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Group project

Please refer to our requirement first.
The countries chosen for our project are Malaysia and Germany. The chosen company is Henkel AG & Co. KGaA. We want Henkel to enter Malaysia and recruit esg supply chain managers in Malaysia.
We divided this project into several parts. The first part is Company/nation introduction. The second part is Exihibition/ Process + Advantage. Your part is to design a simulation game. Set up a simulation game based on the emergencies of ESG supply chain management. This is similar to a game-based assessment, where we simulate a real scene to examine the quality and ability of candidates, and observe the interviewers’ reactions and behaviors. Similar to the programs you have watched to escape from the secret room (Chinese reality show), limited information is provided in a confined space to examine the interviewer’s reaction in an all-round way. Let’s focus on the match between the game and the profession. This can be subjective (looking at performance) or objective (task completion), as long as the game is related to the design position, such as the scene of a chemical plant explosion.
Because the overall design is in the form of an exhibition. So some environmental factors can be designed. With some technology, design a working mimicry that adds sound, projection, feeling and touch.
The slide template is attached. Format: Title Arial 26 Text Arial 16
The theme color can be the color of the national flag in the template, red/blue/yellow.
Margins are already marked in the template.

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Scope and Sequence

Submit a draft of your scope and sequence for peer review.
Descriiption
As your principal, I am trying to decide whether or not to let you teach your dream class. (Most first year teachers are assigned the classes no one else wants). In order to convince me you deserve this privilege, you need to demonstrate an aligned and cohesive plan. To do this, plot out your course by unit (full or half-year, depending on your subject matter), articulate your global objective and a rationale for your sequencing, and come up with two to three essential questions per unit. I will provide you with a basic template, though you may choose to devise your own. While you work, consider our essential questions: Why am I here? Why my content area? What are Standards and why do we have them? How do I make my Standards matter to my students?
Rationale
Your instruction throughout the year needs to fit within a logical sequence, and your students need to be able to understand each unit as part of a coherent whole, rather than as isolated chunks of information. This assignment, then, will aid you in your progression toward mastering INTASC 7, Instructional Planning.
To be successful on this assignment . . .
Plan for 2-3 units per quarter. (For grading purposes, units need to end when your quarters end).
Give each unit (or chunk) a short, explanatory, catchy title.
Include all of your content area strands and standards, but not your indicators. (strands and standards may be repeated across units because different units target different indicators). You don’t have to teach your content in the order it is presented in the core.
Include at least one Reading or Writing Common Core Literacy Standard or Mathematics Standard in each chunk.
Shoot for 2-3 essential questions per unit—both topical and overarching. Questions may span units.
Submit this assignment with a partner.
If you worked at senior high level in your methods class, work at junior high level in this class, and vice versa.
The template and tips are guidelines only. Certain content areas (e.g. music, fine arts) require more flexibility in planning. Be loyal to your core objectives. The goal here is a cohesive and aligned course.
Standards/Rubric
You will be graded based on the following criteria.
Course Alignment – Global objective is clearly articulated. Overall plan for reaching that objective is cohesive and aligned.
Sequencing – Sequencing rationale is clearly articulated and logical. Each unit (or chunk) has a concise and explanatory title.
Inclusivity – Grade level and course are identified. All core strands and standards are included (everything but indicators!) 2-3 units (or chunks) per quarter are blocked. At least one literacy or math standard is included in each unit.
Transferability – Topical and overarching essential questions accompany each unit and are stated in first person where appropriate. (Questions may span units.)
Professionalism – Overall presentation is neat, including conventional English usage.
Session 4 Curriculum Design.pptx
Templates and Samples (feel free to modify the template or make your own as long as you include requirements!)
Scope and Sequence template b-1
Scope and Sequence sample – Art
Scope and Sequence sample – Business
Scope and Sequence sample – Language Arts (This uses the old Utah English core!)
Scope and Sequence sample – Health (This uses the old Health core!)
Scope and Sequence sample – History
Scope and Sequence sample – Math (This uses the old Math core!)
Scope and Sequence sample – Spanish
Everything needs to be valid for Utah secondary education math teaching. And filled in the documents, and I attached an example document.

