Do you think organizations should offer merit pay increases on an "as expected basis" each year? Why or why not?

Do you think organizations should offer merit pay increases on an "as expected basis" each year? Why or why not?

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Your organization, a 20-year old service organization, seems to be in a mild state of disturbance. Several of your coworkers have been employed at the organization since its inception and these people seem to be set in their ways. After all, why should anything change?

Your organization, a 20-year old service organization, seems to be in a mild state of disturbance. Several of your coworkers have been employed at the organization since its inception and these people seem to be set in their ways. After all, why should anything change? They have been doing things the same way for 20 years and they will be retiring in a few years anyway. You are a relatively new manager who has been with the organization for a year. During this time, you have hired three people who seem to be working circles around others. There seems to be dissension among the older workers and profits have slightly declined.

Based on your previous experiences, research you have conducted, and what you have learned from the first four chapters of our text book, write a memo to Vice-President Pontiff to recommend a plan for change. Be sure to support your recommendation with documentation.

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Aggression Essay Aggression can be triggered by inner causes, interpersonal causes, and external causes. Explain and give examples of each type of cause. Which – inner, interpersonal, or external – do you think are most powerful? Why? Baumeister, R. & Bushman, B. (2014). Social psychology and human nature. (3rd ed.). Belmont, CA: Wadsworth, Cengage Learning. ISBN: 9781305574465

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What conflict styles have you encountered while working in groups? How will your approach to conflict change in the future based on what you have learned in this course? What group cohesion strategies will you apply in future team work? Describe these strategies and how they strengthen group work. What is your own decision-making style?

Need a power point asap !!!! Create an 8- to 10-slide Microsoft® PowerPoint® presentation with detailed speaker notes answering the following questions: What conflict styles have you encountered while working in groups? How will your approach to conflict change in the future based on what you have learned in this course? What group cohesion strategies will you apply in future team work? Describe these strategies and how they strengthen group work. What is your own decision-making style? Describe this style and how you will apply it to future group work. How will you approach problem solving in the future based on what you have learned in this course? Describe your strategies and how you will apply them to future group work. Format your assignment consistent with APA guidelines

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Instructor’s Comments: Reflective Journaling Entries Instructions The Goal: The goal of reflective journaling is to interact with and assimilate information that is particularly meaningful to your interpersonal arena in an attempt to discover resources and/or solutions that will empower communication and connection in your relational context. Meaningfulness may be determined by particular information providing a general understanding, interpretation, and/or application regarding your overall context. Meaningful moments may also be experienced when a learning activity empowers you to identify, understand, and interpret personal need(s) that may provide a truth, insight, and/or technique to resource that personal need(s) at the same time. This is not to be the same material discussed in the Discussion Board Forums.

Please include your behavioral blend code in each of the journal entries along with ways to control the blend in relation to your readings for that week.
Reflective Journaling Entries Grading Rubric

Criteria	Points Possible	Points Earned
Structure	0 to 5 points ·  Entries are clear, interesting, and contain major ideas. ·  Presentation of text and self-reflection is strong and focused. ·  Transitions are clear and maintain flow of thought. ·  Conclusion is objective and rises from research.
Content	0 to 20 points ·  Each entry is identified by module/week and number. ·  A reference point for each entry provided. ·  Substantive; good development of ideas and concepts. ·  Insights and/or techniques for controlling behavioral blend are included. ·  The entry is primarily a self-reflection of the student’s interaction with the text, not a summary. ·  Examples from the text with self-reflection are integrated.
Grammar and Mechanics	0 to 10 points ·  Sentences are coherent, unified, varied. ·  Sentence structure is complete, clear, and concise. ·  Punctuation and spelling are correct. ·  Words are precise, unambiguous, and appropriate.
Format	0 to 15 points ·  The entries are typed and double-spaced. ·  Correct citations and references are present in current APA format. ·  A correct title page is present in current APA format. ·  Both entries are submitted in 1 Word document.
Total
Instructor’s Comments:

Reflective Journaling Entries Instructions
The Goal: The goal of reflective journaling is to interact with and assimilate information that is particularly meaningful to your interpersonal arena in an attempt to discover resources and/or solutions that will empower communication and connection in your relational context. Meaningfulness may be determined by particular information providing a general understanding, interpretation, and/or application regarding your overall context. Meaningful moments may also be experienced when a learning activity empowers you to identify, understand, and interpret personal need(s) that may provide a truth, insight, and/or technique to resource that personal need(s) at the same time. This is not to be the same material discussed in the Discussion Board Forums.

