Write a four to five (4-5) page paper in which you:
1. Define the problem in the scenario that you have chosen.
2. Analyze the problem in the scenario.
3. Generate options for solving the problem in the scenario.
4. Evaluate the options for solving the problem.
5. Decide on the best option for solving the problem.
6. Explain how you will implement the decision made and reflect on whether this option was the most effective. 

Please review the the first attached document to see what the requirement is and all other documents?

1. Attachment 1 file name “PHI 210 Assignment 2 Qs”  contains all the requirement with 4 scenarios that one should be selected to work on. 

Choose one (1) of the problem scenarios as a topic choice for your paper

Scenario 1: You have worked at your company for eleven (11) years. You have returned to college to earn a Bachelor’s degree in order to increase your chances for a promotion. You are nearly finished with your degree, when a supervisor’s position in a competing company becomes available in another state. The start date is in two (2) weeks, during your final exam period for your courses. The position offers a $15,000 per year salary increase, a car allowance, and relocation expenses. Your former supervisor works for the company and is recommending you for the position based on your outstanding job performance; if you want the job, it’s yours. All of the other supervisors at this level in the company have Master’s degrees, so you know that you would be expected to earn your Bachelor’s degree and continue on to a Master’s degree. Your present company offers tuition reimbursement, but the new company does not.

Scenario 2: Your child comes home from school with an assignment sheet for a school project. He / she is very excited about the project and begins work immediately, doing research on the Internet and gathering materials. You read over the assignment sheet and notice that your child is not including all of the required items in the project, and you have some ideas for how to improve the quality of the presentation. You recently read an article in a parenting magazine about the importance of a child developing responsibility for his/ her own learning. You recall the many ways in which your parents took over your school projects. You, on the other hand, want to encourage your child’s confidence in his / her ability to complete a project independently. The next day, you are at the grocery store when you see a parent of a student in your child’s class. That parent has spent over $30 in supplies for the science project and is taking a day off of work to put the pieces of the project together.

Scenario 3: You have two jobs—one during the week from 9:00 am to 6:00 pm, and one on Saturday from 3:00 pm to 11:00 pm. You are taking two classes—one that meets from 6:00 to 10:00 pm, and one class online. You have two kids—one who plays soccer, and one who is in band. You have two elderly parents who no longer drive. You have two siblings—one who lives two (2) miles away, and one who lives in another state. You have two (2) papers due in your classes the same week that one (1) of your children has a soccer tournament, and the other child has a band concert. You are coaching the soccer team, and you are in charge of fundraising for the band. You have a goal to complete your degree in two (2) years. Your doctor tells you that your blood pressure, your cholesterol, and your weight are too high and recommends several medications that cost you nearly $200 per month after your insurance co-pay.

Scenario 4: You are a sales representative for a company that encourages staff to log time in the field and away from the office. You are expected to begin and end your day at the office. You notice that each day when you arrive and return another co-worker is already there, and you wonder whether this person spends most of his / her time at the office. At your weekly sales meeting, you are informed of your co-workers’ outstanding sales performance. You suspect that this co-worker is spending more time flattering the boss instead of working leads in the field, and as a result is getting the best client referrals. Your own sales numbers have steadily decreased since this other sales representative was hired. 

2. Attachment 2 Grading Rubic assignment 2

3. Attachment 3 Strayer_Writing_Standards

4. links that you should refer: http://www.gdrc.org/decision/problem-solve.html

No copy work is accepted it will be checked % of copy include in the paper.

Touchstone 2.1: Evaluate a Source

ASSIGNMENT: For this essay, you will select one of the sources you have found through your preliminary research about your research topic. Which source you choose is up to you; however, it should be substantial enough that you will be able to talk about it at length, and intricate enough that it will keep you (and your reader) interested.

In order to foster learning and growth, all essays you submit must be newly written specifically for this course. Any recycled work will be sent back with a 0, and you will be given one attempt to redo the Touchstone.

The introduction of this paper will involve introducing the source: Provide the author, the title, and the context (where you found the source, where it was originally published, who sponsored it, etc.)

You will then go on to evaluate the source on two levels:

1. Credibility: Using the information in this unit as a guide, evaluate the source’s authenticity and reliability. Look at all the information that you can find about the source to establish the author’s (or sponsor’s) trustworthiness.
2. Usefulness: Using a combination of summary and analysis, examine the source on a critical level. Determine what the source’s purpose (thesis) is, and how it arrives at that goal. Examine its value to you and the project you are working on. How will it help you prove your own points? How might it come in handy to back up a claim (or address a counter-claim)?

Finally, you will include a conclusion which shows your final assessments on both counts.

Sample Touchstone

A. Assignment Guidelines

DIRECTIONS: Refer to the list below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.

1. Source Identification

The introduction of this paper will be introducing the source:

❒ Have you provided the author’s name?❒ Have you provided the source title?❒ Have you provided the context (where you found the source, where it was originally published, who sponsored it, etc.)?

