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Best Financial Ratios This week we covered Chapter 14, Financial Statement. Financial Statement is the use of different calculations

Best Financial Ratios This week we covered Chapter 14, Financial Statement. Financial Statement is the use of different calculations and formulas to determine the financial health of an organization. Lean Manufacturing and Activity Analysis is about eliminating waste and focusing on the movement of goods and services in respect to customer demand. In regards to financial statements, please pick out four ratios discussed in the chapter that would best analyze the company you chose in Week 1’s threaded discussions. Discuss why these are the best calculations for the company you chose and in detail explain how they effectively analyze the financial health of that firm. **Company: General Motors
the belt and road. I’m studying and need help with a Sociology question to help me learn.

Objective: Students will learn how to identify the globalization issue in the case study; analyze the situations; and make suggestions or recommendations to solve the globalization problems. Creative suggestions or recommendations are especially encouraged!
Instructions:

Please read the case study and answer the 4 questions below.
Case study 1 should be turned in on Canvas with an attached word file (see the “assignments”)
Please note the deadline. If you miss the deadline, but turn in the assignment within 3 days (11:59pm Feb 19), 5 points will be deducted for the delay. After 3 days passed the deadline, no late work will be accepted. Please submit the late turn-in to Dr. Rebecca Tang through the email on Canvas.
The turn-in should be single-spaced with 1-inch margins in 12 point Times New Roman font. APA style is preferred if reference is needed. Please limit your answer between 2 and 4 pages for each assignment (excluding references, appendices, or visuals). In your turn-in, please include the specific questions and your corresponding answers. Don’t include the text body of the case study in the instruction.

Background Study: Students are advised to conduct background research of Belt and Road Initiative before answering the questions. (Background study does NOT need to be shown in the answer sheet students turn in). There are several potential approaches of background research:

Go to Wikipedia to read more about the definition of the belt and road: https://en.wikipedia.org/wiki/One_Belt_One_Road_Initiative (链接到外部网站。)
Take advantage of the short videos on youtube. The keywords are “belt and road”. You could find many videos from different voices relevant this project.

Unpacking the Belt and Road Initiative: What Is It and Where Is It Going?
(Source: https://www.wilsoncenter.org/blog-post/unpacking-the-belt-and-road-initiative-what-it-and-where-it-going?gclid=EAIaIQobChMIptWM6quG5gIVtyCtBh1ekw_3EAAYAyAAEgL5TfD_BwE)
The Belt and Road Initiative (BRI), China’s mammoth and globe-girdling infrastructure and trade corridor project, represents one of those rare watershed developments for international affairs—something so big and consequential that it is impossible to ignore, no matter where in the world one might be sitting.
The scale alone is extraordinary. According to some estimates (链接到外部网站。), BRI boasts the potential to involve more than 60 countries, nearly 4.5 billion people, and around 40% of the economy, and to be 12 times as large in absolute dollar terms as the Marshall Plan. More broadly, this is a case of the word’s likely next superpower endeavoring to build one of the biggest and most expensive super projects the world has ever seen.
[BRI] represents one of the most concrete indications of Beijing’s deepening influence and presence around the world.
For the Trump administration, BRI is something to be regarded with concern. And that’s because it represents one of the most concrete indications of Beijing’s deepening influence and presence around the world. This expanding global reach is of particular concern for Washington because the Trump administration regards Beijing as its greatest strategic rival—and as a national security threat. When the Trump administration released its first national security strategy (链接到外部网站。), at the end of 2017, that document described strategic rivalry, and not terrorism, as America’s top national security threat.
BRI was a major motivating factor leading to the implementation of the Trump administration’s new Indo Pacific strategy—an initiative, much like the Obama administration’s Asia rebalance policy, that redoubles U.S. attention and resources to Asia and that seeks to promote free trade and a rules-based order in that region. Several American allies in Asia—including most recently South Korea—have come out with similar policies meant to engage more deeply in the Indo-Pacific, and by extension to respond to the BRI phenomenon.
BRI was the subject of a recent conference (链接到外部网站。) at King’s College in London jointly hosted by the Wilson Center’s Asia Program and the London-based Royal Society for Asian Affairs (链接到外部网站。) (RSAA). The event, held on January 7, marked the second collaboration between the two organizations, with the first coming at the Wilson Center in January 2018 with a conference (链接到外部网站。) on religious freedom in South Asia.
The London event highlighted some of the initial economic and strategic impacts of BRI, particularly in South and Central Asia, and sought to consider BRI’s possible future trajectory. One of the more striking takeaways from the conference was that despite the hype and hoopla that accompany BRI, there’s still much that’s not known about the initiative: What is it meant to be, what are its goals, and what does its future look like? One reason why these questions are difficult to answer at this stage is that the project remains in its relatively incipient stages—it is, as one conference speaker put it, still a baby.
As several speakers acknowledged, there’s no guarantee that BRI will survive.
Another major theme at the conference revolved around the issue of BRI’s survivability. Conference speakers discussed some of its major challenges, from security concerns in key regions of investment to potentially unsustainable financing rooted in the practice of sending large quantities of loans to impoverished countries, thereby heavily indebting nations that already struggle to pay their bills. As several speakers acknowledged, there’s no guarantee that BRI will survive.

