FINAL PROJECTFinal Project GuidelinesPlease use this format to submit your final project. The paper must follow all the guidelines as instructed in order to obtain full grades. Remember that our team of tutors is available for any questions regarding your final project. You must present the final version of your work as no previous corrections will be carried out. To submit the final project, students must use the template below, with their answers written after each statement. Please present your final paper according to these requirements: Arial 12 Font. Margin: 2,5. Line spacing: 1,5. All fields on the cover page must be completed. The document needs to be properly paged. Your final project must be authentic and individual. Any work that has been plagiarized or papers written by others or with the help of others are likely to be failed and may incur in economic penalties. Be aware that you are permitted a maximum of two submissions per subject. If both projects do not meet the standards and fail, the student must pay the corresponding fee to be evaluated again.When writing your final project please use Microsoft Office, Adobe or Apache’s Open Office Writer tools (DOC, DOCX, ODT, PDF, etc.). Please consult your tutor when using a different format. Additional information about the software will be needed.Please use the following format:ddmmyyyy_Subject_LastNameandName.pdfExample:11052018_Strategic Management_ElsaMoore.pdfThe project should not exceed more than 18 pages, excluding the cover page, bibliography and the appendix.Evaluation GuidelinesThe final work will be evaluated based on the following criteria:undefinedAcquired knowledge (25%): the knowledge acquired throughout the course of the subject will be evaluated through the analysis of the theoretical data shown in the project presented by the student.Development of the Subject (25 %): the interpretation of the thesis subject by the student and its development will be evaluated in a coherent and analytical manner.Final result (25%): the final evaluation is based on coherent solutions applied to solve objectives set out in the paper. The presentation must be conclusive and formatting must meet established parameters.Additional information and bibliography (25%): additional information regarding the research and subject matter will be evaluated and taken into consideration as a bonus. This consist of: bibliography, visual graphics, charts, independent studies carried out by the student, external academic sources, articles of opinion, etc. All sources, both printed and online, must be referenced according to the APA regulations.BACKGROUNDBACHI Barcelona (http://www.bachibarcelona.com) is a company that sells medium-high range handbags and accessories for men and women. This project has been created by two friends, Meritxell and Nuria, passionate about fashion and fully orientated to the satisfaction of their customers through their products, and it has been in the market for one year. undefinedThese two enterprising women have a common idea: to create comfortable accessories but without sacrificing innovative designs. Therefore, their products seek differentiation through originality, because their patterns are visible both inside and outside of the bags, thereby creating a different product. BACHI Barcelona stands out for online sales through a website that tries to be intuitive and with a high navigability whilst, of course, gaining visibility for their bags and accessories. In addition, it has the following services:Complete catalogue of their accessories for online sale.Filtering by categories and price system, to customize searches.Offers and temporary discounts on some products.Form for potential customers to request information.Delivery service of 24-48 hours. Cost: € 5 (other costs assumed by BACHI Barcelona). However, they offer several promotions with free deliveries.National and international shipments (European Union), although they are still not very clear how to penetrate international markets.”Stories by Bachi” blog, where they report announcements and related news.Newsletter service (previous subscription with welcome gift).Access to their social media: Facebook, Twitter, Instagram and Pinterest. Human capital is composed only of them: Meritxell and Nuria. They both have extensive knowledge of the fashion industry and new trends. Also, they have earned a degree in Law, so they have great knowledge in legal matters. High involvement, enthusiasm, desire to grow and meet the needs of customers in the fashion and accessories sector. They have external consultants in different areas such as Marketing, Community Manager, Web Positioning, Accounting, Photography, Web Programming or Modelling. Clear awareness of the importance of the presence of BACHI Barcelona in social media to obtain a good position in the market. Low bargaining power of the price of the deliveries until they start getting a higher number of orders. Very close relationship with their suppliers. Currently they are working with 20 suppliers because of the many details that their accessories have. These are local Eco Friendly suppliers, thus contributing to the sustainability and development of local commerce, even though this may translate into less competitive prices than if they worked with suppliers from countries with different labor rights cultures.All their designs are unique and handcrafted in Barcelona.The stock policy is very clear: refuse to work on request. They prefer to have surplus for all their star and classic products. They will only work on request for cost or limited edition designs. At a financial level, they work with a Business Expansion Account for SMEs with advantageous conditions in terms of fees and bank charges, but they do not have financing. They often base their strategy on participating in fairs and events to bring their product and brand closer to the public, at strategic points such as Barcelona, Tarifa and different Italian cities, avant-garde in the latest fashion.Currently BACHI Barcelona faces stiff competition. Their main competitors are:Zubi (http://zubidesign.com/es/)Afortunadas (https://shopafortunadas.com/tienda/)In relation to other information of interestMeritxell and Nuria have some priorities related to gaining presence in social networks and increasing their competitive advantages over their main competitors. They consider it very important to increase the number of subscribers on the web, get more followers to increase visibility, try new ways of online communication (guest posting, banners, collaboration with bloggers and other national and international friendly companies) and increase sales from the promotions they make. Although they are very aware of these facts, they have never stopped to elaborate a strategic plan that helps them achieve their main goals for BACHI Barcelona. For this reason they’re contacting you to help them in this task.RESOLVECreate the mission, vision and values of BACHI BarcelonaWith the information provided, we need to carry out an internal analysis based on the evaluation of both the website and any internal elements mentioned. Describe and explore the competitive advantages and disadvantages of BACHI regarding its competitors.Identify the tangible resources (physical and financial), the intangible resources and the capacities that we have.Prepares a VRIO analysis of the resources of BACHI BarcelonaConclude the exercise with a small matrix that reflects the resulting Strengths and Weaknesses.Perform an external analysis (macroenvironment and microenvironment) of the current situation. PEST analysis.4 elements of the economic structure.2 elements of the technological structure.2 elements of the political structure.2 elements of the social structure. Analysis of the 5 Porter ForcesBargaining power with suppliers.Power of negotiation of the consumers.Threat on income of substitute products.Threat of new competitors.Rivalry among competitors.End the exercise with a small matrix that reflects the resulting Opportunities and Threats.In accordance with the Weaknesses, Strengths (internal analysis), Opportunities and Threats (external analysis), propose the following: Defensive strategy.Offensive strategy.Survival strategy.Reorientation Strategy. Develop a BSC in the form of a matrix. Based on the contribution of Michael Porter, you must propose and justify the following (one of each):Strategy in Cost Leadership.Differentiation Strategy.Focus Strategy.

