Showing 838–846 of 1965 results

  • Shoe Market: Marketing Strategies and Suggestions

    $25.00

    Our goal is to create soccer shoes for children with the highest international standards of safety, style, and quality, for both sport and leisure time, and develop a strategy for the new products global distribution. We are especially interested in entering Germany, North Europe, and USA.

    More specifically, we seek help in:

    1. Provide suggestions for the new soccer shoes for children. We are especially interested in Near Field Communication (NFC) technology incorporated in the product and linked to smart phone, against counterfeit.
    2. Identifying new promising markets for the proposed product, and Pantofola d’Oro products in general.
    3. Devise a new market entry strategy.
    4. Developing a promotion and marketing strategy. We are particularly interested in solutions that involve e-marketing and Web 2.0 for footwear.
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  • Influence of Information Technology on business analytics

    $35.00

    The title for paper and two subtopics are:How has Information Technology influenced “business analytics” changes over years in order to get the most value out of information. What is the IT aspect of Business Intelligence?

    Requirements This paper must be 15 pages in length (type written and double-spaced, 12 point font with 1 inch margins) excluding bibliography, table of contents, graphics, tabular or illustrative material.

    References should include current sources and must conform to APA or Chicago style. The paper is expected to meet graduate-level standards and be suitable for publication in a professional journal. References must be from peer reviewed journals / conferences only.

    Use of Wikipedia or the class text as a reference will cause a serious loss of points. References must include the published journal / conference name information, NOT a URL where paper was found.

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  • FACTORS LEADING TO CONFLICT

    $2.50

    A new director decides to reorganize the department you work in. This reorganization comes about without input from the employees and many of the nurses that you oversee are feeling resentful of the change. As a nurse leader, identify factors that may lead to conflict and ways you can manage them.

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  • Assessing Leadership Styles and Characteristics

    $7.00

    Effective leaders have a high degree of self-awareness and know how to leverage their strengths in the workplace (Goleman, 2004). Assessments are a valuable tool that can enable leaders to learn more about themselves and to begin to think about how their particular temperaments and unique preferences influence their interactions with others.
    There are a variety of assessments available to promote self-reflection. In this course, you are required to complete the DiSC Classic 2.0,but you are also encouraged to take or review additional assessments (e.g., Myers-Briggs, Keirsey Temperament Sorter, a 360-degree evaluation) on your own.
    As you engage in this process, it is important to remember that everyone—regardless of temperament type—experiences challenges and opportunities with regard to leadership.
    To prepare for this Application Assignment:

    • · Bring to mind specific instances in which a leader has had a powerful impact on you. These leadership examples may be ones that you consider to be unsuccessful as well as those that you consider to be successful; they may be from within the health care industry or from other fields (e.g., politics). Consider the behaviors that you observed and the way in which they relate to leadership characteristics and styles as well as to values.
    • · Complete the DiSC Classic 2.0 self-assessment and review your results. Be sure to save a copy of your results for future reference. In addition, you may wish to complete additional assessments.
    • · Consider how the leadership examples that you have identified and the statements in your DiSC Classic 2.0 profile (as well as any other assessments and the information presented in the Week 4 Learning Resources) relate to each other. What insights does this give you with regard to:
      • How you, personally, evaluate leadership effectiveness
      • Your own leadership strengths and preferences
      • Potential challenges or areas in which you need to strengthen your leadership skills and competencies

    To complete this Application Assignment, write a 1- to 2-page paper that synthesizes your analysis, including the following:

    •  Two or more leadership examples that are personally meaningful
    • Your leadership strengths and preferences, as well as potential challenges and areas for development. Be sure to refer to specifics of your DiSC Classic 2.0 profile as well as to insights from the Learning Resources.

    Your written assignments must follow APA guidelines. Be sure to support your work with specific citations from this week’s Learning Resources and additional scholarly sources as appropriate. Refer to the Essential Guide to APA Style for Walden Students to ensure your in-text citations and reference list are correct.

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  • Case Study 3. Buying house for the first time

    $12.50

    Part 1: Introduction and Developmental Context

    Word length: 800-1000 words

    1. a) Background

    Begin with a researched background to the topic of about 300 words (5 marks), providing some generic information and (where appropriate) relevant New Zealand statistics about the chosen topic. By generic, we mean information about the topic in general; see the research questions specific to each topic and don’t discuss the case study story itself in this section. We expect some good research from sources such as newspaper or magazine articles, academic sources, reputable sources of statistics, which should set the scene for the case study analysis that will follow.

