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Yasser Alotaibi 11/11/2013 Composition 1 Words meaning can be confusing Verbal languages are the way of people communication and the most advance way that human can use to communicate. Some languages are more difficult to learn than another and some are already gone and not possible for us to learn it anymore and same thing goes with these languages words. Every language has its own beauty in its sound or meaning. We all know some words have more than one meaning and some it just mean what it meant for example: the word “Hot” can describe high temperature or it can refer to someone who’s sexually attractive. In this essay I am going to write about the meaning of some words and the feeling that can be confusing of the same meaning for one word. Words for emotions can be very confusing because people can build their emotions upon these words and saying words are very easy but meaning what the words mean can maybe hard thing to do so people carefully using them and carefully trying to understand what others really mean by saying these words and not to hurt each other feelings. I found word “love” a great example for the feeling confusion. I have said love when people thought I should have just said word like instead. I went to camping trip with my friends and their friends and the group was about forty people. We had dinner and we had great time together. We took some great pictures and we uploaded them on the well-known social website Facebook. After I went home I found them on my Facebook feedback so I commented them saying “I had great time and I loved every one there” but one of the guys who was there with us in the trip commented after me saying that I should use words like instead of the word “love”. For a moment his comment hurts me and made me feel like that guy hated me or that guy was just trying to put me down for some reason but I looked at the comment again and tried to understand what he saw saying. I found that he did not really know me or even talked to me and he has nothing to do with me. He was only trying to correct me or guide me to what he thinks is right. I felt guilty considering him rude person and guilty for blaming myself of not knowing how to express my feelings. When I look at the word “love” I feel like that word only describes a nice feeling and it can’t be rude or not good to say in anyway in that case. I loved those guys who I went to the camping trip with because they made me feel like they were family or close friends to me whom I cannot use word like describing what I feel about them and I said it trying to express nice feelings inside me toward them in the closest word I feel matches the meaning. I know word “love” can contain a sexual meaning but I love my friends and I love my family and there are no sexual feelings in these cases. Word “like” to me can be more sexual and that because I know when a person sees another attractive person they like each other at first and then they become lovers.

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there” but one of the guys who was there with us in the trip
commented after me saying that I should use words like instead
of the word “love”.
For a moment his comment hurts me and made me feel
like that guy hated me or that guy was just trying to put me
down for some reason but I looked at the comment again and
tried to understand what he saw saying. I found that he did not
really know me or even talked to me and he has nothing to do
with me. He was only trying to correct me or guide me to what
he thinks is right. I felt guilty considering him rude person and
guilty for blaming myself of not knowing how to express my
feelings.
When I look at the word “love” I feel like that word only
describes a nice feeling and it can’t be rude or not good to say
in anyway in that case. I loved those guys who I went to the
camping trip with because they made me feel like they were
family or close friends to me whom I cannot use word like
describing what I feel about them and I said it trying to express
nice feelings inside me toward them in the closest word I feel
matches the meaning. I know word “love” can contain a sexual
meaning but I love my friends and I love my family and there
are no sexual feelings in these cases.
Word “like” to me can be more sexual and that because I know
when a person sees another attractive person they like each
other at first and then they become lovers or just stay at like
level with sexual stuff between them but can’t start with love at
the very first moment when they see each other. When I first
learned the world “love” I already love my mother, father and
my siblings. Word “like” to me can’t be anywhere near the
meaning of love describing how much I love my parents or my
close friends.

In conclusion when you say something be aware words are
confusing sometimes and their meaning can become in a
different level of how strong you want your words to be. I
believe that words also have a slight different meaning from
person to another depending on their experience with these
same words and their way of using and hearing the same words
so I think we should be more flexible in understanding each
other way of using words and try to understand what others
really trying to say and not just keep the meaning of what we
think that word only mean.

