NAT130_190 Foundation of healthy living W6

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Introduction

As you continue your reflective journal, this week you add information on your risk for developing cardiovascular disease, cancer, diabetes, and chronic illness. In addition, you will explore your knowledge on sexually transmitted infections. Each week you will submit your reflective journal for instructor feedback, make the corrections or updates and submit all the previous weeks’ journal entries.

Activity Instructions

Complete the sections, Assess Yourself on the following pages of the textbook:

  • CVC and Cancer: What is Your Personal Risk?, on pp. 390-392.
  • Are You at Risk for Diabetes?, on p. 405.
  • STIs: Do you Really Know What You Think You know?, on pp. 435-436
  • Are You at Risk for Chronic Illness?, on p. 448.

Follow the instructions below.

  1. Total your scores and analyze your results.
  2. Based on your results, answer the following questions:   
    • After you assess your personal risks for specific cancers and cardiovascular diseases, look at lifestyle changes you might consider making (for example: add physical activity and better nutrition to your to-do list) as well as your genetic risks (talk to your family members about your family health history). For which cancers might you be most at risk? What can you do to reduce your risks? What can you do to continue avoiding cardiovascular diseases and your risk for certain cancers?
    • In terms of diabetes, take stock of the risk factors you may have for diabetes, such as family history, diet, and exercise. What are you doing to prevent diabetes? If you or someone you know has diabetes, what do they do to control it? If not, brainstorm on what you could do to control it or if possible reverse it?
    • In terms of sexually transmitted diseases, name one thing that was covered this week that was new to you.
    • What ways can you prevent infections or chronic illness? What are some ways you can reduce your exposure to environmental toxins?

Writing and Submission Requirements

  • A minimum of 2 additional pages in length, not including title, references page (if necessary), and previous weeks’ journal entries.

African study paper: Faat Kine

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Subject: Film analysis of the film Faat Kine

Length: 5-7 pages (not including references), double spaced, Times New Roman 12-point font. Note – Do not mess with the margins.

Format: MLA, APA, or Chicago, but be consistent.

Prompt: Write a critical analysis on the film Your analysis should include, at minimum:

  • A brief background (country of production, year, director, etc.)
  • A brief summary and further analysis of what you believe are key scenes or moments, and how these scenes illustrate the themes of the film
  • An evaluation of the strengths and weaknesses of the film
  • How the film connects with the larger themes of this class. You should reference at least two other movies that we’ve seen in class this semester. Be detailed in your discussion.
  • In your conclusion, you should include a reflection portion on what has stuck out to you personally in the films/discussion throughout this class. Some questions to consider are: What will be your greatest takeaway? How do you think your understanding of Africa has been altered through these films? What do you wish had been done differently?

Other Instructions:

  • With the exception of the reflection portion, avoid first and second person (I, me, you)
  • You are not required to consult outside sources, but if you do so you must cite them

A

An “A” writer will illustrate the ability to not only briefly summarize the film, but also evaluate its strengths and weaknesses.  It will also link the film to other issues raised throughout the course (i.e. other readings, films, or lectures) to provide a critical perspective. To be “critical” means to take an approach to your analysis that questions the information you are reading about. For example, don’t just state that a part of the film was weak, but explore why you think it was weak and what the producer could have done to strengthen it. Or perhaps you make a connection between the film’s depiction and the other films you have watched for the class. A critical perspective would successfully link how the film and other films watched in the class are similar or different.  An “A” paper is grammatically sound and coherent.

B

A “B” writer may successfully do some parts of the “A” quality paper better than other parts. Perhaps the summary of the film is inaccurate, but the analysis is strong. A “B” paper also contains grammatical or stylistic errors, but nothing major that significantly disrupts the text.

C

A “C” writer merely summarizes the film without critiquing and analyzing it. Be careful not to just summarize the film and not include any references to the readings. What does it mean to “analyze” and “critique”? A “C” paper also is not structured coherently (i.e. is missing an introduction, summary, analysis, or conclusion) and has grammatical errors that significantly disrupt the reader when reading.

