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MODULE 1 DISCUSSION – Descriiptive Statistics In many realms of statistics, data are presented in many shapes and forms.

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MODULE 1 DISCUSSION – Descriiptive Statistics In many realms of statistics, data are presented in many shapes and forms. One of the ways to make sense of data is through the use of descriiptive and inferential statistics. Discuss in detail these two aspects of data analysis using citations and references to validate your argument. USE THIS VIDEO IF NEEDED https://youtu.be/VHYOuWu9jQI https://statistics.laerd.com/statistical-guides/descriiptive-inferential-statistics.php
Response to peers DQ one. Need help with my Writing question – I’m studying for my class.

**** please respond to each peers DQ answers separately add citation and references to each response, Thanks ****
Response one: The leadership role I will discuss is a Director of Nursing (DON), their responsibilities are to manage services provided by the nursing personnel of healthcare facility. Their duties include overseeing the nursing personal and patient care, as well as administrative tasks such as record keeping and budgeting. They hire and train new nurses, evaluate staff performance and prepare accurate reports detailing and findings, establish policies and update existing policies, develop short and long term goals for the entire nursing department and many other duties that comes their way. For a Director of Nursing position require at least a Bachelor’s of Science (BSN) in nursing, most places prefer a Masters degree in nursing and encourage continued education.
Democratic style of leadership in my opinion is the best for the Director of Nursing, because they work with different cultures of people. The type of leadership style will help enhance the participation of employees in the decision making procedure of an organization. Although, the final decision is of the leader, collecting information, feedback, and ideas from all the staff members before finalizing everything. Democartic leadership style in nursing is quite effective as all the employees feel valued, and due to this, they attempt to give their best. Input of an organization’s employees is of foremost importance when it comes to the growth of the firm. This is one of the best for clinical settings as skills and abilities of all the professionals contribute equally to the success of the organization. Though, this management style in nursing too has some disadvantages as getting everyone’s feedback is really time-consuming process. Also, the confident group of members always come ahead and give suggestions whereas apprehensive employees may never get opportunities to provide their feedback.

References
TOP Nursing
https://www.topnursing.org/leadership-styles-in-nursing/
Response two: There is extensive educational preparation for a Clinical nurse leader (CNL). It requires a minimum of a master’s degree with a major in nursing. The graduates that meet the criteria become eligible for the CNL certification examination (AACN, 2018). There is an extensive level of knowledge, clinical skills, and competence’s needed for patient care, in order to be a valuable resource to the health care team.
The CNL’s role is to collaborate with an inter disciplinary team. All are engaged in improving quality strategies and outcomes related to EBP. Leadership is provided beyond acute care and in all settings. These nurses are able to assess risks, collect and evaluate a patient’s outcomes, and use their knowledge to make changes to the care plan if needed (AACN, 2018). They can perform patient care in complex cases. They have the goal of ensuring the patient has the most recent and best EBP and work toward the patient having the best possible outcomes.
The CNL role was made in response to improving quality of care and patient safety. For example, the CNL can collect data on a specific group or minority and see if this is related to outcomes. Then CNL can then use the gained knowledge, from the research and literature, directly with the issue at hand. They can then develop or change plans of care to reach optimal patient outcomes.
American Association of Colleges of Nursing. (2018). CNL Frequently Asked Questions. Retrieved June 17, 2018, from http://www.aacnnursing.org/CNL/About/FAQs
Response three:
I had heard of this leadership role in the past, but didn’t really understand what it was. Thank you for bringing it to our discussion.
I did a little further research and found that clinical nurse leader (CNL) are the newest nurse specialty added to the nursing profession in nearly 40 years (Rankin, 2018).” Nurses within this role serve as the advanced generalist overseeing the clinical care and outcomes of a group of patients through lateral integration of care” (Rankin, 2018). As we all know, most hospitals are concerned with improving care delivered to patients. This isn’t a wrong concept, but the CNL focuses on determinants of health of certain populations. Health systems that are utilizing this role are noting a decrease in readmissions as well as reduction in hospital acquired conditions (Rankin, 2018). These outcomes align perfectly with what the ACA is trying to accomplish. This is because the CNL is looking at the whole patient. Not only their current health crisis, but what is standing in the way of them being healthy. They are providing multi-dimensional holistic care to the patients.
It will be interesting to see how this leadership specialty grows in the upcoming years. Currently there are nearly 5000 certified CNL’s in the US (Rankn, 2018). I am not sure how this compares to other specialties, but I would imagine it is going to continue to grow.
References
Rankin, V. (2018, July-August). Clinical nurse leaders forging the path for population health. Journal of Professional Nursing, 34(4). doi:https://doi.org/10.1016/j.profnurs.2017.10.008
Response to peers DQ one

NECB Secure Integration of IoT And Cloud Computing Reflection and Literature Review.

