Performance action plan Business Finance Assignment Help

Pick one of topic to discuss

Risk Management:

• What is “risk management” and why is it important in the project environment?
• Does it make sense to spend time and effort to plan for events or occurrences that may never occur – why or why not?
• How can communication help in identifying AND managing risk? Give an example from your personal or professional experience.

Risk in the Project Environment:

• When looking at risks in the project environment, why are we concerned with the impact and probability of a potential risk event?
• How could you sort through a long list of risks in a project so that focus is placed on the most important one(s)?
• When is the best time to assess potential risks in a project AND at what frequency?
• When is risk generally highest in a project – why?
• Why is it important to identify and diligently watch for risk “triggers” in the project environment? Please define a risk “trigger” first when answering this question.

Risk Information:

• Explain what a “risk register” is, what it is used for, and what it contains (i.e. components for the risk register). Please describe each of the components.
• What are some sources of information on risks that you would list in a risk register (i.e. where would you find information on risks)?
• Explain at least two techniques for gathering risk information from various sources. Support your response with one reference in addition to those provided in your required/optional readings, learning modules, and text books.
  
• Why is it important to document risks and risk information gathered from various sources?
• Often you will document risk “symptoms” and risk “triggers” in a risk register. Explain how the difference in these two concepts and how they are related.

Case study attached ,must follow rubric and answer question below citation apa and reference required

Questions

1. The clinical scenario is most consistent with which type of anemia? You may simply list your answer below using a bullet point format. This does not have to be in a complete sentence.
2. What data in the clinical scenario supports your diagnosis? Make sure to interpret the labs you listed. You may simply list your answers below using bullet point format. This does not have to be in a complete sentence.
3. What is the most likely cause of this patient’s anemia? You may simply list your answer below using a bullet point format. This does not have to be in a complete sentence.
4. Describe the key pathophysiologic concepts of the diagnosis in question 1. To answer this question completely, you must answer all of the sub-questions below using complete sentences. Each sub-question may be answered in 1-6 sentences.
   1. What is the electron transport chain and how is it altered by anemia?
   2. Why is the ferritin level 450 ng/ml?
   3. What effects does anemia/low blood volume have on the cardiovascular system?
   4. What are the effects of tissue hypoxia on the cardiovascular system, pulmonary system and CNS?
   5. How does chronic kidney disease cause anemia?
5. For what actual or potential complications related to the diagnosis in question 1 does he need to be monitored? You may simply list your answer below using a bullet point format. This does not have to be in a complete sentence.

