Candidate 2Rose E. SmithHigh School Diploma – Graduated 2002.docx

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Candidate 2 Rose E. Smith High School Diploma – Graduated 2002 Work History Dishwasher/Janitorial June 2009 until August 2013 – IL · Maintained a clean and safe environment by sweeping and mopping the floor. · Operated dishwashing equipment by loading dishes and putting them in their proper place when finished. · Ability to work as a team player or independently as needed. · Completed various tasks as directed by direct supervisor. Laborer June 2006 until August 2008 –IL · Maintained a clean and sanitized work environment by showering upon arrival and exit of work shift. · Operated wiz knife to prepare swine for production. · Operated bacon line by wrapping, packaging, and preparing shipments. · Completed multiple tasks as directed by supervisor. Laborer August 2002 until June 2006 IL · Designed, structured, and inspected pallets to be prepared for shipment to another company. · Weighed, arranged, and packaged caterpillar bolts on pallets to be prepared for shipment. · Manufactured clips to be inserted and structured on machinery. · Assembled parts on toilet interior and prepared toilets for shipment. · Assembled and structured canvas frames by measuring and cutting wood, stretching canvas across wood and inserting staples to assemble the frames. Skills · Reliable, dependable, and punctual. · Ability to work as a team player or independently. · Ability to adapt to various work environments and catch on quickly. · Ability to operate machinery and equipment as needed. Professional and Personal references available upon request. .

Education

· Assembled and structured canvas frames by measuring and
cutting wood, stretching canvas across wood and inserting
staples to assemble the frames.
Skills
· Reliable, dependable, and punctual.
· Ability to work as a team player or independently.
· Ability to adapt to various work environments and catch on
quickly.
· Ability to operate machinery and equipment as needed.
Professional and Personal references available upon request.

CAPS794 Presentation Rubric Learning Outcome: Assess the leadership, human resources and organizational development needs associated with a firm’s strategic goals. Presentation Content: Your presentation is based on Greenwood Resources, Case #8 and should include: · A Power Point presentation MUST also be included in conjunction with your Video · An introduction and conclusion/recommendations must be included · A brief overview of the case · Applying concepts from Chapter 7 analyze their international strategy (reason for international expansion, entry mode, international strategy, etc.) · Integrating concepts from chapter 8 discuss how Greenwood Resources adopted entrepreneurial strategies in its quest for growth. · Must include references and citations when the thoughts or ideas are not your own APA format Add recording notes in the note section of the powerpoint below each slide, explaining in detail what the slide is explain. This is not just SLIDES…. There has to be details that I will read on video explaining the context.. and it should flow as if you were giving a presentation in person Levels of Achievement Criteria Does Not Meet Expectations or Missing Needs Improvement Meets Expectations Demonstrates Mastery Introduction and Conclusion Weight 5% 0 to 72% Introduction or Conclusion were missing. 73 to 79% Failed to introduce self or purpose. Abrupt ending with no referencing. 80 to 93% Introduced topic, purpose and self. General summary with appropriate referencing. 94 to 100% Introduced topic, purpose and self along with an effective attention getter. Conclusion reinforced main points, appropriate referencing. Body of the Presentation Weight 50.00% 0 to 72 % Several content areas are missing OR content areas are not addressed at the level of detail required. 73 to 79 % A required content area may be missing OR some content demonstrates weak understanding of concepts being assessed and could be expanded upon. 80 to 93 % Adequately addresses all required content areas (case overview, international strategies, and entrepreneurial strategies) in detail demonstrating a basic understanding of the concepts being assessed. 94 to 100 % Addresses all required content areas (case overview, international strategies, and entrepreneurial strategies) in great detail demonstrating a strong understanding of the concepts being assessed. Presentation Design Weight 15% 0 to 72 % Several content areas are not supported with information from the sim or textbook 73 to 79 % Information from the simulation or the text is barely used or not used appropriately. 80 to 93% Information from the simulation and the textbooks is used appropriately to support discussion and decisions. 94 to 100 % Information from the simulation and the textbook is always used appropriately to support discussion and decisions with a high level of application to sim results. Organization and Flow Weight 10% 0 to 72 % Information is not organized in a cl.

CAPSTONE CASE The Student will be required to read the Capstone.docx

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CAPSTONE CASE: The Student will be required to read the Capstone Case (page 476 of the course text) and respond to the 15 questions on page 483 & 484. Each question will require no less than a one-page response with appropriate references in APA format double-spaced, Times New Roman 12point font. Capstone case is due December 5, 2018, @ 9:00AM. 476 Presented here is the description of a serial homicide investigation in the 1960s that involved the sexually motivated murders of seven mostly college-aged women in Michigan. The discussion provided here draws primarily on Edward Keyes’s, The Michigan Murders.1 The case is longer and more detailed than the other From the Case File chapter introductions. It can serve as a capstone discussion of many of the issues covered in Criminal Investigation, including the basic problems of criminal investigation, the value of eyewitness identifica- tions, the value of other evidence, the potential value of DNA evidence, how proof can be established, and the impact of technology on investigations. Questions for discussion and review are presented at the conclusion of the case. Appendix Capstone Case Capstone CASE The Coed Murders The nightmare began on the evening of July 10, 1967, when nineteen-year-old Mary Fleszar did not return to her apartment, which was located just a few blocks from the Eastern Michigan University (EMU) campus in Ypsilanti, Michigan. Mary was a student at the university. As is the case in most missing person investigations, the first task for investigators was to determine when and where she was last seen. In reconstructing the last known whereabouts of Mary, an EMU police officer recalled seeing a girl matching her description walking near campus at about 8:45 p.m. the night before she was reported missing. She was alone. Another witness reported he had seen the girl at about 9:00 p.m. that same night in the same area, walking on the sidewalk. The witness reported that a car had driven up next to her and stopped. According to report the witness gave, the only person in the vehicle was a young man, and the vehicle was bluish-gray in color, possibly a Chevy. The witness said it appeared that the young man inside the car said something to Mary, she shook her head, and the car drove off. Shortly thereafter, the same car passed the witness’s house again and pulled into a driveway in front of Mary, blocking her path. Mary walked around the back of the car and continued down the sidewalk. The car pulled out of the driveway and, tires squealing, drove down the street. At this point the witness lost sight of Mary and the vehicle. Mary was never again seen alive. On August 7, 1967, a heavily decomposed nude body was found on farmland two miles north of Ypsilanti. The body was identified as Mary Fleszar through dental records. It was clear to investigators that the cause of death was certainly not natural, accidental, or suicide, given the area.