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Master application-statement of interest

Hi, I am applying for a master’s at the University of Calgary. Please help me to answer the two questions listed in the attached document.
Please let me know if there are any questions.
Thank you
https://grad.ucalgary.ca/future-students/explore-programs/management-mmgmt-course

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Effects of virtual reality rehabilitation training on gait and balance

Effects of virtual reality rehabilitation training on gait and balance. Specifically when comparing VR rehabilitation to conventional rehabilitation.
I attached a file that has resources of studies from pubmed.
File Format: Font Size 12, Times New Roman, Double Space, One-inch margin on all sides, 5-10 pages, references in APA format.
Criteria
Introduction/Background:
Purpose of the paper. Give an overview of your research topic and what prompted it. i.e., incidence, prevalence, mortality rate (if applicable)
Methods:
Identify the appropriate research methodology. Describe step by step how you performed your evaluation. Sample size. Articles included and excluded.
Discussion:
In-depth evaluation and synthesis of the material. Summarize material. Comparisons between studies. Present results. Questions for future research.
Conclusion:
Summary of your analysis and evaluation of reviewed work.
Bibliography/References:
Information is cited properly and in APA format.

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Writer’s Choice

Hello writer, I have attached a file that contains 2 of my classmates’ that I need to post substantive responses to each one of them. Consider asking open-ended questions and/or surfacing relevant articles to advance the conversation. Here is the prompt of the discussion, incase it helps with understanding the mates; discussions:
Address the following in your initial post:
What stood out regarding available telehealth services?
What barriers does telehealth help overcome in delivering patient care?
What are some best practices identified in the telehealth program?

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Movie Reflection (Crip Camp)

Here is the link to the movie posted on YouTube which this reflection is based on.

Please write a 3 page reflection regarding the themes and topics of Crip Camp. Also, bring specific examples from the movie. Do not do any outside research for this reflection. Only use the movie. When bringing up specific examples from the movie please use quotations. This reflection should be in 1st person voice. Keep in mind this reflection is for a disability rights class and some general examples the professor gave for topics/themes were dehumanization, opportunity, and lack of freedom.

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Posted in Law

SECTION 2–SYSTEMS DYNAMICS- Amazon

This assignment is important, as it continues the development of the organizational model started last week. Models are representations of reality; for example, a map is not the territory, but a map is useful when traveling or exploring over time. Additionally, developing models is helpful in gaining a better understanding of whatever is being modeled. To the extent that a model can be digitized, simulation may be possible to gain additional understanding of how the dynamics play out, instead of having just a static model. Software packages such as NetLogo, iThink, Stella, and to some extent, Excel, are useful in exploring systems dynamics over time.
Stocks are accumulators in this context; they are not financial instruments. In systems terms, stocks are inventories of raw materials, finished goods, cash on hand, the number of employees, and so on. Flows illustrate the material, information, and energy that are input to and from stocks.
Feedback loops are either positive (amplifying) or negative (goal-seeking) structures that affect flows and stocks. More specifically, flows represent the rate of change in stocks and are measured over time. For example, a company might have $1,000,000 cash on hand in a bank account earning 2% interest. A positive feedback loop would be adding the 2% interest to the account each time period and not taking anything out. The interest rate remains the same, but as 2% is continually added, the principle becomes larger, and the 2% of this larger amount becomes larger as well, thus increasing the size of the bank account. An example of a negative feedback loop is a company of 500 people looking to hire 20 more employees. Thus, 20 employees is the target, and people are hired until reaching 20.
Please include the following
Evaluate at least three stocks and associated flows in your selected organization.
Evaluate at least one positive feedback loop in your selected organization.
Evaluate at least two examples of how understanding stocks, flows, and feedback loops might improve decision making within the organization.
Meadows, D. H. (2008). Thinking in systems: A primer. White River Junction, VT: Chelsea Green.
Chapter 1, “The Basics” (pp. 11–34)
Chapter 2, “A Brief Visit to the Systems Zoo” (pp. 35–72)
Chapter 3, “Why Systems Work So Well” (pp. 75–85)
Woodlock, D. (2009). Introduction to system dynamics Links to an external site. [Video file]. Retrieved from http://www.youtube.com/watch?v=iwrni8BvrbY
Note: The approximate length of this media piece is 10 minutes.
Woodlock, D. (2010). Introduction to stock and flow diagrams Links to an external site. [Video file]. Retrieved from https://www.youtube.com/watch?v=c27Rbmix6sE
Note: The approximate length of this media piece is 8 minutes.
Note: Stocks in this context are not stocks as in stocks and bonds! Stocks are something that can be accumulated, and, yes, stocks can be accumulated or aggregated in a stock portfolio. Thus, while perhaps weird, you could have stock of stocks! But stock is an accumulation, not a financial instrument in this class and in systems science.

