Excel Topics1.6 Entering Dates and Applying Date Formats.docx

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Excel Topics 1.6 Entering Dates and Applying Date Formats 1.8 Entering Simple Formulas 1.10 Using Functions in Formulas 1.11 Using AutoSum and to Insert a Sum Function 1.9 Understanding Absolute and Relative References 2.6 Aligning Cells 2.10 Adding Borders 2.22 Setting and Clearing the Print Area 3.3 Calculating Averages 3.5 Using Date and Time Functions 3.4 Finding Min and Max Values 3.10 Referring to Other Spreadsheets 3.11 Naming Ranges of Cells 3.12 Working with Named Ranges MS Access Topics 1.3 Table Relationships 1.6 Navigating Records 1.7 Creating a New Record in a Table and Entering Data 1.13 Deleting Records 1.16 Backing up a Database 1.20 Compacting and Repairing a Database 2.10 Changing Data Type 2.12 Setting the Default Value Property 2.14 Input Mask 2.18 Creating Relationships 2.19 Enforcing Deletions and Updates in Relationships 3.8 Creating a Report using the Report Wizard 3.17 Adding Page Numbers to a Report 3.22 Exporting a Report to Other Formats 4.1 Using the Simple Query Wizard 4.2 Creating a Query in Design View COSC 1301 Final - Power Point Topics .

Education

1.3 Table Relationships
1.6 Navigating Records
1.7 Creating a New Record in a Table and Entering Data
1.13 Deleting Records
1.16 Backing up a Database
1.20 Compacting and Repairing a Database
2.10 Changing Data Type
2.12 Setting the Default Value Property
2.14 Input Mask
2.18 Creating Relationships
2.19 Enforcing Deletions and Updates in Relationships
3.8 Creating a Report using the Report Wizard
3.17 Adding Page Numbers to a Report
3.22 Exporting a Report to Other Formats
4.1 Using the Simple Query Wizard
4.2 Creating a Query in Design View
COSC 1301 Final - Power Point Topics

Excel Topics1.6 Entering Dates and Applying Date Formats.docx

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Examine how nature is discussed throughout “The Open Boat.” Look at the literary critical piece by Anthony Channell Hilfer. Once you have established your own ideas, consider how Hilfer discusses nature in the short story and analyze the following questions: What does nature mean to the men aboard the boat? or Do their perceptions of nature shift throughout the story? Why or why not? Do their perceptions of nature shift throughout the story? Why or why not? Write down a loose response about what I think of the question and what I remember of the story. ICE method. I introduce the citation C the citation itself E explain its meaning to your argument. The scenes shift with no discernable rhyme or reason. Crane invites every reader in. Critic Anthony Channell Hilfer disagrees with point, saying, “Crane’s image is an accusation of the putative picturesque spectators” (Hilfer 254). Hilfer’s challenge goes against what Crane is trying to do, by making nature a copilot through the reading. 3. Nature as Protagonist in “The Open Boat” Anthony Channell Hilfer Texas Studies in Literature and Language, Volume 54, Number 2, Summer 2012, pp. 248-257 (Article) Published by University of Texas Press DOI: For additional information about this article [ Access provided at 9 Apr 2020 17:36 GMT from Marymount University & (Viva) ] https://doi.org/10.1353/tsl.2012.0012 https://muse.jhu.edu/article/476402 https://doi.org/10.1353/tsl.2012.0012 https://muse.jhu.edu/article/476402 Anthony Channell Hilfer248 3. Nature as Protagonist in “The Open Boat” The bottom of the sea is cruel. —Hart Crane, “Voyages” As many critics have argued, questions of perspective and epistemology are central to Stephen Crane’s “The Open Boat” (Kent; Hutchinson). The story’s first sentence famously clues us to this: “None of them knew the color of the sky” (68). But behind the uncertainties of perspective is a determinable ontology, a presence, or rather, I shall argue, a sort of presence, the existence of which implies a rectified aesthetic response. This response emerges, however, from negations, denials, and occultations: what is not seen, who is not there, and what does not happen.3 Here again, when we look at nature we behold things that are not there and miss “the nothing that is.” Fully as much as Stevens in “The Snow Man,” Crane is concerned with certain conventions of representation: personification, the picturesque, the American sublime, and the melodramatic, which although it does not inform “The Snow Man” is played on in Stevens’s “The Ameri- can Sublime.” Crane’s story is intertextual with nature poetry, sentimental poetry, hymns, and landscape art, as well as with Darwinism, theological clichés, and, less obviously, theological actualities. For the most part these conventions add up to what the Stevens poem declares is “not there.” To get to “the nothing that is” we must first traverse this ocean of error. Doing so helps keep our p.

