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Performance Management system

Growth and development analysis of a human being

It has been written previously that one is born with their traits. Writers have also indicated that traits are passed from one generation to another. I however believe this to be untrue. There are those traits that one is born with and those that one learns as they grow up.

We cannot take for granted the interactions one has with other human beings and nature. This has a way of changing us. The way we think and believe is highly contributed by the people we interact with and our backgrounds. In this paper we will discuss how I grew up to procrastinate and also a perfectionist. I believe I grew into this.

I push myself and others to do a perfect task and at the same time do the hard tasks the last minute.

 
Procrastination is evading the performance of a job which needs to be achieved. It is doing the more enjoyable tasks first, or doing those tasks that are less urgent as a substitute to more vital ones. This means that one puts off the difficult tasks first. Everyone has been accused of procrastinating at one point or another. However, more than 20 % of the population is said to procrastinate frequently. Procrastination can be defined as their way of life.
 
 
 

Performance management his highly done, in line with the goals and objectives of the organisation while at the same time ensuring that the strengths and weaknesses of employees have been established.  Meeting business goals and objectives is the essential reason for there being any organisation.

For this to be achieved there needs to be periodical measurements of the progress towards achieving these goals and objectives. The goals and objectives of the organisation need to have been communicated to all employees so that the company can soldier on as one team.  After this communication has been done, the achievement of these objectives needs to be measured appraised and relevant actions taken from time to time. The performance management process is part of the entire business since its inception till the day that it closes business.

Procrastination is said to reflect our struggle with self-discipline and control. It also shows our inability to predict our feelings for the next day. To critic this statement and belief I would say that procrastinators are good at making choices and prefer lesser demanding tasks as compared to the difficult tasks. Critics can also be quoted saying that procrastinators claim that they achieve better results when under pressure. More often than not that’s the way procrastinators qualify tasks and then work towards achieving them.

Personally, I have in many occasions preferred to avoid negative emotions so as to delay stressful tasks. So as to achieve more with limited I prefer doing the difficult tasks under pressure. This has enabled me to save time over the years.

Psychologists have cited such abehavior as a way of dealing with anxiety that is associated with finishing a task. Anxiety can get you to start working on a task either early or late (Steel, 2010). The focus should therefore be more of impulsiveness. Anxiety can only cause you to late on a task if it is impulsive.

 

 

 

==> Accounting Issues Raised After Financial Analysis

References

Steel, P. (2010). The procrastination equation: How to stop putting things off and start getting stuff done. Random House Canada.

 

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Company evaluation

Mission and Vision Evaluation

Remember to search for a mission and vision statement then evaluate them (running the mission statement through the mission-statement components.  If you cannot find either or both, so note in this report section, and write one for the company.

This part Includes a:

  • Vision Statement
  • Mission Statement
  • List Mission Statement Evaluation Components that are satisfied
  • Rationale for the components included as well as excluded.

==>Top 5 of The Best Accounting and Finance Textbooks

Milestones

Begin with a concise company profile followed by 5-10 company milestones.  Synthesize the company’s uniqueness and identity.  For example, a fun, employee-centered culture or low-cost, no-frills strategy uniquely identifies Southwest Airlines.

External Assessment

Insert your completed EFE Matrix.  Discuss the high score factors and interpret the overall score for your reader.

Your final paper will include:

·         An External Factor Evaluation (EFE) Matrix .

 

o    Why is this environmental factor key?

o    Why does the factor carry this much weight?

o    Why you rated the factor as you did?

·         How should management interpret the total weighted score?

How to do an External Assessment

After reading the case, first scan the environment. Use the following steps:

1.    List key external factors (opportunities and threats). These factors apply to all firms in the industry, not just this company. Any firm could potentially take advantage of an opportunity or be challenged by a threat because these factors are in the external environment. Include a total of 10-20 factors. Be as specific as possible.

2.    Assign a weight to each factor that ranges from 0.0 (not important) to 1.0 (very important). The weight indicates the relative importance of that factor to being successful in the industry. The sum the weights of all factors (for both opportunities and threats combined) must equal 1.0.

3.    This is the step at which the company (revlon) enters the picture. Assign a rating between 1 and 4 to each factor to indicate how effectively the firm’s current strategies respond to the factor, where 4=the response is superior, 3=the response is above average,2=the response is average, and 1=the response is poor. Ratings are based on effectiveness of the firm’s (revlon.) strategies. Ratings are company-based, whereas the weights in Step 2 are industry-based. Both threats and opportunities can receive a 1, 2, 3, or 4.

4.    Multiply each factor’s weight by its rating to determine a weighted score.

5.    Sum the weighted scores for each variable to determine the total weighted score for the organization(Revlon)

Internal Assessment

Insert your completed IFE Matrix.  Discuss the high score factors and interpret the overall score for your reader.  Use financial ratios for internal factors too, if applicable. (For example, if the company has a low inventory turnover ratio, this could be a weakness in the IFE Matrix.) See the link below under “Appendix” to help you preliminarily examine the financial ratios.

