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Java object oriented programming

Java object oriented programming (freshman level)
Assignment 5
Calculator Framework due on March 5
Objectives: frameworks, inheritance, trees, tree traversal, visitor design pattern
This is a pair assignment. You can solve the assignment alone or in a team of two. Do not
copy code from other students or teams!
Background: In Assignments 2 – 4, we have built a calculator framework. The current calculator
instances compute as the calculator input is processed. However, instead of computing immediately,
we could also represent the calculation in form of an expression tree. Consider the figures below
representing the input in tree format. Expression trees represent computations in form of a tree.
The tree consists of interior nodes that represent operations, and leaf nodes that represent values.
(a) represents (3 + 4) ∗ 5 (b) represents 3 + 4 + 5
In order to compute an expression at the root of the tree, we can compute the result of its
subexpressions. For example, Fig. 1a represents the an expression tree for the input (3 + 4) ∗ 4.
The last computation in this tree is the multiplication. Before it can be carried out, we need to
compute the results of its subtrees. The left-hand subtree is an add operation. In order to compute
the result for add, we “compute” the result of its sub-expressions. Its subexpression are two values,
which are leaf-nodes in the tree. Their computation just yields their values, 3 and 4 respectively.
Then, we can carry out the add, yielding 7. Before we can compute the multiplication, the result
for its right-hand branch has to be computed. Its computation yields 4. Hence the result will yield
28. Similarly the result can be computed for the right-hand example.
For this assignment you can continue your own framework, or you start from the model solution
for Assignment 4. The model solution also includes classes that represent operations and values for
the expression tree. The UML diagram of this classes is depicted in Fig. 2.
Tasks
• Build a calculator that returns the root of an expression tree (instead of performing the calculation
immediately). To this end, implement a class ExprTreeTokenizer that parses doubles
and returns the content in an object of type Value. Second, a class ExprTreeCalculator will
be needed that creates the corresponding tokenizer object. No modification of the calculator
base classes should be required.
1
Figure 2: UML showing expression classes
• Implement the method toString in all concrete subclasses of Expression. The output of
toString should be a string representing the same expression. A leaf node would just return
the value in form of a string. An interior node would concatenate the result of toString
of the left side, the operator, and the result of toString of its right hand side operand. To
preserve operator precedence, add and sub would use parenthesis around their expression.
For example, the output for the two sample expressions in Fig. 1a and Fig. 1b would be
(3 + 4) ∗ 4 an ((3 + 4) + 4) respectively.
• Implement the method equals in all concrete subclasses of Expression. Two expression
nodes are equal if they have the same type and if their subtrees are equal. Two Value nodes
are equal if they contain the same value.
• Extend the expression classes with the Visitor pattern.
– Define an abstract class Visitor that contains methods for visiting all nodes in an
expression tree (all subclasses of Expression).
– Extend the class Expression with an abstract void accept(Visitor v) method.
– Implement the accept method in all concrete classes that extend Expression.
• Implement a class CalcVisitor that computes the numeric result of an expression tree.
If the problem statement is unclear, use the Canvas forum to ask for clarifications.
2
Turn in a zip file named blazerid hw5.zip. The file should contain an exported Eclipse project1
with the following items.
• All files needed to compile and run your solution.
• Your tests.
• A document (or text file) that states how the team collaborated on the assignment (responsibilities),
describes your design decisions, your tests, any difficulties you had. If you received
help from somebody else in class, please give credit to those students. If you would like to get
a graded version on paper, add a note at the top of the report saying “paper copy requested”.
Grading (50 pts max)
• (10pts) Lab attendance (Week of Feb 27.)
• (10pts) Assignment report (see paragraph above)
• (10pts) Turned in classes compile, code quality, Javadoc comments
• (10pts) The ExprCalculator produces a correct expression tree.
• (10pts) toString and equals work correctly.
• (10pts) Provision for the Visitor pattern is implemented.
• (10pts) CalcVisitor works correctly.
1
If you do not use Eclipse, the turned in file also needs to have a file readme.txt in its top directory that explains
how to compile and test your code.
3
Assignment 6
Calculator/Plotter due on March 19
Objectives: frameworks, inheritance, graphical user interface, graphics
This is a pair assignment. You can solve the assignment alone or in a team of two. Do not
copy code from other students or teams!
Background: This assignment builds on Assignment 5. You can use your own code, or the posted
model solution. The goal of this assignment is to create a plotter that reads an arithmetic expression
containing a variable, evaluates the expression over a given range, and plots the output as a graph.
Tasks:
• Enhance the ExprTreeCalculator with the ability to read variables.
– Introduce a new subclass of expression (e.g., Variable) that holds the name of a variable.
– Extend the visitor pattern with visit methods for the new sub-class.
– Extend the ExprTreeTokenizer so that it recognizes variables (a sequence of characters)
as a number.
• Create a graphical or text (your choice) user interface that allows the user to input the
expression, the range of the variable, and the size of the graphical window.
For example, a textual input could look like this.
plot in 300 x 300 for x from 0 to 20
x ∗ 2 + (1 / (x+1)) + 1
The first line describes what needs to be done. Plot in a 300×300 window, a graph for a
variable y ranging from 0 to 20. The second line is the function which we want to plot.
• Draw the graph on the screen
– Compute the step size for the evaluation. In the example, the step size would be 300
(size of output) divided by 20 (range of variable).
– Evaluate the expression at each step and store the coordinates.
– Creates a JFrame with a JComponent
– Draw the output into the JComponent
If the problem statement is unclear, use the Canvas forum to ask for clarifications.
1
Turn in a zip file named blazerid hw6.zip. The file should contain an exported Eclipse project1
with the following items.
• All files needed to compile and run your solution.
• Your tests.
• A document (or text file) that states how the team collaborated on the assignment (responsibilities),
describes your design decisions, your tests, any difficulties you had. If you received
help from somebody else in class, please give credit to those students. If you would like to get
a graded version on paper, add a note at the top of the report saying “paper copy requested”.
Grading (50 pts max)
• (10pts) Lab attendance (Week of Mar 6.)
• (10pts) Assignment report (see paragraph above)
• (10pts) Turned in classes compile, code quality, Javadoc comments
• (10pts) The ExprCalculator can read in expressions with variables, and the built-in methods
work correctly (i.e., toString, equals).
• (10pts) The user interface allows the user to input the desired data, and the data is processed
correctly.
• (10pts) The function is plotted correctly.
1
If you do not use Eclipse, the turned in file also needs to have a file readme.txt in its top directory that explains
how to compile and test your code.
2

