Unit IV ProjectPortfolio Project 2Minimum 500 words all refer.docx

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Unit IV Project Portfolio Project 2: Minimum 500 words all references on APA format. This is to be the second entry in your portfolio, which showcases your ability to decode the concepts from this course and effectively apply them to the world around you. This project entry deals with sociology within a historical sense. For example, what would have happened if Clara Barton never started the Red Cross or if Florence Nightingale never pursued nursing? Those are just a couple examples of historical persons who affected society as a whole. Using the Internet, research a significant person or organization in history that assisted people, or was an advocate against inequality. Whether through philanthropy, civil rights, teachings, lifestyle, etc., this person/organization has had asignificant impact upon people. Answer the associated questions below. Organization: 1. Describe the mission and purpose of the organization. 2. Who started the organization? Describe him or her (only if applicable). 3. What changes have occurred in society based upon the work of the organization? 4. What, if any, influence has the organization had? Person: 1. Describe his or her lifestyle. 2. Discuss what led him or her to become an advocate for those in lower social standing. 3. What do you believe we can take away from this person and apply today? 4. Did his or her advocacy invoke a change? Have others followed in his or her footsteps? 5. What, if any, influence has the person had on others? ...

Unit IV Project
Portfolio Project 2:
Minimum 500 words all references on APA format.
This is to be the second entry in your portfolio, which
showcases your ability to decode the concepts from this course
and effectively apply them to the world around you. This
project entry deals with sociology within a historical sense. For
example, what would have happened if Clara Barton never
started the Red Cross or if Florence Nightingale never pursued
nursing? Those are just a couple examples of historical persons
who affected society as a whole.
Using the Internet, research a significant person or organization
in history that assisted people, or was an advocate against
inequality. Whether through philanthropy, civil rights,
teachings, lifestyle, etc., this person/organization has had
asignificant impact upon people. Answer the associated
questions below.
Organization:
1. Describe the mission and purpose of the organization.
2. Who started the organization? Describe him or her (only if
applicable).
3. What changes have occurred in society based upon the work
of the organization?
4. What, if any, influence has the organization had?
Person:
1. Describe his or her lifestyle.
2. Discuss what led him or her to become an advocate for those
in lower social standing.
3. What do you believe we can take away from this person and
apply today?
4. Did his or her advocacy invoke a change? Have others
followed in his or her footsteps?
5. What, if any, influence has the person had on others?

Unit IV ProjectPortfolio Project 2Minimum 500 words all refer.docx

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Human Rights policy & and law Assignment 1 Review the a chapter assigned from our core text book, Social Policy Theory and Practice. Create a PowerPoint and record via Adobe Connect a max 15 minimum during your lecture a presentation detailing the key points from each chapter for your peers, including your own summary and thoughts. Upload a brief synopsis and your presentation of 1000 words to the module page. Assigned Chapter: Chapter 9: Principles and values Methodology: What is the chapter about? Who is the chapter addressing? Concerns of this chapter. My conceptions Success of the Argument References Chapter 2: Welfare in Society Paul Spicker Lorna Towey s00143218 Contents The Social Context of Welfare The Person in Society Social Networks Inclusion and Exclusion Society and Social Policy The Social Context of Welfare It is impossible to understand the effects of welfare policies in isolation from the rest of society. Welfare is a social concept and to understand the social context of welfare is to grow ones understanding of social policy. All concepts in society are contested – there isn’t one definition and therefore everything is open to interpretation. Welfare Social Policy Society The Person in Society The Human Being – The biological body is debated as separate, but Spicker suggest is embedded in its own social context with example of the need for food, the need for the body for work & contested social topics such as disability and sexuality. Individuals – Can be understood as people who seek separation from others/state, Spicker suggest people are not generally separated from others. Individualised thinking is important in the fight against the oppression of groups of people. The Person – Not always a single person, generally defined by social relationships, the social roles and connections a person has. A nonperson is somebody cut off from relationships and roles. People are social creatures and make up society. To improve the welfare of people in society it is important to understand the people themselves. Social Networks Family – Important in society for development & social relationships. The family in social policy generally address families with children. The family is often viewed as private from the state & only requiring intervention in times of problems. Community - can be defined as persons with shared geography, culture, social networks or interests. Social policy has began to centre on themes of community building. Community has a direct link to the social elements of society as it made up by people. Workplace - heavy historic presence in social action. There are examples of industries that take responsibilities for their employees occupational welfare. The state is more so seen as the keyholder of welfare and attention has turned to those who do not participate as a worker. Nation - Negative for social policy and seen as a constraint and often dis ...

Human Rights policy & and lawAssignment 1Review the a chapte

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In summary, wisdom voices and practitioner echoes are essential components of antioppressive social work. wisdom voices and practitioner echoes create a reciprocal and transformative approach to antioppressive social work. By centering the knowledge and experiences of marginalized individuals and engaging in critical self-reflection, social workers can work towards dismantling oppressive systems and promoting social justice within their practice.

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Develop a 3-5 page outline of concepts you would like to apply to your own life and identify relevant scholarly sources that will help you with your application of concepts. As you may have noticed as you have worked through earlier assessments, Sociology is applicable to our everyday lives. We can oftentimes take a sociological concept and use it to explain something that occurs in our own lives. For example, you have learned about norms and how we tend to follow the norms of a society. You can use that to explain how people behave when they are in an elevator. Most people face forward, look up at the numbers, and don't talk. Many of your experiences can be analyzed using sociological concepts. For your final assessment, Assessment 6, you will complete a Sociology of Me and apply many of the concepts you have learned about in this course to your own life. For Assessment 5, begin to think about which concepts you would like to apply to your own experience, develop an outline, and identify appropriate resources. In order to complete this assessment, you will need to show your understanding of some additional concepts related to social structure, education, and technology/media. We have learned how a society's culture can influence people. There are other elements in society, however, that also affect our decisions and behavior. Sociological research has found that in addition to culture, social structure and groups also significantly impact many of our individual choices. Our position in the social structure affects our behaviors, attitudes, and ideas. For example, an important element of social structure are groups. We belong to a variety of different groups. Decades of research have documented the impact of group conformity on the individual. Although people tend to often believe that they act as individuals and aren't impacted by others, research has found this is usually not the case. The Milgram experiment in your Resources is a great example. Milgram (1963) examined conformity and obedience and found that people are highly influenced by authority and the demands of conformity, even to the point that we will inflict pain on another person to obey authority. Sociologists also study education and how it is impacted by a society's culture and structure. The purpose of education is to provide knowledge (facts, skills, cultural norms) to members of a society. In the United States, education teaches us not just skills, but also how to be effective citizens. Education transmits the dominant culture, ensuring that children understand cultural norms and values. Educational attainment impacts life outcomes—it affects our occupation, earnings, work conditions, and health. Thus, education is related to social inequality. We have a tendency to assume that education is an equalizer in the United States, but this is something that is debated by sociologists. Is education equally available to everyone? Studies suggest it is not. Social class can impa.