Graded Assignment: Knowledge and Skills PaperPaper Section 1: Reflection and Literature ReviewUsing Microsoft Word and Professional APA format, prepare a professional written paper supported with three sources of research that details what you have learned from chapters 13 and 14. This section of the paper should be a minimum of two pages.Paper Section 2: Applied Learning ExercisesIn this section of the professional paper, apply what you have learned from chapters 13 and 14 to descriptively address and answer the problems below. Important Note : Dot not type the actual written problems within the paper itself.Go to cloudera.com, MapR.com, hortonworks.com, or marklogic.com or in combination to find at least three customer case studies on Hadoop implementation, and then discuss the commonalities and differences of these cases.Search the job search sites like monster.com, careerbuilder.com, and so forth. Find at least five job postings for data scientist. Identify the key characteristics and skills expected from the applicants and based on what you are learned in this class, how high is your motivation now to seek these types of career choices?Important Note: With limited time for a college class, perfection is not expected but effort to be exposed to various tools with attempts to learn about them is critical when considering a career in information technology associated disciplines.Important Note : There is no specific page requirement for this section of the paper but make sure any content provided fully addresses each problem.Paper Section 3: Conclusions (Part 1)After addressing the problems, conclude your paper with details on how you will use this knowledge and skills to support your professional and or academic goals. This section of the paper should be around one page including a custom and original process flow or flow diagram to visually represent how you will apply this knowledge going forward. This customized and original flow process flow or flow diagram can be created using the “Smart Art” tools in Microsoft Word.Paper Section 4: Overall Course Conclusions and Reflection (Part 2)After the primary conclusion of this paper, extend this conclusion into an overall class conclusion and reflection providing at least 500 additional words of how the knowledge, skills, or theories of this course have been applied, or could be applied, in a practical manner to your current or future work environment. If you are not currently working, share times when you have or could observe these theories and knowledge could be applied to an employment opportunity in your field of study.Paper Section 5: APA Reference PageThe three or more sources of research used to support this overall paper should be included in proper APA format in the final section of the paper.Paper Review and Preparation to submit for GradingPlease make sure to proof read your post prior to submission. This professional paper should be well written and free of grammatical or typographical errors. Also remember not to plagiarize!!!!!!!!!!!!Important Reminder: Assessment of discussion boards and other writing assignments account for 75% of overall grading and below are how grades will be assessed for this assignment:Requirements: 5 to 6
NECB Secure Integration of IoT And Cloud Computing Reflection and Literature Review