Capitalism emphasizes fostering individualism while socialism emphas.docx

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Capitalism focuses on individualism which can lead to unequal distribution of resources, while socialism emphasizes collectivism but may lack incentives for innovation. A major criticism of socialism is that it does not provide sufficient motivation for technological progress compared to capitalist systems. Introducing collectivist values into a capitalist system could benefit society by encouraging greater consideration of others.

Capitão et al. Translational Psychiatry ( 2019) 930 httpsdoi.docx

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A single dose of the antidepressant fluoxetine reduced neural activity in the amygdala-hippocampal region in response to angry facial expressions, compared to placebo, in adolescents with major depressive disorder. Fluoxetine also increased activity in the dorsal anterior cingulate cortex relative to placebo. There were no observed changes in symptoms after a single dose. These results demonstrate that fluoxetine has immediate effects on core components of the cortico-limbic circuitry involved in emotional processing, prior to any clinical changes in mood. The reduction in amygdala response to anger is consistent with previous evidence that fluoxetine reduces anger processing and could represent a mechanism through which it alleviates irritability symptoms in adolescent depression.

Capital in the Twenty-First CenturyCAPITAL IN THE.docx

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Capital in the Twenty-First Century CAPITAL IN THE TWENTY-FIRST CENTURY Thomas Piketty Translated by Arthur Goldhammer The Belknap Press of Harvard University Press CAMBRIDGE, MASSACHUSETTS LONDON, ENGLAND 2014 Copyright © 2014 by the President and Fellows of Harvard College All rights reserved First published as Le capital au XXI siècle, copyright © 2013 Éditions du Seuil Design by Dean Bornstein Jacket design by Graciela Galup The Library of Congress has cataloged the printed edition as follows Piketty, Thomas, 1971– [Capital au XXIe siècle. English] Capital in the twenty-first century / Thomas Piketty ; translated by Arthur Goldhammer. pages cm Translation of the author’s Le capital au XXIe siècle. Includes bibliographical references and index. ISBN 978-0-674-43000-6 (alk. paper) 1. Capital. 2. Income distribution. 3. Wealth. 4. Labor economics. I. Goldhammer, Arthur, translator. II. Title. HB501.P43613 2014 332'.041—dc23 2013036024 Contents Acknowledgments Introduction Part One: Income and Capital 1. Income and Output 2. Growth: Illusions and Realities Part Two: The Dynamics of the Capital/Income Ratio 3. The Metamorphoses of Capital 4. From Old Europe to the New World 5. The Capital/Income Ratio over the Long Run 6. The Capital-Labor Split in the Twenty-First Century Part Three: The Structure of Inequality 7. Inequality and Concentration: Preliminary Bearings 8. Two Worlds 9. Inequality of Labor Income 10. Inequality of Capital Ownership 11. Merit and Inheritance in the Long Run 12. Global Inequality of Wealth in the Twenty-First Century Part Four: Regulating Capital in the Twenty-First Century 13. A Social State for the Twenty-First Century 14. Rethinking the Progressive Income Tax 15. A Global Tax on Capital 16. The Question of the Public Debt Conclusion Notes Contents in Detail List of Tables and Illustrations Index Acknowledgments This book is based on fifteen years of research (1998–2013) devoted essentially to understanding the historical dynamics of wealth and income. Much of this research was done in collaboration with other scholars. My earlier work on high-income earners in France, Les hauts revenus en France au 20e siècle (2001), had the extremely good fortune to win the enthusiastic support of Anthony Atkinson and Emmanuel Saez. Without them, my modest Francocentric project would surely never have achieved the international scope it has today. Tony, who was a model for me during my graduate school days, was the first reader of my historical work on inequality in France and immediately took up the British case as well as a number of other countries. Together, we edited two thick volumes that came out in 2007 and 2010, covering twenty countries in all and constituting the most extensive database available in regard to the historical evolution of income inequality. Emmanuel and I dealt with the US case. We discovered the vertiginous growth of income of the top 1.

Capital-Equipment BudgetingCapital-equipment budgeting is typica.docx

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Capital-Equipment Budgeting Capital-equipment budgeting is typically related to the expansion of current services. This type of budget must be justified and requires a viability or return on investment analysis. Evaluate the advantages and disadvantages of financing options (e.g., mortgages and loans; lines of credit, leases; bond financing) for a specified capital improvement or equipment project. Resources Readings 1. Textbook: Dropkin, M., Halpin, J., & LaTouche, B. (2007). The budget-building book for nonprofits (2nd ed.). Jossey-Bass. Chapter 16: Allocating Administrative, Overhead, and Shared Costs Chapter 17: Revising Draft Operating Budgets Chapter 18: Zero-Based Budgeting (ZBB) Chapter 19: Capital Budgeting 2. Video: Rae, W, [ehowfinance]. (2009, February 6). Making a Budget: How to Create a 0-Based Budget [Video File]. Retrieved from https://youtu.be/4HNFnNrSNjA (Links to an external site.) Recommended Readings 1. Websites: SAMHSA. (n.d.) Grants. Substance Abuse and Mental Health Services Administration. Retrieved from https://www.samhsa.gov/Grants (Links to an external site.) National Institute of Health (NIH). (2015). Grants and funding: NIH's central resource for grants and funding information. National Institute of Health (NIH). Retrieved from http://grants.nih.gov/grants/oer.htm .