Develop a 3-5 page outline of concepts you would like to apply to .docx

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American Institute of Biological Sciences Introduction Discourse community defines as a group of people sharing the same goals and interests and they are trying to share these values by communicating. According to Swales discourse community the way people communicate with each other to achieve common goals and interests. The organization I have chosen in my field is the American Institute of Biological Sciences (AIBS) , the organization is a scientific organization that promotes the importance of using science to make decision regarding biology to improve the society. It has been founded in 1947 as a part of the National Academy of Sciences and it became independent organization three years later. Since 1950s until today the organization is promoting and focusing on biology and it is importance. Biology is basically the basic of our lives. As a biology major student and as a health major student I understand the importance of the organization. It promoting a very important topic that could be forgotten, which is biology. Researchers after researching for many years they tend to forget about the basics and about the things that control and affect every results of their search. That is why this organization is very important. The organization members believe they can achieve that by communicating with each other independently, and by communicating with young researchers and students who are still learning the basics of biology. The organization represents the importance of the basics of this filed as everything is build on each other and every fact depends on the other one, so it is important to shade the lights on these small details. The community of American Institute of Biological Sciences (AIBS) focus on discussing public concerns and help in solving them. The organization is financed by people and organizations who are interested. The organization members are almost 40 members who are working full time. According to Swales first character that the organization member share the same goals and interests and they “agreed” on it. In the organization I chosen the group member share the same common goals, which are the uses of biology to make decisions that would change the future of sciences and communities. They also share the goals of improving the public education by introducing more concepts and facts to the educational books in schools and universities. The members of the organization of the American Institute of Biological Sciences provide workshops to publics, too, to the people who are interested in biological sciences. According to Swales second character organization members the way and the mechanism people communicate with each other is important. The organization I have chosen they have special way to communicate as they have weekly outside meetings, and they have groups in social media they communicate with each other through it, and they have a page online where new members can join them and learn more about the organization.

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Copyright © eContent Management Pty Ltd. Health Sociology Review (2012) 2 1 ( 4 ) : 4 1 3 - 4 3 1 . Death and grief on-line: Virtual memorialization and changing concepts of childhood death and parental bereavement on the Internet LISA M MITCHELL, PETER H STEPHENSON*, SUSAN CADELL"^ AND MARY ELLEN MACDONALD' Department of Anthropology, University of Victoria, Victoria, BC, Canada; *School of Environmental Studies and Department of Anthropology, University of Victoria, Victoria, BC, Canada; ^School of Social Work, Renison University College, University of Waterloo, Waterloo, ON, Canada; 'Faculty of Dentistry, McGill University, Montreal, QC, Canada A B S T R A C T : 'Virtual memorials' intended to memorialize the lives of children imply significant shifts in the conceptualiza- tion of death, particularly for grieving parents. Created by parents in memory of their deceased children, on-line memorials constructed using templates reflect strong cultural beließ about the nature of childhood deaths, grief and the development of a kind of distal afterlife. Yirtual memorials create a new social value for the deceased and shift death and bereavement from private into more public experiences. Building upon this work, we describe a kind of 'on-line immortality' created through virtual memorials where the virtiud presence of the deceased in text and images, and practices intended to sustain a relationship with the deceased can extend bereavement and the social lives of the dead indefinitely. While such memorials can offer solace, they also potentiate business opportunities for those hoping to create lasting customers. As such, they may also extend mourning indefinitely. This may be especiaUy true for certain kinds of deeply problematic deaths, such as those of children. KEYWORDS: virtual, online, memorials, grief, children, parents Though many people sit night after night intheir living rooms watching various kinds of 'death' and irmumerable dead bodies as a form of entertainment (e.g., CSI, Bones), the death of loved ones and the grief which follows are still mosdy sequestered from everyday life in eco- nomically and technologically advantaged countries, including Canada. Grief and bereavement are confmed to specific times and places, and are mainly private, or secluded experiences. Most deaths take place in hospitals, nursing homes, and hospices, and are managed by health care professionals who also inform the bereaved of what is 'normal' and what is 'pathological' in the grief process, and offer ways to 'resolve' grief and to grieve properly. Anthropological research has long established that the dead in many cultural contexts have social lives (Baydala, Hampton, Rinunwa, Kinunwa, & Kinunwa, 2006; Counts & Counts, 2004; Hattori, McCubbin, & Ishida, 2006; Keesing, 1982; Rodman & Rodman, 1983). But, until recendy the dominant approach in Canadian bereavement care has been that survivors should view death as fmal and they should 'wor.

Copyright © eContent Management Pty Ltd. Health Sociology Revi.docx

Copyright © eContent Management Pty Ltd. Health Sociology Revi.docx

Copyright © eContent Management Pty Ltd. Health Sociology Revi.docx

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Copyright © Pearson Education 2010 Digital Tools in Today’s Classroom Chapter 3any public performance or display, including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images;any rental, lease, or lending of the program. This multimedia product and its contents are protected under copyright law. The following are prohibited by law: Copyright © Pearson Education 2010 Reflecting on What I KnowWhy is it important to learn about different technology tools when they are constantly changing?Most desktop computers do the same things as mobile devices, so why do teachers need to use them?How can the cost of digital devices be justified when the functions they perform are often limited in number and scope. Copyright © Pearson Education 2010 Using Digital Tools in the Classroom Four Digital Tool CategoriesPlatformConnectivityDevice SoftwareFile Format Copyright © Pearson Education 2010 ComputersDesktop ComponentsAll-in-One DesktopsMonitor, Processor, SpeakersLaptops Computer Pros and ConsDigital ToolProsConsDesktop ComponentsEasily replace or upgrade individual components by school personnel Monitors are often large enough for easy group sharingDesk workspace reduced Heavy ImmobileAll-in-one DesktopCompact size provides additional space for individual or group work. Drives (e.g., USB, CD, DVD) may be more accessible if CPU is not stored on desktop.Higher cost Entire unit must go for repairs ImmobileLaptopPortable – can be used in multiple locations Compact size Many schools keep extra laptops for use when others are sent for repair Access to power outlets Easily damaged from dropping Short battery life Smaller screen limits usability for small-group learning Copyright © Pearson Education 2010 Mobile DevicesDigital Media Players/RecordersDigital Camerase-Book ReadersGPS Navigation ReceiversGraphing CalculatorsPDA (Personal Data Assistants)Personal Response Systems Mobile Devise Pros Digital ToolProsDigital Media Players/RecordersPortable for field use Review at home Stores more data than a tape Less moving parts than a tape recorder Digital format produces higher quality recordings that are easy to edit Files easily transfer to other digital devices Files can be copied indefinitely without degradationDigital CamerasInexpensive all-in-one models Easy to use Instant viewing of images Digital editing and deletion of unwanted photos Large storage capacityE-booksStores multiple books that can easily be exchanged or deleted Enables digital manipulation of contents, e.g., searching, highlighting, bookmarking, audible reading, increasing font size Enables digital enhancements, e.g., links to video or related informationGPS Navigation ReceiversProvides a variety of real-time information Small portable sizePersonal Data AssistantsLow cost as compared to laptops Light weight – easy to carry Multifunction Uses less power than a .

