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From your reflective blogs throughout the semester think about the content that was most impactful. You will write one reflective commentary which will include an overview of what you learned. The paper should be approximately 3 pages. · Introduction—An overview of your paper’s layout (typically one paragraph) · Overview- Synthesize key concepts that spoke to you covered in the chapters and lectures (not a chapter by chapter synopsis—just overview and integrate key concepts that you covered within your blogs). (NO MORE THAN ONE PAGE) · Lessons Learned—What key take away did you gain from this course through the self- assessments and the discussion board? What best practices did you learn about that you hope to exercise? What did the self-assessments teach you about yourself? · Personal Action Plan—How will you apply what you learned from this course? What are your strengths and weaknesses and how will you work to improve your managerial skills? The overview and impact section should draw upon what you have learned thus far in the course. It will be helpful to review the chapters before completing this assignment and jot down key take always from lectures and blogs. Your personal action plan should include specific things you will do and work on as a management professional. You should include at least 3 actionable items that you will address over the next year. MGMT 303: Grading Rubric for Reflective Commentary Criteria Unacceptable Developing Competent Exemplary 1.Introduction (5 pts) Content is absent or no clear direction In part, content lacks full development and direction Provides descriptive information with supportive structure Clearly outlines the paper and provides clear direction for reader. 2. Overview of Content (10pts) Content is absent or understanding of the concepts are not apparent Attempts to demonstrate understanding of the concepts, but aspects are confused or underdeveloped Exercises basic analytical skills in determining the key change concepts Aptly synthesizes the concepts of management; uses high level critical analysis skills supported with convincing arguments 3. Lesson Learned (10pts) Content is absent or does not address the issues at hand Identifies, the application of methodologies in practice; analysis is incomplete or unsubstantiated Thoroughly identifies and compares the application of methodologies in practice; reasoning is defensible Exhaustively Identifies, compares, contrasts the application of methodologies in practice; exercises critical reflection and conducts comprehensive analysis 4. Personal Action Plan (10pts) Content is absent or information does not demonstrate understanding of the subject area and no application Discussion is incomplete; there is limited analytical support for proposed personal action to be taken Thoughts and ideas are clearly expressed and represent reasonable plan of action Presents clear and definitive managerial approaches that represen ...

This document provides guidance on creating a personal mission statement. It outlines 5 steps: 1) identify past successes, 2) core values, 3) potential contributions, 4) goals, and 5) write the statement. The purpose of a personal mission statement is to direct one's own life and actions by articulating what they want to focus on, who they want to become, and how they want to contribute to the world, family, community and future employers. It should evolve over time as one's values change. The document stresses that an annual review can help adjust the mission statement as needed.

This document provides instructions for a graduate business ethics assignment. Students will complete a self-assessment questionnaire to evaluate their willingness to help others. They will read an article on how personality and mood affect helping behavior in the workplace. Students will reflect on how they can increase altruistic behavior and whether such changes could impact coworkers' ethics. Their 450-700 word reflection should discuss their self-assessment score, experiences from the article, plans to engage in more helping, and the potential effects on workplace ethics. This assignment prepares students for a final ethics paper later in the course.

This document provides an overview of the Lean LaunchPad course at Stanford University for mentors and advisors. It describes the roles of mentors and advisors in coaching student teams through the Customer Development process over 10 weeks to test hypotheses about their business models. Mentors are assigned to a specific team and meet with them weekly to provide guidance, feedback, and connections. Advisors are available resources for the whole class. The course uses the Business Model Canvas framework and focuses on getting students outside the classroom to test assumptions through customer interviews.

This document outlines the syllabus for a Nonprofit Management & Leadership course. The course will provide an overview of nonprofit law and management practices through lectures, readings, exercises and case studies. Students will complete assignments like case analyses, memos to a nonprofit board, and a semester-long group project to start a new fictional nonprofit organization. The course will cover topics such as organizational structure, leadership, ethics, fundraising and financial management. Students will be graded based on participation, written assignments, and their group project.

This document outlines the syllabus for the Lean LaunchPad course at Berkeley. The course is designed to provide hands-on learning about starting a high-tech company through customer development. Students will work in teams to test hypotheses about their business model and iterate their product based on customer feedback. The course emphasizes getting out of the classroom to talk to customers over creating business plans or presentations. Students will watch online lectures and discuss lessons learned from customer interviews during weekly team presentations.

