Explain why these are important to support the brand.

Explain why these are important to support the brand.

What Is a Brand? – Watch the videos, What Is a Brand? and Understanding Why Brands Are Important, and answer the following questions:

Question One

Tell us your favorite brand. Give a full description of this brand and why it is your favorite.

Question Two

Describe your favorite brand’s promise. Remember that a brand promise not the same as slogan or tagline. What elements of the brand convey this message to you.

Question Three

Name and describe three brand touchpoints. Explain why these are important to support the brand.

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For Concept Writer Only

For Concept Writer Only

Due 8/5/19

Psychological assessment guides are created by psychology professionals to provide the public with accurate and authoritative information appropriate for their current needs. Information available to the public about psychological testing and assessment varies widely depending on the professional creating it, the purpose of the assessment, and the intended audience. When professionals effectively educate the public on the how, what, and why behind assessments and the strengths and limitations of commonly used instruments, potential clients are in a better position to be informed users of assessment products and services. The Assessment Guides developed in this course will be designed to provide the lay public with accurate and culturally relevant information to aid them in making informed decisions about psychological testing. Students will develop their Guides with the goal of educating readers to be informed participants in the assessment process.

There is no required template for the development of the Assessment Guide. Students are encouraged to be creative while maintaining the professional appearance of their work. The Guide must be reader-friendly (sixth- to ninth-grade reading level) and easy to navigate, and it must include a combination of text, images, and graphics to engage readers in the information provided. Throughout their Guides, students will provide useful examples and definitions as well as questions readers should ask their practitioners. To ensure accuracy, students are expected to use only scholarly and peer-reviewed sources for the information in the development of their Guides.

Students will begin their Guides with a general overview of assessment, reasons for assessment referrals, and the importance of the role of each individual in the process. Within each of the remaining sections, students will describe the types of assessments that their readers may encounter, the purposes of each type of assessment, the different skills and abilities the instruments measure, the most valid and reliable uses of the measures, and limitations of the measures. A brief section will be included to describe the assessment process, the types of professionals who conduct the assessments, and what to expect during the assessment meetings.

The Assessment Guide must include the following sections:

Table of Contents (Portrait orientation must be used for the page layout of this section.)

In this one-page section, students must list the following subsections and categories of assessments.

Introduction and Overview

Tests of Intelligence

Tests of Achievement

Tests of Ability

Neuropsychological Testing

Personality Testing

Industrial, Occupational, and Career Assessment

Forensic Assessment

Special Topics (student’s choice)

References

Section 1: Introduction and Overview (Portrait or landscape orientation may be used for the page layout of this section.)

Students will begin their Guides with a general overview of assessment. In this two-page section, students will briefly address the major aspects of the assessment process. Students are encouraged to develop creative titles for these topics that effectively communicate the meanings to the intended audience.

Definition of a Test (e.g., What is a Test?)

Briefly define psychological assessment.

Types of Tests

Identify the major categories of psychological assessment.

Reliability and Validity

Briefly define the concepts of reliability and validity as they apply to psychological assessment.

Role of testing and assessment in the diagnostic process

Briefly explain role of assessment in diagnosis.

Professionals Who Administer Tests

Briefly describe the types of professionals involved in various assessment processes.

Culture and Testing

Briefly describe issues of cultural diversity as it applies to psychological assessment.

Categories of Assessment (Portrait or landscape orientation may be used for the page layout of this section.)

For each of the following, students will create a two-page information sheet or pamphlet to be included in the Assessment Guide. For each category of assessment, students will include the required content listed in the PSY640 Content for Testing Pamphlets and Information Sheets (Links to an external site.). Be sure to reference the content requirements (Links to an external site.) prior to completing each of the information sheets on the following categories of assessment.

Tests of Intelligence

Tests of Achievement

Tests of Ability

Neuropsychological Testing

Personality Testing

Industrial, Occupational, and Career Assessment

Forensic Assessment

Special Topics (Students will specify which topic they selected for this pamphlet or information sheet. Additional instructions are noted below.)

Special Topics (Student’s Choice)

In addition to the required seven categories of assessment listed above, students will develop an eighth information sheet or pamphlet that includes information targeted either at a specific population or about a specific issue related to psychological assessment not covered in one of the previous sections. Students may choose from one of the following categories:

Testing Preschool-Aged Children

Testing Elementary School-Aged Children

Testing Adolescents

Testing Geriatric Patients

Testing First Generation Immigrants

Testing in Rural Communities

Testing English Language Learners

Testing Individuals Who Are (Select one: Deaf, Blind, Quadriplegic)

Testing Individuals Who Are Incarcerated

Testing for Competency to Stand Trial

Testing in Child Custody Cases

References (Portrait orientation must be used for the page layout of this section.)

Include a separate reference section that is formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.). The reference list must consist entirely of scholarly sources. For the purposes of this assignment, assessment manuals, the course textbook, chapters from graduate-level textbooks, chapters from professional books, and peer-reviewed journal articles may be used as resource material. A minimum of 16 unique scholarly sources including a minimum of 12 peer-reviewed articles published within the last 10 years from the Ashford University Library must be used within the Assessment Guide. The bulleted list of credible professional and/or educational online resources required for each assessment area will not count toward these totals.

