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Financials for Strategic Management plan for Walmart

Financials for Strategic Management plan for Walmart. I’m studying for my Management class and need an explanation.

For the Strategic Plan assignment, you will work throughout the course to create a market entry plan (entrepreneurial), a market expansion plan for an existing organization, or a mergers and acquisitions plan that seeks to increase your organization’s competitive advantage.
Complete Part 5 of the Strategic Plan assignment according to the directions in the Part 5: Financials section of the “Strategic Plan” resource.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Financials for Strategic Management plan for Walmart

LIB 202 UArizona Wk 2 Role of Privilege and Power in Creative Expression Discussion.

Due by Day 7. In Week 2, we focus on how privilege and power impact women’s freedom for creative expression. In our discussion of this topic, the concept of intersectionality is important. Intersectionality can be defined as the ways that interconnected social categories such as race, class, and gender interact to form experience and identity, especially as related to power.undefinedFor this journal assignment, analyze how the dynamics of privilege and power played a part in woman’s creative expression during the 1600s and 1700s (sometimes called the Baroque era). In your discussion of power and privilege, address at least one of the following categories in addition to gender: race, class, or ethnicity. As you reflect on this topic, consider some of the following relevant questions:Did the creative woman benefit from family support or professional networks or was she excluded from them?Were training, education, and networking available to her?If she did challenge existing power structures (for example, religion, social custom, laws, etc.), how successful was she in doing so?**Use supporting examples from at least two creative women from different genres (for example, music and sculpture) of this era from our required or recommended resources. Be sure to provide examples from their work (poems, paintings, sculpture, music, excerpts from larger writings, etc.) to support your discussion.**Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.
LIB 202 UArizona Wk 2 Role of Privilege and Power in Creative Expression Discussion

CJ 498 Excelsior College Police Acceptance of Gratuities Paper.

Please attachment for topic which was already selected!! This is the final submission to the paper attache!! Paper guidelines to help you choose an ethical dilemma:In a 5–7 page paper (1250–1750 words), choose and analyze an ethical
decision situation within the criminal justice system that you think
needs to be addressed. For instance, a judge might have to release a
serious felon based upon technicalities that have arisen in a court
case. Although the judge knows this person is guilty based upon
impeccable evidence, the law dictates the judge must dismiss the case.
What should the judge do? Override the system and invoke their power as a
judge to continue the trial? Release the person? These dilemmas arise
regularly in police agencies, courts and prisons.Write an introduction to the issue. You then need to think about who
it involves, who it affects, the various models of ethics that may come
into play to justify a decision, and ultimately your position on the
decision. What would be your decision? How would you decide and why?
Write a brief summary of your ethical situation and decision-making
process to close the paper. Make sure you use citations and references to support any opinions you posit or statements you make.
CJ 498 Excelsior College Police Acceptance of Gratuities Paper

(Legal Memorandum) essay.

I will provide an example of how exact format should the Memorandum be. Sources must be found using Lexis Nexis Legal Database. I can provide you access through my school’s account if you are unable to access the academic database for Lexis Nexis. The professor’s instructions quoted, “legal writings prepared
out of class and submitted electronically to your instructor on assigned
dates. Each writing must be not less
than ten (10) full pages in length, double spaced, with the arguments supported
by not less than 5 legal precedents, whether derived from caselaw or
statute. It must be crafted in the form
of legal brief as directed.”
(Legal Memorandum) essay

Crocs Are Now Cool Critical Analysis Outline

Crocs Are Now Cool Critical Analysis Outline.

Critical Analysis Outline: “Crocs are now cool””a one-page bulleted outline of the proposed report (value 5 points), and, following the instructor’s approval of the outlineThe initial outline will include all of the elements of the complete critical analysis: Macro-environmental and micro-environmental issues.Concise problem statement.Alternative strategies and programs.Recommended solutions.Intermediate and conclusive program performance metrics.You are encouraged to do external research on the industry or the company as a context for your analysis. APA format in-text source citations and a comprehensive bibliography are required for each critical analysis report. Your report must include the focal reading plus at least three references in addition to the company’s website or Wikipedia.
Crocs Are Now Cool Critical Analysis Outline

Walden University Wk 5 Intervention in Social Work Essay

research paper help Walden University Wk 5 Intervention in Social Work Essay.