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www.hbr.org B E S T P R A C T I C E Why It’s So Hard to Be Fair by Joel Brockner • Everyone knows that being fair costs little and pays off handsomely. Then why do so few executives manage to behave fairly, even though most want to? Reprint R0603H This document is authorized for use only in Prof. Paul Arntson's MSC 496-0 at Northwestern University from Sep 2017 to Mar 2018. http://www.hbr.org http://harvardbusinessonline.hbsp.harvard.edu/relay.jhtml?name=itemdetail&referral=4320&id=R0603H B E S T P R A C T I C E Why It’s So Hard to Be Fair by Joel Brockner harvard business review • march 2006 page 1 C O P Y R IG H T © 2 0 0 6 H A R V A R D B U S IN E S S S C H O O L P U B L IS H IN G C O R P O R A T IO N . A L L R IG H T S R E S E R V E D . Everyone knows that being fair costs little and pays off handsomely. Then why do so few executives manage to behave fairly, even though most want to? When Company A had to downsize, it spent considerable amounts of money providing a safety net for its laid-off workers. The severance package consisted of many weeks of pay, extensive outplacement counseling, and the continu- ation of health insurance for up to one year. But senior managers never explained to their staff why these layoffs were necessary or how they chose which jobs to eliminate. What’s more, the midlevel line managers who deliv- ered the news to terminated employees did so awkwardly, mumbling a few perfunctory words about “not wanting to do this” and then hand- ing them off to the human resources department. Even the people who kept their jobs were less than thrilled about the way things were handled. Many of them heard the news while driving home on Friday and had to wait until Monday to learn that their jobs were secure. Nine months later, the company contin- ued to sputter. Not only did it have to absorb enormous legal costs defending against wrongful termination suits, but it also had to make another round of layoffs, in large part because employee productivity and morale plummeted after the first round was mishandled. When Company B downsized, by contrast, it didn’t offer nearly as generous a severance package. But senior managers there explained the strategic purpose of the layoffs multiple times before they were implemented, and executives and middle managers alike made themselves available to answer questions and express regret both to those who lost their jobs and to those who remained. Line managers worked with HR to tell people that their jobs were being eliminated, and they expressed genuine concern while doing so. As a result, virtually none of the laid-off employees filed a wrongful termination lawsuit. Workers took some time to adjust to the loss of their former colleagues, but they understood why the layoffs had happened. And within nine months, Company B’s performance was better than it had been before the layoffs .

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www.circuitmix.com www.circuitmix.com FUNDAMENTALS OF DATABASE MANAGEMENT SYSTEMS Second Edition MARK L. GILLENSON Fogelman College of Business and Economics University of Memphis John Wiley & Sons, Inc. www.circuitmix.com CREDITS VP & PUBLISHER Don Fowley EDITOR Beth Lang Golub EDITORIAL ASSISTANT Elizabeth Mills MARKETING MANAGER Christopher Ruel DESIGNER James O’Shea SENIOR PRODUCTION MANAGER Janis Soo SENIOR PRODUCTION EDITOR Joyce Poh This book was set in 10/12 TimesNewRoman by LaserWords and printed and bound by RR Donnelley. The cover was printed by RR Donnelley. This book is printed on acid free paper. Founded in 1807, John Wiley & Sons, Inc. has been a valued source of knowledge and understanding for more than 200 years, helping people around the world meet their needs and fulfill their aspirations. Our company is built on a foundation of principles that include responsibility to the communities we serve and where we live and work. In 2008, we launched a Corporate Citizenship Initiative, a global effort to address the environmental, social, economic, and ethical challenges we face in our business. Among the issues we are addressing are carbon impact, paper specifications and procurement, ethical conduct within our business and among our vendors, and community and charitable support. For more information, please visit our website: www.wiley.com/go/citizenship. Copyright © 2012, 2005 John Wiley & Sons, Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning or otherwise, except as permitted under Sections 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc. 222 Rosewood Drive, Danvers, MA 01923, website www.copyright.com. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030-5774, (201)748-6011, fax (201)748-6008, website http://www.wiley.com/go/permissions. Evaluation copies are provided to qualified academics and professionals for review purposes only, for use in their courses during the next academic year. These copies are licensed and may not be sold or transferred to a third party. Upon completion of the review period, please return the evaluation copy to Wiley. Return instructions and a free of charge return mailing label are available at www.wiley.com/go/returnlabel. If you have chosen to adopt this textbook for use in your course, please accept this book as your complimentary desk copy. Outside of the United States, please contact your local sales representative. Library of Congress Cataloging-in-Publication Data Gillenson, Mark L. Fundamentals of database management systems / Mark L. Gillenson.—2nd .

