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Assess your knowledge and understanding of the interrelationships of the key components of brand management.

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Main Objective of the assessment
The individual report aims to:
* Assess your knowledge and understanding of the interrelationships of the key components of brand management
* Assess your ability to analyze and evaluate any challenges managers face throughout the course of strategic brand management.
* Challenge your knowledge and understanding of brand management theories to provide a creative, appropriate course of actions on a business idea. * Develop your writing skills to effectively present your analysis and arguments in a professional and persuasive manner.
Approved BBS Coursework Brief Template 2019/20 1 of 6

Brunel Business School
Description of the Assessment
You are required to examine a sector of your choice in-depth and suggest ways to develop a new brand to enter that sector. You need to select a specific sector from the following list and write a brand audit report:
Beverage
Fashion product or service Fitness related product or service E-commerce platform
Car
Delivery service
A touristic destination
An online personality
The project should be entirely based on secondary information such as reliable public sources, trade magazines and business publications, company websites, library databases etc. as well as your professional experiences, insights and expertise. Primary research is not essential. Your report must include the following components and fully address these questions:
An executive summary of your project
1. Sector analysis (30%)
a. Describe the consumption trend and discuss the major opportunities in your sector. b. Profile major competitive brands and market situation.
c. Analyze the major brands in the sector and produce a positioning map.
2. Develop a new brand to enter the market (50%)
a. Develop a new brand and justify your decisions. You should identify gaps in the market and opportunities for the new brand as well as explain
why the new brand is needed.
b. Detail and explain your brand graphics (names, logos, slogan and packages).
c. Develop a new communication strategy for your new brand.
d. Discuss the four components of the new brand that you aim to achieve: brand identity, brand image, brand positioning and brand equity.
3. Make recommendations on how the brand should be managed in the next 3 years. (20%)
You may consider suggesting a marketing plan and discuss the details of development and implementation. For example, you might wish to discuss your competitive reactions and how you will respond through appropriate actions to build a strong brand.
Approved BBS Coursework Brief Template 2019/20 2 of 6
Brunel Business School
A conclusion of your report
The report (accounts for 100% of your overall mark of the course)

How can you take advantage of internal strengths to counter the threats posed by the external environment?

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This study aims at the reality of theater used for educational ‎purposes In the stages of Egyptian education (primary – preparatory ‎‎- secondary). The study will use the SWOT ANALYSIS to identify ‎the elements of strength, weakness, and opportunities for theater ‎practice in the educational field and the threats that hinder the ‎practice of theater activity as one of the school activities that were ‎prepared to be an integral part of the curriculum and support it.‎
The study uses the methodology of the survey on a sample of faculty ‎members, administrators, practitioners and practitioners in the school ‎media, in addition to a number of students and practitioners of ‎theatrical activity, and in the light of the results of the study can come ‎up with a proposed vision to develop the educational theater and ‎educational outputs.‎
Keywords: Educational Theater – Educational Context – SWOT ‎Analysis

introduction
The theater is considered one of the educational activities that studies have ‎proven important in terms of education and education, and because it is one of ‎the educational means based on the learner’s participation side by side in the ‎educational process, and what the theater contains of mental capabilities, ‎developing students ’talents and gaining societal and moral values, in addition to ‎educational benefits Which many studies have proven its importance and ‎effectiveness in addressing curricula and supporting them in a way that positively ‎affects raising the level of academic achievement of students‏.‏
According to the results of previous research and studies, the theater in the ‎educational field faces a set of challenges and requirements that were the starting ‎point to be the nucleus of this research‏.‏

Research problem
Through the results of previous studies that demonstrated the importance of ‎theater as an educational and learning tool, it was found that there are a set of ‎problems that may prevent the educational theater from achieving its educational ‎and educational goals, and these obstacles may be specific to the communicator ‎or the presence of capabilities or the extent of their exploitation, optimal ‎exploitation, in addition to the extent of Utilizing the theater to support the ‎curriculum and its impact on the educational environment for teachers and ‎learners alike‏.‏
Therefore, the researcher sensed the importance of conducting a study to identify ‎the reality of using theater in the educational context and to know the elements ‎of strength, weakness, available opportunities and threats‏.‏