D

An “D” writer is too vague, sloppy, and inaccurate. An “D” writer provides a paper that feels rushed; as if the writer waited to the last minute to create it. The paper provides no analysis and shows no college-level ability to critically think about the very important and serious issues of politics in Africa. It could also have severe style and grammar errors.

Reflection Learning

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Purpose

Total points possible: 100 points

Preparing the assessment

Follow these guidelines when completing this assignment. Contact your course faculty if you have questions

1) Write a brief 1-2 paragraph weekly reflection addressing the questions posed in the Reflect section of each weekly module. Edit your Reflection to include each weekly reflection.

2) Include the following sections in your Reflection.

WEEK 1:  Evidence translation begins with the identification of a problem or concern. Reflect upon the eight national practice problems presented in the Global Burden of Disease Research. Select one of the practice problems to address the following. (National Practice Program: DIABETES MELLITUS) 

·  From a global/nationwide perspective, how does the selected practice problem impact nurses, nursing care, healthcare organizations, and the quality of care being provided?

·  Identify the national level key stakeholders who are affected by the practice problem and stakeholders involved in resolution.

·  Are clinical practice guidelines used to address this problem? Why or why not? If used, provide a brief overview of the CPG. If a CPG is not used, propose an intervention that could be implemented on a national scale to address the problem.

·  Provide one specific example of how you achieved the weekly objectives.

·  What did you learn from this week to challenge your beliefs or attitudes?

·  How will this knowledge improve your effectiveness as a practice scholar?

WEEK 2: Reflect upon the selected national practice problem in Week 1 to address the following. (Practice Problem: Diabetes Mellitus// I’m from Miami, Florida)

·  From a local perspective, how does the practice problem impact nurses, nursing care, healthcare organizations, and the quality of care being provided?

·  Identify the local key stakeholders related to the selected practice problem.

·  Describe one approach used at your unique setting to address this problem. From your perspective, is this intervention effective in addressing the problem? Why or why not? If this practice problem is not addressed at your workplace, propose an intervention that could be implemented on a local scale to address the problem.

·  Provide one specific example of how you achieved the weekly objectives.

·  Why is the information important?

·  In what ways will you use this learning?

WEEK 3: Translation of a research-based intervention to practice involves a critical review of numerous published research studies to discern if individuals – research subjects – were treated according to the ethical values and principles as defined by the Code of Federal Regulations (CFR). Reflect upon your selected practice problem and the eventual research-based intervention you select for your practice change project and address the following. (Practice Problem: Diabetes Mellitus)

·  What are the potential benefits and harms related to your selected practice problem (Diabetes Mellitus) when considering a research-based intervention for your practice change project?

·  Are there competing personal or professional values related to this research-based intervention that might impact the implementation of this intervention in your practice setting?

·  What types of objections might be raised? How will you explain your decision to key stakeholders to address these objections?

§  Provide one specific example of how you achieved the weekly objectives.

§  What is the benefit of the learning?

§  What values can you reaffirm or want to reconsider after this learning?

WEEK 4: Select one of the organizational or behavioral change models which were used successfully for evidence-based practice change in healthcare for many years. Select one model or theory from the readings or lesson this week and: (The Behavioral or Health Belief Model)

• List the steps or the components in the change model or theory.
• Does the model or theory contain a component for appraising the evidence?
• Does the model or theory contain a component for networking with the stakeholders during all phases of practice change?
• Does the model contain components for identifying barriers and addressing barriers to implementation?

·  Provide one specific example of how you achieved the weekly objectives.

·  Which change model or conceptual framework did you find most valuable and why?

·  In what ways, if any, do your practices inhibit reform?

WEEK 5: Reflect upon your selected practice problem to determine a possible solution and address the following. (Practice Problem: Diabetes Mellitus)

·  Create an action plan using a translation theory or model to implement the proposed solution. 

