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Bridgewater 1 Essay #2: Arguing a Position Rough draft due: 2/2 Length: 4-5 pages Final draft due: 2/16 Sources: 4 Write an essay on a controversial issue. Learn more about the issue, and take a position on it. Present the issue to readers, and develop a well-supported argument for the purpose of confirming, challenging, or changing your readers' view’ on the issue. In your introduction, present a well-defined, argumentative topic followed by a thesis that follows an appropriate thesis template where you state your clear position on the topic. In the middle paragraphs, present several logical reasons for taking your stance. For each reason, acknowledge and respond to various counterarguments. Finally, in your conclusion, sum up your argument and remind readers what’s at stake in this debate. The structure of the essay might be as follows: 1) the first or first two paragraphs introduce and define the topic, 2) the next several paragraphs go over the reasons that support your position while refuting, accommodating, or acknowledging possible counterarguments or weaknesses, and 3) finally, the last paragraph(s) sum up your argument and remind readers what’s at stake in this debate. Tips: Each paragraph should have a clear topic sentence that presents what the paragraph is about. Your ideas should be well-reasoned and demonstrate mature sentence structure. Formatting: APA ...

Bridgewater 1
Essay #2: Arguing a Position
Rough draft due: 2/2 Length: 4-5 pages
Final draft due: 2/16 Sources: 4
Write an essay on a controversial issue. Learn more about the
issue, and take a position on it. Present the issue to readers, and
develop a well-supported argument for the purpose of
confirming, challenging, or changing your readers' view’ on the
issue.
In your introduction, present a well-defined, argumentative
topic followed by a thesis that follows an appropriate thesis
template where you state your clear position on the topic. In the
middle paragraphs, present several logical reasons for taking
your stance. For each reason, acknowledge and respond to
various counterarguments. Finally, in your conclusion, sum up
your argument and remind readers what’s at stake in this debate.
The structure of the essay might be as follows: 1) the first or
first two paragraphs introduce and define the topic, 2) the next
several paragraphs go over the reasons that support your
position while refuting, accommodating, or acknowledging
possible counterarguments or weaknesses, and 3) finally, the
last paragraph(s) sum up your argument and remind readers
what’s at stake in this debate.
Tips: Each paragraph should have a clear topic sentence that
presents what the paragraph is about. Your ideas should be
well-reasoned and demonstrate mature sentence structure.
Formatting: APA

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Argument paper/English 1 Spring 2014 Argument Assignment Paper.doc PAGE English 1: Argumentative Essay Assignment The Assignment: Write a six-to-ten page argument paper that addresses a current issue that will address our theme of the impact of technology on communication on ourselves, on our world and on what it means to be human (Barrios, 583). The topic and the issue for this paper is the same as your exploratory paper assignment. The purpose of this paper is to present your position on the issue and then argue why by presenting your own reasons and evidence to support your thesis statement. Locating Sources for Research. The purpose of the exploratory paper was to explore different writers and their position, their perspective, and the types of evidence they used in order to form your own position and perspective. You have three sources that you may use in your paper. For this paper, you must include a variety of sources; they cannot all come from Web sites. Search SMC’s library online catalog, search for a book, search online databases, find newspaper articles, use the search engine Google scholar at www.google.com, or www.yahoo.com . In addition, observations or experience from your personal life are not allowable. Refer to the following handouts: “Research Guide for Papers,” “Sources Acceptable for Academic Papers.” Both of these handouts are on eCompanion. If you include an article from a Website, there must be a date and a sponsor/publisher. If this is not available you cannot use this source. Thesis Statement and Claim: Does your thesis clearly include a claim? Is it arguable? Does it take a perspective on an issue? Is it narrow and specific enough for the length of this assignment? Is it focused on one subject? Is it a claim of policy where you argue that certainpolicies should be changed? Is it a claim of value where you argue that some action, belief, or policy is morally wrong, good, or bad? Once your claim is clear, you must develop reasons that match and correspond to the type of claim being made. Audience/Point of View: An effective argument is tailored to its audience. The reasons and the types of evidence you offer, the needs and values to which you appeal, terms defined, all depend on your audience and the type of claim. Ask: What does your audience know or not know about your topic? The audience is your instructor and classmates. Never assume that the audience is familiar with your topic or terms. You may need to include definitions and relevant details to help the audience understand your position in the first body paragraph. For this argument essay, you will use only the third-person point of view. No, “I” “We” or “You.” Content/Body Paragraphs. For the length of this assignment, you should have at least three-to-four distinct and relevant reasons to support your thesis. Follow the guidelines for writing the argument paper when developing your reasons. Use the “because” clause approach.