Importance of research:‎
Scientific importance:‎
‎1)‎ The scarcity of Arab studies dealing with the study of SWOT ‎analysis on the educational stage.‎
‎2)‎ This study may be useful in developing the educational theater ‎and maximizing the benefit of its educational outcomes.
Applied importance:‎
‎1)‎ Through this study, we can identify the elements of strength ‎and weakness, opportunities and threats facing the educational ‎theater.‎
‎2) The results of this study may be useful to maximize the use of ‎theater in the educational and educational context and to enhance ‎learning outcomes.‎

Research objectives:‎
‎1) Identify the goals of the educational theater as an educational tool.
‎2) Identify the strengths that characterize the educational theater.
‎3) Identify the weaknesses facing the educational theater
‎4) Knowing the available opportunities that can be exploited in the ‎educational theater.‎
‎5) Identify the threats that hinder the achievement of quality ‎educational outputs.‎

Methodology

The research is based on the survey methodology, which is a method of collecting ‎data through which information is obtained directly from the individuals who are ‎chosen to serve as a basis for reaching conclusions about the research community ‎under study.‎

Study Sample: The study sample is divided into:‎

Suggested sample for study
The human sample:
The study is based on a survey of the opinions of experts and practitioners of the ‎educational theater activity in a number of schools.‎
Suggested tools for study (designed by researcher)‎
Questionnaire form:
The questionnaire is used as a tool to survey the opinions of experts in the field of ‎education to identify the reality of the educational theater activity and its ‎experience in its application and the difficulties that may face the activity in the ‎application

Study limits:‎
A – Spatial limits: The field study relies on a random sample of supervisors of media ‎activity in schools, especially educational theater activity in a number of educational ‎departments.
B – Time limits: This research will be applied during the year – 2020‎

Study variables:
A – The independent variable: It is the variable to measure the degree of its impact on ‎the development of education and thus raise the degree of achievement in the ‎educational process, and is represented in the educational theater.
B – dependent variable: It is the variable to measure the degree of its influence, which ‎is represented in the studies and practitioners of the educational theater activity, the ‎degree of their academic achievement and the extent of their motivation for ‎achievement.
C – Exotic variables: They are the variables to be isolated from the rest of the variables ‎and are to identify the problems that prevent us from benefiting from the educational ‎theater applications, and these practices are specific to planning or implementation and ‎practice mechanisms on the ground.‎

Terms
‏ ‏Educational Theater:‎
The educational theater is a dramatic artistic activity that relies on ‎diagnosis, representation and activation in order to learn, acquire and ‎open in the classroom and within the walls of the educational or ‎educational institution in order to develop the competencies of ‎learners and learners, upgrade their artistic taste, develop their ‎aesthetic sense and educate them on national and human values.‎
This activity may be an automatic or targeted expression of the ‎learners to train and personalize under the guidance of the teacher. ‎The first type is based on imaginary or imaginary play. This play is ‎the psychological basis through which learners express themselves ‎and their psychological and social needs, intimate and direct. The ‎second type of it, i.e. the mentor, is provided by the learners under the ‎guidance of the teacher.‎
And theater performs, in general, educational and educational ‎functions, especially that provided by adults to learners with a view ‎to creativity, education and taste development.‎
‎- Automatic educational learning theater.‎
‎- The educational theater directed by the teacher or his substitute (a ‎theater of events, a theater of text or educational positions …).‎
‎- The educational theater that adults provide to children.‎
And these three types depend, in general, on written text and clear ‎direction, because the school theater provides creative drama and ‎automatic representation of their response to the level of the learner in ‎the first years of school.‎
 SWOT Analysis
Environmental analysis or SWOT Analysis stands for: Weaknesses, ‎Opportunities, Opportunities, Challenges or Constraints. ‎Environmental analysis is a method suitable for developing a plan ‎that takes into account many internal and external factors of the ‎institution, as well as maximizing the strengths and opportunities ‎available. An environmental analysis is a way to obtain
On the information of the participants, this information is analyzed in ‎light of the organization’s real notes.‎
The importance of the SWOT tool is that it helps in identifying and ‎diagnosing the following and answering a number of questions:‎
‎.1 strengths that enable the organization to take advantage of ‎opportunities in the external environment.‎
‎.2 strengths that can be used to counter threats from the external ‎environment.‎
‏3‏‎. Weaknesses that prevent taking advantage of opportunities in the ‎external environment.‎
‏4‏‎. Weaknesses that make the organization vulnerable to more threats ‎posed by the external environment.‎
‏5‏‎. How can internal strengths be used to maximize the exploration of ‎available opportunities?‎
‏6‏‎. How can you take advantage of internal strengths to counter the ‎threats posed by the external environment?‎
‏7‏‎. What are the necessary improvement and development aspects of ‎internal performance that must be accomplished for the organization ‎to be able to exploit?‎
Opportunity?‎
‏8‏‎. What activities need to be completely eliminated in order for the ‎organization to survive on the market?‎

