IRP Week Two Worksheet The Wal-Mart Effect Chapters .docx

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IRP: Week Two Worksheet The Wal-Mart Effect Chapters 3 and 4, pages 51 – 97 1. Who is Jon Fleck and what is “Makin Bacon”? 2. What is it about Jon Fleck’s relationship with Wal-Mart that allows him to be successful? 3. List and briefly describe three of Wal-Mart’s “partners” or supply companies. 4. How would you describe the relationship between the suppliers mentioned in Chapter 3 and Wal-Mart? 5. What are pallets and what did Wal-Mart like about them? 6. What is the main idea of Chapter Three? Please explain in detail. 7. Chapter four starts out with a story about the gallon jar of pickles. What point is the author trying to illustrate with the price of these pickles at Wal-Mart? 8. List three companies that have felt the Wal-Mart “squeeze”. Briefly explain what happened to these companies. 9. What point is the author trying to make in the first part of Chapter four? .

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5. What are pallets and what did Wal-Mart like about them?
6. What is the main idea of Chapter Three? Please explain in
detail.
7. Chapter four starts out with a story about the gallon jar of
pickles. What point is the author trying to
illustrate with the price of these pickles at Wal-Mart?
8. List three companies that have felt the Wal-Mart “squeeze”.
Briefly explain what happened to these
companies.
9. What point is the author trying to make in the first part of
Chapter four?

IRP Week Two Worksheet The Wal-Mart Effect Chapters .docx

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10-K 1 f12312012-10k.htm 10-K UNITED STATES SECURITIES AND EXCHANGE COMMISSION Washington, DC 20549 FORM 10-K (Mark One) R Annual report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934 For the fiscal year ended December 31, 2012 or o Transition report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934 For the transition period from __________ to __________ Commission file number 1-3950 Ford Motor Company (Exact name of Registrant as specified in its charter) Delaware 38-0549190 (State of incorporation) (I.R.S. Employer Identification No.) One American Road, Dearborn, Michigan 48126 (Address of principal executive offices) (Zip Code) 313-322-3000 (Registrant’s telephone number, including area code) Securities registered pursuant to Section 12(b) of the Act: Title of each class Name of each exchange on which registered* Common Stock, par value $.01 per share New York Stock Exchange __________ * In addition, shares of Common Stock of Ford are listed on certain stock exchanges in Europe. Securities registered pursuant to Section 12(g) of the Act: None. Indicate by check mark if the registrant is a well-known seasoned issuer, as defined in Rule 405 of the Securities Act. Yes R No o Indicate by check mark if the registrant is not required to file reports pursuant to Section 13 or Section 15(d) of the Act. Yes o No R Indicate by check mark if the registrant (1) has filed all reports required to be filed by Section 13 or 15(d) of the Securities Exchange Act of 1934 during the preceding 12 months (or for such shorter period that the registrant was required to file such reports), and (2) has been subject to such filing requirements for the past 90 days. Yes R No o Indicate by check mark whether the registrant has submitted electronically and posted on its corporate Web site, if any, every Interactive Data File required to be submitted and posted pursuant to Rule 405 of Regulation S-T (§232.405 of this chapter) during the preceding 12 months (or for such shorter period that the registrant was required to submit and post such files). Yes R No o Indicate by check mark if disclosure of delinquent filers pursuant to Item 405 of Regulation S-K (§229.405 of this chapter) is not contained herein, and will not be contained, to the best of registrant’s knowledge, in definitive proxy or information statements incorporated by reference in Part III of this Form 10-K or any amendment to this Form 10-K. R Indicate by check mark whether the registrant is a large accelerated filer, an accelerated filer, a non-accelerated filer, or a smaller reporting company. See definitions of "large accelerated filer," "accelerated filer," and "smaller reporting company" in Rule 12b-2 of the Exchange Act. Large accelerated filer R Accelerated filer o Non-accelerated filer o Smaller reporting company o Indicate by check mark whether the registra.

