To successfully accomplish this task, you will need to analyze Emerson’s actual language. This is essential. I am not asking you what your thoughts are about Emerson’s views. I am asking you to analyze what he wrote. •You need to make sure that you analyze the following key elements in Emerson’s essay:a) What Emerson feels is required to achieve the kind of solitude he is discussing.b) How our awe for the stars help us to understand what true solitude means.c) How all natural objects can fill us with the same sense of awe if we are open to their influence.d) How seeing this way is the way the poet sees.e) How seeing with this sense of wonder is the way many people experience nature when they are children.f) How the “transparent eyeball” passage represents the awe, the willingness to be open to the influence of all natural objects, the way the poet sees, the child-like wonder that we can have for nature, and his connection with God through nature. be very thorough about thisPlease note I am not asking you to discuss your views about his thoughts. Your task is to analyze the text (so you will need to summarize, paraphrase and directly quote from Emerson and use your analysis of the text to shape your understanding of how he experiences solitude and nature). And your essay is not only a summary … it is an analysis.Do not write from the perspective of what you think Emerson is trying to say; instead, write from the perspective of what he actually writes and how his observations are interconnected and what they, ultimately, lead to.
Audience: Your audience will be familiar with this excerpt, so you should not retell everything that happens in them. Instead, focus on those passages that you choose to analyze. You should summarize, paraphrase and quote those passages that will help you to demonstrate how Emerson describes his experiences with nature in solitude. Do not use “I” or “You.” Essay Structure: ( 1) Make sure your introduction establishes the nature of what Emerson does in his essay—and then make sure that your introduction is introducing us to your thesis and the analysis you will be covering in your body paragraphs. (2) Your thesis should be a specific claim about how Emerson connects with God through nature and solitude. (3) Your body paragraphs should connect your various analyses of the passages you cover (and directly relate to the claim that you make in your thesis). They should also provide your reader the material needed to understand how you came to your conclusion. (4) Your conclusion should tie together everything you say in your body paragraphs and tell us, ultimately and conclusively, how Emerson’s essay explores his connection with God through solitude and nature. Your conclusion should be specifically connected to your thesis.

All the details would be based on the journals criteria
https://www.journals.elsevier.com/weather-and-climate-extremes

Abstract

1. Keywords
2. Background of the study and problem statement
3. Material and methods
4. Results and discussion
5. Discussion and conclusion
6. References

MATERIALS AND METHODS
Study area
7. Ethiopia lies from longitudes 33°E to 55°E and latitudes from 3.5°N to 15°N, covering a land area of 1.13 million km² and including large areas of flat land and gently rolling hilly areas as well as steep mountains and ragged valleys. There is an uneven distribution among regions, mainly varies with regional altitude changes from slightly below sea level to more than 4,000 m above sea level (Figure XX). Thus, the climate of Ethiopia is quite variable across the country. Ethiopia’s climate is mainly tropical steppe climate and subtropical forest climate, the annual average temperature is from 10 to 27°C and the tropical zone receives less than 510 mm rain per annum, while the subtropical zone, which includes most of the highlands, receives 510 to 1,530 mm of rain annually (Mati, 2006). Despite it is difficult to make agricultural planning due to variable rainfall, a large proportion of the Ethiopia gets sufficient for rain-fed crop production. In the north of the country, the rainfall pattern is mainly bimodal, with the shorter starts around March/April and the second one begins around June/July. In some regions, the two seasons combine into a unimodal pattern, which the main crop planting season is from June to October and it almost depends on rain. The main crops in Ethiopia are teff (Eragrostis tef), maize (Zea mays) and wheat (Triticum aestivum Linn.), etc.

writer can know which variables he/she is going to use for climate change and crops etc so that we can discuss more pelase …

https://www.sciencedirect.com/science/article/pii/S2212094717300932#kwrds0010

This study explores multisensory perception in infants, specifically the temporal binding window of Audio-Visual Speech Stimuli.