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www.elsevier.com/locate/compstruc Computers and Structures 85 (2007) 235–243 On the treatment of uncertainties in structural mechanics and analysis q G.I. Schuëller * Institute of Engineering Mechanics, Leopold-Franzens University Innsbruck, Technikerstr. 13, 6020 Innsbruck, Austria Received 9 August 2006; accepted 31 October 2006 Available online 22 December 2006 Abstract In this paper the need for a rational treatment of uncertainties in structural mechanics and analysis is reasoned. It is shown that the traditional deterministic conception can be easily extended by applying statistical and probabilistic concepts. The so-called Monte Carlo simulation procedure is the key for those developments, as it allows the straightforward use of the currently used deterministic analysis procedures. A numerical example exemplifies the methodology. It is concluded that uncertainty analysis may ensure robust predictions of variability, model verification, safety assessment, etc. � 2006 Elsevier Ltd. All rights reserved. Keywords: Uncertainty; Monte Carlo simulaton; Finite elements; Response variability; Model verification; Robustness 1. Introduction Structural mechanics analysis up to this date, generally is still based on a deterministic conception. Observed varia- tions in loading conditions, material properties, geometry, etc. are taken into account by either selecting extremely high, low or average values, respectively, for representing the parameters. Hence, this way, uncertainties inherent in almost every analysis process are considered just intuitively. Observations and measurements of physical processes, however, show not only variability, but also random char- acteristics. Statistical and probabilistic procedures provide a sound frame work for a rational treatment of analysis of these uncertainties. Moreover there are various types of uncertainties to be dealt with. While the uncertainties in mechanical modeling can be reduced as additional knowledge becomes available, the physical or intrinsic uncertainties, e.g. of environmental loading, can not. Furthermore, 0045-7949/$ - see front matter � 2006 Elsevier Ltd. All rights reserved. doi:10.1016/j.compstruc.2006.10.009 q Plenary Keynote Lecture presented at the 3rd MIT Conference on Computational Fluid and Solid Mechanics, Boston, MA, USA, June 14– 17, 2005. * Tel.: +43 512 507 6841; fax: +43 512 507 2905. E-mail address: [email protected] the entire spectrum of uncertainties is also not known. In reality, neither the true model nor the model parameters are deterministically known. Assuming that by finite ele- ment (FE) procedures structures and continua can be repre- sented reasonably well the question of the effect of the discretization still remains. It is generally expected, that an increase in the size of the structural models, in terms of degrees of freedom, will increase the level of realism of the model. Comparisons with measurements, however, clearly show that this expect.