    1. b) Developmental context

    Then in another 500-750 words (8 marks), consider Bronfenbrenner’s ecological systems model as it applies to your chosen story. For this section, write a sentence or two introducing Bronfenbrenner’s model to the reader. Next, give a definition in your own words (and reference) for each of the various levels of influence in Bronfenbrenner’s ecological model (the microsystem, mesosystem, exosystem, and macrosystem). After each definition, give at least one example from your case story that illustrates that particular concept.   (Give at least two or three examples of microsystem settings so you can write about the connections between these to illustrate the mesosystem).

    Baltes’ lifespan concepts: Give a definition in your own words (and reference) and an example from the case story of each of the following lifespan concepts: age- graded, history-graded and non-normative influences (see Chapter 1, p.11 of the text for Baltes’ definitions of these terms).

    1. c) Include a Reference List in APA referencing style of any sources cited in the assignment.

    2 marks will be available for referencing, including the Reference List and matching

    citations in the body of the assignment, as well as for aspects of formal academic writing, including grammar and spelling.

    Topic 3. Buying a home for the first time:

    Buying a home for the first time: This case study story will focus on a young man who, with his partner, is negotiating the difficulties of buying their first home.

    • In the Background section of Part 1 of the assignment, present information about first home ownership in New Zealand and why owning a home is a significant aspiration for young adults. Identify barriers to home ownership, and assistance available for first home buyers.

    Tom set up the ladder he’d borrowed from his Mum and climbed up to start cleaning out the gutters. When he’d asked Mum for the ladder, she had laughed and he knew exactly what she was on about. It gave him a laugh too to think what a hard time he had given her about her passion for their home and the way he had been so reluctant as a teenager to help with what he then saw as boring, time wasting home maintenance stuff, and how he had vowed over and again that he would never own a home because it was a drag to be doing stuff like painting. This summer that was exactly what he would be doing and he was actually looking forward to it!

     He and Mel had moved into their own home exactly a week ago and he still couldn’t believe it. He felt a massive sense of achievement and relief because it was just in time – Mel would be going on to maternity leave in just two months’ time! It mattered so much to both of them that they would be bringing their baby son home to their own home. It had been a major motivating factor for them and he remembered again the despair they had felt when Mel had become pregnant before they actually got there. But in the end, like all the other things that had happened in their journey to this point, it was for the best and had helped them to achieve it at last.

     They had really expected to have longer to get their deposit up to the level they needed under the LVR (Loan to Value Ratio) restrictions, which had so depressed them when they were introduced. But once Mel’s pregnancy had been confirmed, their families had really come to the party and helped them to get them up to the 20% deposit required by the bank. They had been reluctant to take the extra money Mum had offered because she didn’t have much except her own house and because she had helped them to put the deposit together in other ways too. But she really understood their drive to be settled and wanted to see them have their home before the baby came. It had pushed his Dad to help out a bit too, and Mel’s parents had also helped out as much as they could. Those extra contributions, plus the fact that they had finally reached the three year point of their membership of KiwiSaver meant that they could do it.

     Tom began pulling out the leaves and grasses from the gutter that had helped to put other prospective buyers off. It had taken them a long time too to find a house that had lots of potential but room for improvement. When they had first started looking, he remembered, before they even had the deposit together, he and Mel had been impressed by the houses that were all nicely presented and tidy and they tended to be swayed by those things. But they had always taken Mum to have a look at any they thought were a possibility and she had bluntly pointed out that it would be much better to look for something that had a bit of size and a decent section and to avoid paying for the work others had put into renovating. After all, she said, weren’t they just dying to do things their own way anyway? Gradually, they had come round to seeing the things they wanted in a house and looking for potential and not the finished article.

     He thought again of the journey to this point and how they were sharing that journey with many of their friends. He and his mates had never wanted to be tied down to owning houses and here they all were, trying to provide for their families and striving for home ownership, some more successfully than others. He was 28 years old and Mel was a year younger. He had left school as soon as he could – couldn’t stand it and wanted only to do physical work that helped to build up his strength for rugby. He and his friend Mack had been lucky enough to get jobs, with the help of Mack’s dad, as warehousemen for a supermarket chain up in the big city. He’d loved it – the work, learning to operate the forklift with skill and precision, the heavy lifting, the team of them all, many of them also playing rugby. Then not long before his 21st,  he’d had an accident at work – some poorly stacked cartons had fallen, catching him on his back and damaging his shoulder quite badly. He had been off work on ACC for nearly three months and though it had been repaired as well as possible, it was obvious he was never going to be able to return to his old job. With ACC’s help and with the support of his employer, he taken up a job as a deli assistant in a supermarket close to the flat he shared with Mack and two others. He hadn’t been happy about it at all, and it took him a long time to adjust, but working in that supermarket had been where he met Mel and in no time they were a couple. Their relationship had filled a big hole left by the loss of his rugby passion, and they had soon moved into a flat together.