The experiment focuses on the effect of changes in gender congruency of face/voice stimuli on the detection of changes in temporal synchrony between audio and visual components of stimuli during Multisensory Binding of Audio-Visual Speech Stimuli in 8-10 month old Infants.

To test this we plan to employ a habituation paradigm similar to that use by Lewkowicz (1996) to measure infants’ perception of auditory-visual temporal synchrony.

Before the actual test trials, the infants will be habituated with a synchronous face-voice pairing that will be either matched for gender or mismatched.

We will then show 8-10-month-old infants video clips of faces and voices which will be presented either synchronously or asynchronously, and we will measure their looking time to the videos.

Finding out whether infants’ temporal binding window is also affected by congruency effect between the face and the voice of the speak might shed light into the amount of experience needed with multisensory stimuli in order to detect top-down effects on perception.

The topic for your research paper can be anything pertaining to port security. Choose your own academically rigorous port security focused research question and hypothesis.

Here is the specific format:
Title Page (APA format)
Abstract
Introduction (Research Question and Hypothesis)
Literature Review (Note this is not an annotated bibliography but a Literature Review)
Methodology – don’t simply state qualitative methodology.
Analysis & Findings
Conclusion and Recommendations
Reference list

Methodology: This section provides the reader with a description of how you carried out your qualitative research project, and the variables you identified and analyzed. It describes any special considerations and defines any limitations and terms specific to this project, if necessary. This section can be brief or more complicated, depending on the project, written in a single page.

Analysis and Findings: They are not the same as conclusions. In the analysis component of this section you identify how you analyzed the data. The second part is the finding you got from your analysis of the data. The findings are the facts that you developed, not your interpretation of the facts. That interpretation is conducted in the conclusions and recommendations section of the paper. Findings will come from the prior research you examined and your analysis of those prior findings to create new findings for your paper. While there may be some facts that are such that they will stand and translate to your paper, the intent is to create new knowledge, so you will normally analyze the data to create your own findings of what facts that data represents.

Conclusions and Recommendations: This is the section where you give your interpretation of the data. Here you tell the reader what the findings mean. Often the conclusions and recommendations sections will mirror the findings in construct as the researcher tells the reader what that researcher sees as the meaning of that data, their conclusions. Then, drawing on those conclusions, the researcher tells the reader what they believe needs to be done to solve/answer the research question. This section may include recognition of any needs for further research and then finishes with a traditional conclusion to the paper as a whole.

Remember, your paper should seek to answer a question that helps to solve the research question and validates or culls your hypothesis.

Technical Requirements:

Length: Minimum of 10-12 pages double spaced, 1″ margins, 12 pitch type in Times New Roman font.

Citations/References: You must use the APA style for this assignment. A minimum of 10 outside references required.

Directions For your reaction paper, choose one of the following topics from this Module’s reading and discuss the relevance of the topic in the 21st century: ·         Slavery ·         The Harlem Renaissance ·         Jim Crow ·         The Black Arts Movement Questions to consider as you write: ·         Why is the topic important to study? ·         What impact do you believe it has on people today? ·         What positive or negative impact do you see because of the concerns expressed in your chosen topic? ·         How does it add to your understanding of African American struggles and/or contributions? Requirements: ·         500 Words ·         Your work must be formatted in MLA ·         Provide documentation when quoting from the assigned text(s). ·         A Works Cited page must be included ·         See Resources & Services for MLA information. Scroll down to the MLA Basics section. ·         No outside sources may be used. ·         Submit your file in .doc or .docx ·         Your work must be submitted by the date and time on the course schedule of the syllabus. Please try to submit your work ahead of deadline in case of technical issues.

Bottom of Form

 

How to Frame a Decision

Begin by Asking and Answering the Following Questions:

 

• Make your Decision Statement (last week)
• Determine if the Decision is part of a bigger decision that should be addressed now.
• Determine whether you are covering too much ground with your decision if so reexamine the decision statement and make adjustments
• Ask why is this decision difficult to make? What factors are involved that make it difficult?
• Are you taking anything for a given? (e.g. are you depending on someone to react in a certain way?)
• Whose choice is it? Is the decision yours alone to make? Is there a customer, business, supplier, protester that needs to be involved to make it feel right?
• Is there anything that would keep you from acting if you saw the answer clearly? (e.g. a risk of the business closing if that option was the clear choice)
• How would someone you trust frame this decision?