	Novice	Competent	Proficient
UTA Formatted Title Page	Points:0 (0%) Does not provide a title page or has more than two errors on the title page. Feedback:	Points:3.75 (3.75%) Has no more than one two errors on the title page. Feedback:	Points:5 (5%) All criteria must be achieved: Follows the example posted in the Module 1 To Do List without any errors. Feedback:
Question 1	Points:0 (0%) Does not answer the question. Feedback:	Points:7.5 (7.5%) Provides a primary diagnosis but it is incorrect. Feedback:	Points:10 (10%) All criteria must be achieved: Identifies the primary diagnosis correctly. The answer may be listed using a bullet point format. A complete sentence is not required. A citation is not required. Feedback:
Question 2	Points:0 (0%) Does not answer the question. or Provides less than 50% of the historical, examination, or laboratory data which supports the primary diagnosis correctly. Feedback:	Points:8.5 (8.5%) Provides 50% or greater, (but not all, of the historical, examination, or laboratory data which supports the primary diagnosis correctly. Or provides any amount of extraneous historical, examination, or laboratory data which does not support the primary diagnosis. Feedback:	Points:10 (10%) All criteria must be achieved: Correctly identifies only that historical, examination and laboratory data which supports the primary diagnoses. Identifies all of the clinical data in the case which supports the primary diagnosis. Does not provide any extraneous data which does not apply to the primary diagnosis. The answers may be listed using a bullet point format. A complete sentence is not required. A citation is not required. Feedback:
Question 3	Points:0 (0%) Does not answer the question. Feedback:	Points:7.5 (7.5%) Answered the primary question and/or one or more of any additional questions (if more than one question is present) incorrectly. Feedback:	Points:10 (10%) All criteria must be achieved: Answered the question correctly. All questions (if more than one) are answered correctly. The answer(s) may be listed using a bullet point format. A complete sentence is not required. A citation is not required. Feedback:
Question 4	Points:0 (0%) Does not answer the question. Or Describes 50% or greater of the key concepts of the primary disease’s pathogenesis incorrectly. Or Did not answer more than 50% of the questions. Or No complete sentences were used to answer any of the questions. Feedback:	Points:34 (34%) Describes 50% or greater of the key concepts of the primary disease’s pathogenesis correctly but not all answers were correct. Or 50% of the questions were not answers. Or Complete sentences were used to answer some of the questions but not all of them. Feedback:	Points:40 (40%) All criteria must be achieved: Describes the key concepts of the primary disease’s pathogenesis by correctly answering all questions. The questions may be answered using 1-6 complete sentences per each question. Citations are required for each answer to each question. Point deductions for missing citations will be applied in the APA/Organization/Grammar portion of the rubric. Feedback:
Question 5	Points:0 (0%) Does not answer the question or all answers given are incorrect. Feedback:	Points:7.5 (7.5%) Has only one correctly identified actual or potential complication. Feedback:	Points:10 (10%) All criteria must be achieved: Has two or more correctly identified actual or potential complications. Feedback:
APA, Organization, Grammar	Points:0 (0%) A reference list is not provided. or There are greater than 5 APA 6th edition errors. or There are greater than 5 grammatical errors or typos. or There are 3 or more questions that do not have an APA 6th edition citation. or No professional references were used. Or All references used were older than 6 years. or Uses 1 or more quoted sentences to answer any of the questions. Feedback:	Points:12.75 (12.75%) If McCance is referenced and the reference is not written as an edited book. Example is in the course overview video. Or There is 1-5 APA 6th edition errors. or There is 1-5 grammatical errors or typos. or 1-2 answers do not have an APA 6th edition citation. or One or more references are not from a professional source. or One or more reference is older than 6 years. or References one or more of the course lectures/power points/concept maps. or Poor Organization and difficult to follow. Feedback:	Points:15 (15%) All criteria must be achieved: A separate reference page is provided. All references are in APA format without any errors. No grammatical errors or typos are present. All questions in question 4 have an APA citation written correctly. Submission is well organized and easy to follow. APA formatting is consistent with the 6th edition APA manual. Only professional references are used: Peer reviewed journal articles or textbooks. References are not greater than 6 years old. Complete sentences are paraphrased and not quoted. Does not reference course lectures/power points or concept maps. Feedback:

Name:Case Study Rubric 2017

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Question 1: Suppose you are a monopolist of a parking garage that rents parking spots out by the hour. You have 100 spots available to rent. Inverse demand for parking spots is given by p(q) = 64 − 4q. While you could always sell the parking garage to commercial developers, on any

given day the marginal cost of renting out a stall is zero.

(a)What is your profit function?

(b)What is the first order condition corresponding to your profit maximizing problem?

(c)What are your profits and what is consumer surplus?

• You notice someone sitting in their vehicle and staring blankly out the window. Concerned, you ask the person whether he is alright. He responds that he is fine, that he had to run into a store for 5 minutes, but intends to make use of the remaining 55 minute because he paid for the full hour. Comment.

Question 2: You own and operate a cupcake store that is adjacent to a muffin shop; all that separates the two businesses is a wall. Your cost function is C(q) = 36 − 2q + q², where q represents the number of cupcakes produced and the 36 represents what the salary you pay your head baker. The muffin shop next door has cost function C(q) = 36 − 4q + q² where q represents the number of muffins produced and which also employs a head baker at a wage of 36.

