Bright Academic Experts

Author: admin

  • Coun interview

    Goal

    One of the best sources for gathering information about what’s happening in an occupation or an industry is to talk to people working in the field. This process is called informational or research interviewing. An informational interview is an interview that you initiate – you ask the questions. The purpose is to obtain information, not to get a job.

    Good reasons for conducting an Informational Interview

    • to explore careers and clarify your career goal
    • to discover employment opportunities that are not advertised
    • to expand your professional network
    • to build confidence for your job interviews
    • to access the most up-to-date career information
    • to identify your professional strengths and weaknesses

    Instructions

    Steps to Conduct and Informational Interview

    1. Identify the Occupation or Industry You Wish to Learn About Assess your own interests, abilities, values, and skills, and evaluate labor conditions and trends to identify the best fields to research.
    2. Prepare for the Interview Read all you can about the field prior to the interview. Decide what information you would like to obtain about the occupation/industry. Prepare a list of questions that you would like to have answered.
    3. Identify People to Interview Start with lists of people you already know – friends, relatives, fellow students, present or former co-workers, supervisors, neighbors, etc… Professional organizations, the yellow pages, organizational directories, and public speakers are also good resources. You may also call an organization and ask for the name of the person by job title.
    4. Arrange the Interview Contact the person to set up an interview: o by telephone, o by a letter followed by a telephone call, or o by having someone who knows the person make the appointment for you.
    5. Conduct the Interview Dress appropriately, arrive on time, be polite and professional. Refer to your list of prepared questions; stay on track, but allow for spontaneous discussion. Before leaving, ask your contact to suggest names of others who might be helpful to you and ask permission to use your contact’s name when contacting these new contacts.
    6. Follow Up Immediately following the interview, record the information gathered. Be sure to send a thank-you note to your contact within one week of the interview.

    NOTE: Always analyze the information you’ve gathered. Adjust your job search, resume, and career objective if necessary.

    Questions

    Prepare a list of your own questions for your informational interview. Here are some good questions to consider and use. You choose the questions you want to ask for the information you want to gather and learn about the career and person in the job.

    1. On a typical day in this position, what do you do?
    2. What training or education is required for this type of work?
    3. What personal qualities or abilities are important to being successful in this job?
    4. What part of this job do you find most satisfying? most challenging?
    5. How did you get your job?
    6. What opportunities for advancement are there in this field?
    7. What entry level jobs are best for learning as much as possible?
    8. What are the salary ranges for various levels in this field?
    9. How do you see jobs in this field changing in the future?
    10. Is there a demand for people in this occupation?
    11. What special advice would you give a person entering this field?
    12. What types of training do companies offer persons entering this field?
    13. What are the basic prerequisites for jobs in this field?
    14. Which professional journals and organizations would help me learn more about this field?
    15. What do you think of the experience I’ve had so far in terms of entering this field?
    16. From your perspective, what are the problems you see working in this field?
    17. If you could do things all over again, would you choose the same path for yourself? Why? What would you change?
    18. With the information you have about my education, skills, and experience, what other fields or jobs would you suggest I research further before I make a final decision?
    19. What do you think of my resume? Do you see any problem areas? How would you suggest I change it?
    20. Who do you know that I should talk to next? When I call him/her, may I use your name?

    You can interview a teacher, relative, friend, friend of a friend, and much more. If you are having trouble finding someone to interview, go to a department on your school campus and interview a professor in the field.

    You can conduct your interview remotely via Zoom. It is okay to do more than one interview (this is encouraged). Get creative! You have options to complete this assignment:

    Write a one-page reflection or create a video of the person and career field you interviewed:

    • Who did you interview? What is their job title?
    • What does a day in the life look like? Was it similar to your expectations?
    • What steps would you need to take to get there from where you are now?
    • What types of work-experience or internships would be valuable as you are working toward your final goal?
    • What is the salary range of the job you chose?
    • What are some aspects of the job that are most appealing to you? What aspects of the job do you think you would find most challenging or unappealing?
    • What surprised you?
    • How did you feel going in to the interview? How do you feel about it now?
    • Did you find this assignment to be valuable? Why or why not?

    Submission

    Upload your Informational Interview document to Canvas. (You have the option to upload something different than a paper. For example, you can do a PowerPoint Presentation OR Video OR audio podcast, if you prefer. If you choose to do a video/audio, this must be a video/audio of the interview. Feel free to post a Youtube link in the comment section if you decide to create a video. Get creative in your Informational Interview.

    Requirements: Follow

  • Coun 7-12.

