Risk Workshop and Risk Register Component paper

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Write an eight to ten (8-10) Risk Workshop and Risk Register Component paper in which you:

  1. Identify the required pre-workshop activities.
  2. Prepare a risk workshop agenda based on Figure B-8, Sample Agenda for a First Risk Assessment / Two – Day Risk Workshop (Appendix B of the Hillson & Simon text). Include suggested time intervals for each activity and justify why each agenda item is relevant for this case.
  3. Determine the top five (5) threats in a risk register following Figure B-11, Sample Simplified Risk Register Format (Appendix B of the Hillson & Simon text). Include information from the case for each threat.
  4. Justify the assignment of probability and impacts for each threat identified in criterion number 3 of this assignment.
  5. Document the top three (3) opportunities in a risk register following Figure B-11, Sample Simplified Risk Register Format (Appendix B of the Hillson & Simon text). Include information from the case for each opportunity.
  6. Justify the assignment of probability and impacts for each opportunity identified.
  7. Use at least three (3) quality resources in this assignment. Note: Wikipedia and similar websites do not qualify as quality resources.

Your assignment must follow these formatting requirements: • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides. • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

Bible Discussion Board REPLIES

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Replies:

In your replies, you are seeking to build rapport and community around the topic. You are also seeking to maximize our collective understanding of the material. Keeping that in mind,

· Look for areas of common ground or diversity between your comments on the prompts and your classmates’ finding(s) and engage each other.

· Connect and comment on areas included or not included in your classmates’ thread that you would like to share.

· Each reply must be at least 100 words composed in 1 paragraph.

Response # 1

Kari Jarrett

First, I would let the group know that the pastor needs to ensure that he is letting the audience know where the message of the text is going early in the message. (Gutierrez, Cartwright & Hulshof, 2016). This is so the congregation is not sitting wondering where the message is going so they can begin to prepare themselves to receive the message that God intends for them to hear. Then he needs to lay out the outline to support his main point that should be a sentence that hits on the theme. After you have nailed down the theme, combine the number of the main sections and the theme and you have two of the three ingredients for a surefire proposition. (Gutierrez, Cartwright & Hulshof, 2016).

Second, the main body should have supporting points that point to the theme, so it can all be pulled together. This is the skeletal framework that the body of main points can be built on. He should hit on possibly different translations, that can give a better understanding of scripture. Asking questions should be used in this section to make the intended audience think about what information they are receiving. Any historical or literary context that may be relevant may need to be included in this section as well. (Gutierrez, Cartwright & Hulshof, 2016). As he goes through the message he should be using transition words to make different sections flow, so the reader will not be left thinking about one section while he is deep into a different question or statement. The pastor needs to ensure that he conducts better Bible studies to find more relevant information to the bible message and can stay on topic and not begin to ramble. 2 Timothy 3:16-17 says, “All Scripture is inspired by God and is profitable for teaching, for rebuking, for correcting, for training in righteousness, so that the man of God may be complete, equipped for every good work.” (HCSB study Bible, 2010). While this is true but not all scripture or what he has learned about a certain Bible passage need to be in the information that the audience is receiving from the pastor.

Third, good conclusions should bring unity and clarity to your lesson. They should be organized and coherent. Conclusions should be personal as they draw listeners or readers toward personal decision. (Gutierrez, Cartwright & Hulshof, 2016). This part of the message needs to bring the reader to a crossroad that either asks a question for them to reflect on or an action that they should want to complete.

Gutierrez, B., Cartwright, J., & Hulshof, C. (2016). Everyday Bible Study (p. 173, 183, 188). Nashville: B&H Academic.

HCSB study Bible, Holman Christan Standard Bible. (2010) (p. 2098). Nashville, Tenn.