For this assessment you will create a 5-10 minute video reflection on an experience in which you collaborated interprofessionally, as well as a brief discussion of an interprofessional collaboration scenario and how it could have been better approached.
Interprofessional collaboration is a critical aspect of a nurse’s work. Through interprofessional collaboration, practitioners and patients share information and consider each other’s perspectives to better understand and address the many factors that contribute to health and well-being (Sullivan et al., 2015). Essentially, by collaborating, health care practitioners and patients can have better health outcomes. Nurses, who are often at the frontlines of interacting with various groups and records, are full partners in this approach to health care.
Reflection is a key part of building interprofessional competence, as it allows you to look critically at experiences and actions through specific lenses. From the standpoint of interprofessional collaboration, reflection can help you consider potential reasons for and causes of people’s actions and behaviors (Saunders et al., 2016). It also can provide opportunities to examine the roles team members adopted in a given situation as well as how the team could have worked more effectively.
As you begin to prepare this assessment you are encouraged to complete the What is Reflective Practice? activity. The activity consists of five questions that will allow you the opportunity to practice self-reflection. The information gained from completing this formative will help with your success on the Collaboration and Leadership Reflection Video assessment. Completing formatives is also a way to demonstrate course engagement
Note: The Example Kaltura Reflection demonstrates how to cite sources appropriately in an oral presentation/video. The Example Kaltura Reflection video is not a reflection on the Vila Health activity. Your reflection assessment will focus on both your professional experience and the Vila Health activity as described in the scenario.
References
Saunders, R., Singer, R., Dugmore, H., Seaman, K., & Lake, F. (2016). Nursing students’ reflections on an interprofessional placement in ambulatory care. Reflective Practice, 17(4), 393–402.
Sullivan, M., Kiovsky, R., Mason, D., Hill, C., Duke, C. (2015). Interprofessional collaboration and education. American Journal of Nursing, 115(3), 47–54.
Demonstration of Proficiency
Competency 1: Explain strategies for managing human and financial resources to promote organizational health.
Identify how poor collaboration can result in inefficient management of human and financial resources supported by evidence from the literature.
Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.
Reflect on an interdisciplinary collaboration experience noting ways in which it was successful and unsuccessful in achieving desired outcomes.