==> Read on the advantages of debt

SWOT Analysis

Summarize the key strengths, weaknesses, opportunities and threats.  Also, consider how well your company is managing both environments. This section serves as a conclusion to Case 1. Simply summarize the key strengths, weaknesses, opportunities, and threats that were prominent in your EFE and IFE matrices. This is not a SWOT Matrix, which is a matching technique. Matching techniques (e.g., the SWOT Matrix) are part of Case 2. 

 

 

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Accounting Issues Raised After Financial Analysis

Dear Sir/Madam,

RE: Accounting Issues –  Year Ending 30th June 2016.

This is in reply to your email sent on 18th April 2016 in regard to accounting issues we had previously discussed over the phone. Below is our feedback on all the issues that you had raised:

  1. In regards to the issue of the court decision to reward damages to your client held on 26th March 2016 we would advise that you set aside funds amounting to $1 million in your general reserves account for use upon the verdict expected on 30th September 2016. Below are the journal entries to record this transaction. The same also needs to reflect on the statement of financial position.
ITEM DR CR
PROFIT and LOSS A/C 1,000,000
GENERAL RESERVE 1,000,000

==> Top 5 of The Best Accounting and Finance Textbooks

  1. In the case of Ipad sales we would advise that you treat the sales as debtors less the discounted amount. This is to reflect in the financial reports. You also said that the total amount owed is $ 250,000. This is to treated as accounts receivables less the discounted amount. Below are the journal entries to be recorded in your books.
ITEM  DR  CR
Account receivables            232,500.00
Discount allowed               17,500.00
Stock        250,000.00
TOTAL            250,000.00        250,000.00

 

Plant A/c
 ITEM  DR  CR
 Cash      76,000.00
 Accumulated depreciation      25,000.00
 Plant      85,000.00
 Gain on sale of plant      16,000.00
   101,000.00    101,000.00

 

Your adjusted statements are as below.

 

A statement of cash flow is prepared to show cash flow from operation and cash flow activities. This report shows changes in financial positions leading from operational activities, investing activities and financial activities. This information can then be used by an analyst to make a conclusion.



A statement of cash flow also assists in making cash forecasts. This is then used in internal management to determine management policies especially those touching in finances. The report is also credited for resulting in cash planning.

Through the preparation of cash flow statements, a business can compare the performance of projects. By comparing the actual cash flows against expected cash flow, a business can know how the project is fairing. An income statement measures a company`s performance financially eg by expenses, revenue, profits or losses over a specified period of time. This therefore means that both financial reports have their importance.

 

References

AASB, A. S. (2004). Financial Instruments: Disclosure and Presentation.Disclosure51, 52.

 

Bushman, R. M., & Smith, A. J. (2001). Financial accounting information and corporate governance. Journal of accounting and Economics32(1), 237-333.

 

Lev, B., & Zarowin, P. (1999). The Boundaries of Financial Reporting and How to Extend Them (Digest Summary). Journal of Accounting research,37(2), 353-385.

 

Yours Faithfully

 

 

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Community Teaching Plan

Note: This is an individual assignment. In 1,500-2,000 words, describe the teaching experience and discuss your observations. The written portion of this assignment should include:
1.Summary of teaching plan
2.Epidemiological rationale for topic
3.Evaluation of teaching experience
4.Community response to teaching
5.Areas of strengths and areas of improvement

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. 

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
APA FORMART AND INTEXT CITATION

 

FREE ANSWER!!!….If you need custom-made answer contact me on prowriter1983@gmail.com

 

Name

Institution

Course

Topic: Community Teaching Plan

A disaster is portrayed as an occasion that causes extraordinary harm and death toll. A disaster can be a quake, surge, fire, blast, sea tempest, or any occasion that is calamitous to framework and claims lives. Disasters influence the lives of a huge number of individuals consistently. Being readied for a disaster can diminish dread and tension. Being readied can likewise diminish the measure of misfortunes that can happen. People and families need to recognize what to do in the case of a disaster like a tropical storm (“FEMA,” “n.d”). Groups that comprise of army installations face diverse dangers identified with disasters. They are at expanded danger for atomic mishaps and demonstrations of terrorism. Thus, disaster readiness for the groups of Hampton Roads Virginia would be important for the group social insurance medical caretaker to give.

Epidemiological Rational for Topic

The zone of Hampton Road is situated on the eastern bank of Virginia. Being a coastal area, Hampton Roads is defenseless against solid tempests and tropical storms. Hampton Roads is one of the top zones in the nation at danger for tempest surges coming about because of a class 5 storm. A Category 5 sea tempest could bring about $39 billion worth of harm to homes and encompassing zones in Hampton Roads (“Hurricanes and Storms,” “n.d”). Families would be managing damage, demise and loss of property. Hampton Roads has enormous maritime, Air Force, Army, Marine Corps and Coast Guard army bases. This military vicinity puts the general population of Hampton Roads at expanded danger for man-made calamitous disasters.

