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U.S. manufacturing over the last half century – ## week4pj.docx – ## Mid-TermExam-BUSN419I001Fall2025-APEI.pdf **## week4pj.docx** **Course Objectives:** Students will apply international business theories and concepts to a various multinational organization. **Questions:** 1. Reflect on the change…

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Assignment Prompt & Instructions

U.S. manufacturing over the last half century

– ## week4pj.docx

– ## Mid-TermExam-BUSN419I001Fall2025-APEI.pdf

**## week4pj.docx**

**Course Objectives:** Students will apply international business theories and concepts to a various multinational organization.

**Questions:**

1. Reflect on the changes in U.S. manufacturing over the last half century. Why did the United States lose so many jobs?

2. What impact did that job loss have on the U.S. economy and on the economies of countries like China and Mexico that have been the recipients of outsourced U.S. jobs?

3. Using Porter's Diamond of Competitive Advantage, explain U.S. manufacturing today, and how it could change in the next five to ten years. Consider the role of government in the success of the sector and the future competitiveness of a nation.

**Instructions:**

Review the below resources:

·
[**How Many Manufacturing Jobs Can U.S. Realistically Maintain? 12min Video**](https://www.pbs.org/newshour/show/how-many-manufacturing-jobs-can-u-s-realistically-maintain)

·
[**Forty Years of falling Manufacturing Employment**](https://www.bls.gov/opub/btn/volume-9/forty-years-of-falling-manufacturing-employment.htm)

·
[**Manufacturing employment hard hit during the 2007-2009 recession**](https://www.bls.gov/opub/mlr/2011/04/art5full.pdf)

·
[**The fall of employment in the manufacturing sector**](https://www.bls.gov/opub/mlr/2018/beyond-bls/pdf/the-fall-of-employment-in-the-manufacturing-sector.pdf)

·
[**Mexico vs. China Manufacturing: How the Two Countries Compare**](https://napsintl.com/manufacturing-in-mexico/mexico-vs-china-manufacturing-comparison/)

·
[**The real reason manufacturing jobs are disappearing 12min Video**](https://www.ted.com/talks/augie_picado_the_real_reason_manufacturing_jobs_are_disappearing?language=en)

Write a complete analysis
**_thoroughly_** answering the above questions using applicable research (i.e., references & citations) (
_4 page minimum required; max 6 pages_).

**_Please make sure you review the below links on what constitutes a paragraph, when to use a comma and the use of 1st person PRIOR to submitting your week one written assignment:_**

·
[APA 7th Edition](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/apa_changes_7th_edition.html)

Use the template attached (APA formatted document).

Once you upload your document you will receive a TURNITIN scan score. Your score should be 20% or below (excluding bibliography). Only a single submission is accepted, so ensure you are using original content and citing properly. Do not repeat the questions as part of your responses, as this will only increase your match percentage.

**## Mid-TermExam-BUSN419I001Fall2025-APEI.pdf**

BUSN419 Mid-Term Exam Rubric (JAN 2023)
Course: BUSN419 I001 Fall 2025

Criteria Exemplary Accomplished Developing Beginning
Did not
attempt

Criterion
Score

ILO:

Specialize

d

Knowledg

e

/ 1515 points

Student pro-

vides a

strong intro-

duction to

the paper

that gives a

background

of the situa-

tion and in-

cludes a

great thesis

statement;

provides a

strong con-

clusion using

terminology

strategically

from the

readings.

12.75 points

Student pro-

vides an in-

troduction to

the paper

that gives a

background

and a rea-

sonable the-

sis statement

AND pro-

vides a con-

clusion using

some termi-

nology from

the readings.

11.25 points

Student pro-

vides an in-

troduction to

the paper

that gives a

background

but does not

provide a

thesis state-

ment or the

thesis state-

ment needs

work OR

does not

provide a

conclusion

AND does

not use ter-

minology

from the

readings.

9.75 points

Student pro-

vides an in-

troduction to

the paper

but it does

not give a

background

on the situa-

tion and no

thesis state-

ment is pro-

vided OR not

conclusion is

provided

AND does

not use ter-

minology

from the

readings.

0 points

Student does

not submit a

paper for

grading.

Criteria Exemplary Accomplished Developing Beginning
Did not
attempt

Criterion
Score

ILO:

Broad

Knowledg

e

/ 10

Program

Objective

/ 20

10 points

Student

pulled re-

search from

5 or more

sources and

at least 3 are

from peer-

reviewed

sources AND

used mate-

rial to frame

the problem

statement

and deliver

the main

points.

8.5 points

Student

pulled re-

search from

3-4 re-

sources and

at least 1-2

are peer-re-

viewed

sources AND

somewhat

incorporates

material in

framing a

problem

statement

and main

points.

7.5 points

Student

pulled re-

search from

4+ resources

but none are

peer-re-

viewed

sources AND

student does

not use the

material to

frame the

problem

statement or

to deliver

the main

points in the

paper.

6.5 points

Student

pulled re-

search from

1-3 re-

sources but

none are

peer-re-

viewed

sources AND

the sources

are not used

in the paper.

0 points

Student did

not use any

resources in

the paper.

20 points

Identified

and dis-

cussed 4 im-

portant

points re-

quired by the

assignment

description.

17 points

Identified

and dis-

cussed 3 im-

portant

points re-

quired by the

assignment

description.

15 points

Identified

and dis-

cussed 2 im-

portant point

required by

the assign-

ment

description.

13 points

Paper was

not orga-

nized such

that con-

cepts were

clearly

defined.

0 points

Did not cor-

rectly iden-

tify or dis-

cuss any of

the impor-

tant points

from the

readings this

week.

Criteria Exemplary Accomplished Developing Beginning
Did not
attempt

Criterion
Score

CO8 / 20

Organizati

on

/ 10

Grammar / 10

20 points

Student pro-

vides 4+ ex-

amples of

the points

discussed in

the paper

and cites

sources to

support

his/her

findings.

17 points

Student pro-

vides 3 ex-

amples of

the points

discussed in

the paper

and cites

sources to

support

his/her

findings.

15 points

Student pro-

vides 2 ex-

ample of the

points dis-

cussed in the

paper and

cites sources

to support

his/her

findings.

13 points

Student may

provide ex-

amples of

the points

discussed in

the paper

but does not

cite sources

to support

his/her

findings.

0 points

No analysis

is submitted.

10 points

Student or-

ganizes pa-

per with APA

style

headings.

8.5 points

Student or-

ganizes pa-

per with

headings but

they are not

in proper

APA format.

7.5 points

Student does

not use

heading but

the paper

flows in an

organized

way from

topic to

topic.

6.5 points

Student does

not use

headings and

paper does

not follow in

a logical

order.

0 points

Student did

not submit a

paper.

10 points

Paper con-

tains 0-1

errors.

8.5 points

Paper con-

tains 2-3

grammatical

errors.

7.5 points

Paper con-

tains 4-5

grammatical

errors.

6.5 points

Paper con-

tains 6-7

grammatical

errors.

0 points

Paper con-

tains 8+

grammatical

errors OR

student did

not submit a

paper.

Total / 100

Overall Score

Criteria Exemplary Accomplished Developing Beginning
Did not
attempt

Criterion
Score

APA / 10

Mechanic

s

/ 5

10 points

Paper con-

tains 0-1

APA errors.

8.5 points

Paper con-

tains 2-3

APA errors.

7.5 points

Paper con-

tains 4-5

APA errors

6.5 points

Paper con-

tains 4-5

APA errors

0 points

Paper was

not submit-

ted in APA

format OR

no paper was

submitted.

5 points

Paper ex-

ceeds the

length re-

quirement of

4 pages in

length but

less than 6.

4.25 points

Paper meets

the length

requirement

of 4 pages

OR exceeds

the required

excessively

at 6+ pages.

3.75 points

Paper sub-

mits a paper

that is 3

pages in

length.

3.25 points

Paper sub-

mits a paper

that is <3

pages in

length.

0 points

Student does

not submit

an paper for

grading.

Exemplary
90 points minimum

Accomplished
80 points minimum

Developing
70 points minimum

Beginning
60 points minimum

Did not attempt
0 points minimum

**## Mid-TermExam-BUSN419I001Fall2025-APEI.pdf**

BUSN419 Mid-Term Exam Rubric (JAN 2023)
Course: BUSN419 I001 Fall 2025

Criteria Exemplary Accomplished Developing Beginning
Did not
attempt

Criterion
Score

ILO:

Specialize

d

Knowledg

e

/ 1515 points

Student pro-

vides a

strong intro-

duction to

the paper

that gives a

background

of the situa-

tion and in-

cludes a

great thesis

statement;

provides a

strong con-

clusion using

terminology

strategically

from the

readings.

12.75 points

Student pro-

vides an in-

troduction to

the paper

that gives a

background

and a rea-

sonable the-

sis statement

AND pro-

vides a con-

clusion using

some termi-

nology from

the readings.

11.25 points

Student pro-

vides an in-

troduction to

the paper

that gives a

background

but does not

provide a

thesis state-

ment or the

thesis state-

ment needs

work OR

does not

provide a

conclusion

AND does

not use ter-

minology

from the

readings.

9.75 points

Student pro-

vides an in-

troduction to

the paper

but it does

not give a

background

on the situa-

tion and no

thesis state-

ment is pro-

vided OR not

conclusion is

provided

AND does

not use ter-

minology

from the

readings.

0 points

Student does

not submit a

paper for

grading.

Criteria Exemplary Accomplished Developing Beginning
Did not
attempt

Criterion
Score

ILO:

Broad

Knowledg

e

/ 10

Program

Objective

/ 20

10 points

Student

pulled re-

search from

5 or more

sources and

at least 3 are

from peer-

reviewed

sources AND

used mate-

rial to frame

the problem

statement

and deliver

the main

points.

8.5 points

Student

pulled re-

search from

3-4 re-

sources and

at least 1-2

are peer-re-

viewed

sources AND

somewhat

incorporates

material in

framing a

problem

statement

and main

points.