Counterterrorism in Security Management

Counterterrorism in Security Management

Each question needs to be answered in at least 50 words

1. I think the privatization of physical security could be feasible, but when we start to look at counterterrorism and the intelligence function of the IC–
should this be contracted out? Are there legal constraints?

2. let’s take a look at some of the legal challenges with counterterrorism. What are some of the issues involving the Patriot Act and the Foreign Intelligence
Surveillance Act (FISA).

3. let’s take a look at the US Freedom Act a bit more, what do you think, does enable the IC to counterterrorism or add further layers of bureaucracy to fight
through?

4. briefly outline programs like Tripwire and eGuardian. How can they help us in assessing risk and countering the threat?

5. how does DHS, using the NIMS concept promote interagency cooperation and integrate private agencies into the government response?

6. what is the role and mission of the National Combating Terrorism Center (NCTC)? What is the their relationship to the FBI JTTF construct?

7. what are some counterterrorism efforts of local agencies, state agencies, and federal agencies?

8. One method to do this is through an objective approach to monitoring terrorist threats and applying the appropriate counter measures. what is the purpose of
fusion centers? What purpose do they fulfill?

9. what is some formal ways private security can partner with state, local, and federal agencies?

Critical Analysis of the challenges facing Public Health

Critical Analysis of the challenges facing Public Health
By now, you have learned that public health is a diverse enterprise facing many challenges. In a 3-5 page critical analysis (not including title page and
references), identify what you believe to be the greatest challenging facing public health. Possible topics include:
• Reliable funding
• Non-communicable (chronic) disease
• Emerging infectious diseases (MERS, SARS, Ebola, Zika)
• Risk reduction and safety
• Disease detection and medical intelligence
Explain why you believe this is an important issue. Support your explanation with scholarly references.