Identify best-practice interdisciplinary collaboration strategies to help a team to achieve its goals and work more effectively together.

Competency 4: Explain how change management theories and leadership strategies can enable interdisciplinary teams to achieve specific organizational goals.

Identify best-practice leadership strategies from the literature, which would improve an interdisciplinary team’s ability to achieve its goals.
Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.

Communicate via video with clear sound and light.

The full reference list is from relevant and evidence-based (published within 5 years) sources, exhibiting nearly flawless adherence to APA format.
Professional Context
This assessment will help you to become a reflective practitioner. By considering your own successes and shortcomings in interprofessional collaboration, you will increase awareness of your problem-solving abilities. You will create a video of your reflections, including a discussion of best practices of interprofessional collaboration and leadership strategies, cited in the literature.

Scenario

As part of an initiative to build effective collaboration at your Vila Health site, where you are a nurse, you have been asked to reflect on a project or experience in which you collaborated interprofessionally and examine what happened during the collaboration, identifying positive aspects and areas for improvement.
You have also been asked to review a series of events that took place at another Vila Health location and research interprofessional collaboration best practices and use the lessons learned from your experiences to make recommendations for improving interprofessional collaboration among their team. Your task is to create a 5–10 minute video reflection with suggestions for the Vila Health team that can be shared with leadership as well as Vila Health colleagues at your site. Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact DisabilityServices@Capella.edu to request accommodations. If, for some reason, you are unable to record a video, please contact your faculty member as soon as possible to explore options for completing the assessment.

Instructions

Using Kaltura, record a 5–10 minute video reflection on an interprofessional collaboration experience from your personal practice, proposing suggestions on how to improve the collaboration presented in the Vila Health: Collaboration for Change activity.
Be sure that your assessment addresses the following criteria. Please study the scoring guide carefully so you will know what is needed for a distinguished score:

Reflect on an interdisciplinary collaboration experience, noting ways in which it was successful and unsuccessful in achieving desired outcomes.
Identify how poor collaboration can result in inefficient management of human and financial resources, citing supporting evidence from the literature.
Identify best-practice leadership strategies from the literature that would improve an interdisciplinary team’s ability to achieve its goals, citing at least one author from the literature.
Identify best-practice interdisciplinary collaboration strategies to help a team achieve its goals and work together, citing the work of at least one author.
Communicate in a professional manner, is easily audible, and uses proper grammar. Format reference list in current APA style.
You will need to relate an experience that you have had collaborating on a project. This could be at your current or former place of practice, or another relevant project that will enable you to address the requirements. In addition to describing your experience, you should explain aspects of the collaboration that helped the team make progress toward relevant goals or outcomes, as well as aspects of the collaboration that could have been improved.
A simplified gap-analysis approach may be useful:
What happened?
What went well?
What did not go well?
What should have happened?
After your personal reflection, examine the scenario in the Vila Health activity and discuss the ways in which the interdisciplinary team did not collaborate effectively and the negative implications for the human and financial resources of the interdisciplinary team and the organization as a whole.

