Each Team is required to deliver an oral presentation in support of your project.  The presentation should be delivered in the form of an ‘Executive Summary’ and each team member must participate.

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The Team Presentation

Each Team is required to deliver an oral presentation in support of your project.  The presentation should be delivered in the form of an ‘Executive Summary’ and each team member must participate.

It should be in a PowerPoint (or equivalent option) format and include not more than fifteen (15) PowerPoint slides.  Each slide should be titled and contain between three to five (3-5) bullet points, with or without graphics (as you choose.)  The bullets should reflect the talking points around which you will deliver your presentation.

The following slides titles are required all others are of your choosing:

  1. Your Names and the Course Information
  2. The Current Situation
  3. Recommendation
  4. Options Considered
  5. Goals and Objectives
  6. Assumptions
  7. Constraints
  8. Critical Success Factors
  9. The Estimated Cost(s) (Resource Requirements) for the Project
  10. The Expected Benefit(s) from the Project
  11. The Timeline

Each member of each team must deliver a five (5) minute presentation in support of your ‘Team’ business case.  This will require that you rehearse in advance to ensure that you are able to fit it into the allotted time frame.  Each of your bullet points should be supported with several key sentences.  The listeners should understand ‘what’ you plan to do and ‘why.’

As a team, combine each of the individual slide decks into a single team PowerPoint slide deck.  Be sure to arrange the slides in the order that the presentation should be delivered.

One member of the team must upload the competed team presentation to the ‘The Team Project Presentation (TEAM PROJECT)’ assignment drop box.

Students will develop a PowerPoint presentation based on the selected and approved company.

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Robinhood company

Students will develop a PowerPoint presentation based on the selected and approved company.

Guidelines:

Must include (Company Name,  Course Title and Semester, Date, and Your Name)

Introduction on the company (overview), what does the company do, what product or service does it offer, and where is it located (headquarters)

Who are its main competitors (list all competitors)?

What is the market structure (e.g. pure competition, monopoly, oligopoly, etc.)?

How is it regulated?

What they got wrong analysis detailing a strategy mistake using the course concepts

What they got right analysis detailing a strategy win using the course concepts

The Presentation must be organized in the following way:

Title Slide

Concise with sections clearly defined

10-12 slide minimum (title, conclusion, reference, and question/answer)

At minimum 10 minutes in length

All slides must have speaker notes

Abstract The purpose of this study was to explore the addictive nature to being on social media, are young people on social media more than older people are on social media. The study hypothesized that younger people get more addicted to social media than older people.

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Abstract

The purpose of this study was to explore the addictive nature to being on social media, are young people on social media more than older people are on social media. The study hypothesized that younger people get more addicted to social media than older people. The study found out that there was a correlation between social media addictiveness and age was not significant. This means that age does not determine whether an individual can get additive to social media or not.

 

Addiction to social media can be interpreted as a type of addiction to the Internet, where people are forced to use social media in abundance (Abbasi, 2019). People with an addiction to social media are often unnecessarily anxious regarding social media and are motivated by an uncontrolled desire to log in and use social media. Symptoms of exposure to social media may be expressed in personality, memory, physical and emotional responses, and interpersonal and psychiatric disorders.

 

Addictive being young and older on Social Media

The rise in social media use has coincided with a significant increase in the number of time people spent online over the past decade. Adults in the United States, for example, devote more than 6 hours a day to streaming channels. They will use applications and websites on their phones, laptops, computers, and other smart gadgets, including gaming consoles, to use social media. There is proof that people in other wealthy countries devote several hours a day online as well. Individuals, groups, and organizations can upload, co-create, address, partake in, and change user-generated or self-curated information shared online as users connect with any of these technological tools. Additionally, through the development of websites, podcasts, videos, and gaming pages, social media is used to record experiences, learn and discover topics, express oneself, build relationships, and grow ideas. The new field of techno personality focuses on the changing interactions between individuals and technology. This research aims to look at how people of different ages use social media.

Personal characteristics may certainly illustrate who uses social media and who does not the relationship between extraversion and openness is positive with social media, whereas the relation between emotional stability and social media is negative. Social media appear to be used more by people with greater social comparison alignment than people with less social comparison orientation. This literature review examines various factors affecting social media use by different groups and makes informed decisions on which age groups are most used in social media.