Capital StructureCreate an argument for a publically traded heal.docx

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Capital Structure Create an argument for a publically traded health care organization to issue stocks or bonds as part of its capital structure. Provide support for your position. Imagine that a publicly traded health care organization has just experienced a downgrade in its credit rating from a rating agency, such as Moody’s or Standard & Poor’s. Determine the most likely impact that this event would have on the publically traded health care organization. Indicate an approach that management could take to minimize the impact that you have determined. Provide support for your rationale. Use at least one reference: .

Capital RationingCompare and contrast the Internal Rate of Retur.docx

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Capital in the Twenty- First Century CAPITAL IN THE TWENTY-FIRST CENTURY�Th omas Piketty Translated by Arthur Goldhammer Th e Belknap Press of Harvard University Press Cambridge, Massachusetts London, England 2014 Copyright © 2014 by the President and Fellows of Harvard College All rights reserved Printed in the United States of America First published as Le capital au X XI siècle, copyright © 2013 Éditions du Seuil Design by Dean Bornstein Library of Congress Cataloging- in- Publication Data Piketty, Th omas, 1971– [Capital au X XIe siècle. En glish] Capital in the twenty- fi rst century / Th omas Piketty ; translated by Arthur Goldhammer. pages cm Translation of the author’s Le capital au X XIe siècle. Includes bibliographical references and index. ISBN 978- 0- 674- 43000- 6 (alk. paper) 1. Capital. 2. Income distribution. 3. Wealth. 4. Labor economics. I. Goldhammer, Arthur, translator. II. Title. HB501.P43613 2014 332'.041—dc23 2013036024 Contents Ac know ledg ments . vii Introduction . 1 Part One: Income and Capital 1. Income and Output . 39 2. Growth: Illusions and Realities . 72 Part Two: Th e Dynamics of the Capital/Income Ratio 3. Th e Metamorphoses of Capital . 113 4. From Old Eu rope to the New World . 140 5. Th e Capital/Income Ratio over the Long Run . 164 6. Th e Capital- Labor Split in the Twenty- First Century . 199 Part Th ree: Th e Structure of In e qual ity 7. In e qual ity and Concentration: Preliminary Bearings . 237 8. Two Worlds . 271 9. In e qual ity of Labor Income . 304 10. In e qual ity of Capital Own ership . 336 11. Merit and Inheritance in the Long Run . 377 12. Global In e qual ity of Wealth in the Twenty- First Century . 430 Part Four: Regulating Capital in the Twenty- First Century 13. A Social State for the Twenty- First Century . 471 14. Rethinking the Progressive Income Tax . 493 15. A Global Tax on Capital . 515 16. Th e Question of the Public Debt . 540 Conclusion . 571 Notes . 579 Contents in Detail . 657 List of Tables and Illustrations . 665 Index . 671 vii Ac know ledg ments Th is book is based on fi ft een years of research (1998– 2013) devoted essentially to understanding the historical dynamics of wealth and income. Much of this research was done in collaboration with other scholars. My earlier work on high- income earners in France, Les hauts revenus en France au 20e siècle (2001), had the extremely good fortune to win the enthusiastic support of Anthony Atkinson and Emmanuel Saez. Without them, my modest Francocentric project would surely never have achieved the international scope it has today. Tony, who was a model for me during my graduate school days, was the fi rst reader of my historical work on in e qual ity in France and immediately took up the British case as well as a number of other countries. Together, we edited two thick volumes that came out in 2007 and 2010, covering twenty countries in all and constituting .

Capital Investment EvaluationSelect one of the capital investmen.docx

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Capacity ToolkitWhat is ‘capacity’ How do I decide whethe.docx

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Capacity Toolkit What is ‘capacity’? How do I decide whether a person has the capacity to make their own decisions? Information for government and community workers, professionals, families and carers in New South Wales. Information for government and community workers, professionals, families and carers in Tasmania. Aged Care and Rehabilitation Clinical Network Depar tment of Health and Human Ser vices © State of New South Wales through the Attorney General’s Department of NSW 2008. You may copy, distribute, display, download and otherwise freely deal with this work for any purpose, provided that you attribute the Attorney General’s Department of NSW as the owner. However, you must obtain permission if you wish to (a) charge others for access to the work (other than at cost), (b) include the work in advertising or a product for sale, or (c) modify the work. Disclaimer: This document has been prepared by the Attorney General’s Department of NSW for general information purposes. While every care has been taken in relation to its accuracy, no warranty is given or implied. Further, recipients should obtain their own independent advice before making any decisions that rely on this information. ISBN: 978-1-921301-56-8 80072 CP-Capacity Toolkit booklet reprint.indd 2 12/6/08 9:06:20 AM Reprinted June 200 © State of New South Wales through the Department of Justice and Attorney General 2008. You may copy, distribute, display, download and otherwise freely deal with this work for any purpose, provided that you attribute the Department of Justice and Attorney General as the owner. However, you must obtain permission if you wish to (a) charge others for access to the work (other than at cost), (b) include the work in advertising or a product for sale, or (c) modify the work. Disclaimer: This document has been modifi ed by the Department of Health and Human Services, Tasmania (December 2009) for general information purposes. While every care has been taken in relation to its accuracy, no warranty is given or implied. Further, recipients should obtain their own independent advice before making any decisions that rely on this information. This document is based in large part on the New South Wales Capacity Toolkit. The Department of Health and Human Services Tasmania acknowledges the initial work of the NSW Department of Justice and Attorney General in producing the original resource. Capacity Toolkit Information for government and community workers, professionals, families and carers in New South Wales. 80072 CP-Capacity Toolkit booklet reprint.indd 3 12/6/08 9:06:21 AM How to use the Toolkit - see page 13 Information for government and community workers, professionals, families and carers in Tasmania. Capacity Toolkit4 Foreword 6 Section 1 9 Capacity at a glance 10 Who is the Toolkit for? 11 How do I use the Toolkit? 13 Section 2 17 What is capacity? 18 Section 3 25 Capacity .