Journaling: Journaling is similar to taking notes while moving through all of the reading and learning activities. If you have ever kept a journal such as a travelogue, journaling is similar except that you are interacting with the material you are reading rather than journaling about places and/or people. You may also interact with points made by others in the Discussion Board Forums as they impact your learning. The dynamic of this experiential research approach is its requirement to listen, learn, and launch the enlarging my conversation (EMC) equation when something is speaking to you in the course readings. Therefore, the key to journaling is in developing the habit of actively drawing from all of the course material and interaction with others in order to apply the EMC equation (Identified Needs + Intentional Resourcing = Enlarging the Conversation).
Each journal entry must:

• Be identified by module/week and number.
• These are personal and reflective. Therefore, they can be written in first person and must be about yourself (not others); they also must be less focused on ideas and more focused on your personal communication as it relates to what you are reading from the course.
• Include your name on the title page of the document.
• Each entry must be 300–500 words.
• Provide a reference point for each entry. For example, a possible reference point may be a quote that is generating reflection:
  • W1 #1 According to Stewart (2012), “Communication is the continuous, complex, collaborative process of verbal and nonverbal meaning-making” (p. 21).

• Define a specific need that you identified through current reading assignment(s) and learning activities. How did the readings provide resources to meet your interpersonal communication needs?
• Identify in what ways, if any, that the assessments, presentations, Discussion Board Forums, readings, and exercises thus far present possible contradictions. What conclusions have you drawn as a result of these opposing tensions? A journal entry may be created in order to compare and contrast, or even discuss, a contradiction about a particular issue addressed by the various readings.
• What identifiable truths, insights, and techniques has your interactive journaling provided for your particular interpersonal communication needs and for controlling your behavioral blend?
• Attempt to integrate a biblical worldview when appropriate. This may involve incorporating an insight or technique from the spiritual disciplines.
• Interact, as opportunity presents, with other material in the learning journey. Interaction may be in light of contributions from the various readings and learning activities of this learning journey or another. Assist classmates in making substantial contributions to all of the learning activities. For example, a Discussion Board Forum assignment may benefit from insights logged in the journal.
• All journal entries must be typed, double-spaced, spell-checked, proofread, and cited/referenced according to current APA format.

Each Reflective Journaling Entry is due by 11:59 p.m. (ET) on Sunday of the assigned modules/weeks.

An example of a journal entry:

W1 #1
Nexting versus Nixing
Stewart (2012) identified a particular skill called nexting that may help me to overcome my C tendency to be critical (Uniquely You Assessment) and even move to level 3 listening instead of my level 1 and 2 listening propensity for fake listening or hearing just enough to interject my position or argument into the conversation (Burley-Allen, Levels of Listening section – pp. 13–21). I need to remember the definition and comments about this skill:

By nexting I mean something helpful next, responding fruitfully to what’s just happened, taking an additional step in the communication process….Since you realize that communication is complex, continuous, and collaborative, you’ll always recognize that, no matter what’s happened before and no matter how bad things currently look, you always have the option to try a next step. (Stewart, p. 29-30)

Nexting is especially helpful when I realize that my internal conversation does not often think about how I can move the conversation or relationship forward, but more about how I can move someone over to my point of view. Perhaps I need to think about how I can move the conversation up to a new level. As a believer, I can provision the Holy Spirit to help me remember this insight and pursue the good of another rather than what I want (1 Cor. 10:24). In fact, nexting will probably help me to communicate more effectively with my son. BTW, I wonder if some of the other readings ahead are going to provide some techniques to help me check the C-ness of my internal conversation. (note that this is a short example and does not meet the required word length of 300-500 words). Most importantly, depth of personal reflection related to the study should be considered and not number of words.

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In this module/week, you have had the opportunity to watch the movie Fireproof in order to better understand the EMC equation (Identified Needs + Intentional Resourcing = Enlarging the Conversation). Through the lens of our course materials, explore the interpersonal communication concepts you identified in the movie. For example, did you find a degenerative communication spiral? What role did self disclosure play? How was identity revealed?

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Prepare an 8- to 10-page fundamental financial analysis (excluding appendices, title page, abstract, and references page) that will cover each of the following broad areas based on your chosen company’s financial statements: Provide a background of the firm, industry, economy, and outlook for the future Analyze the short term liquidity of the firm Analyze the operating efficiency of the firm Analyze the capital structure of the firm Analyze the profitability of the firm Conclude with recommendations for the future analysis of the company (trend analysis) Writing the Final Paper The paper:

Final Paper: Financial Statement Analysis Focus of the Final Paper
Prepare an 8- to 10-page fundamental financial analysis (excluding appendices, title page, abstract, and references page) that will cover each of the following broad areas based on your chosen company’s financial statements:
Provide a background of the firm, industry, economy, and outlook for the future Analyze the short term liquidity of the firm Analyze the operating efficiency of the firm Analyze the capital structure of the firm Analyze the profitability of the firm Conclude with recommendations for the future analysis of the company (trend analysis) Writing the Final Paper The paper:
Must be 8 to 10 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 that includes: Title of paper Student’s name Course name and number Instructor’s name Date submitted Must 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 three scholarly sources from the Ashford University Library, in addition to the text. Must document all sources in APA style as outlined in the Ashford Writing Center. Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.