Define empirical references, which are categories of actual phenomenon that demonstrate the occurrence of the  concept (i.e., kissing demonstrates affection)

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Dr. Afaf Meleis is one of our foremost nurse scholars with an excellent grasp of difficult theoretical content. 

  • Meleis (1997) describes a phenomenon (singular) as “An aspect of reality that can be consciously sensed or experienced” (p. 11).
  • Phenomena (plural) can be described from the evidence that is sense-based and can be seen, heard, smelled, or felt, or is derived from evidence that is grouped together through connections (Meleis,1997).
  • To use a real-world example: you are flying home from Europe and you feel tired, groggy, and are having problems remembering things.  These things are all related to the phenomenon of flying across multiple time zones.
  • ..how does that relate to concepts? According to Dr. Meleis (1997), a concept “is a term used to describe a phenomenon or a group of phenomena” (p.12).

A concept provides us with a detailed summation of thoughts related to the phenomenon as a way of labeling.

  • If we did not have that label, we would have to go into detail to describe the phenomenon.
  • So, from our example above related to flying, we can give that the label “jetlag.”
  • Our concept is jetlag….when you hear that term, you automatically think of what that means…that groggy, slightly disoriented feeling you get when flying across time zones.
  • Sometimes, the appropriate labeling of the phenomenon will be very clear and other times it is more abstract.

Chinn & Kramer (2015) state that a concept lies along a continuum from the empiric (more directly experienced) to the abstract (more mentally constructed).

  • For example, the most concrete empirical concepts are those that can be directly experienced such as height and weight; this type of “measured” concept would lie at one end of the continuum.
  • Concepts can also be much more abstract, such as “self-esteem” and “wellness”, this type of concept would lie on the other end of the continuum.  Do you see the difference?
  • Of course, the more empiric and concrete, the easier it is to understand and measure.
  • The more abstract the concept, the more difficult to understand and measure (Chinn & Kramer, 2015).

How does this relate to theory?

  • Concepts are the building blocks of theory; a well-constructed theory will contain multiple, well-defined concepts that provide a way to examine our patients, the overall health situation, even the environment.
  • This will become more apparent to you when you begin Module 3.

A Concept Analysis is a prescripted evaluation of a specific “word” or group of words that may have different meanings to different people. 

  • There are several methods of Concept Analysis, the most frequently used method in nursing literature is the Walker and Avant (2005) method of Concept Analysis.
  • A Concept Analysis is intended to give clarification and a deeper understanding of words and phrases commonly used in nursing practice.

Avant and Walker (2005, 2019) describe eight (8) procedures for the concept analysis:

  1. Select a concept
  2. Determine the aim or purpose of the analysis
  3. Identify uses of the concept
  4. Determine the defining attributes
  5. Identify a model case that demonstrates all the defining attributes
  6. Identify the antecedents (causes) and consequences (effects)
  7. Define empirical references, which are categories of actual phenomenon that demonstrate the occurrence of the  concept (i.e., kissing demonstrates affection)

Your beginning step should be to think about the phenomenon of interest (POI) you just wrote about. 

