Observing Parental Styles

Watch one full episode of one of the following family based television programs and then write an essay about the parenting skills demonstrated. The television show I picked is Here Comes Honey Boo Boo.

The essay must be typed, double spaced, and at least 2 pages, but no more than 3 pages long. Points will be deducted for extra large marvins, too much blank space, or any other silly nonsense aimed at making your paper look longer tha. It actually is. Incorporate some of what we have learned in class about nature vs. Nuture in your essay.

1. Give a brief summary of what the family is doing during the episode. 

2. Describe anything you see the Parent(s) doing that you think is an example of good parenting, and tell why you think so.

3. Describe aanything you see the Parent(s) doing that you think is an example of not so good parenting and tell why you think so.

4. Describe how you might feel if your parenting skills and techniques were on national television and receiving criticism from viewers.

5. How do you think being on national television might affect the development of the children.

The episode to watch

Here Comes Honey Boo Boo S04E08 Brain Rest HDTV XviD AFG

https://www.YouTube.com/watch?v=0IUIg1n35

Week 3/ Science of cooking lab

This assignment is about home made ice cream versus Vanilla Haggen-Dazs ice cream brand From the grocery store.  

Instructions

Lab Report Instructions:

Your report should include at a minimum the following elements:

Title of exercise

Describe in a single sentence the experiment that you carried out; making sure that the title is fully descriptive of the exercise you carried out.

Aim/Objectives/Hypothesis

Provide sufficient background information to orient the reader to the laboratory exercise. Then, describe in a couple of sentences the aim(s) of the experiment. Please don’t restate what you did; however, mention WHY you did it. For example, “This lab was performed to assess the effect of sunlight exposure on tomato plants.” Your hypothesis should be an if/then statement. “If tomato plants are given unlimited sunlight, then we would expect them to grow to taller compared to plants that are only exposed to 12 hours of sunlight per day.” Be sure to carefully consider the variables in your experiment when formulating your hypothesis.

Methods

Describe how you conducted your experiment. The methods section should be a detailed description of the methods you used for investigating your hypothesis (in past tense – you have completed the experiment and so should be written as past tense). It should include a description of any equipment used, the timing of your experiments, the protocol for your experiments, etc. You need to include enough detail that another scientist could replicate your experiments following just the information you provide.

Results

The results section will include any observations made, data collected, etc. You should both describe the observations, data, etc. in words, and include graphs, photographs, and/or figures to enhance your results section. The narrative part of this section should be brief. Concisely state the experimental results that you obtained. Do not restate the methods used. Start with an overview statement of the general trend in your data and then go into more detail about individual data points, averages, etc. that will present a full picture of your results. You should use the text to describe the patterns, trends, etc. that you observe in your visuals (graphs, figures, etc.) and draw the reader’s attention to these trends. It is helpful to clue the reader into the fact that you’re discussing one of your figures by using notations such as “As illustrated in Figure 2….” You should NOT discuss whether or not your results support your hypothesis in the results section; save this assessment for the discussion section of your report. For example, here you would report a trend in the growth of tomato plants, but not what those results mean in terms of your hypothesis (sunlight did or did not help the tomato plants grow taller).

Discussion

Critically evaluate the results & discuss their significance. The discussion section should begin with a discussion of how/if your results support or reject your hypothesis. Following this sentence, you should discuss the major results of the experiment/investigation and go into more detail about how these results support, reject, or modify your original hypothesis. Present a rational analysis of your results. The idea is not to summarize your results (you should have already done that in the previous results section), but instead consider reasons underlying your results. What do your results tell you? Did the experiment work as planned? If not, explain why not? Pay particular attention to any positive or negative controls that were used! Were the values observed higher or lower than expected? Did any errors occur, or were there inherent problems in the experimental procedure? Discuss the significance of the experiment. Finish this section with conclusions that “wrap up” your report. Are there any remaining questions? Were there new questions raised by your investigation? What might you have done differently if you had the chance to do the experiment again?

Proper citations and references should be used throughout.

Module 6 Discussion

A fundamental pitfall in qualitative research is to confuse the actual observations with the interpretation of the observations. It is important that these two things remain distinctly separate. Dr. D is conducting an interview with Amber, who works as a cocktail waitress.