Here are the key elements of hybrid learning according to the passage: - A significant amount of course learning activity has been moved online, reducing the amount of time spent in the classroom. - Traditional face-to-face instruction is reduced but not eliminated. - It combines traditional face-to-face classroom methods with computer-mediated activities. - Technology plays a more important role than just a supporting role to face-to-face instruction. The passage defines hybrid learning, also known as blended learning, as combining both traditional in-person classroom instruction as well as online computer-mediated learning activities. This allows for a reduction in classroom time while still incorporating face-to-face elements.

Are you frustrated or overwhelmed when trying to balance punitive comments, or justifications for point deductions, with constructive criticism, or specific revision suggestions, in your evaluations of student assignments? Is listing the reasons points were deducted from student work the sole function of an effective teacher? How can instructors best manage their time to develop assignments and provide constructive criticism that fosters student learning and growth? If you find any of these questions compelling, please join our discussion on the struggle to balance objective and subjective criteria to develop positive, mentoring roles with your students.

Topic:- ​Data Base Securities 8-10 - page double spaced paper (max 12-point font) that will contain the following: Please Check the page 2 how to divide the Sub Topics length • Cover Page • Outline (on its own page) • Abstract  • Introduction for your topic. Also, include a few major statistics about related threats • What are the top 3 concerns about your topic and why? • What are your proposed countermeasures to solve the problem? • Summary  Need 8 References with Citations Each of the above bullet points should have their own paragraph with substantial detail provided. (not including the references section) Please use proper APA and a minimum of eight unique scholarly references will be needed. Please add a title page to this assignment with the names of all of the group members and the Group Number and provide a final summary ​Each group will complete an 8-10-page double spaced paper (max 12-point font) that will contain the following: •  SECURITY OUTLINE ABSTRACT (4-6 sentences) · A brief summary of a research article · Understand the purpose of the paper INTRODUCTION (1-2) · Introduce the topic · Data Base Securities, for example (what is it) · Define the topic · References that defines your topic · Define what the paper is about (your topic with security) and the general problem (not specific here, just general) ISSUES (3-4 pages) · Concern 1 and why (Ex. Data Breaches · Concern 2 and why (Ex. Data Corruption and/or loss · Concern 3 and why (Ex. Stolen Database Backups · Add your statistics with concerns or separate COUNTERMEASURES (2-4 pages) · How do we address it (Countermeasures, fix, eliminate it, remove it, slow it down) · How do you address Concern 1 · How do you address Concern 2 · How do you address Concern 3 SUMMARY Summary (half page) · A concise restatement of what you just wrote · Re-introduce the topic · Brief summary of the concern or concerns · Brief update of how the overall problem can be solved · What knowledge has the reader now acquired REFERENCES · References (minimum 8 references) with matching in-text citations BUS407 Week 9 Scenario Script: Additional Training Slide # Scene/Interaction Narration Slide 1 Scene 1 / Taormina Conference Room (Talking to the student) Deborah: Hello! Last week, we reviewed the importance of evaluating training programs and we reviewed the steps of the evaluation process. We also understood how important it is to evaluate the process data and the outcome data. During the past eight weeks, we have covered the steps of the training design process. Using the training process model, we have successfully created a training program for Taormina’s call center employees. Creating this training program for the call center is a great short-term plan. However, the company will need many other training programs in the long-term. Today, we will review five key areas of organizational training. These areas are orientation training, diversity train ...

BBA 3361, Professionalism in the Workplace 1 Course Description Presents an overview of the challenges associated with workplace expectations regarding business etiquette, appropriate use of technology, and proper attire. It is designed to assist students in gaining knowledge of how to appropriately communicate with others and how to effectively deal with conflict, teamwork, and accountability in a fair and ethical manner. The basic skills necessary for obtaining a job and achieving success in today’s challenging economy and increasingly competitive work environment are enhanced through this course. Course Textbook Anderson, L. E., & Bolt, S. B. (2016). Professionalism: Skills for workplace success (4th ed.). Boston, MA: Pearson. Course Learning Outcomes Upon completion of this course, students should be able to: 1. Evaluate the effect of attitude, personality, and goal setting on work performance development. 2. Describe the impact of time management in the workplace. 3. Explain the meaning of ethical behavior in the workplace. 4. Analyze the advantages to an organization offering quality customer service and human resources. 5. Analyze techniques used to promote effective communication, accountability, and positive relationships within the workplace. 6. Explain the dynamics of teamwork, to include motivation, conflict resolution, and leadership. 7. Construct a resume package that demonstrates methods for highlighting job-related skills. 8. Critique interview techniques. Credits Upon completion of this course, the students will earn three (3) hours of college credit. Course Structure 1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson, required reading assignments, and supplemental resources. 2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge students should gain upon completion of the unit. 3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material. 4. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook and/or outside resources. Chapter presentations are provided in each unit study guide as Required Reading to aid students in their course of study. 5. Suggested Reading: Suggested Readings are listed in each unit’s study guide. Students are encouraged to read the resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested Readings. 6. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their course of study. 7. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications can be found in the Student Resources link listed in the Course Menu bar. BBA 3361, Professionalism in the Workplace Course Syllabus BBA 3361, Professio ...

