For your Final Project, you will have four steps - two discussions, .docx
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For your Final Project, you will have four steps - two discussions, one PowerPoint and one research Paper. Detailed instructions and examples are available in the Week Nine Module. For the first step, please review the list of artists below and look at the art21 website (Links to an external site.) . Discuss: For your first post, choose an artist (from the list below) to research for your Power Point and Paper assignments. Your first post is simply the name of the artist you have selected . SPECIAL NOTE: BEFORE YOU SUMBIT YOUR FIRST POST: Make sure and check the discussion to confirm that no one else has chosen the artist you are choosing. Only one (1) student per artist is allowed and the selection will be awarded on the basis of who made the selection first . If you do not participate in this discussion, I will assign an artist to you and you will lose points for not completing the assignment. I will confirm your selection by adding you name beside the artist you have chosen or been assigned. . For your second post , please identify why you have selected this artist? What drew you to their work? Art 21 – List of Contemporary Artists (These artists are selected from a nationally televised show on contemporary artists called Art21. The website for review and research is www.art21.org (Links to an external site.) . Once you are on the site, you can open the artists section and scroll through the Index to preview their work.) 1. Ai Weiwei- 2. Diana Al-Hadid- 3. Ida Applebroog- 4. Mark Bradford 5. Layla Ali 6. Cai Guo-Qiang- 7. Nick Cave- 8. Michael Ray Charles- 9. Leonardo Drew - 10. Thilo Frank- 11. Katharina Grosse- 12. Ann Hamilton- 13. Elliot Hundley- 14. Arturo Herrera- 15. William Kentridge- 16. Margaret Kilgallen- 17. Liz Larner- 18. Maya Lin- 19. Trenton Doyle Hancock - 20. Sally Mann- 21. Elizabeth Murray- 22. Ernesto Neto- 23. Damian Ortega- 24. Pepon Osorio- 25. Marin Puryear- 26. Mary Reid Kelley- 27. Mariah Robertson- 28. Doris Salcedo- 29. Avery Singer- 30. Do Ho Suh- 31. Shahzia Sikander- 32. James Turrell- 33. Ursula von Rydingsvard- 34. Kara Walker- 35. Carrie Mae Weems - 26. Fred Wilson - .
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Recommended
ObjectiveResearch an influential artist and present how his or .docx
Objective:
Research an influential artist and present how his or her work impacts and influences the world.
Resources:
Select a contemporary artist from the choices below you want to learn more about. In this assignment, you have the choice to showcase them in an essay
Banksy
Damien Hirst
Yayoi Kusama
Vic Muniz
Andy Warhol
Takashi Murakami
Jeff Koons
Gerhard Richter
Marina Abramovic
Ed Ruscha
Frank Stella
Cindy Sherman
Additional Resources:
2017 Influential Artists
•
The Art Story
•
Museum of Contemporary Art
•
The Broad
Instructions:
Step 1.
Choose the medium to showcase your chosen artist using the questions below as your guide to writing the content. Choose a 500 word essay
Where is the artist from?
What does he or she make?
How would you describe the artist’s work?
Is the artist’s work similar to or different from that of other artists? Explain!
What do you perceive to be the artist’s motivation and inspiration?
Which are the artist’s most significant works?
What movement or school of art might the artist be categorized under?
Identify achievements, events, and milestones for which the artist is known.
Step 2
. Choose 3 or more images from the artist’s work to include that support your content. Include information about the artwork (artist, title, date, dimensions, medium, current location)
with the image
in your project.
Step 3
. Assemble your project.
Step 4.
Source Citations List: On a separate page, slide, or frame at the end of your project, list all of your sources in alphabetical order. Include the article title, author, date, and website URL or publisher.
Additional Notes:
You may choose an artist not on the list, however, please contact your instructor prior to the due date for approval. Your content should be written in your own words. Any images or written content not of your own creation should be cited per the instructions above. All assignments are subject to plagiarism review by Turnitin.com.
How to
Submit:
Use these additional specifications listed below based on the media you created.
Essay
:
1st page -
Course Name, Activity Name, Chosen Artist, Your Name, and Date
Last page - Alphabetical ordered Source List
500 words minimum, double-spaced, in 12-point font
Save the essay in PDF format, and upload it to the Completion box below
.
ARH2000 Art & Culture USF College of the Arts 1 .docx
ARH2000 Art & Culture
USF College of the Arts
1
Art & Identity Research Project
15 points / 15% of final grade
Submit via the link provided in Canvas.
OVERVIEW
For this final project you will research two (2) contemporary artists who deal with the theme of
identity. In addition, you will reflect upon and propose an imagined artwork that relates to your own
concept of identity. (Do not worry if you are not artistically inclined, you are NOT expected to create an
actual finished art piece; it is merely a proposal for something you imagine.). The final project will be
presented as a well-researched PowerPoint presentation. Scholarly research and a Works Cited
page/slide are important components of this project.
HOW TO PREPARE
1. Engage with the presentation: “Art & Identity”
2. Read/review the following from the textbook: Chapter 4.9 (The Body in Art) and 4.10 (Identity, Race, &
Gender in Art); pp. 189 (grey box); 357-359
ARTIST RESEARCH
1. Choose two (2) artists from the list on page three of these instructions. Research your
chosen artists in relation to their interest in a theme of “Identity”.
2. You must use at least three different types of sources in your research project: The artwork
itself will be one source – the most important primary source. Therefore, you must research and
find at least two (2) other types of sources (interview with the artists, scholarly articles, books,
museum website etc.) to use in your study. Most will need to exceed this minimum for a robust
presentation. See page 189 of your textbook for a list of possible primary and secondary sources.
Further resources on how to get started are found in the subheading “Resources” below. You can
find many sources in the library or in one of the library’s databases.
3. Your selection of artists should be intentional and surround a specific sub-topic of identity.
Your research should not focus on identity in only a broad and general way. Clearly identify the sub-
topic that relates to your artists. For example, you may find artists that are similarly interested in
any of the following sub-topics below:
the fluidity of identity
deconstructing cultural, social, or political difference
feminist critique
diversity or artists who create work that explores related cultures, groups, or societies
You may consider choosing artists that work in the same medium (for example, performance
art, painting, or installation) and how that material choice imparts meaning to their work.
4. After selecting your sub-topic and artists, you must decide on a title for your project.
ARH2000 Art & Culture
USF College of the Arts
2
5. Your research into the artists should include biographical information and an examination of the
artists’ approaches. In a PowerPoint presentation of your research, include the following:
a. Biographies of each artist:
i. Image of the artist (photo, sketch, etc.)
ii. Brief biography:.
Recommended
ObjectiveResearch an influential artist and present how his or .docx
Objective:
Research an influential artist and present how his or her work impacts and influences the world.
Resources:
Select a contemporary artist from the choices below you want to learn more about. In this assignment, you have the choice to showcase them in an essay
Banksy
Damien Hirst
Yayoi Kusama
Vic Muniz
Andy Warhol
Takashi Murakami
Jeff Koons
Gerhard Richter
Marina Abramovic
Ed Ruscha
Frank Stella
Cindy Sherman
Additional Resources:
2017 Influential Artists
•
The Art Story
•
Museum of Contemporary Art
•
The Broad
Instructions:
Step 1.
Choose the medium to showcase your chosen artist using the questions below as your guide to writing the content. Choose a 500 word essay
Where is the artist from?
What does he or she make?
How would you describe the artist’s work?
Is the artist’s work similar to or different from that of other artists? Explain!
What do you perceive to be the artist’s motivation and inspiration?