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www.downloadslide.com http://www.downloadslide.com RETAIL MANAGEMENT A Strategic Approach THIRTEENTH EDITION GLOBAL EDITION Barry Berman Hofstra University Joel R. Evans Hoftsra University Patrali Chatterjee Montclair State University Harlow, England • London • New York • Boston • San Francisco • Toronto • Sydney • Dubai • Singapore • Hong Kong Tokyo • Seoul • Taipei • New Delhi • Cape Town • São Paulo • Mexico City • Madrid • Amsterdam • Munich • Paris • Milan A01_BERM4672_13_GE_FM.indd 1 6/28/17 3:45 PM www.downloadslide.com http://www.downloadslide.com To Linda; Glenna, Paul, Danielle, Sophie, and Joshua; and Lisa, Ben, Philip, Emily, and Levi To Linda, Jennifer and Phil, and Stacey and Adam To Amit; Amal, Bharati, and Parnali; and Trisha and Raaka Thank you for support and encouragement. Vice President, Business Publishing: Donna Battista Director of Portfolio Management: Stephanie Wall Portfolio Manager: Daniel Tylman Editorial Assistant: Linda Albelli Project Manager, Global Edition: Nitin Shankar Acquisitions Editor, Global Edition: Tahnee Wager Senior Project Editor, Global Edition: Daniel Luiz Managing Editor, Global Edition: Steven Jackson Manager, Media Production, Global Edition: M. Vikram Kumar Senior Manufacturing Controller, Production, Global Edition: Trudy Kimber Vice President, Product Marketing: Roxanne McCarley Director of Strategic Marketing: Brad Parkins Strategic Marketing Manager: Deborah Strickland Product Marketer: Becky Brown Executive Field Marketing Manager: Adam Goldstein Field Marketing Manager: Lenny Ann Kucenski Field Marketing Assistant: Kristen Compton Product Marketing Assistant: Jessica Quazza Vice President, Production and Digital Studio, Arts and Business: Etain O’Dea Director of Production, Business: Jeff Holcomb Managing Producer, Business: Ashley Santora Content Producer: Linda Albelli Operations Specialist: Carol Melville Creative Director: Blair Brown Manager, Learning Tools: Brian Surette Content Developer, Learning Tools: Sarah Peterson Managing Producer, Digital Studio, Arts and Business: Diane Lombardo Digital Studio Producer: Darren Cormier Digital Studio Producer: Alana Coles Full-Service Project Management and Composition: Nathaniel Jones, SPi Global Interior Design: SPi Global Cover Design: Lumina Datamatics, Inc. Cover Art: Shutterstock/Creative Lab Acknowledgments of third-party content appear on page[s] 560–576, which constitute an extension of this copyright page. Pearson Education Limited KAO Two KAO Park Harlow CM17 9NA United Kingdom and Associated Companies throughout the world Visit us on the World Wide Web at: www.pearsonglobaleditions.com © Pearson Education Limited 2018 The rights of Barry Berman, Joel R. Evans and Patrali Chatterjee to be identified as the authors of this work have been asserted by them in accordance with the Copyright, Designs and Patents Act 1988. Authorized adaptation from the United States edition, entitled Ret.

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www.ebook3000.com List of Cases by Chapter Chapter 1 Development Projects in Lagos, Nigeria 2 “Throwing Good Money after Bad”: the BBC’s Digital Media Initiative 10 MegaTech, Inc. 29 The IT Department at Hamelin Hospital 30 Disney’s Expedition Everest 31 Rescue of Chilean Miners 32 Chapter 2 Tesla’s $5 Billion Gamble 37 Electronic Arts and the Power of Strong Culture in Design Teams 64 Rolls-Royce Corporation 67 Classic Case: Paradise Lost—The Xerox Alto 68 Project Task Estimation and the Culture of “Gotcha!” 69 Widgets ’R Us 70 Chapter 3 Project Selection Procedures: A Cross-Industry Sampler 77 Project Selection and Screening at GE: The Tollgate Process 97 Keflavik Paper Company 111 Project Selection at Nova Western, Inc. 112 Chapter 4 Leading by Example for the London Olympics— Sir John Armitt 116 Dr. Elattuvalapil Sreedharan, India’s Project Management Guru 126 The Challenge of Managing Internationally 133 In Search of Effective Project Managers 137 Finding the Emotional Intelligence to Be a Real Leader 137 Problems with John 138 Chapter 5 “We look like fools.”