Attention Students: The Masters of Arts in Psychology program is utilizing the Pathbrite portfolio tool as a repository for student scholarly work in the form of signature assignments completed within the program. After receiving feedback for this Assessment Guide, please implement any changes recommended by the instructor, go to Pathbrite (Links to an external site.)and upload the revised Assessment Guide to the portfolio. (Use the Pathbrite Quick-Start Guide (Links to an external site.) to create an account if you do not already have one.) The upload of signature assignments will take place after completing each course. Be certain to upload revised signature assignments throughout the program as the portfolio and its contents will be used in other courses and may be used by individual students as a professional resource tool. See the Pathbrite (Links to an external site.) website for information and further instructions on using this portfolio tool.

The Assessment Guide

Must be 18 pages in length (not including title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.).

Must include a separate title page with the following:

Title of guide

Student’s name

Course name and number

Instructor’s name

Date submitted

Must use at least 16 scholarly sources, including a minimum of 12 peer-reviewed articles from the Ashford University Library.

Must document all sources in APA style as outlined in the Ashford Writing Center.

Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.

Must incorporate at least three different methods of presenting information (e.g., text, graphics, images, original cartoons).

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

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Waypoint Assignment Submission

The assignments in this course will be submitted to Waypoint. Please refer to the instructions below to s

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Briefly describe issues of cultural diversity as it applies to psychological assessment.

Briefly describe issues of cultural diversity as it applies to psychological assessment.

Due 8/5/19

Psychological assessment guides are created by psychology professionals to provide the public with accurate and authoritative information appropriate for their current needs. Information available to the public about psychological testing and assessment varies widely depending on the professional creating it, the purpose of the assessment, and the intended audience. When professionals effectively educate the public on the how, what, and why behind assessments and the strengths and limitations of commonly used instruments, potential clients are in a better position to be informed users of assessment products and services. The Assessment Guides developed in this course will be designed to provide the lay public with accurate and culturally relevant information to aid them in making informed decisions about psychological testing. Students will develop their Guides with the goal of educating readers to be informed participants in the assessment process.

There is no required template for the development of the Assessment Guide. Students are encouraged to be creative while maintaining the professional appearance of their work. The Guide must be reader-friendly (sixth- to ninth-grade reading level) and easy to navigate, and it must include a combination of text, images, and graphics to engage readers in the information provided. Throughout their Guides, students will provide useful examples and definitions as well as questions readers should ask their practitioners. To ensure accuracy, students are expected to use only scholarly and peer-reviewed sources for the information in the development of their Guides.

Students will begin their Guides with a general overview of assessment, reasons for assessment referrals, and the importance of the role of each individual in the process. Within each of the remaining sections, students will describe the types of assessments that their readers may encounter, the purposes of each type of assessment, the different skills and abilities the instruments measure, the most valid and reliable uses of the measures, and limitations of the measures. A brief section will be included to describe the assessment process, the types of professionals who conduct the assessments, and what to expect during the assessment meetings.

The Assessment Guide must include the following sections:

Table of Contents (Portrait orientation must be used for the page layout of this section.)

In this one-page section, students must list the following subsections and categories of assessments.

Introduction and Overview

Tests of Intelligence

Tests of Achievement

Tests of Ability

Neuropsychological Testing

Personality Testing

Industrial, Occupational, and Career Assessment

Forensic Assessment

Special Topics (student’s choice)

References

Section 1: Introduction and Overview (Portrait or landscape orientation may be used for the page layout of this section.)

Students will begin their Guides with a general overview of assessment. In this two-page section, students will briefly address the major aspects of the assessment process. Students are encouraged to develop creative titles for these topics that effectively communicate the meanings to the intended audience.

Definition of a Test (e.g., What is a Test?)

Briefly define psychological assessment.

Types of Tests

Identify the major categories of psychological assessment.

Reliability and Validity

Briefly define the concepts of reliability and validity as they apply to psychological assessment.

Role of testing and assessment in the diagnostic process

Briefly explain role of assessment in diagnosis.

Professionals Who Administer Tests

Briefly describe the types of professionals involved in various assessment processes.

Culture and Testing

Briefly describe issues of cultural diversity as it applies to psychological assessment.

Categories of Assessment (Portrait or landscape orientation may be used for the page layout of this section.)

For each of the following, students will create a two-page information sheet or pamphlet to be included in the Assessment Guide. For each category of assessment, students will include the required content listed in the PSY640 Content for Testing Pamphlets and Information Sheets (Links to an external site.). Be sure to reference the content requirements (Links to an external site.) prior to completing each of the information sheets on the following categories of assessment.

Tests of Intelligence

Tests of Achievement

Tests of Ability

Neuropsychological Testing

Personality Testing

Industrial, Occupational, and Career Assessment

Forensic Assessment

Special Topics (Students will specify which topic they selected for this pamphlet or information sheet. Additional instructions are noted below.)