Which are the artist’s most significant works?
What movement or school of art might the artist be categorized under?
Identify achievements, events, and milestones for which the artist is known.
Step 2
. Choose 3 or more images from the artist’s work to include that support your content. Include information about the artwork (artist, title, date, dimensions, medium, current location)
with the image
in your project.
Step 3
. Assemble your project.
Step 4.
Source Citations List: On a separate page, slide, or frame at the end of your project, list all of your sources in alphabetical order. Include the article title, author, date, and website URL or publisher.
Additional Notes:
You may choose an artist not on the list, however, please contact your instructor prior to the due date for approval. Your content should be written in your own words. Any images or written content not of your own creation should be cited per the instructions above. All assignments are subject to plagiarism review by Turnitin.com.
How to
Submit:
Use these additional specifications listed below based on the media you created.
Essay
:
1st page -
Course Name, Activity Name, Chosen Artist, Your Name, and Date
Last page - Alphabetical ordered Source List
500 words minimum, double-spaced, in 12-point font
Save the essay in PDF format, and upload it to the Completion box below
.
ARH2000 Art & Culture USF College of the Arts 1 .docx
ARH2000 Art & Culture
USF College of the Arts
1
Art & Identity Research Project
15 points / 15% of final grade
Submit via the link provided in Canvas.
OVERVIEW
For this final project you will research two (2) contemporary artists who deal with the theme of
identity. In addition, you will reflect upon and propose an imagined artwork that relates to your own
concept of identity. (Do not worry if you are not artistically inclined, you are NOT expected to create an
actual finished art piece; it is merely a proposal for something you imagine.). The final project will be
presented as a well-researched PowerPoint presentation. Scholarly research and a Works Cited
page/slide are important components of this project.
HOW TO PREPARE
1. Engage with the presentation: “Art & Identity”
2. Read/review the following from the textbook: Chapter 4.9 (The Body in Art) and 4.10 (Identity, Race, &
Gender in Art); pp. 189 (grey box); 357-359
ARTIST RESEARCH
1. Choose two (2) artists from the list on page three of these instructions. Research your
chosen artists in relation to their interest in a theme of “Identity”.
2. You must use at least three different types of sources in your research project: The artwork
itself will be one source – the most important primary source. Therefore, you must research and
find at least two (2) other types of sources (interview with the artists, scholarly articles, books,
museum website etc.) to use in your study. Most will need to exceed this minimum for a robust
presentation. See page 189 of your textbook for a list of possible primary and secondary sources.
Further resources on how to get started are found in the subheading “Resources” below. You can
find many sources in the library or in one of the library’s databases.
3. Your selection of artists should be intentional and surround a specific sub-topic of identity.
Your research should not focus on identity in only a broad and general way. Clearly identify the sub-
topic that relates to your artists. For example, you may find artists that are similarly interested in
any of the following sub-topics below:
the fluidity of identity
deconstructing cultural, social, or political difference
feminist critique
diversity or artists who create work that explores related cultures, groups, or societies
You may consider choosing artists that work in the same medium (for example, performance
art, painting, or installation) and how that material choice imparts meaning to their work.
4. After selecting your sub-topic and artists, you must decide on a title for your project.
ARH2000 Art & Culture
USF College of the Arts
2
5. Your research into the artists should include biographical information and an examination of the
artists’ approaches. In a PowerPoint presentation of your research, include the following:
a. Biographies of each artist:
i. Image of the artist (photo, sketch, etc.)
ii. Brief biography:.
Select five artists, one from each category, in the page entitle.docx
Select five artists, one from each category, in the page entitled "Contemporary Artists from Around the World", Week 15.
For each artist selected, discuss the following:
1.
What are the formal elements used by each artist? (Remember, "formal" refers to the form the art takes: materials, size, style, etc.)
2.
What is the content of each artist's work? (Remember, "content" refers to the ideas, concepts, subject, intent, message, etc.)
3.
What are your thoughts and feelings regarding each artist you selected? How does each artist add to your understanding and appreciation of art? Have any of your assumptions about art changed? Why or why not?
Africa
. El Anatsui (b.1944, Ghana)
https://art21.org/artist/el-anatsui/
Julie Mehretu (b.1970, Ethiopia)
https://art21.org/artist/julie-mehretu/
Asia
Hiwa K (b.1975, Iraq)
https://art21.org/artist/hiwa-k/
Ai Weiwei (b.1957, China)
https://art21.org/artist/ai-weiwei/
Europe
Olafur Eliasson (b.1967, Denmark)
https://art21.org/artist/olafur-eliasson/
Katharina Grosse (b.1961, Germany)
https://art21.org/artist/katharina-grosse/
Mexico
Minerva Cuevas (b.1975, Mexico)
https://art21.org/artist/minerva-cuevas/
Graciela Iturbide (b.1942, Mexico)
https://art21.org/artist/graciela-iturbide/
USA and Canada
Carrie Mae Weems (b.1953, USA)
https://art21.org/artist/carrie-mae-weems/
Mary Heilmann (b.1940, USA)
https://art21.org/artist/mary-heilmann/
.
Select five artists, one from each category, in the page entitle.docx
Select five artists, one from each category, in the page entitled "Contemporary Artists from Around the World", Week 15.
For each artist selected, discuss the following:
1.
What are the formal elements used by each artist? (Remember, "formal" refers to the form the art takes: materials, size, style, etc.)
2.
What is the content of each artist's work? (Remember, "content" refers to the ideas, concepts, subject, intent, message, etc.)
3.
What are your thoughts and feelings regarding each artist you selected? How does each artist add to your understanding and appreciation of art? Have any of your assumptions about art changed? Why or why not?
Africa
. El Anatsui (b.1944, Ghana)
https://art21.org/artist/el-anatsui/
Julie Mehretu (b.1970, Ethiopia)
https://art21.org/artist/julie-mehretu/
Asia
Hiwa K (b.1975, Iraq)
https://art21.org/artist/hiwa-k/
Ai Weiwei (b.1957, China)
https://art21.org/artist/ai-weiwei/
Europe
Olafur Eliasson (b.1967, Denmark)
https://art21.org/artist/olafur-eliasson/
Katharina Grosse (b.1961, Germany)
https://art21.org/artist/katharina-grosse/
Mexico
Minerva Cuevas (b.1975, Mexico)
https://art21.org/artist/minerva-cuevas/
Graciela Iturbide (b.1942, Mexico)
https://art21.org/artist/graciela-iturbide/
USA and Canada
Carrie Mae Weems (b.1953, USA)
https://art21.org/artist/carrie-mae-weems/
Mary Heilmann (b.1940, USA)
https://art21.org/artist/mary-heilmann/
...
Final Project InformationSan Francisco Museum of Modern Art.docx
Final Project Information
San Francisco Museum of Modern Art
Minnesota Art Project – SF Galleries
Final Project Review of the essay format and required content.
Include the following concepts in your paper:
FINAL PROJECT: Written Visual Analysis/ Role of the Artist
DUE: Reference the due date on Canvas- If you do not complete the final project essay you will not pass the class.
Be sure to let me know if you have any questions.
Select a twentieth {1900’s} or twenty-first-century {2000’s} and their work being exhibited at a local museum.
I recommend the San Francisco Museum of Modern Art (SFMOMA), or any other major museum or gallery that is available to you. If you plan to go to a different museum or gallery, it is required you check in with me to get approval to go to a different museum.