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Examine "All Children Can Learn" . Then, search the web for effective, evidence-based differentiated strategies that are engaging, motivating, and address the needs of individual learners. First, provide five evidence-based strategies: Two instructional strategies (i.e., graphic organizers), Two instructional tools (e.g., technology tool, device or iPad App, Web Quests, etc.), One activity (e.g., Think-Pair-Share). Second, for the two instructional strategies you listed explain how you can alter each to address the classroom needs you designed in Weeks One and Two and how the modification is relevant to the theory of differentiation. .

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Examine each of these items, which are available on the internet: 1) for music, listen to the first movement of J.S. Bach's MAGNIFICAT; this is the High Baroque era. If you can find a performance with Sir John Eliot Gardiner and his Monteverdi Choir and the English Baroque soloists, go for it. 2) For art, find Giovanni Bellini's ST. FRANCIS IN THE DESERT; you might want to read up on the background of this wonderful painting. Not only St. Francis, but what else do you notice i the painting? 3) For architecture, look at the church at Melk Abbey, Austria; BE SURE to look at the interior shots. Again, this is high Baroque--but in post-Reformation Catholicism, it had a political aim, too; can you figure it out? After you have analyzed these, telling what you think the artists/musicians valued and were trying to express, tell me what YOU think about them! Remember, if you read up on these items, LIST THE WORKS YOU CONSULTED! That way, you avoid plagiarism. write a 1-page paper on each of these three, telling 1) where they found this value, 2) why it was important “back then,” and 3) is it still around today. .

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Examine a scenario that includes an inter-group conflict. In this scenario, you are recognized as an authority in cross-cultural psychology and asked to serve as a consultant to help resolve the conflict. You will be asked to write up your recommendations in a 6-page paper not including your title and reference page. Darley, J.M. & Latané, B. (1968). Bystander interview in emergencies: Diffusion of responsibility. Journal of Personality and Social Psychology, 8 (4), 377-383. Scenario: Culture, Psychology, and Community Imagine an international organization has approached you to help resolve an inter-group conflict. You are an authority in cross-cultural psychology and have been asked to serve as a consultant based on a recent violent conflict involving a refugee community in your town and a local community organization. In the days, weeks, and months leading up to the violent conflict, there were incidents of discrimination and debates regarding the different views and practices people held about work, family, schools, and religious practice. Among the controversies has been the role of women’s participation in political, educational, and community groups . Part 1: Developing an Understanding (2 pages) Based on the scenario, explain how you can help integrate the two diverse communities so that there is increased understanding and appreciation of each group by the other group. ( Note : Make sure to include in your explanation the different views and practices of cultural groups as well as the role of women.) Based on your knowledge of culture and psychology, provide three possible suggestions/solutions that will help the community as a whole. In your suggestions make sure to include an explanation regarding group think and individualism vs. collectivism. Part 2: Socio-Emotional, Cognitive, and Behavioral Aspects (2 pages) Based on your explanations in Part 1, how do your suggestions/solutions impact the socio-emotional, cognitive, and behavior aspects of the scenario and why? Part 3: Gender, Cultural Values and Dimensions, and Group Dynamics (2 pages) Explain the impact of gender, cultural values and dimensions, and group dynamics in the scenario. Further explain any implications that may arise from when working between and within groups. Support your Assignment by citing all resources in APA style, including those in the Learning Resources. .

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Examine current international OB issues that challenge organizational leaders to resolve critical issues involving cross-cultural communication, negotiation, leadership, motivation, decision-making, among others. (1) identify the key organizational behavior issues facing management, (2) what impact the international environment has on these issues, (3) strategies management should use to overcome these issues, (4) how these strategies will impact the overall organizational operations, and (5) identify the potential costs and risks to the organizations of implementing the newly developed strategies. Offer a set of recommendations, which must be derived from both data and theory. Teams must include aspects of global leadership, global motivation and global team-management in their work. APA format, Times New Roman (12), 20-25 pages, No plagiarism. .

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Executive Program Practical Connection Assignment Component Proficient (15 to 20 points) Competent (8 to 14 points) Novice (1 to 7 points) Score Assignment Requirements Student completed all required portions of the assignment Completed portions of the assignment Did not complete the required assignment. Writing Skills, Grammar, and APA Formatting Assignment strongly demonstrates graduate-level proficiency in organization, grammar, and style. Assignment is well written, and ideas are well developed and explained. Demonstrates strong writing skills. Student paid close attention to spelling and punctuation. Sentences and paragraphs are grammatically correct. Proper use of APA formatting. Properly and explicitly cited outside resources. Reference list matches citations. Assignment demonstrates graduate-level proficiency in organization, grammar, and style. Assignment is effectively communicated, but some sections lacking clarity. Student paid some attention to spelling and punctuation, but there are errors within the writing. Needs attention to proper writing skills. Use of APA formatting and citations of outside resources, but has a few instances in which proper citations are missing. Assignment does not demonstrate graduate-level proficiency in organization, grammar, and style. Assignment is poorly written and confusing. Ideas are not communicated effectively. Student paid no attention to spelling and punctuation. Demonstrates poor writing skills. The assignment lacks the use of APA formatting and does not provide proper citations or includes no citations. Maintains purpose/focus Submission is well organized and has a tight and cohesive focus that is integrated throughout the document Submissions has an organizational structure and the focus is clear throughout. Submission lacks focus or contains major drifts in focus Understanding of Course Content Student demonstrates understand of course content and knowledge. Student demonstrates some understanding of course content and knowledge. Student does not demonstrate understanding of course content and knowledge. Work Environment Application Student strongly demonstrates the practical application, or ability to apply, of course objectives within a work environment. Student demonstrates some practical application, or ability to apply, of course objectives within a work environment. Student does not demonstrate the practical application, or ability to apply, of course objectives within a work environment. .