  • What comes to mind when you think about the POI?
  • Are any “labels” apparent?

As a first step, you may want to search the Biomedical library with the search terms “concept analysis nursing”. 

  • This should result in a number of published concept analysis articles from the peer-reviewed literature.
  • From this broad search, you can then narrow your search to find an article that is appropriate for your selected Phenomenon of Interest.
  • An example of a Concept Analysis article is provided for you in the Recommended Resources section to help you identify what type of article you are looking for in your literature search.

Identify a Concept Analysis article and consider the following as you critically examine the article (Avant and Walker, 2019):

  • Determine if the authors tested the overall theory or only part of a theory.
  • Do the authors discuss any difficulties in testing the theory?
  • Do the authors describe any limitations that may have affected the validity of the theory testing?
  • Do the authors recommend changes to the theory as a result of testing?

References

Chinn, P.L., & Kramer, M.K. (2015). Knowledge development in nursing. (9th ed).  St. Louis, MO: Mosby Elsevier

Meleis, A. I. (1997). Theoretical nursing: Development and progress (3rd  Ed.). Philadelphia: Lippincott.

Walker, L.O., & Avant, K.C. (2005). Concept analysis: Strategies for theory construction in nursing (4th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.  Link to Article

Walker, L.O., & Avant, K.C. (2019). Concept analysis: Strategies for theory construction in nursing (6th ed.) NY, NY: Pearson.

When consulting with relevant managers, what methods can be used? What should you inform them about?

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Assessment 2 – Written Responses

1. What is human resource strategic planning? What may the objectives and targets of the plan relate to?

2. In order to identify emerging practices and trends, you may need to undertake environmental analysis. How can you do this? What is involved in the process?

3. Give examples of the different options for sourcing labour supply.

4. When considering the impact of new technology, what should you think about?

5. You should be aware of recent and potential changes to industrial and legal requirements. Give two examples of changes that you are aware of.

6. When consulting with relevant managers, what methods can be used? What should you inform them about?

7. What are human resource philosophies and values?

8. What should the objectives and targets of your plan set out? What will this enable?

9. Give two examples of the different options for the provisions of human resource services.

10. What may technology be used to support?

11. What are the key ingredients of a strategic HR plan?

12. When developing a risk management plan, what should you ask yourself?

13. In order to see that the plan is implemented, you will need to work with others. Who may these be?

14. Why should you monitor and review the plan? What questions will you need to answer in order to this?

15. Give two examples of changes in circumstances that may result in your plan needing to be adapted.

16. What does an evaluation of performance enable you to do?

Is Hardin’s response to Aiken effective, or do you agree with Aiken? Why? Defend your position with argument, examples, and evidence.

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Academic argument: Read the following essays:

  1. Aiken, William, and Garret Harding. “Lifeboat Ethics? A Letter to Garret Hardin by William.

Aiken, and a Response by Garret Hardin.” Bioscience 29.6 (1979): 336. Print.

  1. Bizzell, Patricia. “Composition Studies Saves the World!” College English 72.2 (2009): 174–87. Print.

3.Nixon, Rob. “Neoliberalism, Genre, and ‘The Tragedy of the Commons.’” PMLA 127 (May 2012): 593–99. Print.

Module Discussion

For this module, we will have a short class discussion on the articles. Please choose one of the readings and try to position yourself in the debate. Do you agree with Hardin, Aiken, or Nixon? Do you agree with Fish or Bizzell? As you do so, please consider the following questions:

  • Writer please make 300-350 words for my main post. 350 words is best. Thank you
  1. Is Hardin’s response to Aiken effective, or do you agree with Aiken? Why? Defend your position with argument, examples, and evidence.
  2. Rob Nixon argues that Hardin’s ideas have led to further abuse of the environment. Do you agree? Why or why not? Defend your position with argument, examples, and evidence.
  3. Is Bizzell correct that readings related to social justice have a place in the composition classroom? Why? Defend your position with argument, examples, and evidence.

Instructions

  1. Establish Your Position

Now, choose one of the three questions and write a 250 to 350 word response to the question, establishing your position. You should try to provide evidence or examples to support your response.