This document outlines the syllabus for an undergraduate Principles of Management course. It provides details on the course description, objectives, prerequisites, required text, policies, grading scale, schedule, and expectations. The course is intended to survey various perspectives on management and develop students' skills in areas like critical thinking, problem solving, communication, and adapting to change. Students will complete exams, homework, a current events paper, and mandatory participation in the Cameron Resume Assistance Program (RAP) to work with business professionals and improve their resume.

This document provides an overview and syllabus for an Intermediate Accounting I course at the University of Washington's Foster School of Business. The course will cover income and asset measurement, financial statements, revenue recognition, and accounting for cash, receivables, and inventories. Students will be assessed based on exams, case assignments, homework, a writing assignment, and professionalism/participation in class discussions. The instructor encourages using online resources and studying in groups but emphasizes that students should complete their own work.

This was a presentation given to the staff of Sullivan Heights Secondary on November 8th, 2013. The purpose of the presentation was to have them engage in a conversation to identify the school's strengths, challenges, and for the staff to provide guidance to their professional development committee. My role was as a keynote and facilitator of that process.

This document provides an overview of the curriculum for the WorkReadyNH soft skills training program. The program consists of 15 modules that cover topics such as job searching, interviewing, communication, problem solving, teamwork, customer service, and workplace behavior. It also includes online skills assessments in reading, math and locating information to help participants prepare for workplace certifications, as well as weekly performance evaluations. The goal is to provide participants with in-demand soft skills and certifications to succeed in the modern job market.

This document is a newsletter from a course tutor providing updates on an online university course. [1] It introduces the assignment which asks students to analyze the HSBC money laundering case and consider whether Kaplan's Balanced Scorecard would have helped. [2] It provides details on the format of the assignment which includes a 2000 word written piece and a 10 minute video presentation with 4 slides. [3] It encourages students to research the HSBC case using various resources and to familiarize themselves with the university's academic databases and library guides.

Assignment 2: Fink Step 3 Due Week 7 and worth 200 points For this assignment, you will look at the technology you have integrated into your unit/training and develop ways to assess student performance when they use those technologies. Often, educators find a great new technology or app to use with their students but then have no idea how to evaluate if it is actually helping students learn. Or, educators find that grading student performance using the new technology is cumbersome and doesn’t actually save any time or provide any value. For example, if students have an assignment to create a PowerPoint presentation, how will they submit it to you? How will you check to make sure they didn’t just copy it from someplace on the Internet? If students are working on a group project, how can you assess student contributions? These are some issues you will need to think about when you apply technology to your lessons. First, provide a brief (1-2 pages) description of the specific education technology you intend to incorporate into your unit/training. Include links to the product or app and describe how the students will use it. You do not need to provide specific lesson plans, but need to demonstrate that you have a clear idea of what you want the students to use and how they will use it. For example, if you were to start using MS Office in the classroom, you could describe how you would allow students to type their papers using MS Word and create presentations using MS PowerPoint instead of hand-writing papers and doing traditional poster projects. Next, complete the questions for Step 3 of page 15 of Fink’s guide. Include the following information when you answer each question in the worksheet. You will have to copy each question to a new Word document in order to answer it. 1. Forward-looking Assessment: The key is that you have students work on real-world problems. Think about how they will apply the knowledge you are teaching as well as how they will use the technology in the future. How can you create assessments such as a class project, portfolio assignment, a case-study, or other activity where they apply their knowledge? 2. Criteria & Standards: Think about what qualifies as poor work that does not meet your standards, satisfactory work that does meet your standards, and excellent work that exceeds your standards. Be specific. Look at your assignment rubrics for examples of this. 3. Self-Assessment: Students should have some idea of how they are doing without having to ask the teacher or instructor. How will you help them evaluate their own work and learning as they work on their assignments? 4. “FIDeLity” Feedback: This will be the formal feedback that you will give to students as well as informal feedback you will give them as they work on their assignments and assessments. It would be a good idea to use the information that you provided for the discussion questions in the following weeks. (Note: you are not expected to use all of it if ...