7.5 points

Student

pulled re-

search from

4+ resources

but none are

peer-re-

viewed

sources AND

student does

not use the

material to

frame the

problem

statement or

to deliver

the main

points in the

paper.

6.5 points

Student

pulled re-

search from

1-3 re-

sources but

none are

peer-re-

viewed

sources AND

the sources

are not used

in the paper.

0 points

Student did

not use any

resources in

the paper.

20 points

Identified

and dis-

cussed 4 im-

portant

points re-

quired by the

assignment

description.

17 points

Identified

and dis-

cussed 3 im-

portant

points re-

quired by the

assignment

description.

15 points

Identified

and dis-

cussed 2 im-

portant point

required by

the assign-

ment

description.

13 points

Paper was

not orga-

nized such

that con-

cepts were

clearly

defined.

0 points

Did not cor-

rectly iden-

tify or dis-

cuss any of

the impor-

tant points

from the

readings this

week.

Criteria Exemplary Accomplished Developing Beginning
Did not
attempt

Criterion
Score

CO8 / 20

Organizati

on

/ 10

Grammar / 10

20 points

Student pro-

vides 4+ ex-

amples of

the points

discussed in

the paper

and cites

sources to

support

his/her

findings.

17 points

Student pro-

vides 3 ex-

amples of

the points

discussed in

the paper

and cites

sources to

support

his/her

findings.

15 points

Student pro-

vides 2 ex-

ample of the

points dis-

cussed in the

paper and

cites sources

to support

his/her

findings.

13 points

Student may

provide ex-

amples of

the points

discussed in

the paper

but does not

cite sources

to support

his/her

findings.

0 points

No analysis

is submitted.

10 points

Student or-

ganizes pa-

per with APA

style

headings.

8.5 points

Student or-

ganizes pa-

per with

headings but

they are not

in proper

APA format.

7.5 points

Student does

not use

heading but

the paper

flows in an

organized

way from

topic to

topic.

6.5 points

Student does

not use

headings and

paper does

not follow in

a logical

order.

0 points

Student did

not submit a

paper.

10 points

Paper con-

tains 0-1

errors.

8.5 points

Paper con-

tains 2-3

grammatical

errors.

7.5 points

Paper con-

tains 4-5

grammatical

errors.

6.5 points

Paper con-

tains 6-7

grammatical

errors.

0 points

Paper con-

tains 8+

grammatical

errors OR

student did

not submit a

paper.

Total / 100

Overall Score

Criteria Exemplary Accomplished Developing Beginning
Did not
attempt

Criterion
Score

APA / 10

Mechanic

s

/ 5

10 points

Paper con-

tains 0-1

APA errors.

8.5 points

Paper con-

tains 2-3

APA errors.

7.5 points

Paper con-

tains 4-5

APA errors

6.5 points

Paper con-

tains 4-5

APA errors

0 points

Paper was

not submit-

ted in APA

format OR

no paper was

submitted.

5 points

Paper ex-

ceeds the

length re-

quirement of

4 pages in

length but

less than 6.

4.25 points

Paper meets

the length

requirement

of 4 pages

OR exceeds

the required

excessively

at 6+ pages.

3.75 points

Paper sub-

mits a paper

that is 3

pages in

length.

3.25 points

Paper sub-

mits a paper

that is <3

pages in

length.

0 points

Student does

not submit

an paper for

grading.

Exemplary
90 points minimum

Accomplished
80 points minimum

Developing
70 points minimum

Beginning
60 points minimum

Did not attempt
0 points minimum

**## week4pj.docx**

**Course Objectives:** Students will apply international business theories and concepts to a various multinational organization.

**Questions:**

1. Reflect on the changes in U.S. manufacturing over the last half century. Why did the United States lose so many jobs?

2. What impact did that job loss have on the U.S. economy and on the economies of countries like China and Mexico that have been the recipients of outsourced U.S. jobs?

3. Using Porter's Diamond of Competitive Advantage, explain U.S. manufacturing today, and how it could change in the next five to ten years. Consider the role of government in the success of the sector and the future competitiveness of a nation.

**Instructions:**

Review the below resources:

·
[**How Many Manufacturing Jobs Can U.S. Realistically Maintain? 12min Video**](https://www.pbs.org/newshour/show/how-many-manufacturing-jobs-can-u-s-realistically-maintain)

·
[**Forty Years of falling Manufacturing Employment**](https://www.bls.gov/opub/btn/volume-9/forty-years-of-falling-manufacturing-employment.htm)

·
[**Manufacturing employment hard hit during the 2007-2009 recession**](https://www.bls.gov/opub/mlr/2011/04/art5full.pdf)

·
[**The fall of employment in the manufacturing sector**](https://www.bls.gov/opub/mlr/2018/beyond-bls/pdf/the-fall-of-employment-in-the-manufacturing-sector.pdf)

·
[**Mexico vs. China Manufacturing: How the Two Countries Compare**](https://napsintl.com/manufacturing-in-mexico/mexico-vs-china-manufacturing-comparison/)

·
[**The real reason manufacturing jobs are disappearing 12min Video**](https://www.ted.com/talks/augie_picado_the_real_reason_manufacturing_jobs_are_disappearing?language=en)

Write a complete analysis
**_thoroughly_** answering the above questions using applicable research (i.e., references & citations) (
_4 page minimum required; max 6 pages_).

**_Please make sure you review the below links on what constitutes a paragraph, when to use a comma and the use of 1st person PRIOR to submitting your week one written assignment:_**

·
[APA 7th Edition](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/apa_changes_7th_edition.html)

Use the template attached (APA formatted document).

Once you upload your document you will receive a TURNITIN scan score. Your score should be 20% or below (excluding bibliography). Only a single submission is accepted, so ensure you are using original content and citing properly. Do not repeat the questions as part of your responses, as this will only increase your match percentage.

**## Mid-TermExam-BUSN419I001Fall2025-APEI.pdf**

BUSN419 Mid-Term Exam Rubric (JAN 2023)
Course: BUSN419 I001 Fall 2025

Criteria Exemplary Accomplished Developing Beginning
Did not
attempt

Criterion
Score

ILO:

Specialize

d

Knowledg

e

/ 1515 points

Student pro-

vides a

strong intro-

duction to

the paper

that gives a

background

of the situa-

tion and in-

cludes a

great thesis

statement;

provides a

strong con-

clusion using

terminology

strategically

from the

readings.

12.75 points

Student pro-

vides an in-

troduction to

the paper

that gives a

background

and a rea-

sonable the-

sis statement

AND pro-

vides a con-

clusion using

some termi-

nology from

the readings.

11.25 points

Student pro-

vides an in-

troduction to

the paper

that gives a

background

but does not

provide a

thesis state-

ment or the

thesis state-

ment needs

work OR

does not

provide a

conclusion

AND does

not use ter-

minology

from the

readings.

9.75 points

Student pro-

vides an in-

troduction to

the paper

but it does

not give a

background

on the situa-

tion and no

thesis state-

ment is pro-

vided OR not

conclusion is

provided

AND does

not use ter-

minology

from the

readings.

0 points

Student does

not submit a

paper for

grading.

Criteria Exemplary Accomplished Developing Beginning
Did not
attempt

Criterion
Score

ILO:

Broad

Knowledg

e

/ 10

Program

Objective

/ 20

10 points

Student

pulled re-

search from

5 or more

sources and

at least 3 are

from peer-

reviewed

sources AND

used mate-

rial to frame

the problem

statement

and deliver

the main

points.

8.5 points

Student

pulled re-

search from

3-4 re-

sources and

at least 1-2

are peer-re-

viewed

sources AND

somewhat

incorporates

material in

framing a

problem

statement

and main

points.

7.5 points

Student

pulled re-

search from

4+ resources

but none are

peer-re-

viewed

sources AND

student does

not use the

material to

frame the

problem

statement or

to deliver

the main

points in the

paper.

6.5 points

Student

pulled re-

search from

1-3 re-

sources but

none are

peer-re-

viewed

sources AND

the sources

are not used

in the paper.

0 points

Student did

not use any

resources in

the paper.

20 points

Identified

and dis-

cussed 4 im-

portant

points re-

quired by the

assignment

description.

17 points

Identified

and dis-

cussed 3 im-

portant

points re-

quired by the

assignment

description.

15 points

Identified

and dis-

cussed 2 im-

portant point

required by

the assign-

ment

description.

13 points

Paper was

not orga-

nized such

that con-

cepts were

clearly

defined.

0 points

Did not cor-

rectly iden-

tify or dis-

cuss any of

the impor-

tant points

from the

readings this

week.

Criteria Exemplary Accomplished Developing Beginning
Did not
attempt

Criterion
Score

CO8 / 20

Organizati

on

/ 10

Grammar / 10

20 points

Student pro-

vides 4+ ex-

amples of

the points

discussed in

the paper

and cites

sources to

support

his/her

findings.

17 points

Student pro-

vides 3 ex-

amples of

the points

discussed in

the paper

and cites

sources to

support

his/her

findings.

15 points

Student pro-

vides 2 ex-

ample of the

points dis-

cussed in the

paper and

cites sources

to support

his/her

findings.

13 points

Student may

provide ex-

amples of

the points

discussed in

the paper

but does not

cite sources

to support

his/her

findings.

0 points

No analysis

is submitted.

10 points

Student or-

ganizes pa-

per with APA

style

headings.

8.5 points

Student or-

ganizes pa-

per with

headings but

they are not

in proper

APA format.

7.5 points

Student does

not use

heading but

the paper

flows in an

organized

way from

topic to

topic.

6.5 points

Student does

not use

headings and

paper does

not follow in

a logical

order.

0 points

Student did

not submit a

paper.

10 points

Paper con-

tains 0-1

errors.

8.5 points

Paper con-

tains 2-3

grammatical

errors.

7.5 points

Paper con-

tains 4-5

grammatical

errors.

6.5 points

Paper con-

tains 6-7

grammatical

errors.

0 points

Paper con-

tains 8+

grammatical

errors OR

student did

not submit a

paper.

Total / 100

Overall Score

Criteria Exemplary Accomplished Developing Beginning
Did not
attempt

Criterion
Score

APA / 10

Mechanic

s

/ 5

10 points

Paper con-

tains 0-1

APA errors.

8.5 points

Paper con-

tains 2-3

APA errors.

7.5 points

Paper con-

tains 4-5

APA errors

6.5 points

Paper con-

tains 4-5

APA errors

0 points

Paper was

not submit-

ted in APA

format OR

no paper was

submitted.

5 points

Paper ex-

ceeds the

length re-

quirement of

4 pages in

length but

less than 6.

4.25 points

Paper meets

the length

requirement

of 4 pages

OR exceeds

the required

excessively

at 6+ pages.

3.75 points

Paper sub-

mits a paper

that is 3

pages in

length.

3.25 points

Paper sub-

mits a paper

that is <3

pages in

length.

0 points

Student does

not submit

an paper for

grading.

Exemplary
90 points minimum

Accomplished
80 points minimum

Developing
70 points minimum

Beginning
60 points minimum

Did not attempt
0 points minimum

**## week4pj.docx**

**Course Objectives:** Students will apply international business theories and concepts to a various multinational organization.

**Questions:**

1. Reflect on the changes in U.S. manufacturing over the last half century. Why did the United States lose so many jobs?

2. What impact did that job loss have on the U.S. economy and on the economies of countries like China and Mexico that have been the recipients of outsourced U.S. jobs?

3. Using Porter's Diamond of Competitive Advantage, explain U.S. manufacturing today, and how it could change in the next five to ten years. Consider the role of government in the success of the sector and the future competitiveness of a nation.

**Instructions:**

Review the below resources:

·
[**How Many Manufacturing Jobs Can U.S. Realistically Maintain? 12min Video**](https://www.pbs.org/newshour/show/how-many-manufacturing-jobs-can-u-s-realistically-maintain)

·
[**Forty Years of falling Manufacturing Employment**](https://www.bls.gov/opub/btn/volume-9/forty-years-of-falling-manufacturing-employment.htm)

·
[**Manufacturing employment hard hit during the 2007-2009 recession**](https://www.bls.gov/opub/mlr/2011/04/art5full.pdf)

·
[**The fall of employment in the manufacturing sector**](https://www.bls.gov/opub/mlr/2018/beyond-bls/pdf/the-fall-of-employment-in-the-manufacturing-sector.pdf)

·
[**Mexico vs. China Manufacturing: How the Two Countries Compare**](https://napsintl.com/manufacturing-in-mexico/mexico-vs-china-manufacturing-comparison/)

·
[**The real reason manufacturing jobs are disappearing 12min Video**](https://www.ted.com/talks/augie_picado_the_real_reason_manufacturing_jobs_are_disappearing?language=en)

Write a complete analysis
**_thoroughly_** answering the above questions using applicable research (i.e., references & citations) (
_4 page minimum required; max 6 pages_).

**_Please make sure you review the below links on what constitutes a paragraph, when to use a comma and the use of 1st person PRIOR to submitting your week one written assignment:_**

·
[APA 7th Edition](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/apa_changes_7th_edition.html)

Use the template attached (APA formatted document).

Once you upload your document you will receive a TURNITIN scan score. Your score should be 20% or below (excluding bibliography). Only a single submission is accepted, so ensure you are using original content and citing properly. Do not repeat the questions as part of your responses, as this will only increase your match percentage.

**## Mid-TermExam-BUSN419I001Fall2025-APEI.pdf**

BUSN419 Mid-Term Exam Rubric (JAN 2023)
Course: BUSN419 I001 Fall 2025

Criteria Exemplary Accomplished Developing Beginning
Did not
attempt

Criterion
Score

ILO:

Specialize

d

Knowledg

e

/ 1515 points

Student pro-

vides a

strong intro-

duction to

the paper

that gives a

background

of the situa-

tion and in-

cludes a

great thesis

statement;

provides a

strong con-

clusion using

terminology

strategically

from the

readings.

12.75 points

Student pro-

vides an in-

troduction to

the paper

that gives a

background

and a rea-

sonable the-

sis statement

AND pro-

vides a con-

clusion using

some termi-

nology from

the readings.

11.25 points

Student pro-

vides an in-

troduction to

the paper

that gives a

background

but does not

provide a

thesis state-

ment or the

thesis state-

ment needs

work OR

does not

provide a

conclusion

AND does

not use ter-

minology

from the

readings.

9.75 points

Student pro-

vides an in-

troduction to

the paper

but it does

not give a

background

on the situa-

tion and no

thesis state-

ment is pro-

vided OR not

conclusion is

provided

AND does

not use ter-

minology

from the

readings.

0 points

Student does

not submit a

paper for

grading.

Criteria Exemplary Accomplished Developing Beginning
Did not
attempt

Criterion
Score

ILO:

Broad

Knowledg

e

/ 10

Program

Objective

/ 20

10 points

Student

pulled re-

search from

5 or more

sources and

at least 3 are

from peer-

reviewed

sources AND

used mate-

rial to frame

the problem

statement

and deliver

the main

points.

8.5 points

Student

pulled re-

search from

3-4 re-

sources and

at least 1-2

are peer-re-

viewed

sources AND

somewhat

incorporates

material in

framing a

problem

statement

and main

points.

7.5 points

Student

pulled re-

search from

4+ resources

but none are

peer-re-

viewed

sources AND

student does

not use the

material to

frame the

problem

statement or

to deliver

the main

points in the

paper.

6.5 points

Student

pulled re-

search from

1-3 re-

sources but

none are

peer-re-

viewed

sources AND

the sources

are not used

in the paper.

0 points

Student did

not use any

resources in

the paper.

20 points

Identified

and dis-

cussed 4 im-

portant

points re-

quired by the

assignment

description.

17 points

Identified

and dis-

cussed 3 im-

portant

points re-

quired by the

assignment

description.

15 points

Identified

and dis-

cussed 2 im-

portant point

required by

the assign-

ment

description.

13 points

Paper was

not orga-

nized such

that con-

cepts were

clearly

defined.

0 points

Did not cor-

rectly iden-

tify or dis-

cuss any of

the impor-

tant points

from the

readings this

week.

Criteria Exemplary Accomplished Developing Beginning
Did not
attempt

Criterion
Score

CO8 / 20

Organizati

on

/ 10

Grammar / 10

20 points

Student pro-

vides 4+ ex-

amples of

the points

discussed in

the paper

and cites

sources to

support

his/her

findings.

17 points

Student pro-

vides 3 ex-

amples of

the points

discussed in

the paper

and cites

sources to

support

his/her

findings.

15 points

Student pro-

vides 2 ex-

ample of the

points dis-

cussed in the

paper and

cites sources

to support

his/her

findings.

13 points

Student may

provide ex-

amples of

the points

discussed in

the paper

but does not

cite sources

to support

his/her

findings.

0 points

No analysis

is submitted.

10 points

Student or-

ganizes pa-

per with APA

style

headings.

8.5 points

Student or-

ganizes pa-

per with

headings but

they are not

in proper

APA format.

7.5 points

Student does

not use

heading but

the paper

flows in an

organized

way from

topic to

topic.

6.5 points

Student does

not use

headings and

paper does

not follow in

a logical

order.

0 points

Student did

not submit a

paper.

10 points

Paper con-

tains 0-1

errors.

8.5 points

Paper con-

tains 2-3

grammatical

errors.

7.5 points

Paper con-

tains 4-5

grammatical

errors.

6.5 points

Paper con-

tains 6-7

grammatical

errors.

0 points

Paper con-

tains 8+

grammatical

errors OR

student did

not submit a

paper.

Total / 100

Overall Score

Criteria Exemplary Accomplished Developing Beginning
Did not
attempt

Criterion
Score

APA / 10

Mechanic

s

/ 5

10 points

Paper con-

tains 0-1

APA errors.

8.5 points

Paper con-

tains 2-3

APA errors.

7.5 points

Paper con-

tains 4-5

APA errors

6.5 points

Paper con-

tains 4-5

APA errors

0 points

Paper was

not submit-

ted in APA

format OR

no paper was

submitted.

5 points

Paper ex-

ceeds the

length re-

quirement of

4 pages in

length but

less than 6.

4.25 points

Paper meets

the length

requirement

of 4 pages

OR exceeds

the required

excessively

at 6+ pages.

3.75 points

Paper sub-

mits a paper

that is 3

pages in

length.

3.25 points

Paper sub-

mits a paper

that is <3

pages in

length.

0 points

Student does

not submit

an paper for

grading.

Exemplary
90 points minimum

Accomplished
80 points minimum

Developing
70 points minimum

Beginning
60 points minimum

Did not attempt
0 points minimum

– 1
– 2

November 5, 2026
[Solved] INT220 Milestone 2

✓ Verified Academic Solution Available

Executive Solution Overview

In-depth study guidance and analytical solution covering INT220 Milestone 2.

Instant Solution Download
$6.99

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Assignment Prompt & Instructions

Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

November 5, 2026
[Solved] W5

✓ Verified Academic Solution Available

Executive Solution Overview

– ## Instruction.docx – ## SourceSelectionCriteria_Tool_with_Instructions.docx **## Instruction.docx** ### Course Project: Source Selection Criteria Instructions ### This week, you are required to produce your Source Selection Criteria deliverable. The Source Selection Criteria is a required deli…

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Assignment Prompt & Instructions

– ## Instruction.docx

– ## SourceSelectionCriteria_Tool_with_Instructions.docx

**## Instruction.docx**

### Course Project: Source Selection Criteria

Instructions

### This week, you are required to produce your Source Selection Criteria deliverable. The Source Selection Criteria is a required deliverable to define how the evaluation of each response will be executed. Typically, evaluations are executed following multiple considerations, including (1) demonstrated competence, (2) compliance, (3) format, and (4) organization. Please use the Source Selection Criteria Tool provided below to help you produce your project deliverable due this week.

### The Source Selection Criteria must contain the following sections.

### · Selection Criteria

### · Evaluation Criteria

### Use the Source Selection Criteria Tool to produce this project deliverable.

### For full compliance, please ensure:

### A References page appears as a standalone final page in APA 7th edition format.

### Include a Cover Sheet with your name, the course title, and the professor’s name.

### To reach a perfect score, include **page numbers** when referencing PMBOK or textbook concepts, as required in the assignment instructions.

**## SourceSelectionCriteria_Tool_with_Instructions.docx**

**University of Prosperity**

**Source Selection Criteria Tool**

**University of Prosperity PPM Selection Project**

**PPM Selection Project**

**University of Prosperity**

**Source Selection Criteria** | Page 12

Table of Contents

[1](https://www.sweetstudy.com/questions/w5-20951523#_Toc132374825) [Vendor Selection](https://www.sweetstudy.com/questions/w5-20951523#_Toc132374825) [4](https://www.sweetstudy.com/questions/w5-20951523#_Toc132374825)

[1.1](https://www.sweetstudy.com/questions/w5-20951523#_Toc132374826) [Selection Criteria](https://www.sweetstudy.com/questions/w5-20951523#_Toc132374826) [4](https://www.sweetstudy.com/questions/w5-20951523#_Toc132374826)

[1.2](https://www.sweetstudy.com/questions/w5-20951523#_Toc132374827) [Evaluation Criteria](https://www.sweetstudy.com/questions/w5-20951523#_Toc132374827) [4](https://www.sweetstudy.com/questions/w5-20951523#_Toc132374827)

[Introduction to the Source Selection Criteria Tool\
\
This tool will help you define how the evaluation of each response to the RFP will be completed. The evaluation would be based on the responses as follows: (1) demonstrated competence, (2) compliance, (3) format, and (4) organization. \
\
The following tool serves as a sample and guide to producing your Source Selection Criteria deliverable along with instructions and descriptions to guide you in understanding how to complete it.\
\
Tool style conventions are as follows:\
\
| | |\
| — | — |\
| Style | Convention |\
| Normal text | Designates placeholder text that can be used for your project |\
| [Instructional text in brackets] | Designates text that is to be replaced/edited/deleted |\
| _Example text in italics_ | _Designates text that might be replaced/edited/deleted_ |\
\
As you use this sample/tool, please remember to delete all instructional text (including this section) and update the following items, as applicable:\
\
· title page\
\
· table of contents\
\
· headers\
\
· footers](https://www.sweetstudy.com/questions/w5-20951523#_Toc132374827)

## Vendor Selection

### Selection Criteria

[The evaluation of each response to this RFP will follow a predefined criterion as follows: (1) vendor competence, (2) vendor compliance, (3) format, and (4) organization. The goal of this RPF is to identify vendors with capabilities, interest, and sound financial posture to provide the University of Prosperity with a PPM Solution as noted in the RFP.

### Evaluation Criteria

[State what will be the evaluation criteria for this vendor selection exercise. Feel free to use the example provided below and conduct your own research.]

· Capability of the vendor to meet or exceed requirements noted in the RFP.

· Expressed interest in working with the University of Prosperity.

· Financial stability of the vendor.

· Ability of the vendor to communicate its vision and capacity for establishing a relationship that addresses current and future needs and trends in the industry.

·
Apparent likelihood and desirability of the proposed system.

**## SourceSelectionCriteria_Tool_with_Instructions.docx**

**University of Prosperity**

**Source Selection Criteria Tool**

**University of Prosperity PPM Selection Project**

**PPM Selection Project**

**University of Prosperity**

**Source Selection Criteria** | Page 12

Table of Contents

[1](https://www.sweetstudy.com/questions/w5-20951523#_Toc132374825) [Vendor Selection](https://www.sweetstudy.com/questions/w5-20951523#_Toc132374825) [4](https://www.sweetstudy.com/questions/w5-20951523#_Toc132374825)

[1.1](https://www.sweetstudy.com/questions/w5-20951523#_Toc132374826) [Selection Criteria](https://www.sweetstudy.com/questions/w5-20951523#_Toc132374826) [4](https://www.sweetstudy.com/questions/w5-20951523#_Toc132374826)

[1.2](https://www.sweetstudy.com/questions/w5-20951523#_Toc132374827) [Evaluation Criteria](https://www.sweetstudy.com/questions/w5-20951523#_Toc132374827) [4](https://www.sweetstudy.com/questions/w5-20951523#_Toc132374827)

[Introduction to the Source Selection Criteria Tool\
\
This tool will help you define how the evaluation of each response to the RFP will be completed. The evaluation would be based on the responses as follows: (1) demonstrated competence, (2) compliance, (3) format, and (4) organization. \
\
The following tool serves as a sample and guide to producing your Source Selection Criteria deliverable along with instructions and descriptions to guide you in understanding how to complete it.\
\
Tool style conventions are as follows:\
\
| | |\
| — | — |\
| Style | Convention |\
| Normal text | Designates placeholder text that can be used for your project |\
| [Instructional text in brackets] | Designates text that is to be replaced/edited/deleted |\
| _Example text in italics_ | _Designates text that might be replaced/edited/deleted_ |\
\
As you use this sample/tool, please remember to delete all instructional text (including this section) and update the following items, as applicable:\
\
· title page\
\
· table of contents\
\
· headers\
\
· footers](https://www.sweetstudy.com/questions/w5-20951523#_Toc132374827)

## Vendor Selection

### Selection Criteria

[The evaluation of each response to this RFP will follow a predefined criterion as follows: (1) vendor competence, (2) vendor compliance, (3) format, and (4) organization. The goal of this RPF is to identify vendors with capabilities, interest, and sound financial posture to provide the University of Prosperity with a PPM Solution as noted in the RFP.

### Evaluation Criteria

[State what will be the evaluation criteria for this vendor selection exercise. Feel free to use the example provided below and conduct your own research.]

· Capability of the vendor to meet or exceed requirements noted in the RFP.

· Expressed interest in working with the University of Prosperity.

· Financial stability of the vendor.

· Ability of the vendor to communicate its vision and capacity for establishing a relationship that addresses current and future needs and trends in the industry.

·
Apparent likelihood and desirability of the proposed system.

**## Instruction.docx**

### Course Project: Source Selection Criteria

Instructions

### This week, you are required to produce your Source Selection Criteria deliverable. The Source Selection Criteria is a required deliverable to define how the evaluation of each response will be executed. Typically, evaluations are executed following multiple considerations, including (1) demonstrated competence, (2) compliance, (3) format, and (4) organization. Please use the Source Selection Criteria Tool provided below to help you produce your project deliverable due this week.

### The Source Selection Criteria must contain the following sections.

### · Selection Criteria

### · Evaluation Criteria

### Use the Source Selection Criteria Tool to produce this project deliverable.

### For full compliance, please ensure:

### A References page appears as a standalone final page in APA 7th edition format.

### Include a Cover Sheet with your name, the course title, and the professor’s name.

### To reach a perfect score, include **page numbers** when referencing PMBOK or textbook concepts, as required in the assignment instructions.

**## SourceSelectionCriteria_Tool_with_Instructions.docx**

**University of Prosperity**

**Source Selection Criteria Tool**

**University of Prosperity PPM Selection Project**

**PPM Selection Project**

**University of Prosperity**

**Source Selection Criteria** | Page 12

Table of Contents

[1](https://www.sweetstudy.com/questions/w5-20951523#_Toc132374825) [Vendor Selection](https://www.sweetstudy.com/questions/w5-20951523#_Toc132374825) [4](https://www.sweetstudy.com/questions/w5-20951523#_Toc132374825)

[1.1](https://www.sweetstudy.com/questions/w5-20951523#_Toc132374826) [Selection Criteria](https://www.sweetstudy.com/questions/w5-20951523#_Toc132374826) [4](https://www.sweetstudy.com/questions/w5-20951523#_Toc132374826)

[1.2](https://www.sweetstudy.com/questions/w5-20951523#_Toc132374827) [Evaluation Criteria](https://www.sweetstudy.com/questions/w5-20951523#_Toc132374827) [4](https://www.sweetstudy.com/questions/w5-20951523#_Toc132374827)

[Introduction to the Source Selection Criteria Tool\
\
This tool will help you define how the evaluation of each response to the RFP will be completed. The evaluation would be based on the responses as follows: (1) demonstrated competence, (2) compliance, (3) format, and (4) organization. \
\
The following tool serves as a sample and guide to producing your Source Selection Criteria deliverable along with instructions and descriptions to guide you in understanding how to complete it.\
\
Tool style conventions are as follows:\
\
| | |\
| — | — |\
| Style | Convention |\
| Normal text | Designates placeholder text that can be used for your project |\
| [Instructional text in brackets] | Designates text that is to be replaced/edited/deleted |\
| _Example text in italics_ | _Designates text that might be replaced/edited/deleted_ |\
\
As you use this sample/tool, please remember to delete all instructional text (including this section) and update the following items, as applicable:\
\
· title page\
\
· table of contents\
\
· headers\
\
· footers](https://www.sweetstudy.com/questions/w5-20951523#_Toc132374827)

## Vendor Selection

### Selection Criteria

[The evaluation of each response to this RFP will follow a predefined criterion as follows: (1) vendor competence, (2) vendor compliance, (3) format, and (4) organization. The goal of this RPF is to identify vendors with capabilities, interest, and sound financial posture to provide the University of Prosperity with a PPM Solution as noted in the RFP.

### Evaluation Criteria

[State what will be the evaluation criteria for this vendor selection exercise. Feel free to use the example provided below and conduct your own research.]

· Capability of the vendor to meet or exceed requirements noted in the RFP.

· Expressed interest in working with the University of Prosperity.

· Financial stability of the vendor.

· Ability of the vendor to communicate its vision and capacity for establishing a relationship that addresses current and future needs and trends in the industry.

·
Apparent likelihood and desirability of the proposed system.

**## Instruction.docx**

### Course Project: Source Selection Criteria

Instructions

### This week, you are required to produce your Source Selection Criteria deliverable. The Source Selection Criteria is a required deliverable to define how the evaluation of each response will be executed. Typically, evaluations are executed following multiple considerations, including (1) demonstrated competence, (2) compliance, (3) format, and (4) organization. Please use the Source Selection Criteria Tool provided below to help you produce your project deliverable due this week.

### The Source Selection Criteria must contain the following sections.

### · Selection Criteria

### · Evaluation Criteria

### Use the Source Selection Criteria Tool to produce this project deliverable.

### For full compliance, please ensure:

### A References page appears as a standalone final page in APA 7th edition format.

### Include a Cover Sheet with your name, the course title, and the professor’s name.

### To reach a perfect score, include **page numbers** when referencing PMBOK or textbook concepts, as required in the assignment instructions.

**## SourceSelectionCriteria_Tool_with_Instructions.docx**

**University of Prosperity**

**Source Selection Criteria Tool**

**University of Prosperity PPM Selection Project**

**PPM Selection Project**

**University of Prosperity**

**Source Selection Criteria** | Page 12

Table of Contents

[1](https://www.sweetstudy.com/questions/w5-20951523#_Toc132374825) [Vendor Selection](https://www.sweetstudy.com/questions/w5-20951523#_Toc132374825) [4](https://www.sweetstudy.com/questions/w5-20951523#_Toc132374825)

[1.1](https://www.sweetstudy.com/questions/w5-20951523#_Toc132374826) [Selection Criteria](https://www.sweetstudy.com/questions/w5-20951523#_Toc132374826) [4](https://www.sweetstudy.com/questions/w5-20951523#_Toc132374826)

[1.2](https://www.sweetstudy.com/questions/w5-20951523#_Toc132374827) [Evaluation Criteria](https://www.sweetstudy.com/questions/w5-20951523#_Toc132374827) [4](https://www.sweetstudy.com/questions/w5-20951523#_Toc132374827)

[Introduction to the Source Selection Criteria Tool\
\
This tool will help you define how the evaluation of each response to the RFP will be completed. The evaluation would be based on the responses as follows: (1) demonstrated competence, (2) compliance, (3) format, and (4) organization. \
\
The following tool serves as a sample and guide to producing your Source Selection Criteria deliverable along with instructions and descriptions to guide you in understanding how to complete it.\
\
Tool style conventions are as follows:\
\
| | |\
| — | — |\
| Style | Convention |\
| Normal text | Designates placeholder text that can be used for your project |\
| [Instructional text in brackets] | Designates text that is to be replaced/edited/deleted |\
| _Example text in italics_ | _Designates text that might be replaced/edited/deleted_ |\
\
As you use this sample/tool, please remember to delete all instructional text (including this section) and update the following items, as applicable:\
\
· title page\
\
· table of contents\
\
· headers\
\
· footers](https://www.sweetstudy.com/questions/w5-20951523#_Toc132374827)

## Vendor Selection

### Selection Criteria

[The evaluation of each response to this RFP will follow a predefined criterion as follows: (1) vendor competence, (2) vendor compliance, (3) format, and (4) organization. The goal of this RPF is to identify vendors with capabilities, interest, and sound financial posture to provide the University of Prosperity with a PPM Solution as noted in the RFP.

### Evaluation Criteria

[State what will be the evaluation criteria for this vendor selection exercise. Feel free to use the example provided below and conduct your own research.]

· Capability of the vendor to meet or exceed requirements noted in the RFP.

· Expressed interest in working with the University of Prosperity.

· Financial stability of the vendor.

· Ability of the vendor to communicate its vision and capacity for establishing a relationship that addresses current and future needs and trends in the industry.

·
Apparent likelihood and desirability of the proposed system.

– 1
– 2

November 5, 2026
[Solved] Week 1 Discussion Response- Delivery of Healthcare

✓ Verified Academic Solution Available

Executive Solution Overview

**Colleague 1** Trisha Cosby Hello class! The U.S. healthcare delivery system has developed through a long history of legislation that aimed to expand access, stabilize financing, and improve the quality of care. As Shi and Singh (2022) explain, the system functions as a loosely coordinated patchwor…

Instant Solution Download
$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

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Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

**Colleague 1**
Trisha Cosby
Hello class!
The U.S. healthcare delivery system has developed through a long history of legislation that aimed to expand access, stabilize financing, and improve the quality of care. As Shi and Singh (2022) explain, the system functions as a loosely coordinated patchwork that has evolved through major policy milestones rather than through a single integrated plan. This post evaluates three legislative acts that significantly influenced cost, quality, access, and the shift toward value-based care: the Social Security Amendments of 1965, the Patient Protection and Affordable Care Act (PPACA) of 2010, and the Medicare Access and CHIP Reauthorization Act (MACRA) of 2015.
Prior to 1965, health insurance coverage was tied mainly to employment, which left older adults, people with disabilities, and many low-income families uninsured. Rising costs, high levels of poverty among older adults, and limited access to hospitals and physicians created a significant need for reform (Shi & Singh, 2022). According to the Centers for Medicare & Medicaid Services (2021), Medicare and Medicaid were enacted to address gaps in access and reduce financial barriers. These programs expanded coverage to millions who previously relied on inconsistent charity care and public hospitals.
The Social Security Amendments improved access immediately, but they were built on fee-for-service payment structures that emphasized volume over value. Shi and Singh (2022) note that while the legislation expanded access, it did not initially address rising costs or quality variations. Over time, however, Medicare and Medicaid provided the federal platform that allowed future value-based reforms to develop. The Commonwealth Fund (n.d.) highlights that these programs eventually became central to the introduction of accountable care organizations (ACOs) and alternative payment models, which are now key components of value-based care.
By 2010, the United States faced a high uninsured rate, inconsistent quality of care, and rapidly rising healthcare costs. Many individuals were denied coverage due to preexisting conditions, and millions lacked affordable insurance options. Shi and Singh (2022) explain that the ACA was created in response to these access and affordability challenges. The legislation expanded Medicaid eligibility, created subsidized insurance marketplaces, and implemented consumer protections.
The ACA also directly promoted value-based care. The Commonwealth Fund (n.d.) reports that the ACA established ACOs, bundled payments, the Hospital Value-Based Purchasing Program, and penalties for excess readmissions. These initiatives tied provider reimbursement to quality and outcomes rather than service volume. KFF (n.d.) further notes that ACA reforms led to increased preventive service use and reduced financial barriers to care. Because of these changes, administrators were incentivized to focus on care coordination, population health, and reducing hospital-acquired conditions.
Before MACRA, Medicare physician payment was governed by the Sustainable Growth Rate (SGR) formula, which repeatedly threatened significant payment cuts and increased uncertainty for providers (Shi & Singh, 2022). MACRA eliminated the SGR and replaced fragmented reporting systems with the Quality Payment Program (QPP). The QPP includes the Merit-based Incentive Payment System (MIPS) and Advanced Alternative Payment Models (APMs). CMS (2021) explains that these models tie clinicians’ Medicare payments directly to quality, cost, and data reporting requirements.
MACRA significantly advanced the value-based care movement. The Federal Register (n.d.) notes that APMs encourage providers to assume financial and clinical accountability for patient outcomes. Participation in risk-bearing models rewards organizations that invest in care coordination, health information technology, and preventive care. Although early evaluations indicate mixed results and increased administrative burden, MACRA continues to reinforce the expectation that clinicians must participate in some form of value-driven reimbursement (Shi & Singh, 2022).
These three legislative acts collectively reveal how U.S. health policy transitioned from basic access expansion to full-scale value-based reform.
– The Social Security Amendments of 1965 expanded access dramatically but did not control cost or quality initially. They created the national infrastructure for later reforms (Shi & Singh, 2022; CMS, 2021).
– The ACA addressed high uninsurance rates and rising costs while embedding value-based models into Medicare and Medicaid (Commonwealth Fund, n.d.; KFF, n.d.).
– MACRA transformed physician payment and accelerated the adoption of alternative payment models tied to outcomes (CMS, 2021; Federal Register, n.d.).
Overall, these acts shifted healthcare delivery toward improved access, greater accountability, and payment structures that emphasize outcomes and population health. For healthcare administrators, these policies continue to shape organizational strategy by promoting investments in quality improvement, data analytics, care coordination, and programs that support long-term value-based performance.
References:
Centers for Medicare & Medicaid Services. (2021, December 1). _History_. [https://www.cms.gov/About-CMS/Agency-Information/History/indexLinks to an external site.](https://www.cms.gov/About-CMS/Agency-Information/History/index)
Commonwealth Fund. (n.d.). _Accountable care organizations_. [https://www.commonwealthfund.org/trending/accountable-care-organizationsLinks to an external site.](https://www.commonwealthfund.org/trending/accountable-care-organizations)
Commonwealth Fund. (n.d.). _Coverage and access_. [https://www.commonwealthfund.org/coverage-and-accessLinks to an external site.](https://www.commonwealthfund.org/coverage-and-access?utm_source=chatgpt.com)
Federal Register. (n.d.). _Health and public welfare_. [https://www.federalregister.gov/health-and-public-welfareLinks to an external site.](https://www.federalregister.gov/health-and-public-welfare)
KFF. (n.d.). _Health reform_. [https://www.kff.org/health-reform/Links to an external site.](https://www.kff.org/health-reform/)
Shi, L., & Singh, D. A. (2022). _Delivering health care in America: A systems approach_ (8th ed.). Jones & Bartlett Learning.
U.S. Centers for Medicare & Medicaid Services. (2021). _History_. [https://www.cms.gov/About-CMS/Agency-Information/History/index](https://www.cms.gov/About-CMS/Agency-Information/History/index)
**Colleague 2**
Asharia Golding
_**Historical Developments in Healthcare Delivery and Value-Based Care**_
Healthcare delivery in the United States has evolved through a series of significant legislative milestones that sought to remedy gaps in access, control rising costs, and improve quality. Each landmark statute emerged from distinct historical pressures and produced downstream effects that reshaped the organization, financing, and incentives of the health system. This discussion examines three pivotal laws—the Social Security Amendments of 1965 (establishing Medicare and Medicaid), the Patient Protection and Affordable Care Act (2010; ACA), and the Medicare Access and CHIP Reauthorization Act (2015; MACRA)—and evaluates their historical context and impact across cost, quality, access, and the shift toward value-based care.
**Social Security Amendments of 1965 (Medicare and Medicaid)**
**Historical circumstances and need**
By the early 1960s, a growing public concern had focused on the inability of many elderly and low-income Americans to afford healthcare. Before 1965, a substantial portion of older Americans lacked insurance and faced catastrophic medical costs; private market coverage was uneven, and many hospitals and physicians were financially inaccessible to the poor and elderly (Berkowitz, 2005). Political momentum—shaped by the advocacy of presidents, social reformers, and demographic changes such as increased longevity—made national health insurance for the elderly and for low-income families a pressing public policy agenda culminating in the Social Security Amendments of 1965 (National Archives, 2022).
**Effects on cost, quality, and access**
The Medicare and Medicaid programs substantially expanded access. Medicare provided near-universal hospital and physician insurance for those aged 65 and older, and Medicaid provided federal-state matching funds for poor and disabled populations. Access improved dramatically; hospital utilization among the elderly increased, and previously uninsured populations gained access to care (CMS, 2022). Cost effects were complex: federal healthcare expenditure rose sharply as coverage expanded, contributing to growth in national healthcare spending, while out-of-pocket spending for beneficiaries fell relative to pre-1965 levels (Berkowitz, 2005). Quality considerations included the enforcement of civil rights and hospital standards. Medicare's financing incentives encouraged hospital modernization and contributed to the desegregation of hospitals, as federal funds were conditioned on nondiscriminatory practices (Medicare Rights, 2025).
**Reported implications and influence on value-based delivery**
The 1965 programs established a dominant federal purchaser whose payment policies significantly influenced provider behavior for decades. Initially, the programs reinforced fee-for-service incentives and stimulated increased service volume and institutional capacity (for example, hospital expansions and more physician training). Over time, however, Medicare's size and data flows created the administrative capacity and policy leverage necessary to test alternative payment models that would later become the core of value-based efforts (Shi & Singh, 2022; CMS, 2022). Thus, while Medicare/Medicaid of 1965 did not itself establish value-based payment, it established the federal platform and scale required for later reforms that link payment to quality and cost efficiency.
_**Patient Protection and Affordable Care Act (2010; ACA)**_
**Historical circumstances and need**
By the late 2000s, the U.S. faced a persistent uninsured population, rising employer and household premiums, and growing concern about the sustainability of healthcare spending and poor health outcomes compared with other high-income countries. The 2008 financial crisis also heightened attention to healthcare costs and the instability of coverage. The political consensus around expanding insurance access and restraining cost growth culminated in the passage of the ACA in 2010, which sought comprehensive reform addressing coverage, consumer protections, and new payment and delivery incentives (Blumenthal & Collins, 2015).
**Effects on cost, quality, and access**
The ACA had its most apparent effects on access, as millions of Americans gained insurance through Medicaid expansion in participating states and through subsidized individual market exchanges. The ACA also substantially reduced the uninsured rate (Glied et al., 2017; NEJM analyses). Access to primary and preventive services improved for newly insured populations, and financial barriers to care were reduced for many (Commonwealth Fund, 2017). Effects on cost were mixed: the ACA included multiple cost-containment elements (Medicare payment reforms, payment demonstration projects, emphasis on preventive care), and slowed the historical growth rate of national health expenditures in some years, but the long-term impact on aggregate spending has been modest and contested (Feldman, 2015). Quality initiatives embedded in the ACA—such as expanded support for patient-centered medical homes, Accountable Care Organizations (ACOs), and CMS value-based programs—motivated measurement and reporting on quality, but heterogeneity in results persisted across programs and settings (McDonough, 2015; Annual Reviews, 2020).
**Reported implications and influence on value-based delivery**
Significantly, the ACA accelerated federal commitment to value-based delivery. The law explicitly authorized and funded models that tied payment to outcomes (e.g., the Center for Medicare and Medicaid Innovation), incentivized care coordination through ACOs, and pushed providers toward alternative payment models. The ACA thus shifted policy emphasis from simply expanding coverage to experimenting with payment reform and delivery redesign aimed at "better care, smarter spending" (NEJM, 2019). Implementation challenges—measurement complexity, provider administrative burden, and uneven uptake across regions—limited immediate transformative effects, but the ACA institutionalized mechanisms (data infrastructure, demonstration authority, quality metrics) are central to the ongoing transition toward value-based care (Commonwealth Fund; Annual Reviews, 2020).
_**Medicare Access and CHIP Reauthorization Act (MACRA) of 2015**_
**Historical circumstances and need**
MACRA emerged from longstanding dissatisfaction with physician payment under Medicare's Sustainable Growth Rate (SGR) formula, which created instability and frequent temporary "doc fixes." Policymakers sought a permanent solution that would realign incentives toward performance and value rather than volume. In 2015, Congress passed MACRA to replace the SGR and to provide a new framework—the Quality Payment Program (QPP)—that rewards clinicians for high-quality and cost-efficient care through two tracks: the Merit-based Incentive Payment System (MIPS) and Advanced Alternative Payment Models (APMs) (CMS, 2024).
**Effects on cost, quality, and access**
MACRA's direct objective was to change clinician payment incentives to promote quality and cost control. The QPP emphasized performance measurement, reporting, and participation in APMs that assume financial risk tied to outcomes. Evidence to date shows mixed effects: MACRA accelerated measurement and nudged many clinicians toward reporting quality metrics, but administrative burden and program complexity have been critiqued; early evaluations find modest associations with improved process measures but limited evidence of broad, sustained improvements in population health or cost reductions in the short term (Cheng et al., 2020; Paragon Institute critique). Access impacts are indirect: by incentivizing care coordination and APM participation, MACRA can support the system's capacity to manage populations; however, concerns remain about provider consolidation and potential access implications in underserved areas if risk-bearing models deter smaller providers.
**Reported implications and influence on value-based delivery**
MACRA represents a formal shift within Medicare from volume-based payments to a value-based payment approach. By creating MIPS and APM pathways, MACRA aimed to scale up alternative payment models and encourage clinicians to accept accountability for cost and quality. However, program design—characterized by the complexity of measures, risk adjustment concerns, and the voluntary nature of APM participation—has limited the speed and uniformity of the transition (Cheng et al., 2020; Annual Reviews, 2020). Nonetheless, MACRA institutionalized the concept that clinician payment should be tied to performance and contributed to the proliferation of value-based payment approaches, including bundled payments, shared-savings ACO models, and population-based contracts.
**Comparative analysis across the three acts: cost, quality, access, and value**
Each statute addressed a distinct problem set yet collectively contributed to the health system's shift toward value. The 1965 amendments prioritized access for vulnerable populations, creating a large federal payer and dramatically expanding demand for services; this expansion increased public expenditures but laid the administrative and data groundwork for future payment experimentation (Berkowitz, 2005; CMS, 2022). The ACA (2010) targeted gaps in access and introduced policies and infrastructure to facilitate delivery reform and payment innovation, achieving meaningful gains in insurance coverage and embedding explicit mechanisms to test value-based models (Blumenthal & Collins, 2015; Commonwealth Fund, 2017). MACRA (2015) sought to "operationalize" the payment side of value by directly changing clinician reimbursement toward measured performance and alternative payment models, thereby attempting to realign provider incentives (CMS, 2024; Cheng et al., 2020).
In terms of cost, the 1965 programs increased federal health spending while reducing individual financial burden; the ACA moderated uninsured rates and introduced modest cost-saving mechanisms but did not eliminate spending growth pressures; MACRA focused on cost containment through value incentives but has, so far, shown modest systemic savings and variable impact across measures. Quality improvements have generally followed from greater measurement and reporting (ACA, MACRA) and from increased access to necessary care (Medicare/Medicaid); however, translating process gains into consistent outcome and population health improvements have proven difficult and uneven. Access improved most dramatically from the 1965 programs and from the ACA's coverage expansions; MACRA's effects on access are indirect and depend on whether value-based payment models are designed and implemented in ways that preserve or expand provider participation in underserved areas.
**Evaluation and implications for current value-based transformation**
Taken together, these three laws represent a trajectory from the expansion of coverage (1965) to comprehensive coverage reform and infrastructure for delivery reform (ACA) to explicit payment redesign for clinicians (MACRA). The federal government's evolving role—from payer of last resort to active architect of payment innovations—has been central to the shift toward value. However, persistent challenges remain measurement complexity and administrative burden, misaligned incentives across payers, incomplete risk adjustment, provider consolidation and market power, and uneven state-level adoption (Annual Reviews, 2020; Paragon Institute, 2022). For value-based care to realize its full potential, policy must continue to refine outcome-focused measures, reduce the reporting burden, align incentives across public and private payers, and foster support for smaller and rural providers to participate in APMs.
**References:**
Annual Reviews. (2020). The impact of Medicare's alternative payment models on health care delivery. _Annual Review of Public Health_, 41, 33-52. https://doi.org/10.1146/annurev-publhealth-040119-094327
Berkowitz, E. (2005). Medicare and Medicaid: The past as prologue. _Journal of Health Politics, Policy and Law_, 30(1-2), 35-52. https://doi.org/10.1215/03616878-2005-001 (Note: historical review; see also National Archives and CMS primary sources.)
Blumenthal, D., & Collins, S. R. (2015). The Affordable Care Act at 5 years. _New England Journal of Medicine_, 372, 2451-2458. https://doi.org/10.1056/NEJMp1503614
Cheng, J., et al. (2020). Four years into MACRA: What has changed? _Journal of General Internal Medicine_, 35(10), 2975-2981. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6980361/
CMS. (2022). Brief summaries of Medicare & Medicaid. Centers for Medicare & Medicaid Services. https://www.cms.gov/files/document/brief-summaries-medicare-medicaid-september-30-2022.pdf
CMS. (2024). MACRA: MIPS & APMs. Centers for Medicare & Medicaid Services. https://www.cms.gov/medicare/quality/value-based-programs/chip-reauthorization-act
Commonwealth Fund. (2017). Effect of the Affordable Care Act on health care access. Issue brief. https://www.commonwealthfund.org
Feldman, H. M. (2015). The Patient Protection and Affordable Care Act of 2010 and its effects. _Health Affairs_, 34(6), 1010-1018. https://doi.org/10.1377/hlthaff.2015.0155
Glied, S., et al. (2017). Effect of the Affordable Care Act on coverage and access. _New England Journal of Medicine_, 376, 512-519. https://doi.org/10.1056/NEJMp1700800
McDonough, J. E. (2015). The United States health system in transition: The ACA as first comprehensive reform. _Health Systems & Reform_, 1(1), 10-20. https://doi.org/10.4161/23288604.2014.969121
Medicare Rights Center. (2025). Medicare and Medicaid: 60 years of health care reform. https://www.medicarerights.org/medicare-watch/2025/07/30/medicare-and-medicaid-60-years-of-health-care-reform
National Archives. (2022). Medicare and Medicaid Act (Social Security Amendments of 1965). https://www.archives.gov/milestone-documents/medicare-and-medicaid-act
Shi, L., & Singh, D. A. (2022). _Delivering health care in America: A systems approach_ (8th ed.). Jones & Bartlett Learning.
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November 5, 2026
[Solved] Week 1 Discussion Response- Managerial Finance