  1. Respond to a Classmate’s Position – SEE THE NEXT PAGE OF MY CLASSMATE’S POST.

Once you have submitted your response, please read at least two of your classmates’ responses and post a 100 to 150 word response to one of them.

  1. Defend Your Position

You then need to post a 50 to 100 word response to one of your “responders” (a classmate who responded to your question). – I will send this as soon as I get a response to my post.

Your posts need to be formal, academic, and, as an added challenge, you cannot use the words like, nice, interesting, or good in your posts. This kind of a restriction may seem artificial, but it actually moves our responses toward deeper engagement with each other’s ideas.

Classmate’s post – writer please make a response to one of the post.

Classmate 1:

William Aiken raises sensible questions in his letter “Lifeboat Ethics?” as a counterargument to Garrett Hardin’s theory. The analogy of the developed world sitting safely in their lifeboat while the developing world is abandoned out to sea sounds harsh, egotistical, and unethical; however, Hardin is advocating for the long-term preservation of the Earth and the posterity of humankind, is this not a matter of ethics? A noble and worthy cause?

Hardin is warranted in his comment, “What passes as ‘compassion’ is too often no more than momentary, face-to-face concern, with no thought of coming generations” (337). Tough and impartial decisions are required in the face of posterity and as Hardin mentioned the only peaceful way to make these tough decisions is by nation-state sovereignty and responsibility. The entire world attempting to equally divide resources peacefully without an “impartial manager” seems impossible (337).

While Hardin approaches Aiken’s counterargument with contention, his philosophy that third-world population is predominantly contributing to the deterioration of the Earth’s resources is overzealous. The population is certainly a factor; however, the industrialization and consumerism of the developed world are notably more concerning. Professor Colin Butler and Professor Stephen Dovers, in their article “Population and Environment: a Global Challenge,” identify that “individuals living in developed countries have, in general, a much bigger ecological footprint than those living in developing countries” (Butler). Additionally, Butler and Dovers state “in 2014 Australia’s ecological footprint was calculated at 6.7 global hectares per person . . . if the rest of the world lived like [Australia], we would need the equivalent of 3.6 Earths to meet the demand” (Butler).

The Earth’s resources and posterity of humankind will only thrive at a cost and a sacrifice for some if not all. Hardin pragmatically argues this reality however harsh and unethical it may seem.

Classmate 2:

While in the in book Save the World on Your Own Time by Stanley Fish, it does bring up topics for discussion that are valid for academe, I  do however agree with Patrica Bizzell’s argument that counteracts Fish as it brings a more in-depth knowledge of how students and education have advanced throughout the years and how teachers must adapt.

Bizzell’s argument is that she believes it is an important task for a teacher to go beyond only teaching their disciple the clear cut way and then expecting students to apply their learnings to real-world factors. However, Bizzell believes it is the educators’ job to help students genuinely learn the disciple that is being taught and help students advance through their educational careers successfully through the use of “composition studies.” (175).

Bizzell counteracts Fish’s argument that “academics are not to try to do someone else’s job,” (180) which can involve both character development activities and influencing political stance that can be brought on by a teacher such as Bizzell, “you are not to make your students better people or better citizens.” (180) I agree partly with Fish that I do find it critical for educators to attempt to keep academics separate from personal political views as a way of being unbiased while teaching. Students; however, can benefit from being exposed to other political views from individuals in their surroundings such as educators, it can allow them to have a more in-depth view of their own stance, or can allow them to broaden their view to something they haven’t suggested.

Bizzell continues this agreement by agreeing with Donald Lazere’s observation of “the critical study of political rhetoric,” (182) she believes it it “forms excellent academic content for writing class.” (182)  Bizzell acknowledges that she does go against Fish’s stance of no politics in the classroom, she admits that she believes when her “students encounter [her] as a writing teacher, they encounter all of [her],… religious, political, moral, and social commitments.” (183)

Overall Patrica Bizzell brings an important perspective and credibility that counteracts Stanley Fish in a formal and professional manner on the discussion that the education system should learn and grow with their students.