(a)Which of the cupcake or muffin shop have economies of scale? If so, up to what level of production?

• Suppose you purchased the muffin shop next door which would allow you to fire one of the head bakers. Is this an example of you exploiting economies of scale or economies of scope? Explain.

Question 3: Suppose you are a monopolist airline on a given route. You know that you have two types of customers: tourists who are price sensitive and business travelers who are not. While you can usually tell them apart in person, when they book tickets online you find it impossible to differentiate them. All you know is that tourists tend to plan vacations weeks if not months in advance, while business travelers only know when their next meeting will be within a week’s notice. An economist suggests that you adopt the following pricing scheme: when the flight is more than a week away, set a price equal to the tourists’ willingness to pay and when the flight is within a week’s time, set a price equal to the business people’s willingness to pay.

• What are the three prerequisites necessary for a successful third degree price discrimination scheme?

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(b)How does this pricing scheme effectively prevent business people from “pretending” to be tourists to obtain lower prices?

Each discussion needs to be 4-5 paragraphs long. They all need to be separated so they are not mixed up.

Discussion #1

Using frameworks for planning and instruction

After viewing the video clip for chapter 6 in Disrupting Thinking (p. 71), reflect on how the BHH framework can be used in your content area. In your initial response, please answer the first two Turn & Talk questions on page 71.

– What are your thoughts about the BHH framework? How could you use it as a planning tool for yourself and a reading frame for your students?

– Do you have students who get stuck in, “well. it’s my opinion” and refuse to budge? How does this framework help you talk logically to this student?

Discussion #2

No Magic Formula

For this discussion, we are going to focus on comparing our own beliefs to those of Chris Tovani. Develop a main response in which you address the following:

Your own students may feel overwhelmed while watching a video and therefore, may miss important information. One strategy that can be useful in focusing students on ideas while viewing a video is to have them keep two-column notes during a viewing or to jot down thoughts under specific headings (Tovani). Students can also fold a paper into 4 equal parts with headings that guide what they need to look/listen for. Either notetaking can be created in a digital format depending on your students’ ability and the school’s resources.

You will be using the 4 heading technique while watching “No Magic Formula.” In “No Magic Formula” Tovani shares four guiding principles for teaching reading comprehension:

• Selecting quality texts
• Modeling thinking
• Setting a purpose
• Providing options for students to hold their thinking

For this discussion, you will be examining these principles in-depth.

1. Divide a paper/page into four boxes.
2. At the top of each box type in one of Tovani’s guiding principles as listed above.
3. Jot down examples of each as you view the film, along with questions and thoughts about them.

-In your initial post share which one of Tovani’s principles resonated with you the most and why. Then use the Signposts for Nonfiction on page 89 in Disrupting Thinking to comment on the similarities and differences between the strategies Tovani discusses and those presented by Beers & Probst. Can they work together?

Discussion #3

Purpose, setting, & genre when reading media

An important skill for students to learn involves applying the best strategies for the type of text they are reading. There are a variety of factors to consider, and students often assume that their reading techniques will not need to change regardless of what they are reading. For this discussion, I would like you to refer to the video Future literacies: A crash course in media literacy.

For this discussion, consider the following questions:

• When, if ever, would you instruct students to skim and scan reading material?
• How do you teach students that they have to consider the purpose, setting, and genre when deciding how to read a particular text?

Refer to the infographics on pages 63, 64, 65 ,66, 89, and 103 in Disrupting Thinking for examples of reading techniques, strategies, and frameworks to refer to. If you refer to other strategies, please cite your source unless the strategy is universally known across content areas. An example would be K-W-L; however, that can be attributed to Donna Ogle.

I am a 10th grade English teacher in NYS, I am in the residency program within my college. I will send you all the textbook information in the morning, it is currently at work. But for now I will give you access to my course so you can see other students posts from these activities along with other helpful documents within the course.