Capital Investment 5Sources of Finance for the Proposed .docx

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Capital Investment 5 Sources of Finance for the Proposed CI Project and the Gap between the Theory and Practice of Capital Budgeting By Course Tutor University City/State Date Introduction Comment by Ufuk Misirlioglu: No need along introduction, and add a very limited contribution. Capital budgeting is one of the key processes businesses use to determine the potential of projects succeeding or failing to recuperate the initial financial investments. The process is very critical when large companies want to expand or introduce huge assets, which probably require colossal amounts of first cash investment as well as maintenance. These investments and projects can range from constructing massive new production plants to other long-term schemes. In such instances, business capital investment managers often spend a significant amount of time assessing the new project’s prospective lifetime success, including the cash outflows and inflows. This investment appraisal process is important in evaluating whether the potential outcomes or revenues generated can meet the target benchmark. After achieving a successful capital budgeting plan, it is critical that a firm evaluates its prospective financial sources to fund the proposed projects. For example, based on its financial position, the projected amount of investment capital, and the repayment duration, an organization can either opt for a bank loan or sells its equity to other potential investors. That being said, Foster Construction Ltd needs to assess a wide range of possible financiers to support the purchase of the new ALII. This paper, therefore, mainly discusses some of these capital financing proposals the company can explore, with the last section detailing the existing gap between theory and practice of capital budgeting. Discussion A. Sources of Finance for the Proposed CI Project Foster is a reputable company and boasts of a sizeable annual revenue-meaning that the firm cannot struggle to pay its debts. We truly have quite a range of options that can assist us to fund the new ALII capital project as a private firm. The following are some of the two most viable financial alternatives for the organization: Firstly, I propose we obtain a short-term loan, probably payable within four years, from a renowned financial institution or commercial bank. I strongly believe a short-term loan can assist the Foster Construction Ltd to buy and maintain the modern ALII crane and restore the old one for the next four years. However, there are critical factors that must be considered before identifying the right financier and the amount we can apply. Current and projected inflation rates in the country will definitely play a central role. We must also consider the interest rates offered by each particular organization to determine the lowest repayable amount within the four years. Comment by Ufuk Misirlioglu: Mismatch. Comment by Ufuk Misirlioglu: This is not a short-term. Comment by .

Capital Investment Case Waterways Corporation is a private.docx

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Capital Investment Case Waterways Corporation is a private company providing irrigation and drainage products and services for residential, commercial, and public sector projects, including farms, parks, and sports fields. It has a plant located in a small city north of Toronto that manufactures the products it markets to retail outlets across Canada. It also maintains a division that provides installation and warranty servicing in the Greater Toronto Area. The mission of Waterways is to manufacture quality parts that can be used for effective water management, be it drainage or irrigation. The company hopes to satisfy its customers with its products, provide rapid and responsible service, and serve the community and the employees who represent it in each community. Waterways puts much emphasis on cash flow when it plans for capital investments. The company chose its discount rate of 8% based on the rate of return it must pay its owners and creditors. Using that rate, Waterways then uses different methods to determine the best decisions for making capital outlays. In 2020 Waterways is considering buying five new backhoes to replace the backhoes it now has at its installation and training division. The new backhoes are faster, cost less to run, provide for more accurate trench digging, have comfort features for the operators, and have associated one-year maintenance agreements. The old backhoes are working well, but they do require considerable maintenance. The operators are very familiar with the old backhoes and would need to learn some new skills to use the new equipment. The following information is available to use in deciding whether to purchase the new backhoes. Old Backhoes New Backhoes Purchase cost when new $90,000 $200,000 Salvage value now $42,000 None Investment in major overhaul needed in next year $55,000 None Salvage value in 8 years None $ 50,000 Remaining life 8 years 8 years Net cash flow generated each year $25,250 $ 41,000 Instructions a. Using the following methods, evaluate whether to purchase the new equipment or overhaul the old equipment. (Hint: For the old machine, the initial investment is the cost of the overhaul. For the new machine, subtract the salvage value of the old machine to determine the initial cost of the investment.) Ignore income taxes in your analysis. 1. Use the net present value method for buying new or keeping the old. 2. Use the payback method for each choice. (Hint: For the old machine, evaluate the payback of an overhaul.) 3. Compare the profitability index for each choice. 4. Compare the internal rate of return for each choice to the required 8% discount rate. b. Are there any intangible benefits or negatives that would influence this decision? c. What decision would you make and why? Capital Investment CaseInstructions quality Quality management principles http://www.iso.org This document introduces seven quality .

Capital Budgeting ProcessComplete an APA-formatted two-page paper .docx

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Capital Budgeting Process Complete an APA-formatted two-page paper (not including the title and reference pages) answering the following questions. Organizations that decide to issue bonds generally go through a series of steps. Discuss the six steps. An alternative to traditional equity and debt financing is leasing. Leasing is undertaken primarily for what purposes? Discuss the two major types of leases. Discuss the terms short-term borrowing and long-term financing. What are the primary sources of equity financing for not-for-profit healthcare organizations? The capital budgeting process occurs in several stages, but generally includes what? Discuss and list the three discounted cash flow methods. .