Guidelines for Academic Argument

Five helpful guidelines for academic argument are presented below.

  1. Be formal. Know your audience. They are experts and professionals, so write (or speak) to them as such. Use the language and style of the discipline to show you belong professionally.
  2. Be graceful. Treat your opponents with respect. Yes, truth or agreement is your goal, but do not resort to impolite behaviour. Do not become arrogant or close-minded.
  3. Be intelligent. It is possible, in the course of day-to-day life, to cause social discomfort by insisting on logical or clear arguments based on evidence. This is not the case in academic work. Allow yourself to be an expert (but remember the above warning against arrogance or dogmatism).
  4. Use evidence. Do not hesitate to provide your ideas and your insights, but try to demonstrate that you know your field. Who has written on this topic? What were their ideas? Are they useful ideas, or should they be discarded?
  5. Be specific. Do not rely on vague terms, generalizations, or words that do not function without context. As you revise your essays, eliminate and clarify every sentence that begins with “This” or “That,” especially if the sentence is without a noun (or if there is no clear noun antecedent for “this” or “that”).

Explain the counseling process (from the beginning to the end) -you would use to manage the case. Include five counseling goals and five counseling interventions (six pages).

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NMY FRIENDS DIDN’T MAKE ME BAD” Kay Siang does not blame anyone for his turning to crime. He thinks it was fqted, just like his father being a drug addict. “Perhaps l’m meant to be a thief. ln this world, there are good and bad guys. Maybe I’m the bad guy.” “My mother kept telling me, ‘Like father, like son’,” he said, with a shrug.
“Those boys didn’t teach me to be bad. I was already a gone case when I met them. With them, I broke into flats and coffee shopd.” “They kept watch outside while I forced open the windows and ransacked the place for cigarettes and valuables.” ‘
Kay Siang dropped out of school in Primary 4. He said he was bored. “No use going to school. ljust fall asleep.” Kay Siang can’t read or write. He knows only the alphabet and can spell his name.
He said he took up smoking in kindergarten. “lt’s easy. I saw my mother smoking one day and followed,” he said.
Kay Siang said his mother “trusted” hirn “She didn’t mind me staying out for days even up to a week ” “With the boys, when we were not stealrng, we stayed overnight at the beach for barbecues and parties.” ‘My motherdidn’t seem to care. She’,.,,as too busy,, ,’,’ti ,’,,::< anC her boyfriend. (He liyss r,,,rllf thern i” ‘B.;t’,vhene’/e’s.e {o -‘a aJ: s:: 3 s-: :==-. -a =’.^=’ ,’, :- = ::: :he .’,e:e’ hose or a ,’,ccder’ a z-<
Question 1

Use Cognitive Behavioural Therapy (CBT) counseling approach for this case study. Explain the rationales for choosing this approach (one page).
Question 2

Evaluate four key counseling issues that client has presented in the case study and explain your evaluations (three pages).
Question 3

Explain the counseling process (from the beginning to the end) -you would use to manage the case. Include five counseling goals and five counseling interventions (six pages).
Question 4

Provide critique and analysis of Cognitive Behavioural Therapy (CBT) that you have chosen in Ql. Include five limitations and five strengths of CBT(tw-o pages)”

Is the workflow surrounding technology usage providing the organization with the data they need to make decisions and eventually meet meaningful use criteria?

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Based on the system development life cycle,human-technology interface,overview of the purpose of conducting workflow analysis and design,the waterfall model, rapid application development and interoperability.
Answer the following:
1.Is the workflow surrounding technology usage providing the organization with the data they need to make decisions and eventually meet meaningful use criteria?
2.How does current educational preparation need to change to address the skills necessary to perform workflow analysis and redesign clinical processes?

Understand minimally invasive surgeries (MIS) and conventional surgeries involved in degenerative mitral diseases by referring to Minimally Invasive Surgical Mitral Valve Repair: State of the Art Review.