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10 What does a golfer, tennis player or cricketer (or any other professional sportsperson) focus on to achieve high performance? They nearly always give the same answer: “Repeat my process (that is the process they have practised a million times) – replicate it under real pressure and trust in my ability” That’s why Matthew Lloyd throws the grass up under the roof at Etihad Stadium. It is why Ricky Ponting taps the bat, looks down, looks up and mouths “watch the ball”. It’s unnecessary for Matthew Lloyd to toss the grass. There’s no wind under the roof – it’s simply a routine that enables him to replicate his process under pressure. Ricky Pointing knows you have to watch the ball. Ponting wants the auto pilot light in his brain to fl ick on as he mutters “watch the ball”. High performance in sport is achieved through focusing on your processes, not the scores. It is absolutely no different in local government. Our business is governance and we need to be focusing very hard on our governance processes. We need to learn these processes, modify them when necessary, understand them deeply, repeat them under pressure and trust in our capabilities to deliver. If we do that, the scores will look after themselves. I want to share with you my ten most important elements in the governance process. Let me fi rst say that good governance is the set of processes, protocols, rules, relationships and behaviours which lead to consistently good decisions. In the end good governance is good decisions. You could make lots of good decisions without good governance. But you will eventually run out of luck – eventually, bad governance process will lead to bad decisions. Consistently good decisions come from good governance processes and practices. Good governance is not only a prerequisite for consistently good decisions, it is almost the sole determinant of your reputation. The way you govern, the ‘vibe’ in the community and in the local paper about the way you govern is almost the sole determinant of your reputation. Believe me, if reputation matters to you, then drive improvements through good governance. So here are the ten core elements: 1. THE COUNCIL PLAN An articulate council plan is a fundamental fi rst step to achieving your goals. It is your set of promises to your community for a four-year term. Unfortunately, there are too many wrong plans: • Claytons Plans – say too little and are too bland. Delete the name of the council from these plans and you can’t tell whose it is! There’s no ‘vibe’ at all. • Agreeable Plans – where everyone gets their bit in the plan. There’s no sense of priorities, everyone agrees with everything in the plan and we save all the real fi ghts and confl icts to be fought out one by one over the four-year term. • Opposition-creating Plans – we don’t do this so often but we sometimes ‘use the numbers’ to enable the dominant group of councillors to achieve their goals and fail to a.

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10 Introduction Ask any IT manager about the challenges in conveying IT risks in terms of business risks, or about translating business goals into IT goals. It’s a common difficulty, as the worlds of business and IT do not inherently align. This lack of alignment was unresolved until ISACA developed a framework called COBIT, first released in 1996. ISACA is an IT professionals’ association centered on auditing and IT governance. This lab will focus on the COBIT framework. The lab uses the latest two versions: COBIT 4.1, which is currently the most implemented version, and COBIT 5, which is the latest version released in June 2012. Because COBIT 4.1 is freely available at the time of this writing, the lab uses this version to present handling of risk management. Presentation is done making use of a set of COBIT control objectives called P09. COBIT P09’s purpose is to guide the scope of risk management for an IT infrastructure. The COBIT P09 risk management controls help organize the identified risks, threats, and vulnerabilities, enabling you to manage and remediate them. This lab will also present how COBIT shifts from the term “control objectives” to a set of principles and enablers in version 5. In this lab, you will define COBIT P09, you will describe COBIT P09’s six control objectives, you will explain how the threats and vulnerabilities align to the definition for the assessment and management of risks, and you will use COBIT P09 to determine the scope of risk management for an IT infrastructure. Learning Objectives Upon completing this lab, you will be able to: Define what COBIT (Control Objectives for Information and related Technology) P09 risk management is for an IT infrastructure. Describe COBIT P09’s six control objectives that are used as benchmarks for IT risk assessment and risk management. Explain how threats and vulnerabilities align to the COBIT P09 risk management definition for the assessment and management of IT risks. Use the COBIT P09 controls as a guide to define the scope of risk management for an IT infrastructure. Apply the COBIT P09 controls to help organize the identified IT risks, threats, and vulnerabilities. Lab #2 Aligning Risks, Threats, and Vulnerabilities to COBIT P09 Risk Management Controls 11 Copyright © 2015 by Jones & Bartlett Learning, LLC, an Ascend Learning Company. All rights reserved. www.jblearning.com Student Lab Manual Deliverables Upon completion of this lab, you are required to provide the following deliverables to your instructor: 1. Lab Report file; 2. Lab Assessments file. 12 | LAB #2 Aligning Risks, Threats, and Vulnerabilities to COBIT P09 Risk Management Controls Hands-On Steps Note: This is a paper-based lab. To successfully complete the deliverables for this lab, you will need access to Microsoft® Word or another compatible word processor. For some labs, you may also need access to a.