OMM622.W6A1.05.2015

Description:

Total Possible Score: 25.00

Provides a Background of the Firm, the Industry, the Economy, and the Outlook for the Future

Total: 7.00

Distinguished – Provides an accurate and thorough background of the firm, the industry, the economy, and the outlook for the future.

Proficient – Provides a background of the firm, the industry, the economy, and the outlook for the future. The background has a few inaccuracies or minor details are missing.

Basic – Provides a limited background of the firm, the industry, economy, and the outlook for the future. The background has several inaccuracies and/or relevant details are missing.

Below Expectations – Attempts to provide a background of the firm, the industry, economy, and future outlook; however, the background has many inaccuracies and/or significant details are missing.

Non-Performance – The background of the firm, the industry, the economy, and the outlook for the future are either nonexistent or lack the components described in the assignment instructions.

Analyzes the Short Term Liquidity, Operating Efficiency, Capital Structure and Profitability of the Firm Using the Financial Statements

Total: 9.00

Distinguished – Accurately and thoroughly analyzes the firm’s financial statements, including short term liquidity, operating efficiency, capital structure, and profitability.

Proficient – Analyzes the firm’s financial statements, including short term liquidity, operating efficiency, capital structure, and profitability. The analysis has a few inaccuracies or minor details are missing.

Basic – Partially analyzes the firm’s financial statements, including short term liquidity, operating efficiency, capital structure, and profitability. The analysis has several inaccuracies and/or relevant details are missing.

Below Expectations – Attempts to analyze the firm’s financial statements, including short term liquidity, operating efficiency, capital structure, and profitability; however, the analysis has many few inaccuracies and/or significant details are missing.

Non-Performance – The analysis of the firm’s financial statements is either nonexistent or lacks the components described in the assignment instructions.

Concludes With Recommendations for Future Analysis of the Firm(Trend Analysis)

Total: 7.00

Distinguished – Concludes with accurate and thorough recommendations for future analysis of the firm’s financial status, including trend analysis.

Proficient – Concludes with recommendations for future analysis of the firm’s financial status, including trend analysis. The recommendations have a few inaccuracies or minor details are missing.

Basic – Concludes with limited recommendations for future analysis of the firm’s financial status, including trend analysis. The recommendations have several inaccuracies and/or relevant details are missing.

Below Expectations – Attempts to conclude with recommendations for future analysis of the firm’s financial status, including trend analysis; however, the recommendation have many inaccuracies and/or significant details are missing.

Non-Performance – The recommendations for future analysis are either nonexistent or lacks the components described in the assignment instructions.

Critical Thinking: Explanation of Issues

Total: 0.50

Distinguished – Clearly and comprehensively explains the issue to be considered, delivering all relevant information necessary for a full understanding.

Proficient – Clearly explains the issue to be considered, delivering enough relevant information for an adequate understanding.

Basic – Briefly explains the issue to be considered, delivering minimal information for a basic understanding.

Below Expectations – Briefly explains the issue to be considered, but may not deliver additional information necessary for a basic understanding.

Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.

Written Communication: Content Development

Total: 0.50

Distinguished – Uses appropriate, pertinent, and persuasive content to discover and develop sophisticated ideas within the context of the discipline, shaping the work as a whole.

Proficient – Uses appropriate and pertinent content to discover ideas within the context of the discipline, shaping the work as a whole.

Basic – Uses appropriate and pertinent content but does not apply it toward discovering or developing ideas. Overall, content assists in shaping the written work.

Below Expectations – Uses content, though it may be unrelated or inappropriate to the topic. Content does not contribute toward the development of the written work and may distract the reader from its purpose.

Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.

Written Communication: Control of Syntax and Mechanics

Total: 0.25

Distinguished – Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand.

Proficient – Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors and is mostly easy to understand.

Basic – Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors which may slightly distract the reader.

Below Expectations – Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors which distract the reader.

Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.

Written Communication: APA Formatting

Total: 0.25

Distinguished – Accurately uses APA formatting consistently throughout the paper, title page, and reference page.

Proficient – Exhibits APA formatting throughout the paper. However, layout contains a few minor errors.