Planning Before Teaching

The community wellbeing nurse would initially need to evaluate the location. Realize what regions are at the most astounding danger for sea tempests and what ranges are nearest to the numerous army installations. The nurse would need to get comfortable with the territory’s present clearing arrangement and safe-zone zones. The nurse would need to find out about the notice alarms that may utilized as a part of the zone and the crisis numbers or radio stations that give upgraded data. The nurse would need to get ready data by utilizing power focuses and leaflets as a part of distinctive dialects and, if relevant, age particular. Data in regards to when to empty, where to go and what things to have prepared in a first aid kit would be incorporated into the force focuses and leaflets (“Virginia Gov,” 2013). The nurse would need to investigate subsidizing and conceivable gifts that may offer individuals from the community some assistance with putting together their first aid pack. Including zone organizations in the arranging and conceivable gift of supplies could be advantageous. The nurse ought to include neighborhood police, flame and clinics in the arranging. Surveying for an area for the educating to be given would need to be finished. The region for the educating would need to be substantial and effectively available to individuals from the community. The nurse would need dialect mediators accessible amid the instructing to guarantee that the data is comprehended by all. The date and time for the instructing would need to be set too. Setting the date and time for greatest participation is critical keeping in mind the end goal to include most or all community individuals. The nurse would need to strengthen to the community that being readied can spare lives.

Nursing Diagnosis

* Risk for emotional imbalance identified with uneasiness of normal or man-made disaster

* Ineffective community adapting

* Readiness for upgraded community adapting.

Readiness for Learning

Confirmation of learning status, concerning disaster, is clear in a community when the individuals search out information and set themselves up for any conceivable circumstance. There are different stages to experience before receiving or keeping up the obligation and information that run with being readied for a disaster of any sort. The pre-pensive stage could be depicted by saying the community is ignorant that a potential danger exists. The pensive stage is the place the community individuals may pondering what steps should be taken keeping in mind the end goal to be arranged. Amid the activity organize, the community effectively plans for and is prepared for a disaster. In the support organize, the community proceeds with the scholarly conduct so they are constantly arranged (“Euromed Info.,” “n.d.”).

The community hints at gathering so as to be readied a unit of crucial needs, making a family arrangement, staying educated and helping other community individuals. Community individuals can clarify and show others about arranging. Their conduct is consistent by communicating the information they have learned. Community individuals, why should prepared learn and help, are additionally ready to recognize new sources and approaches to upgrade information in disaster making arrangements for their community. It is imperative to know precisely what to do preceding, amid, and after a crisis or disaster. Being appropriately arranged can have all the effect when seconds tally.

Learning Theory and Goals

General wellbeing nurses work to distinguish wellbeing or security issues, and in addition hazard elements, in a home, workplace and community by working with community pioneers, doctors, folks and instructors. They execute and oversee mediation projects to address and revise issues, and also anticipate future issues and hazard components (“Public Health and Community Nursing,” 2013). Keeping in mind the end goal to help a community overall, the nurse must survey the community’s needs and decide their learning styles to give powerful instructing.

 

Hampton Roads, situated in Virginia, has an extremely fascinating land design. The range is split into two districts, referred to local people as the Peninsula and the Southside. The Peninsula constitutes the eastern piece of the city and is isolated from the Southside by a harbor. Truth be told, the Hampton Roads Harbor is one of the biggest on the planet otherwise called Chesapeake Bay (“Hampton Roads Geography,” 2003-2011). This is a high-hazard zone for characteristic disasters, for example, storms, surges, quakes, and artificial terroristic assaults.

 

Hampton Roads is a various populace contained regular citizen and military individuals from generally Caucasian and Black ethnicity. The community nurse will utilize Cognitive Theory of Multimedia Learning. As per Mayer, this hypothesis depends on three primary suppositions: in the first place, he trusts that there are two channels, sound-related and visual for handling data; second, that there is constrained channel limit and third, that learning is a dynamic procedure of sifting, selecting, arranging, and coordinating data (Mayer, 2007-2013). The community nurse and other multidisciplinary groups will give beautiful handouts representations of fundamental needs amid a characteristic disaster or synthetic occasion. There will be bulletins posted all through the community with the location of spot, particular dates and times of sorted out educating. The community nurse will assemble power focuses with particular data, for example, first aid kits, transportation accessible amid turbulent circumstances, and exit arranges and courses. The community nurse will likewise show what dangers the community faces when they choose to stay behind to “ride it out” the same number of community individuals would say. The community individuals will be given the chance to make inquiries and connect with pioneers to guarantee the material was secured in a way that was retainable. The objectives are to have community individuals instructed, prepared and arranged for a potential regular disaster and/or terroristic assault in the Hampton Roads zone.

 

Solid individuals 2020 (HP2020) have a continuum of objectives to be accomplished by 2020 and past years to come. In this lesson, the community nurse will utilize “readiness” for a community objective. Arranging ahead can keep you and your family safe if there’s a crisis, similar to a characteristic or man-made disaster. Samples of crises include: common disasters like surges, tornadoes, seismic tremors, influenza pandemics (influenza episodes that spread the world over), power outages (where vast territories lose power) and terrorist assaults. Crises can happen whenever. It’s vital to ensure you and your family is prepared. This is what you can do: get a crisis supply unit, make a family crisis arrange, and realize what to do in these diverse sorts of crises (“Preparedness,” 2013).