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10 Customer Acquisition and Relationship Management Dmitry Kalinovsky/iStock/Thinkstock Patronage by loyal customers yields 65 percent of a typical business’ volume. —American Management Association Learning Objectives After reading this chapter, you should be able to do the following: • Identify how organizational growth is best achieved by an HCO, and state the effect of the product life cycle on an organization’s revenues. • Discuss several approaches that an HCO can use to attract new customers, or patients. • Delineate the premises upon which customer relationship management is based. • Explain the advantages of database marketing, and identify ways for an organization to use a marketing database. • Provide examples of how an HCO can effectively manage real and virtual customer interactions. Section 10.1Organizational Growth Introduction This chapter focuses on how to attract and keep patients through understanding and meeting their needs. The long-term success of an HCO depends on its ability to attract new patients and turn them into loyal customers who not only return for needed services, but recommend the HCO’s services to others. This is especially important because of the nature of the life cycle for products and services, from their introduction to their decline. Attracting new customers and keeping existing ones involves interacting internally and externally with patients, analyz- ing data on current patients, and managing real and virtual interactions with patients. Manag- ing relationships with patients helps to ensure that patients stay informed and feel connected to the HCO through its internal and external customer relationship efforts. 10.1 Organizational Growth Most organizations have growth as a basic goal. Growth means an increase in revenue and a greater impact on the communities served. Growth also creates opportunities for staff to advance and take on new responsibilities. While many activities can help an HCO grow, the most important is the development of an effective marketing plan to provide a consistent platform for the organization’s visibility and to brand the HCO as an attractive option for medical services. The development of an effective marketing plan was stressed in Chapter 8 as a basic marketing need for an HCO: that is, to inform new and existing customers of the organization’s services and to persuade them to continue using or to try using these services. Product/Service Life Cycles Like people, products and services have a life cycle. The term product life cycle refers to the stages that a product or service goes through from the time it is introduced until it is taken off the market or “dies.” The stages of the product life cycle, illustrated in Figure 10.1, usually include the following descriptions: • Introduction—The stage of researching, developing, and launching the product or service. • Growth—The stage when revenues are increasing at a fast rate. • M.

