TSP Project 7-10 sentences

Please note the due date and time and submit your progress reports here. Simply attach your powerpoint or pdf file here. If you have a mac please save your file as a pdf and upload. Before doing that print your file, read it, edit/proof your work, and remove any artwork that blocks your content.
My personality test.
1.My personality type is EITJ (Extroverted, Intuiting, Thinking, Judging).
2a. Extroverted. From this personality test I learned that I like making lots of friends and communicate with them. However, time alone fills me with energy. Moreover, I have only a few close friends in large circles.
2b. Intuiting. I always look into the future, and I move forward with ideas and plans. I am a person who imagines what is happening to see the results by simply presenting it. I understand that I am using my sixth sense to understand the world.
2c. Thinking. I am an objective person and I like to make the decisions with my head, I analyze the pros and cons before making my final decision. I choose truth over mercy. it’s very important for me how each option will affect people.
2d. Judging. I learned that I have a judging personality because I take control. I’m scheduled and organized. To me Failing to plan is planning to fail. I like to stick to my word and complete task.
TSP Project:
TOP 10 LESSONS FROM THE SOLUTION PATH (TSP)

YOUR 10 LESSONS FROM THE SOLUTION PATH•READ TSP CHAPTERS: 2, 3, 4, 5, and pages 142-152•PREFERRED FORMAT OF LESSONs: IF/WHEN YOU DO X, THEN YA lesson consists of one sentence with this format. •IMPORTANT: All terms in your lesson must be defined, so those who never read The Solution Path can understand it without any further explanations.

LESSONS ARE•Simple points rather than multiple/complex point themes that need lots of time to be explained (like facilitator, facilitation, personality type etc)•Clear with all terms defined so everyone understands them without explanations.•Actionable (if X, then Y)•Stated in the affirmative (what you do rather what you don’t do)

EXAMPLE LESSONLesson: When you think positively, you develop solutions for your problems. (chapter 2, page 18)***Note that you cannot use this lesson in your project. You will not be getting points if you use this lesson. ***

Example lessons that do not work• When you use a facilitator, your meetings are effective. This lesson does not work because if you say it to an outsider who has not read The Solution Path, s/he will not know what a facilitator is and does. S/he might not even know what makes meetings effective. So you will need to do lots of lecturing and explaining before others “get it”. • When you have a vision for your problem, you develop more effective solutions. Again this lesson does not work because you need to define what a vision is.

-Create a file or get a good old notebook and take good notes for each chapter you read.-When you see a lesson that stands out to you, note it!GET Organized!

Powerpoint:• 6 to 8 slides (plus an appendix for references and other items that did not fit into your power-point presentatios)• Font size: 28 point font minimum (titles may be larger)• You must use power-point as this is the industry standard. If you use a similar program (could be google docs), make sure to pdf your document so I can open it and grade it.• Make sure all your work fits on the slides so I can read it.

1. COVER PAGE (1 SLIDE)WITH YOUR NAME TYPED, class(Mgmt1)-Semester(Fall20xx)2. SUMMARY OF THE SOLUTION PATH(1 – 2 SLIDES)(Provide a summary for the TSP book: using the internet, the book, or your own words) – safest method is to use the book description at the back of the TSP or what you find on amazon for instance; make sure to reference your source. POWERPOINT

3. TOP 10 LESSONS (3-4 SLIDES)- LESSONS (each of your top 10 if/then sentences)Please include the TSP chapter and page that the lesson comes from (see slide four above). If you are quoting directly from the TSP, you definitely need the page number as well. **Assuming three lessons per slide** 4. WHAT I LEARNED IN THIS PROJECT (3 points) (1 SLIDE)APPENDIX with your references and any other work that did not fit within the core of the project. POWERPOINT

TSP PROJECT – HOW IT IS GRADED1. COVER: NAME TYPED, class(MGMT1)-semester(FALL20xx)2. “THE SOLUTION PATH” SUMMARY/DESCRIPTION: 2 POINTS3. TOP 10 LESSONS: TOTAL 20 POINTS (2 POINTS PER LESSON)4. WHAT I LEARNED IN THIS PROJECT: 3 POINTSCONCLUSION SLIDE “THE END”, “THANKS”, AND CONTACT INFORMATIONTOTAL: 25 POINTS