 

Keeping up a sound situation is key to expanding personal satisfaction and years of solid life. Comprehensively, about 25 percent of all passings and the aggregate malady weight can be ascribed to natural variables. Natural elements are assorted and extensive. They include: introduction to perilous substances noticeable all around, water, soil and nourishment, regular and mechanical disasters, physical dangers and healthful inadequacies. Poor ecological quality has its most noteworthy effect on individuals whose wellbeing status is as of now at danger. Along these lines, ecological wellbeing must address the societal and ecological components that improve the probability of presentation and infection identified with a characteristic or man-made disaster (“Environmental Health,” 2013).

Creativity

Today’s populace, from the exceptionally youthful to the elderly, needs to figure out how to utilize a PC and have mobile phones with web and messaging abilities. Subsequently, the community nurse gave sites and phone numbers to community individuals to enlist and get upgraded data on issues relating to their range. The nurse likewise gave power focuses, brilliant flyers, and refreshments and snacks for all going to. Different speakers shared extraordinary stories to catch the gathering of people’s consideration. Towards the end, the community individuals were allocated time for inquiries.

Evaluation of Objectives, Goals, and Teacher

The Hampton Roads zone is situated on the eastern shoreline of Virginia. This makes Hampton Roads distinguishable to common or man-made disasters. The community nurse can educate the community on the best way to get ready for a disaster. Circulating disaster units that incorporate an emergency treatment pack, spotlights, batteries, water, and canned nourishment with a can opener, covers and rain rigging will set up the community for a tropical storm. Advising the community of Hampton Roads that most sea tempests happen in the middle of August and October will assign a time period for the natives to be arranged. Having the community wellbeing nurse confirm that the surge territory maps are posted all through the community will guarantee that natives know where to discover haven when flooding happens. The Hampton Roads range is populated with an army installation and military work force. This makes Hampton Roads at danger for atomic weapon mischances. Give instruction to the community, that when an atomic weapon mishap happens, a siren will be sounded for departure. Urge nationals to bring their disaster unit with them and give natives materials to add to a departure arrangement. The community nurse will clarify that the clearing arrangement ought to incorporate course and last destination. Giving training, for those that choose to stay in their homes, will incorporate don’t turn on aeration and cooling systems, heat pumps, or fans. Close all windows, entryways and vents. As the educator, the community wellbeing nurse will guarantee all nationals comprehend disaster readiness and will be arranged amid storms and man-made disasters. The objective being for all subjects to be arranged by have a disaster unit prepared for when tropical storm season happens and if an atomic weapon mishap happens.

Barriers and Strategies to Overcome Barriers

There are a few barriers that the community wellbeing nurse will need to overcome so as to guarantee that the community is given the data expected to disaster readiness. Some of those barriers incorporate physical impedance, non-English talking residents, hard of hearing subjects, rationally disabled and nationals that are monetarily hindered. With help, these barriers can be succeed. For the physical debilitated nationals, the community nurse can go to their home and give showing and guarantee that all sanctuary structures are impediment available. While giving training or at safe houses an interpreter for non-English talking residents is accessible. Hard of hearing residents will be given gesture based communication at all times. Those that are rationally disabled will be guaranteed that if a disaster happens they will get help. Those that are fiscally impeded will be given the instruction and devices required for when a disaster ought to hit. With every one of these techniques to overcome barriers, the residents of Hampton Roads will have the capacity to get by amid a sea tempest or atomic weapon mishap.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

References

  • Are You ready? Why Prepare. (“n.d”). Retrieved from http://www.fema.gov/media-library-data/20130726-1549-20490-4325/why_prepare.pdf
  • Environmental Health. (2013). Retrieved from
  • http://healthypeople.gov/2020/topicsobjectives2020/overview.aspx?topicid=12
  • Euromed Info.(“n.d”). Patient Education: Learning Readiness. Retrieved from:
  • http://www.euromedinfo.eu/patient-education-learning-readiness.html/
  • Hampton Roads Geography. (2003-2011). Retrieved from
  • http://www.greaterhamptonroads.com/geography.html
  • Hampton VA. (2013). Emergency Management. Retrieved from
  • http://va-hampton.civicplus.com/index.aspx?NID=242
  • Hurricanes and Storms. (“n.d”). Retrieved from http://hamptonroads.com/storms
  • Mayer, R. (2007-2013). Cognitive Theory of Multimedia Learning (Mayer). Retrieved from
  • http://www.learning-theories.com/cognitive-theory-of-multimedia-learning-mayer.html
  • Prepare for an Emergency. (2013). Retrieved from
  • http://www.healthfinder.gov/HealthTopics/Category/everyday-healthy-
  • living/safety/prepare-for- an-emergency
  • Prepare Now for Emergencies. (2013). Retrieved from http://www.vdh.virginia.gov/LHD/PrinceWilliam/epr/preparenow.htm
  • Public Health and Community Nursing. (2013). Retrieved from http://nursing-
  • org/theories-and-models/public-health-community-nursing.php
  • Virginia Department of Emergency Management. (2012). Radiological and Nuclear. Retrieved
  • from http://www.vaemergency.gov/content/radiological-nuclear.