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PART1 (WEEK1) Introduction Over the eight weeks of the course, you will work on a paper that addresses a current controversial issue. This paper is to be in the form of an argument. You will select a topic, choose an issue related to that topic, thoroughly research both sides of the issue, and then write a paper that supports one side or the other of the issue. Your paper must define the issue, present evidence on both sides of the issue, and then argue that one side is stronger and more persuasive than the other. Your paper must address at least three relevant aspects of the issue. More specific directions for each part of the paper will be found within the specific assignment in the weekly modules. Here is a brief breakdown of the project so that you can plan your time in the course: Instructions Topic: Artificial intelligence State the topic (Artificial Intelligence) State the specific issue you will explore. This must be stated either as a question ("Should prostitution be legalized?") or a whether-or-not statement ("Whether prostitution should be legalized"). For the stated issue, state three (3) aspects of the issue that you think you will likely develop in your paper. Briefly state why you have chosen each aspect. You are not confined to three aspects only, but you must develop at least three. As you develop your paper, you may find other aspects that you deem more relevant, and may add or substitute those. Example: For the topic of prostitution, you might examine the aspect of personal autonomy, public health aspects, and law enforcement aspects, at a minimum. Example: For the topic of free healthcare for undocumented persons, you might address economic aspects, ethical aspects, and public health aspects, at a minimum. PART 2 (WEEK3) Introduction This week you continue to work on your paper that addresses a current controversial issue. This paper is to be in the form of an argument. You have selected a topic and chosen issues related to that topic; this week, you will thoroughly research both sides of the issues you have chosen. Keep in mind that your paper must define the issue, present evidence on both sides of the issue, and then argue that one side is stronger and more persuasive than the other. Your paper must address at least three relevant aspects of the issue. More specific directions for each part of the paper will be found within the specific assignment in the weekly modules; the assignment this week is to research both the pro and con sides of the issues you have chosen to address. Here is a brief breakdown of the project so that you can plan your time in the course: Week 1 Topic Selection Week 3 Issue Review (both sides) Week 5 Thesis & Annotated Bibliography (both sides) Week 7 Argumentative Paper Instructions This week, you will conduct an issue review for your selected topic for your project. Present a brief report of your r.

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BUS 475 – Business and Society© 2014 Strayer University. All Rig.docx

BUS 475 – Business and Society© 2014 Strayer University. All Rig.docx

BUS 210 Exam Instructions. Please read the exam carefully and answer all of the questions. When considering the legal issues, structure your answers as follows: 1. State the relevant issue; 2. Make the arguments of the parties involved; 3. State the applicable rule of law; 4. State your conclusion and the reasons therefore. You may consult the text to answer the exam questions. However, your answers MUST be your own work and you may not consult with anyone in or outside of the class. BUS 210 Be specific in your answers and state the applicable law used to reach your conclusions. Question #1 Mike is a homeowner. Jill runs a snowplowing business. Mike asks Jill to provide an estimate for how much she would charge to snowplow Mike’s driveway. After Jill inspects Mike’s driveway, the parties have the following conversation on September 1, 2011: Jill: “$50 each time I snowplow your driveway.” Mike: “OK, sounds good. Please do so.” Jill regularly snowplows Joe’s driveway during the 2011-12 season. In May 2012, Jill sends a bill to Mike for all visits she made in the 2011-12 season, and Mike promptly pays that bill in full without any other communication taking place between Jill and Mike. • Jill regularly snowplows Mike’s driveway during the 2012-13 season and sends a bill for those visits in March 2013. What are the rights and responsibilities of the parties under contract law? • Instead, assume that Jill does not come during the first major snowfall in 2012. Does Mike have any contractual rights against JILL? Explain fully. • Ignore the previous bullets. Instead, assume Mike promptly pays the 2011-12 bill in full without any other communication. On September 1, 2012, Jill raises her prices 20% for all of her customers, and she notifies Mike of this fact. He does not respond. Jill regularly snowplows Mike’s driveway during the 2012-13 season and in March 2013 sends Mike a bill for those visits reflecting her increased prices. What are the right and responsibilities of the parties under contract law. Question #2: At the wedding of Tom and Mary, Tom’s father, Frank, told them that he wanted to live with them and to have them care for him for the rest of his life. He said, “If you agree to do this, I will deliver to you, within two years, a deed to my home.” Tom and Mary told Frank they accepted his offer and promised to look after Frank with loving care in Frank’s home. They immediately moved in with him. Soon after moving into Frank’s home, Tom and Mary used their own money to add a new wing to the house, pay the outstanding property taxes, and pay off an existing mortgage of $25,000. One year after Tom and Mary moved into the home, Tom reminded Frank of his promise to convey the property to them. Frank became angry, and refused to execute the deed and ordered Tom and Mary to leave the premises. Answer the following questions by arguing both sides of the issues and applying ...

BUS 210 Exam Instructions.Please read the exam carefully and a.docx

BUS 210 Exam Instructions.Please read the exam carefully and a.docx

BUS 210 Exam Instructions.Please read the exam carefully and a.docx

BUS 137S Special Topics in Marketing (Services Marketing) Miwa Y. Merz, Ph.D. Service Journal Entry Form Your Name: Name of Firm: T-Mobile Type of Service (industry): Phone Company Date of Encounter: September 27, 2015 Time of Encounter: 4PM 1. How did the encounter take place (e.g., in person, by phone, via a self-service technology)? In person 2. What specific circumstances led to this encounter? My girlfriend bought a new phone and she wanted to put a screen protector 3. Exactly what did the firm/employee say or do? The employee directly showed us the different type of screen protector. He also explained in detailed about the advantage and disadvantage for each of the screen protector. 4. How would you rate your level of satisfaction with this encounter? (Circle the most appropriate number). Very dissatisfied 1 2 3 4 5 6 7 Very satisfied 5. What exactly made you feel this way? I was so surprised that the employee still remembered my girlfriend and I. A week ago we went to the T-Mobile to ask about the IPhone 6s. 6. What could the employee/firm have done to increase your level of satisfaction with the encounter? Nothing because I am completely satisfied with their service 7. What improvements need to be made to this service system? I don’t think they need to improve anything because the employees always ask the customer if they need help or not as soon as they saw the customers. 8. How likely is it that you will go back to this service firm? Very Unlikely 1 2 3 4 5 6 7 Very Likely Please provide the reason(s). I will definitely go back because the employees are so kind, patient and really helpful. Service Journal Entry Form Your Name: Name of Firm: 99 Chickens Type of Service (industry): Restaurant Date of Encounter: September 19, 2015 Time of Encounter: 5 PM 1. How did the encounter take place (e.g., in person, by phone, via a self-service technology)? In person 2. What specific circumstances led to this encounter? We wanted to eat the chicken 3. Exactly what did the firm/employee say or do? They didn’t say a single word. They just took our order and then directly leave. 4. How would you rate your level of satisfaction with this encounter? (Circle the most appropriate number). Very dissatisfied 1 2 3 4 5 6 7 Very satisfied 5. What exactly made you feel this way? Because the employee did not talk at all 6. What could the employee/firm have done to increase your level of satisfaction with the encounter? They should treat the customer better. The service is seriously so bad. I feel that they are actually really rude. 7. What improvements need to be made to this service system? Actually the service system is not bad because it is a self-service restaurant. But I think the company should tell the employees to have more interaction with the customers to make a good and friendly impression. 8. How likely is it that you will go back to this service firm? Very Unlikely 1 2 3 4 5 6 7 Ver ...