Privatization of Public Utilities Essay. A National Government’s Decision to privatize It’s Public Utilities Introduction There has been a prevalent political agreement on improving-benefit effect of private governance in the last decades. More than $1 trillion revenues have been generated for the government on the sale of government-owned firms to private owners. Public executives nowadays evaluate privatization as a suitable tool to implement a rapid growth of promising product innovations, facilitate financial economy development and promote more efficient production technologies. However, substantial figures of firms across the world are still owned by government. (Aghion and Tirole, 1994; Ahmed and Ashutosh, 2008). Having mentioned the privatization benefits, why are there general impediments in the decision process from the government, prioritizing to privatize some firms over the others to private sectors? In answering this research question, certain firm’s political and financial-economy factors were investigated in the selection of companies for privatization. As supported by literature on private firm decision to go public, financial characteristics of firms that can probably influence the decision to privatize were recognized (Ansolabehere and James, 2007). Arguably, the sale of government owned firms can not only confide in financial-economy factors but also on political settlement and costs. However, Dixit and Londregan (1996) argued that privatization may be seen as a negative development by the public on the opinion of undemocratic shift of property owned by the government to private investors. This can result in the governing party losing its votes in such region. The position of political patronage in the decision to privatize was considered, such as; hiring decisions of government-owned firms can be influenced by politicians to favour supporters. Further to the evaluation of political and financial-economy effect on privatization, research was conducted on India Government. This country was used as a case study because it has a huge political competition among its political parties with multiparty democracy (Dinc and Gupta, 2011). This research contributes to the political and finance-economy literature by investigating privatization effects suggest that selection of companies for privatization are done randomly, but the result presented from Dinc and Gupta (2011) point out that privatization decision is probably endogenous to characteristics of the firm. The literature is structured as follows; Section one describes the political system in Indian along with its privatization. Section two, discusses the political and financial-economy factors that are possible to affect government decision to privatize its public utilities. While section three, presents the conclusion of this research. 1. Privatization and Indian Political System 1.1. Firms Owned by Government In Indian post-independence era, firms owned by government were justified by anxiety that projects that involve large investment and time-consuming gestation periods will not be awarded to private sectors. There was rapid nationalization of firms across all sectors between 1960 and 1991, which boost the formation of gross capital in firms owned by the Federal Government to 40% of the entire gross capital establishment in the market economy (Ministry of Finance, 1996). According to Ministry of Finance (2004), the wages of government companies’ workers are higher compare to private companies’ staff and overstaffed usually occur in government companies. For instance, federal government firms employed over 10% workers from various structured sector in 2003, and their wages were averagely double that of private sector (Panagariya, 2008). This huge difference in their wage recommends why government workers vigorously disagree with government decision to privatization. 1.2. Political System India has a legislative system where representatives are directly elected from 543 single member constituencies dispersed across 35 states, while the national government was formed by alliance of parties or political party that wins most of the constituencies. About 450 political parties participated in five elections to the federal government, held since the commencement of privatization program in 1991. These elections are 1991, 1996, 1998, 1999 and 2004. It is important to recognize the establishment of alliance among national political parties, before the commencement of election so as to inflate their probability of acquiring the majority (Dinc and Gupta, 2011). The Congress Party initiated the economic reforms that won the 1991 elections with the support of its allies and remain in as the ruling party until the 1996 election. After 1996 election, there were successive short-lived governments that later collapsed as a result of support deficiency from affiliated members (Dinc and Gupta, 2011). 1.3. Privatization Process In 1991, Indian created sweeping economic reforms which comprises of privatization and deregulations, as a reaction to balance payment crisis. 50 companies out of 280 nonfinancial companies that are owned by the Federal Government were privatized between 1991 and 2006. The decision to privatized list of companies was takes at the Cabinet level where every government produce its own list. The Congress government commenced the privatization in 1991, and later continued in 1999 by the BJP administration after a brief interruption by the successive government (Dinc and Gupta, 2011). Comparatively, privatization is not famously practiced in India unlike United Kingdom (UK) where almost all government-owned firms are been privatized such as British Gas, Transport for London (TFL), British Airport Authority. Since Congress and BJP parties have engaged in privatization, neither any of them as an intellectual obligation to privatization, as both parties have campaigned against each other using anti-privatization rhetoric (Dinc and Gupta, 2011). For instance, the Congress government were attacked by the BJP conservatives on privatization plans (Reuters News, 1992; cited in Dinc and Gupta, 2011), and eventually collide with the labour unions to protest privatisation (Reuters News, 1993; cited in Dinc and Gupta, 2011). In 2004, the Congress Party also campaigned against the BJP’s reform agenda, based on the platform of limited privatization, the Congress party won the election (Dinc and Gupta, 2011). 2. The Role of Political and Financial-Economy Factors in Privatization Decision 2.1. Financial Factors: Firm Size and Profitably Adverse effect could exist in the quality of companies that decide to publicized, if the issuers have more information than the investors about the company’s value (Leland and Pyle, 1977). According to Chemmanur and Fulghieri (1999), they argued that there is probability for adverse selection cost to be greater for both smaller and younger companies. This is backed by the result of Pagano et al. (1998), who suggested that smaller companies are not likely to be privatised. In the context of privatization, the methods of sales in a cross-country sample of privatised companies were compared together by Megginson et al., (2004). From his analysis, he finds that compared to private capital markets, big companies have the possibility to be privatized over shares sales to the public. 2.2. Political Factors Theoretically, Persson and Guido (2002) suggested that is likely for the politicians to target public funds to important constituencies with swing voters to succeed in elections. Experimentally, Dahlberg and Johansson (2002) shows that allowance allocation in Sweden is intense in constituencies with more swing voters, and research shows that French companies that are politically associated create additional jobs in politically aggressive constituencies (Bertrand et al., 2007). Shleifer and Robert (1994) argued that interference in the operation of companies by politicians is a major cause of inefficiency in companies owned by the government. Conclusion Since most privatizing governments sell companies, owned by the government over time or not at all, we investigate if political and financial-economy factors as well as political objectives are likely to affect government decision to privatized its public utilities. Using Indian as an exemplification, government owned companies which comprises of companies that remain fully government owned and privatized companies were investigated. Although privatization advantages like efficiency developments are distributed across the community, the costs are probably to be distinctively intense among a small group. Therefore, the voter’s support could be declined for the governing party in constituencies where the company is located. Similarly, the public may have negative opinion on privatization as a diverging transfer to public utilities or assets to private investors. The adverse reaction on outcome of elections in that constituency will be increased if the ruling party encounter a close race with the other political parties. Finally, the research suggests that selection of companies for privatization is not by chance. Accepting political contest as a tool for privatization decision, the sale of companies owned by the government was found as a facilitator to significance development in efficiency as well as profitability of these companies. References Aghion, P., Tirole, J., 1994. The management of innovation. Quarterly Journal of Economics 109, 1185–1209. Ahmed, S. and Ashutosh, V., 2008, Battles half won: The political economy of India’s growth and economic policy since independence, World Bank Working paper No. 15. Ansolabehere, S., and James S. J., 2007, Party control of state government and the distribution of public expenditures, Scandinavian Journal of Economics 108, 547– 569. B¨os, D., 1991. Privatization: A Theoretical Treatment. Oxford University Press, Oxford. Chemmanur, T. and Fulghieri, P., 1999, A theory of the going public decision, Review of Financial Studies 12, 249–279. Department of Disinvestment, 2007. Evolution of Disinvestment Policy in India . Government of India. Available at: Dinc, S. and Gupta, N., 2011. The Decision to Privatize: Finance and Politics. The Journal of Finance, LXVI(1), pp 241-269. Dixit, A. and Londregan, J,. 1996, The determinants of success of special interests in redistributive politics, Journal of Politics 58, 1132–1155. Gupta, Nandini, 2005, Partial privatization and firm performance, Journal of Finance 60, 987–1015. Leland, H. and David P., 1977, Informational asymmetries, financial structure, and financial intermediation, Journal of Finance 32, 371–387. Ministry of Finance, Government of India, 1996, Economic Survey of India (Government of India, New Delhi, India). Ministry of Finance, Government of India, 2004, Economic Survey of India (Government of India, New Delhi, India). Pagano, M., Fabio, P. and Luigi, Z., 1998, Why do companies go public? An empirical analysis, Journal of Finance 53, 27–64. Panagariya, A., 2008, India: An Emerging Giant (Oxford University Press, New York). Persson, T. and Guido T., 2002, Political Economics: Explaining Economic Policy (MIT Press, Cambridge). Persson, T. and Guido, T., 2002, Political Economics: Explaining Economic Policy (MIT Press, Cambridge). Shapiro, K. and Willig, R., 1990. Economic rationales for the scope of privatization. In: Suleiman, E.N.,Waterbury, J. (Eds.), The Political Economy of Public Sector Reform and Privatization. Westview Press, Boulder, CO. Shleifer, A. and Robert, V., 1994, Politicians and firms, Quarterly Journal of Economics. 109, 995–1025. A National Government’s Decision to Privatize its Public UtilitiesPage 1 Privatization of Public Utilities Essay