 

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Learning Styles

According to Drago and Wagner (2004), there are different learning styles that work differently for different people. Each individual has a preferred learning style in which they are able to receive as much information as possible.

It is important for one to be aware of their preferred learning style. The different learning styles include aural, kinesthetic, visual, read/write, and multimodal.  People whose preferred learning style is aural learn through listening and speaking. They find their auditory senses very useful as they like to hear the sound of words.

Recommended book on this topic…

            These people find it hard to understand readings when there is no sound in the background. This means that listening to something else like music or other people talking while reading is actually good for people who prefer this learning style. They are able to understand better that way.  

According to Kostelnik, Soderman, and Whiren (2004), most of the times these people find themselves moving their lips or are compelled to talk to themselves in order to get a clear understanding of things. They are good at telling stories and solve their problems through talking them out.  Most of the times, their speech patterns involve information that is related to sounds or voices.

                There are various strategies through which these people prefer to acquire information. Putting in mind that they love sounds and voices, the methods used always depict this aspect. Such methods include group discussions, use of tape recorders, tutorials, and attending classes. A workshop done by Wilfrid Laurier University in 2008 recommends students who learn through listening to ensure that they form a study group so that they can be able to meet frequently and discuss the lectures they have been attending, maybe for that week.

There are various ways in which these people foster the acquisition of information. These ways include giving explanations to other people, remembering exciting jokes, stories, or examples, describing visuals or pictures to other people, and leaving spaces in their books during note-taking so that they can fill them later with more information that they come across.


                When studying, these people prefer to use certain ways to be able to understand more. Due to their mode of learning, they tend to be poor at taking notes. Their notes are always shallow and with so many missing points. They always expand their notes by talking to the other people or reading textbooks.  

They find it useful to read notes aloud. This keeps their focus. After getting their notes in shape, they always summarize them and put them onto tapes so that they can be able to listen to the notes. Consultation with other people also works for them. They can ask others about a topic to find out if they have a similar understanding of that topic or explain their notes to other people who also prefer auditory learning style.

To be able to perform well in tests or examinations, these people ensure that their output methods match their intake methods. In instances where they tend to have forgotten about certain issues, they spend some time in quiet places to enhance their memory.

To produce the best output and provide comprehensive answers, they prefer imagining themselves talking to the examiner, speaking the answers loudly or speaking them inside their heads, or listening to their own voices. Being poor in writing, they prefer to practice beforehand. Most of the times they use old questionnaires to acquire writing skills.

The strategies preferred by people who use aural learning are not different at all with the ones that are recommended by the results of the test. The ones provided by the test results add on the ones that are frequently used.

For instance, the results suggest that for their intake process, the aural learners can also discuss topics with their teachers and use tutorials. While studying, the findings also suggest that they minimize their notes. Lastly, during examinations, it is recommended that they can also listen to their voices to be able to remember and write down what they hear.

Being aware of the different learning styles has positive impacts on both the teachers and the students. Education should be learner-centered for a better outcome. According to Csapo and Hayen (2006), teachers must understand the students if education is to be learner-centered. Students acquire and process information differently. It is important for teachers to be aware of these differences so as to be able to serve all the students adequately.


Different learning styles require different teaching methods. Being aware of their difference helps teachers adjust their teaching styles to the preferences of the students and also become accommodative to the different styles used by different students.

Awareness of these differences by students themselves also helps them to be more successful learners. According to Csapo and Hayen (2006), the students who are aware of their type of learning are able to adopt their style early enough and shape their study habits. In such instances, it becomes easy for the teachers to work with the students to achieve great results.

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Implementing and Evaluating the Future at Galaxy Toys, Inc.

Management class due Saturday 12/16/2017 See attached document Needs to be a grade of 93% or better

Assignment 3: Implementing and Evaluating the Future at Galaxy Toys, Inc. (Week 8)

 

Purpose: 

Continuing with the saga of Galaxy Toys, Inc., the third assignment covers the last three functions of the P-O-L-C, Organizing, Leading and Controlling.  Students will look at the production floor of Galaxy Toys, Inc. through the lens of the organizing function, create an organizational chart, and assess the decision-making authority associated with the organizational structure.  Students will then assess change, discuss motivation from a leadership perspective, and delve into the control function by looking and projecting specifications, interpreting data, and assessing corrective measures.

In completing this assignment, students will demonstrate an understanding of the major content areas of the course and use critical thinking and writing skills.

READ THE SOLUTION HERE

 

Outcome Met by Completing This Assignment:

  • integrate management theories and principles into management practices
  • organize human, physical, and financial resources for the effective and efficient attainment of organization goals
  • demonstrate leadership skills by communicating a shared vision, motivating and empowering others, and creating a culture of ethical decision-making and innovation
  • develop measures and assess outcomes against plans and standards to improve organizational effectiveness
  • identify the essential characteristics of decision making and indicate the range and types of decisions a manager makes

NOTE:  All submitted work is to be your original work. You may not use any work from another student, the Internet or an online clearinghouse.  You are expected to understand the Academic Dishonesty and Plagiarism Policy, and know that it is your responsibility to learn about instructor and general academic expectations with regard to proper citation of sources as specified in the APA Publication Manual, 6th Ed. (Students are held accountable for in-text citations and an associated reference list only). 