BUS 137S Special Topics in Marketing (Services Marketing)Miwa Y..docx

BUS 137S Special Topics in Marketing (Services Marketing)Miwa Y..docx

BUS 137S Special Topics in Marketing (Services Marketing)Miwa Y..docx

BUS 313 – Student Notes COURSE DESCRIPTION This course introduces the students to the key components of entrepreneurship. Topics covered include identifying new venture opportunities, getting started in a new venture, creating a business plan, financing and marketing ideas, and organizing and managing a small business. INSTRUCTIONAL MATERIALS Required Resources Kaplan, J. M., & Warren, A. C. (2013). Patterns of entrepreneurship management (4th ed.). Danvers, MA: John Wiley & Sons. Supplemental Resources Fast Company. (2013). General format. Retrieved from www.fastcompany.com Hess, E. D. (2012). Grow to greatness: Smart growth for entrepreneurial businesses. Stanford, CA: Stanford University Press. Inc. Magazine. (2013).General format. Retrieved from www.inc.com Schweikart, L. & Pierson, D. L. (2010). American entrepreneur: The fascinating stories of the people who defined business in the United States. New York, NY: American Management Association. Stanford Graduate School of Business. (2013). Center for Entrepreneurial Studies. Retrieved from http://www.gsb.stanford.edu/ces/resources/links.html COURSE LEARNING OUTCOMES 1. Examine entrepreneurship and different types of entrepreneurs. 2. Analyze the stages in the entrepreneurial process. 3. Examine the process of innovating and developing ideas and business opportunities. 4. Analyze different innovative business models to determine the best model for a specific venture. 5. Analyze the market, customers, and competition of entrepreneurs. 6. Examine the process of developing a business plan and setting up the company. 7. Analyze money sources for finding and managing funds. 8. Compare the different forms of intellectual property and how they differ. 9. Analyze the management of a successful innovative company. 10. Determine the most effective communication process to present the business to investors. 11. Analyze methods for exiting the venture. 12. Use technology and information resources to research issues in entrepreneurship. 13. Write clearly and concisely about entrepreneurship using proper writing mechanics. WEEKLY COURSE SCHEDULE The standard requirement for a 4.5 credit hour course is for students to spend 13.5 hours in weekly work. This includes preparation, activities, and evaluation regardless of delivery mode. Week Preparation, Activities, and Evaluation Points 1 Preparation · Reading(s) · Chapter 1: Getting Started as an Entrepreneur · Chapter 2: The Art of Innovation Activities · Introduction Discussion · Discussions Evaluation · None 20 20 2 Preparation · Reading(s) · Chapter 3: Designing Business Models · e-Activities · Go to Minority Business Entrepreneur (MBE) Website and explore the organization’s offerings, located at http://www.mbemag.com/. Then, go to the MBE Business Resource Directory, located at http://www.mbemag.com/index.php/resources/mwbe-resource-directory, and consider two to three businesses that would be good partners for one another. Be ...

BUS 313 – Student NotesCOURSE DESCRIPTIONThis course intro.docx

BUS 313 – Student NotesCOURSE DESCRIPTIONThis course intro.docx

BUS 313 – Student NotesCOURSE DESCRIPTIONThis course intro.docx

BUS 1 Mini Exam – Chapters 05 – 10 40 Points Short Answer – Mind your time Answer four questions from #1 - #6. Must answer #3 and #6. Answer the XC question for extra credit. Question point count weighted equally. It is all about business, so make sure to demonstrate / synthesize the bigger picture of business in each and every answer. Like all essays, specifying an exacting target word count is rather problematic. I am thinking each answer would be about 250 - 300 words each, depending upon writing style. If you tend to be descriptive and whatnot, that number could be 350 - 450 words. Sidebar: Gauge your knowledge level in this way. This exam should take about 90 – 120 minutes to complete. Students taking much longer may want to work with me to assess / discuss ways to help master this material in a future conference session. 1. Although most new firms start out as sole proprietorships, few large firms are organized this way. Why is the sole proprietorship such a popular form of ownership for new firms? What features of the sole proprietorship make it unattractive to growing firms? 2. List and discuss at least three causes of small business failure. Workarounds, fixes, or methods to avoid failure should be discussed. 3. Describe three different leadership styles and give an example of a situation in which each style could be most used effectively. 4. Discuss Max Weber's views on organization theory. Is there a few principles that particularly resonate in business today? 5. How has the emphasis of quality control changed in recent years? Describe some of the modern quality control techniques that illustrate this change in emphasis. 6. Explain how managers could motivate employees by using the principles outlined in expectancy theory? Create a story/example of expectancy theory at work, incorporating the three questions that according to expectancy theory employees will ask. 7. XC – What is selective perception? Can you describe a business-centric scenario where selective perception may hinder a businessperson’s ability to respond to a customer need? I Fireworks, Manifesto, 1974. The Architectural Paradox 1. Most people concerned with architecture feel some sort of disillusion and dismay. None of the early utopian ideals of the twentieth century has materialized! none of its social aims has succeeded. Blurred by reality! the ideals have turned into redevelopment nightmares and the aims into bureau cratic policies. The split between social reality and utopian dream has been total! the gap between economic constraints and the illusion of all-solving technique absolute. Pointed Space out by critics who knew the limits of architectural remedies, this historical split has now been bypassed by attempts to reformulate the concepts of architecture. In the process, a new split appears. More complex, it is not the symptom of prof ...