Once you pick the artist, include and reference the four types of investigation Process of Visual Analyze, and explain what Role (out of the four roles) your artist identifies with during their creative process and concepts presented in their exhibition. Also include a biography on the artist in the introduction of your essay. Be sure to be thoughtful with your essays conclusion, {closing paragraph}, it is best to summarize the main points, considerations and concepts covered in your essay.
If you have an Oakland library card, or sign up for one you can get 2 free tickets to SFMOMA.
Here is the information:
You can use this website- https://oaklandlibrary.discoverandgo.net/ and get 2 free adult tickets for SFMOMA.
1) Artist name - Dianne Jones
2) The name of the work – Mission Bay Facing Northeast
3) The date the work was made – June 2008
4) Size of the artwork – 96 in x 120 in
5) Materials / medium - Chromogenic Color Print
6) Technique – created with a 4x5 large format camera, long exposure
7) Does it have any apparent function – Fine Art Photography Genre
Format the images with the assessment of physical properties, review the sample included in the PowerPoint that discusses the final project requirements.
One image/artwork page per, and the other pages would be your written text.
Artist name - Dianne Jones
The name of the work – Avenal Prison
The date the work was made – May 2012
Size of the artwork – 60 in x 60 in
Materials / medium - Chromogenic Color Print
Technique – created with a 4x5 large format camera, long exposure
Does it have any apparent function - Fine Art Photography Genre
Artist name - Dianne Jones
The name of the work – Mission Bay Facing South
The date the work was made – May 2002
Size of the artwork – 50 in x 60 in
Materials / medium - Chromogenic Color Print
Technique – created with a 4x5 large format camera, long exposure
Does it have any apparent function – Fine Art Photography Genre
Essay requirements:
Double-spaced 6 to 7 pages, which includes the images and the assessment of physical properties.
One image/artwork page per, and the other pages would be your written text.
Include a biogr ...
Art 101 module 6 guideactivity #1 warm upreview the class sl
Art 101 module 6 guideactivity #1 warm upreview the class sl
Finished introduction project.
A finished power point on my introduction project in Creative media (Level 3)
Fundamentals of Risk and InsuranceEmmEtt J. Vaughan • .docx
Fundamentals of
Risk and Insurance
EmmEtt J. Vaughan • thErEsE m. Vaughan
11e
■
FUNDAMENTALS OF
RISK AND INSURANCE
■
■
FUNDAMENTALS OF
RISK AND INSURANCE
■
ELEVENTH EDITION
EMMETT J. VAUGHAN
THERESE M. VAUGHAN
VICE PRESIDENT & EXECUTIVE PUBLISHER George Hoffman
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Fungi reproduce ___________________________ by fragmentation, buddin.docx
Fungi reproduce ___________________________ by fragmentation, budding, or producing spores.
10. In ___________________________ , pieces of hyphae grow into new mycelia.
11. The process of a parent cell undergoing mitosis and producing a new individual that pinches off,
matures, and separates from the parent is called ___________________________ .
12. When environmental conditions are right, a ___________________________ may germinate and
produce a threadlike ___________________________ that will grow into a mycelium.
13. Some hyphae grow away from the mycelium to produce a spore-containing structure called a
___________________________ .
14. In most fungi, the structures that support ___________________________ are the only part of the
fungus that can be seen.
15. Fungi may produce spores by ___________________________ or ___________________________ .
16. Many adaptations of fungi for survival involve ___________________________ .
17. ___________________________ protect spores and keep them from from drying out until they
are released.
18. A single puffball may produce a cloud containing as many as ___________________________ spores.
19. Producing a large number of spores increases a species’ chances of ___________________________ .
20. Fungal spores can be dispersed by ___________________________ , ___________________________ ,
and ___________________________ .
.
Full-Circle LearningMyLab™ Learning Full Circle for Mar.docx
Full-Circle Learning
MyLab™: Learning Full Circle for Marketing,
Management, Business Communication,
and Intro to Business
BEFORE
CLASS
AFTER
CLASS DURING
CLASS
Decision
Sims, Videos,
and Learning
Catalytics
DSMs,
pre-lecture
homework,
eText
Writing
Space, Video
Cases, Quizzes/
Tests
MyLab
Critical Thinking
MyManagementLab®: Improves Student
Engagement Before, During, and After Class
Decision Making
BREAKTHROUGH
Prep and
Engagement
BREAK
THRO
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To better resultsTo better results
• NEW! VIDEO LIBRARY – Robust video library with over 100 new book-specific videos that include
easy-to-assign assessments, the ability for instructors to add YouTube or other sources, the ability for
students to upload video submissions, and the ability for polling and teamwork.
• Decision-making simulations – NEW and improved feedback for students. Place your students
in the role of a key decision-maker! Simulations branch based on the decisions students make, providing
a variation of scenario paths. Upon completion students receive a grade, as well as a detailed report of
the choices and the associated consequences of those decisions.
• Video exercises – UPDATED with new exercises. Engaging videos that bring business concepts to
life and explore business topics related to the theory students are learning in class. Quizzes then assess
students’ comprehension of the concepts covered in each video.
• Learning Catalytics – A “bring your own device”
student engagement, assessment, and classroom
intelligence system helps instructors analyze
students’ critical-thinking skills during lecture.
• Dynamic Study Modules (DSMs) – UPDATED
with additional questions. Through adaptive
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and when they need it most, creating greater
engagement, improving knowledge retention, and
supporting subject-matter mastery. Also available
on mobile devices.
• Writing Space – UPDATED with new commenting tabs, new prompts, and a new tool
for students called Pearson Writer. A single location to develop and assess concept mastery
and critical thinking, the Writing Space offers automatic graded, assisted graded, and create your own
writing assignments, allowing you to exchange personalized feedback with students quickly and easily.
Writing Space can also check students’ work for improper citation or plagiarism by comparing it
against the world’s most accurate text comparison database available from Turnitin.
• Additional Features – Included with the MyLab are a powerful homework and test manager, robust
gradebook tracking, Reporting Dashboard, comprehensive online course content, and easily scalable
and shareable content.
http://www.pearsonmylabandmastering.com
Strategic
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A Competitive AdvAntAge ApproACh
This page intentionally left blank
Fred r. David
Francis Marion University
Florence, South Carolina
Forest r. David
Strategic Planning C.
Functional Behavior Assessment ExampleStudent NameInes SalazarD.docx
Functional Behavior Assessment Example
Student Name:Ines SalazarDate: ____ 10-22-2017_______
Age: 5 yrs, 6 mosCase Manager: _______Yvonne Jackson____
Description of Behavior:
Student isolates herself from others during class, refuses to go to lunch in the cafeteria, and prefers to stay in class during scheduled breaks. Student’s academic production is minimal.
Settings in which Behavior Occurs:
All Classes
Frequency:
3-4 days in a row, 2-3 times a month.
Intensity (Consequences of problem behavior on student, peers, instructional environment):
Significant reduction in completed work and alienation from peers.
Previous Interventions:
Counseling, verbal redirection to complete work, medications, parent conferences, student conferences, classroom behavior management program.
Educational Impact:
Severe academic failure, disruption of group projects and activities, lack of appropriate socialization and development of peer relations.
Social/Emotional Development:
Student appears depressed. She has previously been diagnosed and expresses subjective feelings of depression when asked.
Cognitive Development:
Student makes frequent negative self-statements about her academic ability, her self-worth, and how other students and adults feel about her.
Reinforcement:
Student receives 1:1, and more frequent attention from the teacher.
Home Factors:
Parents frequently make critical statements about Ines. They expect academic performance that is unrealistic, given student’s cognitive and academic ability levels. They have difficulty accepting what appears to be age-appropriate behavior.