WHERE YOU LOSE POINTS • Lesson includes undefined or complex terms: -you lose 0.5 points for each term that is not defined-if you use a complex multi-point term such as facilitation or facilitator you lose 1 point-you lose 0.5 points when you do not cite the chapter and page where a lesson comes from in the book• Lesson does not follow the when or if X, then Y OR it is not written in the affirmative (what to do; not what not to do) OR it includes undefined terms• All lessons are from one or two chapters only: loss of up to 2 points• Book summary is poor or guidelines not followed closely: loss of up to 1 point

THANK YOU

Answer 11 questions after reading an article

Here is the article.
The question of morality—mainly in its trespass—is often a staple in the news. A politician may be accused of embezzling money or breaking his marital vows in an illicit affair with a co-worker. A police officer may be the focus of an investigation for accepting bribes. A priest may be faced with condemnation for molesting children. Your average Joe may have just entered a school and gunned down three instructors and five students. The list of lapses is continuous as is the call by prominent people or institutions for a return to the moral universe of the past. Like modern allegories of improper behavior, these incidents send us didactic messages on how not to behave. They become the tales of wrongdoing whose inevitable denouement is punishment of the guilty and a mandate for return to morality until the next lapse that is.
For some, the “moral universe” is clear and orderly, where moral rules are objective and must simply be adhered to. According to certain moral philosophers, humans have an innate sense of morality, an interior voice that whispers to our conscience and helps us distinguish between right and wrong. It is this voice that stops a child from shoplifting in a store or stealing a friend’s cell phone. It is this nagging voice that prevents us from doing whatever we want whenever we want. It is this very conflict within a person, the psychomachia, which forms the basis of humanity for many religions. In other words, people inherently know what is right; doing the right thing or doing the wrong thing is only a matter of choice, for people also have free-will given by God. In contrast to these beliefs of innate and universal human morality stands moral relativism, according to which morality is something that humans are conditioned to and is therefore relative and subjective. To moral relativists, there is no innate moral ground or whispering voice that forms our conscience; rather, morality depends on the situation one is put into, and every situation is relative to another.
The following hypothetical scenario can put these theories into a more tangible perspective. During a robbery at a bank, the perpetrators electronically get away with an undisclosed amount. In the process, the bank manager becomes aware of the security system penetration as well as the methods utilized by the hackers. Before calling the police, the manager has a short window of time when she can steal five million dollars without any chance of being caught and without any chance of anyone ever knowing of her crime. Will she commit the crime even if she knows she could do it with impunity? For those with moral certainty, her decision is merely a matter of utilizing the innate morality she was born with. The psychomachia, the battle in her soul, would rage between her desire for personal gain and her moral duty, but she certainly would know what is “right.”
On the other hand, moral relativists would take a different stance on this bank heist scenario. A moral relativist would say that the bank manager’s ethical dilemma is not triggered by any innate moral device, but rather it was mandated by the manager’s specific moral values as shaped by her family, religion, or other social factors. To even further solidify the subjective character of morality, the moral relativist would weave a more complex scenario regarding the punishable character of the manager’s act. What if, for instance, she were to get caught? Should she be condemned in all cases? What if she stole the five million dollars not for fancy cars, dinners, vacations, diamonds, or anything for herself? What if, instead, she stole the money to donate to cancer research, and because of her donation there was a major breakthrough in the treatment of cancer? This breakthrough would save millions of lives and billions of dollars in health care. In this case, would the bank manager still be found guilty? She would have committed an apparently immoral act yet for a moral if not honorable cause.
Moral relativists believe that objective morality does not exist; morality is induced from the outside and has to be judged by the specific circumstances of each case; it is, in essence, a set of social beliefs that becomes codified over time into a set of value standards. People learn moral standards along with ideas of proper behavior, decorum, language, style, or anything else. To substantiate their claims, moral relativists use the different cultures and traditions of the world which help explain the “relativity” of morality across the globe. Indeed, outsiders visiting planet Earth might be confused by this plurality of often contradictory norms. They may wonder, for instance, about the act of killing another human being. Why are some people who kill another human being arrested, prosecuted, and incarcerated, while others are hailed as heroes and given medals? When does killing constitute “murder”?
The answer to this debate between innate, God-given morality versus man-made, relative morality may lie in the most unlikely of places, Darwin’s 1859 publication of the Origin of Species. As is well-known, Darwin used this text to promulgate his ideas of evolution and to show how mankind evolved over time, ultimately descending from apes. Evolution, therefore, would squarely support the idea that human beings construct their own social belief systems. However, a growing number of philosophers, sociologists, and cultural anthropologists have been arguing that there exists a biological “morality device” in human beings, which has evolved over time. This morality device operates like a module in the brain that triggers the need for humans to develop more complex codes of human behavior in order for them to effectively adjust to the challenges of survival. In essence, some hidden part of our brains became active at a point in the distant past, triggering the morality device. Books such as Harvard professor Marc Hauser’s Moral Minds and Michael Tomasello’s A Natural History of Human Thinking even go so far as to claim that human beings are born with a “moral grammar” hardwired into the brain, a theory that builds on notable language theorist Noam Chomsky’s idea of an inherent “Language Acquisition Device” and an underlying “Universal Grammar” to prove humans’ biological predisposition to learning a language (Hauser, 2006; Tomasello, 2014). Thus, the human species evolved physically, mentally, and morally at the same time, roughly 50,000 years ago (Smith, 2015).