Basic – Exhibits limited knowledge of APA formatting throughout the paper. However, layout does not meet all APA requirements.

Below Expectations – Fails to exhibit basic knowledge of APA formatting. There are frequent errors, making the layout difficult to distinguish as APA.

Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.

Written Communication: Page Requirement

Total: 0.25

Distinguished – The length of the paper is equivalent to the required number of correctly formatted pages.

Proficient – The length of the paper is nearly equivalent to the required number of correctly formatted pages.

Basic – The length of the paper is equivalent to at least three quarters of the required number of correctly formatted pages.

Below Expectations – The length of the paper is equivalent to at least one half of the required number of correctly formatted pages.

Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.

Written Communication: Resource Requirement

Total: 0.25

Distinguished – Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.

Proficient – Uses the required number of scholarly sources to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.

Basic – Uses less than the required number of sources to support ideas. Some sources may not be scholarly. Most sources on the reference page are used within the body of the assignment. Citations may not be formatted correctly.

Below Expectations – Uses an inadequate number of sources that provide little or no support for ideas. Sources used may not be scholarly. Most sources on the reference page are not used within the body of the assignment. Citations are not formatted correctly.

Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.

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8620 Spectrum Center Blvd. San Diego, CA 92123 FORBES SCHOOL OF BUSINESS STYLE STANDARDS These standards are excerpted from the 6th edition of the Publication Manual of the American Psychological Association, published in 2010. These standards are intended to provide an overview of APA formatting necessary for the Forbes School of Business, writing assignments. Standard 1: Manuscript Elements o Manuscript Format  Left, top, bottom, and right margins should be 1 inch.  Paper is prepared in Times New Roman, 12-point font and is double-spaced throughout.  Page numbers are Arabic numerals in the upper right corner of each page, ½ inch from the top, and are consecutive from the title page through any appendices.  Preliminary pages contain numbers in lowercase Roman numerals. o Title Page  Requirements (in order):  A Running Head  The phrase “Running head: YOUR TITLE” appears on first page (i.e. Title Page) in the header. All subsequent pages contain YOUR TITLE, but do not include the words “Running head,” which is only for the title page.  The running head needs to be left justified and on the same line as the page number throughout the document.  The running head can be the title of the manuscript or a shortened version of it.  Title  The title should concisely reflect the main idea of the manuscript.  The title should be typed with initial capitalizations for nouns, pronouns, verbs, adjectives, and any prepositions five or more letters in length.  The title should be centered between the left and right margins, and positioned in the upper half of the page.  Recommended title length: no more than 12 words.  Student Name  Course Name and Number  Instructor  Submission Date: Month Date, Year  Abstract  An abstract is a brief comprehensive summary of the contents of the manuscript and it allows readers to survey the contents of the manuscript quickly.  An abstract should only be included if the manuscript is longer than 15-double spaced pages, excluding the title page and reference list page.  Abstract length should range from 150–250 words.  The abstract should be the second page of the manuscript (after the title page).  The label Abstract should appear with initial capitalization and lowercase letters, centered, at the top of the page, like a title. 8620 Spectrum Center Blvd. San Diego, CA 92123  The abstract should be a single paragraph without paragraph indentation.  The Introduction  Begins on a new page (page 2 [or page 3 if an abstract is included]) and the full title of the paper is centered one inch from the top of the page with initial capitalizations and lowercase letters (not underlined, boldfaced, or italicized) and is double-spaced above the first paragraph of text.  A manuscript must open with an introduction that presents the thesis, the statement of purpose, the argument, or the specific problem under study.  There should be no heading labeling this section “Introduction.”  The Body  This is the main part of the paper (i.e. biggest).  This is where you fully address the topic/argument/problem/idea and discuss it.  There should be no heading labeling it the “Body”.  The Summary/Conclusion  This section should summarize the body of the paper and restate the main idea or argument.  Should include a discussion whereby you examine, interpret, and draw inferences and conclusions from the research.  Reference List (See below, Standard 3, for specifics on creating the Reference List)  The purpose of the references list is to provide a list of sources used in the paper which enable readers to easily retrieve the sources/materials that were cited.  Each reference cited in text must appear in the reference list.  Each entry in the reference list must be cited in the text. Standard 2: Citing References in Text o Any ideas that are not your own or are not common knowledge must have an author-date citation within the manuscript. o In-text citations must at least follow the APA 6th edition standards related to citation structure, citation of work from multiple authors, citation of works with no author, citation of direct quotes, and citation of electronic sources. o Common Format Examples:  One Work by One Author:  In-text citation: Goodson (2013) found that higher concentrations of sulfur increased the odor of the spring water. or Parenthetical citation: Significant variation from the mean results in a higher probability of failure (Baker, 2012).  