    Review Chapters 7,8,9,10,11,12in College Success. In your own words, write a one-page double-spaced journal reflection summary of these chapters. You should have one paragraph for each chapter that highlights the things that are important to you. Please answer these questions in your one page summary reflection.

    1. What did you learn and how will you apply this to yourself and your college success?

    This link will open in a new window. If you want to work in the window within Canvas, click on the next item in this module titled “College Success Textbook.” Once you are in the Book, make sure to click on the “Contents” icon in the left menu bar so that you can see the table of contents of your book.

    Requirements: Follow

  • Human Engineering: w03a1 – Audit Memo: Manager Review of Tas…

    Human Engineering Class.

    w03a1 – Audit Memo: Manager Review of Task Analysis

    Instructions:

    Engineering is rarely a solitary endeavor. The majority of your professional time will be spent auditing, verifying, and refining the work of colleagues.

    Today, I am sad to inform you, there has been an incident. As a result, your company has begun a process: materials related to the incident are being audited. This includes the task analyses created last week.

    You, individually, will assume the role of a Senior Human Systems Engineer auditing one “In-class Human-systems Fit” task analysis submitted by another team last week: the team that has your number +1. If you were a member of Team 10, you will audit Team 1. Independent individuals will audit Team 5. All anonymized analyses and GenAI transcripts will be posted in Modules by COB Monday. The actual individual teams may have them sooner, if you care to reach out to another team, and they care to help… Don’t burn any bridges. You might need good relationships later.

    In writing this audit letter, your objective is not to be “nice,” but to be rigorous. WhileReview the assigned analysis and produce a Audit Memo (PDF) addressed to the submitting team. Your concise memo must be divided into four distinct sections:

    Section 1: Compliance Audit- Verify that the analysis met all stated requirements of the original brief (w02a1). Mark each item as PASS or FAIL with a brief justification.

    • Object Description: Did they provide a clear description of the physical device?
    • Usage Listing: Did they list a defensibly full set of common/customary uses (goals) rather than a sparse list, simply mechanical operations, etc…
    • Scope Selection: Did they explicitly select one specific use for detailed analysis?
    • Method Application: Is a recognized Task Analysis method clearly applied?
    • Format Compliance: Is the output concise and formatted correctly?
    • Other issues?

    Section 2: Technical & Managerial Critique- As an expert manager , evaluate the quality and utility of their analysis. Concisely critique their work based on the following engineering indicators:

    • Granularity: Is the analysis at the correct level of detail? (e.g., Did they write “Make coffee” as a single step, or break it down into “Open reservoir,” “Pour water,” etc.? Managers reject analyses that are too vague to be actionable).
    • The “Happy Path” Fallacy: Did the team assume the user never makes a mistake? A strong analysis includes decision nodes for errors (e.g., “If water level is low, then refill”).
    • Method Suitability: Did the chosen method fit the task? (e.g., Using a physical HTA for a purely cognitive decision-making task is a misapplication of the tool).
    • Assumption of Knowledge: Did the analysis assume the user is an expert? (e.g., “Calibrate machine” is not a valid step unless the user is known to be a technician; it hides complexity).
    • Cognitive Loading: Did the analysis identify where the user must remember something or make a calculation, or did it focus only on physical button presses?
    • Other issues?

    Section 3: GenAI Use Critique- As an expert manager, compare the team’s GenAI Transcript against their final Analysis Document. Evaluate whether the team used this system appropriately. Critique their work based on the following indicators, citing evidence from their transcript:

    • Engineering Agency: Does the transcript show an iterative engineering process (e.g., “Critique this step,” “Identify error modes”), or a lazy one-shot request (e.g., “Write a task analysis for X”)? If the final submission is a verbatim copy of the AI output, or overly similar, the team has cfailed to provide human oversight, effectively letting the AI sign off on safety-critical work.
    • Hallucination Management: Did the AI invent buttons, features, or feedback loops that do not exist on the physical object? Did the human catch and remove these hallucinations, or did they allow them into the final documentation? The presence of “ghost features” indicates a dangerous level of over-trust in the system.
    • Other issues?

    Section 4: Global Determination As the auditing Senior Engineer, you must render a final judgment on the file. Given the recent accident, your signature indicates your confidence in the safety of this workflow. Select ONE of the following outcomes and provide a single paragraph of justification:

    • PASS: The task analysis is robust, accurate, and verified. The documentation is safe; the recent accident likely stemmed from mechanical failure or environmental factors, not from the procedures described here.
    • TRAINING NEEDED: The analysis contains ambiguities, “tribal knowledge,” or minor formatting errors that increase cognitive load. The workflow is not currently dangerous, but the team requires retraining on documentation standards before they touch safety-critical systems again.
    • INVESTIGATE: The analysis contains critical flaws (e.g., missing safety steps, missing documentation, AI hallucinations, or incorrect order of operations). The workflow as described is inherently unsafe and likely contributed directly to the accident. Stop work immediately and launch a full inquiry.