You Make the Call

What are the motives or purposes for China government to initiate BRI? (10 points)
What are the potential opportunities that China would face for the initiation of BRI? (10 points)
What are the potential challenges that China would face for the initiation of BRI? (10 points)
Do you think it is a wise political decision for the initiation of BRI? Why? (10 points)

the belt and road

SJSU Racial Incidents by Penn GSE University of Pennsylvania Analysis.

I’m working on a education & teaching case study and need a sample draft to help me understand better.

Children and Racism Resources for children about Racism Hopefully, new tragedies that we have witnessed or experienced make us more dedicated to wanting to help our world and our children to grow up without the racism that pervades the culture. The following are 3 reading opportunities. Read them all, and then write. Follow this format for writing: Mention each of the titles, authors of the article. “What did the article say? (summary in 2 paragraphs) What do you think about what it said? (2 paragraphs) How can you use this information in your work with children and families?” 1. Look at this website and choose one article to read. https://centerracialjustice.org/resources/resource… (Links to an external site.) 2. This is Kareem Abdul Jabar speaking in this article. https://www.latimes.com/opinion/story/2020-05-30/d… (Links to an external site.) 3. Black Boys Matter: Strategies for a Culturally Responsive Classroom BRIAN L. WRIGHT Ways teachers can make their classrooms more welcoming and supportive learning spaces for Black boys. The first article, “Black Boys Matter: Cultivating Their Identity, Agency, and Voice (Links to an external site.),” was published in the Feb/March 2019 issue of TYC. In American classrooms—including preschool classrooms—studies show that Black boys are more likely to be seen as “problem” children than their peers, and they are less likely to be considered ready for school. For example, a Yale Child Center study found that preschool teachers spent more time watching Black children than White children when looking for disruptive behaviors. Proactive, culturally competent teachers can work to counter these misperceptions and create classroom environments where Black boys feel welcome to learn, dream, and be themselves. In my previous article, I focused on how teachers can identify and begin addressing unconscious biases about Black boys through self-reflection. Here, I offer teachers practical suggestions to help them foster Black boys’ positive identity development, promote agency and voice, and create conditions that will empower Black boys to succeed in school. A culturally responsive, strengths-based approach It is important that teachers focus on what Black boys know, understand, and can do (as opposed to what they cannot do or what they do not know or understand). Culturally responsive, strengths-based teachers do not engage Black boys from a deficit perspective (i.e., having “problems to fix” or being “at risk”). Instead, they seek to learn about Black boys’ strengths, gifts, and talents. Three ways teachers can take this approach are by tapping into the power of history, celebrating Black boys in books, and rethinking school readiness. Tapping into the power of history Culturally responsive teachers work to affirm Black boys’ experiences through the content of their lesson plans. They incorporate books, visuals, and other materials that reflect Black histories, lives, and points of view. For example, many preschool teachers use the concept of “history and me,” which celebrates the richness of African American history and the roles Black boys and men have played in bringing about social change through taking a stand for social justice and equity. When teachers embed a “history and me” perspective within the social studies curriculum, they also create opportunities to emphasize current examples of Black boys and men as valuable community members. This kind of exposure is critical to the boys’ development of a healthy sense of self and agency. Learning about the important discoveries and courageous acts of Black boys and men from the past and present can serve as an important reminder for today’s Black boys to see themselves and their communities as vital parts of American history. It also empowers them to challenge the “troublemaker” and “bad boy” stereotypes found in typical portrayals of Black boys. Reading and discussing carefully selected picture books is a great way to incorporate “history and me” into preschool classrooms. For example, the biographical account Richard Wright and the Library Card, written by William Miller, and historical fiction such as Sit-In: How Four Friends Stood Up by Sitting Down, written by Andrea Davis Pinkney, show Black boys how young people like them have accomplished great things. Preaching to the Chickens: The Story of Young John Lewis, written by Jabari Asim, is another great real-life story. It shows how John Lewis—long before he became a Freedom Rider and US congressional representative—used play to imagine and then act out his dream of becoming a preacher and inspiring people to improve their lives. In addition to reading aloud Preaching to the Chickens and discussing Lewis’s life, teachers may want to add materials to their dramatic play centers to help children imagine and act out their dreams. Other books to consider for developing a “history and me” approach include Freedom Summer, written by Deborah Wiles, and Delivering Justice: W.W. Law and the Fight for Civil Rights, written by Jim Haskins. Both show young African American men using their agency to challenge racial discrimination in the South. Although