Read Through The Below Post And Provide Any On Of The Following:

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Read through the below post and provide any on of the following: 

.Ask a probing question, substantiated with additional background information, evidence or research.  

· Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.  

· Offer and support an alternative perspective using readings from the classroom or from your own research.  

· Validate an idea with your own experience and additional research. 

. Posting should be at least 250 words and require some information from the text, academically reviewed paper, some significant commentary that requires knowledge of the subject matter, a web link to an article or other source. 

Introduction

The banking crisis that commenced in August 2007 affected the markets and hastened the Great Recession. During the Great Recession, a major financial crisis came in after the decline of housing prices which contributed to the fall in the health of numerous banking and financial institutions. The Great Recession was different from the other recession from the time of second World War due to the fact the actual Gross Domestic Product (GDP) was larger and lasted for a long period of time. The only distinction between the Great Depression and the Great Recession was due to the fact that the United States government decreased taxes during the duration of the Great Recession but increased the same during the period of the Great Depression.

Analysis of the results

There are a number of factors that were responsible for the commencement and progression of the recession of 2009. Among the factors was the government policies that triggered for the commencement of the Great Recession. The following are some of the potent major government policies that collectively undermined long-term business leadership.

Bank misregulation, specifically the international Basel capital rules accompanied by the country’s adaptation to them. The 2001 Recourse Rule led to the subcontracting of risk evaluation by regulators to government-authorized rating activities. Eventually, such led to the establishment and highly-leveraged methodical accumulation of the uppermost generating AAA-and AA-rated securities among banking institutions internationally (Delgado, Porter, & Stern, 2015). The need for these securities was satisfied majorly through the augmented securitization of the United States subprime Alt-A mortgages.

The government also continuously increased leverage which was majorly led by the Freddie Mac and Fannie Mar credit policies and the fact that there was a political fascination with taking credit for intensified homeownership into the American mortgage system. Throughout the housing boom, diminished down payments and varying underwriting standards were a significant factor in government policy. According to Economist Eugene White, the United States housing boom and bust in the period of the 1920s was compatible in terms of size with the previous one. System based leverage developed in the boom in the 1920s because there was no government involvement in the mortgage market. Additionally, there were no particular incentives that were given to the banking sector for the accumulated build-up of the balance sheet openness to high-risk mortgages. As such, when the price of real estate declined in 1926, it was not sufficient to trigger a banking crisis.

References

Markham, J. W. (2015). A Financial History of the United States: From Enron-Era Scandals to the Subprime Crisis (2004-2006); From the Subprime Crisis to the Great Recession (2006-2009). Routledge.

Delgado, M., Porter, M. E., & Stern, S. (2015, June). Clusters and the great recession. In DRUID conference, Rome (pp. 15-17).

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Create A Survey To Administer

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Submitting the project will take the form of a poster that contains all of the items below. The poster will be worth 12/15 of final project grade.

i) An introductory paragraph of 4-5 sentences

ii) A description of your method to collect data, how you applied a random sampling procedure, and inherent bias that may be present

iii) The raw data, most likely in table form
iv) The data displayed using descriptive statistics (graphs, measures, etc.)

v) The two claims, the two hypothesis tests with all steps, and the confidence intervals associated with each test

vi) The written interpretation of your hypothesis tests vii) A concluding paragraph of 4-5 sentences

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Wk 2 – Cloud Computing Presentation

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Assignment Content

  1.    The manager of the web development company introduced in Week 1 has asked you for information on cloud computing and how it could be incorporated into their business.


    As a response, you have decided to create an IT-based executive level presentation and an executive summary that identifies key points on how Software as a Service (SaaS), Platform as a Service (PaaS), and Infrastructure as a Service (IaaS) could be used to gain a greater technological advantage for their organization. 


    Create an 8- to 10-slide multimedia rich Microsoft® PowerPoint® presentation with graphics and speaker notes identifying the key characteristics of how cloud computing could be used in their company. Be sure to cover the major areas of cloud services that include SaaS, PaaS, and IaaS. For each of the identified cloud services, include a set of pros and cons and the risks associated with its practical use in the business.