BUS 1 Mini Exam – Chapters 05 – 10 40 Points S.docx

BUS 1 Mini Exam – Chapters 05 – 10 40 Points S.docx

BUS 1 Mini Exam – Chapters 05 – 10 40 Points S.docx

Bullying IntroductionBullying is defined as any form of severe physical or psychological consequences.Bullying has been identified as a social issue in schools, homes and communities.Bullying can lead to both short term and long negative side effects. Bullying is defined as any form of severe physical or pervasive act that includes communication in writing, electronically that is aimed at a student, or a group of student and it could have the following effects on the target. Bullying has been identified as a social issue in schools, homes and communities. Bullying can lead to both short term and long negative side effects. Many people tend to develop psychological problems as a result of engaging in bullying activities. Adopting effective measures to prevent bullying would also help to deal with the problem once and for all. * Forms of BullyingMere teasing.Talking trash about other peopleTrading insults.Physical harassment The following actions have been identified as physical conduct forms that demonstrate forms of bullying. They include; Mere teasing. Talking trash about other people. This shows an example of bullying that is practiced by people. Trading insults has also been widely recognised as a form of bullying. Physical harassment * Effects of BullyingBullying can lead to both long term and short term side effects.Bullying can change personalities, psychological wellbeing and even lead to physical injuries.Negatively affecting the students’ mental or physical health Bullying has serious negative consequences for the people who do practice it. Bullying can lead to both long term and short term side effects. Bullying can change personalities, psychological wellbeing and even lead to physical injuries. People who have been bullied tend to development long term problems such as depression. Development of stress tends to happen once people have engaged in actions that lead to bullying. This is because the actions against bullying tend to overpower the minds and also brings in psychological problems,. * A graphic showing No to Bullying All forms of bullying are not acceptable in the society. * How to Prevent BullyingTaking immediate action.Dealing with bullies physically.Criminalizing actions against bullying. In order to deal with bullying effectively, several measures should be enacted to prevent any form of bullying. Measures such as taking immediate action upon any case of bullying would help to deter the action from ever arising again. The other solutions entail taking immediate forms of action would also help to prevent the act from ever occurring. Dealing with bullies physically and also criminalizing actions against bullying helps to prevent it at all costs. Social and emotional learning is a bullying prevention mechanism aimed at ensuring that students do not fall victim to bullying by equipping them with social and emotional skills. This technique is aimed at ensuring that students are equipp ...

BullyingIntroductionBullying is defined as any for.docx

BullyingIntroductionBullying is defined as any for.docx

BullyingIntroductionBullying is defined as any for.docx

BUS1001 - Integrated Business Perspectives Course Syllabus School of Professional Studies BUS1001- Integrated Business Perspectives Note to Instructors: Items highlighted in yellow apply to on ground courses, those in blue apply to online courses, and those in green apply to blended courses. Please select the appropriate sections for your course (eliminate the highlighting), and delete the other sections. Items highlighted in magenta must be completed prior to publishing the syllabus. Items highlighted in grey are for your information only and should be removed before publishing the syllabus. *All activities listed in the syllabus must be administered in order to meet the credit requirements for this course Contents Overview4 Course ID4 Course Name4 Department4 Credits4 Prerequisites4 Instructor4 Telephone4 E-mail4 Office4 Office Hours4 Class Meetings4 Classroom4 Learning Management System4 Course Description4 College Information5 Centenary Greater Expectation Learning Outcomes (CGEs)5 Business Department Learning Outcomes5 Classroom Conduct5 Academic Code6 Academic Honesty6 “Publication” of Written Work and Assignments6 Academic Assistance7 Accommodations7 Technical Support7 Course Information7 Course Material7 Reference Websites7 Instructional Techniques7 Course Objectives7 Student Evaluation7 Attendance9 Participation9 Assignments10 Late Assignments10 Course Schedule11 Session 111 Session 211 Session 311 Session 412 Session 512 Session 613 Session 713 Session 813 Activities and Rubrics15 Threaded Discussion Requirements15 Threaded Discussion Rubric15 Project and Teamwork Exercise16 Project and Teamwork Exercise Rubric16 Web Assignment17 Web Assignment Rubric17 Case Study Exercise18 Case Study Rubric18 Part Ending Project19 Part Ending Project Rubric19 Launching Your Career20 Launching Your Career Rubric20 Activities Calendar21 Overview Course ID:BUS1001Course Name:Integrated Business PerspectivesDepartment: Business - UndergraduateCredits: 4 CreditsPrerequisites: None Studentsshould be competent in Microsoft WordInstructor: Jane ZhaoE-mail: [email protected]Class Meetings: Thursday 6:00 pm from January 14th to March 3rd Classroom: TBALearning Management System: Access the Moodle student tutorial at: http://www.centenarycollege.edu/cms/en/moodle-help-center/moodle-help-center/students/ for instructions on how to log in, navigate, and submit assignments. Moodle accessibility versions are available for download; please contact the IT Help Desk at ext. 2362 or [email protected] for assistance.Course Description: This Business course provides the student with the opportunity to discover the role of business in society and to explore career opportunities. The relations among different business disciplines are analyzed. Students learn team building and communication and apply that learning as they work in teams to create, implement, and assess projects. College InformationCentenary Greater Expectation Learning Outcomes (CGEs): In ...