the focus of this article is Black boys, it’s worth noting that seeing the accomplishments of Black men and boys through these stories also helps children from different racial and ethnic groups. Through a thoughtfully planned read aloud, critical discussions, and related classroom activities, all children can come to understand that the cultural stereotypes they may have absorbed about Black boys are myths. Celebrating Black boys in books Much like history and social studies books, carefully selected, authentic multicultural children’s books can also introduce Black boys to mentors on paper. Black boys, perhaps more than any other group of children, need access to what Rudine Sims Bishop calls “mirror” books—books that reflect themselves, their families, and their communities in positive ways. Currently, there are far more “window” books—books that give Black children a glimpse into the lives of other people (mainly the White world)—than mirror books showing their own communities. These mirror books highlight cultural histories, music, the arts, language varieties, fashion, cuisine, and other culturally rich experiences found in Black communities to engage Black boys. Here are some picture books that feature Black boys facing the kinds of situations children might see in their everyday lives. In Riley Knows He Can and Riley Can Be Anything, written by Davina Hamilton, Riley first overcomes his stage fright to play a wise king in the class play and then imagines the many possible careers he might have. Derrick Barnes’s Crown: An Ode to the Fresh Cut celebrates the Black barbershop as a place that can transform a boy into the stylish king of his neighborhood. Combining the “history and me” and mirror approaches, Hey Black Child, written by Useni Eugene Perkins, and Dad, Who Will I Be?, written by G. Todd Taylor, use words and visuals to introduce readers to important people and events from African American history and encourage Black boys to pursue their dreams Seeing characters like themselves in these books can help Black boys develop a stronger sense of themselves, including their abilities to pursue their goals and tell their own stories. Rethinking school readiness Culturally responsive classrooms honor and value the cultural and personal identities of all children, and Black boys in particular. One area in which this can be challenging is typical measures of readiness for kindergarten. Teachers can avoid the effects of unconscious biases by taking a strengths-based approach to readiness. One common indicator of kindergarten readiness is how long a child can sit quietly in a classroom. Sustained periods of quiet sitting may be helpful from a classroom management perspective, but they do not reflect what we know about the importance of movement in learning. In addition, long periods of quiet sitting undermine children’s verve. The term verve is often used to describe energy and spirit in the arts; in education, it refers to having high levels of energy—being physically active and “loud”—when mentally stimulated. Verve is a great description of how many Black boys behave when they are excited about learning. With the concept of verve in mind, culturally responsive teachers can encourage indoor and outdoor large-motor and whole-body experiences, such as by putting mats in spacious areas to encourage Black boys—and all children—to tumble and roll. Another common indicator of readiness is how well children follow rules. The ability to meet school and classroom expectations is considered good behavior. While following rules can ensure safety and help children understand what is expected in a particular setting, teachers should consider whether the rules are stifling children’s expressive individualism. Black boys, and other children, benefit from being creative and taking risks as they explore, experiment, and follow where their curiosity leads them. Knowing this, culturally responsive teachers are flexible in the ways they interpret “good behavior.” They reflect on children’s reasons for not following rules and create opportunities for spontaneous, ongoing exploration of “What if…?” questions. Culturally responsive, strengths-based teachers also consider the implicit bias of some kindergarten readiness indicators like obeying instructions without questioning or challenging authority figures (compliant behavior). This expectation of quiet obedience clashes with the oral cultural practices of many African Americans; it may also hinder their pursuit of fairness, equity, and consistency in their education. A blunt and direct communication style may be perceived by some teachers as rude or a sign of a “bad” or “disrespectful” child. In contrast, culturally responsive teachers acknowledge children’s cultural heritages as legacies that affect dispositions and attitudes. These teachers understand that Black boys’ questions are indications of engagement, curiosity, and brilliance that are worthy of addressing in the classroom. Conclusion As with all children, the social and emotional well-being of Black boys must be our highest priority. Making sure we see them, hear them, and know them is the starting place for providing them with schooling that is humane, culturally responsive, equitable, and strengths-based. Culturally responsive practices and strategies, like those discussed here, support and promote Black boys’ positive identity development, agency, and voice inside and outside of school. This is what we should strive for as early childhood education professionals. Our Black boys matter, and they need, want, and deserve nothing less.
SJSU Racial Incidents by Penn GSE University of Pennsylvania Analysis

Educational Leadership and Gender Discussion.