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10 ELEMENTS OF LITERATURE (FROM A TO Z) 1 PLOT (series of events which make-up a story) A 5-POINT PLOT SEQUENCE: Exposition: initial part of a story where readers are exposed to setting and characters. Situation: event in the story which kicks the action forward and begs for an outcome. Complication: difficulties faced by characters as they experience internal and external conflicts. Climax: watershed moment when it becomes apparent that major conflicts will be resolved. Resolution: (Denouement): tying up of the loose ends of the story. B SUB-PLOTS: PLOTS BENEATH AND AROUND THE MAJOR PLOT. Foreshadowing: hints and clues of plot. Flashback: portion of a plot when a character relives a past experience. Frame story: plot which begins in the present, quickly goes to the past for story, then returns. Episodic plot: a large plot sequence that is made up of a series of minor plot sequences. Plausibility: likelihood that certain events within a plot can occur. Soap Opera: multiple stories told along the sequence and spaced to sustain continual interest. 2 POINT OF VIEW (eyes through which a story is told) C First Person major (participant major): narrator is the major character in the story. First Person minor (participant minor): narrator is a minor character in the story. Third Person omniscient (non-participant omniscient): narrator is outside the story and capable of seeing into the heart, mind and motivations of all characters. Third Person limited (non-participant limited): narrator is outside the story and capable of seeing, at most, into the heart, mind, and motivations of one character. Narrator is objective if not omniscient. 3 SETTING (time and place of a story, both physical and psychological) D Physical (external) Setting: the time and place of a story, general and specific. Psychological (internal) Setting: mood, tone, and temper of story. E Major Tempers: Romanticism: man is free to choose against moral, spiritual backdrops. If you make good decisions, you will be rewarded. There is a God that is in control Existentialism: man is free to choose absent backdrops other than his own. If he feels it is right, then it is right. Naturalism: man is largely trapped, a cog in the impersonal machinery. He has no real way of changing his circumstances. Realism: eclectic view, but leaning toward the naturalistic position. Sometimes good things happen to bad people, and sometimes bad things happen to good people. That is just the way it is. F Other Tempers: Classicism: Man is free, but appears to be trapped due to conflicting codes. Transcendentalism: Offshoot of romanticism, nature is a window to divine. Nihilism: Fallout of either extreme existentialism or naturalism. Life is horrible and painful. It lacks meaning. 4 CONFLICT (nature of the problems faced) G Four Universal Conflicts: Person versus self Pe.

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10 ers. Although one can learn definitions favorable to crime from law-abiding individuals, one is most likely to learn such definitions fiom delinquent friends or criminal family A Theory of sociation members. with These delinquent studies typically others find is the that best as- Differential predictor of crime, and that these delinquent others partly influence crime by leading the individual to adopt beliefs conducive to Association crime (see Agnew, 2000; Akers, 1998; Akers and Sellers, 2004; Waw, 2001 for summaries of such studies). Sutherland 's theory has also inspired Edwin H. Sutherland dnd much additional theorizing in criminology. Theorists have attempted to better describe Donald R. Cressey the nature ofthose definitions favorable to vi- olation of the law (see the next selection in Chapter 11 by Sykes and Matza). They have Before Sutherland developed his theory, attempted to better describe the processes by crime was usually explained in t e r n ofmul- which we learn criminal behavior from oth- tiple factors-like social class, broken homes, ers (see the description o f social learning the- age, race, urban or rural location, and mental ory by Akers in Chapter 12). And they have disorder. Sutherland developed his theory of drawn on Sutherland in an effort to explain differential association in an effort to explain group differences in crime rates (see the Wolf- why these various factors were related to gang and Ferracuti and Anderson selections crime. In doing so, he hoped to organize and in this part). Sutherland's theory o f differen- integrate the research on crime u p to that tial association, then, is one of the enduring point, as well as to guide future research. classics in criminology (for excellent discus- Sutherlandk theory is stated in the f o m o f sions ofthe current state o f differential asso- nine propositions. He argues that criminal ciation theory, see Matsueda, 1988, and Waw, behavior is learned by interacting with oth- 2001). ers, especially intimate others. Criminals learn both the techniques of committing crime and the definitions favorable to crime References from these others. The s k t h proposition> Agnew Robe*. '2000. "Sources of Mminality: which f o r n the heart of the theory, states Strain and Subcultural Theories." In Joseph F. that 'h person becomes delinquent because of Sheley (ed.), Criminology: A Contemporary , an excess of definitions favorable to law vio- Handbook, 3rd edition, pp. 349-371. Belmont, lation over definitions unfavorable to viola- CA: Wadsworth. tion oflaw."According to Sutherland, factors Akers, Ronald L. 1998. Social Learning and So- such as social class, race, and broken homes cia1 Structure: A General Theory of Crime and influence crime because they affect the likeli- Deviance. Boston: Northeastern University hood that individuals willdssociate with oth- Press. ers who present definitions favorable to Akers, Ronal.