While it is tempting to believe that religion had it right all along or that people do have an innate sense of morality, a closer look at how scientists define morality significantly problematizes this quick interpretation. Many cognitive psychologists, those scientists engaged in the study of the parts of the brain in question, do not overtly claim that morality is innate; instead, they claim that morality developed along with other cognitive functions as part of larger social systems. As early man banded together for his own protection, he needed a more developed social system that would allow for greater cooperation, survival, procreation, and expansion of the species. In this way, morality was part of the process of developing stronger social bonds between individuals and their communities. With this “social intelligence hypothesis,” morality wasn’t necessarily about strict notions of right and wrong; it was merely and primarily concerned with ways of establishing specific parameters for human survival; so, for instance, these parameters may coincide with peaceful coexistence and cooperation among humans while other times “war” may be proclaimed as “necessary” or morally “justifiable.” Morality, then, could be seen as part of a human need for organization and structure. This differentiation in definitions may seem minor, yet it helps explain a great deal of human behavior.
With this definition in hand, it becomes obvious that humans may have a predisposition for morality but not necessarily a specific morality. There is no innate set of specific behavior rules that everyone is born with, for there are far too many cultural distinctions among the world’s peoples for that to be true. This hypothesis disrupts thousands of years of philosophical thought process. Plato (428BC-348BC) thought that men had knowledge of morality that was inscribed on their minds as similar to impressions left on wax, and one endeavored to “rediscover” these impressions during life (Benardete, 1991; Plato, 2011); John Locke (1632-1704) capitalized on this metaphor to argue for people being born as “blank slates” as they are socialized due to social contract theory (Locke, 2016). Even the modern-day grandfather of moral philosophy, Immanuel Kant (1724-1804), believed that morality was based on rationality, but people were forced to be moral through his so-called categorical imperative. So, whether morality was a choice, imprinted in humans by God, or applied to us by a categorical imperative, a fairly strict moral code existed. Scientists, however, are changing this narrative. They are arguing that people are biologically encoded with a predisposition for rules of governance in social interaction. In this way, we can see that morality is not about good or evil, right or wrong; morality is about individuals’ relationship with their community, and we need morality in order to function within a society. It isn’t a choice; it’s in our genes.
Theological thinkers from Martin Luther King, Jr to St. Augustine have postulated the difference between “man’s law and God’s law.” Man’s laws are imperfect and can lead to injustice, so it is the responsibility of people to fight unjust laws as King wrote in his famous missive, “Letter from Birmingham Jail.” For theologians, alluding to God has been one way that humans have interpreted and enforced morality for eons.
Scientists, however, have been using a sociological lens to interpret morality. For them, judging people by a distinct and inflexible set of moral codes is unhelpful or even unrealistic because people’s actions and moral values differ from culture to culture and situation to situation. The viewpoint of social scientists can be summarized like this: morality is not about finding an innate value system implanted by an unknown creator. It is rather about humans’—as individuals and as members of a community— constant negotiation with an existing, evolving, and relative value system. During times of relative peace, individuals may break their “moral contract” with the community (and with their religions), and for that there are consequences to be suffered. During times of instability in a community, moral lapses or crimes are far more likely to be committed by even average citizens because the social pact, the common and assumed agreement between individuals and society, has broken down or is in need of adjustment to changing circumstances. For scientists, morality is a luxury afforded to the human species, encoded in our genomic sequences, and expressed in our need for social bonding that is based on an almost instinctual understanding of fairness. Now, where the genetic code for morality comes from is an entirely other matter. Perhaps that’s a question for the theologians after all.
Here is the 11 questions:
Do you believe that some things are absolute (right or wrong)? If so, what are they?
To what extent do you think we learn morality or ideas of right and wrong from our environment?
Are there laws that govern moral behavior? If so, who or what creates these laws?
Have you ever broken the rules to help a friend or someone you know even though you knew your action was wrong? Why did you do it and how did you feel afterwards? Share only what you feel comfortable with.
What would you do if your employer suddenly came to you and asked you to shred a lot of paperwork in the middle of the night?
Do you think that sociologists are correct that human beings are not necessarily moral, but they are encoded with genes that predispose us to social cooperation?
Does morality really matter? If we have strength and the power to achieve our goals, why shouldn’t we? Does might make right?
Should we teach ethics and moral reasoning in our classrooms? Why or why not?
Can we have morality without religion or a God? Explain your answer.
What’s the difference among ethics, morality, and laws?
Martin Luther King, Jr. famously demonstrated against segregation and discrimination by employing the idea of “unjust laws” that one had a moral responsibility to disobey. Do you see such laws or situations in your own life? How can we determine what is unjust or not?