Directions:Post a blog post that includes:Referring to your process recording from last week, consider the topics covered in this week’s resources and incorporate them into your blog.An explanation of how you have addressed intervention or how you might address intervention in your field education experienceSupport your post with specific references to the resources. Be sure to provide full APA citations for your references.Birkenmaier, J., & Berg-Weger, M. (2018). The practicum companion for social work: Integrating class and fieldwork (4th ed.). New York, NY: Pearson.Chapter 7, “Social Work Practice in the Field: Working with Groups” (pp. 156-185)Laureate Education (Producer). (2013d). Intervention [Audio file].
Walden University Wk 5 Intervention in Social Work Essay

“After reading Ch. 9 , answer Respond on page 200 as to how YOU would define 5 italicized terms

“After reading Ch. 9 , answer Respond on page 200 as to how YOU would define 5 italicized terms ( out of the 9 listed). Make sure that you EXPLAIN what KIND of definition you cited such as a Formal Definition (pp.200-201) ; an Operational Definition (202) ; a Definition by example( pp. 203-204); or a Negative Definition (p.204-205).( You ,of course, do NOT have to compare your definitions with a classmate! )” NOTE: The page numbers in the instructions above are wrong as the instructor is referring to the paperback NOTE: There are no actual page requirements for this essay

Teachers’ Attitudes towards the Use of Technology in Teaching and Learning Research Paper