Building on this investigation, identify at least one leadership best practice or strategy that you believe would improve the team’s ability to achieve their goals. Be sure to identify the strategy and its source or author and provide a brief rationale for your choice of strategy.
Additionally, identify at least one interdisciplinary collaboration best practice or strategy to help the team achieve its goals and work more effectively together. Again, identify the strategy, its source, and reasons why you think it will be effective.
You are encouraged to integrate lessons learned from your self-reflection to support and enrich your discussion of the Vila Health activity.
You are required to submit an APA-formatted reference list for any sources that you cited specifically in your video or used to inform your presentation. The Example Kaltura Reflection will show you how to cite scholarly sources in the context of an oral presentation.
Refer to the Campus tutorial Using Kaltura [PDF] as needed to record and upload your reflection.

The collection of evidence is an activity that occurs with an endgame in mind. For example, law enforcement professionals collect evidence to support a decision to charge those accused of criminal activity. Similarly, evidence-based healthcare practitioners collect evidence to support decisions in pursuit of specific healthcare outcomes.In this Assignment, you will identify an issue or opportunity for change within your healthcare organization and propose an idea for a change in practice supported by an EBP approach.To Prepare:Reflect on the four peer-reviewed articles you critically appraised in Module 4, related to your clinical topic of interest and PICOT.Reflect on your current healthcare organization and think about potential opportunities for evidence-based change, using your topic of interest and PICOT as the basis for your reflection.Consider the best method of disseminating the results of your presentation to an audience. The Assignment: (Evidence-Based Project)Part 4: Recommending an Evidence-Based Practice ChangeCreate an 8- to 9-slide narrated PowerPoint presentation in which you do the following:Briefly describe your healthcare organization, including its culture and readiness for change. (You may opt to keep various elements of this anonymous, such as your company name.)Describe the current problem or opportunity for change. Include in this description the circumstances surrounding the need for change, the scope of the issue, the stakeholders involved, and the risks associated with change implementation in general.Propose an evidence-based idea for a change in practice using an EBP approach to decision making. Note that you may find further research needs to be conducted if sufficient evidence is not discovered.Describe your plan for knowledge transfer of this change, including knowledge creation, dissemination, and organizational adoption and implementation.Explain how you would disseminate the results of your project to an audience. Provide a rationale for why you selected this dissemination strategy.Describe the measurable outcomes you hope to achieve with the implementation of this evidence-based change.Be sure to provide APA citations of the supporting evidence-based peer reviewed articles you selected to support your thinking.Add a lessons learned section that includes the following:A summary of the critical appraisal of the peer-reviewed articles you previously submittedAn explanation about what you learned from completing the Evaluation Table within the Critical Appraisal Tool Worksheet Template (1-3 slides)Submit Part 4 of your Evidence-Based Project. RUBRIC Part 4: Disseminating ResultsCreate a, 8-9-slide narrated PowerPoint presentation of your Evidence-Based Project:Briefly describe the following: your healthcare organization and culture, current opportunity for change, scope of issue, and EBP best practice recommendation.Explain how you would plan knowledge transfer and dissemination.Describe measurable outcomes with the implementation of EBP best practice.Summarize lessons learned.81 (81%) – 90 (90%)The narrated presentation accurately and completely summarizes the evidence-based project. The narrated presentation is professional in nature and thoroughly addresses all components of the evidence-based project.The narrated presentation accurately and clearly describes in detail the healthcare organization and culture, current opportunity for change, scope