BUS1001 - Integrated Business PerspectivesCourse SyllabusSch.docx

BUS1001 - Integrated Business PerspectivesCourse SyllabusSch.docx

BUS1001 - Integrated Business PerspectivesCourse SyllabusSch.docx

BUMP implementation in Java.docx The project is to implement the BUMP client in java, with window size 1. Here is an overview of the three WUMP protocols (BUMP, HUMP, and CHUMP). Here are the files wumppkt.java, containing the packet format classes, and wclient.java, which contains an outline of the actual program. Only the latter file should be modified; you should not have to make changes to wumppkt.java. What you are to do is the following, by modifying and extending the wclient.java outline file: · Implement the basic transfer · Add all appropriate packet sanity checks: timeouts, host/port, size, opcode, and block number · Generate output. The transferred file is to be written to System.out. A status message about every packet (listing size and block number) is to be written to System.err. Do not confuse these! · Terminate after a packet of size less than 512 is received · Implement an appropriate "dallying" strategy · send an ERROR packet if it receives a packet from the wrong port. The appropriate ERRCODE in this case is EBADPORT. An outline of the program main loop is attached recommended that you implement this in phases, as follows. 1. Latch on to the new port: save the port number from Data[1], and make sure all ACKs get sent to this port. This will mean that the transfer completes. You should also make sure the client stops when a packet with less than 512 bytes of data is received. Unless you properly record the source port for Data[1], you have no place to which to send ACK[1]! 2. For each data packet received, write the data to System.out. All status messages should go to System.err, so the two data streams are separate if stdout is redirected. To write to System.out, use System.out.write: System.out.write(byte[] buf, int offset, int length); For your program, offset will be 0, buf will typically be dpacket.data(), where dpacket is of type DATA (wumppkt.DATA). The length will be dpacket.size() - wumppkt.DHEADERSIZE (or, equivalently, dg.getLength() - wumppkt.DHEADERSIZE, where dg is a DatagramPacket object). 3. Add sanity checks, for (in order) host/port, packet size, opcode, and block number. 4. Handle timeouts, by retransmitting the most recently sent packet when the elapsed time exceeds a certain amount (4 seconds?). One way to do this is to keep a DatagramPacket variable LastSent, which can either be reqDG or ackDG, and just resend LastSent. Note that the response to an InterruptedIOException, a "true" timeout, will simply be to continue the loop again. 5. Add support for an dallying and error packets. After the client has received the file, dallying means to wait 2.0 - 3.0 timeout intervals (or more) to see if the final data packet is retransmitted. If it is, it means that the final ACK was lost. The dally period gives the client an opportunity to resend the final ACK. Error packets are to be sent to any sender of an apparent data packet that comes from the wrong port. vanilla Normal transfer lose Lose ever ...

BUMP implementation in Java.docxThe project is to implemen.docx

BUMP implementation in Java.docxThe project is to implemen.docx

BUMP implementation in Java.docxThe project is to implemen.docx

BUS 303 Graduate School and Further Education Planning Read and watch pieces on Planning for Graduate School. Answer related questions and write an essay. · Read about earning a Master’s Degree. · https://www.gradschools.com/masters/business · Choose and read about two Master’s degree programs from the left hand column of Subject Selection options (image below) found on the webpage https://www.gradschools.com/masters/business 1-Report - List two subject that you selected to read/research: One: ____________________ Two: _____________________ 2-Discover: Conduct research on two Master’s degree programs related to your undergraduate major that are offered by Virginia, DC, or Maryland Universities. Choose programs at two separate universities. If you are interested in other universities outside of this area, please feel free to research them as alternatives. Discover information such as: What are the application processes, preferred GPA, required entrance exams, or prerequisites. What are the options for study (full time study, part time study, face-to-face classes or online classes)? What is the typical timeframe for completing the graduate program? What are the typical career opportunities for graduates from the Master’s program? Section One- First - University and Graduate Program: List the university and graduate program that you researched. Answer the research questions with words, phrases, or sentences. · University and graduate program that you researched (Enter information here) · What are the application processes, preferred GPA, required entrance exams, or prerequisites? · What are the options for study (full time study, part time study, face-to-face classes or online classes)? · What is the typical timeframe for completing the graduate program? · What are the typical career opportunities for graduates from the Master’s program? Section Two: Second - University and Graduate Program List the university and graduate program that you researched. Answer the research questions with words, phrases, or sentences. · University and graduate program that you researched · What are the application processes, preferred GPA, required entrance exams, or prerequisites? · What are the options for study (full time study, part time study, face-to-face classes or online classes)? · What is the typical timeframe for completing the graduate program? · What are the typical career opportunities for graduates from the Master’s program? 3-Write: Questions to answer in an essay with at least 400 words. The expectation is that the essay in made up of flowing sentences that are organized in to paragraphs. WORD formatted document is required. · What did you learn about Master’s degree programs and earning a Master’s degree? If you have researched graduate programs in the past, what are the most important aspects of information that you learned about graduate education opportunities? (At least one paragraph) · List and discu ...