editorial writing

Topic about: Nurses being vaccinated in order to keep their job.
REQUIRED: At least 3 outside sources, MLA format, LIMIT OF 2 PAGES, NOT INCLUDING VISUALS
Write an editorial about an issue concerning you, your community, our global community.
Editorials are meant to influence public opinion, promote critical thinking, and sometimes cause people to take action on an issue. In essence, an editorial is an opinionated news story.
Sample editorial format:
Introduction paragraph, several body paragraphs, and impressive/thought provoking conclusion. The structure is the same most academic essays have. Remember, in this case in particular, an economy of words, a wealth of meaning.
An objective interpretation of the problem or question with the help of facts, statistics, figures, etc. Complex issues deserve more attention than simple topics.
A timely news angle.
Arguments provided by the opposing side aimed to prove the information is 100% objective, unbiased, and complete.
Author’s points of view written in a formal language (excellent editorials do not focus on personalities when trying to persuade the reader).
Other possible solutions to the discussed cases obtained with the help of constructive criticism and professionalism.
A summary which closes with the powerful Call to Action. Pack a powerful punch!
Four Types of Editorials Will:1. Explain or interpret: Editorials will explain a sensitive or controversial subject.2. Criticize: Editorials constructively criticize actions, decisions or situations while providing solutions to the problem identified. Immediate purpose is to get readers to see the problem.3. Persuade: Editorials of persuasion aim to immediately see the solution, not the problem. From the first paragraph, readers will be encouraged to take a specific, positive action.
Praise: These editorials commend people and organizations for something done well. They are not as common as the other three.
Writing an Editorial1. Pick a significant topic that has a current news angle and would interest readers.2. Collect information and facts; include objective reporting; do research3. State your opinion briefly in the fashion of a thesis statement4. Explain the issue objectively as a reporter would and tell why this situation is important5. Give opposing viewpoint first with its quotations and facts6. Refute (reject) the other side and develop your case using facts, details, figures, quotations. Pick apart the other side’s logic.7. Concede a point of the opposition — they may have some good points you can acknowledge that would make you look rational.8. Give a realistic solution(s) to the problem that goes beyond common knowledge. Encourage critical thinking and pro-active reaction.9. Wrap it up in a concluding punch that restates your opening remark (thesis statement).10. Keep it to 2 pages, not including visuals.