Allen County Community College Spanish Demonstrative Adjectives & Pronouns Worksheet

Allen County Community College Spanish Demonstrative Adjectives & Pronouns Worksheet.

Read the dialogue and fill in the blanks with the appropriate demonstrative adjective or pronoun.
1)- Gracias por estar hoy en mi fiesta de cumpleaños, Ana. (1)  (this) es mi casa. ¡Bienvenida!
– Estoy feliz de celebrar tu cumpleños en tu casa y con tu familia. ¿Todas (2)  (these) personas son miembros de tu familia?
– Sí, (3)  (that) señora con el vestido verde es mi abuela.(4)  (that over there) mujer de pelo negro es mi madre.
– Tu madre y tu abuela son muy guapas. ¿Quién es (5)  (this) niño con pantalones cortos?
– (6)  (that) es mi primo Carlitos. Es el hijo de mi tía Lupe, (7)  (that) mujer baja de pelo rizado.
– ¿Y quién es (8)  (that over there) hombre alto en el jardín? ¿Es tu padre?
– No, (9)  (that one) es mi tío Alonso. Él es el esposo de Lupe.
– Todos están muy contentos. (10)  (this) es un día especial para ti y tu familia.
– Sí, ¡a todos nos gusta celebrar!
Read the dialogue and fill in the blanks with the appropriate demonstrative adjective or pronoun.

1)- Gracias por estar hoy en mi fiesta de cumpleaños, Ana. (1)  (this) es mi casa. ¡Bienvenida!
– Estoy feliz de celebrar tu cumpleños en tu casa y con tu familia. ¿Todas (2)  (these) personas son miembros de tu familia?
– Sí, (3)  (that) señora con el vestido verde es mi abuela.(4)  (that over there) mujer de pelo negro es mi madre.
– Tu madre y tu abuela son muy guapas. ¿Quién es (5)  (this) niño con pantalones cortos?
– (6)  (that) es mi primo Carlitos. Es el hijo de mi tía Lupe, (7)  (that) mujer baja de pelo rizado.
– ¿Y quién es (8)  (that over there) hombre alto en el jardín? ¿Es tu padre?
– No, (9)  (that one) es mi tío Alonso. Él es el esposo de Lupe.
– Todos están muy contentos. (10)  (this) es un día especial para ti y tu familia.
– Sí, ¡a todos nos gusta celebrar!
Para identificar algo o a alguien dentro de un grupo podemos utilizar estas estructuras. Busca en los diálogos un ejemplo de cada una y escríbelo.
? A ver, ¿y quién es el que te gusta?
? Este. Es muy guapo, ¿no?
? ¿El de la camisa de cuadros? Es Luis.