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Copyright © Pearson Education 2010 Digital Tools in Toda.docx

Copyright © Pearson Education 2010 Digital Tools in Toda.docx

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Copyright © Jen-Wen Lin 2018 1 STA457 Time series analysis assignment (Fall 2018) Statistical properties of (moving-average) rule returns Date: 23 October 2018 Jen-Wen Lin, PhD, CFA 1. Introduction Technical indicator is widely used to generate trading signals by practitioners to make trading decisions. The usual rule is to trade with the trend. In this case, the trader initiates a position early in the trend and maintains that position as long as the trend continues. In this assignment, you are asked to study the statistical properties of returns for applying the oldest and most widely used method in technical indicators—moving averages.1 The structure of this paper is given as follows. Section 2 defines the trading rule (or strategy). In Section 3 and 4, we formulate the trading return based on a given trading rule and state the corresponding statistical properties, respectively. The questions for you to answer are listed in Section 5. Finally, references and appendix are given in Section 6 and 7, respectively. 2. Trading rule Suppose that at each time 𝑡, market participants predict the direction of the trend of asset prices using a price-based forecast 𝐹#, where 𝐹# is a function of past asset prices 𝐹# = 𝑓(𝑃#,…,𝑃#*+,-,…). 1 The simplest rule of this family is the single moving average which says when the rate penetrates from below (above) a moving average of a given length, a buy (sell) signal is generated. Copyright © Jen-Wen Lin 2018 2 The above predictor is then converted to buy and sell trading signals 𝐵#: buy (+1) and sell (-1) using, i.e. { "𝑆𝑒𝑙𝑙" ⇔ 𝐵# = −1 ⇔ 𝐹# < 0 "𝐵𝑢𝑦" ⇔ 𝐵# = +1 ⇔ 𝐹# > 0 Note that the signal of a trading rule is completely defined by one of the inequalities giving a sell or buy order (if the position is not short, it is long). For example, consider a trading rule based on the moving average of order five rule (𝑚 = 5). In this case, 𝑓 is given by 𝑓(𝑃#,…,𝑃#*+,-) = 𝑃# − ∑ 𝑃#*BCBDE 5 . In this case, we buy the asset (𝐵# = +1) at time 𝑡 + 1when 𝐹# > 0 ⟺ 𝑃# > ∑ 𝑃#*BCBDE 5 ; and sell the asset (𝐵# = −1) when 𝐹# < 0 ⟺ 𝑃# < ∑ 𝑃#*BCBDE 5 . The Figure below illustrates the dynamics of the above 5-periods moving average method— when the rate penetrates from below (above) the moving average of order five, a buy (sell) signal is generated. Copyright © Jen-Wen Lin 2018 3 For your assignment, we consider 𝐹# based on a moving-average technical indicator. In general, for a given moving-average indicator, 𝐹# may be expressed as (a function of log returns): 𝐹# = 𝛿 + I 𝑑K𝑋#*K +*M KDE , (1) where 𝑋# = 𝑙𝑛(𝑃# 𝑃#*-⁄ ), 𝛿 and 𝑑K are defined by a given trading rule (See Appendix for more details). For this assignment, we assume 𝛿 = 0. 2.45 2 4 2.35 Price 2.25 2.2 Signal 13 17 21 25 33 37 41 45 Day Return oscillator • Sett', ‘,s1 A \ \ 006 006 _ i 0

Copyright © Jen-Wen Lin 2018 1 STA457 Time series .docx

Copyright © Jen-Wen Lin 2018 1 STA457 Time series .docx

Copyright © Jen-Wen Lin 2018 1 STA457 Time series .docx

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Copyright © John Wiley & Sons, Inc. All rights reserved. Chapter 17 The Special Senses Copyright © John Wiley & Sons, Inc. All rights reserved. Special SensesRecall that a sensation is the conscious or subconscious awareness of an internal or external stimulus For this chapter, “external stimulus” means light rays striking the retina of the eye, sound waves impinging on the tympanic membrane of the ear, molecules in the air and food transmitting smells and tastes to the chemical sensors in the nose an on the tongue, and the force of gravity acting on equilibrium receptors in the inner ear which sense changes in inertia Copyright © John Wiley & Sons, Inc. All rights reserved. Special SensesReceptors for the special senses of smell, taste, vision, hearing, and equilibrium are anatomically distinct from one another and are concentrated in specific locations in the head In addition to the stimuli and the receptors, there are specific afferent pathways and translation sites in the brain for information assembled from these special senses Copyright © John Wiley & Sons, Inc. All rights reserved. Special Senses General Senses Include somatic sensations (tactile, thermal, pain, and proprioceptive) and visceral sensations Are scattered throughout the body Are relatively simple structures Special Senses Include smell, taste, vision, hearing and equilibrium Are concentrated in specific locations in the head Are anatomically distinct structures Form complex neural pathwaysComparing the general senses and the special senses Copyright © John Wiley & Sons, Inc. All rights reserved. Olfaction and TasteOlfaction is the process of perceiving smells. Smell and taste are brought about through the interpretation of chemicals present in the environment Olfactory and gustatory (taste) impulses travel not only to the cerebral cortex, but also to the limbic systemthis is why we can have emotional responses and trigger strong memories to certain smells and tastesgustation and olfaction work together but olfaction is much stronger/more sensitive (when someone has a cold it is difficult to taste food) Copyright © John Wiley & Sons, Inc. All rights reserved. OlfactionThe olfactory epithelium is located in the superior part of the nasal cavity covering the surface of the cribriform plate and extending along the superior nasal concha Copyright © John Wiley & Sons, Inc. All rights reserved. OlfactionThe olfactory epithelium consists of 3 kinds of cells: The olfactory receptor is a bipolar neuron with cilia (called olfactory hairs). There are 10-100 million of these receptors in the nose that respond to odorant molecules Supporting cells provide support and nourishment Basal cells are stem cells that replace olfactory receptors * Copyright © John Wiley & Sons, Inc. All rights reserved. OlfactionThe olfactory apparatus can detect about 10,000 different odors, often in concentrations as low as 1/25 billionth of a milligram per milliliter of air .

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Copyright © John Wiley & Sons, Inc. All rights reserved..docx

Copyright © John Wiley & Sons, Inc. All rights reserved..docx

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Copyright © by The McGraw-Hill Companies, Inc. The Aztec Account of the Conquest of Mexico 1 The Aztec Account of the Conquest of Mexico edited by Miguel León Portillo 1 OVERVIEW The Native Americans left few written records of the arrival of the Spanish conqueror Hernán Cortés in Tenochtitlán (today's Mexico City) in 1519. From them, however, Miguel León Portillo, a Mexican anthropologist, constructed an eyewitness account of how Cortés treated the Native Americans and seized Montezuma (also known as Moctezuma) before going on to destroy the city and to take over much of what is present-day Mexico. GUIDED READING As you read, consider the following questions: • How did Montezuma’s messengers describe Cortés and his troops? • How did Cortés and his troops treat the Native Americans? he Spaniards arrived in Xoloco, near the entrance to Tenochtitlan. That was the end of the march, for they had reached their goal. Motecuhzoma now arrayed himself in his finery, preparing to go out to meet them. The other great princes also adorned their persons, as did the nobles and their chieftains and knights. They all went out together to meet the strangers. They brought trays heaped with the finest flowers—the flower that resembles a shield; the flower shaped like a heart; in the center, the flower with the sweetest aroma; and the fragrant yellow flower, the most precious of all. They also brought garlands of flowers, and ornaments for the breast, and necklaces of gold, necklaces hung with rich stones, necklaces fashioned in the petatillo style. Thus Motecuhzoma went out to meet them, there in Huitzillan. He presented many gifts to the Captain and his commanders, those who had come to make war. He showered gifts upon them and hung flowers around their necks; he gave them necklaces of flowers and bands of flowers to adorn their breasts; he set garlands of flowers upon their heads. Then he hung the gold necklaces around their necks and gave them presents of every sort as gifts of welcome. . . . Report on the Spaniards The messengers reported to the king. They told him how they had made the journey, and what they had seen, and what food the strangers ate. Motecuhzoma was astonished and terrified by their report, and the description of the strangers' food astonished him above all else. T Copyright © by The McGraw-Hill Companies, Inc. The Aztec Account of the Conquest of Mexico 2 He was also terrified to learn how the cannon roared, how its noise resounded, how it caused one to faint and grow deaf. The messengers told him: "A thing like a ball of fire comes out of its entrails: it comes out shooting sparks and raining fire. The smoke that comes out with it has a pestilent odor, like that of rotten mud. This odor penetrates even to the brain and causes the greatest discomfort. If the cannon is aimed against a mountain, the mountain splits and cracks open. If it is aimed against a tree, it shatters the tree into splinters. This is a mo.