    Write a 1- to 2-page executive summary accompanying the presentation that you would hand out to the executives and elaborates on the key points.
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Discussion

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Risk and security are always subject to perception, point of view and biases. How do you balance a secure system over a cumbersome user experience? What do you consider an asset, over what others and attackers consider an asset? From day one you need to accept that security is an exercise in critical thinking and analysis. 

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Week 6 – Final Paper

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Week 6 – Final Paper       

Final Argument Paper

Throughout this course you have acquired knowledge about best  practices in creating developmentally appropriate curriculum for early  childhood education across all developmental domains. This summative  project will synthesize your learning by modeling, in a meaningful way,  the strategies and knowledge gained throughout this course through the  creation of a thematic unit resource. “Thematic teaching supports  children in forming connections among individual bits of information.  These connections contribute to children’s concept development and are  the most important reason to use themes/projects as part of your  program” (Kostelnik, Soderman, Whiren, & Rupiper, 2015, p. 512).  Your thematic unit will consist of revisions of course material as well  as additional lessons and supports.

Final Paper Scenario:
As a supervisor, you strive  to help the teachers and staff of your school or center realize the  many benefits of thematic teaching. For this reason, you have decided to  do develop a resource for your staff to support their use of thematic  units with children. The resource you create will include a rationale,  so that your staff understands why you are using this approach to  creating a developmentally appropriate curriculum. In addition, the  resource will include sample lessons, information on how you can ensure  your unit is aligned, and how this information can be utilized to  develop curriculum.

Using Word your thematic unit resource must include the following:

  • Unit Introduction: For your introduction please include the following:
    • Explain the benefits of a thematic curriculum to teachers, children, and to the program.
    • Describe the explicit connection between the principles of effective thematic teaching and developmentally appropriate practice.
    • Describe how thematic curriculum and instruction aligns with your philosophy of education.
  • Lesson Plans: Use the Lesson Plan Template  to develop four lessons that are all connected to your central theme  for your unit. Each of your lessons will focus on a different  developmental domain and must be developmentally appropriate. In  addition, use the Lesson Plan Template to create each of your lessons.  The guidelines for creating your lesson plans around each domain are as  follows:
    • Self-Regulation: Develop a lesson using one of the  self-regulation objectives you created for your Week Three  Self-Regulation in Curriculum assignment; your lesson must be connected  to your unit theme to teach this objective.
    • Social/Emotional: Revise the Aesthetic and Affective  Lesson Plan you developed for your Week Four assignment. Make sure to  incorporate any feedback from your instructor in your revised lesson.  Make sure that your lesson is connected to the overall theme of your  unit.
    • Cognitive and Physical Development: Develop a complete  lesson plan using the physical activity you proposed in the  Neuroscience, Cognition, and Physical Activity: A Dynamic Trio  discussion from Week Five. Make sure that your lesson is connected to  the overall theme of your unit.
    • Language Development: Develop a literacy based lesson  plan based on one of the strategies you shared in your Balanced Literacy  Presentation assignment in Week Five. Make sure that your lesson is  connected to the overall theme of the unit.
  • Unit Evaluation: Evaluate your thematic unit using the  Activity Plan Self-Check that is found on page 101 of your course text.  Discuss, using specific examples from your Activity Plan Self-Check, how  you know your unit is aligned. Refer back to the Evaluating Effective  Lessons assignment in Week Two to help you develop this section.
  • Rationale and Conclusion: Summarize how a thematic  unit, such as the one you developed, coincides with Wilson’s (2014) The  Profile of a Modern Teacher image below by including the following:
    • Describe how the unit you developed was based on intentional  planning. Refer back to the Developmentally Appropriate Planning  discussion from Week Two of the course to help you develop this section.
    • Explain how you will engage families in the thematic unit you have  planned. Refer back to the Engaging Families in Curriculum discussion  from Week Three of the course to help you develop this section.
The Profile of a Modern Teacher

Wilson, R. (2014). The profile of a modern teacher [Image]. Retrieved from http://www.coetail.com/wayfaringpath/files/2014/10/The-Profile-of-a-Modern-Teacher1.pdf (Links to an external site.)Links to an external site.