BUS 303 Graduate School and Further Education PlanningRead and w.docx

BUS 303 Graduate School and Further Education PlanningRead and w.docx

BUS 303 Graduate School and Further Education PlanningRead and w.docx

Bulletin Board Submission: 10 Points. Due by Monday at 9:00 a.m. As you've learned, it is important to be able to determine the elements of a crime and there are several places to turn for assistance in doing so. First - Look at the statute for the crime. For example, in New York, the statute for Petit Larceny is Penal Law 155.25. Second - Check to see if any of the terms in the statute are defined in another statute. For example, in New York, Larceny is defined in Penal Law 155.05 Third - If the elements are not clear from the statute, you may want to research case law to see if the courts have established the elements for the crime. Fourth - Always remember to check the Jury Instructions. They are an excellent source for identifying the elements, as this is how the court explains the crime to the jury. Many states are now posting their Jury Instructions on the internet. Section One – Keeping the above in mind, please provide the statute under which a Defendant in your state would be charged with Rape (1st Degree if your state breaks it down in that manner) In addition, provide any relevant statutory definitions and an overview of the Jury Instructions. Then, provide cases addressing at least one of the elements of the statute. Section Two – Discuss whether or not a woman can be charged with Rape in your state. If not, what could she be charged with? ...

Bulletin Board Submission 10 Points. Due by Monday at 900 a.m..docx

Bulletin Board Submission 10 Points. Due by Monday at 900 a.m..docx

Bulletin Board Submission 10 Points. Due by Monday at 900 a.m..docx

BUS 371 Fall 2014 Final Exam – Essay 65 points Due: Monday, December 9 at 11:59 p.m. EST (Blackboard submission) Directions: Part One (this part) of your final exam is to be just that – yours! I expect you will work independently of your classmates to complete the exam. As always in BUS 371, your grade will be affected by the quality of your writing – clarity, spelling, grammar, syntax, etc. 1. How has this course changed your view and/or understanding of management and its role in contemporary organizations? In your answer, compare your understanding/perception of management at the beginning of the class with your current understanding/perception. Be specific and honest. (10 points) 2. Would you describe your experience with your class team in BUS 371 as better than most of your experiences with previous class teams, about the same as most of your experiences with previous class teams, or worse than most of your experiences with previous class teams? Be specific and explain what happened with your team for you to form your impression. (10 points) Depending on your answer to question 2, you will answer EITHER question 3 or question 4. 3. If your experience with your class team was better than most of your experiences with previous class teams, what do you think contributed to the positive experience? From what you’ve learned in BUS 371 this semester, what can you do, as an individual student, in future class (and workplace) teams to contribute to their success? Be specific in your answer. (If your experience with your class team in BUS 371 this semester was about the same or worse than your previous experiences with class teams, skip this question and answer question 4.) Be specific in your answer, referring to course material as appropriate. (10 points) 4. If your experience with your class team was about the same or worse than your experiences with previous class teams, what can you do, as an individual student, in future class (and workplace) teams to increase their success? Be specific in your answer, referring to course material as appropriate. (10 points) 5. What do you consider to be your most important “take aways” from this course? In other words, what concepts and/or ideas have you found most interesting? What elements of the course do think will be most likely to be useful to you when you become a manager? NOTE: Be sure to include both what you’ve found most interesting and most likely to be useful from the course. (10 points) 6. Define, compare and contrast content, process and reinforcement theories of motivation, giving and explaining an example of each. How could a manager apply each of the theories in the workplace? Your answer should be specific and clearly demonstrate your understanding of these motivation theories and their application. (25 points) feedback for group work: Business 371 - Fall 2014 Individual Assignment Five Peer Assessment – Round Two Due: Friday, December 5 (submitted i ...

BUS 371Fall 2014Final Exam – Essay65 pointsDue Monda.docx

BUS 371Fall 2014Final Exam – Essay65 pointsDue Monda.docx

BUS 371Fall 2014Final Exam – Essay65 pointsDue Monda.docx

Burn with Us: Sacrificing Childhood in The Hunger Games Susan Shau Ming Tan The Lion and the Unicorn, Volume 37, Number 1, January 2013, pp. 54-73 (Article) Published by The Johns Hopkins University Press DOI: 10.1353/uni.2013.0002 For additional information about this article Access provided by Calif State Univ @ Northridge (20 Nov 2013 03:23 GMT) http://muse.jhu.edu/journals/uni/summary/v037/37.1.tan01.html http://muse.jhu.edu/journals/uni/summary/v037/37.1.tan01.html The Lion and the Unicorn 37 (2013) 54–73 © 2013 by The Johns Hopkins University Press Burn with Us: Sacrificing Childhood in The Hunger Games Susan Shau Ming Tan Let the Games Begin Katniss Everdeen, the girl who was on fire, you have provided a spark that, left unattended, may grow to an inferno that destroys Panem. (Collins, Fire 27) God gave Noah the rainbow sign, No more water, the fire next time! (Baldwin, The Fire Next Time 105) The vision of the dead child is one of the most horrific images in our cultural imaginations. It is also one of the most pervasive. The trope of the burning, sacrificial son stretches back through time and history: we need only look to Abraham’s near-sacrifice of Isaac and Jesus’s role as the ultimate sacrificial body to see its cultural centrality (Miller). It was this vision that Freud explored and gave name to in his iconic “Dream of the Burning Child,” and Lacan reinterpreted in Seminar XI. Central to Lacan’s interpretation of the dream is the “impotent cry of the son’s passion heard, but unheeded, before his death” (Ragland 97). As the dream recognizes the child’s identity and desires, it does so through the knowledge of his loss. This acknowledgment of the child, made violent in his death and the fact that he will never attain that which he burns for, makes his cry all the more powerful. The child’s wants will never be sati- ated, and this must always leave a void. Lacan’s burning child lives today in multiple incarnations. The burning child can be the “real” within ourselves, which must be sacrificed in order to reach the Symbolic—adulthood. It can be the ideal child, frozen Burn with Us: Sacrificing Childhood in The Hunger Games 55 in memory and time, or Jacqueline Rose’s constructed child: the child who only exists in the adult imagination. Indeed, coming-of-age often involves a recognition of a culturally defined childhood as well as loss: loss of innocence, loss of child-self. But as the “wounded child may symbolise a damaged self . . . it may equally stand for a damaged culture” (Reynolds 91). As children are often labelled our “hope,” so we must recognize that this phantom—the child who never existed, the child we wish we might have been, the child who was lost—is often indicative of fears for the future. Child sacrifice is a common trope in our society. And beneath it lurks questions of desire, identity, and humanity. I begin with “T ...