Communication:
Withdrawal; may tell others to leave her alone.
© 2017. Grand Canyon University. All Rights Reserved.
Behavior Intervention Plan
Student Name: ______________________________________ Date: ______________
DOB: __________________ Case Manager: _______________________________________
Behavior
Goals
Interventions and Frequency of Intervention
Person Responsible
Goal/Intervention Review Notes
© 2017. Grand Canyon University. All Rights Reserved.
Behavior Intervention Plan Example
Student Name: ______________________________________ Date: ______________
DOB: __________________ Case Manager: _______________________________________
Behavior
Goals
Interventions and Frequency of Intervention
Person Responsible
Goal/Intervention Review Notes
Student isolates himself from others during class, refuses to go to lunch in the cafeteria, and prefers to stay in class during scheduled breaks. Student’s academic production is minimal.
A. During free time, interacts with other students and staff 90% of the time.
B. Goes to lunch in the cafeteria without supervision 90% of the time.
C. On task 90% of the time.
D. Completes assigned work 90% of the time.
A. Social work involvement for referral for family counseling focused on realistic expectations of student performance. Ongoing until counseling is started.
B. Daily monito.
Functional Requirements Document TemplateVersionDescription .docx
Functional Requirements Document
Template
Version
Description of Change
Author
Date
CONTENTS
41
INTRODUCTION
1.1
Purpose
4
1.2
Scope
4
1.3
Background
4
1.4
References
4
1.5
Assumptions and Constraints
4
1.6
Document Overview
5
2
METHODOLOGY
5
3
FUNCTIONAL REQUIREMENTS
5
4.1
Context
5
4.2
User Requirements
5
4.3
Data Flow Diagrams
6
4.4
Logical Data Model/Data Dictionary
6
4.5
Functional Requirements
6
5
OTHER REQUIREMENTS
6
5.1
Interface Requirements
6
5.2
Data Conversion Requirements
7
5.3
Hardware/Software Requirements
7
5.4
Operational Requirements
7
APPENDIX A - GLOSSARY
11
1 INTRODUCTION
[Provide an overview of the system and some additional information to place the system in context.]
1.1 Purpose
[Provide an overall description of the FRD, its purpose. Reference the system name and identifying information about the system to be implemented.]
1.2 Scope
[Discuss the scope of the document and how it accomplishes its purpose.]
1.3 Background
[Describe the organization and its overall responsibilities. Describe who is producing the document and why.]
1.4 References
[List references and controlling documents, including: meeting summaries, white papers, other deliverables, etc.]
1.5 Assumptions and Constraints
[Provide a list of contractual or task level assumptions and/or constraints that are preconditions to preparation of the FRD. Assumptions are future situations beyond the control of the project, whose outcomes influence the success of a project.]
1.5.1 Assumptions
Examples of assumptions include: availability of a technical platform, legal changes and policy decisions.
1.5.2 Constraints
Constraints are boundary conditions on how the system must be designed and constructed. Examples include: legal requirements, technical standards, strategic decisions.
· Constraints exist because of real business conditions. For example, a delivery date is a constraint only if there are real business consequences that will happen as a result of not meeting the date. If failing to have the subject application operational by the specified date places the organization in legal default, the date is a constraint.
· Preferences are arbitrary. For example, a date chosen arbitrarily is a preference. Preferences, if included in the FRD, should be noted as such.]
1.6 Document Overview
[Provide a description of the document organization.]
2 METHODOLOGY
[Describe the overall approach used in the determination of the FRD contents. Describe the modeling method(s) so non-technical readers can understand what they are conveying.]
3 FUNCTIONAL REQUIREMENTS
4.1 Context
[Provide a context diagram of the system, with explanations as applicable. The context of a system refers to the connections and relationships between the system and its environment.]Exhibit 2 - Generic Context Diagram
Data 6
Data 1
Data 3
Data 4
Data 7
Data 2
Data 8
System/
Application
Name
Interface
Name 2
Interface
Name 4
Interface
Name 1
(User)
Interface
Name 3
Da.
Fully answer any ONE of the following essay questions1. Is the.docx
Fully answer any ONE of the following essay questions:
1. Is there an obligation to promote the common good? Contrast the views of Bentham, Kant, and Ross on that question. Whose view do you think is best? Why?
2. What does it mean to claim that ethics is an
a priori
discipline? Who agrees with that view? What is Bentham's view of the nature of ethics (hint: empirical science)? How does Ross combine those views?
3. Both Kant and Ross are nonconsequentialists, yet they disagree about the role of consequences in determining the morally right act. Compare and contrast their views regarding the role of consequences. which view is preferable? Why?
.
Fully answer any ONE of the following essay questions1. Is t.docx
Fully answer any ONE of the following essay questions:
1. Is there an obligation to promote the common good? Contrast the views of Bentham, Kant, and Ross on that question. Whose view do you think is best? Why?
2. What does it mean to claim that ethics is an
a priori
discipline? Who agrees with that view? What is Bentham's view of the nature of ethics (hint: empirical science)? How does Ross combine those views?
3. Both Kant and Ross are nonconsequentialists, yet they disagree about the role of consequences in determining the morally right act. Compare and contrast their views regarding the role of consequences. which view is preferable? Why?
.
From the weeks chapter reading, we learn from the authors that,.docx
From the week's chapter reading, we learn from the authors that, the use of mobile devices in our society today has indeed become ubiquitous. In addition, CTIA asserted that over 326 million mobile devices were in use within The United States as of December 2012 – an estimated growth of more than 100 percent penetration rate with users carrying more than one device with notable continues growth. From this research, it’s evident that mobile computing has vastly accelerated in popularity over the last decade due to several factors noted by the authors in our chapter reading.
Q1: In consideration with this revelation, identify and name these factors, and provide a brief discussion about them?
.
FTER watching the videos and reviewing the other materials in this.docx
FTER
watching the videos and reviewing the other materials in this Learning Unit, answer BOTH of the questions below.
1) Discuss the use of imagery in the poem "kitchenette building" by Gwendolyn Brooks. In your answer, make sure to identify specific images and explain how or why the poet uses them.
2) Discuss the use of diction in the poem "The Secretary Chant" by Marge Piercy. In your answer, make sure to identify specific word choices and explain how or why the poet uses them.
.
fter completing the reading this week, we reflect on a few key conce.docx
fter completing the reading this week, we reflect on a few key concepts this week and answer question number
How does culture impact leadership? Can culture be seen as a constraint on leadership?
Please be sure to answer all the questions above in the initial post.
Please ensure the initial post and two response posts are substantive. Substantive posts will do at least TWO of the following:
Ask an interesting, thoughtful question pertaining to the topic
Expand on the topic, by adding additional thoughtful information
Answer a question posted by another student in detail
Share an applicable personal experience
Provide an outside source
Make an argument
At least one scholarly (peer-reviewed) resource should be used in the initial discussion thread. Please ensure to use information from your readings and other sources from the UC Library. Use APA references and in-text citations.
.