Traps to Avoid:

• Jumping into the decision without framing the “picture”.
• Being limited by fears, peer pressure etc.
• Framing the problem too narrowly to bring it into your comfort zone or too broadly to make it difficult to address
• Making wrong assumptions-taking things as given that aren’t so or are not known for sure

Week Four: Begin to Build the Decision-Clarifying Values

Begin by Asking and Answering the Following Questions:

• What do I (company) really want out of this decision? What are my or the company’s objectives in making the decision?
• Is there any one value I am willing to give up to get more of another value? For instance, would I give up salary for the position  or how it contributes to the community?
• How do the my (company) overall goals apply to this situation? For instance, the business wants to keep making money, how does this relate to the protestors?
• Can I explain why I am giving up one value for the other if the alternatives require that I do so?
• Do the values I choose to exchange take into account the people who are most affected by the decision?
• Are the values I am expressing consistent with my ethics or those of the company?

Traps to Avoid:

• Thinking in the short term-only choosing for today.
• Not including all those affected by the decision.
• Being attached to sunk costs-

Overreacting to risks or ignoring them

It is imperative that a mediator not only articulates their role as the facilitator of the session, but just as importantly, a mediator vigilantly remains neutral during a mediation. Consequences of failing to do so could result in the mediator losing the trust of the parties involved, as well as the trust each party may have had in the process of mediation.
View the following video prior to attempting the assignment:
Negotiating for results
(Links to an external site.)
Links to an external site.
[Video file, 7 minutes 12 seconds]
In your initial post, please respond to the following:
M3D1 250 words
Question 1
If a mediator were to act as the salesman making the promises and instantly breaking the promises in the video, would the parties be set back in their effort to resolve their dispute? Explain your answer
Question 2.
What would a mediator try to do to facilitate the proponent of the deal to assure the business owner that his needs will be met prior to agreeing to the transaction?
M3D2: Proceed with Caution: Mediators with Professional Licenses in Other Disciplines (reference)
Can a mediator be put in a difficult position during the mediation if they have a high degree of knowledge relating to the subject matter of the dispute? If the mediator performs a function related to their profession, does that bar the mediator from continuing a quality process mediation?
In your initial post, please respond to the following:
Question: 240 words (reference)
Should mediators who are professionals be prohibited from mediating disputes that have a direct relevance to the mediator’s profession? Explain your reasoning
M3A1: Bridge Statement (reference) less than 60 words
Imagine a mediation where one party is clearly ready to talk, as they have not been able to remain quiet from the moment they entered the mediation room. The other party not only appears reluctant to speak, but when they do speak, they are quickly interrupted or quickly discredited.
Compose a bridge statement for the scenario provided above. Explain the content and purpose of your bridge statement.
Your bridge statement should be less than 60 words.
Read more at: https://www.topessaywriting.org/account/orders/301519

Write a research report based on the Richmond Footie Club in Melbourne, stating a main problem facing them and the solutions to it, do provide back up evidence from scholarly readings. Do intense research on this specific problem matter and include as many theories, concepts and frameworks from the readings. Citation and Harvard Referencing.