 

 

Social Media Usage Is Based on Appearance-Related Online Activity and Self-Esteem

Zimmer-Gembeck et al. (2021) looked at how attractiveness-related online behavior correlated with personality and appearance contrast. Self-presentation and presentation comparison, on the other hand, were more closely related. They discovered that younger generations used social media mostly to improve their looks. Midgley et al. (2020), on the other hand, correlated social media use by groups dependent on self-esteem. People who had poor self-esteem had severe upward similarities, which expected lower self-evaluations in between each correlation. Furthermore, people with poor self-esteem made more upward distinctions, implying that they would have lower self-esteem and satisfaction level during the session.

Final Term Project: ‘Managing a Large Project’ will require choosing a project/ product and deciding on a PM methodology/ SDM (please include the reason(s) behind your decision).

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Final Term Project: ‘Managing a Large Project’ will require choosing a project/ product and deciding on a PM methodology/ SDM (please include the reason(s) behind your decision).

Then:

  • Conduct market research (SWOT or competitve analysis) to support your business model/ case
  • Create a Business Case, WBS, and Gantt Chart (based on your project methodology and stakeholders’ requirements)
  • Create a Network diagram or a low fidelity prototype of your end product
  • Call out risks (Risk Register) and define your mitigation plan
  • Review your presentation storyline and deliverables with your team members and ensure to tie them together before your submission.

Deliverables format: PDF format is preferable. please feel free to convert your Power Point (PP) to PDF if possible. 12-15 slides max.

The company is Lenovo,, Individual Supply Chain Project

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The company is Lenovo

Individual Supply Chain Project

Each student will complete an individual supply chain project to be recorded and uploaded to blackboard.  The presentations are designed to display the students learning competencies from the course chapters.

Please find the attached example for the presentation deck.  Presentation are to include the below elements:

Company Background

Evaluation of the Supply Chain Processes

Sales & Operations Planning

Decisions in Sourcing

Supply Chain Sustainability with Learning Outcomes & Recommendations

Reference Page with a min of 10 Peer Reviewed Joural Articles formatting in APA Citation.

***Presentations are not to exceed 15 minutes in length. The instructor expects full participation from each student.  The assessment will be based on written and oral work as well as foundational understanding of course principals and concepts. All submissions must be recorded with the student presenting via video presentation

Each student will create a 5-6-minute PowerPoint presentation on their chosen subject and post it to the Discussion Board.  Since you will not be presenting these in front of the class, you will need to record the presentation.  

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Each student will create a 5-6-minute PowerPoint presentation on their chosen subject and post it to the Discussion Board.  Since you will not be presenting these in front of the class, you will need to record the presentation.  This is very easy to do within the PowerPoint program.  When you open the program, and scroll across the top, you will see “Slide Show”.  When you click on that, there is a button “Record Slide Show”.  You can record with audio only, no video, if you wish.  That is up to you.   However, you will need to create the PowerPoint presentation first and then record it.  I also strongly recommend you write a “script” for your presentation.  It makes a big difference in the presentation.

A.  Chose an important leader in the field of your career choice or the area you want to specialize, i.e. personal training, coaching, strength & conditioning, P.T., O.T., chiropractic, therapeutic recreation, etc. Explain how they have influenced the field or what impact they have had in the field.

OR

B.  Chose a treatment, training, or trend and explain how it has impacted the field in which it is utilized.  It must be related to health and fitness sciences.

Creating your presentation:1.  Dig deep – Although your material is limited to a six-minute presentation, you will still need to do enough research to understand your topic and extract the essence of your talk.

2.  Keep it simple – Once you have the materials, narrow down your topic to one core concept. As stated by Chip and Dan Heath, authors of Made to Stick: Why Some Ideas Survive and Others Die state, “How do we find the essential core of our ideas? To strip an idea down to its core, we must be masters of exclusion.” It’s all about just one idea.

3.  Practice, practice, practice – Rehearsal is critical for a such a short presentation. You have no time to pause or collect your thoughts. To engage your listeners, you will need to be smooth and steady, not bumbling.

4.  Lead with wow – During a five-minute presentation you have little time to build a case or draw your audience in. The best approach is to lead with a compelling or controversial position. Make them think right of the bat.

