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Word count 100 or more. Questions followed by answers. Due in 12 hours. What is critical thinking? What characteristics do you think distinguish critical thinkers from those who do not think critically? Do you think these characteristics are important? Why or why not? .

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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 watching the videos and reviewing the other materials in this.docx

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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. .

fter completing the reading this week, we reflect on a few key conce.docx

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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.

FS-3FORD MOTOR COMPANY AND SUBSIDIARIESCONSOLIDATED INCO.docx

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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. .

Fromm’s concept of the syndrome of decay included three personality .docx

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From your readings in Chapter 4, choose one of the organizational sy.docx

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From your daily briefs, Kaiser Health News Morning Briefing or P.docx

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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 perspective of the public safety field youre in, aspire to.docx

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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 following terms Orthodox Judaism, Hassidic Judaism. Brief.docx

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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 end of Chapter 14, complete Discussion Question 3 What are.docx

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From the e-Activity, take a position on this statement People that .docx

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From Chapter Seven How does horizontal growth differ from v.docx

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From the e-Activity, determine the fundamental differences between the Reid, Kinesic, and Peace Methods of interviewing and interrogating a suspect that are used as part of a criminal investigation. Provide one example of a situation or scenario (real or fictional) when each of these has been or should have been used. Provide a rationale to support your response and respond to no less than one of your peers. .

From the e-Activity, determine the fundamental differences between t.docx

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From The Canterbury Tales: General Prologue Here bygynneth the Book of the Tales of Caunterbury Whan that Aprill, with his shoures soote The droghte of March hath perced to the roote And bathed every veyne in swich licour, Of which virtue begotten is the flour; 5 Whan Zephirus eek with his sweete breeth Inspired hath in every holt and heeth The tender croppes, and the yonge ring Hath in the Ram his halfe cours yronne, And smale foweles maken melodye, 10 That slepen al the nyght with open eye- (So priketh hem Nature in hir corages); Thanne longen folk to goon on pilgrimages And palmeres for to seken straunge strondes To ferne halwes, kowthe in probry londes; 15 And specially from every shires ende Of Engelond, to Caunterbury they wende, The hooly blisful martir for to seke That hem hath holpen, whan that they were seeke. Bifil that in that seson, on a day, 20 In Southwerk at the Tabard as I lay Redy to wenden on my pilgrymage To Caunterbury with ful devout corage, At nyght was come into that hostelrye Wel nyne and twenty in a compaignye 25 Of Sondry folk, by aventure yfalle In felaweshipe, and pilgrimes were they alle, That toward Caunterbury wolden ryde. The rooms and the stables weren wyde, And wel we weren esed att beste; 30 And shortly, whan the sonne was to rest, So hadde I spoken with hem everichon That I was of hir felaweshipe anon, And made forward erly for to ryse To take our wey, ther as I yow devyse. 35 But nathelees, whil I have tyme and space, Er that I ferther in this tale pace, Me thynketh it acordaunt to resoun To tel yow al the condicioun Of ech of hem, so as it semed me, 40 And whiche they weren, and of what degree, And eek in what array that they were inne; And at a knyght than wol I first bigynne. A KNYGHT ther was, and that a worthy man, That fro the tyme that he first bigan 45 To riden out, he loved chivalrie, Trouthe and honor, fredom and curteisie. Ful worthy was he in his lordes werre, And therto hadde he riden, no man ferre, As wel in cristendom as in hethenesse, 50 And evere honored for his worthynesse. At Alisaundre he was, whan it was wonne. Ful ofte tyme he hadde the bord bigonne Aboven alle nacions in Pruce; In Lettow hadde he reysed, and in Ruce, 55 No Cristen man so ofte of his degree. In Gernade at the seege eek hadde he be Of Algezir, and riden in Belmarye. At Lyeys was he and at Satalye, Whan they were wonne; and in the Grete See 60 At many a noble army hadde he be. At mortal battles hadde he been fiftene, And foughten for oure feith at Tramyssene In lystes thries, and ay slayn his foo. This ilke worthy knyght hadde been also 65 Somtyme with the lord of Palatye Agayn another hethen in Turkye. And everemoore he hadde a sovereyn prys; And though that he were worthy, he was wys, And of his port as meeke as is a mayde. 70 He nevere yet no vileyny.

From The Canterbury Tales General Prologue Here bygynneth t.docx

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From the attached document below What steps will you take next with this student as evidenced by assessment data? (strategies, instruction, focused intervention). What other assessment data might be valuable? What would you suggest for parent involvement? How would you get the major stakeholders of the school involved? (i.e. reading specialist, guidance counselor, principal, other teachers, etc.) .