     For the first year, they were pretty carefree – lots of social stuff and some travel. Rents were really high in the city and once they paid that and the power, and had a good time out a few times a week, they were really living payday to payday. Ted, the deli manager, had encouraged him to think about his job as a step along the pathway towards a career in the grocery industry and he and Mel had begun to take advantage of staff development and to work other shifts, sometimes in other departments to get wider experience. Mel was in the bakery, so they were not in the same group, and they often had shifts at different times, but work gave them a shared interest and they could both see the advantages in getting up the career ladder offered in the company. Three years ago, they had married, and though their families had helped with the wedding, it had taken them a year of saving. It was only after the wedding that they had joined the KiwiSaver scheme.

     It was Mel who began to talk about ways they might get into their own home. Mel grew up in a small state house, one of five kids. Her parents had finally managed to buy the house after it was offered for sale. Mel knew how much it meant to her parents to finally feel secure in their home and she wanted that from the start for their kids. Though Tom had never wanted to be tied down to the home maintenance thing, he could see where she was coming from. His own parents had split when he was 12, and his Mum had fought hard to keep the house and it had always been a comfort to her too. They had started really being careful about money, but it was slow going and when the LVR restrictions were introduced by the Government, they gave up hope of buying in the city. They had made the decision to return to the regional city Tom had grown up in, where house prices were much more manageable. They had told the company what they wanted to do and had waited for something to come up, putting the emphasis on Tom’s job, because at this point, they saw his career advancement and pay as most important, and Mel knew that she could take on a number of roles in the supermarket. Eventually, the company had offered Tom not just a transfer, but a promotion to assistant deli manager, in recognition of the self development he had done so far. Soon after, a role had been found for Mel in the bakery at another supermarket in town.

     Then Mum suggested that they could save even faster if they moved in with her until they had the deposit and could get their money out of Kiwi Saver to add to the deposit. At first they had been reluctant – they had been on their own for a while and liked their independence. But Mel had done the sums and realised that they could not only save much faster, but the money they would have needed for a bond and advance rent could also go straight into the saving account. Mum had been pretty keen – she had wanted to help earlier by offering to go guarantor for their mortgage, so that they could start with a much lower deposit, but that suggestion had led to a family meeting and caused a bit of a rift for a while, because his older brother Ben and his wife, who already had their own home, had argued that that put Mum’s own security at risk and was unfair to him and Jess, his younger sister. Of course, that got to Mum straight away and rightly so – he and Mel didn’t want to do anything that threatened Mum’s security, but still, it had rankled at the time. They were over it now, and Ben had been right behind their new plan, so long as they paid Mum some board, which of course they were always going to do. It got a bit irritating being treated as the useless younger brother sometimes! Not long after they moved in with Mum, Mel had found she was pregnant, so they were even more glad of being able to save money. Thankfully, though they had risen a bit,  low interest rates were still holding, and so finally, it had all become a reality.

     It was great to be on their own again and even in a week they felt they had made a difference to the house. Next week, they were going to start on the baby’s room!

    Additional Materials:

    Human-Development.doc

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  • Project – Team Analysis Project

    $27.50

    Project – Team Analysis

    Introduction: The main objective of this project is to identify and analyze a team/group of which you are currently a member using principles and concepts from A-I theory. You will work through the analysis of both the people and the problems involved, considering the gaps between them and how those gaps might be managed most effectively. The idea is to dig into a real-world example while we study team problem solving, so you can apply what you are learning as we go!

    Documentation: You will be submitting a written report for this project, which should contain documentation on everything you do to complete it. You may choose the specific format for this report, as long as you provide the requested information for each task in a neat and complete fashion at a level appropriate (writing quality does count). Both the content of your work and its presentation are important and will be evaluated as follows: 80% on quality of content (completeness, correctness, degree of advanced thinking, etc.); 20% on quality of communication and presentation.