 Format:

Cover page and table of content

• Intro
• Background of Richmond (very brief, just 1 small paragraph)
• Research question/ Problem statement. (write about the incident when one of the Richmond player punched another team member and that got him banned, resulted in the person breaking his jaw and not able to eat solid food for 6 weeks. Write how for hockey they want heavy hitters and aggressive people but do we want that direction for Richmond footie club? Roughhousing brings the whole theme and sentiments to the fans as well, it might be fine for the die-hard fans but is it too rough content for the remaining fans and their kids? there are 2 types of fans, 1 is the die-hard fans that always buy all the expensive tickets and merchandise creating profit, however creates a toxic environment during the game as they cuss and drink beer and shouts during the game, making it uncomfortable for other fans such as the normal fans and their kids)
  • Roughhousing issue of the Footie Club & provide recommendations. (go in depth regarding this subtopic and provide recommendations and frameworks and concepts from readings with Harvard citations and referencing)
  • It’s effects to the Die-hard fans & provide Recommendations (go in depth regarding this subtopic and provide recommendations and frameworks and concepts from readings with Harvard citations and referencing)
  • Its effects to Remaining Fans & provide Recommendations (go in depth regarding this subtopic and provide recommendations and frameworks and concepts from readings with Harvard citations and referencing)
• Discussion (Provide all the possible solutions with its strength and weaknesses)
• Conclusion
• Appendix (provide graphs or charts)
• References (HARVARD REFERENCING)

 Requirements for the assignment:

• Re-state the problem in the context of your chosen management perspective as a research question.
  • You should do some research on ‘how best to formulate a research question.’
• Undertake a literature review of contemporary management literature that will help you to better understand the nature of the management challenge, how theory can inform a solution and what (if anything) has been tried before to solve this kind of problem (e.g. Has this challenge occurred before? Maybe in another industry? Has it been solved?)
• Continue to conduct industry and company research involving critically analysing and synthesising business information. (CLO3)
  • Your information should be both broad and deep. Once you have collected the information, you have to critically analyse
• Identify and select appropriate tools, models and theories that will help you to understand the problem through the lens you have chosen.
  • These should be from scholarly sources.
• Identify the strengths and weaknesses of the tools, models and theories you’ve selected. Suggest alternative methods to eliminate weaknesses.
  • Again, rely on scholarly sources.
• Write a report justifying why your research approach to solving the management challenge should be adopted.
  • Use a report format.

 

As the CNO a large metropolitan hospital, Jesse has established a strong reputation as a “mover and shaker” in nursing leadership circles. He is greatly admired by his colleagues who are CNOs at other hospitals in the region. For the most part Jesse is proud of his many accomplishments and very satisfied in his current role at the hospital, but lately he has been feeling restless and is concerned that the entire organization could do a better job of creative thinking to address needed changes to ensure excellence in patient care, excellence in the work environment, and excellence in individual professionalism.

Jesse shares his concerns with his colleagues on the hospital executive team, and they all reassure him that he should simply be satisfied with the hospital’s reputation as a premier place to work, receive care, and practice professionally. Despite his colleagues’ opinions, Jesse feels that there is an opportunity to make the best even better. He feels that there are a number of age-old issues confronting nursing that never seem to be completely addressed or resolved. The notion of interprofessional practice and collaboration is one example. Jesse realizes that the nursing profession has talked about the importance of interprofessional practice for at least four decades, and most recently interprofessional practice was cited as critical for optimal patient outcomes in the Robert Wood Johnson Foundation’s Future of Nursing report, the Institute of Healthcare Improvement’s report, and the Agency for Healthcare Research and Quality’s report.

Jesse realized that the healthcare literature is replete with articles citing the benefits of interprofessional collaboration and its importance in enhancing job satisfaction, organizational commitment, and professionalism and for minimizing job stress and interprofessional conflicts. In spite of all of the evidence and rhetoric about interprofessional collaboration, Jesse realized that the hospital had not achieved interprofessional collaboration or practice. Although the hospital had made great strides in improving the organizational culture by addressing behavioral standards and values that were to be the norm for every employee and every physician affiliated with the hospital, there were many instances when physicians practiced very independently from the nurses caring for their patients.