5.  Tell a story – A presentation full of facts, figures and statistics will quickly lose your audience. One stat may be fine to reinforce a point, but if you want to create a memorable presentation tell a memorable story.

Purpose: To determine the effect of different practice methods on acquisition and retention Scenario: An AAU basketball coach comes to you and wants you to evaluate some data he has collected:

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Purpose: To determine the effect of different practice methods on acquisition and retention

Scenario: An AAU basketball coach comes to you and wants you to evaluate some data

he has collected:

1. He had read an article saying that shooting 2 free throws at a time during practice instead of 10 in a row allows for better free throw percentage. He had a practice

where his U17 (under 17) teams were split into groups. These groups performed

a free throw test at the beginning at practice. Then the players were broken into

a) athletes who shot 40 free throws in practice by shooting 2 at a time before

switching off who was shooting and b) athletes who shot 40 free throws 10 at a

time before switching off who was shooting. He then had all athletes perform

another free throw test at the end of practice. Finally, he had the athletes perform

a third free throw practice at the beginning of the next day practice. He wants to

know if the distributed (2 at a time) is actually better in the mass (10 at a time). In

particular, he wants to know: (Mass vs Distributed Sheet)

a) Which group made more free throws during the 40 attempts? Was it significantly different between the two groups?

b) Was there improvement between initial, post, and the next day percentages and did one group do better than another? Were there any significant

differences? If there were significant differences, which portions were

significantly different?

2. The AAU coach has several U12 teams he oversees. He wants to know how many free throws he should have these young athletes perform per week for

optimal performance. He has students write down how many free throws they

shot in a week and also has them perform a free throw test. He has provided that

data for you (# of Attempts sheet)

Task:

Situation 1

1) Perform a t-test comparing number of free throws made during the 40 free throw practice for the 2 groups (may be performed in excel or SPSS)

2) Perform a 2 X 3 (group X time) ANOVA with repeated measures in SPSS. a. If there are significant differences, if you remember how to perform post hocs,

do so. Otherwise perform t-tests as your post hoc tests (only if significant).

3) Graph means and standard deviations of number of free throws made per group (of the 40) use the graph to report significance (both groups 1 graph). Example of how

the graph should look is provided below (sans sd bars)

4) Graph means and standard deviations of group’s initial, post, and next day (all data one graph). Use the graph to report significance.

 

 

EXSS 6310 Project Spring 2021

Discuss the basics of your understanding of PowerPoint. How do slides advance in a PowerPoint presentation? What is a transition and what does this have to do with a presentation?

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Discuss the basics of your understanding of PowerPoint. How do slides advance in a PowerPoint presentation?  What is a transition and what does this have to do with a presentation?

Prompt: Select and research ONE of the following companies that has been in the news for an ethical dilemma. Prepare a PowerPoint about this company’s ethical dilemma and resulting ethical failure, according to the following instructions. Sources are provided to assist you getting started (click company name link). You will need to further research the company as well as applicable ethical frameworks and related law in your text and required readings.

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Instructions  
Course objective: CO2. Explain how ethical frameworks shape business decisions.

Prompt: Select and research ONE of the following companies that has been in the news for an ethical dilemma. Prepare a PowerPoint about this company’s ethical dilemma and resulting ethical failure, according to the following instructions. Sources are provided to assist you getting started (click company name link). You will need to further research the company as well as applicable ethical frameworks and related law in your text and required readings.

NOTE: In preparing this project, refer to your Week 1 Lesson Readings and Resources on ethical frameworks.

CHOOSE ONE OF THESE COMPANIES/ISSUES: The Links are a factual starting point for your information and further research.

1.  Boeing  – 737 MAX-8 Jet death crashes.

2.  Purdue Pharma  – opioid crisis, deceptive marketing.

The following resources will also assist your PowerPoint.

· What is Ethical Dilemma?

· Checklist of guidelines when you face ethical dilemmas

· Guidelines to Prepare an APA PowerPoint

· How to Add Speaker Notes in PowerPoint

Assignment Instructions:

1. Create a 12– 15 slide PowerPoint presentation that includes:

· Title slide with your name, course, date, school, title of presentation;

· Agenda slide – This lists the key points covered in the PPT;

· Content slides containing bullet points information with illustrations, diagrams, pictures, graphics etc., as appropriate to the slide’s content;

· Speaker’s notes on each slide – either text presented in the Speaker Notes section at the bottom of the slides or Audio through your Voice speaking (or both); (Note: Speaker’s Notes are not duplication of the text on the slides. They are explanatory narrative.)