Here is an excerpt:

Dr. D:        What shift do you typically work?

Amber:      Night.  I come in around 7:00 p.m. and work until 2:00 a.m.

Dr. D:        Cocktail waitressing has a bad reputation.  How bad is it to work here?

Amber:      Not so bad.  Most of our customers are pretty nice guys.  They’re regulars and they

                 don’t drink too much and get out of control.  In fact, if one customer is giving me a

                 hard time, another often steps in and helps out.

Dr. D:        As the evening progresses, the men give you more and more problems, don’t

                  they?  What do you do about that?

Amber:      I ignore it as long as I can.  I get the manager to step in if they don’t straighten up.

Do you notice any problems with the interviewing technique of Dr. D?  Describe the problems

you see in the excerpts and then explain what Dr. D should do differently.

Next respond to this question. Research is evaluated based on whether it’s well done, valid and reliable, and useful. Why, then, are open-mindedness and explicitness of assumptions and biases hallmarks of well-done qualitative research? 

Negotiation Assignment

Task  Individual written Assignment  Material: 1. Case titled “BARGAINING PRICE WITH THE CHINESE” (Rob March) page 2  Answer ALL the following questions: 1. “He realized the value of thinking like one’s opponent – seeing things as they do.” Explain what this means and give some examples to illustrate this view. 2. “The Chinese insisted that custom required the visitor—Glazer—to make the first presentation. This he did, even though he was accustomed to allowing his opponents to speak first” What are the advantages and drawbacks of making the first offer? 3. “Glazer could hardly believe that he had lowered his price twenty per-cent that week”: What does this tell you about Glazer’s ZOPA? 4. What can we ‘assume’ about the way Glazer did his due diligence? Evaluate the approach. 5. Name three tactics the Chinese used in the second meeting. Evaluate briefly how Glazer dealt with them. 6. “Glazer remembered the tight deadlines he had faced on previous trips to China; now positions had been reversed, with the Chinese facing the pressures and deadlines.”: What does this tell you about Glazer’s preparation strategy for the negotiation? 7. ”For the first time, the Chinese made a counter offer. Auger-Aiso accepted, and agreement was reached” Why do you thing Auger Aiso agreed at this point? 8. “He believed that Auger-Aiso had been awarded the contract because it had been the preferred supplier right from the start” How does this belief relate to understanding the difference between distributive and integrative bargaining? Formalities:  Wordcount: 2500-3000 words  Cover, Table of Contents, References and Appendix are excluded from the total word count.  Font: Arial 11 pts.  Text alignment: Justified.  The in-text References and the Bibliography have to be in Harvard’s citation style.  Format: PDF file Submission: Week 7 by the 22nd of November 2020 at 23:59 CET – Via Moodle (Turnitin) Weight: This task is 40% of your total grade for this subject. It assesses the following learning outcomes:  Outcome 1: Have an in-depth understanding of the keys to successful negotiation  Outcome 2: Critically appreciate negotiation styles, strategies, and tactics  Outcome 3: Identify and create alternative negotiation strategies and tactics (own and of the other party)   Outcome 4: Understand and apply due diligence, briefing and debriefing  Outcome 5: Evaluate the difference between distributive and integrative bargaining CASE STUDY: BARGAINING PRICE WITH THE CHINESE Overview K. G. Marwin Inc. developed a particular technology in the 1980s, called the Trilliamp Process, that the Chinese government sought to integrate into an ethylene facility in Lanzhou, the capital of Gansu province. It signed a contract with Marwin, which in 1985 invited inquiries from U.S. and Japanese manufacturers for production of the machinery. Marwin recommended the Japanese company Auger-Aiso as most capable of producing the turbines, while the Chinese invited two U.S. companies—Federal Electric and Pressure Inc., which manufactured through the large Japanese trading company Mitsubo—to compete for the multi-milliondollar contract. The Scene To undertake the negotiations with the three prospective suppliers, six Chinese officials and three representatives from the Bank of China were selected. The Auger-Aiso chief negotiator was Todman Glazer, the company’s Japan branch manager from the United States who resided in Tokyo and was assisted by his Japanese colleagues. Glazer remembered the tight deadlines he had faced on previous trips to China; now positions had been reversed, with the Chinese facing the pressures and deadlines. He realized the value of thinking like one’s opponent—seeing things as they