Both nurses and physicians were frustrated, feeling that they were not valued or respected by the other party for their knowledge and skills in caring for patients and families. Several particular situations triggered Jesse’s concern about the subject, and he felt that there was an underlying tension that could be a platform upon which to initiate some creative dialogue and ideas for changing the culture to support and encourage interprofessional collaboration and practice. He realized, however, that it was impossible to motivate others to make a change in their relationships and interactions with others, but he considered his options for developing some internal motivation that would spur individuals to take the lead in championing such a change. Jesse wanted to ensure that there was alignment among the nurses and physicians with the hospital’s behavioral standards and values, which were widely accepted by employees and physicians throughout the organization. It seemed, however, that some physicians and nurses felt that collaboration was not a part of the accepted values. Jesse wanted to change this perception so that interprofessional collaboration would be a valued behavior among all disciplines and specifically between nurses and physicians.

After much thought Jesse decided to form an interprofessional task force composed of nurses, physicians, and key individuals from other divisions such as radiology, dietary, surgery, and laboratory services. In choosing individuals to be a part of the task force, he invited individuals who were exemplar collaborators and some who were referred to as “problem” individuals. He also identified a group of individuals who could be champion leaders on each of the nursing units from the recommendations of the directors of the respective nursing services. The plan was to roll down the work of the task force to the point of service and to bubble up ideas from the point of service to the task force.

One of the directors suggested that all newly hired nurses and nurses in the Nurse Residency Program be rotated for a day or more in each of the ancillary departments, which would give the orienting nurses the opportunity to see the internal workings of each of the departments and how they interfaced with the respective nursing units. All of the directors felt that this was a very worthwhile plan, although there were some front-end investment costs because the on-boarding of new nurses would take at least an extra week. They all believed that this action would create a better understanding of the intersections between the nursing departments and the ancillary support departments.

The first meeting of the interprofessional task force was very introductory in nature, and most of the participants were a bit skeptical about the efficacy of such an initiative. The “problem” physicians and nurses were the most skeptical, and their body language spoke loudly that they didn’t value this new initiative nor did they value the notion of collaboration. Some of the more skeptical physicians were of the belief that the physicians were the authority for the patient plan of care and that nurses were simply to follow physician orders. A few nurses on the team were quite content simply to follow physician orders and had no need for any further interaction to discuss a patient’s condition, needs, or plan of care. On the other hand, a few very progressive physicians and nurses were excited about an initiative to improve communication and collaboration among all team members for the benefit of the patients and families. Fortunately, Jesse noticed that these individuals were more vocal in the task force, and he hoped that they would create the context for an innovative strategy to improve point-of-service interprofessional collaboration and provide some peer pressure for the others to follow. Jesse realized that this entire initiative was a cultural change and that it would need time to be formulated, implemented, and solidified in the minds of individuals for collaboration to become a new value and behavior.

The interprofessional task force convened a number of meetings, and the group brought forth many ideas. Part of the process included presentations of studies in both the medical and nursing literature that demonstrated the importance of interprofessional collaboration in ensuring optimal patient outcomes. Most of the participants on the task force were very engaged in the process, inquired as to how certain actions might be initiated at the unit level, and asked how they might ensure that the nurses and physicians at the unit level could take ownership of the change. Jesse and the rest of the executive team reviewed the progress of the task force and attended many of meetings to assure the team that they were supportive of their work. The executive team also brought in an industrial organizational psychologist who was a noted specialist in organizational change to facilitate the team meetings and discussions. The group was quite energized with this external consultant, who brought a new perspective and fresh ideas to the table.

After several months of meetings, the task force was finally ready to roll out an innovative strategy to promote interprofessional collaboration at the unit level. Jesse and the rest of the executive team were amazed at the ownership that the team had taken and how enthusiastic they were to launch the initiative. One of the physician leaders offered to be the physician champion, and the group planned that she would present the initiative and plan at each of the specialty physician meetings and to the medical executive committee. Similarly, a clinical nurse offered to be the spokesperson for nursing because it was hoped that the initiative would quickly be embraced by nurses at the point of service if the initiative came from a clinical nurse rather than a line manager or director.

