For your Milestone 2 paper about your chosen organization, you will outline your marketing objectives, describe any research you would do, and describe your target market(s). Paper length: 3-4 pp. not including title page and references.

Your text does not go into exhaustive detail on marketing objectives, but they really form the basis of your marketing plan. You should read the box on page 249 of your text on how to tell a good objective from a bad one. Basically: specificity and detail. It does not reference SMART objectives, but all the pieces of SMART are there: Specific, Measurable, Achievable, Realistic, and Time-bound. If I give you feedback on your Milestone 2 paper that you have not been specific enough, you will need to rectify that before incorporating Milestone 2 into your final paper.

Remember, papers may only be submitted as Word documents.

PLEASE NOTE: These milestone papers and your final marketing plan are not intended to be “term papers” in which you simply report what has already happened. What we are looking for is your analysis and your ideas. Your assignment is to identify a company with a marketing problem that needs to be solved, and develop a marketing plan of your own to solve the problem.

INPATIENT, OUTPATIENT, AND ANCILLARY SERVICES

Cultural competency is extremely important in health care, as the consumers we serve come from diverse backgrounds. Inpatient and outpatient services account for the largest sector of health care services; however, cultural competency extends to all health care sectors. It is vital that as a health care professional, we are culturally competent to provide our consumers with high-quality health care.

Test your cultural competency on all three of the test below:

Health Inclusion. (2020). Cultural competence quiz. Retrieved from https://healthinclusion.com/cultural-competence-quiz/

SUNY Downstate Health Sciences University. (2020). Cultural competency in nursing homes: Test your knowledge on cultural competence. Retrieved from https://www.downstate.edu/cultural-competency/test.html

The London School of International Communication. (2020). Part 1 – Cultural knowledge. Retrieved from https://www.londonschool.com/lsic/resources/intercultural-quiz/

Based on your results and research, answer the following questions in a 2- to 3-page paper:

1. On a scale of 1 to 5, with 1 being needs improvement and 5 being exceeds expectations, rate yourself on the answers to each test, you should have three (3) ratings in total. (Note: Your personal rating does not affect your grade).
2. Describe how you would improve upon your rating.
3. Explain the importance of cultural competency in the U.S. health care system.
4. Rationalize in detail why health care leaders play a vital role in embracing and implementing cultural competency.

In your scholarly paper, you should include an introduction and conclusion paragraph. 

SLP Assignment Expectations

1. Conduct additional research to gather sufficient information to justify/support your responses.
2. Limit your response to a maximum of 3 pages.
3. Support your report with peer-reviewed articles, with at least 3 references. Use the following link for additional information on how to recognize peer-reviewed journals. Angelo State University Library (n.d.) Library guide: How to recognize peer reviewed (refereed journals). Retrieved from: https://www.angelo.edu/services/library/handouts/peerrev.php
4. You may use the following source to assist in formatting your assignment. Purdue Online Writing Lab. (n.d.). General APA guidelines. Retrieved from: https://owl.english.purdue.edu/owl/resource/560/01/.
5. For additional information on reliability of sources review the following source. Georgetown University Library (n.d.) Evaluating internet resources. Retrieved from https://www.library.georgetown.edu/tutorials/research-guides/evaluating-internet-content

There is a myth that “if you have advanced education, you have work”. The truth of the matter is that numerous understudies of university or college graduates are jobless or working in a task that doesn’t need a four-year certification. It takes the normal college alumni three to a half year to get work after graduation. An understudy profits by having a vocation looking for methodology and past work encounters. Something else, her resume may be lost in a pile of hundreds for a particular work.

“Post-Graduation Depression”

Post-Graduation Depression isn’t a term that could be found in the American Psychiatric Association’s dictionary, research shows what genuine it is and the mean for it has on ongoing graduates. Many people use different therapies. Well, some people did not need this type of “treatment” at all. Nevertheless, sometimes it is simply useful to share your experiences with someone. Many experts advise writing your interruptions on paper, so many students tell about their problems in essays,  maybe you can find some useful thoughts from your peers on https://studymoose.com/who-am-i it will help interface with basic reasoning or simply be useful for some different students. An issue is only a chance, to discover choices for addressing it and transform you and the existences of others as drastically as could be expected. Depression in youthful grown-ups regularly happens when they start to feel lonely, bitterness leaving their school friends and life behind, or just after they complete college coursework, frequently because of strain to move a task immediately.