? Mira, Nieves, este es Jacobo, mi primo.
? Ah, hola, encantada.
? Igualmente. Anabel siempre me habla de ti.

? Ese chico de ahí es el novio de Marta.
? ¿Cuál? ¿El rubio? ¿El que está al lado de Fran?
? No. Es aquel, el que está en la pista de baile.

© 2019 Difusión, Centro de Investigación y Publicaciones de Idiomas
1)el / la / los / las + adjetivo: ¿  ?2)el / la / los / las + de + nombre: ¿  ?3)el / la / los / las + que + verbo: ¿  ?
Allen County Community College Spanish Demonstrative Adjectives & Pronouns Worksheet

Fundacao Getulio Vargas Effects of Screens on People Reflection Paper

term paper help Fundacao Getulio Vargas Effects of Screens on People Reflection Paper.

Overview: As you delve further into Psychology, there are so many topics that can be of interest to you! A great place to explore and learn about different topics is through TED talks, as many TED talks are created by prominent researchers in their fields.For this assignment, you will choose a TED talk from the list provided below, and write a 3-page reflection paper on it. Instructions: In your reflection paper, you will address the following six (6) content components: 1. Summarize the main ideas presented in the TED talk. 2. Discuss something new that you learned. 3. State whether you agree or disagree with the main ideas presented in the talk, and explain why you agree or disagree. 4. Discuss how you might apply what you’ve learned to your own life. 5. Research additional information related to this topic, and include a discussion of what you found most interesting. Include the link to the source you have chosen. 6.Discuss at least one idea/question for follow-up research on this topic. Requirements: • This reflection paper should be a minimum of three (3) full pages in length. The page requirement does not include the title and reference pages. • Writing should be in paragraph form, double-spaced, with one-inch margins on all sides. • Reference the TED Talk you viewed using the following format: Presenter Surname, First Initial, Second Initial. (Year of publication, Month Day).Title of the TED talk [Video file]. Retrieved from http://www.ted.com/restofaddress
Fundacao Getulio Vargas Effects of Screens on People Reflection Paper

Central Georgia Technical College Silver Airways Planning Process & SWOT Analysis Paper

Central Georgia Technical College Silver Airways Planning Process & SWOT Analysis Paper.