—Oregon’s Failed Rollout of Its ObamacareWeb Site 145 Statements of Work: Then and Now 151 Defining a Project Work Package 163 Boeing’s Virtual Fence 172 California’s High-Speed Rail Project 173 Project Management at Dotcom.com 175 The Expeditionary Fighting Vehicle 176 Chapter 6 Engineers Without Borders: Project Teams Impacting Lives 187 Tele-Immersion Technology Eases the Use of Virtual Teams 203 Columbus Instruments 215 The Bean Counter and the Cowboy 216 Johnson & Rogers Software Engineering, Inc. 217 Chapter 7 The Building that Melted Cars 224 Bank of America Completely Misjudges Its Customers 230 Collapse of Shanghai Apartment Building 239 Classic Case: de Havilland’s Falling Comet 245 The Spanish Navy Pays Nearly $3 Billion for a Submarine That Will Sink Like a Stone 248 Classic Case: Tacoma Narrows Suspension Bridge 249 Chapter 8 Sochi Olympics—What’s the Cost of National Prestige? 257 The Hidden Costs of Infrastructure Projects—The Case of Building Dams 286 Boston’s Central Artery/Tunnel Project 288 Chapter 9 After 20 Years and More Than $50 Billion, Oil is No Closer to the Surface: The Caspian Kashagan Project 297 Chapter 10 Enlarging the Panama Canal 331 Project Scheduling at Blanque Cheque Construction (A) 360 Project Scheduling at Blanque Cheque Construction (B) 360 Chapter 11 Developing Projects Through Kickstarter—Do Delivery Dates Mean Anything? 367 Eli Lilly Pharmaceuticals and Its Commitment to Critical Chain Project Management 385 It’s an Agile World 396 Ramstein Products, Inc. 397 Chapter 12 Hong Kong Connects to the World’s Longest Natural Gas Pipeline 401 The Problems of Multitasking 427 Chapter 13 New York City’s CityTime Project 432 Earned Value at Northrop Grumman 451 The IT Department at Kimble College 463 The Superconducting Supercollider 464 Boeing’s 787 Dreamliner: Failure to Launch 465 Chapter 14.

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www.cambridge.org/9781107008519 CAMBRIDGE TEXTS IN THE HISTORY OF PHILOSOPHY IMMANUEL KANT Groundwork of the Metaphysics of Morals CAMBRIDGE TEXTS IN THE HISTORY OF PHILOSOPHY Series editors KARL AMERIKS Professor of Philosophy, University of Notre Dame DESMOND M. CLARKE Emeritus Professor of Philosophy, University College Cork The main objective of Cambridge Texts in the History of Philosophy is to expand the range, variety, and quality of texts in the history of philosophy which are available in English. The series includes texts by familiar names (such as Descartes and Kant) and also by less well-known authors. Wherever possible, texts are published in complete and unabridged form, and translations are specially commissioned for the series. Each volume contains a critical introduction together with a guide to further reading and any necessary glossaries and textual apparatus. The volumes are designed for student use at undergraduate and postgraduate level, and will be of interest not only to students of philosophy but also to a wider audience of readers in the history of science, the history of theology, and the history of ideas. For a list of titles published in the series, please see end of book. IMMANUEL KANT Groundwork of the Metaphysics of Morals t ra n s lat e d a n d e d i t e d by MARY GREGOR a n d JENS TIMMERMANN University of St. Andrews t ra n s lat i o n r ev i s e d by JENS TIMMERMANN w ith a n i nt ro duct i o n by CHRISTINE M. KORSGAARD Harvard University Revised Edition cambr idge un iver s i ty pre s s Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo, Delhi, Mexico City Cambridge University Press The Edinburgh Building, Cambridge cb2 8ru, UK Published in the United States of America by Cambridge University Press, New York www.cambridge.org Information on this title: www.cambridge.org/9781107008519 © Cambridge University Press 2012 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 1998 and reprinted eighteen times Revised edition first published 2012 Printed in the United Kingdom at the University Press, Cambridge A catalogue record for this publication is available from the British Library i sbn 978-1-107-00851-9 Hardback i sbn 978-1-107-40106-8 Paperback Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. www.cambridge.org www.cambridge.org/9781107008519 Contents Preface to the revised edition page vii Introduction ix Chronology xxxvii Further reading xl Groundwork of the Metaphysics of Morals Preface 3 First section: Transition from comm.