·  Provide a description of each component in the translation model.

·  What are the barriers to implementation? What are the facilitators to overcome these barriers?

·  Who are the stakeholders involved? What are their roles?

·  What resources are needed for successful implementation of the solution?

·  Provide one specific example of how you achieved the weekly objectives.

·  Which translation model did you find most valuable and why?

·  How receptive are you to embracing change and reform?

WEEK 6: As a practice scholar, you are called to respond to a recurring medication administration error at your workplace setting and identify strategies to prevent future recurrence through interprofessional collaborative practice. Your first step is to assemble the interprofessional team. Consider the following.

·  Who is on your team? What are the roles, responsibilities, and abilities of the team members?

·  How will you work together? How will you determine accountability and task distribution? Identify ways to distribute and follow up on tasks among interprofessional team members.

·  What strategies will you use to facilitate effective communication and collaboration? 

·  Provide one specific example of how you achieved the weekly objectives.

·  What approach do you use in working with others throughout the change process?

·  What is your response to change? Is it inclusive of other team members? Why or why not?

WEEK 7: Reflect upon the selected practice problem in Weeks 1 and 2 and consider the following. (Practice Problem: Diabetes Mellitus)

·  What are the common barriers to evidence translation in addressing this problem?

·  What strategies might you adopt to be aware of new evidence?

·  How will you determine which evidence to implement?

·  How will you ensure continuation or sustainability of the change?

·  Provide one specific example of how you achieved the weekly objectives.

·  What goals will you set in accordance with what you have learned

·  How has course information changed your ways of knowing?

Writing Organization and Mechanics

·   

o   

§  Grammar and mechanics are free of errors.

Rubric

Reflection on Learning

Reflection on Learning

Criteria

Ratings

Pts

This criterion is linked to a Learning OutcomeWeek 1 Reflective Inquiry

Requirements:
1. Addresses all aspects of the weekly reflection
2. Assesses own learning
3. Assesses value of the learning experience

13.0 pts

Includes no fewer than 3 requirements for weekly reflection.

11.0 pts

Includes no fewer than 2 requirements for weekly reflection.

10.0 pts

Includes no fewer than 1 requirements for weekly reflection

0.0 pts

No requirements for this section presented.

13.0 pts

This criterion is linked to a Learning OutcomeWeek 2 Reflective Inquiry

Requirements:
1. Addresses all aspects of the weekly reflection
2. Assesses own learning
3. Assesses value of the learning experience

13.0 pts

Includes no fewer than 3 requirements for weekly reflection.

11.0 pts

Includes no fewer than 2 requirements for weekly reflection.

10.0 pts

Includes no fewer than 1 requirements for weekly reflection

0.0 pts

No requirements for this section presented.

13.0 pts

This criterion is linked to a Learning OutcomeWeek 3 Reflective Inquiry

Requirements:
1. Addresses all aspects of the weekly reflection
2. Assesses own learning
3. Assesses value of the learning experience

13.0 pts

Includes no fewer than 3 requirements for weekly reflection.

11.0 pts

Includes no fewer than 2 requirements for weekly reflection.

10.0 pts

Includes no fewer than 1 requirements for weekly reflection

0.0 pts

No requirements for this section presented.

13.0 pts

This criterion is linked to a Learning OutcomeWeek 4 Reflective Inquiry

Requirements:
1. Addresses all aspects of the weekly reflection
2. Assesses own learning
3. Assesses value of the learning experience

13.0 pts

Includes no fewer than 3 requirements for weekly reflection.

11.0 pts

Includes no fewer than 2 requirements for weekly reflection.

10.0 pts

Includes no fewer than 1 requirements for weekly reflection

0.0 pts

No requirements for this section presented.

13.0 pts

This criterion is linked to a Learning OutcomeWeek 5 Reflective Inquiry

Requirements:
1. Addresses all aspects of the weekly reflection
2. Assesses own learning
3. Assesses value of the learning experience

13.0 pts

Includes no fewer than 3 requirements for weekly reflection.