Copyright © by The McGraw-Hill Companies, Inc. The Aztec Accou.docx

Copyright © by The McGraw-Hill Companies, Inc. The Aztec Accou.docx

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Copyright © Cengage Learning. All rights reserved. CHAPTER 3 The Interorganizational Context of Public Administration  LEARNING OBJECTIVES 1. Understanding the relationships among the many groups—public, private, and nonprofit—that drive the effectiveness of public programs and affect the work of the public manager 2. Learning about the federal system of government and the complexities of intergovernmental relations that result from federalism 3. Understanding how the relationship and power division between federal and state governments has evolved 4. Exploring the issues associated with privatization and contracting and public-private partnerships 5. Understanding the unique challenges of nonprofit organizations  SUMMARY OVERVIEW This chapter is concerned with relationships among public-sector organizations, an issue that has become an increasingly important focus for public administrators at all levels. Given the complexity of modern society, the work of a public administrator likely will involve an intricate set of relationships with a variety of groups external to the administrator’s own agency, including public, nonprofit, and private organizations. The chapter includes a comprehensive discussion about the concept of intergovernmental relations (IGR), which the authors define as “the complex and interdependent relationships among those at various levels of government as they seek to develop and implement public programs,” and federalism, which is the relationship and division of power between the federal government and state governments. This discussion addresses the changing patterns of funding for public programs, which is instrumental to an understanding of intergovernmental relations, and touches on the various approaches to federalism that have been employed in the United States. This includes a description of how recent presidential administrations, from Reagan to Obama, have approached the relationship between the federal government and the states, and offers insights into the courts’ influence in this area as well. This chapter also addresses IGR from the perspective of states and localities, including funding and the use of preemptions and mandates, and includes a discussion of subnational relationships, including state-to-state, state-to-local, and local-to-local. This is followed by an examination of the relationships between governmental and nongovernmental organizations in the public sector, highlighting the role of the latter in the policy process. As the authors note, not only have nonprofit, for-profit, and faith-based organizations taken a leading role in delivering public services, they also play an important part in bringing issues to the public agenda and influencing decisions about public problems. An important theme running throughout this discussion concerns a description and an evaluation of 30 Chapter 3: The Interorganizational Context o.

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Copyright © by Holt, Rinehart and Winston. All rights reserved. Kate Chopin’s “The Story of an Hour” originally published 1894. The Story of an Hour Kate Chopin Knowing that Mrs. Mallard was afflicted with a heart trouble, great care was taken to break to her as gently as possible the news of her husband's death. It was her sister Josephine who told her, in broken sentences; veiled hints that revealed in half concealing. Her husband's friend Richards was there, too, near her. It was he who had been in the newspaper office when intelligence of the railroad disaster was received, with Brently Mallard's name leading the list of "killed." He had only taken the time to assure himself of its truth by a second telegram, and had hastened to forestall any less careful, less tender friend in bearing the sad message. She did not hear the story as many women have heard the same, with a paralyzed inability to accept its significance. She wept at once, with sudden, wild abandonment, in her sister's arms. When the storm of grief had spent itself she went away to her room alone. She would have no one follow her. There stood, facing the open window, a comfortable, roomy armchair. Into this she sank, pressed down by a physical exhaustion that haunted her body and seemed to reach into her soul. She could see in the open square before her house the tops of trees that were all aquiver with the new spring life. The delicious breath of rain was in the air. In the street below a peddler was crying his wares. The notes of a distant song which some one was singing reached her faintly, and countless sparrows were twittering in the eaves. There were patches of blue sky showing here and there through the clouds that had met and piled one above the other in the west facing her window. She sat with her head thrown back upon the cushion of the chair, quite motionless, except when a sob came up into her throat and shook her, as a child who has cried itself to sleep continues to sob in its dreams. She was young, with a fair, calm face, whose lines bespoke repression and even a certain strength. But now there was a dull stare in her eyes, whose gaze was fixed away off yonder on one of those patches of blue sky. It was not a glance of reflection, but rather indicated a suspension of intelligent thought. Copyright © by Holt, Rinehart and Winston. All rights reserved. Kate Chopin’s “The Story of an Hour” originally published 1894. There was something coming to her and she was waiting for it, fearfully. What was it? She did not know; it was too subtle and elusive to name. But she felt it, creeping out of the sky, reaching toward her through the sounds, the scents, the color that filled the air. Now her bosom rose and fell tumultuously. She was beginning to recognize this thing that was approaching to possess her, and she was striving to beat it back with her will—as powerless as her two white slender hands would have been. When she abandone.

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Copyright © 2020 by Jones & Bartlett Learning, LLC, an Ascend Learning Company Case 1: Arnold, a 62-year-old plumber, had been experiencing a series of symptoms, including increased thirst, frequent urination, and unusual weight loss. After some prodding from his wife, he went to see his family physician, Dr. Lopez. The doctor gave him a physical exam, ordered some blood work, and scheduled a follow-up appointment. On the return visit, Arnold sat down with the doctor to discuss his diagnosis. Dr. Lopez explained, “You have noninsulin-dependent diabetes or type 2 diabetes, which is a chronic condition that affects the way your body metabolizes glucose. Insulin is a pancreatic hormone that transforms dietary glucose into energy for your cells. If you had type 1 diabetes, it would mean that your pancreas produces little or no insulin. However, with type 2 diabetes, your pancreas produces sufficient amounts of insulin, but your cells are no longer utilizing it efficiently, which causes fluctuation in your blood glucose levels. To treat your condition, you’ll need to start eating a healthy diet, start exercising regularly, and monitor your blood sugar. I’m writing you a prescription for Metformin and a glucose monitor.” After finishing his explanation, Dr. Lopez asked Arnold if he had any questions. Slightly stunned, Arnold just shook his head and replied, “No.” Dr. Lopez also told him that his practice has a diabetes fact sheet posted on their website and suggested that he look it up and read it. Arnold thanked him and left. He went to the pharmacy to have his prescription filled and also bought a bottle of glucosamine, a dietary supplement used by some people to treat joint pain. When his wife asked what the glucosamine was for, Arnold said, “I think I’m supposed to be taking it. The doctor mentioned it a few times.” 1. What are some reasons why Arnold likely did not understand what Dr. Lopez told him? 2. What could Dr. Lopez have done to better present the information in a way that Arnold would understand? 3. Was it a good idea for Dr. Lopez to refer Arnold to his practice’s website for more information? Why or why not? Case 2: Dr. Falk and Dr. Keller operate a family medical practice. One afternoon, as they ate lunch in the break room, they discussed an article about health literacy that Dr. Falk was reading in a national news magazine. “There’s been a growing trend toward healthcare organizations becoming health literate,” Dr. Keller said. “The statistics are pretty surprising,” Dr. Falk replied. “More than half of the people surveyed had only basic or below basic health literacy skills.” “Do you think it’s something we should look into at our practice?” Dr. Keller asked. “I think we should,” Dr. Falk replied. While they were talking, Amanda, the office manager, and Jean, one of the nurses, came into the break room to get some coffee. They overheard what the doctors were discussing, and Amanda asked Jean, “What.