Hide Rubrics
Rubric Name: GSMY Writing Rubric v2

Criteria Level 4
20 points Level 3
16 points Level 2
14 points Level 1
1 point
Criterion 1: Context/Purpose- Considers the audience, purpose, and the circumstances surrounding the writing assignment(s). Shows superiorunderstanding of context,
audience, and purpose that is extremely appropriate for the assignment(s). Shows goodunderstanding of context, audience, and purpose that is mostly appropriate
for the assignment(s). Shows fairunderstanding of context, audience, and purpose that is somewhat appropriate for the assignment(s). Shows insufficient or poor
understanding of context, audience, or purpose of the assignment(s).
Criterion 2: Content/Ideas/Support- Articulates and supports a main idea(s) that is consistent with context and purpose. Highly original main idea(s) is clearly
articulated and strongly supported by predominantly current and relevant evidence that may be researched based. Main idea(s) is exceedingly consistent with context and
purpose. Mostly original main idea(s) is generally well articulated and sufficiently supported by mainly current and relevant evidence that may be researched
based. Main idea(s) is generally consistent with context and purpose. Main idea(s) is vague, and/or inadequatelysupported, and/or inconsistent with context and
purpose. Main idea(s) is hardly or not evident and/or lacks support and/or scarcely relates to context and purpose.
Criterion 3: Organization- Uses logical sequencing including introduction, transitions between paragraphs, and summary/ conclusion to develop main idea(s) and content.
Uses highly logical sequencing including introduction, transitions between paragraphs, and summary/ conclusion to fully develop main idea(s) and content. Uses
mostly logical sequencing including introduction, transitions between paragraphs, and summary/ conclusion to generally develop main idea(s) and content. Uses
partially logical sequencing. Makesinadequate use of introduction, and/or transitions between paragraphs, and/or summary/ conclusion. Main idea(s) and content are
incompletely developed. Uses little or no logical sequencing. Lacks introduction, and/or transitions between paragraphs and/or summary/ conclusion. Main idea(s) and
content remain undeveloped.
Criterion 4: Sources -Incorporates use of and identifies sources and/or research, according to APA and/or instructor guidelines. Demonstrates superiorjudgment
in selection, incorporation, and identification of entirely appropriate quality and quantity of sources and/or research that fully meet orexceed established
guidelines. Demonstrates goodjudgment in selection, incorporation, and identification of mainly appropriate quality and quantity of sources and/or research that
mostly meet or exceed established guidelines. Demonstrates limitedjudgment in selection and/or incorporation and/or identification of sources and/or research.
Quality and/or quantity and/or appropriateness partially meet established guidelines. Demonstrates little or no judgment in selection and/or incorporation and/or
identification of sources and/or research. Quality and/or quantity and/or appropriateness do not meet established guidelines.
Criterion 5: Word Usage/ Grammar/Spelling/ Punctuation -Uses wording, grammar, spelling and punctuation accurately and correctly. Uses highly effective wording;
demonstrates virtually error-free grammar, spelling and punctuation. Uses mostly effective wording; demonstrates very few errors in grammar, spelling and
punctuation. Uses minimallyeffective wording; demonstrates numerous errors in grammar, spelling and punctuation. Uses ineffective wording; demonstrates
unacceptable amountand/or type of errors in grammar, spelling and punctuation.
Overall Score Level 4
90 or more Level 3
80 or more Level 2
70 or more Level 1
0 or more

Cooperative learning in a secondary school program in Physical Education in China

Cooperative learning in a secondary school program in Physical Education in China
1. Start by selecting a topic which you are planning to teach. Choose a topic and pedagogical approaches that will enable you to apply the theoretical perspectives
that you believe should underpin effective teaching and learning. For example, if you would like to use the concept of scaffolding as a means of supporting learning in
a structured manner, you will need to choose a topic and teaching approach that has the potential to be enhanced through such scaffolding. Similarly, if you want to
demonstrate the importance of theories relating to assessment, you will plan your lesson sequence to include appropriate strategies.
After a brief introduction to your assignment, write an overview of your lesson sequence, including:
* context (e.g. phase, age and background of learners)
* aims and objectives
* subject content
* teaching approaches
* assessment strategies
Include the individual lesson plans in your appendices. There is some flexibility around the length of the lesson sequence, but as a rough guide we would expect
between 3 and 5 lesson plans. If you are in any doubt about what would be suitable for this part of the assignment, please discuss this with your tutor.
This section should be 250 words (+/- 10%), and can include numbered or bulleted lists.
2. It is vital that your lesson sequence reflects the theory and principles explored in Module 3. You could also include relevant theoretical perspectives from Module
2. In this section you should explain the theoretical principles underpinning your lesson sequence. Justify how the different aspects of your proposed sequence of
lessons reflect good practice in teaching and learning by drawing on materials in the module, for example, in relation to planning, group work, assessment or
differentiation. You should make specific reference to the readings in Module 3 that have influenced your thinking and planning. Use links to your lesson plans in the
appendices to support your arguments.
This section should be 750 words (+/- 10%).
It is essential that you complete Sections 1 and 2 before teaching your lesson sequence. Only then will both your rationale (Section 2) and critical evaluation
(Section 3) be distinctive and authentic.
Critically evaluate your lesson sequence in the light of having taught the lessons. What aspects do you believe were particularly strong in your planning, and why? To
what extent were your aims and objectives achieved? What aspects of your planning were you dissatisfied with, and why? What changes would you make to your lesson
sequence in order to address these issues?
It is important that this critical evaluation is underpinned by pedagogical theory. Again, significant reference should be made to the readings which you have
undertaken during this module, and any other readings which you have found. You do not need to make reference to material from every unit in Module 3 and you might, in
this concluding section, make a more in-depth analysis of key areas which have interested or inspired you.
This section should be 2000 words (+/- 10%).
our assignment will be assessed according to Masters level criteria and you will need to use the Harvard system of referencing.
In order to successfully complete the assignment:
* Your writing will need to be well organised and skilfully written
* You will need to show originality in the explanation and evaluation of your planning
* You will need to justify the underlying principles with thoughtful and critical arguments
* You will need to show that you have studied and understood a range of theoretical ideas in the background reading
* You will need to accurately reference this material when you use it in support of your judgements and ideas
The word count for assignments includes quotations, but not your list of references or appendices.
Student’s name:

Tutor’s name:

Proposed title: Cooperative learning in a secondary school program in Physical Education in China

Aim/s of the assignment: The purpose of the assignment is to describe and interpret cooperative learning in a secondary school program in Physical Education in China.

Teaching approach(es) to be explored: Cooperative learning

Reading from your own literature searches:
Decker,J. , 1990. The new way to play: Cooperation in PE.
Glakas, B.A, 1991. Teaching Cooperative skills through games. Journal
Hellison, D.R, 1995. Teaching responsibility through physical activity.
Johnson, D.W & Johnson, R 1989. Cooperation and competition. Theory and research.
Mosston, M & Ashworth, S 1994. Teaching Physical Education (4th Edition)
Strachan, K., 1996. Cooperative learning in a secondary school Physical Education program. Print.

If you intend to include any additional material in appendices, explain what and why.
State any ethical considerations which may be involved in planning and writing your assignment.
FOR TUTOR: Is ethical approval required?

N.B. If the answer is YES, you will need to follow the standard University ethics approval procedure, which is outlined in the introductory online ethics tutorial.
Assignment outline

1. Literature Review – Introduction to topic (Cooperative learning methods, elements of Cooperative learning, Success of Cooperative learning in PE, Issues and
concerns of Cooperative learning, Critical thinking model, Self responsibility model, teaching games under this approach, Sport education Model, Methodology in
physical Education (Might change a bit))
Cooperative learning plays an integral role in classroom planning, teaching, and learning (Strachan, 1996, pg 1). Among its various approaches, the jigsaw approach
was its first strategy. In this technique, groups are given topics, which can be subdivided into sub-topics. Group members fully understand their sub-topic and go out
to meet with members of other groups studying the same sub-topic discuss then later go back to their various groups to present their work to the other group members.
The students are later tested individually on the topic, and thus individual student’s strength is identified (Strachan, 1996, pg 2).
In cooperative learning, the differences between the age of learners typically play a significant role. For instance, a group class two students are given a set of
instructions on how they should form a football team plays to enhance they a competition will be completely different regarding performance from a group of class six
students are given the same set of instructions. Learning background also plays a role as students working on a set instruction in a place with limited resources will
perform differently with the once exposed to all the necessary resources (Strachan, 1996, pg 4).
Cooperative learning brings an alternative to the competitive and also assists a great deal in bringing academic achievement (Strachan, 1996, pg7). It is also meant
to improve the students’ affective field, interpersonal relationship and also to improve one’s psychological health. This also allows the teacher to promote the type
of skills students shows the strongest need for or the topics which are appropriate to be taught.
Cooperative learning encourages frequent, efficient and accurate communication than how competitive and individualistic situations (Strachan, 1996, pg 9). Cooperative
learning promotes constructive management of conflicts. Learners are usually tested individually and assessed in groups and the teacher pointing out the various
weakness of an individual although working as a group.
2. Lesson sequence – Describe the lesson sequence
context (e.g. phase, age and background of learners), aims and objectives, subject content, teaching approaches, assessment strategies

3. Evaluation of lesson sequence – Describe and evaluate strong and weak points of lesson planning / Sequence. Describe the changes would you make to your lesson
sequence in order to address these issues? Compare these results to Theory that has been learned in Module 3 (Planning for learning, Collaborative learning,
differentiation, classroom behavior,
4. Conclusion
General tutor feedback:

You give me very little detail to give formative feedback on here Brandon, other than the general focus of cooperative learning in the context of PE. I see no reason
why you would be unable to develop a successful assignment in this area but a lot will depend on the details of what you actually design and evaluate.