Burn with Us Sacrificing Childhood in The Hunger GamesSus.docx

Burn with Us Sacrificing Childhood in The Hunger GamesSus.docx

Burn with Us Sacrificing Childhood in The Hunger GamesSus.docx

BUS 305: SOLUTIONS TO PRACTICE PROBLEMS EXAM 2 1) B 2) B 3) No, fan pattern (heteroscedasticity) 4) No, nonlinear relationship between X and Y 5) The black line is the regression line because it get closest to the sample points (minimizes error between the points and the line). The red line has a larger error; that is, larger total distance from points to the line. 6) Because it is reasonable to suppose that costs are dependent on production volume (since units are produced, directly resulting in costs), then regression is more appropriate for this data since regression is appropriate when an cause-and-effect relationship is assumed. 7) C 8) a) r = 0.8; b) T = 1.31; c) p = 0.117 d) There is no evidence of a significant correlation between X and Y in the population because we did not reject the null of H0: = 0. 9) Note: the following are not complete answers to Question 11; they are just enough for you to know whether your short answer addressed the correct things. a) 1 = population slope, b1 = sample slope. On exam, would also want to address what you know (or don’t know) about each of these and how each is found. b) An outlier can “drag” the regression line toward it. On the exam, also think about how this would affect the quality of your regression model and the predictions. 10) Yes, there appears to be a straight line relationship between the variables. Linear regression appears to be appropriate. The regression output is: 11) a) T = -0.09, p = 0.929, do not reject Ho, conclude there is no evidence of a relationship b) R2 = 0.002 = 0.2%, No because value is very close to zero c) Correlation = r = -0.0421. No, there is not a strong relationship between these variables. The correlation is nearly 0. d) Regression line is Y^ = 1.26 – 0.035X. Y^ = 1.26 – 0.035(100) = 1.26 – 3.5 = -2.24. No this does not make sense because you cannot have a negative number of near misses. It is not wise to predict with this model. The R-squared value is extremely low (essentially 0%), which means that there is no relationship at all between near misses and flights in this data. Therefore, predicting misses from flights is meaningless. e) b1 = -0.035. As Number of flights increases by 1, we expect number of near misses to go down by 0.035. Or, put another way, as flights increases by 1000, we expect number of near misses to go down by 35. No, this does not make sense. We would assume that as flights increase, so would near misses. 12) a. Multiple regression is a direct extension of simple regression, except that now we have more than one independent (X) variable. b. Note: the following is not a complete answer; it is just enough for you to know whether your short answer addressed the correct things: Multicollinearity is when the independent variables are highly correlated with one another. On the exam, also indicate how this affects the model, how one can identify if it is present, and what can be done to correct it. c. Dummy variables are us ...

BUS 305 SOLUTIONS TOPRACTICE PROBLEMS EXAM 21) B2) B3.docx

BUS 305 SOLUTIONS TOPRACTICE PROBLEMS EXAM 21) B2) B3.docx

BUS 305 SOLUTIONS TOPRACTICE PROBLEMS EXAM 21) B2) B3.docx

Burgerville- Motivation Goals. Peer-reviewed articles. Here are some articles I found: 1) Employees Motivation in Organizations: An integrative literature Review: http://www.ipedr.com/vol10/106- S10089.pdf 2) Impact of Employees Motivation on Organizational Effectiveness: http://iiste.org/Journals/index.php/EJBM/article/viewFile/265/150 3) Shareholders win when employees are motivated: http://www.forbes.com/2009/08/23/employee-motivation-stocks-intelligent-investing-returns.html 1. THE THEORY OF PURPOSEFUL- WORK BEHAVIOR: THE ROLE OF PERSONALITY, HIGHER-ORDER GOALS, AND JOB CHARACTERISTICS http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=fa02d089-2c07-4af2-8637-23192c8c3b1f%40sessionmgr4004&vid=14&hid=4209 0. Relative Importance and Utilityof Positive Worker States: A Reviewand Empirical Examination http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=fa02d089-2c07-4af2-8637-23192c8c3b1f%40sessionmgr4004&vid=27&hid=4209 Cam Sommer 1. http://psycnet.apa.org/journals/apl/72/4/658/ Comparative analysis of goal setting theories across cultures 0. http://amj.aom.org/content/29/2/305.short Effects of Team building and goal setting on productivity: A field Experiment The first employee’s interview Mr. Kay Nguyen is working at Burgerville for over 2 years. He said that working at Burgerville is only temporary while attending school. The hour he works is outside of his school time, so it helps pay for tuition. The work is very busy during high traffic hours, especially at the drive-through during dinnertime. His main responsibility is handling cashier, but he often help others where needed. He starts pay at minimum wages. His supervisor encourages employees from time to time, but the wage is very low for employee to stay. He explains that turnover at Burgerville is below average compare to other place he has worked before. Goal Setting: What did you learn from this job? How does it impact your future? I encounter customers every day, I learn a lot about customer service in person. He dealt with all type of customers. He learned about servicing and created a friendly environment for customers While studying and working, his self-motivation can encourage his learning and success, whatever be the scenario. He won’t stop staying here as a cashier. He will keep pushing himself to reach his goal setting What are your obstacles? How do you deal with it? The most frustrate situation he endures during his tenure at Burgerville is the irresponsibility of other employees. They sometime either do not show up for work or call in. This creates a lot of pressure at work, as he has to cover for their shift. He usually has to stay extra hours to clean up and cover for other shifts. Does BurgerVille create rewards or something to motivate its employee? Does it make you feel happy or comfortable when working there? Mr. Nguyen’s supervisor usually awards his employees with movie tickets for their performances. Also, they are a ...