FS-3FORD MOTOR COMPANY AND SUBSIDIARIESCONSOLIDATED INCO.docx
FS-3
FORD MOTOR COMPANY AND SUBSIDIARIES
CONSOLIDATED INCOME STATEMENT
(in millions, except per share amounts)
For the years ended December 31,
2016 2017 2018
Revenues
Automotive $ 141,546 $ 145,653 $ 148,294
Ford Credit 10,253 11,113 12,018
Mobility 1 10 26
Total revenues (Note 4) 151,800 156,776 160,338
Costs and expenses
Cost of sales 126,195 131,321 136,269
Selling, administrative, and other expenses 10,972 11,527 11,403
Ford Credit interest, operating, and other expenses 8,847 9,047 9,463
Total costs and expenses 146,014 151,895 157,135
Interest expense on Automotive debt 894 1,133 1,171
Interest expense on Other debt 57 57 57
Other income/(loss), net (Note 5) 169 3,267 2,247
Equity in net income of affiliated companies 1,780 1,201 123
Income before income taxes 6,784 8,159 4,345
Provision for/(Benefit from) income taxes (Note 7) 2,184 402 650
Net income 4,600 7,757 3,695
Less: Income/(Loss) attributable to noncontrolling interests 11 26 18
Net income attributable to Ford Motor Company $ 4,589 $ 7,731 $ 3,677
EARNINGS PER SHARE ATTRIBUTABLE TO FORD MOTOR COMPANY COMMON AND CLASS B STOCK (Note 8)
Basic income $ 1.16 $ 1.94 $ 0.93
Diluted income 1.15 1.93 0.92
CONSOLIDATED STATEMENT OF COMPREHENSIVE INCOME
(in millions)
For the years ended December 31,
2016 2017 2018
Net income $ 4,600 $ 7,757 $ 3,695
Other comprehensive income/(loss), net of tax (Note 21)
Foreign currency translation (1,024) 314 (523)
Marketable securities (8) (34) (11)
Derivative instruments 219 (265) 183
Pension and other postretirement benefits 56 37 (56)
Total other comprehensive income/(loss), net of tax (757) 52 (407)
Comprehensive income 3,843 7,809 3,288
Less: Comprehensive income/(loss) attributable to noncontrolling interests 10 24 18
Comprehensive income attributable to Ford Motor Company $ 3,833 $ 7,785 $ 3,270
The accompanying notes are part of the consolidated financial statements.
FS-4
FORD MOTOR COMPANY AND SUBSIDIARIES
CONSOLIDATED BALANCE SHEET
(in millions)
December 31,
2017
December 31,
2018
ASSETS
Cash and cash equivalents (Note 9) $ 18,492 $ 16,718
Marketable securities (Note 9) 20,435 17,233
Ford Credit finance receivables, net (Note 10) 52,210 54,353
Trade and other receivables, less allowances of $412 and $94 10,599 11,195
Inventories (Note 12) 11,176 11,220
Other assets 3,889 3,930
Total current assets 116,801 114,649
Ford Credit finance receivables, net (Note 10) 56,182 55,544
Net investment in operating leases (Note 13) 28,235 29,119
Net property (Note 14) 35,327 36,178
Equity in net assets of affiliated companies (Note 15) 3,085 2,709
Deferred income taxes (Note 7) 10,762 10,412
Other assets 8,104 7,929
Total assets $ 258,496 $ 256,540
LIABILITIES
Payables $ 23,282 $ 21,520
Other liabilities and deferred revenue (Note 16) 19,697 20,556
Automotive debt payable within one year (Note 18) 3,356 2,314
Ford Credit debt payable within one year (Note 18) 48,265 51,179
Total current liabilities 94,600 95,56.
Fromm’s concept of the syndrome of decay included three personality .docx
Fromm’s concept of the syndrome of decay included three personality disorders: (1) necrophilia, or love of death; (2) malignant narcissism, or extreme self-interest; and (3) incestuous symbiosis, or a passionate devotion to one’s mother or a mother substitute. Fromm identified Adolf Hitler as the most conspicuous example of a person with the syndrome of decay. If Fromm’s conception is valid, one would see the syndrome of decay traits in contemporary personalities. Identify recent examples of well-known people with the syndrome of decay, including serial killers or heads of state who manifest the love of death. Pay special attention to malignant narcissism and incestuous symbiosis.
.
From your readings in Chapter 4, choose one of the organizational sy.docx
From your readings in Chapter 4, choose one of the organizational systems such as social, ethical, religious, spiritual, educational, ecological/environmental, political, economic, technological, and legal systems. Discuss how this organizational system can prepare you to care for individuals from other cultures.
.
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Select five artists, one from each category, in the page entitle.docx
Select five artists, one from each category, in the page entitled "Contemporary Artists from Around the World", Week 15.
For each artist selected, discuss the following:
1.
What are the formal elements used by each artist? (Remember, "formal" refers to the form the art takes: materials, size, style, etc.)
2.
What is the content of each artist's work? (Remember, "content" refers to the ideas, concepts, subject, intent, message, etc.)
3.
What are your thoughts and feelings regarding each artist you selected? How does each artist add to your understanding and appreciation of art? Have any of your assumptions about art changed? Why or why not?
Africa
. El Anatsui (b.1944, Ghana)
https://art21.org/artist/el-anatsui/
Julie Mehretu (b.1970, Ethiopia)
https://art21.org/artist/julie-mehretu/
Asia
Hiwa K (b.1975, Iraq)
https://art21.org/artist/hiwa-k/
Ai Weiwei (b.1957, China)
https://art21.org/artist/ai-weiwei/
Europe
Olafur Eliasson (b.1967, Denmark)
https://art21.org/artist/olafur-eliasson/
Katharina Grosse (b.1961, Germany)
https://art21.org/artist/katharina-grosse/
Mexico
Minerva Cuevas (b.1975, Mexico)
https://art21.org/artist/minerva-cuevas/
Graciela Iturbide (b.1942, Mexico)
https://art21.org/artist/graciela-iturbide/
USA and Canada
Carrie Mae Weems (b.1953, USA)
https://art21.org/artist/carrie-mae-weems/
Mary Heilmann (b.1940, USA)
https://art21.org/artist/mary-heilmann/
.
Select five artists, one from each category, in the page entitle.docx
Select five artists, one from each category, in the page entitled "Contemporary Artists from Around the World", Week 15.
For each artist selected, discuss the following:
1.
What are the formal elements used by each artist? (Remember, "formal" refers to the form the art takes: materials, size, style, etc.)
2.
What is the content of each artist's work? (Remember, "content" refers to the ideas, concepts, subject, intent, message, etc.)
3.
What are your thoughts and feelings regarding each artist you selected? How does each artist add to your understanding and appreciation of art? Have any of your assumptions about art changed? Why or why not?
Africa
. El Anatsui (b.1944, Ghana)
https://art21.org/artist/el-anatsui/
Julie Mehretu (b.1970, Ethiopia)
https://art21.org/artist/julie-mehretu/
Asia
Hiwa K (b.1975, Iraq)
https://art21.org/artist/hiwa-k/
Ai Weiwei (b.1957, China)
https://art21.org/artist/ai-weiwei/
Europe
Olafur Eliasson (b.1967, Denmark)
https://art21.org/artist/olafur-eliasson/
Katharina Grosse (b.1961, Germany)
https://art21.org/artist/katharina-grosse/
Mexico
Minerva Cuevas (b.1975, Mexico)
https://art21.org/artist/minerva-cuevas/
Graciela Iturbide (b.1942, Mexico)
https://art21.org/artist/graciela-iturbide/
USA and Canada
Carrie Mae Weems (b.1953, USA)
https://art21.org/artist/carrie-mae-weems/
Mary Heilmann (b.1940, USA)
https://art21.org/artist/mary-heilmann/
...
Final Project InformationSan Francisco Museum of Modern Art.docx
Final Project Information
San Francisco Museum of Modern Art
Minnesota Art Project – SF Galleries
Final Project Review of the essay format and required content.