2. Identify the company you selected;

· explain the company and its industry;

· provide the factual background of the problem; and

· clearly state the ethical dilemma presented by the situation. There should be only ONE ethical dilemma. The company had two choices: the act it chose and an alternative it did not do.

3. Identify and define at least one ethical framework that the company apparently employed in making its decision. Note — Not “Should have used.” It is not acceptable to say it did not act ethically or did not use a framework. Analyze it. Frameworks include utilitarianism, free market ethics, deontology, virtue ethics , etc., covered in your course readings.

Build a slide presentation (PowerPoint preferred) of the hypothetical health promotion plan you developed in the first assessment. Then, implement your health promotion plan by conducting a hypothetical face-to-face educational session addressing the health concern and health goals of your selected group. How would you set goals for the session, evaluate session outcomes, and suggest possible revisions to improve future sessions?

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Build a slide presentation (PowerPoint preferred) of the hypothetical health promotion plan you developed in the first assessment. Then, implement your health promotion plan by conducting a hypothetical face-to-face educational session addressing the health concern and health goals of your selected group. How would you set goals for the session, evaluate session outcomes, and suggest possible revisions to improve future sessions?

As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement.

Professional Context

Health education is any combination of learning experiences designed to help community individuals, families, and aggregates improve their health by increasing knowledge or influencing attitudes (WHO, n.d.). Education is key to health promotion, disease prevention, and disaster preparedness. The health indicator framework identified in Healthy People 2020 prompts action in health services accessibility, clinical preventive services, environmental quality, injury or violence prevention, maternal, infant, and child health, mental health, nutrition, substance abuse prevention, and tobacco use cessation or prevention.

Nurses provide accurate evidence-based information and education in formal and informal settings. They draw upon evidence-based practice to provide health promotion and disease prevention activities to create social and physical environments conducive to improving and maintaining community health. When provided with the tools to be successful, people demonstrate lifestyle changes (self-care) that promote health and help reduce readmissions. They are better able to tolerate stressors, including environmental changes, and enjoy a better quality of life. In times of crisis, a resilient community is a safer community (Healthy People 2020, n.d.; Flanders, 2018).

This assessment provides an opportunity for you to apply teaching and learning concepts to the presentation of a health promotion plan.

Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

  • Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
    • Evaluate educational session outcomes in terms of progress made toward Healthy People 2020 goals and leading health indicators.
  • Competency 4: Integrate principles of social justice in community health interventions.
    • Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants.
  • Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
    • Present a health promotion plan to an individual or group within a community.
    • Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
    • Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented.
References

U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion (ODPHP). (n.d.). Healthy People 2020. Retrieved from https://www.healthypeople.gov/

Flanders, S. A. (2018). Effective patient education: Evidence and common sense. Medsurg Nursing, 27(1), 55–58.

Note: This is the second part of a two-part assessment. You must complete Assessment 1 before completing this assessment.

Preparation

For this assessment, you will conclude the clinical learning activity you began in Assessment 1.

You will resume the role of a community nurse tasked with addressing the specific health concern in your community. This time, you will present, via educational outreach, the hypothetical health promotion plan you developed in Assessment 1 to your fictitious audience. In this hypothetical scenario, you will simulate the presentation as though it would be live and face-to-face. You must determine an effective teaching strategy, communicate the plan with professionalism and cultural sensitivity, evaluate the objectives of the plan, revise the plan as applicable, and propose improvement for future educational sessions. To engage your audience, you decide to develop a PowerPoint presentation with voice-over and speaker notes to communicate your plan.

Remember that your first assessment (Assessment 1) MUST be satisfactorily completed to initiate this assessment (Assessment 4).

Please review the assessment scoring guide for more information.

To prepare for the assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session simulation. You may also wish to review the health promotion plan presentation assessment and scoring guide to ensure that you understand all requirements.

Note: Remember that you can submit all, or a portion of, your draft plan to Smarthinking Tutoring for feedback before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.