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Copyright © 2019, American Institute of Certified Public Accountants, Inc. All Rights Reserved. AICPA Code of Professional Conduct Effective December 15, 2014. Updated for all Official Releases through September 1, 2018 ii Table of Contents Preface: Applicable to All Members ...................................................................................... 1 0.100 Overview of the Code of Professional Conduct ........................................................ 1 .01 ................................................................................................................... 1 .02 ................................................................................................................... 1 .03 ................................................................................................................... 1 0.100.010 Principles and Rules of Conduct ............................................................. 1 0.100.020 Interpretations and Other Guidance .......................................................... 1 0.200 Structure and Application of the AICPA Code ......................................................... 2 0.200.010 Structure of the AICPA Code ................................................................. 2 0.200.020 Application of the AICPA Code .............................................................. 2 0.200.030 Citations ............................................................................................. 3 0.200.040 Transition Provisions ............................................................................ 4 0.200.050 Drafting Conventions ............................................................................ 4 0.300 Principles of Professional Conduct ........................................................................ 5 0.300.010 Preamble ............................................................................................ 5 0.300.020 Responsibilities .................................................................................... 5 0.300.030 The Public Interest ............................................................................... 5 0.300.040 Integrity .............................................................................................. 6 0.300.050 Objectivity and Independence ................................................................. 6 0.300.060 Due Care ............................................................................................ 6 0.300.070 Scope and Nature of Services ................................................................. 7 0.400 Definitions ........................................................................................................ 7 .01 ................................................................................................................... 8 .02 .......................................................................................................

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Copyright © 2018 Pearson Education, Inc. All Rights ReservedChild Development Worldwide: A Cultural Approach First Edition Chapter 1 Child Development Worldwide: Who, How, and Why Copyright © 2018 Pearson Education, Inc. All Rights ReservedLearning Objectives (1 of 4) 1.1 A Worldwide Profile of Humanity Today 1.1.1 Describe the nature of the “global demographic divide” between developing and developed countries, and explain why the United States is following a different demographic path from other developed countries. 1.1.2 Distinguish between developing and developed countries in terms of income, education, and cultural values. 1.1.3 Explain why socioeconomic status (SES), gender, and ethnicity are important aspects of child development within countries. 1.2 Humans: The Cultural and Global Species 1.2.1 Identify the evolution of characteristics that make modern humans distinct from their nearest great ape species. 1.2.2 Summarize the major changes in human cultures since the Upper Paleolithic period. 1.2.3 Apply information about human evolution to how child development takes place today. Copyright © 2018 Pearson Education, Inc. All Rights ReservedLearning Objectives (2 of 4) 1.3 The Field of Child Development: Emergence and Expansion 1.3.1 Provide some reasons why the field of child development primarily focused on younger children until about the mid-20th century. 1.3.2 Describe when the field of child development began to address adolescence in a notable way, and explain why the age range that Hall had designated for adolescence has been moved downward by contemporary researchers. 1.3.3 Explain how the field of child development has recently expanded anew to encompass emerging adulthood. 1.3.4 Describe the cultural-developmental approach, and why developmental stages and pathways within this approach are somewhat flexible. Copyright © 2018 Pearson Education, Inc. All Rights ReservedLearning Objectives (3 of 4) 1.4 How We Study Child Development 1.4.1 Recall the five steps of the scientific method. 1.4.2 Summarize the main measurements used in research on child development. 1.4.3 Distinguish between major types of research designs. 1.4.4 Describe the two major types of research designs distinctive to developmental psychology. 1.4.5 Identify some key ethical standards for child development research. Copyright © 2018 Pearson Education, Inc. All Rights ReservedLearning Objectives (4 of 4) 1.5 Why We Study Child Development Worldwide 1.5.1 Explain the three general levels at which child development contributes knowledge. 1.5.2 Give examples of how scientific knowledge can be applied across contexts to improve children’s lives. Copyright © 2018 Pearson Education, Inc. All Rights Reserved Copyright © 2018 Pearson Education, Inc. All Rights ReservedA Cultural Approach to Understanding Child DevelopmentChild development is the ways individuals grow and change until adulthoodCulture is the total pattern of a group’s customs, beliefs, art, and techn.

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Copyright © 2018 Pearson Education, Inc. C H A P T E R 6 Files and Exceptions Copyright © 2018 Pearson Education, Inc. TopicsIntroduction to File Input and OutputUsing Loops to Process FilesProcessing RecordsExceptions Copyright © 2018 Pearson Education, Inc. Introduction to File Input and OutputFor program to retain data between the times it is run, you must save the data Data is saved to a file, typically on computer disk Saved data can be retrieved and used at a later time“Writing data to”: saving data on a fileOutput file: a file that data is written to Copyright © 2018 Pearson Education, Inc. Copyright © 2018 Pearson Education, Inc. Introduction to File Input and Output (cont’d.)“Reading data from”: process of retrieving data from a fileInput file: a file from which data is readThree steps when a program uses a file Open the file Process the file Close the file Copyright © 2018 Pearson Education, Inc. Copyright © 2018 Pearson Education, Inc. Types of Files and File Access MethodsIn general, two types of files Text file: contains data that has been encoded as text Binary file: contains data that has not been converted to textTwo ways to access data stored in file Sequential access: file read sequentially from beginning to end, can’t skip ahead Direct access: can jump directly to any piece of data in the file Copyright © 2018 Pearson Education, Inc. Filenames and File ObjectsFilename extensions: short sequences of characters that appear at the end of a filename preceded by a period Extension indicates type of data stored in the fileFile object: object associated with a specific file Provides a way for a program to work with the file: file object referenced by a variable Copyright © 2018 Pearson Education, Inc. Filenames and File Objects (cont’d.) Copyright © 2018 Pearson Education, Inc. Opening a Fileopen function: used to open a file Creates a file object and associates it with a file on the disk General format: file_object = open(filename, mode)Mode: string specifying how the file will be opened Example: reading only ('r'), writing ('w'), and appending ('a') Copyright © 2018 Pearson Education, Inc. Specifying the Location of a FileIf open function receives a filename that does not contain a path, assumes that file is in same directory as programIf program is running and file is created, it is created in the same directory as the program Can specify alternative path and file name in the open function argument Prefix the path string literal with the letter r Copyright © 2018 Pearson Education, Inc. Writing Data to a FileMethod: a function that belongs to an object Performs operations using that objectFile object’s write method used to write data to the file Format: file_variable.write(string)File should be closed using file object close method Format: file_variable.close() Copyright © 2018 Pearson Education, Inc. Reading Data From a Fileread method: file object method tha.