Special Topics (Student’s Choice)

In addition to the required seven categories of assessment listed above, students will develop an eighth information sheet or pamphlet that includes information targeted either at a specific population or about a specific issue related to psychological assessment not covered in one of the previous sections. Students may choose from one of the following categories:

Testing Preschool-Aged Children

Testing Elementary School-Aged Children

Testing Adolescents

Testing Geriatric Patients

Testing First Generation Immigrants

Testing in Rural Communities

Testing English Language Learners

Testing Individuals Who Are (Select one: Deaf, Blind, Quadriplegic)

Testing Individuals Who Are Incarcerated

Testing for Competency to Stand Trial

Testing in Child Custody Cases

References (Portrait orientation must be used for the page layout of this section.)

Include a separate reference section that is formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.). The reference list must consist entirely of scholarly sources. For the purposes of this assignment, assessment manuals, the course textbook, chapters from graduate-level textbooks, chapters from professional books, and peer-reviewed journal articles may be used as resource material. A minimum of 16 unique scholarly sources including a minimum of 12 peer-reviewed articles published within the last 10 years from the Ashford University Library must be used within the Assessment Guide. The bulleted list of credible professional and/or educational online resources required for each assessment area will not count toward these totals.

Attention Students: The Masters of Arts in Psychology program is utilizing the Pathbrite portfolio tool as a repository for student scholarly work in the form of signature assignments completed within the program. After receiving feedback for this Assessment Guide, please implement any changes recommended by the instructor, go to Pathbrite (Links to an external site.)and upload the revised Assessment Guide to the portfolio. (Use the Pathbrite Quick-Start Guide (Links to an external site.) to create an account if you do not already have one.) The upload of signature assignments will take place after completing each course. Be certain to upload revised signature assignments throughout the program as the portfolio and its contents will be used in other courses and may be used by individual students as a professional resource tool. See the Pathbrite (Links to an external site.) website for information and further instructions on using this portfolio tool.

The Assessment Guide

Must be 18 pages in length (not including title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.).

Must include a separate title page with the following:

Title of guide

Student’s name

Course name and number

Instructor’s name

Date submitted

Must use at least 16 scholarly sources, including a minimum of 12 peer-reviewed articles from the Ashford University Library.

Must document all sources in APA style as outlined in the Ashford Writing Center.

Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.

Must incorporate at least three different methods of presenting information (e.g., text, graphics, images, original cartoons).

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

Stuck on a problem? Don’t skip that assignment – click the button to chat with a live tutor. It is free and here to help you now.tutoring_button.png

Waypoint Assignment Submission

The assignments in this course will be submitted to Waypoint. Please refer to the instructions below to s

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Does anyone have insider trading liability?

International Securities Regulation Critics claim the United States is losing its place as the world’s leading financial center, citing such evidence as the percentage of large IPOs being listed outside of the United States. Aggressive regulation in America is often blamed for driving those IPOs abroad. American securities regulation is the world’s strongest, but whether that will continue to be true and whether it is responsible for the growth in foreign securities markets is not clear. Other factors undoubtedly contribute to the shift, such as the natural maturation of international markets, the speed of overall economic growth elsewhere in the world, and the concomitant rise in wealth, especially in Europe and Asia.79 “Because companies want to list in the fastest-rising markets, many are staying in their home countries, which have often outperformed the United States in recent years.”80 Further, stringent regulation in the United States is not necessarily a net disincentive for securities registration here. Foreign securities with dual listings in the United States and elsewhere appear to enjoy an advantage in the price they command.81 Finally, as the securities markets in other countries mature, national regulation seems to be increasing in ways that model U.S. policies. Nothing equivalent to the SEC exists in Europe. In the wake of the recent financial crisis, however, the European Union may be moving closer to such a body. In 2010, the EU finance ministers endorsed the creation of a supervisory structure for European securities markets, the European Securities and Markets Authority (ESMA). It began its work on January 1, 2011. One role it may eventually be called to play is the regulation of audit firms.82 [For more on ESMA, see www.esma.europa.eu; for more on international securities regulation generally, see www.iosco.org/about] Questions—Part Three 1. What is an IPO? What is meant by going public? By going private? 2. a. What information is contained in a registration statement under the 1933 Act? b. What role in the registration process is played by the prospectus? c. What are audited financial statements? Describe the three primary financial statements. 3. Explain the general purposes of the Securities Act of 1933 and the Securities Exchange Act of 1934. 4. Assume a midlevel manager learns that his corporation is about to go bankrupt because of about-to-be-disclosed improprieties. He calls his lawyer to ask about his personal exposure. After advising him, the lawyer immediately sells all of her holdings in that stock. Later that day the news breaks and the stock price tumbles 60 percent. a. Does anyone have insider trading liability? b. If so, in what amount? 5. If a corporate officer knowingly omits material adverse information from a corporate communication, by whom might he or she be sued?


 

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