2. Source Evaluation

❒ Have you provided a judgment on the source’s credibility?❒ Have you used specific examples from the source to illustrate your judgment on credibility?❒ Have you provided a judgment on the source’s usefulness?❒ Have you used specific examples from the source to illustrate your judgment on usefulness?

3. Reflection

❒ Have you answered all reflection questions thoughtfully and included insights, observations, and/or examples in all responses?
❒ Are your answers included on a separate page below the main assignment?

B. Reflection Questions

DIRECTIONS: Below your assignment, include answers to all of the following reflection questions.

1. What types of questions did you ask yourself when evaluating the credibility and usefulness of your source? (2-3 sentences)
2. How do you feel this evaluation practice will help you as you continue to move through the research process? (2-3 sentences)

 SECTION A The trial balance for Diologics plc as at 31 March 2021 is given below:  £’000 £’000 Cost of sales and Revenue 4,000 12,000 Inventories as at 31 March 2021 750 Distribution Costs 2,200 Administrative Expenses 3,400 Loan Interest Paid 130 Land at valuation as at 1 April 2020 3,000 Buildings – Written Down Value at 31 March 2021 2,040 Plant and Equipment – Written Down Value at 31 March 2021 2,770 Trade Receivables and Payables 1,250 540 Allowance for Receivables 50 Bank 25 240 Ordinary Share Capital (£1 Shares) 4,000 Share Premium 50 Revaluation reserve 200 5% Bank loan, repayable 2023 2,000 Retained earnings 610 Current Tax 10 Deferred Tax as at 1 April 2020 35 Ordinary Dividends paid 150  19,732 19,732 The following notes are also relevant: 1. Land is non-depreciable and is to be revalued at £4 million on 31st March 2021. 2. The tax written down value of Diologics’ assets at 31 March 2021 was £300,000 less than their reported book values in the financial statements. The income tax rate applicable to Diologics is 25%. 3. Diologics leased new testing equipment on 1 January 2021. The cash price of the equipment is £275,000 and the lease term is 5 years. Diologics must pay £65,950 annually in advance. The company uses the actuarial method to allocate the finance charge at a rate of 10% per annum. There is no depreciation charged in the year of acquisition. The first lease payment has been treated as an expense under distribution expenses.  C39CA Page 3 of 8 Semester 2 – 2020/21 4. The tax liability for the current year is estimated to be £130,000. The balance on the Current tax liability account represents the difference between the tax liability estimate included in the accounts last year and the amount due and paid. 5. Diologics is about to start building 20 smart meters for an Industrial park. The work should be finished by October 2021 and they will then be transported to the industrial park and installed. The total value of the contract is £2 million. The customer has paid Diologics £400,000 deposit in advance of the work starting, to help cash flow for the purchase of raw materials etc. This amount has been included in revenue. 

The rationale behind assignment 1 is to ensure comprehensive reading and full understanding of ‘political ecology’ as an approach to study environment-development issues. This is essential before proceeding further in the module. The assignment also provides a means for students’ to develop their reflective and critical thinking and writing skills, and provides an opportunity for students’ to document their learning journey. All are essential or useful skills of value in the environment & development field. 

Task: 

Students should aim to demonstrate learning aligned with module objectives in their writing. 

1. What      is a definition/s of this concept/trend/issue? What are the roots of this      definition and this concept/trend/issue, and links to other topics? What      are the strengths/weaknesses/issues of this? How is it relevant to      understanding environment-development issues and linkages?
2. What      are the policy and practical developments associated with this, what are      they/how are they understood, what new insights can I take away from them?      
3. How might we go about thinking more critically about      environmental change and/or natural resource management / development      approaches, and why is it important?

The above questions should assist students demonstrate critical reflection on learning across a diverse range of material encountered in weeks 14-18. Note that not all questions will be relevant to all sessions/reading, students should pick those most relevant to a particular session and associated reading. Students may also choose to create their own questions. 

Submission format: 1,500 word summary of the student’s dictionary, via Minerva

The submission should include evidence of a minimum of three entries relevant to topics encountered during the period of weeks 14 and 18. 

The purpose of this exercise is to encourage you to engage critically with the topic. Good entries will go much further than merely presenting a definition. Rather, they will analyse an idea, such as thinking about its emergence, relation to other ideas, strengths/weaknesses, legacies, implications, and so on. They will be attuned to the implications of the topic for environment and development thinking and debates – in other words, how we might think and act differently as a result of this idea or trend. Good entries will also seek, where relevant, to span across theoretical or conceptual ideas and more practical, policy and empirical concerns – between the abstract or academic and the ‘real world’, e.g. policy implications.

References of particular relevance to the thinking behind this assignment include:

Brookfield, S. (1987) Developing critical thinkers: challenging adults to explore alternative ways of thinking and acting. Open University Press. 

Mezirow, J. (1990) Fostering critical reflection in adulthood: a guide to transformative and emancipatory learning. Jossey-Brass, San Francisco.

Schon, D.A. (1987) Educating the reflective practitioner. Jossey-Brass, San Francisco.