Teachers’ Attitudes towards the Use of Technology in Teaching and Learning Research Paper. Attitude The availability of technology equipment in schools does not provide assurance that teachers will use them effectively. The teacher is critical in determining how technology is used in a classroom. As a result, teachers must possess the right attitude towards technology and its application in teaching and learning. Yusuf and Balogun noted that scholars have defined attitude as “one’s positive or negative judgment about a concrete subject” (Yusuf and Balogun, 2011, p. 19). In this context, they noted that analysis of information concerning the effect of an action based on their negative or positive outcomes were responsible for determining one’s attitude. Further, researchers have noted the close relationship between teacher’s attitude and the use of technology in teaching and learning. Studies have linked positive attitude towards technology to high rates of usages in learning and teaching. For instance, a recent research by Enayati, Modanlo, and Kazemi established that teacher’s attitude towards “the use of technology in education was positive” (Enayati, Modanloo and Kazemi, 2012, p. 10958). On the other hand, poor attitudes towards technology among teachers led to low-levels of technology adoption in learning and teaching. Relationship between attitude and belief Teachers hold two fundamental beliefs in teaching. This consists of a traditional belief or direct transmission view and student-centred view or constructivist view. The traditional belief puts the teacher at the centre of learning and teaching. The teacher communicates knowledge while students remain attentive to teaching i.e., the learner remains a recipient of knowledge and has no active role. On the contrary, constructivist view emphasises the importance of the learner in teaching and learning. In this process, the learner takes an active role in learning. Teachers who hold constructivist view often encourage students to conduct inquiry, ask questions, find solutions to problems, and explore subjects of interests and give learners opportunity to contribute in learning processes. This view stresses the importance of reasoning and thinking rather than passive acquisition of knowledge. Therefore, the belief that a teacher holds has significant influences on decision-making and subsequent actions that the teacher may perform in learning and teaching (Palak and Walls, 2009). A study that wishes to explore the teacher’s practices should also conduct a simultaneous study on the teacher’s educational belief systems. This is important because teacher’s beliefs have influences on “teachers’ perceptions and judgments, which in turn influence their classroom behaviour” (Palak and Walls, 2009, p. 417). Palak and Walls reviewed past studies and noted that most of these studies concluded that teachers who held student-centred approach often incorporated technology in their classroom instructions. In addition, teachers were willing to explore new teaching methods and shift their beliefs by using such new methods. As a result, studies have reported positive links between high-levels of using technology and adoption of new teaching belief. Such changes were positive with student-centred approaches. Scholars have warned against using teachers’ belief alone to provide an account of how teachers use technology in their classrooms. They claim that teachers’ practices and use of technology are “inextricably tied to other contextual and organizational factors” (Palak and Walls, 2009, p. 418). On the issue of teachers’ belief, other scholars noted that it is ‘messy’. Such studies claim that belief is not a fixed concept with a single definition. Instead, they claimed that defining belief was a major challenge because it was impossible to subject it to empirical studies. Consequently, the researcher concluded that studying a belief concept would involve simultaneous investigation of other several factors, which could even conflict with each other under certain circumstances. Others believed that belief was context-based, determined by situations, implicitly defined, and ill-structured concept. One would conclude that teachers who hold constructivism view had positive attitude towards adoption of technology in classroom instruction. Teachers’ attitudes towards technology and its use in teaching Al-Zaidiyeen, Mei, and Fook conducted a study with 650 teachers randomly picked in Jordan in order to determine “the level of ICT usages among teachers and issues concerning teachers’ attitude towards the use of ICT” (Al-Zaidiyeen, Mei and Fook, 2010). Their study revealed that teachers had “a low level of ICT use for educational purpose, teachers hold positive attitudes towards the use of ICT, and a significant positive correlation between teachers’ level of ICT use and their attitudes towards ICT was found” (Al-Zaidiyeen, Mei and Fook, 2010). They concluded that teachers ought to give high priority to the use of technology in teaching. On the same note, Palak and Walls (2009) identified three issues about the use of technology among teachers. They used an integrated mixed-methods approach for the study. Their study showed the following: Teachers adopted the use of technology in areas of preparation, management, and in administration Teachers rarely used technology to facilitate constructivist view even among teachers who held the same view Teachers who were in technology advanced schools used technology to promote their own already existing traditional views Teachers’ attitudes towards the use of technology in teaching and learning and teachers teaching belief Scholars have noted that the need to understand teacher attitudes towards technology adoption in learning and teaching has gained significance due to availability of technology infrastructure in most schools. Bakr conducted a study among Egyptian teachers in order to explore their attitudes towards computers in teaching and learning. The study consisted of 118 public schools, both male and female. Findings showed that the “Egyptian public school teachers’ attitudes towards computers were positive” (Bakr, 2011). Current studies have demonstrated that teachers have embraced positive attitudes towards technology usages in learning and teaching. One can attribute this change to changes in belief as most pre-service teachers adopt student-centred approach in teaching and learning. Enayati and colleagues used a sample of 380 teachers by using stratified sampling based on the Morgan table (Enayati et al., 2012). The study aimed at reviewing teachers’ attitude towards implementation of technology in teaching. The study used descriptive method alongside T tests to analyse data and present findings. They found out that teachers’ attitude concerning advantages of “implementing technology in education, the amount of technology efficacy in education, preconditions of implementing technology in education and effectiveness of technology in education was positive” (Enayati et al., 2012). They also noted that teachers had a positive attitude towards the use of technology in education. Teachers have changed their belief systems as many schools adopt information and communication technology in learning and teaching. As a result, teachers have acknowledged that the traditional belief systems cannot help students in a society where ICT has dominated the system. Teachers have noted that changing trends in a global environment and the need for them to adopt a positive attitude in learning and teaching and use the same to improve quality of education. On teachers’ belief, studies have shown that teachers must strive to go deep and unearth the belief systems, personal factors that influence them, fellow teachers, and their learners’ behaviours (Xu, 2012). Factors that influence teachers’ attitudes Many schools around the world have implemented teaching by using ICT infrastructures. However, Buabeng-Andoh noted that although there are intensive investments on “ICT infrastructure, equipments, and professional development to improve education in many countries, ICT adoption, and integration in teaching and learning have been limited” (Buabeng-Andoh, 2012). The researcher reviewed factors that had influences on teachers’ attitude towards the use of technology. They include “personal, institutional, and technological factors that encourage teachers’ use of computer technology in teaching and learning processes” (Buabeng-Andoh, 2012; Tsai, P., Tsai, C.,Teachers’ Attitudes towards the Use of Technology in Teaching and Learning Research Paper

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