One Work by Multiple Authors:  In-text citation: Lawrence, Patrick, Evans and Smith (2009) found… [Use as first citation in text.]  Lawrence et al. (2009) found… [Use as subsequent first citation per paragraph thereafter.]  When there are two authors, both authors are always listed in the citation.  Works with No Author or with an Anonymous Author:  The 6 th edition APA states, “When a work has no identified author, cite in the text the first few words of the reference list entry (usually the title) and the year. Use double quotation marks around the title of an article, a chapter, or a web page and italicize the title of a periodical, a book, or a report” (p. 176). 8620 Spectrum Center Blvd. San Diego, CA 92123  Parenthetical citation: High temperature is a common predictor of decreased employee morale in certain work areas (“Workplace Dynamics,” 2013). or In-text citation: The book The managers perspective (2011) outlined the… or Parenthetical citation: Garbage output is a predictor of economic health (Anonymous, 2008). o Direct Quotation of Sources:  Citing quoted information (Periodical): “Quote” (Kotter, 2012, p. 2). or As stated by Deming (1991), “quote” (p. 5).  Citing quoted information (Books, Reference Books, & Book Chapters): “Quote” (Hersey & Blanchard, 1993, p. 47). or As stated by Laudon and Laudon (2012), “Quote” (p. 47).  Citing paraphrased information: Paraphrased text (Mintzberg, 2002). or According to Mintzberg (2002), paraphrased text. o Citing online publications: If a page number is not available use paragraph numbers (use the abbreviation “p.”). If the document includes headings but does not provide page or paragraph numbers, cite the heading and the number of the paragraph following the heading. (Chandler, 2010, “Training Managers,” para. 2). o If the quotation comprises fewer than 40 words, incorporate it into text and enclose the quotation with double quotation marks. If the quotation comprises of 40 or more words, display it in a freestanding block of text, omit the quotation marks, and place the parenthetical citation outside the closing punctuation mark. Standard 3: Reference List o All manuscripts must have a reference list which begins after the summary/conclusion of the manuscript, on a separate page. o The title of the page (i.e. References) should be centered and not underlined, boldfaced, or italicized. o Reference list entries should be double-spaced, with the first line of each reference beginning at the left margin, and the second and subsequent lines indented one-half inch or seven spaces (a hanging indent). Double-spacing is also used between entries. o Entries should be in alphabetical order by the surname of the first author followed by initials of the author’s given name. o Alphabetize group authors, such as associations or government agencies, by the first significant word of the name (e.g. The American Psychological Association would be alphabetized by “A” not “T”). o Only if the work is signed “Anonymous” would you begin the entry with the word Anonymous spelled out and alphabetize the entry as if Anonymous were a true name. o A reference should contain the author name, date of publication, title of the work and publication date. o Format:  Periodicals 8620 Spectrum Center Blvd. San Diego, CA 92123  Author’s Last Name, Initials. (Publication Year). Title of article. Title of Periodical, volume # (issue #), pp–pp. http://dx.doi.org/xxxx  Article from Newspapers Cohen, A. (2006, December 10). The entrepreneurial mentality. International Business Times, pp. A1, A4.  Online Magazine Article Stewart, T, (2012, December). Stockholder vs. stakeholder: The true power struggle. Corporate Governance and Ethics, 45(6), 30–31.  If no digital object identifier (DOI) is assigned, include the home page URL for the periodical using this format:  Retrieved from http://www.xxxxxxxxx.xxx  Books, Reference Books, and Book Chapters  Author’s Last Name, Initials. (Publication Year). Title of book. Location: Publisher. or Author’s Last Name, Initials. (Publication Year). Title of book. Retrieved from http://www.xxxxxxx.xxx or Author’s Last Name, Initials. (Publication Year). Title of book. http://dx.doi.org/xxxx or Editor’s Last Name, Initials. (Ed.). (Publication Year). Title of book. Location: Publisher. Standard 4: APA Style Standards Use o These standards should be applied to all FSB written assignments. o Within discussion forums, APA citations and reference lists may be required for all posts. It is at the discretion of the faculty as to what the requirement will be for each course. Links to supplemental APA citation, referencing, and formatting examples from the Ashford University Writing Center include: APA Checklist: https://awc.ashford.edu/cd-apa-checklist.html Sample Title Page: https://awc.ashford.edu/PDFHandouts/sample_apa_title_page.pdf Sample References List: https://awc.ashford.edu/PDFHandouts/APA_References_List_Sample.pdf Sample Formatted Paper: https://awc.ashford.edu/research-papers-sample.html

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“Information Management and Allied Professional Issues” Please respond to the following: •* From the scenario, analyze the primary problems associated with information management, and analyze the primary issues associated with patient confidentiality. Determine the major ways in which these overlapping responsibilities play a part in enforcing Health Insurance Portability and Accountability Act (HIPAA) mandates.