11.0 pts

Includes no fewer than 2 requirements for weekly reflection.

10.0 pts

Includes no fewer than 1 requirements for weekly reflection

0.0 pts

No requirements for this section presented.

13.0 pts

This criterion is linked to a Learning OutcomeWeek 6 Reflective Inquiry

Requirements:
1. Addresses all aspects of the weekly reflection
2. Assesses own learning
3. Assesses value of the learning experience

13.0 pts

Includes no fewer than 3 requirements for weekly reflection.

11.0 pts

Includes no fewer than 2 requirements for weekly reflection.

10.0 pts

Includes no fewer than 1 requirements for weekly reflection

0.0 pts

No requirements for this section presented.

13.0 pts

This criterion is linked to a Learning OutcomeWeek 7 Reflective Inquiry

Requirements:
1. Addresses all aspects of the weekly reflection
2. Assesses own learning
3. Assesses value of the learning experience

13.0 pts

Includes no fewer than 3 requirements for weekly reflection.

11.0 pts

Includes no fewer than 2 requirements for weekly reflection.

10.0 pts

Includes no fewer than 1 requirements for weekly reflection

0.0 pts

No requirements for this section presented.

13.0 pts

This criterion is linked to a Learning OutcomeWriting Organization and Mechanics

Requirements:
Grammar and mechanics are free of errors.

9.0 pts

Presents information using clear and concise language in an organized manner (0-1 errors in English grammar, spelling, syntax, and punctuation).

8.0 pts

Presents information using clear and concise language in an organized manner (2-3 errors in English grammar, spelling, syntax, and punctuation).

7.0 pts

Presents information using understandable language; information is not organized (3-4 errors in English grammar, spelling, syntax, and punctuation).

0.0 pts

Presents information that is not clear, logical, professional or organized to the point that the reader has difficulty understanding the post (5 or more errors in English grammar, spelling, syntax, and/or punctuation).

9.0 pts

Total Points: 100.0

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BUS 644 Operations Management Week 6 final paper

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Space Age Furniture CompanyRead “Space Age Furniture Company” in Chapter 9 of your text. Respond to the following and include any Materials Requirement Planning (MRP) calculations:Develop an MRP for Space Age Furniture Company using the information in the case including the production of sub-assemblies in lot sizes of 1,000.The lot size of 1,000 for sub-assemblies has produced a lumpy demand for part 3079. Suggest ways for improvements over sub-assemblies in lot sizes of 1,000.Analyze the trade-off between overtime costs and inventory costs.Calculate a new MRP that improves the base MRP.Compare and contrast the types of production processing—job shop, batch, repetitive, or continuous—and determine which the primary mode of operation is and why.Describe ways that management can keep track of job status and location during production.Recommend any changes that might be beneficial to the company and/or add value for the customer.The final case study should demonstrate your understanding of the reading as well as the implications of new knowledge. The paper should integrate readings, scholarly sources, and class discussions into work and life experiences. It may include explanation and examples from previous events as well as implications for future applications.The purpose of the final case study is for you to culminate the learning achieved in the course by describing your understanding and application of knowledge in the field of operations management.Writing the Final Paper
The Final Paper:Must be 10 to 12 double-spaced pages in length (not including the title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center.Must include a title page with the following:Title of paperStudent’s nameCourse name and numberInstructor’s nameDate submittedMust begin with an introductory paragraph that has a succinct thesis statement.Must address the topic of the paper with critical thought.Must end with a conclusion that reaffirms your thesis.Must use at least five scholarly sources.Must document all sources in APA style, as outlined in the Ashford Writing Center.Must include a separate reference page, formatted according to APA style as outlined in the Ashford Writing Center.

Help please?

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Question 1) What is symbolic speech, and is it protected by the First Amendment?

