledge. London: Routledge. Sheet1Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric.Points: 100Assignment 1: Company Description and SWOT AnalysisCriteriaUnacceptableFairProficientExemplaryBelow 70% F70-79% C80-89% B90-100% A1. Create your revised NAB company name and explain its significance.Did not submit or incompletely created your revised NAB company name and did not submit or incompletely explained its significance.Partially created your revised N.

Excerpts from Textbook· Page 88 from text book· Page.docx

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Excerpted from The Emerging Healthcare Leader: A Field Guide, by Laurie Baedke and Natalie Lamberton (Health Administration Press, 2015). 127 C H A P T E R 8 Bounce Back from Failure “Mistakes are the usual bridge between inexperience and wisdom.” —Phyllis Theroux, Essayist Reading Points • Managing Failure • Taking and Handling Criticism • Persevering Through the Nos • Trying New Things • Forgetting • Michael Jordan was cut from his high school basketball team. • Walt Disney was fired from a newspaper for “lacking imagination” and “having no original ideas.” • Steve Jobs was unceremoniously removed from the company he started. Copying and distributing this content is prohibited without written permission. For permission, please contact Copyright Clearance Center at [email protected] or visit www.copyright.com. The Emerging Healthcare Leader128 • Oprah Winfrey was demoted from her job as a news anchor because she “wasn’t fit for television.” • The Beatles were rejected by a recording studio, which said, “We don’t like their sound, they have no future in show business.” This list coul d go on and on, but our point is this: Fail- ures happen to everyone, even to very talented, famous people. As we’ve said, failures are a matter of when, never a matter of if. All we can do is hope for the best, but plan for the worst. Don’t define your career in this constantly changing, high- stress, high-stakes healthcare industry by the number of times you failed or made a mistake. Doing so is unfair, and it dimin- ishes the countless things you’ve accomplished, contributed, and improved. Instead, see failure for what it is—an inevitable and scary occurrence that you can bounce back and learn from and you can prevent. How you overcome or rebound from adversity is what should define your career, because that’s tough work that not only requires but also shows your strength of character—whether you’re tenacious, resilient, committed, disciplined, progress ori- ented, and so on. Many of us were schooled to believe that failure is bad. But that’s only true if you let it stop you from trying again. In fact, failure is good because it provides learning and growth opportunities. It also promotes taking risks by applying new approaches to old or existing processes. The corporate giant 3M, for example, has a company-wide philosophy that encourages employees to fail—and do so regularly (Kalb 2013). If employees aren’t fail- ing 95 percent of the time, the company reasons, then they likely aren’t trying anything fresh and current. Although we elevate our chances of falling flat on our faces if the new techniques don’t work, the fact that we ventured out to test new waters is valu- able. It expands not only our skills but also our professional and personal horizons. Copying and distributing this content is prohibited without written permission. For permission, please contact Copyright Clearance Center at [emai.

Excerpted from The Emerging Healthcare Leader A Field Guide, .docx

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Exam 4: Programs 10-13; Chaps. 2, 11, 12 and 15 # 1.1 (1 pts.) Roger is experiencing a memory loss that may be related to recently contracting herpes. Which of the following diagnoses would best fit his condition? A) dissociative amnesia B) retrograde amnesia C) amnestic disorder due to a general medical condition D) substance-induced amnestic disorder # 1.2 (1 pts.) Ed, who suffers from dementia, has enormous difficulty getting dressed in the morning because he cannot plan and organize the behaviors necessary to complete the task. Ed's difficulty is in the area of A) executive function. B) agnosia. C) apraxia. D) aphasia. # 1.3 (1 pts.) Michael is in the late stages of AIDS and has become increasing forgetful, incoherent, and at times unresponsive. Which of the following DSM diagnoses would best characterize Michael's cognitive deficits? A) dementia due to HIV disease B) dementia due to multiple etiologies C) multi-infarct dementia D) delirium due to a general medical condition # 1.4 (1 pts.) Stanley has had multiple “mini”-strokes that have damaged his frontal lobes. This damage has produced a variety of problems for Stanley including difficulty communicating and making judgments. Additionally he has a difficult time remembering and processing new information. Stanley is suffering from A) vascular dementia. B) Pick's disease. C) Alzheimer's disease. D) Parkinson's disease. # 1.5 (1 pts.) Sally, a client with Alzheimer's disease, is being taught a variety of ways to adapt to her memory loss. Her daily living activities are arranged around various cues intended to prompt certain activities. For example, to help her remember to brush, her toothbrush holder is attached to her bathroom door so the first thing she sees as she enters the bathroom is her toothbrush. This cueing technique is derived from which theory? A) behavioral B) humanistic C) cognitive D) psychodynamic # 1.6 (1 pts.) A stroke patient suffers damage to Broca's area in the left hemisphere. Based on this information, which of the following would this client be unable to do? A) remember events prior to the stroke B) remember things after the stroke C) understand everyday speech D) speak fluently # 1.7 (1 pts.) Ginny has been diagnosed with Alzheimer's disease and has come to the doctor's office complaining that her son is trying to kill her. Which subtype of Alzheimer's might she have? A) with delirium B) with delusions C) with depressed mood D) uncomplicated type # 1.8 (1 pts.) Margaret was a mild-mannered and reserved bank teller. Recently though, her personality has changed radically. Although she is in her mid-eighties, she has become very impulsive and socially disinhibited. With what organic disorder might she be suffering? A) Alzheimer's disease B) Parkinson’s disease C) Huntingdon's disease D) Pick's disease # 1.9 (1 pts.) How might a clinician differentiate between the cognitive impairment .

Exam 4 Programs 10-13; Chaps. 2, 11, 12 and 15 # 1.1(1 pts.) Ro.docx

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