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Instructions

  • Understand minimally invasive surgeries (MIS) and conventional surgeries involved in degenerative mitral diseases by referring to the following:
  • A meta-analysis of minimally invasive versus conventional mitral valve repair for patients with degenerative mitral disease by Christopher Cao and the 29 references used for that article.
  • Minimally Invasive Surgical Mitral Valve Repair: State of the Art Review

 

Those can be found in this google drive link:

https://drive.google.com/open?id=1beCUWMH3r0q7UYXSv_zrr2sqbOZ1mL0S

  • Write an introduction (around 1000 – 1200 words) of minimally invasive versus conventional surgeries for degenerative mitral valve diseases consisting of the following contents:
  • History of minimally invasive surgeries and conventional surgeries for degenerative mitral valve diseases (200 – 250 words)
  • Draw timeline to illustrate the history.
  • Refer to background reference word document for some information on history if necessary.
  • Degenerative mitral valve diseases (200 – 250 words)
  • Images on: healthy mitral valve VS degenerative mitral valves comparison
  • Minimally invasive surgeries (MIS) for degenerative mitral valve diseases (400 words)
  • Types of MIS for degenerative mitral valve diseases
  • Place some emphasize on femoral-femoral bypass – as I am conducting this MIS on my patients.
  • 2 images of MIS degenerative mitral valve diseases e.g. image of ministernotomy
  • Conventional surgeries for degenerative mitral valve diseases (300 words)
  • Types of conventional surgeries for degenerative mitral valve diseases.
  • 2 images of conventional surgeries for degenerative mitral valve diseases e.g. image of sternotomy.
  • Present data on:
  • Prevalence of MIS and conventional surgery for mitral valve disease.
  • Proportion of both MIS and conventional surgery for mitral valve disease at the moment.
  • Relevance of MIS and conventional surgeries.
  • References – 30 references (*can consider references in google drive link above, but it is recommended to use other references that are newer and better as some references in google drive link are old i.e. in 1990s), preferably year 2000 – 2019, Harvard referencing.

Describe your preferred conflict-management style (collaborative, competitive, accommodating, avoidance, or compromising) and discuss how it complements your personal leadership theory.

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Question given to my peers below.

Describe your preferred conflict-management style (collaborative, competitive, accommodating, avoidance, or compromising) and discuss how it complements your personal leadership theory. What types of situations would prompt you to use an alternative conflict management style and why?

For Top essay writer – Critique my peers posts below, When responding to your peers, offer feedback on their selected approach and how it may impact stakeholders. All sources must be APA cited. Also, please separate my peers post below using their names as the heading

 

Jason Post below

According to this week’s reading assignment, conflict can actually be an essential tool in progressing forward and thinking outside the box (provided it is navigated in a constructive manner). Managers must be able to adapt their conflict management behaviors to a given situation. In some cases, it may be best to confront conflict, and in other cases, it may be better to avoid conflict or accommodate (Saeed et al, 2014).

My preferred conflict management style is collaborative/integrative given it seeks to find a mutually beneficial outcome. I always prefer win-win scenarios however I understand these are not always possible. From a preference and personality perspective, to me there is nothing worse than a zero-sum scenario where one person “wins” or gets their way and the other loses and concedes everything. There are likely tradeoff decisions and concessions that both parties may need to make however as long as those are articulated, presented on the table and agreed upon, a collaborative approach is often a good goal for me to focus on. There are also nuances of the compromising style included here as well. Studies have shown that supervisors who use an integrating style achieved more behavioral compliance, less likely to experience persistent conflict at work and have less disputes (Saeed et al, 2014). I also tend to be conflict-averse which is another reason why I tend to gravitate toward this style.

There are instances where I may utilize a different approach is when expedient decisions come into play. For example, I try and guide my team members to make decisions on their own without checking in with me. In these cases, I may use more of an accommodating style to enable the team to make sound decisions and work through challenges collectively. If I need to get involved to mediate, I will do so but likely as a last resort.

Each of my preferred styles resonate closely with my preferred leadership style especially as it relates to both servant leadership and transformational leadership. I see it more as an opportunity to empower others through autonomy, support and coaching rather than utilizing a more autocratic style of leading. Given I work in a learning & development role, I typically utilize a collaborative style when navigating through challenges given I work closely with other centers of excellence (COEs) within HR and I find these approaches to be quite useful.