of the issue, and EBP best practice recommendation.The narrated presentation accurately and clearly describes how to plan for knowledge transfer, disseminate the results of the project to an audience, citing specific and relevant examples.The narrated presentation clearly and accurately describes measurable outcomes with the implementation of the EBP best practice and summarizes lessons learned.The narrated presentation fully integrates at least two outside resources and two or three course-specific resources that fully support the presentation.72 (72%) – 80 (80%)The narrated presentation adequately summarizes the evidence-based project. The narrated presentation is professional in nature and adequately addresses the components of the evidence-based project.The narrated presentation accurately describes in detail the healthcare organization and culture, current opportunity for change, scope of the issue, and EBP best practice recommendation.The narrated presentation accurately describes how to plan for knowledge transfer, disseminate the results of the project to an audience, citing specific and relevant examples.The narrated presentation accurately describes measurable outcomes with the implementation of the EBP best practice and summarizes lessons learned.The narrated presentation integrates at least one outside resource and two or three course-specific resources that may support the presentation.63 (63%) – 71 (71%)The narrated presentation vaguely, inaccurately, or incompletely summarizes the evidence-based project. The narrated presentation may be professional in nature and somewhat addresses the components of the evidence-based project.The narrated presentation inaccurately or vaguely describes the healthcare organization and culture, current opportunity for change, scope of the issue, and EBP best practice recommendation.The narrated presentation inaccurately or vaguely describes how to plan for knowledge transfer, disseminate the results of the project to an audience, citing specific and relevant examples.The narrated presentation vaguely or inaccurately describes measurable outcomes with the implementation of the EBP best practice and summarizes lessons learned.The narrated presentation minimally integrates resources that may support the presentation.0 (0%) – 62 (62%)The narrated presentation vaguely and inaccurately summarizes the evidence-based project or is missing. The narrated presentation is not professional in nature and inaccurately and incompletely addresses the components of the evidence-based project or is missing.The narrated presentation vaguely and inaccurately describes the healthcare organization and culture, current opportunity for change, scope of the issue, and EBP best practice recommendation, no examples are provided, or it is missing.The narrated presentation vaguely and inaccurately describes how to plan for knowledge transfer, disseminate the results of the project to an audience, citing no specific and relevant examples.The narrated presentation vaguely or inaccurately describes measurable outcomes with the implementation of the EBP best practice and summarizes lessons learned.The narrated presentation fails to integrate any or presents minimal resources to support the presentation.Written Expression and Formatting—Paragraph Development and Organization:Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.5 (5%) – 5 (5%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity.A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.4 (4%) – 4 (4%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.Purpose, introduction, and conclusion of the assignment is stated yet is brief and not descriptive.3.5 (3.5%) – 3.5 (3.5%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60–79% of the time.Purpose, introduction, and conclusion of the assignment is vague or off topic.0 (0%) – 3 (3%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity less than 60% of the time.No purpose statement, introduction, or conclusion was provided.Written Expression and Formatting—English Writing Standards:Correct grammar, mechanics, and proper punctuation.5 (5%) – 5 (5%)Uses correct grammar, spelling, and punctuation with no errors.4 (4%) – 4 (4%)Contains a few (one or two) grammar, spelling, and punctuation errors.3.5 (3.5%) – 3.5 (3.5%)Contains several (three or four) grammar, spelling, and punctuation errors.0 (0%) – 3 (3%)Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.Total Points: 100