“Information Management and Allied Professional Issues” Please respond to the following:
•* From the scenario, analyze the primary problems associated with information management, and analyze the primary issues associated with patient confidentiality. Determine the major ways in which these overlapping responsibilities play a part in enforcing Health Insurance Portability and Accountability Act (HIPAA) mandates.
•Analyze the different problems with allied professional responsibilities and overlapping general roles as they apply to a multidisciplinary approach to patient care. Ascertain the principal ways in which the allied professional responsibilities in question synchronize with the management of patient information within 21st Century U.S. hospital

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Using the same company you researched in Assignment 1, evaluate the company’s compensation plan to determine how it could be improved. Write a six to eight (6-8) page paper in which you: Evaluate the existing compensation plan to determine if it is the most appropriate for your company. Explain your rationale. Determine the most beneficial ratio of internally consistent and market consistent compensations systems for the company you selected. Evaluate the current pay structure used by your company and assess the recognition of employee contributions

Using the same company you researched in Assignment 1, evaluate the company’s compensation plan to determine how it could be improved.
Write a six to eight (6-8) page paper in which you: Evaluate the existing compensation plan to determine if it is the most appropriate for your company. Explain your rationale.
Determine the most beneficial ratio of internally consistent and market consistent compensations systems for the company you selected. Evaluate the current pay structure used by your company and assess the recognition of employee contributions. Make two (2) recommendations for improving the effectiveness of the discretionary benefits provided by the company you selected. Evaluate the types of employer-sponsored retirement plans and health insurance programs provided by the company you selected and compare them to that company’s major competitors. Use at least three (3) quality references. Note: Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements: Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA or school-specific format. Check with your professor for any additional instructions. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required page length.
The specific course learning outcomes associated with this assignment are: Evaluate the effectiveness of traditional bases for pay (seniority and merit) against incentive-based and person-focused compensation approaches. Compare and contrast internally consistent and market-competitive compensation systems. Evaluate the role of benefits in strategic compensation. Use technology and information resources to research issues in compensation management. Write clearly and concisely about compensation management using proper writing mechanics.
Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric.

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Identify and discuss the health care professional and stakeholder roles and responsibilities in quality and risk management within a health care delivery system, including organizational mission, vision, goals, and objectives.

Identify and discuss the health care professional and stakeholder roles and responsibilities in quality and risk management within a health care delivery system, including organizational mission, vision, goals, and objectives.

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oklahoma history, algebra 1, physical science course already 30% done

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Methodology Juliza Rivera.docx File is pending scan and upload. matrix weeks.html File is pending scan and upload. brookstar

Methodology Juliza Rivera.docx File is pending scan and upload. matrix weeks.html File is pending scan and upload. brookstar

The Theory and Practice of Online Learning	Response
Primary or secondary source and why?	Secondary, They were readily available and cheap
Research question(s):	Does theory of online learning and practice help students with useful tools to carry learning and teaching transactions?
Subjects:	e-learning
Setting:	Outdoors
Intervention Methods:	Sending students notes online
Assessment Methods used	Assignments and exams
Results:	Not all students understood the content in the syllabus
Methods used to analyze data	Descriptions
Author’s/Authors’ Conclusions & Recommendations:	Only sharp students are fit for this learning method
Relevance to your proposed topic?	No

The Media	Response
Primary or secondary source and why?	Primary, so as to collect first hand information
Research question(s):	What is the role of the media in the society?
Subjects:	Media studies
Setting:	Indoors
Intervention Methods:	Simultaneous structures
Assessment Methods used	Participation and student data collection
Results:	The society wholly relies on the media to acquire information
Methods used to analyze data	Recording
Author’s/Authors’ Conclusions & Recommendations:	Media should given freedom by the government
Relevance to your proposed topic?	Yes

Educating Everybody’s Children.	Response
Primary or secondary source and why?	Primary, readily available
Research question(s):	Is it possible to educate every child in our society?
Subjects:	Sustainable development
Setting:	Outdoors
Intervention Methods:	Multi-sensory approach
Assessment Methods used	Project
Results:	Every child can assess education
Methods used to analyze data	Categorizing and sorting
Author’s/Authors’ Conclusions & Recommendations:	Every child should be given a chance to go through education system.
Relevance to your proposed topic?	Yes