The Integrating the Curriculum through Thematic Teaching Final Paper

Carefully review the Grading Rubric (Links to an external site.)Links to an external site. for the criteria that will be used to evaluate your assignment.

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Job Analysis Project Two Parts

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Job Analysis Project Instructions

Job analysis is the overall process of “studying jobs in order to gather, analyze, synthesize, and report information about job requirements and rewards” (Heneman et al., 2015, p. 153). It is described as “the foundation upon which successful staffing systems are constructed” (Heneman et al., 2015, p. 153). In this 2-part assignment, you will (a) propose a position to gather information on, and then (b) create a job description and response to questions on the job analysis.

The first part of this assignment is Part 1: Topic Submission and Annotated Bibliography. This part must contain the position chosen with a brief annotated bibliography of 3 resources to be used in the project. 

The second part of this assignment is Part 2: Job Description and Job Analysis. This part must contain the job description with the job analysis. 

Part 1: Topic Submission and Annotated Bibliography Instructions

You will choose a topic and create an annotated bibliography as a precursor to Part 2 of the Job Analysis Project. This assignment must (1) identify the position (topic) that you are looking at for Part 2 of the Job Analysis Project, and (2) include a brief annotated bibliography that contains at least 3 resources that you will use to find information on Part 2 of the Job Analysis Project (1 of these 3 resources must be the O*NET website at http://www.onetonline.org/ ). Resources can include areas such as personal knowledge, interviews, or reliable online sources. All resources must be placed in an annotated bibliography in current APA format (see the example at http://owl.english.purdue.edu/owl/resource/614/03/).

Note: You only need a few lines for the annotation of each resource. The entire assignment must be less than 1 page. No title page is required. If you are using personal interviews or personal knowledge, just include that in a brief statement (e.g., “Personal knowledge as a bank teller,” etc.) and then explain in the annotation (personal interviews and personal knowledge are not typically cited in an APA reference list).

Part 2: Job Description and Job Analysis Instructions

You will complete this assignment in 2 parts: the Job Description and the Job Analysis.

Job Description

There are several examples of job descriptions. Exhibit 2.6 (in Part 2 Exercise 30) of the Nkomo et al. (2011) text provides a template for the position that you are researching. You will create an original job description. Do not copy a job description used by O*NET, on the internet, from a printed resource, or already completed by anyone or any organization. You may gather ideas and information from these resources and then decide what information and what elements for the job description are necessary. Spend time investigating what you need to complete this project. There are many great resources to help you. Consult the Heneman et al. (2015) text. It provides many of the needed resources and hints for accomplishing your task. SHRM.org and O*NET are great places to start (remember the O*NET resource is a required resource for this project). No in-text citations are to be included in the job description itself; they must appear in the discussion of the job analysis that is to follow. You do not need to include a title page prior to the job description. Note that a job description is the end result of a job analysis process, not the beginning. Take a look at Chapter 4 of the Heneman et al. (2015) text for details of the job analysis process to help you on the way to the job analysis.

Note: If you are using a personal interview to collect data for the job analysis questionnaire from Exhibit 2.5 (Part 2 Exercise 30) of the Nkomo et al. (2011) text, it will be a great help as you gather data for the project (you are not required to submit the questionnaire).

Job Analysis

You will write a 6–8-page paper that addresses the 6 questions at the end of this document. When formatting your paper, the job description must be placed first (before the title page). The job description, title page, and reference page do not count toward the required number of pages. You must include an introduction and a conclusion to the paper. The topic of the questions may be used as section headings to assist in the flow of the paper (e.g., job analysis methods, process, and sources used, essential functions for the position, etc.). You must include at least 5 peer-reviewed resources. Course materials must also be included in your paper, but do not count toward the total number of resources used.