Ways to solve Simultaneous Equations

First , 1(a) Solve the equations .
3(2x – 4) = 4(x 7)
(b) Beindu goes to the market to buy apples and bananas.
She can buy
7apples and 4bananas for 85cents
or
3 apples and 8 bananas for 93 cents.
Apple cost a cents each and bananas cost b cents each.
(i)This information can be used to write down 2 equations . One of these is 7a 4b = 85
write down the other equation .
(ii) Solve these two simultaneous equations on (b).(i) .
You must show all your working.

Write a dedication

you will write a 600 word dedication for a student that is graduating high school. You will highlight the accomplishment of graduating high school, furthering their education, and about attaining success. As your parent I am proud of you, dedicated, and strongly support you in your endeavors. If you Dream it than You Can do It.

Outsourcing and offshoring initiatives can help an organization fine-tune its business model to become

The Assignment must be submitted on Blackboard (WORD format only) via allocated folder.
Assignments submitted through email will not be accepted.
Students are advised to make their work clear and well presented, marks may be reduced for poor presentation. This includes filling your information on the cover page.
Students must mention question number clearly in their answer.
Late submission will NOT be accepted.
Avoid plagiarism, the work should be in your own words, copying from students or other resources without proper referencing will result in ZERO marks. No exceptions.
All answered must be typed using Times New Roman (size 12, double-spaced) font. No pictures containing text will be accepted and will be considered plagiarism).
Submissions without this cover page will NOT be accepted.
Assignment: 2
Submission Date by students: Before the end of Week- 11th
Place of Submission: Students Grade Centre
Weight: 10 Marks
Learning Outcome:
1. Demonstrate an understanding of how global competitive environments are changing supply chain management and logistics practice.
2. Apply essential elements of core logistic and supply chain management principles.
3. Analyze and identify challenges and issues pertaining to logistical processes.
Assignment Workload:
This assignment is an individual assignment.

Critical Thinking
Outsourcing and offshoring initiatives can help an organization fine-tune its business model to become more resilient and profitable. At the same time, these initiatives present challenges.
In today’s highly competitive, extremely variable, and dynamic environment, many firms are seeking solutions. Supply chain management becomes more sophisticated and the difference between what firms want to achieve and what they can do in-house continues to grow, firms begin to realize that doing the right thing becomes more interesting than doing everything. Accordingly, they are becoming better focused and more specialized by outsourcing and offshoring activities that are far from their core businesses. In many cases firms decide to outsource this function in whole or in part to agents or third-party logistics firms.
Using this concept of offshoring and outsourcing answer the following questions by taking any Saudi Local company or any Multinational company.
Questions: Each Question Carrying 2 Marks.
1.Define Third party logistics firms? Discuss its working procedure? (400-500 Words)
2.Explain the motivational factors for going internationally? (400-500 Words)
3.On what ground companies choose developing country’s location for offshoring? Use examples. (Mention the country and decisive factors). (400-500 Words)
4.Why do companies outsource? (Use example of any Saudi company along its objective and scope for outsource). (400-500 Words)
5.Assess the reasons for using third party logistics service in Saudi Arabia? Using examples, Explanation regarding their logistics performance and priorities. (400-500 Words)
The Answer must follow the Key word/ outline points below:
Outsourcing ,offshoring ,Third Party logistics
Their Main functions
Motivational Factors /Drivers
Any local example
Reasons with suitable Examples
Reference
Note: You can support your answer by reading chapter 4 of your book.
You can use secondary source available on internet. Please use APA-style referencing.
Answer 1.
Answer 2.
Answer 3.
Answer 4.
Answer 5.