For example: Capital City has an ordinance that makes it a felony to burn or otherwise desecrate the city’s Great Seal. Another ordinance makes it a felony to use profane, obscene, or rude language in a city park or to wear any clothing with such language. Homer and his adult son, Bart, are angry at the government of Capital City for closing down their favorite donut shop for health code violations. In protest, they go to the park, where Homer burns the city flag containing the Great Seal. Bart is wearing a shirt that reads, “Support donuts, Death to the Capital City Health Department!!” Both are arrested.

Is their conduct protected by the First Amendment? Fully explain your answer. Be sure to support your answer with scholarly sources and appellate court opinions. Your initial post should be at least 250 words in length. Support your claims with examples from the required materials and/or other scholarly resources, and properly cite any references.

Question 2) Reverend William B. Slick is the spiritual leader of the Church of the Jurassic Spirit (CJS). CJS doctrine claims that every invention since the dinosaurs has been inspired by the devil and that members must return to the spirit of the Jurassic period in order to be purified. The primary ritual is to publicly bathe in the essence of the dinosaurs (oil). Capital City follows the same format for its permits used by the City of Atlanta, Georgia (i.e., City of Atlanta’s Assembly Permit Application (Links to an external site.)). The CJS applies for a permit for 500 of their members to assemble to bathe in oil in Capital City Park. CJS plans to march to the Capital City River to dump the oil, thereby “returning it to the Earth.” The mayor of Capital City despises the CJSers, because he feels that their ritual is a waste of petroleum, which is a diminishing resource. He also feels that the dumping of the oil will pollute the river. The police chief of Capital City hates the idea of 500 CJSers bathing in oil in the park and fears their march to the river will cause counter demonstrations and possible violence. The permit is denied. The CJSers appear to perform their ritual anyway and are all arrested.

Research First Amendment cases involving free exercise of religion and freedom of assembly.

If your last name begins with A through M, address the following in your primary response this week:

  • Whether Capital City has violated the CJSers’ free exercise of religion.
  • Whether Capital City has violated the CJSers’ right to freely assemble.

WWI Infographic

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World War I Infographic

We have covered the issue of how and why WWI on the Western front evolved into a stalemate of trench warfare as the leaders of the Allied and Central Armies did not grasp the implications of defensive firepower or the requirements to sustain firepower in an industrial age.  Known as the “Great War,”  WWI is far too complex and involved for us to cover in a couple of classes.  But I wanted to give you the opportunity to choose a topic related to WWI that you would like to investigate in greater depth.

You will research using the links and create an infographic in Canva – If you have never used Canva, you will need to create a free educational account. Click on the Canva link and sign in with Google. Use your MCPS.netaccount.  

To submit the link to your infographic in myMCPS Classroom, click the SHARE button in the upper right hand corner of Canva. Then click the drop down arrow so it says “Share a link to view”,  copy the link and paste it in the space provided.

You will choose one of the topics listed below (a topic that is really of interest to you) and prepare an infographic that can explain your topic to your classmates.   

  1. Battles of Attrition (pick one): 
    1. Battle of Verdun, 
    2. Battle of Somme, 
    3. Third Battle of Ypres (Passchendaele), 
    4. Battle of Cambrai
    5. German Offensive Spring 1918 –  Second Battle of the Marne
  2. Life and Death in the Trenches:  An overview of trench landscape from the view of an ordinary soldier. Construction of trenches, daily life, health challenges, codes of behavior, the Christmas of 1914, German v English/French fortifications.
  3. Eastern Front: Battle of Tannenberg (Germany v. Russia)
  4. Southern Front: Battle of Gallipoli
  5. Medicine –  e.g., the emergence of “shell shock,” prosthetics, masks for disfiguring injuries, ambulances, antiseptic, and anesthesia
  6. New technologies impact war (pick one)
    1. Tank
    2. Airplane
    3. Poison gas (consider ethical debate over use of gas)
    4. Submarine
  7. War at Sea – Battle of Jutland and British blockade of Germany
  8. Animals in WWI – horses, dogs, mules, pigeons, donkeys, camels, etc. (how and where were they used; logistical challenges; effectiveness)
  9. Propaganda – government and spontaneous civilian propaganda
  10. Armenian Genocide

Project Rubric

  • The information presented demonstrates a full and complete understanding of the topic and explains the connection to WWI.