    Task 1: A New Group (and Problem A) to Analyze

    First, you need to choose a specific group/team of which you are NOW a member. The team can be large or small (although a minimum of at least 3 team members is required), operating at work or at home, and your role in the group can be of any kind (just joined or long-time member, junior or senior position, etc.).

    Two caveats apply, however:

    • You must be willing to discuss the dynamics of this group openly (potentially sharing some details with your classmates, although you need not reveal actual names);
    • There must be some dynamics involved that you would like to (perhaps need to) understand better; these assignments are aimed at giving you practical experience that will be useful immediately! Choose a group that will provide some rich ground for analysis (and some experimentation on your part) during the course.

    With this backdrop, this first task has two parts:

    1. Identify and describe the group/team members in detail (including yourself!), based on the four principal variables of problem solving – i.e., level, style, motive, and opportunity:
    2. Please begin with some basic facts about each individual to help set the stage – i.e., who are they, what are their functions/roles in the group, how long have they been a member of the group, etc.
    3. Proceed to describe each individual’s problem solving profile in as much detail as you can – i.e., provide a description of each person’s level (both type and amount), style (your estimation), motives, and access to (and perceptions of) opportunity – all as relevant to the group’s current Problem A (see #2 below).
    4. Identify, describe, and analyze the group’s shared Problem A in detail – using Lesson 2B, Section B as your guide. That is: consider level, style, motive, opportunity, and the problem as a moving target in your analysis of the problem. Remember to consider why this particular group was formed in general, as well as the particular problem of interest.

    Task 2: Toward the Management of Cognitive Gap 1. Consider your chosen problem solving group and describe in detail (as much as possible) the cognitive gaps in level, style, motive, and opportunity present within the group (as relevant to the Problem A you described in Task 1). Include both Person-Person and Person-Problem gaps in your analysis, using the following steps to guide you:

    1. Begin with the basic “group diversity audit” you completed in Task 1; enhance it (if needed) using what you have learned in Lessons 3 and 4.
    2. Describe in detail the cognitive gaps within your problem solving team/group (Person-Person and Person-Problem; level, style, motive, and opportunity).
    3. Use diagrams to help illustrate your cognitive gap analysis (see Lesson 2, Section A and Lesson 3, Section A for some ideas about diagramming gaps).
    4. Discuss how you might begin to “narrow” some of the gaps you have just described [see note at the bottom of this task] and experiment (briefly, but deliberately) with at least one of your ideas – then report on the results (whatever your degree of success!).
    5. Analyze your group in terms of agents of change (AC1 ’s, AC2 ’s, and AC3 ’s), using the following steps to guide your analysis:
    6. Who are the AC2 ’s and AC3 ’s within your group? Justify your views with specific examples. If the statistical distribution of your group doesn’t match that used in your textbook (i.e., Figure 10, p. 230), focus on the roles played by each group member (and his/her relative influence on the team) in order to determine “who’s who”.
    7. Use diagrams to help illustrate your analysis (see, e.g., Lesson 4, Section B).
    8. How do the various AC2 and AC3 sub-groups enable the performance of your overall group? How do they limit it?
    9. What impact do “authority” and/or “status” have within your group? For example: is the group member with the most authority an AC2 or an AC3 ? What impact does this fact have on the dynamics of the group? On his or her leadership within the group?
    10. Consider your group in light of our study of resistance to change:
    11. How has this phenomenon exhibited itself in your group thus far?
    12. Recalling that no one resists or accepts all change, consider who within your group (including yourself!) appears to resist/welcome which (kinds of) changes? How might you explain these variations in acceptance/resistance using principles of A-I theory?
    13. Is resistance to change (of all kinds) being managed well in your group? How might it be handled even more effectively?
    14. Finally, consider Tuckman & Jensen’s model of group development (from Lesson 4) and describe the progress of your problem solving team in terms of this model and its links to Adaption-Innovation theory:
    15. Use specific examples to illustrate each stage of the process your group has passed through (or is currently experiencing).
    16. Close your assignment with comments on how Tuckman & Jensen’s model reveals new insights about the relationship between Problem A and Problem B within your group.

    Note: You may find both Granville Gott’s article (“Creating Differential Advantage and Profit”) and Bill Diana’s article (“Kirton Theory in R&D Management”, from this course) helpful in generating practical ideas for beginning to manage cognitive gaps.