Improving Students’ Learning	Response
Primary or secondary source and why?	Secondary, inexpensive
Research question(s):	How can we improve learning in our schools?
Subjects:	Education system basics
Setting:	Outdoors
Intervention Methods:	sorting
Assessment Methods used	Problem sheet
Results:	Poor education system is used and improvements needs to be done
Methods used to analyze data	Constant comparison
Author’s/Authors’ Conclusions & Recommendations:	A lot of improvements needs to be in our education system
Relevance to your proposed topic?	No

Language and Learning in the Digital Age	Response
Primary or secondary source and why?	Primary, to be in touch with the digital age
Research question(s):	Does kind of language spoken by digital age affect their learning?
Subjects:	language
Setting:	indoors
Intervention Methods:	Direct instruction
Assessment Methods used	Assignments involving fluency
Results:	Students are fluent but have no content
Methods used to analyze data	sorting
Author’s/Authors’ Conclusions & Recommendations:	Digital language has infected learning significantly
Relevance to your proposed topic?	Yes

History of the Higher Education	Response
Primary or secondary source and why?	Secondary, primary sources were not available
Research question(s):	Does the history of higher education affect its current situation?
Subjects:	History
Setting:	indoors
Intervention Methods:	Asking students questions randomly
Assessment Methods used	Participation and student data collection
Results:	Evolution of education has significant effect in today’s education system
Methods used to analyze data	triangulating
Author’s/Authors’ Conclusions & Recommendations:	Various improvements have been done in education to facilitate quality
Relevance to your proposed topic?	Yes

). Communications and Technology for Violence Prevention	Response
Primary or secondary source and why?	Secondary, due to availability
Research question(s):	Does communication and technology facilitate prevention of violence?
Subjects:	Technology and communication
Setting:	Outdoors
Intervention Methods:	Interviews
Assessment Methods used	Short answer questions
Results:	Violence has reduced due to communication and technology
Methods used to analyze data	sorting
Author’s/Authors’ Conclusions & Recommendations:	Communication and technology is the remedy for violence
Relevance to your proposed topic?	Yes

Internet Research Illustrated.	Response
Primary or secondary source and why?	Secondary, it was cheaper
Research question(s):	How does internet help in researching?
Subjects:	internet
Setting:	Outdoors
Intervention Methods:	Administration of questionnaires
Assessment Methods used	Questions requiring short answers
Results:	Internet plays a great role in researching
Methods used to analyze data	Constant comparison
Author’s/Authors’ Conclusions & Recommendations:	For the purpose of quality, research should not be carried in the internet wholly
Relevance to your proposed topic?	Yes
Empire and Communications	Response
Primary or secondary source and why?	Primary, to acquire first hand information
Research question(s):	How is empire and education related?
Subjects:	Communication skills
Setting:	Outdoors
Intervention Methods:	fieldwork
Assessment Methods used	Project
Results:	The two are not wholly related
Methods used to analyze data	sorting
Author’s/Authors’ Conclusions & Recommendations:	Empire and education depend on each other to a certain limit
Relevance to your proposed topic?	Yes

Lifelong learning	Response
Primary or secondary source and why?	Primary, to get in touch with the people
Research question(s):	Do people like learning in their lifelong?
Subjects:	Demography
Setting:	Outdoors
Intervention Methods:	sorting
Assessment Methods used	Participation and student data collection
Results:	Not all people like learning at old age
Methods used to analyze data	Constant comparison
Author’s/Authors’ Conclusions & Recommendations:	Many people like to relax and carry out their business at old age
Relevance to your proposed topic?	No

Technology and learning	Response
Primary or secondary source and why?	Secondary, readily available
Research question(s):	Does technology facilitate learning?
Subjects:	Technology
Setting:	Outdoors
Intervention Methods:	Weekend science backpack
Assessment Methods used	Participation and student data collection
Results:	Technology participate learning
Methods used to analyze data	triangulating
Author’s/Authors’ Conclusions & Recommendations:	Technology has facilitated acquisition of quality education
Relevance to your proposed topic?	Yes

motivation	Response
Primary or secondary source and why?	Secondary, cheaper
Research question(s):	Does motivation facilitate quality learning?
Subjects:	Theory and research
Setting:	Outdoors
Intervention Methods:	Questionnaire
Assessment Methods used	Project
Results:	Motivation plays a great role in learning
Methods used to analyze data	Sorting
Author’s/Authors’ Conclusions & Recommendations:	Learners should be motivated so that they can work harder
Relevance to your proposed topic?	Yes