Factors That Could Prompt Post-Graduation Sadness:

progress including changes in understudies’ day by day living plans; 

lack of connection with friends after graduating; 

challenges in adjusting to life in the “standards”; 

Symptoms of post-graduation depression:

diminished inspiration; 

loss of interest in pleasurable things; 

a feeling of disruption; 

sadness;

general feeling of sadness;

Tips to prevent post-graduation depression:

plan  accommodation;

prepare to deal with the stressors that may go along after graduation;

find out career opportunities or postgraduate study;

Postgraduate Study

Another option is to get back to college to learn at the postgraduate level. Nonetheless, reading for a Masters requires significant investment and cash so ensure you’re going into it for the correct reasons. 

Try not to take on a Masters degree to slow down for time or to help general employability. Courses are costly and pointless for specific positions. Address your vocations administration to weigh up your postgraduate choices and converse with relatives, postgraduate course pioneers, and individuals effectively in the positions you’d prefer to do to inquire as to whether a Masters is beneficial. 

While a postgraduate qualification is fundamental for certain spaces of work, for other people, investing energy in getting more work experience might be more important. As far as employability, many alumni managers do esteem extra capabilities, however, the onus will be on you to disclose why you decided to do additional contemplate and what you have acquired from it that separates you from others as far as your appropriateness for a specific work.

Get the Job

If you understand what sort of work you’re keen on and you believe you have the sort of abilities, capabilities, and experience pertinent alumni managers are searching for, you may be in a situation to begin going after graduate positions straight away. See the alumni occupations and plans segment for data about what kinds of graduate positions are accessible and when to apply.

In case you just graduate, there’s a decent possibility you can discover a place that works for you, particularly on the off chance that you are free on a full-time premise. In addition to the fact that internships offer significant work insight, however, they are an astounding method to make associations with possible bosses.

Finding Work Abroad

If you need to travel while as yet acquiring a check, another choice is to seek after a “working occasion” visa. Certain nations, including Canada and New Zealand, offer “working occasion” visas in which U.S. residents are allowed to remain in the country and maintain impermanent sources of income.

An enormous number of Americans land occupations abroad every year. English has become the predominant language for worldwide exchange so trade nations, especially in Asia and Latin America, are anxious to have their residents gain proficiency with the language.

In all actuality, however, living abroad (regardless of whether you’re exploring and visiting, or you’re working in one spot) may probably intrigue potential businesses once you’re back home.

3 Page Paper APA FORMAT

• First, consider the cellular basis of long-term potentiation (LTP). Where in the brain does this occur and what happens? In your answer, include details of the neurotransmitters and receptors involved as well as what happens at the level of the receptor to enable LTP. Also, describe the changes that occur in both the presynaptic and post-synaptic cells as a result of LTP.
• Summarize the attached article “ Changes in synaptic plasticity are associated with electroconvulsive shock-induced learning and memory impairment in rats with depression-like behavior” in enough detail that your reader will understand what was done in the study and what the results of the study were
• Evaluate how the findings might apply to a clinical setting, such as Alzheimer’s disease, anterograde or retrograde amnesia, or a condition such as post-traumatic stress disorder (PTSD).

References MUST come from the attached PDF 

• First, consider the cellular basis of long-term potentiation (LTP). Where in the brain does this occur and what happens? In your answer, include details of the neurotransmitters and receptors involved as well as what happens at the level of the receptor to enable LTP. Also, describe the changes that occur in both the presynaptic and post-synaptic cells as a result of LTP.
• Summarize the attached article “ Changes in synaptic plasticity are associated with electroconvulsive shock-induced learning and memory impairment in rats with depression-like behavior” in enough detail that your reader will understand what was done in the study and what the results of the study were
• Evaluate how the findings might apply to a clinical setting, such as Alzheimer’s disease, anterograde or retrograde amnesia, or a condition such as post-traumatic stress disorder (PTSD).

References MUST come from the attached PDF 

As a culmination of your learning experience in this course, I would like you to reflect on what you learned, how you learned, and what you will be able to do with statistics in your future.  As you reflect, try to think about big ideas and NOT just the formulas and calculations you learned. As a reminder, here is some of my goals for our work together. 

