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Writing Effective Summary and Response Paragraphs The Summary: A summary is a concise paraphrase of all the main ideas in an essay. It cites the author and the title (usually in the first sentence); it contains the essay's thesis and supporting ideas; it may use direct quotation of forceful or concise statements of the author's ideas; it will NOT usually cite the author's examples or supporting details unless they are central to the main idea. Most summaries present the major points in the order that the author made them and continually refer back to the article being summarized (i.e. "Damon argues that ..." or "Goodman also points out that ... "). The summary should take up no more than one-third the length of the work being summarized. The Response: A response is a critique or evaluation of the author's essay. Unlike the summary, it is composed of YOUR opinions in relation to the article being summarized. It examines ideas that you agree or disagree with and identifies the essay's strengths and weaknesses in reasoning and logic, in quality of supporting examples, and in organization and style. A good response is persuasive; therefore, it should cite facts, examples, and personal experience that either refutes or supports the article you're responding to, depending on your stance. You are only writing two paragraphs; the summary and the response. .

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Essay Topic Is intelligence a unitary ability, or are there multiple intelligences? Answer: Multiple intelligences (must choose ONLY ONE theory and support it so I choose Gardner’s theory)- because the essay has to be based on the essay plan Also, must give counter argument for those who criticize Gardner’s theory because he is not a science guy and Gardner keeps changing his idea of how many multiple intelligences exist. References: 15 to 20 references Need to put running head and page number Essay (1500 words) 30% (Word count excludes title page, title and reference list) It is expected that you will use the feedback received for your essay plan in developing your full essay To be submitted via the Assignment Dropbox on LMS. Hard copy assignments are not accepted. The main outcomes of the PSY141 Essay are for students to: · Develop an understanding of the main perspectives, methodologies, and topic areas within the discipline of Psychology · Be able to use the Murdoch Library Catalogue, Findit and PsycINFO database proficiently to ensure quality research during your psychology studies · Be able to use correct APA style referencing · Be able to write an APA style psychological essay The main aim of this assignment is for you to present a well thought out and structured argumentative essay in response to one of the essay questions. Your essay should: · Present an argument in response to one essay question · Show evidence of critical thought. · Be well-supported by scholarly psychological publications. · Be carefully checked for errors in grammar, spelling and punctuation. · Be formatted to APA style. Your essay should contain: · A title page · An essay · An introduction · A body · A conclusion · A reference list Title Page The title page should contain the following information: The unit name and code Your name and student number The name of your tutor as well as your tutorial day and time The essay question you are answering The title of your essay The word count for your assignment (excluding title page, title and references) Title The title should be relevant, clear and simple. A title should capture the main idea that you will explore in your essay. In other words, the title should be a succinct description of the main argument put forward in your essay (i.e., your position on the topic) and should not normally be longer than 20 words. The title should appear on your title page as well as on the top of the first page above your introduction. Format the title in 12 point Times New Roman Font. The title should be in bold and centred. For the essay, you should also include a running head (a shorter version of your original title). A running head is located in the top left hand margin of each page of your assignment. The Essay The essay includes three sections: An introduction A body A conclusion A good essay is a kind of narrative story you want to tell to your reader and the main focus of this narrative is yo.

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ENG 1030, WSU Spring 2014 Summary / Reaction #2 ***ATTACH THIS PAGE TO YOUR SUMMARY/ REACTION PAPER*** Summarizing is a very important academic skill. It will help you become a more effective reader as it helps you remember what you have read. In addition, summaries and reactions play an important role in college writing. In essay examinations and papers, you demonstrate your understanding of material you have read by briefly summarizing its main ideas and explaining them in a condensed form. However, you often go beyond merely summarizing the material; you also respond to it. You analyze it, compare or contrast it with other material you’ve studied, agree or disagree with its ideas, or expand on them further. Summary/Reaction Assignment #2: Read “Globalization and Local Culture”, pp. 179-180 in Sourcework. Write a one-paragraph summary of the article, followed by a two-page response, for a total of 2-3 pages, double-spaced, using MLA format. Grading Criteria: The Summary… includes an introductory sentence with the title of the article, and/or source; the author (if available); the thesis, or main idea. /2 includes an additional reference to the source with an appropriate reporting verb /1 the summary contains only the most important information (topic; main point/thesis; supporting points that explain the thesis). /3 paraphrases and quotes the author’s words properly and accurately (and does not copy the original writing) /3 The Reaction… is subjective; you explain your opinion, perception, or insight about an idea or ideas in the article. /2 includes supporting information for your reaction: details, examples, etc. /2 varies in content: personal experience/ application/ agree-disagree/ opinion /2 The Writing… is clear and comprehensible (easy to follow) /2 includes minimal grammatical mistakes /2 MLA format is used correctly and the S/R is 2-3 pages long /1 Total: / 20 Comments: How to write a summary: 1. Review “Summarizing” and “Paraphrasing” in Chapter 1 of Sourcework. Read the text of the article several times to make sure you understand it clearly. 2. Find the key words and main ideas in the text. Underline or highlight these sentences. 3. Write your own sentences that paraphrase the main points of the text. When you paraphrase, you use your own words and vary the grammatical structure of the author’s sentences. 4. Begin your summary with a reference to the author and the title of the article. For example, In “Wipeout: The Dangers of Workplace Websurfing”, Pachikara reports that many companies have set policies to monitor and control personal Internet use by employees. 5. Include one or more additional reporting verbs in your summary that refer back to the source. Example: Pachikara observes that … Tunceren and Benson note that. . . Remember, in a summary: · include only the main points, not the details · do not change the author’s ideas · do not include your own opinions · a summary is much shorter th ...