    Submit your response as a MS Word document. Length is ‘concise, but enough to answer the question well’.

    Use of Generative AI: Generative AI may be used on this assignment. The ideas and arguments should reflect your own, and you’re responsible for full understanding of all content. Provide a brief statement of how you used Generative AI technologies, and their contribution of the work you produce.

    This homework based on work was done in class. I will upload all the materials of the previous hw to be able to complete this one. Please read the instruction of using Ai If you want to use it.

    Requirements: 1.5 page

  • apa hal baru yang kamu bisa lakukan akhir akhir ini?

    di jam olahraga,kamu main permainan apa saja sama teman-teman? Siapa yang cepat lari di kelompok kamu?

    Requirements:

  • Business Question

    All details are in the picture i uploaded! And also the ted talk videos link is :

    Requirements: as needed

  • Accounting discussion hw

    Grupo Televisa, S.A.B. and Subsidiaries (NYSE: TV) in the Notes to Consolidated Financial Statements for the year ending December 31, 2020, states that the property, plant and equipment reported on its balance sheet includes the following:

    Plant Asset

    Useful Life

    Buildings

    2065 years

    Technical equipment

    330 years

    Satellite transponders

    15 years

    Furniture and fixtures

    310 years

    Transportation equipment

    48 years

    Computer equipment

    36 years

    Depreciation is computed using the straight-line method over the estimated useful lives of the assets shown in the preceding chart. Click .

    Requirements

    1. 1. Suppose Grupo Televisa purchases new technical equipment for $100,000 on August 1. The residual value of the equipment is $4,000 and the useful life is 10 years. How would Grupo Televisa record the depreciation expense on December 31 in the first year of use? What about the second year of use?
    2. What would be the book value of the equipment at the end of the first year? What would be the book value of the equipment at the end of the second year?
    3. What would be the impact on Grupo Televisas financial statements if they failed to record the adjusting entry related to the equipment?

    Requirements: as it supposed to be   |   .doc file

  • Project Schedule/ Gantt chart

    Requirements: View Instructions

  • Humanities Question

    Requirements: 3 paragraphs

  • Help me reply to 2 discussion posts and reply to people on e…

    Discussion 1:

    • Initial Substantive Posts:

    Students are expected to listen to the assigned podcast and discuss at least TWO separate themes/points by making thoughtful comments and/or questions regarding the selected themes/points in the assigned video (350-400 words) in the discussion forum each week. For example, you may describe the key points and/or core arguments made by the presenters and/or explain new pieces of information that you learned from the podcast followed by your own reflections on these points/arguments. Moreover, at least 1 outside source (you may NOT include your textbook) cited (in proper APA format) in your posting to support your rationale and thoughts. A reference listing at the end of your posting in proper APA format is also required.

    • Required Replies:

    In addition, students are also required to respond to at least one of their classmates posts (e.g., comments, opinions, and questions). Your replies should build on the concept discussed, offer a question to consider, or add a differing perspective, etc. Rather than responding with, “Good post,” explain why the post is “good” (why it is important, useful, insightful, etc.). Or, if you disagree, respectfully share your alternative perspective. Just saying “I agree” or “Good idea” is not sufficient for the posts you would like graded.

    reply to them from discussion 1

    Feb 1 7:49pm

    Reply from Noah L Hawkins

    I noticed two ideas in the video. The first idea was the barriers, to health equity. The second idea was the need for organizations to follow through to create change. A key takeaway was that health inequities are not random. Health inequities are rooted in institutional racism. Systemic and institutional racism still shapes access to care the quality of treatment and overall health outcomes, for marginalized populations. I watched the video and the video emphasized that many healthcare organizations have made commitments to justice but the video emphasized that those statements are not enough. The video emphasized that measurable changes, in policy measurable changes in practices and measurable changes, in culture are needed. The video emphasized that without those changes population-level health outcomes will not improve.

    The idea connects directly to public health research that shows how social determinants of health such, as race and socioeconomic status affect disease rates and access, to care (Braveman & Gottlieb 2014). I think the idea shows that individual clinical care, when individual clinical care matters, cannot fix health inequities. Broader structural changes are needed.