Because competency of the bedside nurse is one of the most important attributes of collaboration, emphasis on knowledge and skill development of all nurses was a component part of the initiative. As a part of the nursing competency skill list, communication, conflict management, crucial conversations, and the art of collaboration were added as learning modules that would be included in nursing orientation, on-boarding to the hospital, and annual competency checks. These same modules were added to the on-boarding orientation program for physicians as well, and the group planned that topics of interprofessional collaboration, teamwork, and conflict management would be added to medical staff education. The hospital elected to add collaboration to its list of values and behavioral standards, and statements related to collaboration were added to every employee’s annual performance appraisal form.

Although a number of different initiatives were used to facilitate building the culture of collaboration, there was a belief that nurses and physicians interacting together at hospital-based celebrations, social gatherings, educational venues, and on the unit would build the trust level necessary in collaborative relationships. Clinical nurses and clinical nurse specialists were frequently invited as participants in the medical staff education programs to present the nursing perspective on topics. Physicians were also invited to be speakers at the quarterly leadership meetings and other nursing education venues.

Jesse suggested that the director of research conduct a formal study to evaluate nurse and physician perspectives on the level of collaborative behavior existing before and after the rollout of the task force initiatives. The director of research invited the chief of the medical staff to join her in preparing an institutional review board (IRB) proposal for such a study, and when the IRB gave approval, the current baseline level of collaborative behavior of both nurses and physicians was evaluated. The director of research and the chief of the medical staff presented these initial findings together at the medical staff meetings and to clinical nurses at the unit level. The year after some of the task force initiatives had been implemented at the unit level, the two research partners surveyed the nursing staff and physicians again to determine whether any changes in perception of the level of collaborative behavior between nurses and physicians could be measured. After analyzing the data, they were surprised to see that a small improvement in the level of collaboration had occurred. They decided to make the study a longitudinal study and agreed that they would survey the staff and physicians every year as part of the employee opinion survey and the physicians’ satisfaction survey.

Approximately 5 years after the first interprofessional task force meeting, Jesse proudly sat in the audience as the director of research and the chief of the medical staff presented 5 years’ worth of data demonstrating constant improvement in the perceptions of nurses and physicians about their collaborative behaviors. Over time, nurse–physician collaboration became the norm and was highly valued by both nurses and physicians. In the nurse and physician satisfaction surveys, the engagement of nurses and physicians rounding together to patient bedsides was cited as one of the most appreciated factors.

While reflecting on the past 5 years in progress toward this cultural change, Jesse realized that he had simply set the stage for the change to occur, chose individuals who were passionate about the topic (both positively and negatively), identified champions who would lead the change process, and was available to provide support as necessary.

How would you consider Jesse’s vision for a cultural change to normalize interprofessional collaboration as an expected behavioral standard and personal value as an innovation?

How did Jesse and the rest of the executive team create the context for an innovative solution to this age-old problem in health care?

In what ways did Jesse and his directors create the context and expectation of new employees and new physicians for collaborative behaviors?

How did Jesse and the executive team create alignment with this organizational goal and the overarching behavioral standards in the value statements?

What were some of the initiatives that motivated the interprofessional task force to become engaged in the process and to become owners of the solution?

How would you have handled the dissenting physicians and nurses who did not recognize the importance of collaborative behavior and who held onto past values of hierarchy, authority, and submissive, task-based nursing?

Describe what you might do as an innovation leader to ensure point-of-service engagement and ownership in creating a culture of collaboration? How would you ensure the support of other executives who might not be familiar with nor value the benefits of collaborative relationships among healthcare team members?

You are the Marketing Development Team of a global organisation. Your team is to plan for an integrated
marketing communications launch of a new product.

You are required to
1. choose a brand category you would like to represent and select one new product under the category
2. Choose at least 2 key marketing theories to discuss the new direction for the brand and integrate and
discuss in depth in your report
3. Identify a new strategic brand position using Ansoff’s matrix and offer a new strategic marketing plan
focussing on either offensive or defensive strategies

Some categories examples include:
(1) Convenience goods, (2) shopping goods and (3) specialty goods