counseling discussions

Assignment. 1:

Watch the short 2-minute video on Growth Mindset vs. Fixed Mindset (Links to an external site.).
After watching the video on Growth Mindset vs Fixed Mindset write a paragraph about your thoughts and feelings. Use this as an opportunity to learn more about yourself. Remember that your response is confidential so only I (Professor) will be reading your answers. Feel free to engage in deep self-reflection. Be sure to address the following in your paragraph:Write about one thing you have learned from the video, and be sure to discuss how you will apply it to your life moving forward.
Write about one of your past failures. Then discuss the valuable life lesson you learned from the perceived failure you described.
Assignment 2:Watch the short 3-minute video Jar of Life. (Links to an external site.)After watching the Jar of Life video, write down three of the “golf balls” in your life. In other words, what are the three most important things in your life? Identifying the important things in your life, will help you to prioritize how to make decisions on how you spend your time.

Watch the short 5-minute video Stephen Covey’s Time Management Matrix (Links to an external site.).After watching the Time-Management Matrix video, you will notice that all of our actions fall into one of the four quadrants. Write a list of 15 or more specific actions you have taken in the past two days. Be specific. It could be watching TV, writing an essay for your English class, going to dinner with friends, taking care of an elderly parent or young child, or posting on social media apps, getting ready for the day etc., Be sure to include a variety of actions.
Write down the four quadrants as you saw in the video, then take your list of 15 actions from step 2A and write them down in the appropriate quadrant on your chart.Quadrant 1 Important, Urgent
Quadrant 2 Important, Not Urgent
Quadrant 3 Not Important, Urgent
Quadrant 4 Not Important, Not Urgent

After watching both videos, write a paragraph about your thoughts and feelings. Use this as an opportunity to learn more about yourself. Remember that your response is confidential so only I (Professor) will be reading your answers. Feel free to engage in deep self-reflection. Be sure to address the following in your paragraph: Write about one thing you have learned from the Jar of Life video, and be sure to discuss how you will apply it to your life moving forward.
Write about one thing you have learned from the Time Management Matrix video, and be sure to discuss how you will apply it to your life moving forward.
Looking back to activity 2A, in which quadrant do you spend the most time?
What different choices, if any, do you intend to make about how you use time?
Assignment.3 : Watch the following short videos:Budgeting (Links to an external site.) (2 minutes)
Why It’s More Expensive to be Poor (Links to an external site.) (7 minutes)
What’s The Fastest Way to Pay Off Debt (Links to an external site.) (5 minutes)

After watching all three videos. Write a paragraph and discuss one thing you have learned from each video (so that’s three things total). Be sure to discuss how you plan to apply this knew knowledge into your life. Some thought questions to consider are: How will it help you? How will you perceive others differently? What will you do differently?
Visit CACareerZone.org (Links to an external site.) and complete the Make Money Choices activity to practice budgeting from a starting salary.Once you complete the Make Money Choices activity, click on the Print icon on the top right of the Summary page to save a PDF copy of your results.

Assignment 4:Watch the short 6-minute video, Don’t be Afraid to Ask for HELP (Links to an external site.).
Write down the following 6 sentence stems and complete the sentence stems according to your thoughts and feelings:When someone asks me for help I usually feel…
When asking someone for help I usually feel…
I usually don’t ask for help from others because…
I am comfortable providing help to others when…
I am comfortable asking for help from others when…
One thing I could use help with today is…

Write a short paragraph describing any resistance you may have to asking for help. Really reflect on your past and think about why you have developed this resistance? Now write down one Cuyamaca College Student Support Service that you can utilize to help you with the current problem you addressed in step 2F above. Remember that your response is confidential so only I (Professor) will be reading your answers. Feel free to really explore your thoughts and feelings.
.
Assignment 5:
Watch the short 6-minute video, Don’t be Afraid to Ask for HELP (Links to an external site.).
Write down the following 6 sentence stems and complete the sentence stems according to your thoughts and feelings:When someone asks me for help I usually feel…
When asking someone for help I usually feel…
I usually don’t ask for help from others because…
I am comfortable providing help to others when…
I am comfortable asking for help from others when…
One thing I could use help with today is…