Src TemplateStandard Recipe CardName of dish:Spanish Vegie Tray BakePortion nos.:50Ref.source:Total Cost:$252.89Portion size.:150Portion Cost:$5.06Sales Price at $20.0030%( Food Cost)Desired Sales Price$16.86Desired Food Cost %30.0%Sales Price$20.00Food Cost %25.3%CommoditiesItemSpecificationWeight kg/l/UnitCost per kg/l/UnitActual costPotatoesBrush5.625Kg$3.00Kg$16.88TomatoesRiped2.025kg$8.67kg$17.56ZuchiniCut into 4cm4.900kg$4.90kg$24.01Red OnionSliced, Round0.355kg$3.50kg$1.24Olive oilExtra virgin0.179lts$10.00lts$1.79Oregano leavesDried0.105kg$256.00kg$26.88Sweet paprika0.052kg$20.00kg$1.040.0$0.000.0$0.00GREEN OLIVE PICADA0.0$0.00Green olivesPitted, rinse0.688kg$13.04kg$8.97Smoked almondsChopped0.750kg$17.50kg$13.13Fresh parsleyFresh0.750kg$187.00kg$140.25GarlicChopped0.050kg$16.67kg$0.83Red wine vinegar0.052lts$6.00lts$0.310.0$0.000.0$0.000.0$0.000.0$0.00Total Cost$252.89Portion Cost$5.06 &"Arial,Regular"&8&K000000Standard Recipe Card A La CarteNameQty.Qty.UOMCostEntrée1Pork & Prawn Gyoza (6 PCS per Serve)5All Purpose Flour27054g.0.05Warm Water13527ml.0.02Salt1/41Tsp0.01Mince Pork21010g.0.07Mince Prawn9010g.0.27Savoy Cabbage21010g.0.01Garlic30.6Cloves0.01Cheives6010g.0.01Soy Sauce (Shoyu)30.6Tsp0.01Oyster Sauce30.6Tsp0.01Sugar10.2Tsp0.01White Pepper1/20.0166666667Tsp0.01Potato Starch20.4Tsp0.01Sesami Oil10.2Tsp0.01Fixed Cost - Utility (per Month)500.00Fixed Cost - Rent (per Month)2,500.00Fixed Cost - Staff (per Month)14,400.00Total Cost0.50Selling Price1.672Vegetable Spring Rolls (5 PCS per Serve) (V)4Vermicelli Noodle10025g.0.15Vegetable Oil11Tsp0.01Garlic20.5Cloves0.01Carrot (grated)10025g.0.03Cabbage (grated)10025g.0.03Soy Sauce (Vegetarian)10.25Tsp0.01White Pepper1/40.25Tsp0.01Sugar10.25Tsp0.01Sesami Oil1/20.25Tsp0.01Corn Flour21Tsp0.01Tofu (Hard) Chop10025g.0.33Frozen spring roll wrappers (21.5 cm)205PCS0.20Sweet Chilli Sauce30ml.0.05Fixed Cost - Utility (per Month)500.00Fixed Cost - Rent (per Month)2,500.00Fixed Cost - Staff (per Month)14,400.00Total Cost0.87Selling Price2.893Chicken Soup (Clear Soup) (GF)4Chicken Breast800200g.1.80Brown Onion (Chop)5012.5g.0.02Carrot (Chop)10025g.0.03Daikon (Chop)10025g.0.03Potato (Chop)10025g.0.02Coriander Root20.5Root0.01Coriander (Chop)20.5Tbsp0.01Whole Black peppercorn1/20.125Tsp0.01Salt1/40.0625Tsp0.01Garlic20.5Cloves0.01Fixed Cost - Utility (per Month)500.00Fixed Cost - Rent (per Month)2,500.00Fixed Cost - Staff (per Month)14,400.00Total Cost1.95Selling Price 6.494Beef Noodle Salad (Cold) (GF) Beef Rib Eye (Grilled)150150g.3.45Soba Noodle (GF)200180g.0.60White Sesami1010g.0.01Black Sesami1010g.0.01Pumpkin Seed1010g.0.01Carrot (shredded)3030g.0.02Zuchini (shredded)3030g.0.02Daikon (pickle)3030g.0.03Spring Onion (Chop)1010g.0.01Coriander (Chop)1010g.0.01Soy Sauce (Shoyu)11Tbsp0.01Sesami Oil11Tsp0.01White pepper1/41/4Tsp0.01Sugar1/21/2Tsp0.01Mirin11Tbsp0.01Japanese Dressing22Tbsp0.02Fixed Cost - Utility (per Month)500.00Fixed Cost - Rent (per Month)2,500.00Fixed Cost - Staff (per Month)14,4.