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Executive Practical Connection Activity it is a priority that students are provided with strong educational programs and courses that allow them to be servant-leaders in their disciplines and communities, linking research with practice and knowledge with ethical decision-making. This assignment is a written assignment where students will demonstrate how this course research has connected and put into practice within their own career. Assignment: Provide a reflection of at least 500 words (or 2 pages double spaced) of how the knowledge, skills, or theories of this course have been applied, or could be applied, in a practical manner to your current work environment. If you are not currently working, share times when you have or could observe these theories and knowledge could be applied to an employment opportunity in your field of study. Requirements: · Provide a 500 word (or 2 pages double spaced) minimum reflection. · Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited. · Share a personal connection that identifies specific knowledge and theories from this course. · Demonstrate a connection to your current work environment. If you are not employed, demonstrate a connection to your desired work environment. · You should NOT, provide an overview of the assignments assigned in the course. The assignment asks that you reflect how the knowledge and skills obtained through meeting course objectives were applied or could be applied in the workplace. MY ROLE: BIGDATA/KAFKA ADMIN Need Plagiarism report for this Assignement. ****Directions Choose from one of the following tweets and answer the 4 questions, Include at least one scholarly source***** The link is included in each tweet for more information. 1. Identify a healthcare issue within your community and explain the issue to your class colleagues. (You may use the same issue you identified in Week 2, but please expand your responses to address this week's focus). 2. Describe the type of healthcare policy you would advocate for in an effort to change this issue. 3. What type of campaign would you need to launch in order to gather a network of support? 4. Compose a Tweet that describes what you have shared with your class colleagues. Remember, Twitter only allows for 140 characters so you will need to be concise. 1. NR708HealthPol Retweeted Tara Heagele, PhD, RN, PCCN, EMT@TaraHeagele #NurseTwitter Hurricane season starts today! Helping Vulnerable People Before Disasters Strike | Campaign for Action https://campaignforaction.org/helping-vulnerable-people-before-disasters-strike/#.XtUB00-UAZ4.twitter … Helping Vulnerable People Before Disasters Strike | Campaign for Action Floods, tornadoes, heat waves, blizzards, earthquakes, and hurricanes threaten the health and well-being of millions of people each year campaignforaction.org 13h · · 2. NR708HealthPol Retweeted Diana Mason@djmasonrn By @AmyAnderso.

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Executive Compensation and Incentives Martin J. Conyon* Executive Overview The objective of a properly designed executive compensation package is to attract, retain, and motivate CEOs and senior management. The standard economic approach for understanding executive pay is the principal-agent model. This paper documents the changes in executive pay and incentives in U.S. firms between 1993 and 2003. We consider reasons for these transformations, including agency theory, changes in the managerial labor markets, shifts in firm strategy, and theories concerning managerial power. We show that boards and compensation committees have become more independent over time. In addition, we demonstrate that compensation committees containing affiliated directors do not set greater pay or fewer incentives. Introduction E xecutive compensation is a complex and con- troversial subject. For many years, academics, policymakers, and the media have drawn attention to the high levels of pay awarded to U.S. chief executive officers (CEOs), questioning whether they are consistent with shareholder interests.1 Some academics have further argued that flaws in CEO pay arrangements and deviations from shareholders’ interests are widespread and considerable.2 For example, Lucian Bebchuk and Jesse Fried provide a lucid account of the managerial power view and accompanying evidence.3 Marianne Bertrand and Sendhil Mullainathan too provide an analysis of the ‘skimming view’ of CEO pay.4 In contrast, John Core et al. present an economic contracting approach to executive pay and incentives, assessing whether CEOs receive inefficient pay without performance.5 In this paper, we show what has happened to CEO pay in the United States. We do not claim to distinguish between the contracting and managerial power views of executive pay. Instead, we document the pattern of executive pay and incentives in the United States, investigating whether this pattern is consistent with economic theory. The Context: Who Sets Executive Pay? B efore examining the empirical evidence pre- sented in this paper, it is important to consider the pay-setting process and who sets executive pay. The standard economic theory of executive compensation is the principal-agent model.6 The theory maintains that firms seek to design the most efficient compensation packages possible in order to attract, retain, and motivate CEOs, executives, and managers.7 In the agency model, shareholders set pay. In practice, however, the compensation com- mittee of the board determines pay on behalf of shareholders. A principal (shareholder) designs a contract and makes an offer to an agent (CEO/ manager). Executive compensation ameliorates a moral hazard problem (i.e., manager opportunism) arising from low firm ownership. By using stock options, restricted stock, and long-term contracts, shareholders motivate the CEO to maximize firm value. In other words, shareholders try to design optimal compensation packages .