Purpose The purpose of this project is to introduce you to the planning process and to complete a SWOT analysis to determine a company’s strengths, weaknesses, opportunities and threats. Using the information gathered to complete the SWOT, you will begin to build a Strategic Plan identifying and discussing the company’s goals and objectives.Outcome Met by Completing This AssignmentEmploy effective planning processes to develop strategies, goals, and objectives in order to enhance organizational performance and sustainability.Instructions and Case BackgroundNote: Before starting work on Project I, you must read the Project 1 rubric very carefully. You are requested to complete Project 1 in the role of a recent business degree graduate, newly hired by Silver Airways. Your manager has requested your assistance in conducting a SWOT analysis and developing the goals and objectives for a strategic plan. The strategic plan is necessitated by Silver Airways’ CEO requesting an assessment of the airline’s ability to become a “major U.S. airline” and the subsequent steps it needs to take to make that happen. You will use the course materials for weeks 1 – 3 and your research findings based on the Silver Airlines’ links below. This information will allow you to perform an analysis on the current state of Silver Airways to determine its strengths, weaknesses, opportunities, and threats toward becoming a major US airline. You will complete a SWOT table identifying the strengths, weaknesses, opportunities, and threats you identified for Silver Airlines. Based on your SWOT table, you will then develop and explain your goals and their related objectives. Your manager has informed you of the following facts: Florida-based Silver Airways recently announced its acquisition of Seaborne Airlines, headquartered in Puerto Rico. Expanding its flight routes within the Caribbean, makes the company the highest volume airline to the Bahamas and the Caribbean. In addition to its Bahama and Caribbean flights, Silver Airways serves the southeast and a few northeast states.Your manager has provided you with the links found below and indicated that route expansion, a new fleet of aircraft and the acquisition of Seaborne Airlines should be considerations in your analysis. Of course, the focus of your analysis is Silver Airways and not Seaborne Airlines.Your analysis, SWOT table, goals and objectives must be supported by a logical and well-reasoned evaluation of the facts ascertained from the course materials and links provided. Research Linkshttps://www.silverairways.comhttps://www.seaborneairlines.comhttps://www.silverairways.com/about-silver/seaborn…https://www.silverairways.com/about-silver/press-r…You may do additional research related to Silver Airways to enhance your SWOT analysis, SWOT Table and goals and objectives.Note: Your report must be based on the results of your own research. This means that you will research and draw your own conclusions, which must be supported by your independent research and the course materials. You are precluded from the use of any existing SWOT analysis, SWOT Table, and goals and objectives ascertained from anyone else’s source material (e.g., internet sites, for-pay websites, existing documents, video resources, and the like). A zero will be earned for not doing your own analysis.How to Set Up the PaperCreate a Word or Rich Text Format (RTF) document that is double spaced. Use 12-point font. The final product will be 4-5 pages in length, excluding the title page and reference page. Write clearly and concisely. Create an compliant title page that provides the paper’s title, your name, the course number, the section number and your instructor’s name.Use the following headings in the same order they appear below in completing your project:IntroductionWrite an Introduction paragraph. The Introduction paragraph is the first paragraph of the paper and will be used to describe to the reader the intent of the paper explaining the main points covered in the paper. This intent should be understood prior to reading the remainder of the paper so the reader knows exactly what is being covered in the paper. The introduction is often written after the paper is completed.SWOT TableUsing the research from the websites provided and any additional research, complete a SWOT Table for Silver Airways using the format below.Provide a minimum of three strengths, three weaknesses, three opportunities and three threats. See the grading rubric for specifics and further guidance.Provide an in-text citation for each item presented in the SWOT Table. StrengthsWeaknessesOpportunitiesThreatsSWOT Analysis: Silver AirwaysWrite a paragraph for each quadrant (Strengths, Weaknesses, Opportunities, Threats) in the SWOT explaining the rationale for each of the criterion (Strengths, Weaknesses, Opportunities, Threats) within each SWOT quadrant. Support your reasoning. Remember, there must be a minimum of three criteria in each quadrant. Be certain to label each of the four paragraphs at its start as the paragraph that is discussing Strengths, Weaknesses, Opportunities, or Threats. Goals and ObjectivesYou will now begin to build the framework for the Strategic Plan to be developed. Identify and explain three (3) major goals that the company should attain based on its acquisition of Seaborne Airlines, with explanations as to the importance of each goal and why the goals are relevant to the company’s long-term goal of becoming a major US airline. For each goal, you will then define and discuss at least two objectives for each goal.Make sure to use the research and course materials to support your analysis. STUDENTS: The format and framework for your goals and objectives must be as follows: STRATEGIC GOAL 1: Must be written as a goal with a brief explanation of support for that goal. *Objective 1: *Objective 2: *Students will provide at least two objectives to support each Strategic Goal. Objectives must be stated so as to be clearly linked to the strategic goal they support. A brief explanation for each objective’s relevance to the goal it supports must be provided. STRATEGIC GOAL 2: Must be written as a goal with a brief explanation of support for that goal. *Objective 1: *Objective 2: *Students will provide at least two objectives to support each Strategic Goal. Objectives must be stated so as to be clearly linked to the strategic goal they support. A brief explanation for each objective’s relevance to the goal it supports must be provided. STRATEGIC GOAL 3: Must be written as a goal with a brief explanation of support for that goal. *Objective 1: *Objective 2: *Students will provide at least two objectives to support each Strategic Goal. Objectives must be stated so as to be clearly linked to the strategic goal they support. A brief explanation for each objective’s relevance to the goal it supports must be provided. ConclusionCreate a concluding paragraph. The conclusion paragraph highlights the major findings covered in the paper. List References Use the checklist below to ensure your paper’s compliance with assignment instructions. . ChecklistSpecific Project RequirementsProofread your paper. Ensure your topic headings and format follow the above sequence. Read and use the grading rubric while completing the paper to ensure all requirements are met that will lead to the highest possible grade. Third person writing is required. Third person means that there are no words such as “I, me, my, we, or us” (first person writing), nor is there use of “you or your” (second person writing). If uncertain how to write in the third person, view this link: http://www.quickanddirtytips.com/education/grammar/first-second-and-third-person. Contractions are not used in business writing, so do not use them. Paraphrase and do not use direct quotations. Paraphrase means you do not use more than four consecutive words from a source document. Removing quotation marks and citing is inappropriate. Instead put a passage from a source document into your own words and attribute the passage to the source document. There should be no passages with quotation marks. Using more than four consecutive words from a source document would require direct quotation marks. Changing words from a passage does not exclude the passage from having quotation marks. You are expected to use the research and weekly course materials to develop the analysis and support the reasoning. There should be a robust use of the course material. Material used from a source document must be cited and referenced. A reference within a reference list cannot exist without an associated in-text citation and vice versa. Changing words from a passage does not exclude the passage from having quotation marks. Use in-text citations and provide a reference list that contains the reference associated with each in-text citation.You may not use books in completing this problem set unless part of the course material. Also, do not use a dictionary, Wikipedia or Investopedia or similar sources.Provide the page or paragraph number in every in-text citation. Since the eBook does not have page numbers, include the chapter title and topic heading. If using a video, provide the minutes and second of the cited material.Step 3: Submit the paper in the Assignment Folder (The assignment submitted to the Assignment Folder will be considered the student’s final product and therefore ready for grading by the instructor. It is incumbent upon the student to verify the assignment is the correct submission. Where Turnitin is available students are encouraged to modify their paper where warranted to bring the paper into compliance with proper citation requirements.)
Central Georgia Technical College Silver Airways Planning Process & SWOT Analysis Paper