Can We Know the Universe The following excerpt was publ.docx

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Can We Know the Universe? The following excerpt was published in Broca's Brain (1979). by Carl Sagan "Nothing is rich but the inexhaustible wealth of nature. She shows us only surfaces, but she is a million fathoms deep." — Ralph Waldo Emerson Science is a way of thinking much more than it is a body of knowledge. Its goal is to find out how the world works, to seek what regularities there may be, to penetrate the connections of things—from subnuclear particles, which may be the constituents of all matter, to living organisms, the human social community, and thence to the cosmos as a whole. Our intuition is by no means an infallible guide. Our perceptions may be distorted by training and prejudice or merely because of the limitations of our sense organs, which, of course, perceive directly but a small fraction of the phenomena of the world. Even so straightforward a question as whether in the absence of friction a pound of lead falls faster than a gram of fluff was answered incorrectly by Aristotle and almost everyone else before the time of Galileo. Science is based on experiment, on a willingness to challenge old dogma, on an openness to see the universe as it really is. Accordingly, science sometimes requires courage—at the very least the courage to question the conventional wisdom. Beyond this the main trick of science is to really think of something: the shape of clouds and their occasional sharp bottom edges at the same altitude everywhere in the sky; the formation of the dewdrop on a leaf; the origin of a name or a word—Shakespeare, say, or "philanthropic"; the reason for human social customs—the incest taboo, for example; how it is that a lens in sunlight can make paper burn; how a "walking stick" got to look so much like a twig; why the Moon seems to follow us as we walk; what prevents us from digging a hole down to the center of the Earth; what the definition is of "down" on a spherical Earth; how it is possible for the body to convert yesterday's lunch into today's muscle and sinew; or how far is up—does the universe go on forever, or if it does not, is there any meaning to the question of what lies on the other side? Some of these questions are pretty easy. Others, especially the last, are mysteries to which no one even today knows the answer. They are natural questions to ask. Every culture has posed such questions in one way or another. Almost always the proposed answers are in the nature of "Just So Stories," attempted explanations divorced from experiment, or even from careful comparative observations. But the scientific cast of mind examines the world critically as if many alternative worlds might exist, as if other things might be here which are not. Then we are forced to ask why what we see is present and not something else. Why are the Sun and the Moon and the planets spheres? Why not pyramids, or cubes, or dodecahedra? Why not irregular, jumbly shapes? Why so sym.

Capital Budgeting and Dividend PolicyWe examined two very import.docx

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Capital Budgeting and Dividend Policy We examined two very important topics in finance this week; Capital Budgeting and Dividend Policy. Critically reflect on the importance of selecting the right projects in which to invest capital. Do we always select those projects that have the highest return on investment? What other factors play into capital budgeting decisions? We also looked at dividend policy. What incentive is there for a company to pay dividends? What signals does dividend policy provide to investors? .

Cape Town contends with worst drought in over a century By D.docx

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Cape Town contends with worst drought in over a century By Derek Van Dam, CNN Meteorologist Updated 1:35 PM ET, Thu June 1, 2017 (CNN)The worst drought in a century is forcing the most stringent water restrictions ever implemented for South Africa's second largest city. Cape Town has less than 10% of its useable water remaining for its nearly 4 million residents. The city is implementing Level 4 water restrictions, which ask residents to limit daily usage to 100 liters (26 gallons) per person. The measure is meant to reduce demand and conserve what little water is still available and means significant sacrifices for residents. http://www.capetown.gov.za/media-and-news/Water%20resilience%20a%20heightened%20approach%20to%20avoiding%20water%20shortages%20and%20achieving%20long-term%20water%20security For Cape Town resident Suzanne Buckley, the restrictions mean adapting to a new lifestyle. "We have buckets in our shower and bathroom sink to save excess water," Buckley said. "The gray water is then used to flush our toilets." The restrictions are in effect across the city in an aggressive effort to preserve its remaining drinking water, but it may not be enough. South Africa ranks as the 30th driest country in the world and is considered a water-scarce region. A highly variable climate causes uneven distribution of rainfall, making droughts even more extreme. Speaking to CNN, Cape Town Executive Mayor Patricia de Lille explained her concerns about the growing water crisis. "Climate change is a reality and we cannot depend on rainwater alone to fill our dams but must look at alternative sources like desalination and underground aquifers." The Western Cape, one of the country's nine provinces and home to Cape Town, experiences its annual rainy season during the winter months (June-September). Capetonians are likely several weeks away from any substantial, drought-relieving rainfall. Even then, predictions are dire for this winter as a potential El Niño develops off the west coast of South America, according to the Climate Prediction Center. If El Niño does materialize, it would have a negative effect on rainfall across the Western Cape. Severe water restrictions The average American uses between 80 and 100 gallons (302-378 liters) of water per day. This includes flushing toilets, taking showers or baths, brushing teeth, running dishwashers and watering lawns. Imagine restricting daily water use to 25 gallons. Some of the most basic tasks involving water that we take for granted would be eliminated or severely restricted. For Cape Town resident Kathy Basso, saving water has meant adopting the "if it's yellow let it mellow, if it's brown flush it down campaign," a simple and effective measure that saves nearly 10 liters of water per flush, and has been promoted by city officials. Hotels across the city are closing their pools and asking patrons to be water .

Cape Cod Wind project Please respond to the followingThe Cape.docx

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"Cape Cod Wind project" Please respond to the following: The Cape Cod Wind Project is not only an important environmental issue, but also an important political one. From the e-Activity, either justify or challenge the appropriateness of the government's influence. Provide an argument to justify your position. "Cape Cod Town Upset About Planned Wind Farm." WCVBtv. 1 October 2010. YouTube. (2 min 54 s), Then use the Internet or the Strayer Library to research the government's role in the Cape Cod Wind Project. Be prepared to discuss. .