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The Three-Part Topic Proposal for Research Save this file to your computer; type in your responses for each of the three areas below, and then upload your work by the deadline using the dropbox in Module 11. Step 1:Explanation Write a one-paragraph explanation. (This is not an introductory paragraph for the paper.) This should be an explanation of your focused topic and what you hope to prove to your reader through your analysis. Step 2:Working Thesis Really think about what you wrote in the explanation and pull it together by creating a working thesis. You will likely continue to revise and edit this thesis. Remember: A THESIS should include the focused topic plus your assertion about the significance of that topic. It should be argumentative in nature, since it is an opinion that you will prove through a close analysis of the details of the text. Step 3: Tentative Outline Now create a tentative outline for your working thesis. In other words, how will you break up your body paragraphs to prove or support the thesis? Assignment: APPROACH #2: Another approach would be to expand on an idea addressed briefly in one of your discussion posts. Remember, you'll need to create a focused thesis statement. The prompts below can be used to create an assertion that you could then prove in your body paragraphs through a close analysis of the primary source (the work we studied) and through support from your secondary sources (literary criticism). Edgar Allan Poe - "The Fall of the House of Usher" Analyze the use of parallels or mirror images in this story. How does this kind of imagery support a thematic idea running throughout the story? · SOURCES: You must use a minimum of THREE secondary sources. You will cite the work you are analyzing, of course, but it is a primary source. Therefore, you will have a minimum of FOUR sources listed on your Works Cited page. At least ONE of your secondary sources must be an article from a scholarly journal accessed via an LSCS library database. You must not use Cliffs Notes or Bloom's Notes or the like, basic dictionaries or encyclopedias, or any plot summaries. You should select reputable sources of literary criticism that help you prove your thesis. If, in addition to these minimum source requirements, you would like to briefly cite a source such as The Bible or a specialized dictionary - that is fine. If in doubt about the quality of a source, ask me or a reference librarian. An essay that does not meet the minimum source requirements will earn an automatic F. · LENGTH: The essay must be 3-4 textual pages (not including the Works Cited page). The essay must follow MLA manuscript form guidelines stated in the 7th edition of the MLA Handbook. The text of the essay must be 3 full textual pages, meaning it will reach the bottom, one-inch margin on the third page of a correctly formatted Word document. An essay that does not meet the minimum length requirements will earn an automatic F. Plea ...

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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 ASSISTANT EDITOR Courtney Luzzi SENIOR EDITORIAL ASSISTANT Erica Horowitz DIRECTOR OF MARKETING Amy Scholz ASSISTANT MARKETING MANAGER Puja Katariwala MARKETING ASSISTANT Mia Brady SENIOR PRODUCT DESIGNER Allison Morris SENIOR PRODUCTION MANAGER Janis Soo ASSOCIATE PRODUCTION MANAGER Joel Balbin COVER DESIGNER Kenji Ngieng COVER CREDIT Bart Sadowski/iStockphoto This book was set in 10/12 Cheltenham Light by Aptara, Corp. and printed and bound by Courier/Kendallville. The cover was printed by Courier/Kendallville. The 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 c© 2014, 2008, 2003, and 1999 John Wiley & Sons, Inc. All rights reserved. No part of this publication may be reproduced, 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, website 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, website http://www.wiley.com/go/permissions. Evaluation copies are provided to qualified academics and professionals for review purposes only, for use in their courses during the next academic year. These copies are licensed and may not be sold or transferred to a third party. Upon completion of the review period, please return the evaluation copy to Wiley. Return instructions and a free of charge return mailing label are available at www.wiley.com/go/returnlabel. If you have chosen to adopt this textbook for us.

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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 ManageMent concepts and cases A Competitive AdvAntAge ApproACh This page intentionally left blank Fred r. David Francis Marion University Florence, South Carolina Forest r. David Strategic Planning C.

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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.

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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? .

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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? .

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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. .

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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. .

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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.

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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. .

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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 .

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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 .

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