Len

Criminal Justice Program Proposal, Part II

Criminal Justice Program Proposal, Part II

Combating Criminal Narcotics Activity Along the Southern Border
Resource: “Seven Stage Model for Planned Change” located in the introduction and appendix of Criminal Justice Policy & Planning.

Research possible programmatic solutions by benchmarking best practices. Your program goals and objectives must be based on industry best practices.

Write a 1,600- to 1,850-word proposal for a program that solves the problem identified in the case study selected . APA format with in-text citations and references.

Address the following:

Identify two or three goals of your program.

Describe outcome objectives for each goal.

Determine the resources needed to implement the program.

Identify how you plan to elicit stakeholder participation.

Include terminology and concepts identified through the assigned readings.

Format your proposal consistent with APA guidelines.

Program Conceptualization

Colvin, C. A., & Goh, A. (2006). Elements underlying community policing: Validation of the construct. Police Practice & Research, 7(1), 19-33.
Innes, M., Abbott, L., & Lowe, T. (2009). Seeing like a citizen: Field experiments in ‘community intelligence-led policing’. Police Practice & Research, 10(2), 99-114.
Leeuw, F. L. (2005). Trends and developments in program evaluation in general and criminal justice programs in particular. European Journal of Criminal Policy and
Research, 11(3-4), 233.
Modley, P., Halley, D., & Zandi, F. (2008). Partnerships facilitate criminal justice problem solving. Corrections Today, 70(2), 148-154.
Moriarty, L. J. (2006). Investing in quality: The current state of assessment in criminal justice programs. Justice Quarterly, 23(4), 409-427.
Zedlewski, E. W. (2009). Conducting cost benefit analyses in criminal justice evaluations: Do we dare?. European Journal on Criminal Policy and Research, 15(4), 355-
364.

Does the end justifies the means?

Does the end justifies the means?
:
*Instructions:

Should we accept the doctrine that “the end justifies the means”?

*4 Questions that need to be answered:

1) Should this be unconditional?

2) Can this be situational, such as with war vs. peace?

3) What consequences might arise from following, or not following, this political axiom?

4) Give examples to justify your position.

Requirements:

*Write a formal two to three page essay, complete with citations from at least two outside academic sources to support your findings.

*Cite these on a separate page at the end of the essay and include a title page at the beginning.

NOTE: Based on the outcome of this paper, my goal is to continue with the same writer for the duration of this 8 week class. I have a 4.0 GPA so standards are high =)

MGMT 320 – “MANAGEMENT OF BEHAVIOR AND ORGANIZATIONS”

MGMT 320 – “MANAGEMENT OF BEHAVIOR AND ORGANIZATIONS”
Case #1: Sexual Harassment
Richard, a recent college graduate, is a newly hired manager in the Production Department of a medium-sized US company. He has been with the organization for three
months. For the first two months, he performed his duties very well, but during the last month, Steve, his boss, has noticed a change in Richard. He seems more tense
and uneasy and is not concentrating on his work as conscientiously as he previously did.

During the last month, Richard has been continually harassed by Paula, a coworker. At first, he tried ignoring her jokes and sexual banter. However, her persistence
has caused Richard to have very uncomfortable feelings while he is at work and at home as well. Richardconsidered the employee’s handbook concerning sexual harassment
policies and found none. He really did not know what to do.

Finally, after noticing his continually declining work, Steve asked him what was bothering him. He told him the problem and showed him information concerning the EEOC
laws dealing with sexual harassment in the workplace he had found in a human resources textbook from college. He also said that he was considering acting against Paula
if her actions continued.

Steve told him he was totally unaware of the problem but agreed something should be done. He asked him to investigate what the organization needed to do to stop this
from occurring now and to anyone else in the future. He also thanked Richard for his patience and honesty and promised him that something would be done.