Capella Career Center Last updated 62216 1 COMPE.docx

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Capella Career Center | Last updated: 6/22/16 1 COMPETENCY TRANSLATOR FROM THE CAPELLA CAREER CENTER COMPETENCY TRANSLATOR This resource provides a format for capturing what you learn throughout your program and documenting how you have demonstrated the skills required for your positions of interest. Possible uses for this information include: resume accomplishment statements, interview responses, performance review conversations, promotion proposals, and salary negotiations. View the Competency Translator Example to see sample language. The purpose of Chart 1 below is to encourage you to reflect on and record what you’ve learned and how you might apply it in your career. Start early in your program so you can easily refer to the information throughout (and after) your program! Course name (Optional: Include description from catalog) List of required competencies (From competency map in course) Key project/ Demonstration of learning/Skills acquired (Be specific as this could be included in resume and performance review) Possible application of learning (Where and how could you apply this learning?) Actual application of learning (Where and how did you apply this)? Artifact example (I.e. proposal, lesson plan, or budget) Career goal check in (How has this class influenced your career goal?) http://assets.capella.edu/campus/career-center/competency-translator.pdf Capella Career Center | Last updated: 6/22/16 2 COMPETENCY TRANSLATOR FROM THE CAPELLA CAREER CENTER Chart 2 prompts you to research the skills required for specific jobs and identify how you demonstrate those skills. Job or career goal of interest Requisite skill (Find on job posting, LinkedIn profiles, and networking) Best demonstration of each skill (Reflect on degree program, volunteer and work experience) CARD example (Write specific example in bullet or narrative form using CARD format) Challenge – Problem, goal, or requirement in the example Action – Specific actions you took to resolve the challenge, solve the problem or meet the requirement Result –Benefit resulting in specific and measurable terms Details* - Clarifying details to provide context, consider these questions: how many, how much, how long, and how often. Artifact example (List tangible item such as proposal, lesson plan, or budget) to highlight on LinkedIn, website, or portfolio Refer to the following resources for more information on how to leverage your academic learning to reach your career goals! Please help us: Share your quick feedback on this tool! Competencies in Action Resumes Cover letters Portfolio and Work Samples Interviewing https://capellauniversity.co1.qualtrics.com/SE/?SID=SV_d0uqwTRLcoq6kS1 http://assets.capella.edu/campus/career-center/competencies-in-action.pdf https://campus.capella.edu/web/career-center/job-search-tools/resumes https://campus.

Cape Town Water Crisis and the Efficient Use of Scarce Water B.docx

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The document discusses Cape Town's water crisis from 2015-2017 due to a severe drought. Some key points: - Cape Town's population grew 79% from 1995 to 2018, straining water supplies. Water levels dropped to 10% capacity by May 2017. - Strict water restrictions were implemented from 2016-2017 as the crisis worsened, limiting usage to 50 liters/person/day by September 2017. "Day Zero" was set for April 2018 when taps would be shut off. - While the intense drought has ended, Cape Town is not yet free from water scarcity issues due to population growth. Desalination plants and more efficient dam systems are proposed solutions.

Cantu was hired as a special education teacher by the San Benito Con.docx

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Cantu was hired as a special education teacher by the San Benito Consolidated Independent School District under a one-year contract for the 1990–91 school year. On August 18, 1990, shortly before the start of the school year, Cantu hand-delivered to her supervisor a letter of resignation, effective August 17, 1990. In this letter, Cantu requested that her final pay- check be forwarded to an address in McAllen, Texas, some 50 miles from the San Benito office where she tendered the resignation. The San Benito superintendent of schools, the only official authorized to accept resignations on behalf of the school district, received Cantu’s resignation on Monday, August 20. The superintendent wrote a letter accepting Cantu’s resignation the same day and deposited the letter, properly stamped and addressed, in the mail at approximately 5:15 pm that afternoon. At about 8:00 am the next morning, August 21, Cantu hand-delivered to the superintendent’s office a letter withdrawing her resignation. This letter contained a San Benito return address. In response, the superintendent hand-delivered that same day a copy of his letter mailed the previous day to inform Cantu that her resignation had been ac- cepted and could not be withdrawn. The dispute was taken to the state commissioner of education, who concluded that the school district’s refusal to honor Cantu’s contract was lawful, because the school district’s acceptance of Cantu’s resignation was effective when mailed, which resulted in the formation of an agreement to rescind Cantu’s employment contract. Cantu argued that the mailbox rule should not apply because her offer was made in person and the superintendent was not authorized to accept by using mail. Is this a good argument .

Canadian Journal of Education Revue canadienne de l’éducatio.docx

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Canadian Journal of Education / Revue canadienne de l’éducation 40:1 (2017) ©2017 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation www.cje-rce.ca Transphobia and Cisgender Privilege: Pre-Service Teachers Recognizing and Challenging Gender Rigidity in Schools Laura-Lee Kearns St. Francis Xavier University Jennifer Mitton-Kükner St. Francis Xavier University Joanne Tompkins St. Francis Xavier University Abstract Our study provides examples of how critical curricula and social justice education can be brought together to inform teacher education. Building upon our ongoing longitudinal study, which investigates the impact of an integrated LGBTQ awareness program, we focus in this article on five pre-service teachers who identified critical incidents in schools related to transphobia and gender construction, and who were concerned about the enduring gender binary that presents itself in schools. Their experiences highlight the Transphobia and Cisgender Privilege 2 Canadian Journal of Education / Revue canadienne de l’éducation 40:1 (2017) www.cje-rce.ca ways in which gender surveillance, both overtly and covertly, reinscribes heteronorma- tivity, and that homophobia, transphobia, and gender stereotypes need to be continuously challenged. Keywords: pre-service teacher education, transgender, gender, LGBTQ youth Résumé Notre étude montre comment des cours axés sur la pensée critique peuvent être intégrés à une sensibilisation à la justice sociale dans la formation à l’enseignement. À partir d’une étude longitudinale toujours en cours sur l’impact d’un programme intégré de sensibilisation aux questions LGBTQ, nous nous concentrons ici sur cinq étudiants en pédagogie qui, ayant identifié, des incidents préoccupants liés à la transphobie et à la construction du genre lors de leurs stages, s’inquiétaient de la conception binaire du genre en milieu sco- laire. Leurs expériences mettent en lumière comment la surveillance, déguisée ou non, du genre réinscrit l’hétéronormativité et à quel point il est important de remettre continuelle- ment en cause l’homophobie, la transphobie et les stéréotypes liés au genre. Mots-clés : formation initiale à l’enseignement, transgenre, genre, jeunes LGBTQ Transphobia and Cisgender Privilege 3 Canadian Journal of Education / Revue canadienne de l’éducation 40:1 (2017) www.cje-rce.ca Introduction The opportunity for teacher candidates to understand how to incorporate anti-discrimina- tion work in their teaching practice is a key component of school and education reform. Social justice policies and procedures exist in many school settings, but unless new teachers have the opportunity to explore and apply knowledge learned from professional development, these well-meaning policies are often neglected or ignored. Building upon our ongoing longitudinal study, which investigates the impact of an integrated Lesbian, Gay, Bi-sexual, Transg.