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10 academic sources about the topic (Why is America so violent?) *Address all 10 academic sources in the literature review *What have they added to the literature? *End literature review with "What has not been addressed is.... "and with "What I'm Addressing....." (I am addressing that overpopulation is the main reason America is so violent). *Literature review should be a minimum of 2-2 1/2 pages Attached are my 10 academic sources. .

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10 citations are distributed in a document below. Use these 10 s.docx

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1. W5F1 Respond to two students. Question: Take a moment to review the Lake Champlain Basin Program: State of the Lake 2018 website at http://sol.lcbp.org/en/ (Links to an external site.) (it it easier to work with if you right-click on the link and open in a new window) and discuss the major environmental issues with the lake. Pollution, specifically from phosphorous, has been is a major concern. What are the key ethical issues associated with this topic? This can be a surprising complex issue involving government (Federal and State), stakeholders, business, and individuals. For example, who bears the burden of the costs associated with remediation? Feel free to introduce academically legitimate external sources to enhance your discussion. Please respond to two students. Respond to the two students separately Student 1: Cyanobacteria blooms can form a toxin called cyanotoxins, which is known as a powerful natural poison. Cyanotoxins can make people, pets and wildlife sick, without a known remedy. The bacteria can form from multiple different nutrients and pollution Lake Champlain gathers, but exposure to high levels of phosphorus and warm weather create the ideal scenario for a bloom. Shallow water can't dilute the phosphorus that is coming from local watersheds and from the bottom of the lake fast enough, especially during the warmer season. This makes these areas more susceptible to having a bloom of this toxic algae. The way the Lake Water Basin Program explains, decreasing the phosphorus levels will give the cyanobacteria less chance of blooming to a toxic point. One way they are trying to reduce these phosphorus levels is by replacing combined sewers to a separate pipe system. The combined sewers are an issue because they are dispersing high levels of water and can be overwhelmed easier than having the separate piping. When the amount of water becomes to much for the water treatment plants, the overflow pipes release partially treated, or even non treated, water back to the lake. The reason why this hasn't happened yet is because states, surrounding Lake Champlain, have said it is too expensive to change the combined sewer systems. Not making this change is greatly affecting our community. We will see less tourist finance during our beach season and less people fishing for personal and business. That can create a great toll economically, including the possibility of more restrictions and laws to how we get our clean water. cdc.gov/habs/materials/factsheet-cyanobacterial-habs.html https://rockefeller.dartmouth.edu/sites/rockefeller.drupalmulti-prod.dartmouth.edu/files/the_value_of_lake_champlain_project.pdf Student 2: One of the first environmental concerns that are happening to Lake Champlain is pathogens and bacteria. When pathogens are in the lake they continue to impair water quality and cost a lot to eliminate. Efforts have been made to try to reduce these concerns and since 1990 they have been working on redu.

1. W5F1Respond to two students.Question Take a m.docx

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1. Provide an argument for or against regulation OR deregulation of .docx

christiandean12115

1. In this module, you learned that random numbers (or, at least, pseudorandom numbers) are essential in cryptography, but it is extremely difficult even for powerful hardware and software to generate them. Go online and conduct research on random number generators. What are the different uses of these tools besides cryptography? How do they work? Explain your answer using your own words in 2-3 paragraphs. 2. 11.1 List and briefly define three classes of intruders. 11.2 What are two common techniques used to protect a password file? 11.3 What are three benefits that can be provided by an intrusion detection system? 11.4 What is the difference between statistical anomaly detection and rule-based intrusion detection? 11.5 What metrics are useful for profile-based intrusion detection? 11.6 What is the difference between rule-based anomaly detection and rule-based penetration identification? 11.7 What is a honeypot? 11.8 What is a salt in the context of UNIX password management? 11.9 List and briefly define four techniques used to avoid guessable passwords. .