 

Step 1:  Preparation for the Assignment

 

 

Step 2:  How to Set Up the Paper

 

Create a Word or Rich Text Format (RTF) document that is double-spaced, 12-point font.  The final product will be between 8-10 pages in length excluding the title page and reference page and appendix.  Write clearly and concisely.

 

Use the following format:

 

  • Create a title page with title, your name, the course, the instructor’s name and date;
  • Introduction
  • Part One
  • Part Two
  • Part Three

 

Step 3:  Create the introductory paragraph.

The introductory paragraph is the first paragraph of the paper but is typically written after writing the body of the paper (Questions students responded to above).  View this website to learn how to write an introductory paragraph:  http://www.writing.ucsb.edu/faculty/donelan/intro.html

 

Part One

Step 4:  Organizing

Now, that the major short term production goals and objectives have been determined, for Project MMTJE1 it is time for implementation of the plan.  The process starts with the production manager, Itza Yu.  Yu has been tasked with the job of organizing a plan for implementing the production goals.  This plan is part of the organizing function.  The production managers of each plant will execute Itza Yu’s organization scheme.  Doing so requires managers to organize the people, resources, and capital to begin production in a way that will implement the short-term production goals in the most cost efficient, quality oriented, and timely manner as possible.  The project is designed to have Itza Yu create an organizational plan for him and the other branch managers to follow.

  • Explain the role of a manager in the organizing phase of the POLC.  Be sure to explain in detail howthe manager takes the goals and objectives set out in the planning stage and establishes the organization of resources that will complete the goals.

 

Step 5:  Organizing People, Physical Resources and Money

Assume the Role of Itza Yu.  Carefully read and review each area.

Money: The budget for each production department at Galaxy is $650,000 per year. This is an increase over last year of $300,000 to accommodate the new production costs of MMTJE1.  Salaries of existing personnel and physical resources are currently running effectively under budget by $10,000.Yu does not want to touch this cushion.

People: Current positions on the plant floor are filled. Turnover is infrequent. Yu anticipates that the following new personnel will need to be hired:  Four trained print operators with computer expertise per shift ($40,000 salary each) and one new IT person ($65,000 salary) to liaise with the IT department software and workers on the floor.  Yu also anticipates that training for backup personnel for existing staff ($25,000 cost) is likely but is not sure at this point if more education than current personnel have will be required.

Physical Resources: Existing: Two conveyor lines with 100 foot clearance for printers and forklift, pallets and people to easily work with the product, 4 compatible computers (between the 4 branches), and upgraded printers at approximately $1500 per computer. Needed: Four printers ($6100 each including software and 14 hours of training for each branch), 2 additional computers ($6000 for both), printer material for the creation of the toy and packaging, service contract for the computer (years material is estimated at costing $40,000   and prototype material costs estimated at $4,000.

 

Step 6:  Organizing People, Physical Resources and Money

Yu must make initial notes before finalizing his plans for production.  First, he must prioritize the objectives so that the work can flow easily. Yu has decided that the following four objectives are the most important.

Short Term Objectives:
·         1.5 million Toys will begin production by January 2018.
      ·    Each plant must produce 375,000 toys by May 31, 2018.
      ·    Prototype toy trials will be completed and approved by QC by October 31, 2017.
      ·    Shipment to customers will begin June 2018.

 

Bearing in mind the research material above, Yu must organize the three areas: physical, monetary, and human resources in concert to complete the tasks.  In one page, answer the following questions to create Yu’s notes for his first Branch Manager’s meeting. Yu hopes that this will give the other branch managers some preliminary idea of how the project will operate.  

  • Look at the short-term objectives identified above.  Which objective of the four listed must be accomplished first?  Why?  Prioritize the remaining objectives.
  • For each objective, use the above research by Yu to identify at least five (5) tasks that must be completed to accomplish each objective (at least 20 in total).

 

 

Part Two

Step 7:   Leading Motivation

During production, older line staff and machine workers began to see the speed and accuracy with which the 3D printers make the MMJTE1 toys.  An obvious concern began to surface among the workers, “Will I still have a job next year?”   Morale of plant workers began to suffer.  Itza Yu knows that this concern must be addressed and morale needs to be improved.  Yu also knows that the business must innovate to keep growing. The workers concern is a real one.

 

Acting as Joyce Barnhart, what advice should she give to Yu.

  • In discussing the advice, first identify the reasons for the morale problem, explaining why and how motivation relates to change.  Be sure to address change and the worker’s reaction to implementing change. 
  • Discuss the actual ideas and the specific ways Yu should take to motivate his existing employees in an effort that will build morale and keep production levels on track for the current contracts and the new project.