literature Review of Hate Crimes

Abstract Hate crime is a term that was born in the 1980’s from journalists and policy advocates who were trying to describe crimes of bias against African Americans, Asians, and Jews. From there, the term hate crime expanded and an act was passed that required the tracking of hate crime statistics. These statistics can often be misleading due to the underreporting of hate crimes and the strict requirements surrounding what constitutes a hate crime. Gender based hate crime is the most prevalent, with African Americans being the largest racial group targeted by hate crime. Trends develop in the amount of hate crimes as seen by the recent upswing in hate crimes against Middle Easterners following the September 11, 2001 terrorist attacks. Police have responded to hate crime by changing their policies and creating new units to specifically target hate crime. There have been new laws created regarding hate crimes and an enhancement of their punishment in an effort to combat hate crime. Possible solutions to try to decrease hate crime focus on the early identification of young adults and juveniles who may be prone to commit these acts and the intervention and education of offenders. There must also be a focus on the tactics of law enforcement officers if hate crime is to be reduced. 3 A Study of Hate Crime To better determine how to respond to and handle hate crime, it helps to understand just what hate crime is. An example of hate crime from Shively and Mulford (2007) is, “In December 2000, in Brooklyn, New York, Mohammad Awad punched Chaim Spear while yelling obscenities and anti-Semitic remarks” (para. 1). This is a very basic example of what can be a very complex criminal act. Specific statistics on just how many hate crimes are committed can be a bit murky due to reporting methods, but one thing that can be gathered from the statistics is that hate crime is not going away anytime soon. Since hate crime is not going away, the appropriate response to hate crime from police and courts is more important than ever. The response of police and courts should also work towards solving the problem of hate crime. That can mean targeting hate crime in youth offenders and possibly preventing it or changing the tactics of law enforcement officers. When studying any problem, a good place to start is determining the origins of the problem. With that being said, hate crime has most likely been around as long as there have been people with differences in religion, race, or sexual orientation trying to live together. But, as pointed out by Shively and Mulford (2007), “The term “hate crime” was coined in the 1980’s by journalists and policy advocates who were attempting to describe a series of incidents directed at African Americans, Asians, and Jews” (para. 26). The collection of statistics regarding hate crimes began in 1990. It was at this time that the Hate Crime Statistics Act was passed by Congress. The act as defined by Bartol and Bartol (2011), “Known as the Hate Crime Statistics Act, it requires data collection of violent attacks, intimidation, arson, or property damage that are directed at a person or group of persons because of race, religion, sexual orientation, or ethnicity” (p. 17). During the 1990’s, the act was expanded to include disabilities, both physical and mental, as a tracked bias. The Hate Crimes Sentencing Enhancement Act was also passed during the 1990’s to lengthen sentences for perpetrators convicted of hate crimes. While studying hate crime it is apparent that there can be trends in hate crime. African Americans usually top the chart in being the target of hate crime, but a trend that started after the terrorist attacks of September 11, 2001 were an increase of hate crimes against people from the Middle East. One of the more surprising finds from Steinberg, Brooks, and Remtulla (2003) was, “Gender-based hate crimes, or crimes against women, are perhaps the most prevalent form of hate crime in general, but the most socially acceptable and prevalent type of hate crime among teenagers and young adults is that targeting sexual minorities” (para. 28). This find was surprising to read at first, but after reflection, the find makes sense. In many countries, women are still seen as second-class citizens with less rights and privileges than their male counterparts. Among teenagers and young adults, there is still a negative stigma around being homosexual as seen from some of the slang still used. An example of this is hearing a group of students describe something they deem to be bad as “gay”. The impact these hate crimes have on the victims can be overwhelming and lasting. As described by Bune (2004), “Sometimes they blame themselves for being victimized, although they are innocent victims. As a consequence of their victimization, victims may isolate themselves from others and possibly develop strong mistrust of other people” (para. 10). The impact on the victims makes it very important to get a clear picture on how prevalent hate crime is. But, because of underreporting, it is very hard to have accurate statistics on just how prevalent hate crime is overall. As stated above, two of the problems with statistics regarding hate crimes is determining what constitutes a hate crime and victims not always reporting the crimes against them in fear of either retaliation or shame. According to research from Shively and Mulford, the FBI found 7,163 hate crime incidents with 8,795 victims in a 2005 study. But, the Bureau of Justice Statistics (BJS) using victim interviews and including times when the offender either used hateful symbols or language found 191,000 incidents affecting 210,000 victims. As they explain, “The disparity in these two estimates stems, in part, from an important difference in the data collected: the FBI counts only crimes that are reported to the police. For the NCVS, BJS collects information from victims, who are asked if they think hate played a role in the crime” (para. 8). This is a huge gap in the two numbers and more than likely, the true scope of the problem