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reflect our contemporary historical, political, and cultural moment?

Using Umberto Eco’s essay “Ur Fascism,” do you see any of his 14 points in contemporary American
society? How do Timothy Schneider’s essays “On Tyranny” and “The American Abyss” reflect our contemporary historical, political, and cultural moment?
Timothy Snyder, “The American Abyss”
https://www.nytimes.com/2021/01/09/magazine/trump-coup.html
Umberto Eco: “Ur-Fascism” https://www.nybooks.com/articles/1995/06/22/ur-fascism/

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Surveillance System Set Up in Public Health Scenario

**PLEASE READ BEFORE BEGINNING! I ONLY need questions #3 and #7 done. I will do the rest. I am including in the files the work I have already done on this assignment to help with answering the two questions. Use the information from my work to help. Make sure when answering #7 that you read my answer to question 4 so you know what type of surveillance system I am chosing to use in this scenario. Also, please use the website links my professor has included in her instructions. I am also attaching all the pages from the chapter of the book that you may use. If you need to cite the book, use it (Landesman et al., 2021) I will do the references at the end, so no need to do any references unless you use a source that is not included in the instructions. **
PROFESSOR INSTRUCTIONS
There were a lot of “rumors” and facts related to COVID-19 regarding treatment and what was happening (and continues to happen) in the rest of the world. Read Chapter 5 — it discusses surveillance, rumors, and disaster information systems. I am sharing with you again the GIS map link:
https://gisanddata.maps.arcgis.com/apps/opsdashboard/index.html#/bda7594740fd40299423467b48e9ecf6
Appendix BB has useful internet references and resources. I would like you to look through some of those resources. I have shared a link to the CDC on this week’s page and their surveillance information:
https://www.cdc.gov/coronavirus/2019-ncov/covid-data/covidview/index.html
Watch the following video on surveillance:

Your Discussion Scenario:
Select any contagious illness.
Now, imagine you were working for your local health department and you need to set up surveillance for a local elementary school which has approximately 500 students.
1. Identify your contagious illness. DO NOT DO!
2. Describe the factors that make it contagious and describe the symptoms. DO NOT DO!
3. What would you want to consider when thinking about setting up your surveillance system? ANSWER THIS QUESTION
4. Which surveillance system would be best to use — passive, active, rumor, syndromic, and sentinel. DO NOT DO!
5. Would you use GIS to help? DO NOT DO!
6. Who are your risk groups? DO NOT DO!
7. How would you in theory set it up, what would you look for? (This is your implementation plan). ANSWER THIS QUESTION
8. How will you communicate the presence of this illness in the school to parents? DO NOT DO!
9. What will be included in this communication? – DO NOT DO!
Be creative!
Please use your text, the CDC website and any other information relating to public health surveillance. This is more of a theory and what would be “ideal”.
Since many of you have children in school, you may have experience in how your child’s school handled surveillance for a contagious illness.

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