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Transition-from-Implementation-to-Management

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Transition from Implementation to Management

Instructions

From a strategic management perspective, explain four advantages that the application of the balanced scorecard could result in for a healthcare organization. In your paper, be certain to include one of the most important benefits: how it can be a means of focusing attention on strategy implementation.

Support your paper with a minimum of five scholarly resources. In addition to these specified resources, other appropriate scholarly resources, including older articles, may be included.

Length: 5-7 pages, not including title and reference pages

 
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Write-an-essay-that-defends-a-thesis-you-developed-through-a-close-critical-reading-analysis-

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Requirements: Minimum 1000 words

Research Requirement: Three peer-reviewed secondary sources drawn from the MLA International Bibliography and/or JSTOR Arts and Sciences databases. See prompt for full details.

Summary:

Write an essay that defends a thesis you developed through a close critical reading/analysis of a poem listed on the attached files and supported by at least three secondary sources. This essay still relies on textual support from the primary text, but includes at least three secondary sources that support/sustain the student’s argument. Do not confuse “critical analysis” with “summary” nor should you speak of “relating” to the poem; the goal is to develop, sustain, and advance a thesis based on a critique of the primary text but also supported by at least three secondary sources. Use the MLA International Bibliography or JSTOR as in Essay 3 to support your ideas and thesis.

See the prompt for full details including a primer on doing academic literary research. Using non-academic sources like ‘Shmoop,’ blog or class materials from other universities found through a general Google search, or encyclopedias like Wikipedia will not fulfill the goals and objectives of the assignment.

 
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Paying-Back-Favors-from-Network-Members

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Most readers are aware that effective networkers find some way to pay back those people in their network who have done them favors. For example, if a store owner refers you to a contact that leads to a job interview you might refer a customer to his or her store. However, finding useful ways to reciprocate favors by network members is not so easy. Your assignment is to brainstorm in groups to develop alternative solutions to the problem, “How can we reciprocate when a network member does us a favor?” The network members can be those developed offline as well as those you have developed virtually, such as Facebook members. Aim for at least a dozen suggestions. After first compiling the suggestions, refine the list for duplication and precision. Perhaps reduce your list to the six most effective suggestions. If feasible, a team leader from each group presents the suggestions to the rest of the class.

Class members might then discuss answers to these questions:

(1)Which several suggestions were the most frequently offered across the groups?

(2)Which suggestions do I think are good enough to use now or in the future?

 
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Week-3-Staci-Rouse-Sanderson-Interpretation

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THIS IS ONLY AN INTERPRETATION, FIVE SENTENCES AND A QUESTION IS ALL I NEED. TELL ME YOUR THOUGHTS, HAVE REFERENCES! ASK PROBING QUESTIONS AND MAKE STATEMENTS BASED OFF WHAT THEY WROTE

Communicating the Same Message to Different Audiences

Audiences

Communicating the same message to different audiences requires different methods of delivery. Knowing your audience is key and the smallest communication misstep could doom your message (Johnson, Retting, Scott, & Garrison, 2015). Failing to consider the special needs of an audience can deprive them of valuable information. For instance, teaching children, non-English speaking citizens and members of the deaf community the dangers of drug abuse necessitates different delivery mechanisms.

“Don’t do Drugs”

Crafting communication delivery methods for differing audiences does not mean to create a generic message that appeals to the least sophisticated possible audience members (Plain Language. Gov. n. d.). It is an opportunity to mold your message in the image and capabilities of your target audience. Teaching children to not do drugs may include age appropriate graphics or animation to convey the message. Cartoons or catchy songs may implant longer memories than a dry lecture. Relaying the dangers of drug abuse to non-English speaking citizen can easily be achieved through translation technology such as CopTrans (Anonymous, 2004). The software can assist translated conversations, in many languages, between law enforcement and the intended audience. It is pertinent that law enforcement use certified sign language interpreters or the suitable visual aids (National Associate of the Deaf (NAD), 2017) to educate the deaf community about the perils of substance abuse.

Different Approaches to Communication

The different approaches mentioned above are necessary to capture the attention of each target audience (Plain Language, n. d.). Children require communication on their level of understanding in a format that appeals to them. The bright colors of cartoons and the memorable lyrics of a funny song can impart knowledge on their level. The law enforcement community engages in communication with a very language diverse population and they must be able to give or received information quickly (Anonymous, 2004). Using translation software, as opposed to human interpreters allows officers to provide assistance or safety without delay. It is pertinent that law enforcement utilize the skills of a qualified sign-language interpreter (NAD, 2017). Misunderstandings between officers and deaf people have had deadly consequences. In addition, sign language is not equivalent to standard written language. Many deaf people are not fluent in English in its written form (Wyllie, 2016). Officers attempting to communicate in writing with a deaf person may not be reaching their audience. Sign language interpreters, age appropriate children’s programming, and foreign language translations are extremely beneficial for teaching each audience to abstain from drugs.

Resources

Anonymous. (2004). Nothing lost in translation: Overcoming barriers to communication due to language limitations. Corrections Forum, 13(2), p. 96.

Johnson, W. A., Rettig, R. P., Scott, G. M. & Garrison, S. M. (2015). The criminal justice student writer’s manual. Upper Saddle River, NJ: Pearson.

National Association of the Deaf. (n. d.). Police and Law Enforcement. Retrieved from: https://www.nad.org/resources/justice/police-and-law-enforcement/

Plain Launguage.gov. (n. d.). Identify and write for your audience. Federal Language Guidelines. Retrieved from: http://www.plainlanguage.gov/howto/guidelines/bigdoc/audid.cfm

Wyllie, D. (2016). Police contacts with deaf subjects: Tips and resources to keep everyone safe. PoliceOnce.com. Retrieved from: https://www.policeone.com/police-trainers/articles/239291006-Police-contacts-with-deaf-subjects-Tips-and-resources-to-keep-everyone-safe/

 
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