Include the following concepts in your paper:
FINAL PROJECT: Written Visual Analysis/ Role of the Artist
DUE: Reference the due date on Canvas- If you do not complete the final project essay you will not pass the class.
Be sure to let me know if you have any questions.
Select a twentieth {1900’s} or twenty-first-century {2000’s} and their work being exhibited at a local museum.
I recommend the San Francisco Museum of Modern Art (SFMOMA), or any other major museum or gallery that is available to you. If you plan to go to a different museum or gallery, it is required you check in with me to get approval to go to a different museum.
Once you pick the artist, include and reference the four types of investigation Process of Visual Analyze, and explain what Role (out of the four roles) your artist identifies with during their creative process and concepts presented in their exhibition. Also include a biography on the artist in the introduction of your essay. Be sure to be thoughtful with your essays conclusion, {closing paragraph}, it is best to summarize the main points, considerations and concepts covered in your essay.
If you have an Oakland library card, or sign up for one you can get 2 free tickets to SFMOMA.
Here is the information:
You can use this website- https://oaklandlibrary.discoverandgo.net/ and get 2 free adult tickets for SFMOMA.
1) Artist name - Dianne Jones
2) The name of the work – Mission Bay Facing Northeast
3) The date the work was made – June 2008
4) Size of the artwork – 96 in x 120 in
5) Materials / medium - Chromogenic Color Print
6) Technique – created with a 4x5 large format camera, long exposure
7) Does it have any apparent function – Fine Art Photography Genre
Format the images with the assessment of physical properties, review the sample included in the PowerPoint that discusses the final project requirements.
One image/artwork page per, and the other pages would be your written text.
Artist name - Dianne Jones
The name of the work – Avenal Prison
The date the work was made – May 2012
Size of the artwork – 60 in x 60 in
Materials / medium - Chromogenic Color Print
Technique – created with a 4x5 large format camera, long exposure
Does it have any apparent function - Fine Art Photography Genre
Artist name - Dianne Jones
The name of the work – Mission Bay Facing South
The date the work was made – May 2002
Size of the artwork – 50 in x 60 in
Materials / medium - Chromogenic Color Print
Technique – created with a 4x5 large format camera, long exposure
Does it have any apparent function – Fine Art Photography Genre
Essay requirements:
Double-spaced 6 to 7 pages, which includes the images and the assessment of physical properties.
One image/artwork page per, and the other pages would be your written text.
Include a biogr ...
Art 101 module 6 guideactivity #1 warm upreview the class sl
Art 101 module 6 guideactivity #1 warm upreview the class sl
Finished introduction project.
A finished power point on my introduction project in Creative media (Level 3)
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Select five artists, one from each category, in the page entitle.docx
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Final Project InformationSan Francisco Museum of Modern Art.docx
Final Project InformationSan Francisco Museum of Modern Art.docx
Art 101 module 6 guideactivity #1 warm upreview the class sl
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Fundamentals of Risk and InsuranceEmmEtt J. Vaughan • .docx
Fundamentals of
Risk and Insurance
EmmEtt J. Vaughan • thErEsE m. Vaughan
11e
■
FUNDAMENTALS OF
RISK AND INSURANCE
■
■
FUNDAMENTALS OF
RISK AND INSURANCE
■
ELEVENTH EDITION
EMMETT J. VAUGHAN
THERESE M. VAUGHAN
VICE PRESIDENT & EXECUTIVE PUBLISHER George Hoffman
EXECUTIVE EDITOR Joel Hollenbeck
CONTENT EDITOR Jennifer Manias
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COVER CREDIT Bart Sadowski/iStockphoto
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Fungi reproduce ___________________________ by fragmentation, buddin.docx
Fungi reproduce ___________________________ by fragmentation, budding, or producing spores.
10. In ___________________________ , pieces of hyphae grow into new mycelia.
11. The process of a parent cell undergoing mitosis and producing a new individual that pinches off,
matures, and separates from the parent is called ___________________________ .
12. When environmental conditions are right, a ___________________________ may germinate and
produce a threadlike ___________________________ that will grow into a mycelium.
13. Some hyphae grow away from the mycelium to produce a spore-containing structure called a
___________________________ .
14. In most fungi, the structures that support ___________________________ are the only part of the
fungus that can be seen.
15. Fungi may produce spores by ___________________________ or ___________________________ .
16. Many adaptations of fungi for survival involve ___________________________ .
17. ___________________________ protect spores and keep them from from drying out until they
are released.
18. A single puffball may produce a cloud containing as many as ___________________________ spores.
19. Producing a large number of spores increases a species’ chances of ___________________________ .
20. Fungal spores can be dispersed by ___________________________ , ___________________________ ,
and ___________________________ .
.
Full-Circle LearningMyLab™ Learning Full Circle for Mar.docx
Full-Circle Learning
MyLab™: Learning Full Circle for Marketing,
Management, Business Communication,
and Intro to Business
BEFORE
CLASS
AFTER
CLASS DURING
CLASS
Decision
Sims, Videos,
and Learning
Catalytics
DSMs,
pre-lecture
homework,
eText
Writing
Space, Video
Cases, Quizzes/
Tests
MyLab
Critical Thinking
MyManagementLab®: Improves Student
Engagement Before, During, and After Class
Decision Making
BREAKTHROUGH
Prep and
Engagement
BREAK
THRO
UGH
To better resultsTo better results
• NEW! VIDEO LIBRARY – Robust video library with over 100 new book-specific videos that include
easy-to-assign assessments, the ability for instructors to add YouTube or other sources, the ability for
students to upload video submissions, and the ability for polling and teamwork.
• Decision-making simulations – NEW and improved feedback for students. Place your students
in the role of a key decision-maker! Simulations branch based on the decisions students make, providing
a variation of scenario paths. Upon completion students receive a grade, as well as a detailed report of
the choices and the associated consequences of those decisions.
• Video exercises – UPDATED with new exercises. Engaging videos that bring business concepts to
life and explore business topics related to the theory students are learning in class. Quizzes then assess
students’ comprehension of the concepts covered in each video.
• Learning Catalytics – A “bring your own device”
student engagement, assessment, and classroom
intelligence system helps instructors analyze
students’ critical-thinking skills during lecture.
• Dynamic Study Modules (DSMs) – UPDATED
with additional questions. Through adaptive
learning, students get personalized guidance where
and when they need it most, creating greater
engagement, improving knowledge retention, and
supporting subject-matter mastery. Also available
on mobile devices.
• Writing Space – UPDATED with new commenting tabs, new prompts, and a new tool
for students called Pearson Writer. A single location to develop and assess concept mastery
and critical thinking, the Writing Space offers automatic graded, assisted graded, and create your own
writing assignments, allowing you to exchange personalized feedback with students quickly and easily.
Writing Space can also check students’ work for improper citation or plagiarism by comparing it
against the world’s most accurate text comparison database available from Turnitin.
• Additional Features – Included with the MyLab are a powerful homework and test manager, robust
gradebook tracking, Reporting Dashboard, comprehensive online course content, and easily scalable
and shareable content.
http://www.pearsonmylabandmastering.com
Strategic
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concepts and cases
A Competitive AdvAntAge ApproACh
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Fred r. David
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Forest r. David
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Functional Behavior Assessment ExampleStudent NameInes SalazarD.docx
Functional Behavior Assessment Example
Student Name:Ines SalazarDate: ____ 10-22-2017_______
Age: 5 yrs, 6 mosCase Manager: _______Yvonne Jackson____
Description of Behavior:
Student isolates herself from others during class, refuses to go to lunch in the cafeteria, and prefers to stay in class during scheduled breaks. Student’s academic production is minimal.