Using the concepts from Chapter 9, please answer the following questions:
1. What actions should Richard take?
2. Should Steve address this current problem before he asks Richard to draft a harassment policy for the organization?
3. Is Richard the best choice to develop this document?
4. Should Paula be fired? Punished?
5. What are the choices Steve can take, and which would you choose? Why?
6. What ethical theories make the most sense (utilitarian, rights, justice) concerning this case?
7. What actions should Steve take?
Case #2: Innovating Education
Two innovation myths are that innovation occurs in a “eureka” moment and innovation can be systematized. In addition, many instances of innovation instigate
significant changes within an organization. Knowing the above, please apply the concepts from Chapter 10 to the following: How should/does UL Lafayette innovate its
delivery of education in a rapidly changing world/environment?
Case #3: Emotional Intelligence
Please go to https://dc-viawest.qualtrics.com/jfe/form/SV_eFJKMIW66Cp0PBj?Brand=ucfcos and take their emotional intelligence test. Please report your final scores.
Using the concepts from Chapter 11, what do the scores tell you about yourself (do not simply cut and paste the website’s analysis)?
Case #4: Motivating Lafayette Parish School System Teachers and Administrators
Recently there has been a rash of retirements within the Lafayette Parish School System. As such, morale is perceived to be at an all-time low. As an LPSS
administrator, what would you do to motivate the LPSS teachers? Now take the opposite side; what would you as a LPSS teacher do to motivate the administration? Please
use the concepts presented in Chapter 12 to formulate your answers.

Duty to Warn and Protect

Duty to Warn and Protect
Your client has told you that he plans to kill someone. You figure out the identity of his intended victim, although he has not specifically told you. What do you do?
This was a predicament that psychotherapist Lawrence Moore faced in 1969. Moore did not specifically warn the intended target, but told the authorities about his
patient’s threat. The patient was found to be rational and released, but then carried out his threat to kill his intended victim. The resulting case, Tarasoff v. Board
of Regents of the University of California, became the most influential confidentiality case in the mental health field when the California state supreme court ruled
in 1976 that Moore and his superiors had a duty to warn the intended victim.
The case described above represents one of the most difficult dilemmas for professionals working with people in crisis. Confidentiality and when it is ethical to break
it places enormous stress on mental health workers. There are very strict guidelines for breaking confidentiality, and mental health workers can be violating the law
if they do not have legal justification for releasing information gathered in a confidential meeting.
Each state has its own regulations regarding this issue; however, the gold standard that most mental health workers abide by is Tarasoff. In this week’s Seminar, you
will discuss the case, how it changed mental health work, and its benefits for all parties involved.
Why is confidentiality so important for mental health workers and people in crisis? What is the role of the mental health worker in keeping confidentiality? When must
confidentiality be broken? If you have any suggestions or alternate approaches to the duty to protect, you are encouraged to provide them.

HIV Positive counselling

HIV Positive

Topic 1: HIV Positive
You are counseling a person who is HIV positive. You know he or she is sexually active and having unprotected sex. What if you also know the person’s spouse or
partner? What is your obligation to break confidentiality? What would your duty to warn entail and what would your duty to protect entail? How would you address this?

Topic 2: Person in Crisis
Contrast the objectives and assessment of a person in crisis with one in long-term therapy. What is the biggest difference, in your opinion? Support your response.

Topic 3: Motivation
What is motivation? Does Maslow’s theory provide a supervisor with any tools to use in dealing with employees? What would motivate you on the job?

APA style.

Incorporate the use of new methodologies from the knowledge

Incorporate the use of new methodologies from the knowledge
Incorporate the use of new methodologies from the knowledge-economy management approach that might be appropriate for this Skilled Nursing and rehap facility

2.

3. Correlate recent research findings regarding strategy management into your approach.

4. Synthesize operational and financial components in your strategic planning process.

5. Incorporate your findings from your current environment analysis.

6. Preface your newly revised strategic plan with the core assumptions regarding environmental opportunities and threats, organizational strengths and weaknesses, and
organizational behavior dynamics that are foundational to the strategy.

7. Determine the organizational structure that best facilitates the strategy—functional, divisional, or matrix.

8. Include a brief description of the proposed strategy that reflects the choices made regarding:

· Product domain.

· Market domain.

· Level of investment in the respective product and market domains.

· Positioning approach for achieving competitive advantage.

· Maneuvers that will be used to implement the positioning approach.

· Distinctive competencies or assets that will be relied on to gain and sustain competitive advantage.

Submit your TOWS Matrix, with the revised components of your course project, as an attachment to this assignment.