    I see that one important point was the need, for term working together action from health care institutions. In my view the video showed that real progress needs plans. The plans include adding people to the health care workforce building strong partnerships with communities and using data to keep organizations responsible. The approaches follow the “health, in all policies” framework. The framework pushes the idea of putting health equity into decision making in areas of seeing health equity as a separate problem (Rudolph et al. 2013). The sustainable change needs reform inside the institutions. The sustainable change also needs engagement, with the communities they serve.

    The video helped me understand how structural racism and health outcomes are linked. The video made me realize that achieving health equity needs action and policy change, not the work of individual healthcare providers. Future public health professionals have a responsibility to advocate for evidence based strategies that address the root causes of health disparities.

    References:

    Braveman, P., & Gottlieb, L. (2014). The social determinants of health: Its time to consider the causes of the causes. Public Health Reports, 129(2), 19-31.

    Rudolph, L., Caplan, J., Ben-Moshe, K., & Dillon, L. (2013). Health in All Policies: A Framework for State Action. Public Health Institute.

    DISCUSSION 2:

    Week 2 Discussion Activity

    In Chapter 3, there are various epidemiological terms that you’ve probably heard frequently used since the start of the pandemic to describe what is happening. Sometimes when we hear or read the news we aren’t always familiar with the terms being used, which can at times lead to confusion or misunderstanding. Honestly, I often look up words I hear or read that I don’t understand. It helps! After reading chapter 3, answer the questions below.

    1) Select two epidemiological terms from chapter 3 that you hear commonly used in reports/news when there is a disease outbreak (e.g. COVID pandemic, foodborne illness outbreaks), and provide their definitions as defined in chapter 3. Did the textbook definitions help you to better understand what the terms meant? Elaborate on whether or not the definitions provided clarity on what the terms meant. (respond in 3-5 sentences)

    2) In chapter 3, your book discusses the mortality statistics that inform us of the leading causes of death. When I teach this course in person, I ask the class to tell me what they think the leading cause of death is in the US. What do you think is the leading cause of death is in the US? Every year, cancer is what students usually answer. However, that is incorrect. Heart disease remains the leading cause of death in the US (cancer is closely behind at #2). In your response, tell me the following: what did you guess what the leading cause of death in the US? Are you familiar with the health behaviors that are encouraged to prevent heart disease? Do you think there are enough resources available to the public on information about heart disease and how to prevent it? (respond in 3-5 sentences)

    **Your grade will be based on your response to the questions above and commenting on a response posted by one of your classmates. Your response to your classmate should be at least 1-2 sentences.**

    **Avoid using ALL CAPITALS, use proper grammar, spelling, and complete sentences, and keep in mind that you will not be able to edit or delete your response once it has been submitted. Once you submit your response, other students in the class will be able to see your response.*

    I WILL SEND the other student to whom you need to reply after I post the initial post.

    please dont use AI

    Requirements: 2 discussions and 2 replies

  • CAS475 Labor Movement and Rhetoric

    This week you will write a short paper about rhetoric and the labor movement.

    Prompt

    Specifically, in the paper you will address the following question:

    How did leaders use rhetoric to motivate their followers and shape worker identity in the American labor movement?

    Components

    In your paper, describe the identity of workers articulated/suggested by speakers and explain how the movement speeches you read thus far have contributed to that identity. You should identify key characteristics of workers in the American Labor movement.

    While no outside research is required, you do need to draw on the readings assigned for this class to support your claims.

    Your response should be 600-800 words (approximately 3 pages double spaced in 12 pt. Times New Roman font with 1-inch margins). Use the APA style guide to cite sources. Provide a bibliography citing the sources you used and be sure to use parenthetical or footnote citations in the text.

    Grading

    This paper is worth a total of 50 points. You will be graded on the following criteria:

    Analysis (40 points)

    • Identifies key characteristics of workers in the American Labor movement in describing the identity of workers (20 points)
    • Explains the rhetorical choices the leaders have used in the movement speeches you read thus far and considers how those have contributed to that identity (20 points)

    Rhetorical Composition (10 points)

    • Has a clear thesis statement in the intro, paragraphs that support that main idea, and a conclusion that wraps up the argument (10 points)

    Additional Requirements

    Failure to adequately meet these requirements will negatively impact your overall score. Failure to cite sources is grounds for failure. Poor grammar and spelling will muddle your argument. The length is a requirement, not a suggestion.

    • Paper is 600-800 Words: y/n
    • Cites sources correctly in text and in the bibliography: y/n
    • Grammar and spelling: y/n

    Requirements: