Recent Articles

Psychology

| March 20, 2016

Part 1: Psychological Disorders
75 word minimum

Last week we studied psychological disorders. Which of the disorders covered in our textbook do you think would be the most challenging to have and why? Which of its symptoms would prove the most difficult for. What what you most need from society if you had the disorder you selected?
Although any psychological disorder has challenges, here you must choose only one. You don’t have to be a trained professional to answer this question; just think about what you believe would be challenging in general and particularly difficult about a particular disorder.
Because one never knows who might have a disorder (people with psychological disorders are in society, around us all the time), we always want to use respectful language and avoid words like “crazy” or “insane” or statements like, “That would be horrific to have” or “I would want society to put me away if I had that…”. These are all words that have been used in past posts used with no intent to hurt others but which still can sting.

In preparation for this portion of the Week 8 Forum topic, you are encouraged to visit the site, Lost Among Us at http://lang.sbsun.com/projects/lostamongus/displayarticle.asp?part=6&article=art02_saida03 and learn about the case of Saida Dugally, a real-life woman who suffered from bipolar disorder until her tragic death in 2003. On this web resource you will find videos of her story and the time-line of her decline into mental illness, as well as journal excerpts and photos from her life.
Saida’s story is but one among many. According to the National Institutes of Mental Health (NIMH), an estimated 26.2 percent of Americans ages 18 and older — about one in four adults — suffer from a diagnosable mental disorder in a given year.
Part 2: Reflection on Learning
200 word minimum

1. Share three “take-away” elements of the course that added to your understanding of human psychology and that you believe will serve you well in the future in both your personal and professional lives and explain why. NOTE: A list of textbook chapter topics and accompanying chapter concept descriptions can’t be submitted for this assignment; it isn’t about the course textbook. Here you are sharing learning that was and that you believe will remain of value to you, not chapter reviews. Neither will statements of “Nothing” or “I don’t know” or “I can’t name three” meet the requirements of this assignment. Be thorough, thoughtful and focused in this part of the post. Think about what stood out to you and why it did during the 8 weeks.
2. Describe the most meaningful three experiences you had while participating in the course discussions with your classmates.
3. Complete the sentence below. In filling in the blanks, think about information that you learned in completion of the course rather than a preformed opinion in place at the time we started 8 weeks ago and elaborate in the space following the word “because” about why you picked what you did (just one pick–no hedging with multiple ideas).
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Finance

| March 20, 2016

Problem #1 (8 Marks)
You are considering buying 500 shares of Gangnam Style’s common stock. The common stock is expected to pay a dividend of $4.50 a year from today; the growth rate of the dividends is 4%; the covariance between Gangnam Style’s return and the marker’s return is expected to be 0.02; the standard deviation of the market’s return is expected to be 0.1. It is also estimated that the return on the TSX/S&P is 11% and the return on government of Canada T-Bills is 6%. Should you buy the shares if the current market price of Gangnam Style’s common stock is $35.00? Show your work.
Problem #2 (4 marks)
Why are some risks diversifiable and some non-diversifiable? Give an example of each.

Problem #3 (12 marks)
a) For each of the stocks listed below, determine which are underpriced, overpriced or correctly priced if the risk-free rate of return is 3.8% and the market risk premium is 8.5%. (10 marks)
b) In an efficient market, what occurs to bring the expected return and required return back into equilibrium? (2 marks)

Stock Beta Expected Return
A .72 9.6%
B 1.04 13.1%
C 1.35 14.9%
D 1.20 14.0%
E 2 Po = $25, P1 = $28.46, D1 = $1.50
Problem #4 (14 marks)
The total value of your portfolio is $5,000: $3,000 of it is invested in Stock Y and the remainder invested in the market portfolio. The market portfolio has a beta of 1. The risk premium on the market portfolio is 8%; the risk-free rate is 2%. Additional information on Stocks A and B is provided below. (13 marks)
Return in Each State
State Probability of State Stock Y Market Portfolio
Excellent 20% 15% 15%
Normal 50% 5% 25%
Poor 30% -25% 10%

a. What are the expected returns and standard deviation of returns on Stocks Y and on the Market Portfolio? (4 marks)
b. What are the expected return and the standard deviation of your portfolio? (4 marks)
c. If the correlation between stock Y and the market portfolio is 0.5, what is the expected/required return on stock Y according to the CAPM? (4 marks)
d. What is the beta of your portfolio? (2 marks)
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Canada goose (Canadian outwear brand)

| March 20, 2016

1. What are their marketing efforts? Sales, customer service, visual merchandising, PR, publicity, advertising, social media.
2. Who are their competitors? How are they faring in comparison to their competitors?
3. Are they practicing corporate social responsibility? If so, describe some of their key initiatives?
4. How they operate – what do they do internally and what do they send outside?(consider the product development process) Do they produce domestically? If so, what percentage of their total production is domestic?
5. How are they responding to sector business trends?
6. What are the critical issues this company is facing? How have they been handled?

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INTERNATIONAL TRADE

| March 20, 2016

(ECON 1086‐ RMIT, Australia)
(ECON 1269‐ RMIT, Vietnam)
(ECON 1089‐ SIM, Singapore)
Information on ASSIGNMENT 1
PLEASE CHECK RMIT/SIM BLACBOARD FOR RELEVANT DUE DATE; IT IS
UP TO YOU TO FIND THESE OUT.
Instructions for submission:
1. Click on Assessment tasks on BlackBoard.
2. Click on Assignment 1. It is in red.
3. Scroll down to Assignment Submission.
4. Attach your file by clicking on “Browse My Computer”.
To answer the questions 1 and 2, first get the data and follow these steps.
1. Questions 1 and 2 require you to obtain data from Brazil and El Salvador.
2. Obtain country-level data on imports of goods and services (in current US$),
exports of goods and services (in current US$), GDP at market prices (in current
US$), GDP per capita (in current US$) from the World Bank’s World
Development Indicators
(http://databank.worldbank.org/data/reports.aspx?source=world-developmentindicators). [Note that if your browser (such as Google) does not open the
webpage, try a different browser (such as Internet Explorer)]
3. For simplicity, use data measured in current US dollars ($) as indicated above. In
addition, for openness calculation, use GDP at market prices (in current US$).
4. Pick data ranging from 1995-2012.
5. DO NOT attach Excel files to the assignment.
International Trade Assignments Page 2
Assignment 1 (25% of your final grade)
Check BLACKBOARD for due dates.
*** Follow the instructions above on how to get the data.
*** Read Chapters 1 and 2 of the textbook very carefully.
1. Calculate openness as a percentage for Brazil and El Salvador. Explain how you
calculated openness. Using a graph of Openness (as a percentage) versus time,
explain in up to 100 words how openness has changed for these countries from
1995 to 2012. Make sure your graph is properly labelled. (7 marks)
2. Explain in up to 100 words the relationship between Openness and economic
development by calculating the correlation coefficient between GDP per capita
(proxy for economic development) and Openness for Brazil and El Salvador,
respectively. [Here you have to use the CORREL command in Excel]. (6 marks)
3. Consider the following model of trade between Home and Foreign. Assume
throughout that those two countries are the only two countries in the world, at
least for purposes of trade. There are two goods: Handbag and Wallet. Consumers
in both countries always spend half of their income on Handbags and half of their
income on Wallets. The only factor of production is labour. Each home country
worker can produce 2 Handbags or 1 Wallet per unit of time. Each foreign
country worker can produce 3 Handbags or 3 Wallets per unit of time. There are
100 workers in Home and 50 workers in Foreign.
(a) Which country has an absolute advantage in Handbag? In Wallet? (2 marks)
(b) Which country has a comparative advantage in Handbag? In Wallet?
(2 marks)
(c) Draw the typical worker’s budget line in both countries (put Handbag on the
vertical axis and Wallet on the horizontal axis). (2 marks)
(d) Draw the production possibility frontier for each country (put Handbag on the
vertical axis and Wallet on the horizontal axis). (2 marks)
(e) Find the autarky relative price of Wallet in both countries (i.e., the price of
Wallet divided by the price of Handbag). (2 marks)
(f) What is the optimal consumption and production for each country under
autarky? (2 marks)

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Advancing Practices in Imaging 2

| March 20, 2016

Assessment Guidance
Society & College of Radiographers, 2016, CPD, viewed 21st January 2016, https://www.sor.org/learning/cpd
Assessment 2: Oral Presentation
Aim
The aim of this assessment is to show evidence of an understanding of critical thinking, critical
reflection and evidence based practice, with the focus being on professional and personal
development.
The assessment will allow you an opportunity to provide evidence that you are able to achieve the
following module learning outcomes:
1. Critically assess your selected learning strategies and utilise them to advance personal and professional
development.
4. Critically reflect on your communication skills and justify decision making with others.
5. Contextualise your role and appraise your potential to influence and implement positive, evidence
based change into improved outcomes.

Background
“Reflective practice is the capacity to reflect on action so as to engage in a process of continuous
learning, which is one of the defining characteristics of professional practice. Reflective practice is an
important tool in professional learning settings where individuals learn from their own experience.”
(SCoR, 2016)
Critical reflection is an extension of critical thinking. It asks us to think about our practice and ideas
and then it challenges us to step‐back and examine our thinking by asking probing questions. It asks
us to not only delve into the past and look at the present but importantly it asks us to speculate
about the future and act.

Assignment
Reflect on your experiences in this module, with attention to your record of reflection for (a) your
experiences in GCU (b) your experiences on placement. You are to construct and deliver an oral
presentation, using PowerPoint.
Time Allocation: 15 minutes, with 5 minutes for questions
Content
Your presentation should use the following structure:

•Welcome
Your background, your personal ambitions, your aspirations following completion of your study

•Introduction
Explain the theory and rationale for reflective practice in Healthcare, referring to a variety of
sources. Identify and justify your chosen reflective framework.

•Main Body
Share at your reflections of at least 2 significant experiences. This section should demonstrate
evidence of your reflection on events/experiences of particular personal significance using your
chosen framework; including description, evaluation and analysis. There should be evidence of
connecting theory to practice. There should be evidence of critical evaluation of the evidence
base when suggesting an appropriate action for change /improvement.

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Descriptive Essay Assignment

| March 20, 2016

1. Assignment Description and General Directions:
For this assignment, you will be writing an essay on a painting of your choice. Your essay will focus on interpreting and expressing the painting’s dominant impression — the painting’s overall, consistent, yet very specific mood/feel that is generated through the participation of its details. As the boldness of “very specific” suggests, make sure that when you assert the dominant impression (which amounts to the same as providing a thesis) you qualify it with as much description as it deserves: a vague mood/feel like “depressing” or “depression,” “love,” or “happiness” will not be enough — somehow providing a sense of, say, the “color,” cause, severity, or associations that accompany the mood would be closer to the point (though there are doubtlessly other ways to make the dominant impression more exact).
Once you have successfully provided this thesis, your objective is to discuss how a selection of the details within the artwork generate the dominant impression. In this respect, the essay is analytical, as you are analyzing how your experience of the piece was produced. To tie all of this into what we’ve been studying, whether you consider the painting as a whole or in different parts, its details give you the necessary evidence with which to successfully provide the reader with examples and reasons that support your own, specific interpretation of the painting’s dominant impression; and in this way, the details act as grounds, while your explanations of how they create the mood act as warrants.
While offering your analysis of the impression, also recreate the sense of it through your writing. In other words, the mood that your writing generates should match the mood of the painting as you see it. (For example, if your dominant impression were one of repressed boredom in the face of predictable change (get used to it), then your writing style and word choice might be designed around creating feelings of routine, false enthusiasm, distraction, and underlying apathy or exhaustion.)
You can research the painting if you wish. But whatever historical details you find are not really the concern of this assignment. Also, providing a backstory for the painting — like for the figures/characters in it — is not really the point and will likely distract from the object of study: the actual painting and the mood it creates for you.

2. Specific Requirements/Suggestions (or, Checklist):
1. 375 to 550 words, double-spaced, appropriate headings, 12 point font, and numbered pages.
2. Introduce your object of study (the painting) to the reader and provide a thesis that indicates the painting’s dominant impression. (Be specific.)
3. Make sure that you logically divide your discussion of the painting into different paragraphs and that these paragraphs have effective topic sentences. (Revisit the concept of topic sentences if/as necessary.)
4. Use descriptive, vivid language that makes your writing generate the same dominant impression you are discussing.
5. [Yet,] make a concentrated effort toward succinct clarity in your wording and phrasing.
6. Try to use as many transitive/active verbs as possible. (Visit concept as necessary.) *And use the present tense for your verbs.*
7. Proofread the hell out of the piece in every respect.
1. Try to attach an image of the painting to your essay, but in a footnote, definitely include a link to the image.

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Management ethics: Corporate Social Responsibility (CSR), Capitalism and Environmental Sustainability

| March 20, 2016

– Task Description:

You are required to write a persuasive values-driven argument on an issue of moral and social importance. In particular, you are required to take a position on the following statement and argue for your position in writing:

“All businesses have a responsibility to make a real contribution to the achievement of environmental sustainability. However, they are unable to do so effectively because of the dynamics of global capitalism.”

– Structure and Assessment Criteria:

1. Introductory thesis statement addressing the statement: Outstandingly clear and strong thesis statement.
2. Opening justification for your thesis: Flawless or nearly flawless, justification for your thesis.
3. Articulation of opposing view: Outstandingly comprehensive and clear articulation.
4. Rebuttal of opposing view: Flawless or nearly flawless rebuttal.
– Supportive readings:


https://www.colorado.edu/studentgroups/libertarians/issues/friedman-soc-resp-business.html
https://www.creativeinnovationglobal.com.au/wp-content/uploads/Shared-value-Harvard-business-review.pdf

– References to cite (not limited to these ones):

Babiak, K. and Trendafilova, S., 2011. CSR and environmental responsibility: motives and pressures to adopt green management practices. Corporate Social Responsibility and Environmental Management, 18(1): 11-24.
Galbreath, J., Charles, D. and Klass, D., 2014. Knowledge and the climate change issue: an exploratory study of cluster and extra-cluster effects. Journal of Business Ethics, 125(1): 11-25.
Khojastehpour, M. and Johns, R., 2014. The effect of environmental CSR issues on corporate/brand reputation and corporate profitability. European Business Review, 26(4): 330-339.
Orlitzky, M., Siegel, D.S. and Waldman, D.A., 2011. Strategic corporate social responsibility and environmental sustainability. Business & Society, 50(1): 6-27.
Sklair, L. and Miller, D., 2010. Capitalist globalization, corporate social responsibility and social policy. Critical Social Policy, 30(4): 472-495.
Sodano, V. and Hingley, M., 2013. The food system, climate change and CSR: from business to government case. British Food Journal, 115(1): 75-91.
Wettstein, F., 2012. CSR and the debate on business and human rights: Bridging the great divide. Business Ethics Quarterly, 22(04): 739-770.
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Public health

| March 20, 2016

Aims

This module, the academic components of which will be delivered via lectures, seminars, workshops and tutorials will encourage and enable students to undertake activities that will further develop and enhance their knowledge and understanding of epidemiological approaches and their application to public health practice. It particularly aims to develop a practical understanding of how the techniques used to undertake epidemiologic studies can be used to gather and interpret knowledge which can support the planning and implementation of public health initiatives and evaluate existing activities. It confers 15 points at level 11.

Learning Outcomes
On successful completion of this module, students should be able to:

• Critically analyse and evaluate the application of the principles of epidemiology in the context of public health and social action

• Critically analyse, compare and evaluate a range of epidemiologic study designs and their appropriate application to public health practice
• Critically appraise, analyse and evaluate the role of chance, bias and confounding in current literature where epidemiological data are significant

• Assess, quantify and compare the risk of health related outcomes in populations and population subgroups
• Determine key principles underpinning population-based prevention of ill health including scientific and ethical considerations for population-based disease screening.

Syllabus

• Sources of epidemiological data
• Risk and measures of health anddisease
• Types of epidemiological study designs: e.g. descriptive studies, case control studies , cohort studies and intervention studies
• chance , bias and confounding
• Screening
• Surveillance
• Social action and epidemiology

THE TOPIC CHOSEN IS ALCOHOL ABUSE AND THE GEOGRAPHICAL AREA IS ROYAL BOROUGH OF LONDON !

Summative Assessment
There is one assessment associated with the module – a coursework assignment of3,000 words, associated with the learning outcomes of the module.

Coursework assignment

You are a public health specialist working in an area with high levels of social deprivation. At a local community meeting, members of the community highlighted their concerns about the suspected high levels of various health conditions, including alcohol abuse, HIV/AIDS, coronary heart disease and diabetes, in their geographical area. You have been asked to choose and investigate one of these issues further and propose intervention(s) to support the community to address your chosen issue.

In an essay of 3000 words, critically analyse and evaluate ways in which epidemiological methods (including epidemiologic study designs and investigations)would be used to gather and interpret knowledge in relation to your chosen health issueand support the planning and implementation of a public health and social action initiative.
Marking Criteria

The assignment will be marked out of 100% and will be weighted as 100% of the final mark. The pass mark is 50%. Comments will be provided on the feedback sheet in relation to the following criteria:

• Evidence of attention to purpose
• Extent to which the content is underpinned by critical analysis and evaluation of relevant literature
• Demonstration of a developed, reasoned argument
• Application and synthesis of relevant theory into practice settings
• Overall presentation, including structure, fluency, coherence and referencing
Recommended Reading

Barton B & Peat J (2014) Medical Statistics: A Guide to SPSS, Data Analysis and Critical Appraisal (2nd edition). Chichester:Wiley-Blackwell.

Berkman, L.F. and Kawachi, I. (2000). Social Epidemiology. New York: Oxford University Press.

Bhopal, R. (2008) Concepts of Epidemiology: An integrated introduction to the ideas, theories, principles and methods of epidemiology.(2nd edition) Berkshire: Oxford University Press.

Coles L., Porter E. (2008) Public Health Skills: A practical Guide for Nurses and Public Health Practitioners. Oxford: Blackwell Publishing Ltd.

Coggan,D., Rose, G., Barker, D. (2003) Epidemiology for the uninitiated. 5th ed. BMJ Publishing Group

Donaldson L.J. & Scally L. (2009) Donaldson’s’ Essential Public Health (3rd revised edition). Radcliffe Publishing Ltd.

Dos-Santos-Silva, I (1999) Cancer Epidemiology: Principles and Methods. World Health Organisation’s International Agency for Research on Cancer. Lyon, France: IARC.

Earle, S Lloyd, CE Sidell, M and Spurr, S (2007). Theory and research in promoting promoting Public Health. London: SAGE Publications

Gray M. (2009), Evidence-based health care and public health: how to make decisions abouthealth services and public health, Churchill Livingstone.

Greenhalgh, T. (2010) How to read a paper: the basics of evidence-based medicine (4th edition). Oxford: Wiley Blackwell.

Hebel, J.R. & McCarter, R.J. (2012) A study guide to Epidemiology and Biostatistics
Seventh Edition. Washington: Jones and Barlett Learning.

Oakes, J.M. and Kaufman, J.S. (2006) Methods in Social Epidemiology. San Francisco: Wiley and Sons.

Orme, J., Taylor, P., Harrison, T., Grey, M. (2007) Public Health for the 21st Century. (2nd edition): Berkshire: Open University Press.

Porta, M (2008) Editor A dictionary of epidemiology fifth edition Oxford: Oxford University Press

Rothman K.J., Greenland S. & Lash T.L. (2008) Modern Epidemiology (3rd edition) Lippincott Williams & Wilkins.

Scriven A, Garman S (2007) Public Health: social context and action. Berkshire: Oxford University Press.

Webb P & Bain C (2011) Essential Epidemiology: An Introduction for Students and Health Professionals (2nd edition).Cambridge: Cambridge University Press

Wilson F & Mabhala M (2008) Key Concepts in Public Health. London: Sage.
Wood M (2014) Epidemiology: Study Design and Data Analysis (3rd edition) London CRC press (Taylor & Francis group)
URLs:

AFTERnow: http://www.afternow.co.uk/
Association ofPublic Health Observatories:http://www.apho.org.uk/
Department of Health: http://www.dh.gov.uk/en/index.htm
Glasgow Centre for Population Health: http://www.gcph.co.uk/
ISD Scotland: http://www.isdscotland.org/isd/CCC_FirstPage.jsp
NHS Health Scotland: http://www.healthscotland.com/
National Institute for Health and Clinical Excellence: http://www.nice.org.uk/
PHORCaST: http://www.phorcast.org.uk/
Public Health England: https://www.gov.uk/government/organisations/public-health-england
Scottish Community Development Centre: http://www.scdc.org.uk/
Scottish Government: http://www.scotland.gov.uk/Home
Scottish Public Health Observatory: http://www.scotpho.org.uk/home/home.asp
Skills for Health: http://www.skillsforhealth.org.uk/
UK Faculty of Public Health: http://www.fph.org.uk/
World Health Organisation (WHO): http://www.who.int/en/
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Palliative care for COPD patient poulation

| March 20, 2016

This scholarly paper will allow you to delve into a COPD and the special considerations that are needed in providing them with palliative care. Must be apa format no direct quotes paraphrase only no cut and paste Palliative care key word Follow instructions as listed exactly follow each bullet USE from a ADVANCED NURSE PRACTIONER ONLY view answer each bullet
The purpose of this paper is for you to discuss an issue in palliative care as it pertains to a specific patient population answer each bullet

Introduction to the issue and population, setting, or special group
• Introduction of topic as it pertains to the specific patients
• Patient and family needs
• Psychological/psychosocial/physical concerns
• Impact of culture/ethnicity on issue
• Barriers to care /25
Clinical Evaluation
• General considerations
• Goals of care
• Assessment tools
• Physical/psychological findings /15
Management
• Plan of care (include pharmacological and non-pharmacological, as applicable)
• Referrals
• Interdisciplinary team /20
APRN Role Functions
• Leader
• Educator
• Clinician
• Case management /15
Case Study/Specific Patient Example
• Provide a case example that illustrates the effect of issue on a patient within your chosen group/population. Provide details about the ways in which the APRN could have (or did, as appropriate) impact outcomes for this patient. /15
Summary /5
Scholarly writing/APA Format/File Naming – Note: This assignment is a scholarly paper.
• Demonstrate organized flow, logical progression of ideas, and clarity in thought; use primary sources no older than 5 years unless the resource is a classic study; and adhere to page length (no more than 5 pages excluding title page, reference page(s), and appendices).
• Follow the file naming standard as follows: Student’s Last name, First name, Class Number & section, and Assignment name. For example, Doe Jane-AHN 604 801-Needs Assessment /5
Total Points /100
Some good reference about palliative care
Dahlin, C.M., & Lynch, M. T. (2013). Core Curriculum for the Advanced Practice Hospice and Palliative Nurse (2 nd ed.). Pittsburg: HPNA Ferrell, B. R., Coyle, N., & Paice, J. A. (2015). Oxford Textbook of Palliative Nursing (4 th ed.). Oxford: Oxford University Press
Matzo, M., Sherman, D.W. (2009). Palliative care nursing: Quality care to the end of life (4 th ed.). New York: Springer Publishing

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Tourism

| March 20, 2016

1) Identify a tourism or hospitality organization that you would like to explore.
2) Conduct an external analysis of the organisation’s environment using a suitable strategic tool
3) From the above, critically evaluate some of the strategic and analytical tools that could be adopted for developing a strategic direction within the organization. Present strategic objectives based on your evaluation.
Note: if you are unsure of the suitability of your selected organisation for study, please consult any of the tutors prior to starting your report.

SUGGESTED PRESENTATION STYLE FOR SUBMISSION:

i. INTRODUCTION (recommend not more than 300 words)
Include a short background of the company: to include for example
– nature of the business/ service
– major markets served
– other relevant basic information

ii. EXTERNAL ANALYSIS (recommend not more than 300 words; number of words in table is not included in the word count)
Summary of the external analysis using one of the above tools, and referring to the table that is incorporated into the text.

iii. DEVELOPING A STRATEGIC DIRECTION (between 1600-1900 words approx..)
Using different strategic and analytical tools, develop a strategic direction for the company.

iv. RECOMMENDED STRATEGIC OBJECTIVES (recommend not more than 300 words)
This section should clearly state the strategic objectives of the business, for the next 3 years. The strategic objectives must be consistent with your analysis in sections ii. and iii. above.

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