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**Colleague 1** Angela Eaker **Analysis of Financial Management Practices and Organizational Success** The organization selected for this analysis is a mid-sized regional vehicle rental company, referred to as “AutoRentCo,” which serves both business and leisure travelers. AutoRentCo faced significa…

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**Colleague 1**
Angela Eaker
**Analysis of Financial Management Practices and Organizational Success**
The organization selected for this analysis is a mid-sized regional vehicle rental company, referred to as “AutoRentCo,” which serves both business and leisure travelers. AutoRentCo faced significant financial challenges during 2020 but implemented improved financial management practices that contributed to a successful turnaround. Among its strongest practices were comprehensive budgeting and cash flow forecasting, which allowed the company to anticipate seasonal fluctuations and allocate resources effectively (Sharma, 2023). Additionally, AutoRentCo optimized working capital by renegotiating fleet leases and implementing automated expense and invoicing systems, reducing errors and improving efficiency (Otoo, 2024). These practices reflect sound financial management principles that emphasize planning, control, and operational alignment.
The organization’s culture initially hindered financial discipline, as managers viewed strict budgeting as restrictive and resisted accountability measures. However, leadership introduced monthly financial reviews and transparent performance metrics, fostering a culture of collaboration and shared responsibility (Leadership IQ, n.d.). This cultural shift supported the adoption of the best financial practices and improved decision-making across departments. As a result, AutoRentCo achieved a notable turnaround: EBITDA margins improved from –2% to +9%, and revenues increased by 12% year-over-year following targeted cost reductions and dynamic pricing strategies (Salman & Hanif, 2024). A specific example of success was the implementation of real-time pricing software, which increased average daily rates by 5% during peak demand without reducing utilization, demonstrating the strategic integration of financial analytics and operational decisions.
This case illustrates how effective financial management, supported by a culture of transparency and accountability, can significantly impact organizational success. By aligning financial practices with cultural values and operational goals, AutoRentCo transformed financial distress into sustainable profitability.
**References**
Leadership IQ. (n.d.). _Successful organizational culture change case studies_. Retrieved from https://www.leadershipiq.com/blogs/
Otoo, F. N. K. (2024). Assessing the influence of financial management practices on organizational performance of SMEs. _VILAKSHAN – XIMB Journal of Management, 21_(2), 162–188.
Salman, S., & Hanif, R. (2024). Impact of financial management practices on organization success. _International Journal of Social Sciences Bulletin, 2_(4), 312–332.
Sharma, V. (2023). The role of financial management in achieving business success: A review of literature. _International Journal of Economics, Finance & Management Science, 8_(3), 4–7.
**Colleague 2**
Lauren Adkins
**Financial Management to Promote Organizational Success**
In this discussion, I chose a mid-sized outpatient healthcare organization where I once worked. The company operated several clinics and was highly dependent on robust financial controls to support patient services, staffing, and compliance. Even though I cannot provide the organization's actual name, it had a structure similar to other community healthcare systems, relying on proper reporting, budgeting discipline, and data-driven decision-making.
**Financial Practices That Demonstrated Good Management**
The company has strong financial management practices across various areas. To start with, it ensured tight financial control through monthly variance analysis, consistent with the claims of Brigham and Houston (2022) that the financial management process should track money flowing in and out of the company to inform decision-making and ensure efficient resource deployment. The managers in the different departments were provided with detailed financial statements that highlighted expenditure patterns and enabled them to modify operations with evidence, not assumptions.
Second, the company adopted centralized financial reporting, accompanied by its internal controls. The practice indicates that Guliyeva (2020) focuses on appropriate accounting and reporting systems to make managerial decisions. Managers used real-time financial information in their purchasing of medical supplies and in staff planning to determine affordability, cost trends, and whether the proposed costs matched the organization's objectives.
Long-term financial planning was used as a third good practice. The leaders regularly analyzed the anticipated returns and risks to expand clinic space or acquire new equipment. That is the role of financial managers, as Brigham and Houston (2022) emphasize, to define the areas where a company needs to invest its resources to meet its long-term goals.
**Cultural Aspects That Supported These Practices**
The organization's culture strongly embraced financial discipline. One cultural value was transparency. All levels of managers were supposed to read the financial reports, raise questions, and comprehend the impact of their decision-making on costs. This culture was more conducive to learning and less to blame, and it is consistent with Sharma's (2019) concept that financial literacy enables people to make more responsible business choices.
Collaboration was another cultural aspect. Budgets and resource requirements were not developed in isolation, and clinical, administrative, and finance teams convened to deliberate on financial matters. Such a collaborative attitude encouraged evidence-based decisions, which is the main objective of this course. It also made its own financial performance a collective matter rather than a culpable duty of the finance department.
A culture of compliance was also encouraged in the organization. Given the situation in the healthcare environment, the company focused on adhering to rules and financial controls to eliminate mistakes and fraudulent activities. Internal reporting systems were well established in this culture, as the Merrill Lynch (2003) financial reporting guide underscores the need for readable, accurate reports to keep the organization healthy.
**Impact of These Financial Practices on Organizational Success**
The organization’s financial management practices contributed significantly to its long-term success. Because the company consistently monitored financial performance, it remained stable even during periods of declining insurance reimbursement rates. One specific example of success occurred when leadership used long-term financial projections to justify investing in telehealth equipment. The decision was initially viewed as a cost burden; however, using evidence-based analysis of demand trends and expected revenue, leadership approved the investment. Within one year, the telehealth service line became one of the organization’s fastest-growing units, reduced patient wait times, and increased organizational revenue.
This outcome aligns with Allegretti et al.’s (2018) findings that successful business model innovation depends on data use and strategic decision-making. By applying these principles, the organization improved operational efficiency and strengthened its competitive position during a period of industry change.
Overall, the organization’s strong financial management practices—supported by a culture of transparency, collaboration, and compliance—allowed it to remain financially viable, innovate responsibly, and allocate resources to support patient care and organizational growth.
**References**
Allegretti, S., Seidenstricker, S., & Kasseckert, A. (2018). _Factors for success in business model innovation_. Journal of Strategic Innovation and Sustainability, 13(5), 10–42. [https://doi.org/10.33423/jsis.v13i5.158Links to an external site.](https://doi.org/10.33423/jsis.v13i5.158)
Brigham, E. F., & Houston, J. F. (2022). _Fundamentals of financial management_ (16th ed.). Cengage Learning.
Guliyeva, L. (2020). The influence of financial accounting and reporting on the management of a business organization, and a case study. _Scholedge International Journal of Management & Development, 7_(9), 136–143. [https://doi.org/10.19085/sijmd070901Links to an external site.](https://doi.org/10.19085/sijmd070901)
Merrill Lynch. (2003). _The Merrill Lynch guide to understanding financial reports_. [https://irle.ucla.edu/wp-content/uploads/2023/07/MLunderstandingfinancial.pdfLinks to an external site.](https://irle.ucla.edu/wp-content/uploads/2023/07/MLunderstandingfinancial.pdf)
Sharma, A. (2019). The influence of financial literacy on the performance of small and medium-scale enterprises. _IUP Journal of Accounting Research & Audit Practices, 18_(2), 52–61.
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November 5, 2026
[Solved] Im working on a question for BUSN665

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quality management plan for BUSN665 attached – ## QualityManagementPlanWeek8-BUSN665B001Fall2025-APEI.pdf **## QualityManagementPlanWeek8-BUSN665B001Fall2025-APEI.pdf** Hide Assignment Information Turnitin™ This assignment will be submitted to Turnitin™. Instructions Objectives: LO1: The student wil…

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quality management plan for BUSN665 attached

– ## QualityManagementPlanWeek8-BUSN665B001Fall2025-APEI.pdf

**## QualityManagementPlanWeek8-BUSN665B001Fall2025-APEI.pdf**

Hide Assignment Information

Turnitin™

This assignment will be submitted to Turnitin™.

Instructions

Objectives:

LO1: The student will understand the role and content of the quality management
plan for a project.
LO2: The student will be able to develop a Quality Management Plan for a project.

Instructions:

Fill in the attached template for the project described below. You have limited
available information; therefore, you might consider several assumptions to include
in your template.

Project Title: Building and opening a new Toy4All store

Project Description: Toy4All toy store chain wants to open a new store in a small
town as a result of market research indicating that there is no existing viable option.
For this project, the Director of the Projects Department assigned Mr. Play as the
project manager, an employee with five years of service in the company. He will have
to plan and coordinate all activities related to the new store's opening, which, unlike
other existing stores, will be equipped with a children's playground. He will need to
consider the activities: building the store, setting up the interior and the exterior,
supplying the store with toys, defining the personnel structure, and preparing the
store for the opening. Also, the details regarding advertising must not be forgotten.
The project duration is one year and will end with an opening event.