/5                         

  • Infographic evaluates how the chosen topic impact WWI (eg, impact on strategy of the Allies/Central Powers, the manner that warfare was conducted or the lives of soldiers)

/5

  • Infographic contains at least 10 images/pictures/graphs related to the topic.

/5

  • Infographic is colorful and neat. Images, colors, quotes, etc are arranged in a purposeful manner that directly address the topic.

/5

Total      /20

Debate This: Property condemnation

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Debate This: Property condemnation

Chapter 42. P. 1012

Vern Shoepke bought a two-story home in Roche, Maine. The warranty deed did not specify what covenants would be included in the conveyance. The property was adjacent to a public park that included a popular Frisbee golf course. (Frisbee golf is a sport similar to golf but using Frisbees.) Wayakichi Creek ran along the north end of the park and along Shoepke’s property. https://excellentwriter.xyz/education-homework-help/the-factors-that-lead-to-suicide-among-teenagers/ The deed allowed Roche citizens the right to walk across a five-foot-wide section of the lot beside Wayakichi Creek as part of a two-mile public trail system. Teenagers regularly threw Frisbee golf discs from the walking path behind Shoepke’s property over his yard to the adjacent park. Shoepke habitually shouted and cursed at the teenagers, demanding that they not throw the discs over his yard.

Two months after moving into his Roche home, Shoepke leased the second floor to Lauren Slater for nine months. The lease agreement did not specify that Shoepke’s consent would be required to sublease the second floor. After three months of tenancy, Slater sublet the second floor to a local artist, Javier Indalecio. Over the remaining six months, Indalecio’s use of oil paints damaged the carpeting in Shoepke’s home. Using the information presented in the chapter, answer the following questions.

What is the term for the right of Roche citizens to walk across Shoepke’s land on the trail?

What covenants would most courts infer were included in the warranty deed that Shoepke received when he bought his house?

Can Shoepke hold Slater financially responsible for the damage to the carpeting caused by Indalecio? Explain.

Could the fact that teenagers continually throw Frisbees over Shoepke’s yard outside the second-floor windows arguably be a breach of the covenant of quiet enjoyment? Why or why not?

Debate This:

Under no circumstances should a local government be able to condemn property in order to sell it later to real estate developers for private use.

Principle of Finance P2 Comparison Analysis

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Using Disney, create a report for your supervisor to share with the board of directors during their presentation. Keep in mind that your report needs to be easy for someone unfamiliar with finance to understand, as not all of the board members for your business fully understand finance.

Using Mergent Online, locate the most recent quarterly financial statements for your chosen company, and use these statements to support your analysis throughout the project. Refer to the Project Two Financial Assumptions document located in the Supporting Materials section for the assumptions you need in order to analyze the three available financial options outlined in the Financial Analysis section of the project directions.

**You are encouraged to use the Project Two Financial Analyst Report template located in the “What to Submit” section to help complete this project.

Specifically, you must address the following:

1. Financial Analysis: In this section of the report, you will use the most recent quarterly financial statements for your chosen business and the Project Two Financial Formulas spreadsheet (located in the What to Submit section) to calculate appropriate financial formulas for assessing the business’s financial health. You will also analyze all three available financial options for improving the business based on your calculations and the provided Project Two Financial Assumptions document.

A. Financial Calculations: Calculate accurate financial formulas to assess the business’s current financial health. Specifically, you must calculate the following:

§ Working capital

§ Current ratio

§ Debt ratio

§ Earnings per share

§ Price/earnings ratio

§ Total asset turnover ratio

§ Financial leverage

§ Net profit margin

§ Return on assets

§ Return on equity

B. Working Capital Management: Explain the impact of working capital management on the business’s operations. Provide examples to support your claims.