do. This was the first potential deal with China in the ethylene market, and Auger-Aiso faced stiff competition from Mitsubo, which had already cornered the Chinese oil-processing market. At the first negotiation meeting in Beijing, the Chinese insisted that custom required the visitor—Glazer—to make the first presentation. This he did, even though he was accustomed to allowing his opponents to speak first. Glazer began by addressing the excellence of Auger-Aiso technology, explaining that the manufacturing would all be done in Japan to ensure product excellence. When the Chinese offered no indication of their position or price, Glazer felt obliged to quote an upper-range price that would allow flexibility. The Chinese still made no comment. In the afternoon, the Chinese heard offers from the combined Mitsubo-Pressure team, then Federal Electric. By the end of the day, Federal Electric had dropped out of the race, accepting that it could not compete. Revolving Doors, Changing Moods During the first week of negotiations, a pattern emerged. The Chinese would meet with Glazer and his colleagues in the morning and ask for a price, saying that their competitors had already bid such-and-such a price, which was invariably lower than the last Auger-Aiso bid. They would meet with Mitsubo-Pressure in the afternoon and use the same approach, causing the latter to drop its price. Moreover, each meeting would end with the Chinese saying, “We will call you tomorrow.” But, because they never called, both prospective vendors became panicky and visited the Chinese office without notice to present an even lower bid. As the Chinese kept the vendors guessing and in the dark, Glazer understood how the Chinese had earned a reputation as master negotiators. At the second meeting,  tactics changed and there were different people representing the Chinese side. An antagonist would suddenly burst out in loud Chinese and harangue the AugerAiso side for some fifteen minutes, complaining about the quality of the machines they were offering. A protagonist would then intervene and, apologizing for his colleague, would say he had been upset about the current situation. Glazer regarded these outbursts as no more than arranged role playing, designed to make the protagonist (the good guy) appear more trustworthy to the foreigners. But, Glazer realized, all the participants were play-acting. Then there was yet another change. The Chinese located the Auger-Aiso and Mitsubo-Pressure teams near the meeting room, in adjacent rooms. Mitsubo-Pressure would be called in and asked for its best price. After the team had returned to its room, AugerAiso would be called in, told the latest price, and asked if it could beat this. When the prospective vendors could drop their price no lower, they would add something to the package. Auger, for example, added oil gauges for its turbines, effectively a three-percent add-on. Even so, the Chinese still would not commit to placing an order. When the Price Is Right Glazer could hardly believe that he had lowered his price twenty per-cent that week; to do so would have been out of the question in the United States. On the final day, Auger-Aiso made another offer—and, for the first time, the Chinese made a counter offer. Auger-Aiso accepted, and the agreement was reached. A few hours later, Mitsubo-Pres-sure came back with an even lower price, but the deal had already been struck. Glazer spoke later about how difficult it was to compete with Japanese trading companies, explaining that U.S. companies had so many factors to bear in mind, including insurance and a variety of liabilities. Meanwhile, Japanese trading companies, which had vastly different legal parameters [within which] to operate within, could more easily focus on getting contracts and closing deals. He believed that Auger-Aiso had been awarded the contract because it had been the preferred supplier right from the start.

Week 8 – Critical Infrastructure Final

Instructions

You must use the attached template for your paper, failure to do so will result in a return of your paper for you to redo, a reduction in points, or both.

Answer each of the following questions below. Use the three sectors from the following list  when answering the questions below (use the same three sectors for each question):

  • Emergency Services Sector
  • Financial Services Sector
  • Healthcare and Public Health Sector

1. Discuss the interdependencies of the three critical infrastructure sectors listed above.

2. How are critical infrastructure assets prioritized in the three sectors you selected?  

3. What measures do the three sectors you selected take to ensure continuity of operations? 

4. What special considerations should be made for life and property that result as a consequence to an attack on the three critical infrastructure sectors you selected? 