Canons of Rhetoric Speech AnalysisSo what are the characteristi.docx

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Canons of Rhetoric: Speech Analysis So what are the characteristics of an effective public speaker? When beginning public speaking, students are asked the above question. It is often met with responses such as a strong voice, charisma, gestures, addressing the audience in a friendly tone, use of humor, and eye contact. These responses are very similar to one another; they are addressing a speaker's ability to perform for an audience. But this performance is complex, often including other important attributes, such as reasoning with solid information, explaining complex ideas clearly, and providing the audience a clear direction of where the presentation is heading. Situations similar to this one are not uncommon. Many people think of public speaking as the ability to control nerves in front of a group but neglect considering the importance of having ideas well organized before presenting them or practicing a lot to reduce those nerves. Some people think that because they have apprehension about speaking in front a group, they are completely inept in a public speaking situation. They are often surprised to find out that they are only looking at one piece of the puzzle. The Greek philosopher Aristotle and his contemporaries began writing about what has become the field of communication today. In writing about what was called the canons of rhetoric, they were laying the foundation for public speaking as we know it today. Four canons, or categories of criticism, were established: · invention, · arrangement, · style, and · delivery. Invention looks at the creation of ideas. When evaluating a speaker from this point of view, the critic may note whether or not the speaker was found to be an authority on the subject matter. This was known as ethos. The critic also may question the use of evidence presented by the speaker (known as logos) and whether the evidence seems to prove what the speaker leads the audience to think it proves. A speaker's credibility would be examined under this canon, and though opinion based, it plays an important role in a speaker's success. Questions asked under the invention canon might include the following: · How well informed is this speaker? · Does the speaker support claims with reliable evidence that is current and from a credible source? Arrangement allows a critic to analyze the components of a presentation to determine whether or not they accomplish what the speaker intends. For example, a strong introduction usually allows the speaker to capture the audience's attention, to address a central message concisely, and to provide the audience with a clear sense of what path the presentation will be taking. A critic looking at arrangement would be examining the arrangement of ideas and how they contribute to the overall message the speaker intends. Questions for this canon might include the following: · Were things presented in a way that was easy to understand and follow? · Do the introduction, body, and conclusion .

Canon 6 of the ASCE Code of Ethics states, Engineers shall .docx

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Canon 6 of the ASCE Code of Ethics states, "Engineers shall act in such a manner as to uphold and enhance the honor, integrity, and dignity of the engineering profession and shall act with zero-tolerance for bribery, fraud, and corruption." Recently, the media has exposed examples of "pay-to-play" scandals over a broad range of organizations from college admissions to engineering and construction firms. How does this affect the Civil Engineering profession? Use of References – include at least three (3) references from a journal or other acceptable source. It is important to select references that support your argument. You should not just summarize or use quotes from these sources, but rather they should support your argument. Citation Format for References – Provide the in-text and end of essay citation for the reference in APA style. Citations must be in this format for full credit. No exceptions. Text of final essay (five (5) pages maximum). References and cover pages are not included in the five-page maximum. .

Canadian Journal of Educational Administration and Policy, Iss.docx

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Canadian Journal of Educational Administration and Policy, Issue #142, July 8, 2013. © by CJEAP and the author(s). NAVIGATING IN STORMY WATERS Ann E. Lopez and Jacqueline Button, OISE, University of Toronto This case study examines the tensions of social justice and culturally relevant leadership. It also examines the challenges of school administration and building cohesive teams. This case engages readers in theorizing about social justice and culturally relevant school leadership as well as thinking about practical ways to make the endeavour of school leadership and administration more effective. We present the challenges faced by Arlene, a principal in her second year at a large diverse secondary school and some of her challenges building a cohesive team, dealing with the union, and within the construct of social justice leadership. Case Description Arlene is in her second year as principal at Yellowridge Secondary School (Yellowridge SS). Yellowridge is one of five secondary schools in Ridgecole, a growing city of over 250,000 people that is ethnically, racially, linguistically diverse. The city accurately represents the growing diversity in most of Canada’s urban areas. Yellowridge SS, like the city, is very diverse. The immediate area in which the school is located could be considered middle class, with families representing many racial and ethnic groups. Most of the housing is single dwelling, with a few rental apartment buildings. The school boundary also includes a low-income community with subsidized housing. Students from the low-income community are bussed to Yellowridge SS. Over the years the number of students bussed to the school has increased. The school is traditionally known for its strong academic program and high graduation rates. Arlene’s administrative team is diverse and consists of three vice principals. She is white. Cassandra, a white female is in her third year as vice principal at Yellowridge SS. Michael mailto:[email protected] Navigating in Stormy Waters 8 is the longest serving member of the administrative team. He is a white male and has been a vice principal at the school for six years. He is close to retirement and has no interest in becoming a principal. Melinda, a black female was appointed to Yellowridge at the same time as Arlene. She is very much interested in becoming a principal and sees Arlene as a mentor. Like most secondary schools in the area, the teaching staff of 110 is predominantly white. Of the one 110 staff at the school there were two black teachers, two South Asians, and one Asian. The staff is predominantly female. There has been very little staff turnover. A large percentage of the staff has been at the school for over 10 years. All teachers in secondary schools in the province are members of the provincial union, a registered trade union that negotiates with the school board on issues of salaries .