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Copyright © 2018 Capella University. Copy and distribution of this document are prohibited. PSYC1003 Learner’s Name Topic Selection and Thesis Worksheet Topic: In the box below, state the topic of your research as a full sentence. How do addictions of a family member affect nonaddicted family members? Preliminary Thesis Statement: In the box below, state your preliminary thesis statement as a full sentence or two. (Note: Your thesis statement may change as you discover new information about your topic.) Addiction has a devastating effect on families. When a family member is addicted to drugs or alcohol, tension, miscommunication, and frequent arguments are likely to become a part of the addict’s household. (DrugRehab.org, 2016). List the curiosity questions you asked about the topic before researching it. What is addiction, and what are the different types of addiction? How does addiction affect family life? How does addiction of a parent or parents affect a child? How does addiction of a spouse affect a person? What are the consequences of addiction? How does addiction of a child affect the parents? How does addiction affect the social life of a family that has an addicted member? What kinds of people are prone to addiction? What causes addiction? How should the problem of addiction be dealt with? What other points of view, in addition to your own, did you consider before deciding your position on this specific topic? Comment [A1]: Hi! Wonderful thesis statement—it clearly establishes the point of view and position for you paper. Comment [A2]: Hi! The citation should come before the final period in the sentence. Comment [A3]: Hi! Great curiosity question that reflect an open-minded approach to the topic and a willingness to see where the information will take you! Copyright © 2018 Capella University. Copy and distribution of this document are prohibited. PSYC1003 Before deciding my position on addiction, I considered the following points of view, in addition to my own: • Addiction of a family member is beneficial to nonaddict family members. • Addiction of a family member does not affect nonaddict family members. • Addiction of a family member may affect nonaddict children and adolescents in the family as they tend to have impressionable minds. • Addiction of a family member may affect nonaddict family members who have poor mental health. • Addiction of a family member may affect nonaddict family members who can be easily influenced. Comment [A4]: Hi! Wonderful job looking at point of view! With points of view, we’re looking at different ways the topic could be viewed from a top-view level. The thesis is that addiction is harmful for the non-addicted family member. A starting point for looking at different points of view is start with the opposite: addiction is beneficial for the non-addict family member. That may seem to viola.

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Copyright © 2018 Capella University. Copy and distribution o.docx

Copyright © 2018 Capella University. Copy and distribution o.docx

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Copyright © 2018 Pearson Education, Inc. C H A P T E R 3 Decision Structures and Boolean Logic Copyright © 2018 Pearson Education, Inc. Topics • The if Statement • The if-else Statement • Comparing Strings • Nested Decision Structures and the if-elif-else Statement • Logical Operators • Boolean Variables • Turtle Graphics: Determining the State of the Turtle Copyright © 2018 Pearson Education, Inc. The if Statement • Control structure: logical design that controls order in which set of statements execute • Sequence structure: set of statements that execute in the order they appear • Decision structure: specific action(s) performed only if a condition exists • Also known as selection structure Copyright © 2018 Pearson Education, Inc. The if Statement (cont’d.) • In flowchart, diamond represents true/ false condition that must be tested • Actions can be conditionally executed • Performed only when a condition is true • Single alternative decision structure: provides only one alternative path of execution • If condition is not true, exit the structure Copyright © 2018 Pearson Education, Inc. The if Statement (cont’d.) Copyright © 2018 Pearson Education, Inc. The if Statement (cont’d.) • Python syntax: if condition: Statement Statement • First line known as the if clause • Includes the keyword if followed by condition • The condition can be true or false • When the if statement executes, the condition is tested, and if it is true the block statements are executed. otherwise, block statements are skipped Copyright © 2018 Pearson Education, Inc. Boolean Expressions and Relational Operators • Boolean expression: expression tested by if statement to determine if it is true or false • Example: a > b • true if a is greater than b; false otherwise • Relational operator: determines whether a specific relationship exists between two values • Example: greater than (>) Copyright © 2018 Pearson Education, Inc. Boolean Expressions and Relational Operators (cont’d.) • >= and <= operators test more than one relationship • It is enough for one of the relationships to exist for the expression to be true • == operator determines whether the two operands are equal to one another • Do not confuse with assignment operator (=) • != operator determines whether the two operands are not equal Copyright © 2018 Pearson Education, Inc. Boolean Expressions and Relational Operators (cont’d.) Copyright © 2018 Pearson Education, Inc. Boolean Expressions and Relational Operators (cont’d.) • Using a Boolean expression with the > relational operator Copyright © 2018 Pearson Education, Inc. Boolean Expressions and Relational Operators (cont’d.) • Any relational operator can be used in a decision block • Example: if balance == 0 • Example: if payment != balance • It is possible to have a block inside another block • Example: if statement inside a function •.

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Copyright © 2018 by Steven Levitsky and Daniel Ziblatt All rights reserved. Published in the United States by Crown, an imprint of the Crown Publishing Group, a division of Penguin Random House LLC, New York. crownpublishing.com CROWN and the Crown colophon are registered trademarks of Penguin Random House LLC. Library of Congress Cataloging-in-Publication Data Names: Levitsky, Steven, author. | Ziblatt, Daniel, 1972– author. Title: How democracies die / Steven Levitsky and Daniel Ziblatt. Description: First edition. | New York : Crown Publishing, [2018] | Includes bibliographical references. Identifiers: LCCN 2017045872| ISBN 9781524762933 | ISBN 9781524762940 (pbk.) | ISBN 9781524762957 (ebook) Subjects: LCSH: Democracy. | Political culture. | Democracy—United States. | Political culture— United States. | United States—Politics and government—2017– Classification: LCC JC423 .L4855 2018 | DDC 321.8—dc23 LC record available at https://lccn.loc.gov/ 2017045872 ISBN 9781524762933 Ebook ISBN 9781524762957 International edition ISBN 9780525574538 Cover design by Christopher Brand v5.1 ep http://crownpublishing.com/ https://lccn.loc.gov/2017045872 To our families: Liz Mineo and Alejandra Mineo-Levitsky & Suriya, Lilah, and Talia Ziblatt Contents Cover Title Page Copyright Dedication Introduction Chapter 1: Fateful Alliances Chapter 2: Gatekeeping in America Chapter 3: The Great Republican Abdication Chapter 4: Subverting Democracy Chapter 5: The Guardrails of Democracy Chapter 6: The Unwritten Rules of American Politics Chapter 7: The Unraveling Chapter 8: Trump Against the Guardrails Chapter 9: Saving Democracy Acknowledgments Endnotes file:///tmp/calibre_4.8.0_tmp_kSZb6L/QHRTjZ_pdf_out/OEBPS/Levi_9781524762957_epub3_cvi_r1.xhtml Introduction Is our democracy in danger? It is a question we never thought we’d be asking. We have been colleagues for fifteen years, thinking, writing, and teaching students about failures of democracy in other places and times— Europe’s dark 1930s, Latin America’s repressive 1970s. We have spent years researching new forms of authoritarianism emerging around the globe. For us, how and why democracies die has been an occupational obsession. But now we find ourselves turning to our own country. Over the past two years, we have watched politicians say and do things that are unprecedented in the United States—but that we recognize as having been the precursors of democratic crisis in other places. We feel dread, as do so many other Americans, even as we try to reassure ourselves that things can’t really be that bad here. After all, even though we know democracies are always fragile, the one in which we live has somehow managed to defy gravity. Our Constitution, our national creed of freedom and equality, our historically robust middle class, our high levels of wealth and education, and our large, diversified private sector—all these should inoculate us from the kind of democrat.