1. What methods, processes, and resources did you use in the job analysis? How did this lead to your final job description? This is the point where you must make reference to the sources that you consulted in creating the job analysis, but be sure that most of the discussion focuses on the processes. Look at Chapter 4 of the Heneman et al. (2015) text for details on the job analysis.

2. How did you decide on what knowledge, skills, and abilities were “essential job functions” for this position? How do you recommend that a company update and maintain job descriptions? When should this description be reviewed?

3. What methods, process, and resources might you use if you were conducting this job analysis for an organization and wanted it to be thorough and complete? For example, would you work with a method such as the use of a committee on the process, or a resource such as an employee’s work journal?

4. Discuss 3 external recruitment resources and 1 internal resource for this position. Discuss 1 additional recruitment tool that you dismissed as inappropriate for this position and explain why.

5. Discuss 3 selection tools for the position and why you made those choices. Discuss 1 additional selection tool that you dismissed as inappropriate for this position and explain why. Make sure that the selection criteria you choose is measurable and legally defensible.

6. How can the job analysis process and resulting job description be used in areas of Human Resources apart from recruitment and selection?

Submit your assignment through SafeAssign as a draft to check for plagiarism before submitting it for points.

 Exhibit 2.6

Sample Job Description

Job Title: Shift Supervisor

Position Purpose: The purpose of this position is to maintain a safe and efficient plant operation through directing the activities of the operation’s personnel and providing a management support function for the plant superintendent.

Typical Job Duties:

  1. Directs the activities of the operations personnel and coordinates the activities of the maintenance personnel.
  2. Issues written communication to employees concerning personnel policies and operational concerns.
  3. Administers a maintenance request program through collecting requests, scheduling, and recording maintenance activities.
  4. Administers the plant tagging procedure.
  5. Conducts the training and safety programs for shift employees.
  6. Schedules shift assignments to reflect workload and vacation schedules.
  7. Performs administrative tasks such as recording workers’ time, maintaining records concerning operational activities, and updating written procedures.
  8. Prepares annual budget for assigned plant area and maintains the inventory level on these items.
  9. Appraises performance of shift employees annually.
  10. Counsels employees on disciplinary problems and job-related performance.
  11. Assumes plant superintendent’s duties when assigned.

Physical Requirements: Walking and climbing stairs

Working Conditions: Good, some noise

Equipment and Machines Used: CRT, spectrometer, PH meter, conductivity meter

Reporting Relationships: The shift supervisor reports directly to the plant superintendent. The shift supervisor directs the control room operator, two or more utility operators, trainees, and other assigned personnel, and coordinates the activities of the maintenance personnel present on shift.

Qualifications:

Education: Associate degree or equivalent training (e.g., management training classes) OR five (5) years of management experience.

Related Experience: Minimum of three (3) years as a control room operator for a coal-fired boiler operation.

Job Knowledge/Skills Required:

  1. Comprehensive understanding of plant systems.
  2. Fundamental understanding of electrical systems and motor control centers.
  3. Thorough knowledge of boiler chemistry.
  4. Comprehension of flow, logic, and electrical prints.
  5. Ability to perform elementary mathematical and algebraic calculations.
  6. Communication and human relations skills.
  7. Ability to operate CRT, spectrometer, PH meter, and conductivity meter.
  8. Managerial skills.
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Question Week 2

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1) This week, we read selections from Lies My Teacher Told Me and Peggy McIntosh’s article on “White Privilege: Unpacking the Invisible Knapsack“. Please identify and discuss what connections may exist between the historical events described in your book and the points outlined in McIntosh’s article.

Next – share your own views on the topic of White Privilege and explain whether or not you believe this dynamic presents an obstacle to overcoming prejudice & discrimination – and why you believe this to be the case.

2) Share a personal observation or experience you’ve had that reflects an example of a self-fulfilling prophecy (SFP), making certain to provide enough detail so that everyone can understand the people and situations involved.

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