Settings in which Behavior Occurs:
All Classes
Frequency:
3-4 days in a row, 2-3 times a month.
Intensity (Consequences of problem behavior on student, peers, instructional environment):
Significant reduction in completed work and alienation from peers.
Previous Interventions:
Counseling, verbal redirection to complete work, medications, parent conferences, student conferences, classroom behavior management program.
Educational Impact:
Severe academic failure, disruption of group projects and activities, lack of appropriate socialization and development of peer relations.
Social/Emotional Development:
Student appears depressed. She has previously been diagnosed and expresses subjective feelings of depression when asked.
Cognitive Development:
Student makes frequent negative self-statements about her academic ability, her self-worth, and how other students and adults feel about her.
Reinforcement:
Student receives 1:1, and more frequent attention from the teacher.
Home Factors:
Parents frequently make critical statements about Ines. They expect academic performance that is unrealistic, given student’s cognitive and academic ability levels. They have difficulty accepting what appears to be age-appropriate behavior.
Communication:
Withdrawal; may tell others to leave her alone.
© 2017. Grand Canyon University. All Rights Reserved.
Behavior Intervention Plan
Student Name: ______________________________________ Date: ______________
DOB: __________________ Case Manager: _______________________________________
Behavior
Goals
Interventions and Frequency of Intervention
Person Responsible
Goal/Intervention Review Notes
© 2017. Grand Canyon University. All Rights Reserved.
Behavior Intervention Plan Example
Student Name: ______________________________________ Date: ______________
DOB: __________________ Case Manager: _______________________________________
Behavior
Goals
Interventions and Frequency of Intervention
Person Responsible
Goal/Intervention Review Notes
Student isolates himself from others during class, refuses to go to lunch in the cafeteria, and prefers to stay in class during scheduled breaks. Student’s academic production is minimal.
A. During free time, interacts with other students and staff 90% of the time.
B. Goes to lunch in the cafeteria without supervision 90% of the time.
C. On task 90% of the time.
D. Completes assigned work 90% of the time.
A. Social work involvement for referral for family counseling focused on realistic expectations of student performance. Ongoing until counseling is started.
B. Daily monito.
Functional Requirements Document TemplateVersionDescription .docx
Functional Requirements Document
Template
Version
Description of Change
Author
Date
CONTENTS
41
INTRODUCTION
1.1
Purpose
4
1.2
Scope
4
1.3
Background
4
1.4
References
4
1.5
Assumptions and Constraints
4
1.6
Document Overview
5
2
METHODOLOGY
5
3
FUNCTIONAL REQUIREMENTS
5
4.1
Context
5
4.2
User Requirements
5
4.3
Data Flow Diagrams
6
4.4
Logical Data Model/Data Dictionary
6
4.5
Functional Requirements
6
5
OTHER REQUIREMENTS
6
5.1
Interface Requirements
6
5.2
Data Conversion Requirements
7
5.3
Hardware/Software Requirements
7
5.4
Operational Requirements
7
APPENDIX A - GLOSSARY
11
1 INTRODUCTION
[Provide an overview of the system and some additional information to place the system in context.]
1.1 Purpose
[Provide an overall description of the FRD, its purpose. Reference the system name and identifying information about the system to be implemented.]
1.2 Scope
[Discuss the scope of the document and how it accomplishes its purpose.]
1.3 Background
[Describe the organization and its overall responsibilities. Describe who is producing the document and why.]
1.4 References
[List references and controlling documents, including: meeting summaries, white papers, other deliverables, etc.]
1.5 Assumptions and Constraints
[Provide a list of contractual or task level assumptions and/or constraints that are preconditions to preparation of the FRD. Assumptions are future situations beyond the control of the project, whose outcomes influence the success of a project.]
1.5.1 Assumptions
Examples of assumptions include: availability of a technical platform, legal changes and policy decisions.
1.5.2 Constraints
Constraints are boundary conditions on how the system must be designed and constructed. Examples include: legal requirements, technical standards, strategic decisions.
· Constraints exist because of real business conditions. For example, a delivery date is a constraint only if there are real business consequences that will happen as a result of not meeting the date. If failing to have the subject application operational by the specified date places the organization in legal default, the date is a constraint.
· Preferences are arbitrary. For example, a date chosen arbitrarily is a preference. Preferences, if included in the FRD, should be noted as such.]
1.6 Document Overview
[Provide a description of the document organization.]
2 METHODOLOGY
[Describe the overall approach used in the determination of the FRD contents. Describe the modeling method(s) so non-technical readers can understand what they are conveying.]
3 FUNCTIONAL REQUIREMENTS
4.1 Context
[Provide a context diagram of the system, with explanations as applicable. The context of a system refers to the connections and relationships between the system and its environment.]Exhibit 2 - Generic Context Diagram
Data 6
Data 1
Data 3
Data 4
Data 7
Data 2
Data 8
System/
Application
Name
Interface
Name 2
Interface
Name 4
Interface
Name 1
(User)
Interface
Name 3
Da.
Fully answer any ONE of the following essay questions1. Is the.docx
Fully answer any ONE of the following essay questions:
1. Is there an obligation to promote the common good? Contrast the views of Bentham, Kant, and Ross on that question. Whose view do you think is best? Why?
2. What does it mean to claim that ethics is an
a priori
discipline? Who agrees with that view? What is Bentham's view of the nature of ethics (hint: empirical science)? How does Ross combine those views?
3. Both Kant and Ross are nonconsequentialists, yet they disagree about the role of consequences in determining the morally right act. Compare and contrast their views regarding the role of consequences. which view is preferable? Why?
.
Fully answer any ONE of the following essay questions1. Is t.docx
Fully answer any ONE of the following essay questions:
1. Is there an obligation to promote the common good? Contrast the views of Bentham, Kant, and Ross on that question. Whose view do you think is best? Why?
2. What does it mean to claim that ethics is an
a priori
discipline? Who agrees with that view? What is Bentham's view of the nature of ethics (hint: empirical science)? How does Ross combine those views?
3. Both Kant and Ross are nonconsequentialists, yet they disagree about the role of consequences in determining the morally right act. Compare and contrast their views regarding the role of consequences. which view is preferable? Why?
.
From the weeks chapter reading, we learn from the authors that,.docx
From the week's chapter reading, we learn from the authors that, the use of mobile devices in our society today has indeed become ubiquitous. In addition, CTIA asserted that over 326 million mobile devices were in use within The United States as of December 2012 – an estimated growth of more than 100 percent penetration rate with users carrying more than one device with notable continues growth. From this research, it’s evident that mobile computing has vastly accelerated in popularity over the last decade due to several factors noted by the authors in our chapter reading.
Q1: In consideration with this revelation, identify and name these factors, and provide a brief discussion about them?
.
FTER watching the videos and reviewing the other materials in this.docx
FTER
watching the videos and reviewing the other materials in this Learning Unit, answer BOTH of the questions below.
1) Discuss the use of imagery in the poem "kitchenette building" by Gwendolyn Brooks. In your answer, make sure to identify specific images and explain how or why the poet uses them.
2) Discuss the use of diction in the poem "The Secretary Chant" by Marge Piercy. In your answer, make sure to identify specific word choices and explain how or why the poet uses them.
.
fter completing the reading this week, we reflect on a few key conce.docx
fter completing the reading this week, we reflect on a few key concepts this week and answer question number
How does culture impact leadership? Can culture be seen as a constraint on leadership?
Please be sure to answer all the questions above in the initial post.