lies somewhere in between the two numbers. A specific look at some of the groups from the research of Steinberg, Brooks, and Remtulla shows, “In 1999, there were 7,876 hate crimes reported, of which 4,295 were motivated by racial bias, 1,411 by religious bias, 1,217 by sexual orientation bias, 829 by ethnicity/national origin bias, 19 by disability bias and 5 by multiple bias” (para. 24). With over half of reported hate crimes that were reported being motivated by racial bias, it is clear that race is still an issue in the United States. These statistics can help in responding to hate crime by determining where efforts should be focused. Two main entities focused on hate crime right now are police departments and the court system. Police departments have begun to deal with hate crime by altering their policies regarding how hate crimes are handled and by creating units specifically to deal with hate crimes. One of these policy changes according to Bune is, “Establish clearly that the department has “zero tolerance” to any form of hate crime, regardless of apparent seriousness” (para. 6). By doing this, the community will begin to understand that hate crime will not be tolerated and as mentioned above, the penalties for hate crimes can be more severe. The units as described by Shively and Mulford, “Many jurisdictions have established hate-crime units in their police departments, and some regional task forces are devoted to investigating hate crime” (para. 13). These units have the time to focus on hate crimes specifically and implement strategies in dealing with and hopefully eliminating hate crime. The court system has a tough balancing act regarding hate crimes. There are many acts that are racially motivated, but because of first amendment rights are protected. One example is cross burning. As explained by Harr, Hess, and Orthmann (2012), “Without more evidence to prove a hate crime, cross burning is deemed a protected form of speech” (p. 151). The court cannot interpret what is meant by the acts involved even if they are implied. Even without that, there is still the positive regarding hate crime legislation and laws. According to Shively and Mulford, “The Federal Government and all but one State (Wyoming) have specific hate-crime laws” (para. 10). Even though these laws vary in what they encompass or the enhancement of the penalties, having the laws in place is a step in the right direction regarding handling hate crime. After getting an idea about what hate crime is and tactics to try to combat it, there is another question that must be answered. What can be done to get rid of hate crime or at least significantly reduce the number of hate crimes? One idea from Steinberg, Brooks, and Remtulla is, “To prevent future hate crimes, law enforcement agencies, state and federal agencies, public interest groups, and schools have been working together to identify and track hate crimes and to mitigate the conditions that foster them” (para. 44). It is not surprising that there is a large amount of hate crimes perpetrated by young adults and juveniles. That developmental period lends itself to trying to fit in and struggling with peer pressure. That is why there must be a focus on young adults and juveniles if hate crime is to be decreased. Three ways this can be accomplished is by tracking the crimes that are being committed and identifying the causation behind them, stopping the recruitment of juveniles to hate groups, and using the data from tracking and identifying the causation of hate crime to intervene and educate at risk juveniles and young adults. Another way to try to reduce hate crime is to alter law enforcement tactics. This can be accomplished in a number of ways, such as police leadership ensuring that departmental policies are followed regarding hate crimes and assisting prosecutors in getting convictions of hate crimes by providing accurate information. A major tactic regarding victims as explained by Bune is, “…recognizing the particular fears and distress typically suffered by victims, the potential for reprisal and escalation of violence, and the far-reaching negative consequences of hate crimes on the community, the department will attend to the security and related concerns of the immediate victims and their families” (para. 28). There should be a focus on healing and the rights of the victim after a hate crime has taken place. It not only helps the victim and their family, but the community as well to see that there is support and that it is okay to report crimes with fear of retaliation. Hate crime’s definition has expanded since the 1980’s. Even as different groups are added, the importance of focusing on hate crime will not change. Statistics regarding hate crime are very hard to track due to the underreporting of them as well as strict definitions on what the FBI determines to be a hate crime. Over the past few years, police departments and the court system have responded to hate crime by changing their policies, creating new units, and enacting laws centered on hate crime. Some possible solutions to decrease hate crime are to focus on young adults and juveniles and by changing law enforcement tactics regarding hate crime. A final example of hate crime and just how heinous and serious it can be comes from June 1998 in Jasper, Texas. James Byrd, Jr. was a 49-year-old African American man who was walking home from a family party when he was offered a ride home by three known white supremacists. They took him to a remote road and beat him and then dragged him behind their truck. The rest of the story as described by Bartol and Bartol, “Police found Byrd’s head, neck, right arm, torso, shoes, a wallet, and other personal items scattered along the route. A mile-long blood trail on the road marked the gruesome scene” (p. 18). A scene like the one described is not just another murder. It is the perfect example of the type of hate needed to commit a crime of this magnitude and why there needs to be such a focus on hate crime and its prevention. 9

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