C. Bond Investment: Analyze the risks and benefits of the business choosing to invest in a corporate bond, including the necessary ethical considerations, appropriate calculations, and examples to support your analysis.

D. Capital Equipment: Analyze the risks and benefits of the business choosing to invest in capital equipment, including the necessary ethical considerations, appropriate calculations, and examples to support your analysis.

E. Capital Lease: Analyze the risks and benefits of the business choosing to purchase a capital lease, including the necessary ethical considerations, appropriate calculations, and examples to support your analysis.

2. Financial Evaluation: In this section of the report, you will evaluate the three available financial options for the business and recommend which option(s) are the best for the business to choose.

A. Financing: Explain how a business finances its operations and expansion.

B. Bond Investment: Assess the appropriateness of a bond investment as a financing option for the business’s financial health, using your financial analysis and other financial information to your support claims.

C. Capital Equipment: Assess the appropriateness of a capital equipment investment as a financing option for the business’s financial health, using your financial analysis and other financial information to support your claims.

D. Capital Lease: Assess the appropriateness of a capital lease purchase as a financing option for the business’s financial health, using your financial analysis and other financial information to support your claims.

E. Short-Term Financing: Explain how potential short-term financing sources could help the business raise needed funds for improving its financial health. Base your response on the business’s current financial information.

F. Future Financial Considerations: Describe the business’s likely future financial performance based on its current financial well-being and risk levels. Use financial information to support your claims.

3. Financial Recommendations: In this section of the report, you will recommend which financing option(s) are the best for the business to choose depending on its financial health.

A. Financial Recommendation(s): Recommend the most appropriate financing option(s) based on the business’s financial health, including a rationale for why the option(s) are best.

What to Submit

To complete this project, you must submit the following:

Financial Analysis Report
Submit your completed report as a 3- to 5-page Word document with 12-point Times New Roman font, double spacing, and one-inch margins. Or, you may use the provided Project Two Financial Analyst Report template if you so choose to help you complete your report.

You will also need to submit the Excel files for your chosen business’s balance sheet, income statement, and cash flow statement from Mergent Online.

Spreadsheet: Project Two Financial Formulas
Use this Excel spreadsheet to complete your calculations for the project. You should have already completed parts of the spreadsheet for your Project Two Milestone assignment.

All sources, including your Project Two Financial Formulas spreadsheet, should be cited according to APA style.

Write a response to this classmate’s post

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As internet usage increased so has the concern to protect one’s privacy.  Many people may think that their privacy is protected by the businesses or organizations that they deal with.  This is true and some cases but not true in others.   Business and organizations may choose to accept certain risks pertaining to their organization but they do not have the right to put their customer’s data at risk (Johnson, 2015).   One’s privacy should always be protected between people and organizations.  However, the privacy between oneself and God is a different story.  Being that Christians serve an omnipotent and omnipresent God, there is no privacy between God and His children.  Hebrews 4:12-13 reads, “For the word of God is living and powerful, and sharper than any two-edged sword, piercing even to the division of soul and spirit, and of joints and marrow, and is a discerner of the thoughts and intents of the heart. And there is no creature hidden from His sight, but all things are naked and open to the eyes of Him to whom we must give account.” (NKJV).   The true difference between Christianity and other religions is that Christians establish a loving relationship with and all knowing all seeing God.Article IV of the US Constitution states, “The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probably cause, supported by Oath of affirmation, and particularly describing the place to be searched, and the persons or things to be seized.”  (U.S. Const. amend. IV).  Unless the government has probable cause and a warrant, they should not have the authority to monitor its citizen’s internet traffic.  An exception would be if the citizen signed a waiver giving up their fourth amendment right when signing up for internet service; the government would then have the authority to monitor usage.