Technical Requirements:

  • Your answers should be at a minimum 2-3 pages for each question for a total of 7-9 pages (the Title Page and Reference page will be additional pages).
  • Type in Times New Roman, 12 point and double space.
  • Students will follow the APA Style as the sole citation and reference style used in written work submitted as part of coursework. 
  • Use scholarly or other relevant sources.
  • Points will be deducted for the use of Wikipedia or encyclopedic type sources. It is highly advised to utilize: books, peer-reviewed journals, articles, archived documents, etc.

I’ve added references straight from the class reading below.  Some are links and some are attachments for each sector.

Also, the FINAL PAPER template is attached as well.

References

Emergency Services:

https://www.cisa.gov/emergency-services-sector

Financial Services:

Threats to the financial Sector (Section 2 only) Attachment

https://www.cisa.gov/financial-services-sector

Healthcare and Public Health:

Attack Surface Attachment

https://www.cisa.gov/healthcare-and-public-health-sector

Healthcare and Public Health Attachment

Sum-Wk-7

Assignment 1

Using the attached zip file “Legal Compliance” as reference.

Provide a reflection of at least 600-700 words 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.
 

Requirement: 

· ****Separate word document for each assignment****

· Minimum 600-700 words. Cover sheets, abstracts, graphs, and references do not count.

· Add references separately for each assignment question.

· Strictly follow APA style. Follow multiple paragraphs. 

· No plagiarized content please! Attach a plagiarized report.

· Check for spelling and grammar mistakes!

· $10 max. Please bid if you agree.

Assignment 2

Please describe what components of cryptography impacted you the most.
 

Requirement: 

· ****Separate word document for each assignment****

· Minimum 300-350 words. Cover sheets, abstracts, graphs, and references do not count.

· Add references separately for each assignment question.

· Strictly follow APA style. Length – 2 to 3 paragraphs. 

· Sources: 2 References to Support your answer

· No plagiarized content please! Attach a plagiarized report.

· Check for spelling and grammar mistakes!

· $5 max. Please bid if you agree.

Examine the role of the research design in the article by defending or critiquing the research method based on your assessment.

Reading and critically analyzing academic research in journal articles is an important part of learning and applying scholarly research for multiple applications within your discipline. The first four weeks of this course discussed the various components of research design. Your final assignment is an academic research article critique. The purpose of this critique is to ensure that you know how to read and critically assess research for use in your own research, https://academicessays.xyz/education-homework-help/the-planning-of-an-instructional-design-project-requires-a-scope-of-work-schedu/ understand social problems in society, support decision-making in public policy, or to influence one’s own individual research.

For this final assignment, read and critically review one of the journal articles listed below:

Next, apply the methods detailed in Using a Scientific Journal Article to Write a Critical Review (Links to an external site.) to critique the article you selected. At a minimum, the critique should include the following information:

  • Introduction (about two pages): Summarize the article you chose, including the purpose of the study, the methodology utilized, the results obtained, and the conclusions drawn by the author(s) utilizing questions posed in the reading. https://academicwriterblog.com/writing/im-working-on-a-writing-question-and-need-support-to-help-me-study-the-video/ Utilize questions posed in the “Analyze the Text” section of Using a Scientific Journal Article to Write a Critical Review (Links to an external site.) to develop this section.
  • Body (about five pages): Highlight the quality of the research article (both the strengths and weaknesses) as expressed through each section of the paper (i.e., introduction, methods, results, discussion, overview). Use questions posed in the “Evaluate the Text” section of “Using a Scientific Journal Article to Write a Critical Review (Links to an external site.)” to develop this section. Follow the “Evaluate the Text” prompts and include the following:
    • Critique whether the researcher used the appropriate and ethical application of research methods in relation to their research goals.
    • Assess whether the application of quantitative methods approaches, qualitative methods approaches or a combination (mixed methods) was appropriate in the article research.
    • Interpret data and empirical findings in the research through an assessment of the strengths and weaknesses.
    • Examine the role of the research design in the article by defending or critiquing the research method based on your assessment.
    • Support the impact of the research by determining if it benefits social policy, theoretical knowledge, or both.
  • Conclusion (about three pages): https://academicwriterblog.com/management/im-working-on-a-management-project-and-need-support-to-help-me-understand-bette-2/ Discuss the significance of the research. Utilize questions posed in the “Establish the Significance of the Research” section of Using a Scientific Journal Article to Write a Critical Review (Links to an external site.) to develop this section.