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Copyright © 2017, 2014, 2011 Pearson Education, Inc. All Rights Reserved Psychology Twelfth Edition Chapter 1 What Is Psychology? Copyright © 2017, 2014, 2011 Pearson Education, Inc. All Rights Reserved Psychology, Pseudoscience, and Popular Opinion • LO 1.1.A Define psychology, and describe how it addresses topics from a scientific perspective. • LO 1.1.B Provide examples of pseudoscience, psychobabble, popular opinion, and “plain old common sense” related to psychological topics, and describe how scientific psychology would address such claims. Copyright © 2017, 2014, 2011 Pearson Education, Inc. All Rights Reserved What Psychology Is • Psychology is the discipline concerned with behavior and mental processes and how they are affected by an organism’s external and internal environment. • Unlike pop psychology, scientific psychology is based on research and empirical evidence. – gathered by careful observation, experimentation, and measurement Copyright © 2017, 2014, 2011 Pearson Education, Inc. All Rights Reserved What Psychology Is Not (1 of 4) • Psychologists have many pseudoscientific competitors, such as astrologers and psychics. • Like psychologists, promoters of nonscientific systems try to explain people’s problems and predict their behavior. • When their claims are put to the test, they turn out to be so vague as to be meaningless or just plain wrong. Copyright © 2017, 2014, 2011 Pearson Education, Inc. All Rights Reserved What Psychology Is Not (2 of 4) • Psychology’s methods and reliance on empirical evidence distinguish it from pseudoscience and “psychobabble.” • Like scientists in other fields, psychological researchers strive to: – discover new phenomena and correct mistaken ideas – deepen our understanding of an already familiar world Copyright © 2017, 2014, 2011 Pearson Education, Inc. All Rights Reserved What Psychology Is Not (3 of 4) • Psychobabble is appealing because it confirms our beliefs and prejudices. • In contrast, psychology often challenges them. • Fully understanding basic human processes that most people take for granted often involves: – examining them in a new light – turning common wisdom on its head for a different perspective – shaking up cherished beliefs to see why and when they hold true Copyright © 2017, 2014, 2011 Pearson Education, Inc. All Rights Reserved What Psychology Is Not (4 of 4) Figure 1.1 Psychology: It’s Not Just “Common Sense” Copyright © 2017, 2014, 2011 Pearson Education, Inc. All Rights Reserved Thinking Critically and Creatively About Psychology • LO 1.2.A Explain why critical thinking applies to all scientific pursuits, and also why it should guide everyday judgments and decision making. • LO 1.2.B List eight important critical-thinking guidelines and give an example of how each applies to the science of psychology. Copyright © 201.

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Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins Chapter 1 Introduction to Nursing Research in an Evidence-Based Practice Environment * Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins Question Tell whether the following statement is true or false: Nursing research is systematic inquiry using disciplined methods to solve problems. Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins Answer False Research is systematic inquiry using disciplined methods to solve problems. Nursing research is systematic inquiry to develop knowledge about issues of importance to the nursing profession. Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins What Is Research?Systematic inquiry using disciplined methods to solve problems Nursing researchSystematic inquiry to develop knowledge about issues of importance to the nursing profession * Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins Consumer–Producer ContinuumConsumers: nurses who read and evaluate research reports or summariesProducers: nurses who design and undertake research studies Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins Question Tell whether the following statement is true or false: Producers of research design and undertake studies. Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins Answer True Knowledge of nursing research enhances the professional practice of both consumers of research (who read and evaluate studies) and producers of research (who design and undertake studies). Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins Contemporary EmphasisEvidence-based practice projectsReplicationsResearch integration through systematic reviewMultisite and interdisciplinary studiesExpanded dissemination effortsIncreased focus on health disparities Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins Sources of Evidence for Nursing PracticeTraditionAuthority Clinical experience, trial and error, intuitionLogical reasoning (inductive and deductive) * Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins What Is a Paradigm? A world view; a general perspective on the complexities of the real world, with certain assumptions about reality Key paradigms for nursing research:Positivist paradigmNaturalistic paradigm * Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins What Is the Nature of Reality?Positivist assumption: Reality exists; there is a real world driven by natural causes.Naturalistic assumption: Reality is multiple and subjective, constructed by individuals. * Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins Question What occurs in the positivist paradigm? Reality is not fixed. Reality is fixed. Associated with qualitative research Subjective, narrative materials Copyright © 2017 Wolters Kluwer .

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Copyright © 2016, 2013, 2010 Pearson Education, Inc. All Rights Reserved Operations Management 8th edition Chapter 2 Operations Performance Copyright © 2016, 2013, 2010 Pearson Education, Inc. All Rights Reserved Slack et al.’s model of operations management Copyright © 2016, 2013, 2010 Pearson Education, Inc. All Rights Reserved In Chapter 2 – Operations performance – Slack et al. identify the following key questions…  Why is operations performance vital in any organization?  How is operations performance judged at a societal level?  How is operations performance judged at a strategic level?  How is operations performance judged at an operational level?  How can operations performance be measured?  How do operations performance objectives trade off against each other? Key questions Copyright © 2016, 2013, 2010 Pearson Education, Inc. All Rights Reserved Three levels of operations performance Copyright © 2016, 2013, 2010 Pearson Education, Inc. All Rights Reserved Stakeholder groups with typical operations objectives Copyright © 2016, 2013, 2010 Pearson Education, Inc. All Rights Reserved People – The social account, measured by the impact of the operation on the quality of people’s lives Planet – The environmental account, measured by environmental impact of the operation Profit – The economic account, measured by profitability, return on assets, etc. of the operation Sustainability How operations can impact TBL performance (1 of 3) • Recyclability of materials, energy consumption and waste material generation • Reducing transport-related energy • Noise pollution, fume and emission pollution • Obsolescence and wastage • Environmental impact of process failures • Recovery to minimize impact of failures Copyright © 2016, 2013, 2010 Pearson Education, Inc. All Rights Reserved People – The social account, measured by the impact of the operation on the quality of people’s lives Planet – The environmental account, measured by environmental impact of the operation Profit – The economic account, measured by profitability, return on assets, etc. of the operation Sustainability How operations can impact TBL performance (2 of 3) • Customer safety from products and services • Employment impact of an operation’s location • Employment implications of outsourcing • Repetitive or alienating work • Staff safety and workplace stress • Non-exploitation of developing country suppliers Copyright © 2016, 2013, 2010 Pearson Education, Inc. All Rights Reserved People – The social account, measured by the impact of the operation on the quality of people’s lives Planet – The environmental account, measured by environmental impact of the operation Profit – The economic account, measured by profitability, return on assets, etc. of the operation Sustainability How operations can impact TBL performance (3 of 3) • Cost of producing p.