In your initial post, apply the case study method learned in Lesson 3 (seven steps for case study analysis that can be found at https://www.learningforjustice.org/magazine/fall-2014/excerpt-case-studies-on-diversity-social-justice-education) to the scenario described in Martin and Breese (2016) (attached). Feel free to submit your response in paragraph format or bulleted format. For example:Step 1: …Step 2: …After that, respond to a minimum of two colleagues’ posts. In your responses, compare and contrast your initial reaction to theirs. What ideas stood out to you and how might this analysis inform your practice as a leader? Thinking back to content page 9.6. Strategies, and specifically to the content provided by Rebecca Alber in her article Gender Equity in the Classroom (https://www.edutopia.org/blog/gender-equity-classroom-rebecca-alber), what strategies, if any, might you apply to this scenario?
Educational Leadership and Gender Discussion

Continue researching your topic by using LIRN, Google Scholar, and other search engines. Find at least ten (10) more

Continue researching your topic by using LIRN, Google Scholar, and other search engines. Find at least ten (10) more articles relevant to your potential dissertation and expand your APA-style annotated bibliography. Expand the outline of your literature review by retaining the plan for its sections, and if needed, its subsections. Follow the same flow (chronological or funnel format) that you started in Week 1 of your literature review. Keep in mind that your outline should accommodate for identifying a gap in the literature and the statement of your potential contribution to the field of your research. Keep in mind that your search should include articles that were published within the last five (5) years and are proper peer-reviewed articles in apa7 format. I am attaching Template that we should fill up (Activity 2) And Activity 1 My research prospectus. In Activity 1, I worked on 5 Journals for annotated bibliography. We have to make sure that annotated bibliography mentions how the resources would be used in my Lit review. And we cannot reuse those 5 resources.

How does MCT expand the practices and roles of counselors as therapists, as comp

essay writer How does MCT expand the practices and roles of counselors as therapists, as comp.

Multicultural Counseling and Therapy (MCT)Refer to your readings and the mini-lecture by Dr. Sue and prepare a posting that describes your understanding of MCT and review the implications of MCT for counseling practice. How does MCT expand the practices and roles of counselors as therapists, as compared to traditional practices and roles? What is the significance of a client’s social and cultural context within MCT and how does MCT challenge counselors to intervene at the systems level? 
How does MCT expand the practices and roles of counselors as therapists, as comp

Letter of Recommendation

Letter of Recommendation. I need support with this English question so I can learn better.

Hello,

I would like you to write a letter of recommendation for me. I am a business women who is a office manager for 5+ years. Attached you will find my resume and I would like if you could write a exceptional letter of recommendation. You would be writing the letter as if you are my collegaue and you worked in the building that I managed.

I am applying to a Doctors office for Plastic Surgery.

Please let me know if you need any additional Help.
Letter of Recommendation

Statistics homework help

Statistics homework help. This is a paper that is focusing on how to study different fiscal and economic resources in organizations. The paper also provides additional information to use in the writing of the assignment paper. Below is the assessment description to follow:,How to study different fiscal and economic resources in organizations,After deciding on the facility you choose then you introduce the facility by name and type of facility, A. Planning Phase:, 1. How can I define and also study different fiscal and economic resources of a healthcare organization? Talk about the research design – web, books, visit, telephone contact, etc., 2. Secondly, how can I define a financial resources management related to problem of the diverse healthcare systems? Again, define what you understand about Fiscal resource and relate to healthcare, 3. Thirdly, how can I establish an appropriate strategy for improving healthcare financial and economic resource management? What can you do to improve the fiscal & economic resources in the facility you are studying,Services Covered Examples:, -Medical services rendered? That is, describe the type of services offered by the facility shown in ii through viii below:, i. Firstly, accommodation and meals at the standard ward care, ii. Secondly, nursing services, when provided by the hospital, iii. Thirdly, laboratory, X-ray and diagnostic procedures, and interpretation, iv. Fourthly, drugs prescribed by a physician and administered in the hospital, v. use of the operating room, case room, and anesthetic facilities required for diagnosis and treatment, including necessary equipment and also supplies, vi. Also, radiotherapy treatment, occupational therapy, and physiotherapy when provided by an insured facility, vii. Lastly, detoxification services in an approved health facility, ,HEALTHCARE FACILITY:, Name of the selected facility for this CA is?, Below are sample of the type of facility you can choose from:, Acute care (hospitals),, long –term care,, nursing home (skilled and non-skilled),, Specialty services (urology, pulmonary, ,cardiology,, podiatry, neurology, diabetes, etc.),, managed care company,, insurance company,, health insurance plans, and, Etc.,Attachments,Click Here To Download,Statistics homework help

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