Due to the professionalism proven when building previous stores, the company
decided to work with the same building contractor (for the construction phase). By
now, all licenses and permits required to start the work have been obtained.

The role of Mr. Play will not be easy. He was assigned due to his idea to include a
playground in the store, which, once applied, should lead to increased sales figures.
While the entire management has supported the idea, some heads of departments in
the organization were not very pleased by his assignment, considering him too young
and inexperienced for such a project. The most serious concerns are related to the

Due on Nov 30, 2025 11:59 PM

project's impact on the already planned activities that will support sales in the
holiday season.

In the Assignment dropbox, please attach your paper as a file, do not copy &
paste.

Submit by 11:59 pm ET, Week 7, Day 7.

Grading Rubric
A rubric is provided for your convenience that details how this assignment will be
graded. Please review it carefully prior to submitting your work.

**## QualityManagementPlanWeek8-BUSN665B001Fall2025-APEI.pdf**

Hide Assignment Information

Turnitin™

This assignment will be submitted to Turnitin™.

Instructions

Objectives:

LO1: The student will understand the role and content of the quality management
plan for a project.
LO2: The student will be able to develop a Quality Management Plan for a project.

Instructions:

Fill in the attached template for the project described below. You have limited
available information; therefore, you might consider several assumptions to include
in your template.

Project Title: Building and opening a new Toy4All store

Project Description: Toy4All toy store chain wants to open a new store in a small
town as a result of market research indicating that there is no existing viable option.
For this project, the Director of the Projects Department assigned Mr. Play as the
project manager, an employee with five years of service in the company. He will have
to plan and coordinate all activities related to the new store's opening, which, unlike
other existing stores, will be equipped with a children's playground. He will need to
consider the activities: building the store, setting up the interior and the exterior,
supplying the store with toys, defining the personnel structure, and preparing the
store for the opening. Also, the details regarding advertising must not be forgotten.
The project duration is one year and will end with an opening event.

Due to the professionalism proven when building previous stores, the company
decided to work with the same building contractor (for the construction phase). By
now, all licenses and permits required to start the work have been obtained.

The role of Mr. Play will not be easy. He was assigned due to his idea to include a
playground in the store, which, once applied, should lead to increased sales figures.
While the entire management has supported the idea, some heads of departments in
the organization were not very pleased by his assignment, considering him too young
and inexperienced for such a project. The most serious concerns are related to the

Due on Nov 30, 2025 11:59 PM

project's impact on the already planned activities that will support sales in the
holiday season.

In the Assignment dropbox, please attach your paper as a file, do not copy &
paste.

Submit by 11:59 pm ET, Week 7, Day 7.

Grading Rubric
A rubric is provided for your convenience that details how this assignment will be
graded. Please review it carefully prior to submitting your work.

November 5, 2026
[Solved] Business Strategy Game – Annual Report

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– WhatsAppImage2025-11-14at16.19.351.jpeg – WhatsAppImage2025-11-14at16.19.36.jpeg – WhatsAppImage2025-11-14at16.19.35.jpeg – WhatsAppImage2025-11-14at16.19.361.jpeg – Industry_12_CIR_Year_142.csv – Industry_12_CIR_Year_152.csv – Industry_12_FIR_Year_142.csv – Industry_12_FIR_Year_15…

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– WhatsAppImage2025-11-14at16.19.351.jpeg
– WhatsAppImage2025-11-14at16.19.36.jpeg
– WhatsAppImage2025-11-14at16.19.35.jpeg
– WhatsAppImage2025-11-14at16.19.361.jpeg
– Industry_12_CIR_Year_142.csv
– Industry_12_CIR_Year_152.csv
– Industry_12_FIR_Year_142.csv
– Industry_12_FIR_Year_152.csv
– Industry_12_COR_Year_152.csv
– Industry_12_COR_Year_142.csv

**WhatsAppImage2025-11-14at16.19.351.jpeg**

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**WhatsAppImage2025-11-14at16.19.361.jpeg**

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**Industry_12_CIR_Year_142.csv**

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**Industry_12_CIR_Year_152.csv**

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**Industry_12_FIR_Year_142.csv**

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**Industry_12_FIR_Year_152.csv**

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**Industry_12_COR_Year_152.csv**

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**Industry_12_COR_Year_142.csv**

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**Industry_12_COR_Year_142.csv**

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**WhatsAppImage2025-11-14at16.19.351.jpeg**

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**WhatsAppImage2025-11-14at16.19.36.jpeg**

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**WhatsAppImage2025-11-14at16.19.35.jpeg**

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**WhatsAppImage2025-11-14at16.19.361.jpeg**

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**Industry_12_CIR_Year_142.csv**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/industry-12-cir-year-142-csv)

**Industry_12_CIR_Year_152.csv**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/industry-12-cir-year-152-csv)

**Industry_12_FIR_Year_142.csv**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/industry-12-fir-year-142-csv)

**Industry_12_FIR_Year_152.csv**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/industry-12-fir-year-152-csv)

**Industry_12_COR_Year_152.csv**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/industry-12-cor-year-152-csv)

**Industry_12_COR_Year_142.csv**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/industry-12-cor-year-142-csv)

**WhatsAppImage2025-11-14at16.19.351.jpeg**

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**WhatsAppImage2025-11-14at16.19.36.jpeg**

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**WhatsAppImage2025-11-14at16.19.35.jpeg**

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**WhatsAppImage2025-11-14at16.19.361.jpeg**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/whatsappimage2025-11-14at16-19-361-jpeg)

**Industry_12_CIR_Year_142.csv**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/industry-12-cir-year-142-csv)

**Industry_12_CIR_Year_152.csv**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/industry-12-cir-year-152-csv)

**Industry_12_FIR_Year_142.csv**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/industry-12-fir-year-142-csv)

**Industry_12_FIR_Year_152.csv**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/industry-12-fir-year-152-csv)

**Industry_12_COR_Year_152.csv**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/industry-12-cor-year-152-csv)

**Industry_12_COR_Year_142.csv**

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November 5, 2026
[Solved] SWOT ANALYSIS

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It is Beyond Meat \ WhatsAppImage2025-11-14at16.35.32.jpeg](https://www.sweetstudy.com/files/whatsappimage2025-11-14at16-35-32-jpeg "WhatsAppImage2025-11-14at16.35.32.jpeg") \ WhatsAppImage2025-11-14at16.35.14.jpeg](https://www.sweetstudy.com/files/whatsappimage2025-11-14at16-35-14-jpeg "WhatsAppI…

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Assignment Prompt & Instructions

It is Beyond Meat
\
WhatsAppImage2025-11-14at16.35.32.jpeg](https://www.sweetstudy.com/files/whatsappimage2025-11-14at16-35-32-jpeg "WhatsAppImage2025-11-14at16.35.32.jpeg")
\
WhatsAppImage2025-11-14at16.35.14.jpeg](https://www.sweetstudy.com/files/whatsappimage2025-11-14at16-35-14-jpeg "WhatsAppImage2025-11-14at16.35.14.jpeg")
\
WhatsAppImage2025-11-14at16.34.56.jpeg](https://www.sweetstudy.com/files/whatsappimage2025-11-14at16-34-56-jpeg "WhatsAppImage2025-11-14at16.34.56.jpeg")
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WhatsAppImage2025-11-14at16.35.54.jpeg](https://www.sweetstudy.com/files/whatsappimage2025-11-14at16-35-54-jpeg "WhatsAppImage2025-11-14at16.35.54.jpeg")

November 5, 2026
[Solved] Summative Assessment: Project Scoping Outline

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Executive Solution Overview

Using the project, you outlined in the Wk 3: Summative Assessment: Project Scoping Outline, in 525- to 700-words: – **Assess** impact and probability for each risk. – For those risks that have a risk exposure of greater than 60, **determine** a strategy and response. Remember, if a strategy can be i…

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Assignment Prompt & Instructions

Using the project, you outlined in the Wk 3: Summative Assessment: Project Scoping Outline, in 525- to 700-words:
– **Assess** impact and probability for each risk.
– For those risks that have a risk exposure of greater than 60, **determine** a strategy and response. Remember, if a strategy can be implemented immediately, the project should be changed rather than wait for the risk to be realized; therefore, each response should be based on the realization of the risk at the time of execution.
– **Determine** how risks will be communicated. Include information on how the communication will be documented.
– **Evaluate** the timing, type, and audience of those communications.
– **Assess** who will make final decisions about risk responses.
**Format** your assignment consistent with APA guidelines.

November 5, 2026
[Solved] Master’s degree level Operation management for Competitive Advantage homewrok

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Executive Solution Overview

Please see attachments for details of my homework. I need it done by Monday afternoon. Please in APA format. \ Screenshot_20251114-120439.MotoAppLauncher.png](https://www.sweetstudy.com/files/screenshot-20251114-120439-motoapplauncher-png "Screenshot_20251114-120439.MotoAppLauncher.png") \ Screen…

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Assignment Prompt & Instructions

Please see attachments for details of my homework. I need it done by Monday afternoon. Please in APA format.
\
Screenshot_20251114-120439.MotoAppLauncher.png](https://www.sweetstudy.com/files/screenshot-20251114-120439-motoapplauncher-png "Screenshot_20251114-120439.MotoAppLauncher.png")
\
Screenshot_20251114-120501.MotoAppLauncher.png](https://www.sweetstudy.com/files/screenshot-20251114-120501-motoapplauncher-png "Screenshot_20251114-120501.MotoAppLauncher.png")
\
Screenshot_20251114-120618.MotoAppLauncher.png](https://www.sweetstudy.com/files/screenshot-20251114-120618-motoapplauncher-png "Screenshot_20251114-120618.MotoAppLauncher.png")

November 5, 2026