The Academic Research-Article Critique paper

  • Must be 10 double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Writing Center’s APA Style (Links to an external site.) resource.
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted

Research Paper – Information Governance

Important ****

Note: Please write a topic on “Information Governance in the Health care Industry – Care delivery with COVID vaccine” and follow the attached document instructions. we need 11 pages including Introduction and 10 pages PPT slides for presentation and no plagiarism please . Professor is very strict.

 Topic Name: Problems with health information technology and their effects on COVID vaccine: a systematic review. 

Follow the APA 7 format

Deliverable :

Your team will conduct a literature review in Information Governance  

You can also conduct a literature review on information governance and how it is applied to an Information Technology organization.

You are to review the literature on Information Governance planning and discuss problems and gaps that have been identified in the literature. You will expand on the issue and how researchers have attempted to examine that issue by collecting data – you are NOT collecting data, just reporting on how researchers did their collection.

As you read the literature, it will become apparent that there are multiple issues, pick one issue that stands out in the literature and agree on that as a Team to address that.

Format:

Cover: Include the names of those who participated in the project

Table of contents: Use a Microsoft Enabled Table of Contents feature.

Background: Describe the issue, discuss the problem, and elaborate on any previous attempts to examine that issue.

Research Questions: In your identified problem area that you are discussing, what were the research questions that were asked?

Methodology: What approach did the researcher use, qualitative, quantitative, survey, case study? Describe the population that was chosen.

Data Analysis: What were some of the findings, for example, if there were any hypotheses asked, were they supported?

Conclusions: What was the conclusion of any data collections, e.g., were research questions answered, were hypotheses supported?

Discussion:

Here you can expand on the research and what the big picture means, how do the results found in the literature review help organizations in the Information Technology strategy planning. What do you see as long-term impacts and what further research could 

Initial DB Post

 

Intellectual property (IP) is a significant asset for most companies. Patented products and processes often enable the company’s very existence. IP must be managed and protected in line with the fundamentals and mission of a company’s business and with the requirements of IP law.

Review Business Ethics Flashpoint 8.1: Creator/Consumer Balance (located at the bottom of the ebook section on intellectual property, on page 183). This section of the text portrays negative actions by pharmaceutical and healthcare companies, but there have also been positive examples during the COVID-19 pandemic as companies set aside competitive interests to provide testing, equipment, and research in a more collaborative manner.

In your discussion thread, respond to these questions posed in Flashpoint 8.1:

  • How should a for-profit corporation balance its business needs with the needs of its customers?
  • Lives depend on products created by some companies. Do these companies have a greater responsibility to work towards benefitting the consumer more than themselves?
  • Look at the issue from a Biblical worldview. How would you respond if you were running such a company?

Your thread must explain how you achieve the creator/consumer balance, considering, e.g.,:

  • Profit and return on investment for company owners/shareholders
  • Continuing existence of the company
  • Protecting the intellectual property of the company
  • Needs of patients, practitioners, and society
  • See the Read: The CEOs of Nearly 200 Companies Just Said Shareholder Value is No Longer Their Main Objective
  • Biblical support and guidance for your positions
  • Any other legal and ethical concepts you believe may be relevant