Candy StoreThe Sweet Tooth765 Main St.Mount Pleasant, MI 488.docx

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Candy Store The Sweet Tooth 765 Main St. Mount Pleasant, MI 48858 Zuzu Enterprises Candy is a special treat that plays an important role in cultural traditions, seasonal celebrations and family occasions here in the U.S. and around the world. Candy is also associated with childhood, a simpler time filled with fun and happiness. But, it can be hard to find old fashioned bulk candy storesthat carry all your favorite childhood memories; we serve this niche and offer the best candy supply along with gourmet popcorn, nuts, and Ashby's Ice Cream. The Sweet Tooth will sell candy for all occasions and offer specialty packaging, gifts, and combinations to suit any need and desire. EXECUTIVE SUMMARY Candy is a special treat that plays an important role in cultural traditions, seasonal celebrations and family occasions here in the U.S. and around the world. Candy is also associated with childhood, a simpler time filled with fun and happiness. But, it can be hard to find old fashioned bulk candy stores that carry all your favorite childhood memories; we serve this niche and offer the best candy supply along with gourmet popcorn, nuts, and Ashby's Ice Cream. We sell candy for all occasions and offer specialty packaging, gifts, and combinations to suit any need and desire. The Sweet Tooth is a family-owned business, owned and operated by the Bernard family. We proudly serve the wonderful community of Mount Pleasant, Michigan and are thankful for great families and customers that support small businesses. INDUSTRY ANALYSIS The confectionery industry has fared well in recent years, both during the height of the recession and its aftermath. In 2014, the U.S. Retail Confectionery Industry is generated $34.5 billion in retail sales. Among more than 300 product categories across the store, confectionery is growing faster than 184 other categories, with 92 of those showing declines, according to the National Confectioners Association (NCA). Over the 52 weeks through Nov. 1, 2015, confectionery kept in lockstep with the total store growth of 3.2%, with a dollar sales growth of 3% for combined chocolate and non-chocolate items. This trend of strong sales and tempered growth is expected to continue for the coming years. Chocolate is one of the most popular and widely consumed products in the world, with North American countries devouring the lion's share, followed by Europe. Chocolate sales in the United States account for the majority of sales in the industry—more than 60%—with $21.1 billion inPage 8 | Top of Articlechocolate sales generated in 2014; this number increased 2.9% from the previous year. During this time, premium chocolate sales grew by 11%. Dark chocolate sales increased 8% in 2014, but milk chocolate remains the largest chocolate segment in the United States. Premium and dark chocolate are the strongest segments of the market in the United States in terms of growth, though not market share. This growth over the last decade has been driven in large .

Candice Shamsher · Assess the situation.- You have to know w.docx

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Candice Shamsher · Assess the situation.- You have to know what type of situation that you are dealing with to be able to handle it efficiently. You don’t want your officers running into a gun fight when its actually a fire. What kind of situation are we dealing with? How many suspects are involved? Where is it taking place. There are all things to consider when accessing the situation. · Identify the danger zone. – Knowing where the danger zone is will keep the public out of harm’s way when dealing with the situation. · Establish an inner perimeter. - This would be the location where only authorized people would be allowed. This allows for law enforcement agents to keep control on the situation at hand. · Establish an outer perimeter. – I believe this falls along the same lines with the outer perimeter. This allows for some access to the safe parts. · Establish the incident command post. – This will help with keeping control of the situation. All information would be streamlined to this location. This is critical as with a ICP, everyone knows where their information is coming to and they know exactly where to report. · Establish the staging area. – Another critical piece because it allows a central location where resources can flow in and out of. · Request additional resources. – This is critical because if additional resources are needed, law enforcement knows how or who to go to. I believe that the NIMS & ICS policy philosophy is something that needs to be embraced by all of law enforcement as it can be looked to as a blueprint or better yet, a guideline to what needs to be done in case of catastrophe. Without this, it is easy for a critical piece to missed which could eventually result in more loss of lives George Jay Assess the situation is the first critical task for law enforcement; being able to understand what the situation is immediate could save lives. Law enforcement will respond to a call for shots fired and have to determine if its an active shooter or something different. We see this during the Las Vegas shooting were Las Vegas police officers discovered they were dealing with an active shooter. The next task would be to identify the danger zones. The officer who becomes the Isdent commander will have to start mapping out the hot, warm, and cold zone so that Emergency responders understand where to go. You don't want fire arriving in the hot zone while an active shooter is being engaged. having the tools to complete this task is essential. "Watch commanders and lieutenants use command stations that contain dry-erase boards, markers, notepads, and folders containing checklists from the department's critical incident management guide for various situations"(Phibbs & Snawder, 2014). The inner perimeter has to be established before the outer perimeter to protect the local population and ensure no one goes into a hostile situation. Once the inner perimeter has been established, you can use additional resources to develop .

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1. Candidate 2 Rose E. Smith High School Diploma – Graduated 2002 Work History Dishwasher/Janitorial June 2009 until August 2013 – IL · Maintained a clean and safe environment by sweeping and mopping the floor. · Operated dishwashing equipment by loading dishes and putting them in their proper place when finished. · Ability to work as a team player or independently as needed. · Completed various tasks as directed by direct supervisor. Laborer June 2006 until August 2008 –IL · Maintained a clean and sanitized work environment by showering upon arrival and exit of work shift. · Operated wiz knife to prepare swine for production. · Operated bacon line by wrapping, packaging, and preparing shipments. · Completed multiple tasks as directed by supervisor. Laborer August 2002 until June 2006 IL · Designed, structured, and inspected pallets to be prepared for shipment to another company. · Weighed, arranged, and packaged caterpillar bolts on pallets to be prepared for shipment. · Manufactured clips to be inserted and structured on machinery. · Assembled parts on toilet interior and prepared toilets for shipment.

2. · Assembled and structured canvas frames by measuring and cutting wood, stretching canvas across wood and inserting staples to assemble the frames. Skills · Reliable, dependable, and punctual. · Ability to work as a team player or independently. · Ability to adapt to various work environments and catch on quickly. · Ability to operate machinery and equipment as needed. Professional and Personal references available upon request.

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