Technology and distance learning	Response
Primary or secondary source and why?	Secondary, readily available
Research question(s):	How does technology facilitate distance learning?
Subjects:	e- learning
Setting:	Outdoors
Intervention Methods:	Conducting fieldwork
Assessment Methods used	Giving students examinations
Results:	Technology is the main player of the distance learning in every institution
Methods used to analyze data	triangulating
Author’s/Authors’ Conclusions & Recommendations:	Improvement of technology has helped student to access education in various parts of the world at any time
Relevance to your proposed topic?	Yes

Network-based Language Teaching	Response
Primary or secondary source and why?	Secondary, it was easier to access
Research question(s):	Does network based language teaching affect learning?
Subjects:	Network
Setting:	Outdoors
Intervention Methods:	Fieldwork
Assessment Methods used	Collection of data
Results:	Learning is affected by network based teaching
Methods used to analyze data	Constant comparison
Author’s/Authors’ Conclusions & Recommendations:	Teachers should be encouraged to make use of network based teaching method as it improves performance of the students.
Relevance to your proposed topic?	Yes

Global electronic commerce	Response
Primary or secondary source and why?	Secondary, because they were easily accessible as compared to primary source
Research question(s):	What facilitates carrying of global electronic commerce?
Subjects:	Globalization of commerce
Setting:	indoors
Intervention Methods:	Giving students questions to answer verbally
Assessment Methods used	Examinations and final projects
Results:	Improvement in communication and transport sector
Methods used to analyze data	categorizing
Author’s/Authors’ Conclusions & Recommendations:	Students gain a better understanding of Earth Science by getting out and doing it.
Relevance to your proposed topic?	Yes or No

The Global EBook Market	Response
Primary or secondary source and why?	Secondary, lack of this information in the primary sources
Research question(s):	How is global EBook market conducted?
Subjects:	Global market
Setting:	Outdoors
Intervention Methods:	Carrying fieldwork, observation and administration of questionnaire
Assessment Methods used	Asking relevant question to global marketers and assessing students final projects
Results:	Global EBook market is conducted through modern technology like usage of computers.
Methods used to analyze data	Data was analyzed through sorting
Author’s/Authors’ Conclusions & Recommendations:	Students gain better knowledge of EBook marketing by reading the final research that was conducted
Relevance to your proposed topic?	Yes

Technology and innovation	Response
Primary or secondary source and why?	Primary, primary sources were required because of the need for first hand information
Research question(s):	Does learning affect the level of technology and innovation?
Subjects:	Innovation and technology
Setting:	Outdoors
Intervention Methods:	Administration of questionnaires and interviews
Assessment Methods used	Asking the interviewees relevant questions and also in the questionnaires
Results:	Technology and innovation is facilitated by impacting of knowledge to students through learning
Methods used to analyze data	The collected data was sorted
Author’s/Authors’ Conclusions & Recommendations:	Student should acquire all the required knowledge and be encouraged to think for themselves rather than using other people’s knowledge, by so doing, innovation will be encouraged
Relevance to your proposed topic?	Yes

The Impact of Technology on Learning
Sharif Omar
Nova Southeastern University
EDU 708
Dr: Bonnie Ronson
Date of Submission
Friday, Jan 29/ 2016















LITERATURE SEARCH
The impact of technology on education and learning has been around since computers were invented. It is important to take stock of what the quick access to information means to social and emotional development of our children. But for the sake of this paper we will looking at how technology impacts the education sector.
There is a correlation between learning and technology. Schools that have high and regular of use ICT in learning and in their classrooms have a higher performance compared to those schools that do not use ICT (Somekh et al. 2007).However, it is also true to say that high performing are also more likely to be better equipped with latest technology because they can afford to get such gadgets and this in the process improves their academic performance.  The enthusiasm that has been brought by technology is likely to go on because technology has opened up many learning and teaching opportunities such as mobile learning and cloud computing.
Even though technology has had a great impact on education and how people learn, it is not easy to quantify the impact that one-one provision of technology has had on the students and the learning process. It is important to note that one-on-on technological gadgets such as laptops, pads have become the must haves in this era and time (Liu & Kao, 2007).There is also the challenge that comes with such technology such as collaboration and interaction. The concerns and challenges that teachers face in class when using this technology have not been addressed.
Cole & Hilliard (2006) have a very different view about the impact of technology on education. According to them the use of technology as an education resource has had shocking and disappointing outcomes. This is mainly due to the concerns that have been raised and articulated about the use of technology. For instance, as much as the World Wide Web has gained prominence in the search of information in a span of 20 years is impressive but one needs some experience and perhaps skills to search and find information. You cannot expect a teenager to log on to the web and be able to find learning information on their own unless they have been taught.
There is lack of evidence to suggest that e-learning has a positive impact on the performance of students although highly motivated students may do well using e-learning technology but without motivation their performance may not show any improvement.

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