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Executing the Strategy Learning Objectives After reading this chapter, you should be able to: • Distinguish good operational plans from weak ones. • Detail the value of tracking progress on all operational plans. • Discuss why emergent strategies occur and how they might affect an organization’s current strategy. • Implement the ten basic steps of a generic strategic formulation process. • Manage, improve, and evaluate an existing strategic management process. Chapter 9 Neil Webb/Ikon Images/Getty Images spa81202_09_c09.indd 247 1/16/14 10:08 AM CHAPTER 9Section 9.1 Managing Operational Plans Implementing a strategy (see Figure 1.1) in the real world is not a leisurely swim across a calm pond on a sunny day, but rather like crossing from one bank of a raging river to the other, encountering hidden eddies, fog, driving rain, lightning, and riptides along the way. While it is not impossible to reach the other bank (the goal), the task often becomes one of overcoming obstacles and making constant adjustments without losing sight of the goal. Implementation is like that. Even the most brilliant strategy is worthless if it cannot be implemented. This chapter focuses on strategy execution and its difficulties. Part of the chapter is devoted to assessing, improving, and managing the strategy formulation process itself. 9.1 Managing Operational Plans The process for obtaining board approval of operational plans is covered in this chapter. Exactly what is it that gets approved? An operational plan is a document that specifies the projects or tasks that must be accomplished to achieve particular operational objectives. Many of these plans will contain activities that are ongoing. Some will include plans for enhanced or new services. Details specified in operational plans include the names of those who will be involved and the individual responsible for each one, what equipment will be needed, when each will start and end, and the estimated costs for each activity. Given the level of detail required, it should come as no surprise that an operational plan for a large functional unit, such as the nursing department in a hospital, can run to many pages, as there are lots of activities to be detailed. Operational plans for small HSOs such as physi- cian clinics and community health centers may be just a few pages long unless new strategic initiatives are to be undertaken. It takes contributions from everyone who will be involved in that HSO’s operations to create such plans. They will make sure that continuing current operations are included in the plans, which is easily done. What adds a level of com- plexity and difficulty is incorporating additional tasks demanded by a change in strategy. Consider the following scenarios, which illustrate the difficulty in creating operational plans that involve more than simply repeating what was done the previous year: Javier Larrea/age fotostock/Getty Ima.

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Executing Strategies in a Global Environment: Examining the Case of Federal Express 5-7 pages Requirements: 1. An al yz e Fe d era l E x pre ss ’ s v a lu e cr e atio n f r ont i e r , a n d deter m in e w h i ch o f th e f ou r bu i l d i ngb l oc k s o f c o m pet i t i v e a d v a nta g e t h e co m pa n y n eed s i n orde r t o con t i n u e t o m a i n t a i n a b o v e-a v er a g e pro f ita b i l i t y . Provi d ea ra ti o n aletosup p orttheresponse. 2. Deter m i n e th e m a i n aspe ct o f produc t d i ff erent i atio n a n d capac i t y c o ntr o l t h a t Fe d era l E x pre s s c oul d us e i n or d e r t o m a i n t a i n a n ed g eo v e r i tsr i v a l s .J u st i f y t h er e sp on se. 3. A ss es s th e e f f i c i en c y o f Federa l E x pre ss ’ s c ur r en t bu s i ne ss m odel , a n d reco m m en d o n e (1 ) ne w bu s i n es s -leve l stra t e g y t h a t gi v e s t h e co m pa n ya co m p et i t i ve a dvant a g e ove r it s r i v a l s. P r o v i d earat i o n ale f o rthereco m m enda ti on. 4. E x a m in e th e m anne r i n wh i c h overa l l g l o b a l co m pet i t i o n m a y i m pa ct th e n e w bu s i ne ss strate g y tha t y o u re c o m m ende d i n Que s t i o n 3 . Next , su g ge st on e (1 ) si g n i f i c an t w a y t ha t Feder a l E x pre s s m a y c on f r on t i ts g l ob a lc o m pet it i o n .

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