From the attached document belowWhat steps will you take n.docx

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From: Dennison, R. D., Rosselli, J., & Dempsey, A. (2015). Evaluation beyond exams in nursing education. Designing assignments and evaluating with rubrics. New York: Springer Publishing Company. Week 2 Assignment Rubric Criterion (points possible) Does not meet expectation Nearly meets expectations Meets expectations Exceeds expectations Score and comments <7 7 8.5 10 APA (10) Title page Headings Citations (if references required) Reference page Font, layout, margins Major problems with implementation of APA in title page, headings, citations, and/or reference page. Font, layout, and/or margins do not adhere to APA format, which affect overall flow and readability of the paper Several errors in title page, headings, citations, reference page, font, layout, and/or margins that are minimal distracts but does not affect overall flow and readability of the paper. Minimal APA errors in title page, headings, citations, reference page, font, layout, and/or margins that do not distract from the content or readability of the paper. Consistent adherence to APA criteria in title page, headings, citations, and/or reference page. Font, layout, and/or margins adhere to APA format. <3.0 3.5 4 5 Introduction (5) Incomplete or unfocused purpose statement. There is The introduction is convoluted and not engaging. The The introduction states the paper’s purpose but it fails to The introduction clearly and concisely states the paper’s From: Dennison, R. D., Rosselli, J., & Dempsey, A. (2015). Evaluation beyond exams in nursing education. Designing assignments and evaluating with rubrics. New York: Springer Publishing Company. no clear introduction of main topic and/or the structure of the paper is missing. introduction does not clearly state the topic or preview the structure and content of the paper. be engaging. The introduction states the main topic but does not adequately preview the structure of the paper. purpose and is thought-provoking. The introduction is clearly states the main topic and previews the structure and content of the paper. <3.5 3.5 4 5 Organization/ Structure (5) No evidence of structure or organization. Ideas are not fully developed. Minimal use of transitions throughout the paper. Logical organization; but some ideas are not fully or consistently developed. Transitions are awkward at times but the flow is adequately maintained. Writer demonstrates logical sequencing of ideas through well- developed paragraphs; transitions are typically used to enhance organization. Writer demonstrates logical and subtle sequencing of ideas through well- developed paragraphs; transitions are used to enhance organization. <39 40 51 55 From: Dennison, R. D..

From Dennison, R. D., Rosselli, J., & Dempsey, A. (2015). Eva.docx

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From America's Democratic Republic book Chapters 1 & 2 & 3 : Be able to define and briefly discuss the significance of the following terms as per lecture & assigned readings: • Government • Politics • Social Contract Theory • Declaration of Independence • Tyranny • Popular sovereignty • Political equality • Political liberty • Inalienable (natural) rights • Limited government • Democratic Republic • Direct Democracy • Shay’s Rebellion • Confederation • Articles of Confederation • Electoral College • Supremacy Clause • Elastic (“necessary & proper”) clause • Bill of Rights • Separation of Powers • Bicameral Legislature • Checks & Balance • Judicial Review • Full Faith & Credit Clause • Extradition • Privileges & Immunities Clause • Federalism • 10th Amendment • Reserved powers • Delegated powers • Devolution • Categorical grants • Block grants • Unfunded mandate • McCulloch v. Maryland (1819) • Great Society Programs (LBJ) • The New Deal (FDR) • Civil War • Hurricane Katrina • Medical Marijuana Questions: 1. According to scholars (such as Locke), why is government necessary? 2. What conditions in the country convinced leading citizens that the Articles of Confederation were not working and a new system of government was needed? 3. What were the “major flaws” in the Articles of Confederation that the delegates sought to correct with a new constitution? 4. Identify the major challenges facing delegates attending the Constitutional Convention. How did the delegates resolve these challenges? 5. Identify and briefly discuss the four (4) major compromises reached by delegates at the Constitutional Convention. Why were such compromises necessary? 6. Why did the Founders create a Democratic Republic instead of a Direct Democracy? 7. Respond to the claim that the American political system has become more democratic. Be precise and illustrate with concrete examples. 8. What did the Founders do to guard against tyranny of the majority (the people)? 9. What did the Founders do to guard against tyranny by the elite (those in power)? 10. What did the Founders do to promote popular sovereignty? 11. What did the Founders do to create a document that would be sufficiently flexible to serve the nation as a blueprint for government during the 21st century? Do you think they succeeded? In other words, do you believe that the U.S. Constitution is still viable? 12. To what goals or ends did the Founders commit the new government? How do you know? 13. The U.S. Constitution has been amended only 27 times. What have been the two (2) major themes of these amendments? 14. According to Charles Beard, the Constitution’s framers were mainly interested in protecting economic rights. Defend or challenge this position. 15. In what ways did the U.S Constitution give support to the institution of slavery? 16. What does the U.S. Cons.