Discussion – Week 12: Reflection #2 – Final Reflection (Disaster Behavioral Health in context & Personal Development)

Think about the application of disaster mental health in the field. How is this skillset and application helpful? For example, how does it tie into Maslow’s hierarchy of needs and how is that helpful in a post-disaster context? 
How would this skillset and knowledge help you in the work you do in emergency management? How can you apply these skills or where would they come in useful?
Drawing on your Reading Resources for Wk 12, what is one element of self-care that you find helpful and that you do or would use to keep your stress levels under control during a response (whether as a responder or emergency manager)?
Finally, please indicate what you found the most beneficial aspects of THIS COURSE – (Please name any strengths or areas or improvement and feel free to add recommendations for future years.

example one
hink about the application of disaster mental health in the field. How are this skillset and application helpful? For example, how does it tie into Maslow’s hierarchy of needs, and how is that helpful in a post-disaster context?
Application of disaster skillset is directly related to the Maslow’s hierarchy of needs. This is because people who have been greatly affected by a disaster will strive to first acquire the basic needs such as food shelter and water even before realizing their self-worth (Halpern & Tramontin). The responders should then realize that the disaster victims require these needs before providing any other services or guidance. The provision of these needs should be executed though compassion and love which will make them to feel appreciated and be able to gather strength and courage of overcoming the situation. After providing them with these unique services, they will then be in a position to strive to acquire the other needs such as safety and education as the initial needs are already satisfied.
2. How would this skillset and knowledge help you in the work you do in emergency management? How can you apply these skills or where would they come in useful?
The main skillset aspect that I would utilize is on the provision of compassionate care and psychological assistance to the affected victims. This would ensure that they are able to recover from the condition more effectively. The psychological assistance would make them to realize that there are better mitigation approaches that can be utilized to make them recover from the disaster scenario.
3. Drawing on your Reading Resources for Wk 12, what is one element of self-care that you find helpful and that you do or would use to keep your stress levels under control during a response (whether as a responder or emergency manager)?
The main self-care that I found helpful in keeping my stress levels under control during a response is on the personal time management where I would ensure that I have enough breaks that would be utilized to relax and brainstorm on efficient approaches on the course expectations. During these breaks I would communicate with other colleagues and we would discuss each person’s challenges. This made us to easily resolve the major aspects that we found challenging throughout the course.
4. Finally, please indicate what you found the most beneficial aspects of THIS COURSE – (Please name any strengths or areas or improvement and feel free to add recommendations for future years.)
One of the aspects that I found beneficial in this course was on the aspect that the course provided us with an opportunity to actively interact with other students in sharing diverse information regarding the course. This led to the increase in the knowledge level on major psychological aspects associated with the disaster. The research materials provided for the course were also insightful as they led to the acquisition of additional information that is very useful in identifying diverse disaster psychological response designs. One of the areas that I would suggest that should be improved would be on the online zoom meetings. These meetings should be increased to ensure that we are able to actively interact with other colleagues in the quest of gaining more knowledge.
Reference
Halpern, J., & Tramontin, M. (2007). Disaster mental health: Theory and practice. Belmont, CA: Thomson Brooke/Cole 
example 2
Disaster mental health is important in many different ways. For example, disaster mental health provides assistance with social support systems, self-care, coping mechanisms, and to be a mentor to listen and offer support when needed. Maslow’s hierarchy of needs is important when applying this concept because when providing support, it is important to remember what stage some people may be at in their recovery. If someone does not have food, or shelter they may not be receptive to experience love, and kindness. For example, in Maslow’s hierarchy of needs the theory states that there are 5 steps needed to feel complete. The first is Psychological Needs, Safety Needs, Belonginess, and Self Actualization. Keeping this in mind for a post-disaster context it is important to be mindful if someone just escaped a fire that the first thing they need will be food, water, and warmth. It may take awhile for the victim to achieve Self Actualization for some time which is why seeking the social services offers is so important to a victim that has experienced trauma.
In the field of Emergency Management, it is important to have a balance of services provided. Mental health services are important because this is where a victim can receive hope that they are not alone after a trauma. For example, a victim that was affected by a Tornado, and has lost a pet, or a loved one will now need to seek help from the support systems offered in the field of mental health. What these services try to provide is active listening, and problem solving to help the victim know what steps will be taken to address the problem. If the plan is implemented correctly, services should help with a lack of disorientation, depression, anxiety, suicidal idealization, or abuse of drugs, and alcohol.
One element of self-care from the reading for week 12 I found helpful was to not let yourself experience burnout. I know that many of us are juggling more than one thing to get done from day to day. Time management is important because it helps with the organization of dates, and deadlines, yet making sure yourself feels good on the inside from a mental health perspective is also important. I feel that eating healthy, exercising, and meditating is helpful to fully be able to help another person. In the reading by Halpern & Tramontin (2007) I felt that Chapter 11 stood out about the topic of the impact on the therapist and the need for self-care. Halpern & Tramontin (2007) states “Therapy with survivors of trauma can lead to a questioning of faith and can alter one’s view of human vulnerability. A therapist may develop a sense of helplessness or lose sight of patient’s strength and resilience. There is also the danger that the therapist will assume the role of rescuer and overreach the limits of therapy” (Halpern & Tramontin, 2007). I liked this a lot because there are times, I have felt this way, and needed to remind myself to not get burned out. I needed to walk away from a stressful situation and then went back to reassess how to solve the problem. Taking a break helps clear our mind from internal stressors.
What I enjoyed the most about this course was the podcasts, and the reading in the beginning of the course which was The Unthinkable by Amanda Ripley. I felt that both the book, and the podcasts really helped you to feel what the other person had experienced when going through trauma. The stories were detailed, descriptive, and pulled at your heartstrings. I now due to this course have a new interest in podcasts which I never took the time to listen to. I feel that the best way to learn is to put yourself in another person’s shoes, and this course material did just this. It was more than a reading; it was a journey through someone else’s mind. I also think we learned a lot more survivor techniques that were not addressed in other courses. Thanks for a great term. You were a wonderful teacher.
References
Halpern, J., & Tramontin, M. (2007). Disaster mental health: Theory and practice. Belmont, CA: Thomson Brooke/Cole 