    Task 3: Toward the Management of Change 1. Using your analysis of agents of change within your group (from Task 2) as a foundation, describe the cognitive climate of your group. In particular:

    1. Comment on the relative “integration” of the various AC3 ’s within your group: do they each play positive roles as well-respected members of the team, or are they neutrally or negatively positioned in terms of their contributions? How might their role(s) be enhanced to enable better group performance overall?
    2. Consider the impact of coping behavior on the climate of the group: who is doing the most/least coping within the group? What impact does this have on individual contributions and performance?
    3. Discuss the presence and impact of bridging (in both level and style) within your group as a means for managing some of the cognitive gaps existing within it:
    4. Who is acting in the role of a bridger now? Under what circumstances, and in what ways (provide examples)? Are they effective in their bridging efforts? Why or why not?
    5. Where and how might additional bridging be used effectively to improve the problem solving performance of the group? Who would be the best candidate(s) for a bridging role and why?
    6. Use diagrams to help illustrate your analysis (see, e.g., Lesson 5, Section B).
    7. Finally, in light of Lesson 6 and what you have learned about the progression of change and the continuum of style within that progression, revisit the characterization of your group’s Problem A from Task 1:
    8. Enhance your description of this Problem A as a moving target, providing an updated analysis of the shifting balance of level (both type and amount) and style that will be needed to resolve it over time.
    9. Comment on how you can continue to track this shifting balance, making the necessary adjustments (and readjustments) in both level and style within the group in order to solve Problem A effectively.
    10. Close this task with a discussion of the insights you have gained about your problem solving group and its shared Problem A during this analysis (and this course in general!). What have you learned about them both through your written assignments, and how will you use this knowledge in the future (short and long term) to help facilitate the problem solving efforts of your team?
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  • How can appreciating and integrating contrasting values result in improved organizational collaboration and growth

    $2.50

    How can appreciating and integrating contrasting values result in improved organizational collaboration and growth? How is a leader’s behavior related to this process? Draw upon your own Managerial Behavior Profile and your readings in Cameron et al. (2014) to address this dialogue.

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  • Human services profession that interests you: Youth Worker

    $20.00

    Choose one human services profession that interests you. Your choice of profession here will be the focus of your human services project. Sample professions include: Case Worker Family Support Worker Youth Worker Social Service Liaison Residential Counselor Social Service Aide Group Activities Aide Social Service Technician Therapeutic Assistant Probation Officer

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  • Ethical Case Study: investment in the private companies used to build prisons “privatization of prisons

    $15.00

    It is an ethics in Profession class has a Philosophicalideas in it.

    Required
    Ethical Case Study about: investment in the private companies used to build prisons “privatization of prisons”

    “type of Morally Investment”

    Here’s the idea:

    Investment in privatization of prisons is an unethical issue in which it benefits private companies as well as the political parties that encourage the overuse of prisons as the best method of crime deterrent.

    Why there is no an ethical investment in private or public companies that provide employment opportunities for minorities who are targeted as criminals. By investing in these companies the crime rate will drop since most of the crime is related to drugs and the economic situations that led to drive to criminal acts. Investing will provide a rehabilitation programs more effective that in the prisons. It will insure a brighter future by having stable jobs to save them and drift them away from the involvement illegal activities.

    It should be 4 to 5 pages long.

    Case Study Format

    1.  Brief opening paragraph in which you state that you will be examining a particular case (mention it) or comparing several  cases (mention   them) for the sake of getting a better understanding of a certain issue (mention it).

    2.  Introduce the issue of controversy. Try to  present it in the  manner which best frames the controversy so both or all sides can be adequately be appreciated.

    3.  Bring an author or two into the discussion of the issue. Briefly discuss the major views.(You can also do this at a later time in the case study, as seems most fitting).

    4.  Introduce case or cases in all details relevant to the direction of your inquiry (know your direction before writing). Make sure to reference your factual sources. If they come from personal experience or personal interviews, document that.

    5.  Discuss briefly the other issues -if any – present in this case/these compared cases than the one you’re focusing on.

    6.  Re-frame the issue in the context of this case  or these compared cases to best highlight the moral dilemma involved.

    7.  Background: any details of the outside world that impact on the case(s), historically, locally, regionally, nationally, or internationally; including law, custom, or accident.

    8.  Identify alternative solutions for the dilemma – 2 or 3 – and briefly discuss.

    9.  Deliberate over alternatives and make a reasoned choice.

    9a. If the case is from the past, briefly compare your solution to the one actually chosen.

    10. Assess what the general lesson is, especially in terms of how this problem can be avoided inthe future. The largest sections of a case study should be 8 and 9.
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