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Copyright © 2017 by University of Phoenix. All rights reserved. Week 3 Case Study FIN/486 Version 6 1 Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. Berkshire Instruments Al Hansen, the newly appointed vice president of finance of Berkshire Instruments, was eager to talk to his investment banker about future financing for the firm. One of Al’s first assignments was to determine the firm’s cost of capital. In assessing the weights to use in computing the cost of capital, he examined the current balance sheet, presented in Figure 1 below. In their discussion, Al and his investment banker determined that the current mix in the capital structure was very close to optimal and that Berkshire Instruments should continue with it in the future. Of some concern was the appropriate cost to assign to each of the elements in the capital structure. Al Hansen requested that his administrative assistant provide data on what the cost to issue debt and preferred stock had been in the past. The information is provided in Figure 2 below. When Al got the data, he felt he was making real progress toward determining the cost of capital for the firm. However, his investment banker indicated that he was going about the process in an incorrect manner. The important issue is the current cost of funds, not the historical cost. The banker suggested that a comparable firm in the industry, in terms of size and bond rating (Baa), Rollins Instruments, had issued bonds a year and a half ago for 9.3 percent interest at a $1,000 par value, and the bonds were currently selling for $890. The bonds had 20 years remaining to maturity. The banker also observed that Rollings Instruments had just issued preferred stock at $60 per share, and the preferred stock paid an annual dividend of $4.80. In terms of cost of common equity, the banker suggested that Al Hansen use the dividend valuation model as a first approach to determining cost of equity. Based on that approach, Al observed that earnings were $3 a share and that 40 percent would be paid out in dividends (D1). The current stock price was $25. Dividends in the last four years had grown from 82 cents to the current value. The banker indicated that the under-writing cost (flotation cost) on a preferred stock issue would be $2.60 per share and $2.00 per share on common stock. Al Hansen further observed that his firm was in a 35 percent marginal tax bracket. With all this information in hand, Al Hansen sat down to determine his firm’s cost of capital. He was a little confused about computing the firm’s cost of common equity. He knew there were two different formulas: One: One for the cost of retained earnings and one for the cost of new common stock. His investment banker suggested that he follow the normally accepted approach used in determining the marginal c.

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Copyright © 2017 by University of Phoenix. All rights rese.docx

dickonsondorris

Copyright © 2016 John Wiley & Sons, Inc. Copyright © 2016 John Wiley & Sons, Inc. Managing and Using Information Systems A STRATEGIC APPROACH Sixth Edition Keri E. Pearlson KP Partners Carol S. Saunders W.A. Franke College of Business Northern Arizona University Dr. Theo and Friedl Schoeller Research Center for Business and Society Dennis F. Galletta Katz Graduate School of Business University of Pittsburgh, Pittsburgh, PA Copyright © 2016 John Wiley & Sons, Inc. VICE PRESIDENT & DIRECTOR George Hoffman EXECUTIVE EDITOR Lise Johnson DEVELOPMENT EDITOR Jennifer Manias ASSOCIATE DEVELOPMENT EDITOR Kyla Buckingham SENIOR PRODUCT DESIGNER Allison Morris MARKET SOLUTIONS ASSISTANT Amanda Dallas SENIOR DIRECTOR Don Fowley PROJECT MANAGER Gladys Soto PROJECT SPECIALIST Nichole Urban PROJECT ASSISTANT Anna Melhorn EXECUTIVE MARKETING MANAGER Christopher DeJohn ASSISTANT MARKETING MANAGER Puja Katariwala ASSOCIATE DIRECTOR Kevin Holm SENIOR CONTENT SPECIALIST Nicole Repasky PRODUCTION EDITOR Loganathan Kandan This book was set in 10/12 Times Roman by SPi Global and printed and bound by Courier Kendallville. This book is printed on acid free paper. Founded in 1807, John Wiley & Sons, Inc. has been a valued source of knowledge and understanding for more than 200 years, helping people around the world meet their needs and fulfill their aspirations. Our company is built on a foundation of principles that include responsibility to the communities we serve and where we live and work. In 2008, we launched a Corporate Citizenship Initiative, a global effort to address the environmental, social, economic, and ethical challenges we face in our business. Among the issues we are addressing are carbon impact, paper specifications and procurement, ethical conduct within our business and among our vendors, and community and charitable support. For more information, please visit our website: www.wiley.com/go/citizenship. Copyright © 2016, 2013, 2010, 2006, 2004, 2001 John Wiley & Sons, Inc. All rights reserved. No part of this publication may be repro- duced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning or otherwise, except as permitted under Sections 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per‐copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923 (Web site: www.copyright.com). Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030‐5774, (201) 748‐6011, fax (201) 748‐6008, or online at: www. wiley.com/go/permissions. Evaluation copies are provided to qualified academics and professionals for review purposes only, for use in their cou.

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dickonsondorris

Copyright © 2016 Pearson Education, Inc. 7-* Chapter 7 Analyzing Business Markets Copyright © 2016 Pearson Education, Inc. 7-* Learning Objectives What is organizational buying? What buying situations do business buyers face? Who participates in the business-to-business buying process? How do business buyers make their decisions? In what ways can business-to-business companies develop effective marketing programs? How can companies build strong loyalty relationships with business customers? How do institutional buyers and government agencies do their buying? Copyright © 2016 Pearson Education, Inc. 7-* What is Organizational Buying?Business market Consists of all the organizations that acquire goods and services used in the production of other products or services that are sold, rented, or supplied to others Frederick E. Webster Jr. and Yoram Wind define organizational buying as the decision-making process by which formal organizations establish the need for purchased products and services and identify, evaluate, and choose among alternative brands and suppliers. Any firm that supplies components for products is in the business-to-business marketplace. More dollars and items change hands in sales to business buyers than to consumers. * Copyright © 2016 Pearson Education, Inc. 7-* Business marketsFewer, larger buyersClose supplier–customer relationshipsProfessional purchasingMultiple buying influencesMultiple sales callsDerived demandInelastic demandFluctuating demandGeographically concentrated buyersDirect purchasing Business marketers contrast sharply with consumer markets in some ways. The business marketer normally deals with far fewer, much larger buyers than the consumer marketer does, particularly in such industries as aircraft engines and defense weapons. Because of the smaller customer base and the importance and power of the larger customers, suppliers are frequently expected to customize their offerings to individual business customer needs. Business goods are often purchased by trained purchasing agents, who must follow their organizations’ purchasing policies, constraints, and requirements. More people typically influence business buying decisions. Buying committees consisting of technical experts and even senior management are common in the purchase of major goods. A study by McGraw-Hill found that it took four to four-and-a-half calls to close an average industrial sale. The demand for business goods is ultimately derived from the demand for consumer goods. The total demand for many business goods and services is inelastic—that is, not much affected by price changes. The demand for business goods and services tends to be more volatile than the demand for consumer goods and services. The geographical concentration of producers helps to reduce selling costs. Business buyers often buy directly from manufacturers .

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