Every bar operation uses some type of contracted services beside just food or beverage vendors to operate their business. Whether it is valet, laundry, music and electronic maintenance teams, computer maintenance, building cleaners, landscapers, social media or promoter teams, etc.Write 1-3 pages choosing 5 different vendor types and how you would manage those relationships and what is the key driver for each vendor type.RubricEssay Paper Grading Rubric Sample (9)Essay Paper Grading Rubric Sample (9)CriteriaRatingsPtsThis criterion is linked to a Learning OutcomeOverall Impression12.5 to >10.5 ptsExcellentAuthor directly addresses the main question or issue, and adds new insight to the subject not provided in lectures, readings, or class discussions. The author has retained nearly all of the knowledge presented in class. He/She is able to synthesize this knowledge in new ways and relate to material not covered in the course.10.5 to >8.5 ptsProficientAuthor competently addresses main question or issue, but does not add much new insight into the subject. That said, it is clear that the author has learned a great deal in class and is able to communicate this knowledge to others.8.5 to >6.5 ptsLimitedAuthor attempts to address the main question or issue, but fails. The author has retained some information from the course, but does not fully understand its meaning or context and cannot clearly convey it to others.6.5 to >0 ptsPoorEssay does NOT address the main question or issue, and it is obvious that the author has not retained any information from the course.12.5 ptsThis criterion is linked to a Learning OutcomeArgument12.5 to >10.5 ptsExcellentEssay contains a clear argument—i.e., lets the reader know exactly what the author is trying to communicate.10.5 to >8.5 ptsProficientAn argument is present, but reader must reconstruct it from the text.8.5 to >6.5 ptsLimitedAuthor attempts, but fails, to make an argument (e.g., starts with a rhetorical question/statement or anecdote that is never put into context).6.5 to >0 ptsPoorNo attempt is made to articulate an argument.12.5 ptsThis criterion is linked to a Learning OutcomeEvidence12.5 to >10.5 ptsExcellentProvides compelling and accurate evidence that convinces reader to accept main argument. The importance/relevance of all pieces of evidence is clearly stated. There are no gaps in reasoning—i.e., the reader does not need to assume anything or do additional research to accept main argument.10.5 to >8.5 ptsProficientProvides necessary evidence to convince reader of most aspects of the main argument but not all. The importance/ relevance of some evidence presented may not be totally clear. Reader must make a few mental leaps or do some additional research to fully accept all aspects of main argument.8.5 to >6.5 ptsLimitedNot enough evidence is provided to support the author’s argument, or evidence is incomplete, incorrect, or oversimplified. Information from lectures and readings is not effectively used.6.5 to >0 ptsPoorEither no evidence is provided, or there are numerous factual mistakes, omissions or oversimplifications. There is little or no mention of information from lectures and readings.12.5 ptsThis criterion is linked to a Learning OutcomeCounter-Evidence12.5 to >10.5 ptsExcellentThe author considers the evidence, or alternate interpretations of evidence, that could be used to refute or weaken his/her argument, and thoughtfully responds to it.10.5 to >8.5 ptsProficientAuthor acknowledges that counter-evidence or alternative interpretations exists, and lists them fully, but does not effectively explain to readers why his/her argument still stands.8.5 to >6.5 ptsLimitedAuthor acknowledges some of the most obvious counter-evidence and alternative explanations, but is not comprehensive in this task. There is little or no attempt made to respond to them.6.5 to >0 ptsPoorNo acknowledgement of counter-evidence or alternative interpretations.12.5 ptsThis criterion is linked to a Learning OutcomeSources12.5 to >10.5 ptsExcellentEvidence is used from a wide range of sources, including lectures and course readings. When required, the author also consults scholarly books, websites, journal