SPT 208 Final Project Guidelines and Rubric Overview Marketing and advertising are often used interchangeably, yet throughout this course you have learned that marketing is a much larger concept that requires a strong understanding of consumer behavior, products and services, and often the greater economic environment. Marketing is applicable to every industry and discipline in one way or another, but within the sport industry we have the chance to see the application of marketing concepts as if under a spotlight due to the industry’s global reach and importance to society. Your final project is the creation of an Opportunity and Consumer Analysis. You will select a sport team, individual, facility, or organization as the focus of your consumer and opportunity analysis. When selecting your area of focus, think about your interests and career aspirations. As you progress through the course, you will have the opportunity to practice the skills required for this project in several milestone activities. Your final deliverable will include a strengths, weaknesses, opportunities, and threats (SWOT) analysis of your selected focus; a consumer analysis; an analysis of successful marketing and media strategies; and a brief 1-, 3-, and 5-year plan that allows you to explain your intended use of a proven marketing strategy and various media opportunities. Please note that your Opportunity and Consumer Analysis will be an eligible artifact to include in your program portfolio, as it will highlight your ability to recognize consumer characteristics and opportunities for brand improvement. The project is divided into two milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Three and Five. The final Opportunity and Consumer Analysis will be submitted in Module Seven. This assessment addresses the following course outcomes: • Analyze consumer behaviors for the influence of political, cultural, and social events on consumer motivation at the local, national, or international levels within the sport industry • Illustrate the application of key marketing strategies in successful sport-specific marketing campaigns • Identify proven marketing strategies that can be successfully applied to specific sport marketing scenarios to attract consumers • Compare media opportunities for successfully communicating and marketing towards specific consumers within the sport industry Prompt Develop a comprehensive Opportunity and Consumer Analysis. Select a sport team, individual, facility, or organization and provide a thorough analysis of the existing marketing strategies and consumers, and determine an opportunity for greater consumer reach. Outline a brief 1-, 3-, and 5-year plan for the marketing opportunity. Specifically, the following critical elements must be addressed: I. Marketing Foc.

Ssalinas_ThreeMountainsRegionalHospitalCodeofEthics73119.docx Running head: CODE OF ETHICS 1 CODE OF ETHICS 4 Three Mountains Regional Hospital Code of Ethics Sharlene Salinas Professor Bradshaw HSA4210 July 31, 2019 Three Mountains Regional Hospital Code of Ethics Progressive developments in science and technology in the 20th century contributed to advances in healthcare and medicine that have helped many lives. Healthcare professionals are confronted with ethical dilemmas and moral questions as the context in which healthcare is provided keeps on changing. Healthcare specialists are required to be dedicated to excellence within their professional practice of promoting community, organizational, family, and individual health. Healthcare code of ethics provides a platform for shared professional values (Wocial & Tarzian, 2015). It is the responsibility of healthcare specialists to reach the best possible standards of conduct and to encourage these ethical practices to those with whom they work together. Healthcare professionals are facing challenges as the context in which healthcare is provided keeps on changing. The Three Mountains Regional Hospital code of ethics will clarify the roles and responsibilities within the healthcare profession. The code of ethics will also guide the healthcare professionals on addressing common ethical questions. With 15,000 admissions annually, the Three Mountains Regional Hospital requires a code of ethics that will guide the healthcare professionals in the hospital in dealing with such a capacity. Healthcare professionals from the hospital will be defined by their purpose but not their job description (Turner & Epstein, 2015). The proposed code of ethics will inform individual decision-making when faced with ethical situations within a given relationship or role at the Three Mountains Regional Hospital. Ethics are an essential part of healthcare, and they should provide value in practical situations. The proposed code of ethics will provide a structure and shape to the Three Mountains Regional Hospital’s environment and summarize the healthcare organization’s ethical position. The code of ethics will describe the ethical attitude shared by healthcare workers at Three Mountains Regional Hospital, and it will be valuable and influential on the success of the healthcare organization. The mission of the code of ethics is to guide the hospital is leading the way to a healthier community through the provision of quality care. Code of Ethics · Uphold the policies of the Three Mountains Regional Hospital (Merry & Walton, 2017). · Protect the intellectual, physical, and electronic property of the hospital (Hoppe & Lenk, 2016). · Promote a healthy, secure, and safe working environment (Merry & Walton, 2017). · Act responsibly and honestly by avoiding perceived or actual conflicts of interest (Merry & Walton, 2017). · Protect and respect the privacy and confidentiality of all individuals and informat.