 

Part Three

Step 8:   Control:

Read critically and analyze the following scenario:

The following chart displays the results of the first year’s production of MMTJE1.  The table was created from data supplied by the company’s entire production department managed by Keith as a means of controlling production output.  It will be used by the VP in his evaluation of areas of improvement, change, or success to processes used by the production department in the production of MMTJE1.  The chart describes the standard goal (identified as standard) set by the department and the result each branch obtained.  A comparison of the standard to the results allows the reader to form conclusions about the success or failure of the production department to meet the goals envisioned by the company. It also allows the reader to recognize patterns from the data from which conclusions can be drawn as to the relationship between elements (e.g. cost expended vs time expended; those who spent more time had a higher cost).

Answer the following required elements making sure that the facts of the scenario and the course readings support the reasoning of the answers provided.

 Measurable Factors Standard Toledo Dayton White Plains Huntsville Juarez
Cost 5.56 5.67 5.87 5.45 5.52 5.01
Time 2.36 2.32 2.46 2.31 2.32 2.69
Quality Control Problem Ratio (per 500 units) 1 2.5 4 1.5 1.75 8.75
Training Time (per hour) 30 35 38 45 48 25
Shipping Problems/Damage (per 10,000 units) 1 0.333 0.222 0.133 0.178 0.4
3D Problems (per 10,000 units) 0.2 0.25 0.286 0.111 0.1 0.4
Total Number of Pieces Produced per year 375,000 435,000 455,000 550,000 525,000 378,000


Step 9:  Standard Specifications

Yu compares the standard specifications data set from the chart with the results for each of the five branches.  Yu has to interpret the results.

  • Interpret the one-year data production results for the MMJTE1 found in the chart above.
  • Draw conclusions from the data.  What does the data tell Yu about the production of the new toy?  Examine each standard and explain the results that Yu conclude.  Make sure to detail the areas that need improvement as well as those positive conclusions that the data suggests.

 READ THE SOLUTION HERE!!!

Step 10:  Corrective Action

  • Define what “corrective action” means to the manager in the control function of the POLC.
  • Do you suggest Yu and his fellow managers take, if any, corrective action for this report?  Be sure to discuss all the options a manager can take in addition to corrective action.


Step 11:  Long-Term Planning

Read critically and analyze the following scenario:

The next meeting of the long-term planning team for Galaxy Toys is scheduled for next week. All the VPs will be there.  Everyone must give a report about the success of the “Moon Mission Jupiter’s Europa 1” toy roll out and the success or failure of the long-term goals and objectives.

Keith video conferences with his branch managers once the production results were released. The data looked good to Keith but he wanted to get additional “human” feedback on the data.  The managers seemed to all talk at once.  All the managers felt that the project was well worth the effort.  They saw great potential for production of all the products.   It appears that several managers felt that training on the 3D printer was the biggest problem.  Back up trained personnel in Huntsville and capable-trained personnel in Mexico was a real problem.  There was a lack of skilled IT people in these areas. The Mexico manager, Hernando Gonzalez, said that they lost their trained personnel to a software company almost from the start and had difficulties finding replacements.  The company that supplied the 3D printers provided initial training but follow up training thereafter proved a problem when original staff was lost.  Gonzalez explained that there was a serious shortage of skilled IT personnel in Juarez.  Consequently, finding qualified workers and keeping people without paying more than the budget permitted was a major problem.  It took Gonzalez four months to train four of his workers to do the job.  Thus, both the production and the IT departments lost money.  However, Gonzalez said that once they got started the workers caught up quickly so he saw tremendous potential for the future.


Step 12:  Prepare Three Recommendations for Keith to Take to the Long-Term Planning Meeting.

  • Explain the relationship between the control function and long-term planning
  • Use the conclusions drawn from the table in Step 8 as well as Keith’s notes from the meeting (noted above) with the branch managers on the production results to identify at least three recommendations that have potential concern for the long-term goals of the company.
  • Explain why and how each of the recommendations chosen would affect the future long-term strategic planning of Galaxy. Be sure to make sure the recommendations have long-term implications rather than solving project issues.

 

 

Up to 7 pages

 

Notes from last assignment 2 grade 77.5%

You provided a good reason for goals and objectives but did not select correct goals and objective.

A summary paragraph restates the main topics of the paper.  Make sure to leave a reader with a sense that the paper is complete.

 

 READ THE SOLUTION HERE!!!

 

 

 

 

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MOVIE COMPARISON AND REVIEW

Your paper should be at least 750 words long. You should use Calibri 11 or Times New Roman 12 font, double-spaced, with regular, non-adjusted margins. Do not include your student ID number on your paper.
You must include a word count (“858 words”) and a “cinematic terms used” page – which do not count towards the 750-word requirement – at the end of your paper. The “terms used” page should define the cinematic terms you worked with in your paper in your own words.
Only .doc, .docx, or .pdf file formats will be accepted. FILES SUBMITTED IN .odt or .pages FORMATS WILL NOT BE ACCEPTED FOR CREDIT.

Assignment Guidelines:

Step 1: Choose a theme, such as gender issues, generational conflict, identity, freedom, war, heroism, love vs duty, etc.