 

Amy Post below

I am a servant leader and find I prefer to collaborate or compromise when there is conflict. I do not feel there is one style that will fit every conflict situation. I know, without question, I will avoid conflict as much as I can, but not ignore it.  I will do my best to address situations as they arise and hopefully catch any problems before they have time to fester. In discussing conflict management, Swetha Amaresan (2019) suggests that: “Conflict management is the process for handling disputes and disagreements between two or multiple parties. The goal of this system is to minimize the negative factors that are influencing the conflict and encourage all participants to come to an agreement. Successful conflict management results in a mutually beneficial outcome that’s agreed upon by each party.” I find this concept summarizes how I wish my conflict management style to develop.

There are several details which can help in choosing a conflict management style. Among these are considering how much one values the other person or issue; understanding the consequences; and deciding if I have the time and energy to give to the conflict. (Amaresan, 2019) Being a servant leader might mean I need to address every conflict to meet the needs of those I have been designated to lead. My first concern would normally be the well-being of others. However, not every conflict is worth my time and energy, especially if the person or issue concerned is not a contributor to the success of the company.

One example of needing to use an alternative form of conflict management might be colleagues’ disagreeing with me on a proposed change within the company. I will discuss why I came to my decision and hear the other persons out. After further consideration on my part, I may decide to accommodate their concerns. In the event that I have a colleague or employee who, I know, is getting ready to retire, it might be wise to just avoid any conflict with that person to make his or her remaining time with the company a more pleasant experience.

 

How might the economic risks in those two countries impact the company expansion?

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INT 315 Module One Worksheet Guidelines and Rubric.

Overview: For this assignment, you will identify two global markets of your choice and analyze their economic and political systems for your final project. Using your responses on this worksheet, your instructor will approve your foreign market selection for the final project. Remember that Part I of your final project, which is due in Module Three, will require you to compare two countries as potential markets for a new manufacturing and distribution facility.

You will complete this assignment in the Module One Worksheet.

Prompt: First, review the provided resources in Module One and the Final Project Guidelines and Rubric document. In this assignment, you will select two countries to analyze for the country exploration section of the final project, providing a basic description of each country based on the questions below.

Specifically, your assignment should address the following critical elements:

1. What is the economic system in each of the markets?

2. What is the political system in each of the markets?

3. How might the economic risks in those two countries impact the company expansion?

4. How might the political risks in those two countries impact the company expansion?

5. Is there sufficient research data available for each selected country? Support your response with at least three scholarly resources you intend to use for this project.

Rubric

Guidelines for Submission: You should submit the completed Module One Worksheet. Use APA citations where appropriate.

Critical Elements Proficient (100%) Needs Improvement (70%) Not Evident (0%) Value Country Selection Identifies two countries to examine Does not identify two countries to examine 5 Economic System Clearly describes economic system in each country Describes economic system in each country, but with incomplete or inaccurate information Does not describe economic system in each country 20

Critical Elements Proficient (100%) Needs Improvement (70%) Not Evident (0%) Value Political System Clearly describes political system in each country Describes political system in each country, but with incomplete or inaccurate information Does not describe political system in each country 20 Economic Risks Clearly explains potential economic risk factors involved in expansion to each country Explains potential economic risk factors involved in expansion to each country, but with incomplete or inaccurate information Does not explain potential economic risk factors involved in expansion to each country 20 Political Risks Clearly explains potential political risk factors involved in expansion to each country Explains potential political risk factors involved in expansion to each country, but with incomplete or inaccurate information Does not explain potential political risk factors involved in expansion to each country 20 Research Data Determines whether there is sufficient research data available for each selected country, with supporting resources Determines whether there is sufficient research data available for each selected country, but does not support with resources Does not determine whether there is sufficient research data available for each selected country 10 Articulation of Response Submission is mostly free of errors of organization and grammar; existing errors are marginal and rarely interrupt the flow Submission contain errors of organization and grammar, but they are limited enough that submission can be understood Submission contains errors of organization and grammar that make it difficult to understand 5 Total 100%