Please ensure the initial post and two response posts are substantive. Substantive posts will do at least TWO of the following:
Ask an interesting, thoughtful question pertaining to the topic
Expand on the topic, by adding additional thoughtful information
Answer a question posted by another student in detail
Share an applicable personal experience
Provide an outside source
Make an argument
At least one scholarly (peer-reviewed) resource should be used in the initial discussion thread. Please ensure to use information from your readings and other sources from the UC Library. Use APA references and in-text citations.
.
FS-3FORD MOTOR COMPANY AND SUBSIDIARIESCONSOLIDATED INCO.docx
FS-3
FORD MOTOR COMPANY AND SUBSIDIARIES
CONSOLIDATED INCOME STATEMENT
(in millions, except per share amounts)
For the years ended December 31,
2016 2017 2018
Revenues
Automotive $ 141,546 $ 145,653 $ 148,294
Ford Credit 10,253 11,113 12,018
Mobility 1 10 26
Total revenues (Note 4) 151,800 156,776 160,338
Costs and expenses
Cost of sales 126,195 131,321 136,269
Selling, administrative, and other expenses 10,972 11,527 11,403
Ford Credit interest, operating, and other expenses 8,847 9,047 9,463
Total costs and expenses 146,014 151,895 157,135
Interest expense on Automotive debt 894 1,133 1,171
Interest expense on Other debt 57 57 57
Other income/(loss), net (Note 5) 169 3,267 2,247
Equity in net income of affiliated companies 1,780 1,201 123
Income before income taxes 6,784 8,159 4,345
Provision for/(Benefit from) income taxes (Note 7) 2,184 402 650
Net income 4,600 7,757 3,695
Less: Income/(Loss) attributable to noncontrolling interests 11 26 18
Net income attributable to Ford Motor Company $ 4,589 $ 7,731 $ 3,677
EARNINGS PER SHARE ATTRIBUTABLE TO FORD MOTOR COMPANY COMMON AND CLASS B STOCK (Note 8)
Basic income $ 1.16 $ 1.94 $ 0.93
Diluted income 1.15 1.93 0.92
CONSOLIDATED STATEMENT OF COMPREHENSIVE INCOME
(in millions)
For the years ended December 31,
2016 2017 2018
Net income $ 4,600 $ 7,757 $ 3,695
Other comprehensive income/(loss), net of tax (Note 21)
Foreign currency translation (1,024) 314 (523)
Marketable securities (8) (34) (11)
Derivative instruments 219 (265) 183
Pension and other postretirement benefits 56 37 (56)
Total other comprehensive income/(loss), net of tax (757) 52 (407)
Comprehensive income 3,843 7,809 3,288
Less: Comprehensive income/(loss) attributable to noncontrolling interests 10 24 18
Comprehensive income attributable to Ford Motor Company $ 3,833 $ 7,785 $ 3,270
The accompanying notes are part of the consolidated financial statements.
FS-4
FORD MOTOR COMPANY AND SUBSIDIARIES
CONSOLIDATED BALANCE SHEET
(in millions)
December 31,
2017
December 31,
2018
ASSETS
Cash and cash equivalents (Note 9) $ 18,492 $ 16,718
Marketable securities (Note 9) 20,435 17,233
Ford Credit finance receivables, net (Note 10) 52,210 54,353
Trade and other receivables, less allowances of $412 and $94 10,599 11,195
Inventories (Note 12) 11,176 11,220
Other assets 3,889 3,930
Total current assets 116,801 114,649
Ford Credit finance receivables, net (Note 10) 56,182 55,544
Net investment in operating leases (Note 13) 28,235 29,119
Net property (Note 14) 35,327 36,178
Equity in net assets of affiliated companies (Note 15) 3,085 2,709
Deferred income taxes (Note 7) 10,762 10,412
Other assets 8,104 7,929
Total assets $ 258,496 $ 256,540
LIABILITIES
Payables $ 23,282 $ 21,520
Other liabilities and deferred revenue (Note 16) 19,697 20,556
Automotive debt payable within one year (Note 18) 3,356 2,314
Ford Credit debt payable within one year (Note 18) 48,265 51,179
Total current liabilities 94,600 95,56.
Fromm’s concept of the syndrome of decay included three personality .docx
Fromm’s concept of the syndrome of decay included three personality disorders: (1) necrophilia, or love of death; (2) malignant narcissism, or extreme self-interest; and (3) incestuous symbiosis, or a passionate devotion to one’s mother or a mother substitute. Fromm identified Adolf Hitler as the most conspicuous example of a person with the syndrome of decay. If Fromm’s conception is valid, one would see the syndrome of decay traits in contemporary personalities. Identify recent examples of well-known people with the syndrome of decay, including serial killers or heads of state who manifest the love of death. Pay special attention to malignant narcissism and incestuous symbiosis.
.
From your readings in Chapter 4, choose one of the organizational sy.docx
From your readings in Chapter 4, choose one of the organizational systems such as social, ethical, religious, spiritual, educational, ecological/environmental, political, economic, technological, and legal systems. Discuss how this organizational system can prepare you to care for individuals from other cultures.
.
From your daily briefs, Kaiser Health News Morning Briefing or P.docx
From your daily briefs, Kaiser Health News Morning Briefing or POLITICO Pulse.
List the interest groups that are mentioned in the brief and what their interest is in the piece.
Categorize the issues in the brief according to the following—politics and politicians, access to health care, health care insurance, health care legislation, money, drugs, or other.
.
From the perspective of the public safety field youre in, aspire to.docx
From the perspective of the public safety field you're in, aspire to be in, or have researched, discuss what activity(s) performed by someone in that field are most likely to result in claims of civil liability against the individual, organization, or both. What, if any measures could be taken by the individual or organization to minimize those risks. What factors could leave an individual personally liable for damages related to the claim.
.
From the following terms Orthodox Judaism, Hassidic Judaism. Brief.docx
From the following terms: Orthodox Judaism, Hassidic Judaism. Briefly define these two terms, then explain their relationship to one another. How are they similar, and how are they different? What lead to their development?
The destruction of the 2nd Temple in Jerusalem marks a major shift in the history and character of Judaism. What characterizes Jewish practice before the destruction of the 2nd Temple, and what characterizes Jewish practice after the Temple's destruction? How are these practices different? What was maintained?
APA format minimum 2 scholarly articles
.
From the end of Chapter 14, complete Discussion Question 3 What are.docx
From the end of Chapter 14, complete Discussion Question 3: What are the main advantages of using a network-based approach to project management rather than a Gantt chart? Under what circumstances might a Gantt chart be preferable to a network-based approach?
Required Resources
Text
Bozarth, C. C., & Handfield, R. B. (2016).
Introduction to operations and supply chain management
(4th ed.). Upper Saddle River, NJ: Pearson.
Chapter 3: Process choice and layout decisions in manufacturing and services
Chapter 6: Managing capacity
Chapter 14: Managing projects
Chapter 15: Developing products and services
.
From the e-Activity, take a position on this statement People that .docx
From the e-Activity, take a position on this statement: People that resist using online social networks such as Facebook and Twitter are an unusual minority in this country. Support your position with one or two examples.
Discuss the value of seeing an issue from different, and often opposing, points of view and the skills and knowledge you gained from taking this course.
.
From Chapter Seven How does horizontal growth differ from v.docx
From Chapter Seven:
How does horizontal growth differ from vertical growth as a corporate strategy? From concentric diversification?
From Chapter Eight:
Are functional strategies interdependent, or can they be formulated independently of other functions?
.
From the e-Activity, determine the fundamental differences between t.docx
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.
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