Step 2: Compare and contrast how the theme is interpreted, critiqued, and/or re-envisioned in two films. One of the films must be a film we have watched in the course; the second film may be a film of your choice (either from the course or an outside film), but should be a film that is widely-available and well-known to US audiences.

Restrictions: You may NOT write about Twilight of a Woman’s Soul or Strike. You may choose any of the required course films besides those two.

If you are unsure of your choice of films or your chosen topic, you may feel free to email Prof. Jens to get feedback or meet to discuss ideas before you begin your paper.

In your paper, you should focus on how the films use cinematic and narrative techniques to emphasize themes, develop characters and their relationships, or critique the society in which the films were created. Overall, your goal is to develop an argument about how the films construct the theme via the cinematic elements and why the films interpret the theme as they do (i.e., do they have the same or different messages about the given theme?).

Grading:

This paper will be graded using the same rubric as the Scene Analysis and Cultural Analysis Papers. Focus on having a strong thesis statement, a well-organized paper with clear topic sentences for each paragraph, and a conclusion that sums up your paper. Review the feedback on your first two papers and spell/grammar-check your paper before you submit it. Given this paper is the last assignment for the course, there will be no opportunity to revise, so be sure to turn in a quality draft.

Suggests for writing a comparative paper:

1) Although your theme is the general topic of the paper, you will need to develop an angle of comparison/contrast to justify linking the two films together. The best way to unite the two films is through themes and then explore how the films use cinematic elements differently / similarly to create or explore the theme. For example, one could examine such cinematic techniques as editing – comparing how the films’ cuts draw parallels between particular characters – or lighting and color – comparing how the films light their heroes or villains and any color symbolism in the film – or in terms of setting – examining how the films use public and private space. These are examples, you may use any of the cinematic elements we have discussed in the course in your analysis of the films and the theme.

2) Effective comparison/contrast essays highlight how similarities and differences reveal something important about each film, the theme, the society, and/or the director. As you develop your essay, consider how each film “unlocks” the other. Ask yourself why it is important to examine these films together. 

3) Rather than offering a list of your observations regarding the films’ similarities and differences, your essay should pose an argument about the significance of the connection. Do not focus on the “what”, but instead develop the “how” and “why”. Your thesis should not simply state that “films X and Y treat theme/character Z similarly and differently.” Think instead how the various cinematic elements shed light on the theme and what the films are trying to say about the theme.

4) While you can organize your comparison/contrast essay in several ways, you should avoid discussing one film in full, then turning to the other. This format often fails to produce an effective comparison. Instead, you may wish to structure the first part of the body around similarities between the films, moving from one film to the other, and the second part around differences between the films, discussing each film in turn. You can also focus each paragraph on one similarity or difference, discussing examples from both films.

Do not talk about one film for 400-500 words, then given very little space to the second film; this format often leads to an inadequate comparison / contrast. You do not need to constantly go back and forth between the two films though (as in “Film A does this, while film B does that. Then film A does this, while film B does that”). One suggestion is to use good topic statements to connect / contrast the theme or cinematic elements in the two films (rather than plot points), then talk about the two films in greater depth separately within the paragraph. For example:

Paragraph Topic Statement: “In both films, the use of costume indicates the character’s acceptance of the revolution.” 
Body of the Paragraph: 2-3 sentences on use of costume in film A 2-3 sentences on use of costume in film B
Paragraph Concluding Statement / Transition to the next paragraph
A reminder, though, that the cinematic elements do not need to be the main point of comparison/contrast; feel free to use themes as well. The vocabulary of the cinematic elements is there to help you analyze the comparison/contrast.

5) Although the comparison/contrast essay examines a large-scale question, close scene analysis could serve as your main source of evidence. In supporting your argument, you will need to pay attention to how the films interpret the theme through narrative and/or cinematic techniques. Focus on specific shots or scenes and the cinematic elements at work in those shots or scenes rather than trying to discuss every scene in the movies. You may assume some familiarity on the part of your reader with the films you choose; that means you do not need to re-tell the plot, but should give enough details to situate the reader and allow yourself to focus on how the shots or scenes are constructed. You may wish to give time marks for the scenes you discuss.

6) You may incorporate screen shots in your paper, but you are not required to. If you choose to incorporate screen shots, you must discuss the image within the body of your essay rather than using screen shots as decorations or filler; basically, the shots should be relevant to your argument. Identify and discuss the visual details that illustrate your comparison of the films. When using screen shots, caption each image (for example, “Figure 1: The chandelier crashing onto the two Maries”) and reference the figure number in your text (for example, “(see Figure 1)”). 

7) Remember that you are writing to an audience that has already viewed the films. Therefore, your essay should not offer plot summaries, especially of the course films. Instead, any reference to the films—dialogue quotations, scene descriptions, and explanations of plot movement—should support your analysis. You may – but are not required to – include time marks as reference points for any scenes you cite in the essay. You do not need to provide bibliographical citations for the films.

8) When writing about film, use the present tense (for example, “the camera tracks through the train station” or “Otilia and Gabita sit in silence while the wedding goes on in the background”

 

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