articles, etc. not explicitly discussed in class.10.5 to >8.5 ptsProficientEvidence is used from many sources, but the author relies heavily on a more limited set of sources. Some effort is made to go beyond material presented in class when required, but not much. If outside sources are used, they are primarily non-scholarly (i.e., intended for a general audience) and/or web-based.8.5 to >6.5 ptsLimitedUses only a few of the sources provided in class, or does not go beyond what has been provided by professor when required to do additional research.6.5 to >0 ptsPoorDoes not use sources, only minimally uses sources provided by instructor, or relies exclusively on non-scholarly outside sources.12.5 ptsThis criterion is linked to a Learning OutcomeCitations12.5 to >10.5 ptsExcellentAll evidence is properly cited in footnotes or endnotes.10.5 to >8.5 ptsProficientAll evidence is cited in footnotes or endnotes, but there are some minor problems with completeness or format of some citations.8.5 to >6.5 ptsLimitedSome pieces are unreferenced or inaccurately referenced, and there are problems with completeness and format of citations.6.5 to >0 ptsPoorNo attempt is made to cite evidence.12.5 ptsThis criterion is linked to a Learning OutcomeOrganization12.5 to >10.5 ptsExcellentEssay contains an intro, main body, and conclusion. Introduction lays out main argument and gives an outline of what the reader can expect in the essay. The conclusion brings everything together, acknowledges potential shortcomings of the paper, and gives the reader a sense of what further work might be done to advance the subject matter described in the paper.10.5 to >8.5 ptsProficientEssay contains an intro, main body, and conclusion. The introduction lays out the main argument but gives the reader little idea of what to expect in the essay. The conclusion nicely summarizes the main argument and evidence, but does not move beyond what has already been presented in the paper.8.5 to >6.5 ptsLimitedEssay contains an intro, main body, and conclusion. The introduction gives the reader an idea of what to expect in the paper, but does not effectively lay out the main argument. It may begin with a set of rhetorical questions, or an anecdote that is never fully explained. The conclusion does little more than restate the problematic introduction. Intro and/or conclusion may be too wordy or short.6.5 to >0 ptsPoorEssay has no clear organizational pattern.12.5 ptsThis criterion is linked to a Learning OutcomeClarity and Style12.5 to >10.5 ptsExcellentAll sentences are grammatically correct and clearly written. No words are misused or unnecessarily fancy. Technical terms, words from other languages, and words from other historical periods are always explained. All information is accurate and up-to-date. Paper has been spell-checked AND proofread (ideally by you and somebody else), and contains no errors.10.5 to >8.5 ptsProficientAll sentences are grammatically correct and clearly written. An occasional word is misused or unnecessarily fancy. Technical terms, words from other languages, and words from other historical periods are usually, but not always, explained. All information is accurate and up-to-date. Paper has been spell-checked AND proofread, and contains no more than a few minor errors, which do not adversely affect the reader’s ability to understand the essay.8.5 to >6.5 ptsLimitedA few sentences are grammatically incorrect or not clearly written. Several words are misused. Technical terms, words from other languages, and words from other historical periods are rarely explained. Not all information is accurate and up-to-date. Paper has been spell-checked AND proofread, but still contains several errors. Reader’s ability to understand essay may be compromised by these errors.6.5 to >0 ptsPoorPaper is full of grammatical errors and bad writing. Several words are misused. Technical terms, words from other languages, and words from other historical periods are rarely explained. Not all information is accurate and up-to-date. Paper has not been spell-checked or proofread, and contains numerous errors. Reader has a difficult time understanding essay because of errors.12.5 ptsTotal Points: 100