1. In this module, you learned that random numbers (or, at least.docx

christiandean12115

1. Although the early settlers migrated to this country, the influx of immigrants is often seen as threatening. Explain what fueled this sentiment then and fuels it now. What was the anti-immigrant rhetoric then, and what is it now? Refer to the Social Work Speaks text and media as well as any outside research. How does the NASW Policy Statement on Immigrants and Refugees (See Social Work Speaks ) advocate for and support the rights of these populations? 2. The pre-Civil War era was a time of reform. Describe and explain the people who led these reform movements, and why. Whom or what were they trying to reform? Also within this period, children were both valued and devalued. Share your view of how children are valued and devalued today, supporting your claims with scholarly references and professional experience. .

1. Although the early settlers migrated to this country, the influx .docx

christiandean12115

1. What are the advantages of integrating ERM with strategy and strategy execution as described in this case? 2. How does scenario analysis as described in this case help an organization to prepare for uncertainties? 3.What are the advantages of using the PAPA model to categorize risks? 4.How would you describe the “Strategic Risk Management Return on Investment” at LEGO? 5.The mission of the strategic risk management team is to “Drive conscious choice.” How does the Active Risk and Opportunity Planning (AROP) element of strategic risk man-agement at LEGO help to drive conscious choice? .

1. What are the advantages of integrating ERM with strategy and.docx

christiandean12115

1. How far is it justified to assert that ‘development’ brings more harm than good to formerly colonized countries and communities? 2. What problems might be associated with the institutionalization of education? Is it possible to have a non-institutionalized education? 3. From the perspective of an indigenous group with a lifestyle that conserves valued traditions, what might be the advantages and disadvantages of engaging with mainstream schooling? .

1. How far is it justified to assert that ‘development’ brings more .docx

christiandean12115

1. A case study. Deborah Shore, aged 45, works for a small corporation in the Research and Development department. When she first became a member of the department 15 years ago, Deborah was an unusually creative and productive researcher; her efforts quickly resulted in raises and promotions within the department and earned her the respect of her colleagues. Now, Deborah finds herself less interested in doing research; she is no longer making creative contributions to her department, although she is making contributions to its administration. She is still respected by the coworkers who have known her since she joined the firm, but not by her younger coworkers. Analyze the case study from the psychoanalytic, learning, and contextual perspectives: how would a theorist from each perspective explain Deborah's development? Which perspective do you believe provides the most adequate explanation, and why? 2. Interview your mother (and grandmothers, if possible), asking about experiences with childbirth. Include your own experiences if you have had children. Write a paper summarizing these childbirth experiences and comparing them with the contemporary experiences described in the text. 3. Identify a "type" of parent (e.g., single parent, teenage parent, low-income parent, dual-career couple) who is most likely to be distressed because an infant has a "difficult" temperament. Explain why you believe that this type of parent would have particular problems with a difficult infant. Write an informational brochure for the selected type of parent. The brochure should include an explanation of temperament in general and of the difficult temperament in particular, and give suggestions for parents of difficult infants. 4. Plan an educational unit covering nutrition, health, and safety for use with preschoolers and kindergartners. Take into account young children's cognitive and linguistic characteristics. The project should include (1) an outline of the content of the unit; and (2) a description of how the content would be presented, given the intellectual abilities of preschoolers. For example, how long would each lesson be? What kinds of pictures or other audiovisual materials would be used? How would this content be integrated with the children's other activities in preschool or kindergarten? 5. Visit two day care centers and evaluate each center using the information from the text as a guide. Request a fee schedule from each center. Write a paper summarizing your evaluation of each center. Note: Unless you are an actual potential client of the center, contact the director beforehand to explain the actual purpose of the visit, obtain permission to visit, and schedule your visit so as to minimize disruption to the center's schedule. 6. Watch some children's television programs and advertising, examine some children's toys and their packaging, read some children's books, and listen to some children's recordings, looking for evidence of sex-role.

1. A case study. Deborah Shore, aged 45, works for a small corpor.docx

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