Spring 2020 Professor: Tim Smith E mail: [email protected] Teaching Assistant: Ray Kim E mail [email protected] Office hours: PLF South 113 TBA EVOLUTION OF ROCK MCY 127 Course Description: This general education course is a study of the birth and evolution of the music form of Rock and Roll. It is a study of both the historical and musical elements of rock with a focus on the performers and the songs in the genre. Some of the objectives for this course include: Increasing awareness of the wide range of musical styles that “add up” to form rock Provide insight on the cultural evolution of rock and how it applies to society Study how technological advances have influenced both the performers and composers in rock Prerequsites: None Required text: None Required listening: Spotify playlist MCY127TS Course Requirements and Grading: Test 1 20% Midterm exam 25% Test 3 20% Final exam 25% Essay on live musical performance 10% Essay assignment will consist of attending a live musical performance at the Frost School of Music (or approved off campus performance). At the conclusion of the performance, you will obtain signatures of two or more participants. You will compose an essay that will summarize the performance (ensemble, repertoire, etc.). You will compare and/or contrast the performance with details we have studied in class. The essay should be two to three pages long, computer printed, double spaced, and stapled. It will be due on Thursday, November 19. Conduct and rules: Rock and roll is a joyous art form. I intend for the class to be a fun and learning environment. I hope to engage you as adults, not as adolescents. However, inappropriate language or behavior to one another will not be tolerated, and will result in the student facing disciplinary action and potential removal from the class. You are adults. I am not your baby-sitter. If you fail to attend class regularly, you will find it much more difficult to excel in the course. SHOW UP AND PAY ATTENTION! It will make your life easier in the long run. Plagiarism on your essay will not be acceptable, and will result in the loss of 10% of your final grade. Cheating is rampant. While I will make every effort to curb the options students might have to copy one another on tests, I can’t stop it completely. I will have assistance from the Honor Council on test days, and cheating will result in a zero on that test. None of you can afford this. I truly believe that if you will engage the material, come to the lectures, and actively listen to the required listening material, you will not find a need to cheat. If you are feeling overwhelmed by any of the material, please make an appointment to meet with me during office hours. Lectures and listening: Each class will consist of a lecture and a period of listening to music appropriate to that lecture. The music played in class will be made available to you through Blackboard in addition. You will be responsible for the material presented.

Spring 2020 – Business Continuity & Disaster Recovery Planning (ISOL-632-50) Incident Management S no Disaster Type Plans & Precautions Initial Action Stabilization Strategy 1 Thunderstorm 2 Floods 3 Tornadoes 4 Severe weather such as blizzard 5 Hurricanes 6 Explosion such as bomb threats .

This document outlines key aspects of careers in the sports business industry including content providers, distribution channels, goods and service providers, common job titles, typical training and education requirements, standard job roles and responsibilities, average salary outlooks, current job availability in various locations, and overall job outlooks along with potential pros and cons of different positions.