Response # 2

Corey Lafevers

The idea of becoming a great teacher is a monumental task. It harder than it appears. To become a great teacher one must understand what they are teaching. This is very true when teaching the Bible. Developing a main idea and and understanding of the Bible Scripture is an extremely important task. One must master what they are reading and make others comprehend that the scripture is saying. One must organize the information that was interpreted and communicate it effectively. Organization and planning is key to keeping your audience engaged. Developing a main idea and a thorough knowledge is key to good teaching of Bible Passages. A teachers interpretation of text is crucial in helping a students understanding of the Bible. Understanding a Bible passage for both the teacher and the student requires a devotion to learn, understand, and comprehend what the Bible is telling us. The Scripture read with many different context. Historical context can affect what the scripture means as well as who wrote it and why. When reading a passage all of these things must be considered. The interpretation may be different from various people if all of the factors are not considered. A passion for the word and an effort to understand what the author is communicating will be evident when teaching the passage. I believe a level of desire to understand the scripture must be present to appropriately teach a passage to someone else. Proverbs 9:9 Instruct the wise and they will be wiser still; teach the righteous and they will add to their learning. With all of the interpretations of the Bible, tools such as Bible dictionaries, study Bibles etc. are vital to gaining a deep knowledge to understand. Having a complete knowledge on what you are teaching will develop credibility for a person to become an influence on others. As human being we tend to listen to people we trust and admire. We listen to those who we know has a much deeper understanding of a subject than we do. Matthew 5:19 Therefor anyone who sets aside one of the least of these commands and teaches others accordingly will be called least in the kingdom of heaven, buy whoever practices and teaches these commands will be called great in the Kingdom of heaven. Being a good student of the word should also make us a great communicator of the word. Through God we can retain and teach others his way.

References:

(J. Cartwright. C. Hulshof. Everyday Bible Study. Ch 31-33)

Any topic (writer’s choice)

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Cultural Values
In this module, you learned about African, Asian, Hawaiian, and Pacific Island cultures. You learned about cultural values that are prominent in these cultures and about the impact that history has had on these cultures. In addition, you reviewed the impact of historical events that contribute to oppression and discrimination of said populations.

Tasks:

In a minimum of 200 words, post to the Discussion Area your responses to the following:

Identify and discuss one historical event that has contributed to the oppression and discrimination of said populations.
Identify two of the populations’ cultural values and analyze the way they may impact the counseling dynamic.
Identify one technique/strategy that you could use to address a concern of a client who identifies as African, Asian, Hawaiian, or Pacific Islander.
Explain why you chose that technique/strategy.
Use specific examples and consider the impact of intercultural differences.
Consider the institutional and social barriers that impact this population when choosing your technique. Support your use of this technique with appropriate literature.
Identify at least one way that counselors can advocate for the populations discussed in this module.
Support your rationale and analysis by using at least two resources from professional literature in your response. Professional literature may include the Argosy University online library resources, relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (websites ending in .edu or .gov).

Write about a meaningful decision that you make during the quarter. Individual, or in groups up to 5 people (across sections is fine).

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Write about a meaningful decision that you make during the quarter.

Individual, or in groups up to 5 people (across sections is fine). One paper per group. 1250-1750 words (due in week 9). Print word count on it. 10% penalty if over 1750

words.

Include:

(1) Overview: Briefly describe the decision you made and what you were hoping to achieve.

(2) Ideal plan: Discuss how you planned to make the decision based on some

model of how you “should” make the decision, whether Moral Algebra/Weighted Additive Rule, EU theory, or some other optimal model. For example, what your

frame/question was, how you found or created options, what information you

considered, what uncertainties/probabilities were at play, etc.).

(3) Anticipating error: Discuss the psychological principles or errors that could play a role in or interfere with the process, and steps you took to account for the

psychology.

(4) What happened: If your decision-making diverged from your planning/anticipation, explain how so and what you might have overlooked during those stages. If it followed the plan perfectly, explain what you think was key in your planning/anticipating that made it so easy to follow. And describe the outcome of the decision.

(5) Reflections: What are your key takeaways from this process that will shape how

you make other decisions in the future? Connect to specific future decisions.

Connect to/discuss specific class concepts throughout, especially for (2) through (5).

(5) kind of naturally follows from (4)—they’re both looking back on what worked, what didn’t, and what you’d do differently (or the same) going forward.

Final paper: possible topics Where to live What car to buy Where to travel (or if to ever travel again) Whether to get a PhD (don’t do it) How to contact aliens (must have a PhD to make this your topic) How to divide up chores in the household How to entertain your kids What classes to take Household financial decisions (how much to save, how much insurance, etc.) What job to take (or leave) Whom to hire…or fire Any workplace decision What tattoo to get (to commemorate this class)