Write a short paragraph describing any resistance you may have to asking for help. Really reflect on your past and think about why you have developed this resistance? Now write down one Cuyamaca College Student Support Service that you can utilize to help you with the current problem you addressed in step 2F above. Remember that your response is confidential so only I (Professor) will be reading your answers. Feel free to really explore your thoughts and feelings.

Statistics for Technology management

discussion:

Discuss the methods used at your company to measure and ensure quality products and services.

2. Submit definitions for the following terms:

Total Quality Management (TQM)

Six Sigma

Control chart

Assignable causes

Common causes

Acceptance sampling

Increases the risk of wildfires

you need to post your 2-page information flier to share with your Final Project Group. You can either attach it as a file or embed it as an image.
The 2-pager information flier requirements are listed on the
Flier Requirements
This flier needs to be 2 pages in lengthEach page should be the typical page size 8.5in x 11inIdentify an Earth Science issue within our stateexplain this issue in detailgive solutions to prevent or treat your issueexample topics are listed belowYou need to make your flier:interestingaesthetically appealingconcisesomething you could place in a professional portfolio Imagine this is something that would be posted around the state and also given to managers and policymakersYou need at least 3 resourcesThese resources must be cited throughout your flier, listed out on the bottom of the source is cited on pageSeveral students forget thisYour flier must also include at least one form of data either in the form of a table or a graph.Examples of 2-page information fliers can be found here.
In your post, please also include the information below.
Your name
The geologic issue you’ve addressed (Increases the risk of wildfires )
The most interesting thing you learned about this topic

Students are supposed to select a technological organization of their choice.

The Assignment must be submitted on Blackboard (WORD format only) via allocated folder.
Assignments submitted through email will not be accepted.
Students are advised to make their work clear and well presented, marks may be reduced for poor presentation. This includes filling your information on the cover page.
Students must mention question number clearly in their answer.
Late submission will NOT be accepted.
Avoid plagiarism, the work should be in your own words, copying from students or other resources without proper referencing will result in ZERO marks. No exceptions.
All answered must be typed using Times New Roman (size 12, double-spaced) font. No pictures containing text will be accepted and will be considered plagiarism).
Submissions without this cover page will NOT be accepted.
Learning Outcomes:
Ø2.3 The student will be able to explain of the concepts, models for formulating strategies, defining the organizational strategic directions and crafting a deployment strategy.
Essay:

Students are supposed to select a technological organization of their choice. Further the student is supposed to do a thorough assessment and write an essay on the selected organization’s Strategic Direction.
Pointers for student’s reference-
vContents-
üEssay must include-
Organization’s current position (2.5M)
§Internal Analysis
§External Analysis
Core Competencies (Min 2, with details) (2.5M)
Dynamic Capabilities (Min 2, with details) (2.5M)
Strategic Intent. (1.5M)
vOthers-
üTitle is compulsory
üPeer reviewed journals and References should be used to support your submission (1 Mark)
üRefer Chapter 6 of your textbook

Note for students: Only covering these pointers for the essay will not guarantee awarding of full marks, please do your research well and include other content too. These pointers are just to guide you.

Directions:
üAll students are encouraged to use their own words.
üWrite a three-part essay (i.e., an essay that includes an introduction paragraph, the essay’s body, and a conclusion paragraph).
üUse Saudi Electronic University academic writing standards and APA style guidelines.
üUse proper referencing (APA style) to reference, other styles will not be accepted.
üSupport your submission with course material concepts, principles, and theories from the textbook and at least two scholarly, peer-reviewed journal articles unless the assignment calls for more.
üIt is strongly encouraged that you submit all assignments into the safe assignment Originality Check prior to submitting it to your instructor for grading and review the grading rubric to understand how you will be graded for this assignment.