Develop a PowerPoint presentation of 17-20 slides, addressing clinical issues in the elderly and neglect and abuse of dependent adults and the elderly. Create speaker notes for each of the slides. Include the following in your presentation: 

Part 1: Clinical Issues (cognitive decline, depression, anxiety, substance use, etc.)

• Physical consequence of the clinical issue
• Emotional consequences of the clinical issue
• Cognitive consequence of the clinical issue.
• Spiritual consequences of the clinical issue.

 Part 2: Abuse and Neglect

• Common forms of vulnerable adult and elderly neglect.
• Warning signs of vulnerable adult and elderly abuse.
• Legal and ethical considerations for reporting abuse and/or neglect of vulnerable adults and the elderly.

** In addition, include slides for a title, introduction, conclusion, and references (four slides minimum). **

** Include a minimum of four scholarly references in your presentation. **

**Please remember to include detailed speaker notes under your slides. These should include exactly what you would say if you were presenting this in front of a class or at a professional conference. The assignment details indicate speaker notes should be a minimum of 100 words. However, in most cases, you will need significantly more (at least 150 words) to assure you have answered the questions thoroughly. 

** Include a minimum of four scholarly references in your presentation**

** Please make sure you are using professional language and design on your slides. References should be in APA format. **

******Please review the Rubic *********

***** Copy of Turnitin report/plagiarism report

Thanks

review the Intel Annual Report 2013 (Links to an external site.). You will use the annual report to complete the steps listed below.

Part 1: Calculate Ratios

Using the Intel Annual Report, calculate the following financial ratios for all years presented:

• Liquidity Ratios (Current and Quick): measures ability to meet cash needs.
• Leverage Ratios (Debt to Equity, Debt Ratio): measures extent of financing with debt relative to equity and the ability to cover interest and other fixed charges.
• Profitability Ratios (Gross Profit Margin, Net Profit Margin): measures overall performance of organization and efficiency in measuring assets, liabilities and equity.

Part 2: Report Findings

Write a report to the management of Intel. Your report should include your findings from the ratios (liquidity, leverage, and profitability) and your evaluation of the financial health of Intel based on your evaluation. Your report should also include your identification of the strengths and weaknesses of the company and your evaluation of the financial strength of Intel.

In your report,

• Add your calculated ratios from Part 1 (i.e., liquidity ratio, leverage ratio, and profitability from the Intel annual report).
• Identify strengths and weaknesses of the company by reviewing the analysis of the financial statements and ratios evaluated.
• Analyze the financial health of the company based on the annual report.
• Compile a financial health report to present to Intel management.
• Use at least four scholarly, peer-reviewed, or credible resources in addition to the course text and Intel Annual Report to support your analysis of the financial health of the company.

The Intel Annual Report Evaluation

• Must be six to seven double-spaced pages in length (not including title and reference pages) and formatted according to APA style as outlined in the Writing Center’s APA Style (Links to an external site.) resource. Use the online library to research industry comparisons and Intel information.
• Must include a separate title page with the following:
  • Title of report
  • Student’s name
  • Course name and number
  • Instructor’s name
  • Date submitted

•  Complete a 2-part assessment in which you analyze and compute financial ratios and interpret the results of a multi-year financial ratio analysis.
  Smart investors also execute due diligence by performing a bit of financial statement analysis (also known as ratio analysis), where financial statement numbers are used to evaluate three characteristics of an organization’s performance: (1) liquidity, (2) profitability, and (3) solvency.
  SHOW LESS
  By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
  • Competency 2: Apply accounting cycle strategies to manage business financial events.
    • Compute financial ratios using accounting data from financial statements.
    • Interpret the results of financial ratios.
    • Interpret trends found in a multi-year financial ratio analysis.
    • Recommend strategies to improve financial trends.
•  Competency Map
  CHECK YOUR PROGRESS
  Use this online tool to track your performance and progress through your course.

  You have reached the end of the organization’s accounting period. The accounting cycle, consisting of recording transactions, transferring to the ledger, and preparing the financial statements, is complete for this calendar or fiscal (an accounting period other than January to December) year. So now, what do you do with all the accounting information that has been gathered? You analyze it, synthesize it, and use it to make decisions concerning the current health of the organization and its future financial direction.
  If you were a potential investor (and had some disposable income to burn), you would mostly likely look through the annual reports of various organizations, read the comments of key decision makers, talk to friends and family members, and make an informed decision about which organization deserves your hard-earned money. Or, you could trust Wall Street to advise you on where to invest your money (but remember, they get a cut of your investment dollars as a commission).

  Questions to Consider

  To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.
  Consider these final reflections:

  • What did you find to be the most complicated?
  • What did you find to be the least complicated?
  • What concept or principle surprised you the most?
  • Which concepts and principles do you believe you will use the most in your professional life

    Required Resources
    The following resources are required to complete the assessment.
    Capella Resources
    Click the links provided to view the following resources:

  • Assessment 5, Part 1 Template.
  • Assessment 5, Part 2 Template.
•  Suggested Resources
  The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.
  Library Resources
  The following e-books or articles from the Capella University Library are linked directly in this course:
  • Fields, E. (2011). The essentials of finance and accounting for nonfinancial managers (2nd ed.). New York, NY: AMACOM Books.
    • Chapter 6, “Key Financial Ratios,” is particularly applicable to the assessment.
•  Course Library Guide
  A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the BUS-FP3061 – Fundamentals of Accounting Library Guide to help direct your research.
  Internet Resources
  Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.
  • Accounting Basics for Students. (2013). Retrieved from http://www.accounting-basics-for-students.com/
  • Bean Counter’s Free Accounting & Bookkeeping Tutorial Site. (n.d.). Retrieved from http://www.dwmbeancounter.com/moodle/
•  Additional Resources
  The resources listed below are relevant to the topics and assessments in this course and are not required. 
  • McCrary, S. A. (2010). Mastering financial accounting essentials: The critical nuts and bolts. Hoboken, NJ: Wiley.
  • Mullis, D., & Orloff, J. (2008). The accounting game: Basic accounting fresh from the lemonade stand. Naperville, IL: Sourcebooks.
  • Shim, J. K., & Siegel, J. G. (2010). Dictionary of accounting terms (5th ed.). Hauppauge, NY: Barrons Educational Series.
•  
  Assessment Instructions

  This assessment includes two parts. Use the templates provided as you complete each part. Both of the templates are linked in the Resources under the Required Resources heading. Note that for Part 2 you will use the template for data but will create your own document to submit.
  Part 1: Ratio Analysis
  Making sense of accounting data on financial statements can be difficult. Thankfully, combining numbers from income statements, balance sheets, and other data provides a starting point to analyze a company’s financial results. You now have the opportunity to demonstrate your prowess by identifying and computing financial ratios.
  Using the Assessment 5, Part 1 Template, analyze and compute the necessary financial ratios. The Financial Statements worksheet in the template contains the income statement, balance sheets, and additional information needed. The Ratio Analysis worksheet contains space for your calculations and answers.
  Part 2: Interpreting Financial Statement Analysis
  What does the calculation of a financial statement ratio represent? How does one year compare to another? Is there a trend to the ratio data? Is the trend positive or negative? What can be done to change the trend? These are some of the questions that can be answered when the ratio data is interpreted. For this part of the assessment, demonstrate your ability to interpret the results of a multi-year financial ratio analysis.
  On the Assessment 5, Part 2 Template you will find selected ratios for a company over a two-year period. Compare the ratios, and in a separate document (Word or Excel), submit your answers to the following questions:

  1. What does the calculation of each ratio represent?
  2. How does year one compare with year two, and what trend can be seen when you compare the two years?
  3. Is the trend from year one to year two positive or negative?
  4. What are the possible reasons for the trend?
  5. What recommendations do you have for turning a negative trend to a positive trend?
•  Submit the completed template for Part 1 and the document you created with answers to the questions for Part 2 for this assessment.

Submit an updated Gantt chart and network/PERT diagram based on fast tracking one activity and crashing one additional activity. Include an explanation to your sponsor and key stakeholders describing the requirements and impact of these two adjustments and any schedule compression risks that should be addressed based on the unique characteristics of your project.

Note: The purpose of the project is to implement and train healthcare practitioners of the local clinic on EHR (electronic health records) systems. 

You have your project scope baseline (project scope statement, WBS, and WBS Dictionary) and your project schedule baseline (Gantt chart and network/PERT diagram) defined. This is a great start to managing your project, but don’t get too comfortable. The one thing we are certain about in managing a project is that during the project lifecycle, something will change. Most experience project manages assume that change is a given, particularly as requirements need to be adjusted once stakeholders have a better idea of what is required to meet their needs. This week you will optimize your project schedule to reduce the time required to complete the project. This optimized schedule will result in an updated schedule baseline.

Resources:

Meredith, J., & Shafer, S. (2021). Project management in practice (7th ed.). Wiley. Chapter 7, “Monitoring and Controlling the Project” (pp. 256-262)

Project Management Institute (2019). Practice standard for work breakdown structures (3rd ed.). Chapter 4, “WBS Quality” (pp. 75-86)

   I need by Saturday (but Sun will work).   Let me know if you can respond  to this student.  You will need to look at scholar google for  references (need 2).  I need to know if you can fit it in — I am  slammed this week.  NO PLAG – original thoughts and response.

The quote by Joseph Kessels “You cannot be smart against your will” resonates with anyone that is purposeful with learning. 

As DBA students, on some level, you are pursuing your doctorate for the fundamental purpose of learning and achieving the highest level of education in the field of management. 

If knowledge is essential to your core, then adding quality learning and development into an organizations culture would be imperative.

If you read the editorial by Poell (2012), he introduces the concept of the Learning Network Theory. 

The Learning Network Theory that Poell (2012) discusses describes that employees create their own “learning paths.” 

The concept of a learning path refers to a set of learning-relevant activities that are both coherent as a whole and meaningful to the employee (Poell & Van der Krogt, 2010).

           The concept of learning paths is stated at a high level to give freedom of direction with the questions.

The questions I propose to everyone are:

1. What are some ways that an      employee can create learning paths? Is international different?
2. What impact does technology have      on learning paths? (Hint: think back to Cindy’s topic last week)
3. Since      learning paths are meaningful to the employee is there a correlation with      intrinsic motivation of the employee?

Poell, R. F., & Van der Krogt, F. J. (2010). Individual learning paths of employees in the context of social networks. In Learning through practice (pp. 197-221). Springer, Dordrecht.

Poell, R. (2012). The future of Human Resource Development International, 15(1), 1-3. doi:10.1080/13678868.2011.650979human resource development: From a management tool to an employee tool as well.