Spring 2020 Carlow University Department of Psychology & Counseling Professional Counseling Program LGBT Lives Cultures & Theories PRC-742-G1, PY-235-DA, WS-237-DA 3 Credits; No Prerequisites Course Syllabus- Spring 2020 Wednesday’s 6:00pm-8:30pm Instructor: Michelle Colarusso, Ph.D., LPC, NCC Office: TBD Cell phone: 724-396-9769 E-mail: [email protected] Office hours: By appointment only Location: Antonian Hall 403 Carlow's Mission Statement The mission of Carlow University, a Catholic liberal arts university, is to involve persons, primarily women, in a process of self-directed, lifelong learning which will free them to think clearly and creatively, to discover and to challenge or affirm cultural and aesthetic values, to respond reverently and sensitively to God and others, and to render competent and compassionate service in personal and professional life. Course Description This course will address issues related to counseling gay, lesbian, bisexual and transgender clients. These include issues of sexual identity development, coming out, homophobia and heterosexism, family and relationship issues, multicultural issues, youth, aging, spirituality, HIV/AIDS, and substance abuse as well as ethical and professional issues in working with gay, lesbian, bisexual and transgender clients through affirmative counseling/therapy. Learning Outcomes and Assessment What students will learn How students will learn it How students will demonstrate learning Impact dominant culture has on LGBT individuals Readings, Experiential Activities, Class Discussions Class Participation, Reflection Journals, Exam Multifaceted issues facing specific LGBT populations Readings, Experiential Activities, Class Discussions Class Participation, Reflection Journals, Exam Familiarize themselves with theories of identity development Readings, Experiential Activities, Class Discussions Class Participation, Reflection Journals, Exam Affirmative counseling/therapy and their knowledge and skill in providing it. Readings, Experiential Activities, Class Discussions Class Participation, Reflection Journals, Exam Variety of counseling issues that have particular relevance to LGBT clients. Readings, Experiential Activities, Class Discussions Class Participation, Reflection Journals, Exam Access to local and national resources available to assist in work with LGBT clients. Readings, Experiential Activities, Class Discussions Class Participation, Reflection Journals, Exam Course Requirements and Resources Methods of Involvement & Examination Methods of Instruction Classes will consist of didactic and experiential elements, including lectures, large and small group discussions, modeling, structured role-plays and simulations, live or video demonstrations, and student presentations in class and on CelticOnline/Schoolology. Primary methods include lecture/discussion, readings, and a variety of experiential exercises. Students will immurse themselves into the LGBTQ Cul.

SPOTLIGHT ON STRATEGY FOR TURBULENT TIMES Spotlight ARTWORK Tara DonovanUntitled, 2008, polyester film HBR.ORG What Is the Theory f ̂ Fiof y Firm? Focus less on competitive advantage and more on growth that creates value, by Todd Zenger f asked to define strategy, most execu- tives would probably come up with something like this: Strategy involves discovering and targeting attractive markets and then crafting positions that deliver sustained competitive advan- tage in them. Companies achieve these positions by configuring and arranging resources and activities to provide either unique value to customers or common value at a uniquely low cost. This view of strategy as position remains central in business school curricula around the globe: Valuable positions, protected from imitation and appropriation, provide sustained profit streams. Unfortunately, investors don't reward senior managers for simply occupying and defending po- sitions. Equity markets are full of companies with powerful positions and sluggish stock prices. The retail giant Walmart is a case in point. Few people would dispute that it remains a remarkable firm. Its early focus on building a regionally dense network of stores in small towns delivered a strong positional advantage. Complementary choices regarding ad- vertising, pricing, and information technology all continue to support its low-cost and flexibly mer- chandised stores. Despite this strong position and a successful stra- tegic rollout, Walmart's equity price has seen little growth for most of the past 12 or 13 years. That's be- cause the ongoing rollout was anticipated long ago, and investors seek evidence of newly discovered value—value of compounding magnitude. Merely sustaining prior financial returns, even if they are outstanding, does not significantly increase share price; tomorrow's positive surprises must be worth more than yesterday's. Not surprisingly, I consistently advise MBA stu- dents that if they're confronted with a choice be- tween leading a poorly run company and leading a well-run one, they should choose the former. Imag- ine assuming the reins of GE from Jack Welch in Sep- tember 2001 with shareholders' having enjoyed a 40- fold increase in value over the prior two decades. The expectations baked into the share price of a company like that are daunting, to say the least. To make matters worse, attempts to grow often undermine a company's current market position. As Michael Porter, the leading proponent of strat- egy as positioning, has argued, "Efforts to grow blur June 2013 Harvard Business Review 73 SPOTLIGHT ON STRATEGY FOR TURBULENT TIMES uniqueness, create compromises, reduce fit, and ultimately undermine competitive advantage. In fact, the growth imperative is hazardous to strategy." Quite simply, the logic of this perspective not only provides little guidance about how to sustain value creation but also discourages growth that might in einy way move a compeiny away from i.