Module 3 Notes

  • Module 3 Chapter Eight: User Interface Design Apply Your Knowledge

    User Interface Design Apply Your Knowledge\n\n ","right":"[http://student.land/products.php?product=Module-3-Chapter-Eight%3A-User-Interface-Design-Apply-Your-Knowledge](http://student.land/products.php?product=Module-3-Chapter-Eight%3A-User-Interface-Design-Apply-Your-Knowledge)"},{"left":"Module 3 Ch


  • Module 3 Chapter Eight: User Interface Design Apply Your Knowledge

    [http://student.land/module-3-chapter-eight-user-interface-design-apply-your-knowledge/](http://student.land/module-3-chapter-eight-user-interface-design-apply-your-knowledge/)"},{"left":"Module 3 Chapter Eight


  • Module 3 Shadow health Lung assessment

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  • Module 3: Advanced Probability -Module 3 Assessment - answers

    n\na. 50\n\nb. 30\n\nc. 40\n\nd. 20\n\nQuestion 2\n\nCorrect\n\n1.00 points out of 1.00\n\nFlag question\n\nQuestion text\n\nWhat is the probability that after reshuffling, the four S's come consecutively in the word MISSISSIPPI?\n\nSelect the correct option.\n\nSelect one:\n\na. 4/165\n\nb. 2/165\n\nc. 3/165\n\nd. 1/165\n\nQuestion 3\n\nCorrect\n\n1.00 points out of 1.00\n\nFlag question\n\nQuestion text\n\nA coin is tossed four times. Calculate the probability of obtaining more heads than tails\n\nMore help, click here.\n\nSelect the correct option.\n\nSelect one:\n\na. 0.3125\n\nb. 0.525\n\nc. 0.625\n\nd. 0.375\n\nQuestion 4\n\nCorrect\n\n1.00 points out of 1.00\n\nFlag question\n\nQuestion text\n\nThere are 20 people among whom two are sisters. Find the number of ways in which we can arrange them around a circle so that there is exactly one person between the two sisters.\n\nSelect the correct option.\n\nSelect one:\n\na. 2! 19!\n\nb. 18!\n\nc. 19!\n\nd. 2! 18!\n\nQuestion 5\n\nCorrect\n\n1.00 points out of 1.00\n\nFlag question\n\nQuestion text"},{"left":"","right":""},{"left":"","right":""},{"left":"","right":""}]


  • Module 3 Shadow health Lung assessment


  • Module 3 - SLPBuilding an Ethics-Based Workplace Culture The Chief Ethics Officer

    \n\nhttp://student.land/module-3-slpbuilding-an-ethics-based-workplace-culture-the-chief-ethics-officer/\n\nModule 3 - SLPBuilding an Ethics-Based Workplace Culture\n\nThe Chief Ethics Officer\n\nAssignment Overview\n\nIn this assignment you will be asked to consider the role of organizational leaders with respect to ensuring companies work to create an ethical workplace culture. It is important for all upper level leaders to ‘walk the talk’ so to speak. In addition, many larger companies have a Chief Ethics and Compliance Officer who provides leadership and oversight to the company’s business ethics related endeavors. Recall that Lockheed Martin has such an executive level position. However, not all companies have such a position. In this assignment you will be asked to discuss the contributions of executive leaders and of the Ethics Officer with respect to building an organization that values workplace ethics. \n\nWhat do you believe are the most important characteristics of ethical leadership?\n\nDescribe the relationship between the ethical leader and the follower. \n\nWhy is this relationship important for organizations that are attempting to do the right thing? \n\nBased on your readings (both the articles provided and Terris' text), what is the role of the Chief Ethics Officer and how does the role of this person relate to the success of the ethics related endeavors within large organizations?\n\nSLP Assignment Expectations\n\nYour paper should be 3–4 pages, double-spaced and in 12-point type size.\n\nYour paper should have a separate cover page and a separate reference page. Make sure you cite your sources. \n\nModule 3 - BackgroundBuilding an Ethics-Based Workplace CultureRequired Reading\n\nTerris, Daniel. (2005) Ethics at Work: Creating Virtue at an American Corporation. Brandeis University Press. Waltham, MA. Retrieved from ProQuest ebrary.\n\nFor your SLP assignment, please read the following article.\n\nGnazzo, P. J. (2011). The Chief Ethics and Compliance Officer: A Test of Endurance. Business & Society Review (00453609), 116(4). Retrieved from Trident University Library.\n\nAlso, please spend some time researching other sources to help you develop your key arguments.\n\nMihelic, K. K., Lipicnik, B., & Tekavcic, M., (2010). Ethical leadership. International Journal of Management and Information Systems, 14(5), 31-41. Retrieved from the Trident Online Library. \n\nOates, V., & Dalmau, Tim,. (2013). Instilling ethical leadership. Accountancy SA, 38-41. Retrieved from the Trident Online Library.\n\nThe following Pearson learning tools should be reviewed to help you prepare for your discussion board postings: \n\nPearson MyCourse Tools, (2015). Freewill, Moral Responsibility and Ethics. Interactive Tutorial. http://www.pearsoncustom.com/mct-comprehensive/asset.php?isbn=1269879944&id=22549\n\nPearson MyCourse Tools, (2015). Freewill, Moral Responsibility and Ethics. Podcast. http://www.pearsoncustom.com/mct-comprehensive/asset.php?isbn=1269879944&id=22562"},{"left":"","right":""},{"left":"","right":""},{"left":"","right":""}]


  • Module 3 - SLPDATA LINK PROTOCOL AND COMMUNICATION NETWORKS

    n\nDemonstrate clear understanding of the subject and address all key elements of the assignment.\n\nShow analysis, synthesis, and evaluation of required material.\n\nDemonstrate writing proficiency at the academic level of the course; address the Learning Outcomes of the assignment.\n\nUse and cite relevant and credible sources to support assertions. The report is well organized and follows the structure of a well-written paper. APA style format is applied for all citations. \n\n "},{"left":"","right":""},{"left":"","right":""},{"left":"","right":""}]


  • Module 3 - BackgroundBuilding an Ethics-Based Workplace CultureRequired Reading

    A Test of Endurance. Business & Society Review (00453609), 116(4). Retrieved from Trident University Library.\n\nAlso, please spend some time researching other sources to help you develop your key arguments.\n\nMihelic, K. K., Lipicnik, B., & Tekavcic, M., (2010). Ethical leadership. International Journal of Management and Information Systems, 14(5), 31-41. Retrieved from the Trident Online Library. \n\nOates, V., & Dalmau, Tim,. (2013). Instilling ethical leadership. Accountancy SA, 38-41. Retrieved from the Trident Online Library.\n\nThe following Pearson learning tools should be reviewed to help you prepare for your discussion board postings: \n\nPearson MyCourse Tools, (2015). Freewill, Moral Responsibility and Ethics. Interactive Tutorial. http://www.pearsoncustom.com/mct-comprehensive/asset.php?isbn=1269879944&id=22549\n\nPearson MyCourse Tools, (2015). Freewill, Moral Responsibility and Ethics. Podcast. http://www.pearsoncustom.com/mct-comprehensive/asset.php?isbn=1269879944&id=22562\n\nModule 3 - CaseBuilding an Ethics-Based Workplace CultureAssignment Overview"},{"left":"","right":""},{"left":"","right":""},{"left":"","right":""}]


  • Module 3 - Background PROMOTION Required Material.

    n\nKolah, A. (2012). Social media and PR strategy. Guru in a Bottle: High Impact Marketing That Gets\n\nResults. London, GBR: Kogan Page Ltd., pp. 260-275. [Ebrary]\n\nAmong the Optional Readings, Table 8.1 listing the advantages and disadvantages of different\n\npromotion strategies in Chapter 8 of Richardson and Gosnay (2010) is recommended but not\n\nrequired. There is also a BizSkill promotion interactive simulation that will help reinforce the concepts\n\nfrom this module. Optional Reading\n\nBizSkill: Promoting a product. (2014). Pearson Learning Solutions. New York, NY. http://www.pearsoncustom.com/mct-comprehensive/asset.php?isbn=1269879944&id=11833 Richardson, N. & Gosnay, R. (2010). Chapter 8: How communication works. Creating Success:\n\nDevelop Your Marketing Skills. Kogan Page Ltd., London, GBR. [Ebrary]\n\nRuskin-Brown, I. (2006). Chapter 4, Part 3: The marketing mix – marketing communications and\n\npromotion (marcomms). Mastering Marketing. Thorogood, London, GBR. [Ebrary]\n\nRamachandra, K., Chandrashekara, B., & Shivakumar, S. (2010). Chapter 6: Promotion strategies.\n\nMarketing Management. Himalaya Publishing House, Mumbai, IND. [Ebrary]"},{"left":"","right":""},{"left":"","right":""},{"left":"","right":""}]


  • Module 3 - Background PROMOTION Required Material

    n\nKolah, A. (2012). Social media and PR strategy. Guru in a Bottle: High Impact Marketing That Gets\n\nResults. London, GBR: Kogan Page Ltd., pp. 260-275. [Ebrary]\n\nAmong the Optional Readings, Table 8.1 listing the advantages and disadvantages of different\n\npromotion strategies in Chapter 8 of Richardson and Gosnay (2010) is recommended but not\n\nrequired. There is also a BizSkill promotion interactive simulation that will help reinforce the concepts\n\nfrom this module. Optional Reading\n\nBizSkill: Promoting a product. (2014). Pearson Learning Solutions. New York, NY. http://www.pearsoncustom.com/mct-comprehensive/asset.php?isbn=1269879944&id=11833 Richardson, N. & Gosnay, R. (2010). Chapter 8: How communication works. Creating Success:\n\nDevelop Your Marketing Skills. Kogan Page Ltd., London, GBR. [Ebrary]\n\nRuskin-Brown, I. (2006). Chapter 4, Part 3: The marketing mix – marketing communications and\n\npromotion (marcomms). Mastering Marketing. Thorogood, London, GBR. [Ebrary]\n\nRamachandra, K., Chandrashekara, B., & Shivakumar, S. (2010). Chapter 6: Promotion strategies.\n\nMarketing Management. Himalaya Publishing House, Mumbai, IND. [Ebrary]"},{"left":"","right":""},{"left":"","right":""},{"left":"","right":""}]


  • Module 3 Data Collection Techniques and Conceptual Framework

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  • Module 3 - SLPStrategic Planning & Strategy Formulation

    http://student.land/module-3-slpstrategic-planning-strategy-formulation/\n\nModule 3 - SLPStrategic Planning & Strategy Formulation\n\nNote: This is a signature assignment that will be graded using the special rubric below to assess Information Literacy.\n\nCurrent Event Blog 3 \n\nFor this SLP submission you will be asked to submit your third blog entry about another important aspect of the strategic management process and to provide examples based on current events pulled from recent articles from reputable sources. (You will need to use at least five peer-reviewed articles for this assignment.) Peer-reviewed articles can be located by using the Trident Online Library. Please make sure that you cite/reference correctly in APA.\n\nFor this Signature Assignment, the articles for your blog entry must be no older than 12 months old.\n\nFor your third SLP discuss the importance of the strategy formulation and planning phase. Identify five recent peer-reviewed articles that discuss a recent major strategic effort on the part of an organization. What would you have recommended if you were sitting at the strategy planning table? Examples of such an effort might include mergers, buy-outs, sell-offs, introduction of innovative products, strategic marketing campaigns, and the like. \n\nDiscuss to what extent you believe this effort will succeed given the organization’s external environment. What is the takeaway for your reading audience? That is, what strategic planning lessons can be learned from the situation you highlighted in your blog entry?\n\nSLP Assignment Expectations\n\nYour SLP assignment should be a minimum of 3 pages in length. \n\nYou are required to use APA formatting and you are required to cite and reference your sources. There should be a minimum of five reputable sources cited and referenced in your paper. \n\nPlease make sure you review the assignment rubric prior to writing your assignment. \n\nInformation Literacy Rubrics for SLPs\n\nCriteria\n\nLevel 4 - Excellent\n\nLevel 3 - Proficient\n\nLevel 2 - Developing\n\nLevel 1 - Emerging\n\nDetermine the Extent of Information Needed\n\n8 points\n\nEffectively defines the scope of the research question or thesis. Effectively determines key concepts. Types of information (sources) selected directly relate to concepts or answer research question.\n\n7 points\n\nDefines the scope of the research question or thesis completely. Can determine key concepts. Types of information (sources) selected relate to concepts or answer research question.\n\n6 points\n\nDefines the scope of the research question or thesis incompletely (parts are missing, remains too broad or too narrow, etc.). Can determine key concepts. Types of information (sources) selected partially relate to concepts or answer research question.\n\n5 points\n\nHas difficulty defining the scope of the research question or thesis. Has difficulty determining key concepts. Types of information (sources) selected do not relate to concepts or answer research question.\n\nAccess the Needed Information\n\n6 points\n\nAccesses information using effective, well-designed search strategies and most appropriate information sources.\n\n5 points\n\nAccesses information using variety of search strategies and some relevant information sources. Demonstrates ability to refine search.\n\n4 points\n\nAccesses information using simple search strategies, and retrieves information from limited and similar sources.\n\n3 points\n\nAccesses information randomly, retrieves information that lacks relevance and quality.\n\nEvaluate Information and its Sources Critically\n\n6 points\n\nThoroughly (systematically and methodically) analyzes own and others' assumptions and carefully evaluates the relevance of contexts when presenting a position.\n\n5 points\n\nIdentifies own and others' assumptions and several relevant contexts when presenting a position.\n\n4 points\n\nQuestions some assumptions. Identifies several relevant contexts when presenting a position. May be more aware of others' assumptions than one's own (or vice versa).\n\n3 points\n\nShows an emerging awareness of present assumptions (sometimes labels assertions as assumptions). Begins to identify some contexts when presenting a position.\n\nUse Information Effectively to Accomplish a Specific Purpose\n\n3 points\n\nCommunicates, organizes, and synthesizes information from sources to fully achieve a specific purpose, with clarity and depth.\n\n2 points\n\nCommunicates, organizes, and synthesizes information from sources. Intended purpose is achieved.\n\n1 point\n\nCommunicates and organizes information from sources. The information is not yet synthesized, so the intended purpose is not fully achieved.\n\n0 points\n\nCommunicates information from sources. The information is fragmented and/or used inappropriately (misquoted, taken out of context, or incorrectly paraphrased, etc.), so the intended purpose is not achieved.\n\nAccess and Use Information Ethically and Legally\n\n4 points\n\nStudents use correctly all of the following information use strategies (use of citations and references; choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) and demonstrate a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information.\n\n3 points\n\nStudents use correctly three of the following information use strategies (use of citations and references; choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) and demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information.\n\n2 points\n\nStudents use correctly two of the following information use strategies (use of citations and references; choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) and demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information.\n\n1 point\n\nStudents use correctly one of the following information use strategies (use of citations and references; choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) and demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information.\n\nTimeliness\n\n3 points\n\nAssignment was submitted on time or delivered late with instructor’s approval.\n\n2 points\n\nAssignment was submitted 1-2 days after module due date.\n\n1 point\n\nAssignment was submitted 3-4 days after module due date.\n\n0 points\n\nAssignment submitted 5 or more days late or not submitted/received.\n\nOverall Score\n\nLevel 4\n\n27 or more\n\nLevel 3\n\n24 or more\n\nLevel 2\n\n21 or more\n\nLevel 1\n\n0 or more\n\n "},{"left":"","right":""},{"left":"","right":""},{"left":"","right":""}]


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