Burgerville- Motivation Goals.Peer-reviewed articles.Here ar.docx

Burgerville- Motivation Goals.Peer-reviewed articles.Here ar.docx

Burgerville- Motivation Goals.Peer-reviewed articles.Here ar.docx

Bullying Bullying in Schools Paper Name Class Date Professor Bullying in Schools Paper Bullying is mean spirited and unwanted intimidation by another student. Bullying can come in many different forms but the result is an imbalance of power where one student suffers physical and verbal attacks as well as social exclusion. The bully repeatedly focuses in on their victims and subjects them to continued harassment and false rumors. Bullying causes the victims extreme emotional damage and lifelong pain but occurs most commonly in the school setting. In order to ensure that bullying is prevented the educational system will need to become more proactive and create programs and services designed to educate, reduce, deter and punish bullying. Types and Extent of Bullying The three types of bullying experienced by the youthful victim in the school setting consist of verbal and physical assaults as well as social exclusions. The types of verbal threats the victims of bullying suffer are name calling, false gossip, lewd sexual comments, taunts, and threats to cause harm. Physical assaults include hitting, kicking, pushing, tripping, pinching, and spitting on the victim. Social exclusions includes the bully taking steps to isolate the victim from peers by leaving them out of social events or gatherings and talking rudely about them to other peers. Other students will fear the bully and go along with their mean spirited actions. The victim will be isolated and the bully will take steps to embarrass the student in front of other peers. The bully will spread malicious rumors and make rude comments to the victim. Adolescents are extremely sensitive to rejection and the opinions of peers, both of which can serve as catalysts for revenge (Booth, 2011). The result is the bullying becomes escalated and the victim takes revenge on the bully or physical altercations occur. Bullying is a major problem in society. While bullying occurs most in the school setting there are other places where bullying occurs. Bullies target victims using social networks and will bully them at social events. Victims of bullies are harassed and attacked on school buses and on school playgrounds as well as in the victim’s neighborhood. While bullying can happen anywhere it is most prevalent in schools making it the responsibility of educational systems to take steps to see it stopped. In 2001 in a report conducted by the Bureau of Juvenile Justice Statistics it was discovered that 20% of all students will be bullied while in high school while the number creeps up to almost 30% when dealing with school children from second to sixth grade (DeVoe, 2009). This comes to one in seven students from kindergarten to twelfth grade being victims of bullying. Over half of the students surveyed have been witness to bullying in the school setting and over 70% find bullying is a real issue in their school as well as the report found girls where far more ...

Bullying Bullying in Schools PaperName.docx

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Building Design and Construction FIRE 1102 – Principles of Fire Science Reference: Chapter 4 of Cote, Fundamentals of Fire Protection UAE Tamweel Tower Objectives of Fire-Safe Building Design 1. Life Safety 2. Property Protection 3. Continuity of Operations 4. Environmental Protection 5. Historical Preservation Life Safety • Achieved by early warning of a fire, extinguishment of a fire, proper egress for prompt escape • Can the occupants get out before the room becomes untenable? – We know that flashover is a time when the room is untenable, – However there may be a time before flashover where a room is untenable where concentration of fire gases (CO) can create such a situation. • We can do modeling of how long it takes for occupants to evacuate out of a building and predict when a room becomes untenable. • Human Behavior Research Fire Modeling of Station Night Club Fire Human Behavior Research Property Protection • Materials that can be replaced which have a dollar value assigned to them. • Billions of dollars are lost due to fires each year. • Achieved by installing proper fire extinguishing systems, compartmentation features to limit spread and construction of building materials. Heritage Preservation • Irreplaceable items and artifacts. • Accomplished using appropriate fire extinguishing systems. Mona Lisa Original Copy of Declaration of Independence Hand Written Quran National Museum of Saudi Arabia Continuity of Operations • Getting back to business • Accomplished by installation of proper fire extinguishing systems Environmental Preservation • Protecting our environment from fire and/or fire extinguishing agent. • Installation of fire extinguishing systems that limit fire size, minimize run-off from water, using agents that do not adversely affect the ozone layer. Types of Building Construction • NonCombustible Construction – Type I – Type II • Combustible Construction • Type III • Type IV • Type V Type I Construction Non-combustible • Fire Resistive • Constructed of concrete and protected steel • Columns and beams are covered with fire resistive spray on material. • Primary hazard are the contents in the structure. • High-rise office buildings, shopping centers Type II Construction Non-combustible • Non-Combustible • Lower degree of fire resistance than Type I. • Fire resistant rating on all exterior and interior load bearing walls. • May have combustible non- loadbearing partition walls. • Columns and beams are not protected and will be exposed during a fire. • Office buildings, warehouses, automobile repair shops. Type III Construction Combustible • Ordinary Construction • Office buildings, retail stores, mixed occupancies with store on first floor and dwelling on second floor. • Exterior walls of the building have 2-hr fire resistance rating and non- com ...

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