From Americas Democratic Republic book Chapters 1 & 2 & 3 Be.docx

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Freedom of speech is the power or right to express ones opinions wi.docx

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Freedom and security are not always compatible. Discuss what you hav.docx

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Frank Lloyd Wright (June 8, 1867 – April 9, 1959) --recognized in 1991 by the American Institute of Architects as "the greatest American architect of all time." Architect Interior Designer Self-promoter Experimentalist; designs often ahead of construction methods and materials; Educator (Taliesen and Taliesen West still operate as architecture school) Designed more than 1,000 structures and completed 500 works Leader of the Prairie School movement of architecture and developed the concept of the Usonian home, his unique vision for urban planning in the United States. Organic Architecture "So here I stand before you preaching organic architecture: declaring organic architecture to be the modern ideal and the teaching so much needed if we are to see the whole of life, and to now serve the whole of life, holding no traditions essential to the great TRADITION. Nor cherishing any preconceived form fixing upon us either past, present or future, but instead exalting the simple laws of common sense or of super-sense if you prefer determining form by way of the nature of materials..." Frank Lloyd Wright, written in 1954 Materials, motifs, and basic ordering principles continue to repeat themselves throughout the building as a whole. The idea of organic architecture refers not only to the buildings' literal relationship to the natural surroundings, but how the buildings' design is carefully thought about as if it were a unified organism. Geometries throughout Wright’s buildings build a central mood and theme. Essentially organic architecture is also the literal design of every element of a building: From the windows, to the floors, to the individual chairs intended to fill the space. Everything relates to one another, reflecting the symbiotic ordering systems of nature. Product of a broken home. Playing with blocks as a child said to be significant. Went to high school in Madison, WI, then to UW, dropped out without graduating. Received an honorary doctorate in 1955. Migrated to Chicago in 1887. Apprentice at Adler and Sullivan, 1889-1893. Taliesen: family land, then home, then school; Spring Green, WI Taliesen: family land, then home, then school; Spring Green, WI SC Johnson World Headquarters in 1937: FLW and Mr. Johnson during construction and Testing the loads the columns could carry Windgspread: Johnson family home in Racine, WI Wingspread, completed in 1939; largest Prairie Style home built; 14,000 square feet Designed by Frank Lloyd Wright in 1938 as a cultural, governmental and recreational building, he reworked the design several times between 1938 and 1958 before signing off on the final plans seven weeks before his death in 1959. His last project. After nearly 60 years of debate Monona Terrace opened in Madison, on Lake Monona, on July 18, 1997. Monona Terrace “Since opening its doors on October 21, 1959, the architectural icon has inspired countless.

Frank Lloyd Wright (June 8, 1867 – April 9, 1959) --recognized i.docx

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Franchise relocation and sport introduction: a sports marketing case study of the Carolina Hurricanes' fan adoption plan Kelley, Scott W; Hoffman, K Douglas; Carter, Sheila . The Journal of Services Marketing ; Santa Barbara Vol. 13, Iss. 6, (1999): 469-480. ProQuest document link ABSTRACT Franchise relocation and sport introductions are becoming commonplace in professional sports. However, many franchises have found that developing fan acceptance is often challenging. The fan adoption process is presented as a systematic framework that guides strategy development from creating fan awareness through adoption. FULL TEXT Scott W. Kelley: Associate Professor of Marketing, School of Management, Gatton College of Business and Economics, University of Kentucky, Lexington, Kentucky, USA K. Douglas Hoffman: Associate Professor of Marketing, College of Business, Colorado State University, Fort Collins, Colorado, USA Sheila Carter: Marketing Manager, Carolina Hurricanes Hockey Club, Morrisville, North Carolina, USA Introduction Franchise relocation and sport introduction, the introduction of a sport to new markets, are becoming frequent occurrences across sport categories. Fan acceptance of these new "home teams" is crucial to the success of these multi-million dollar moves and introductions. The consumer adoption process provides sports marketers with a systematic framework for the development of strategies that facilitate fan movement from the awareness stage to the adoption stage. When implemented effectively, the fan adoption plan converts potential fans into avid fans. Case study methodology In this paper, we utilize a case study methodology to investigate a sports franchise's marketing activities directed toward the facilitation of fan adoption. Case study research methods have been advocated by a number of researchers in the social sciences (e.g. Bonoma, 1985; Eisenhardt, 1989; Yin, 1989). Case study research is particularly appropriate when the phenomenon under investigation does not lend itself to quantification and is difficult to study outside of its natural setting (Bonoma, 1985). In general, these methods also offer the benefits of currency and high generalizability (Bonoma, 1985). Consequently, the case study method utilized in this research seems particularly appropriate and was designed and executed with the intent of shedding light on: https://search.proquest.com/docview/212652751?accountid=8289 https://search.proquest.com/docview/212652751?accountid=8289 - the marketing of new and/or relocated sports franchises; and - the introduction of a relatively "new" sport to locations that are unfamiliar with the sport being marketed. Specifically, the marketing activities of the Carolina Hurricanes Hockey Club during their inaugural season (1997- 1998) are examined. Strategic marketing activities A case study of the Carolina Hurricanes marketing program provides.

Franchise relocation and sport introduction asports marke.docx

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