Chapter 9 -Style, Tone, and Irony Discussion Question

With the elements style, tone, and irony, students are especially used to unconscious recognition, a kind of “know it when I see it” affair. However, the book breaks them down well and shows different ways in which to recognize and analyze these elements. Style is something we are highly attuned to. We all have our own personal clothing style, speaking style, and even academic style – we study differently, think about how classes should be differently, respond to different teaching methods differently, and have different expectations about what a class should be. Trust me, this is something I am well aware of. What we often don’t know is where these expectations and choices come from. It is especially difficult for us to question our own preferences when it comes to style, but it is also difficult to understand other people’s choices. The important thing to have when it comes to style is an open mind. It is helpful to give people the benefit of the doubt and open ourselves up to different styles. We should always be in a conversation with an author. Why has the author chose a specific style? Why has an author left so much out? Sometimes we get unsettled by having to answer questions about a work because they don’t answer them for us. However, if we understand an author’s choices as an aspect of style, we can go ahead and assume there is a plan there. All we are left with is what is there. So we break that down into categories and look for important comparisons and relationships among these component pieces that may give us a clue as to what it is an author had in mind. This will be especially important when we get to poetry. Poetry is in many ways the art of leaving out everything but the absolute essentials. It is meant to bring us out of our comfort zone and force us to have an experience that we may not be comfortable with. We are left on our own to build something and to examine something and especially to question something. This is an important skill in the academic world. It is a process of creation. It is less about achieving some kind of goal and more about having an experience. That can be unsettling for students who often want things to be black and white, right or wrong. However, if we push ourselves into uncertainty and become comfortable with not having a necessarily right or wrong answer but instead a strong analysis, we can work with style. We also have the tools that the book teaches us, the elements. By breaking things down into pieces and categorizing them, we can come to conclusions that were not readily apparent when we began a process of analysis, much like the drafting process. We must begin somewhere and allow the process to take us somewhere new. It is messy. It isn’t neat, but it is an experience that can change you and transform your thinking if you allow it to. What are some ways we can look at style to take it from just a group of preferences by an author to a distinct method that reflects the central idea? One thing we can look at is the diction. Why does the author make the choices with language that they do? Why do they use certain words and not others? The book shows some nice examples of this that you should read carefully. Other aspects of style that the book doesn’t necessarily cover are humor. To what degree does the author mean to be serious as opposed to comic? What exactly is humor? It is another one of those things that we know when we see it. We know when we have a reaction to it. However, humor often comes through to us through tone. Tone is another aspect of style that the book looks at and an element all of its own. It can be difficult to gather tone from words. We are used to hearing it in the sound of someone’s voice. We are stuck with putting it together with context alone when reading texts. This is a problem that we all are familiar with in the time in which we live because of text messages and emails. Sometimes we may drastically misinterpret someone’s tone and end up reacting to something that isn’t there. This can also be made difficult by the fact that people can pretend they weren’t using a particular tone and after they have pushed you into a certain reaction, they can gaslight you by suggesting you misread them. You can be glad that in the case of an author, they likely aren’t trying to trick you. Sometimes, however, authors do play a kind of a trick. They push you to make a conclusion that a lot of people make and then yank away the curtain in order to expose your biases. Sometimes, this trick is played on the characters. As the book points out, the characters in the story “The Story of an Hour” misinterpret the actions and statements of the character Mrs. Mallard because they hold patriarchal views and therefore don’t understand Mrs. Mallard. People have biases and a good way to expose them sometimes is through a switch in tone. This leads us to the final element in the chapter and the most difficult, Irony. Students have a really difficult time with irony, but they have that unconscious recognition of it that makes them comfortable speaking on it. However, many times they end up misreading the irony or finding it where it doesn’t exist. This is why I highly suggest that you take a close look at the categories of irony that the book lays out and to attempt to place any instance of irony that you analyze into the appropriate category. It will always fit into one. That doesn’t mean that it won’t be complex. Like I said, this process isn’t always clean and cut and dry. It may be situational irony from the character’s point of view but dramatic irony from the reader’s point of view or vice versa. Irony usually revolves around something being the opposite of someone’s expectations. Read the categories carefully and apply them to your understanding of irony. I use situational and verbal irony in my example below:

In her story “Lust,” Susan Minot weaves irony into irony, creating complex ironies that become dizzying to navigate. Towards the end, the first-person narrator, a young girl, is getting more and more exact about the nature of her sexual experiences. She starts out somewhat light in her descriptions and slowly becomes more and more heavy, which mimics her sexual history and the general feeling that she gets from sex. When describing one of the more heavy moments, she says “you don’t try to explain it, filled with the knowledge that it’s nothing after all, everything filling up and finally and absolutely with death” (287). The most obvious irony here is the situational irony for the character. She is having these sexual relationships in order to feel close to these boys. However, she ends up feeling alienated from them to the point that she feels alienated from herself and reality, so the action of sex becomes self-defeating. However, a deeper irony is the verbal irony by the author. Her narrator uses the word “death” to explain her emotional alienation. Since sex is literally for creating life, that it creates a kind of death for the character and that the author chooses this diction creates a subtle verbal irony.