1. Students should become critical consumers of statistically-based results reported in popular media, recognizing whether reported results reasonably follow from the study and analysis conducted.
2. Students should be able to recognize questions for which the investigative process in statistics would be useful and should be able to answer questions using the investigative process.
3. Students should be able to produce graphical displays and numerical summaries and interpret what graphs DO and DO NOT reveal.
4. Students should recognize and be able to explain the central role of variability in the field of statistics.
5. Students should recognize and be able to explain the central role of randomness in designing studies and drawing conclusions.
6. Students should gain experience with how statistical models, including multivariable models, are used.
7. Students should demonstrate an understanding of, and ability to use, basic ideas of how a sample can be used to make claims about a population through statistical inference, both hypothesis tests and interval estimation, in a variety of settings.
8. Students should be able to interpret and draw conclusions from standard output from statistical software packages.
9. Students should demonstrate an awareness of ethical issues associated with sound statistical practice.

Please respond to the following prompts honestly and thoughtfully. Responses need to include statistically accurate terms and concepts where appropriate. I will use it to help determine your final exam grade. 

Question 1

How has this course changed how you feel about statistics? Summarize how you felt before taking this course and how you feel now. What statistical ideas are you curious to know more about as a result of taking this class? 

Here are some questions and ideas that might help to start you off:

• You might describe how ability to analyze information and data has grown.
• When you hear Statistics being used to convince others, are you more or less skeptical about what they are saying?
• Did you develop an appreciation for how Statistics is useful in making better decisions when used correctly?
• Do you recognize that many things such as your class grade is an example of a statistic where your graded assignments are just a sample of data that demonstrates your learning, and that sample might have variation that doesn’t always truly represent your learning?
• Do you ask questions and think about how you might analyze it?
• Do you see statistical results and start asking more questions?
• Take one of the topics (make sure to name it) we have studied that you would like to explore further and describe why this is interesting to you.

Question 2

Take one of the topics we have studied (see the course goals above), and find how it can be applied to your field of study. Provide details of how you would use this in your future endeavors. What other problems will you be able to solve with the statistical tools you have learned in this class? Give as many examples as you can. This will require to do research to find where statistics can apply to your field of study!

For example, if you were interested in agriculture you might summarize research from the University of Nebraska about how farmers use statistics to study plant yields, predict demand for crops, and making recommendations for future seasons. 

Question 3

Take one topic you have worked on this semester that you struggled to fully understand and explain how the struggle itself was valuable or indicative or learning. In the context of this question describe the struggle and how you overcame the struggle.

Here are some questions and ideas that might help to start you off:

• Did your struggle build aspects of character in you such as endurance, self-confidence, or competence to solve new problems, and how might those virtues benefit you later in school, work, or life.
• What resources or people did you use to overcome your struggles and how did getting help change you? Did it change the way you understand Statistics? Did it change the way you perceive the struggle in others?

Question 4

One of things I consistently reminded you throughout the semester was the importance of the discussion boards. The discussion boards purpose was to build community, collaboration, and giving and exchanging ideas to learn.  I also am aware that occasionally online learners will collaborate outside of the discussion boards (Pronto, Zoom, Math Center). Discuss how have you improved in your ability to collaborate on difficult problems over the course of the semester.

Here are some questions and ideas that you might help to start you off:

• Can you describe any problems you worked on or any particularly memorable moments of collaboration with your fellow online learners, either on discussion boards or outside of Canvas?
• You might discuss how you worked to step outside of your comfort zone and how this impacted you.
• You might consider some of the difficulties you faced trying to participate in discussions and what you learned from it.
• Did you ever have to rethink the way you communicate or what words you use to help others make sense of your ideas?
• What advice and guidance would you communicate to future students?

Question 5

Pretend there were no guidelines in the syllabus for calculating your final grade. Based on the work you have done all semester and our goals for the course; what grade do you think you have earned? Make sure to state why you think you have earned that grade, but keep in mind that learning is not always measured accurately by quizzes and exams. What other evidence is there of your learning? This could include the following: 

• The number of assignments completed. 
• A description of your participation in class, both within your group and with the whole class. 
• Which assessments (quizzes, exams, projects) best reflect what you have learned, and which are outliers that should be ignored. 
• Additional evidence of your understanding of topics that may not have been accurately captured on assessments.  
• Your final self-assessment of your understanding of the content. 

Note: Studies show that first generation college students are more likely to grade themselves lower than their instructor does. Please don’t suggest you deserve a lower grade. This is your chance to make an argument for a higher grade. If you are happy with your current grade then give examples of assignments and assessments that show why you deserve that grade.