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www.AEP-Arts.org | @AEP_Arts EDUCATION TRENDS www.ecs.org | @EdCommission TUNE IN. Explore emerging education developments. SEPT 2017 ESSA creates flexibility allowing states and schools to more fully explore and leverage the arts in K-12 teaching and learning. Research indicates that deeper learning skills contribute significantly to a student’s college, career and citizenship readiness. Thirty years ago, in response to a K-12 public education system defined by mediocrity1, with low student test scores and widening gaps in achievement, the accountability movement was born. Federal and state education policies focused on raising standards and regularly assessing students. However, over the years, many policymakers and the public observed a connection between the accountability movement and an overemphasis on testing in core subjects, such as English and math, a narrowing of curricula and the elimination of many important subjects, including the arts. Arts education fosters critical deeper learning skills, such as collaboration and perseverance, in students. Yet, research consistently shows that arts education and the integration of the arts into core subjects can have dramatic effects on student success — defined not just by student test scores, but also critical skills, such as creativity, teamwork and perseverance. Research indicates that these skills can be as effective predictors of long- term success in college, careers and citizenship as test scores.2,3 The Every Student Succeeds Act (ESSA), which passed in late 2015, is the first major federal law in more than 30 years offering states a significant degree of flexibility to broaden — rather than narrow — curricula, and strongly encourages states to ensure all students have access to a well-rounded education, which includes the arts and music.4 Armed with the evidence presented in this report highlighting the impressive effects education in and through the arts can have on student Beyond the Core: Advancing student success through the arts EMILY WORKMAN EDUCATION TRENDS www.AEP-Arts.org | @AEP_Arts 2 EDUCATION TRENDS www.ecs.org | @EdCommission success, state policymakers have an opportunity and incentive to take advantage of the flexibility awarded under ESSA related to the arts. “Despite [deeper learning] skills’ central roles in our education and, more broadly, our lives, education policy has tended to overlook their importance.”5 Bolstering Deeper Learning Through Arts in Education Deeper Learning The arts — including dance, music, theatre, media arts and visual arts — bolster the development of what are commonly referred to as deeper learning skills. Deeper learning is an umbrella term defining the skills and knowledge students need to attain success in college, career and citizenship. Students that possess deeper learning skills6: 1. Master core academic content. 2. Think criti.

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wsb.to/&NxQXp THEME: Leading with Love Andreas J. Kӧstenberger & David Crowther Introduction At the outset of this chapter, it should be frankly acknowledged that the Johannine Letters were not originally intended primarily to provide a theology of leadership. Nevertheless, a closer examination of these three letters reveals the way in which the author relates to and provides leadership for the people in the congregations to which the letters are written. The author’s relationship with his recipients in these three letters does not directly correspond to a modern model of leadership because of his unique role in the churches to which he is writing. Yet his faithful and caring relationship can provide an example to Christian leaders in every age. In order to grasp the lessons on leadership in the Johannine Epistles, one must consider the identity of the author of these letters, the source of his authority, his relationship with his audience, and the nature of the conflict addressed in his third letter. Original Setting The Authorship of the Letters The author of 1, 2 and 3 John is never named except for the title “elder” in 2 and 3 John. The early church accepted all three letters into the canon in the belief that John the apostle, the son of Zebedee, was the author.[1] While the author of these letters was doubtless known to his initial readers, the modern reader is indebted to the early church for preserving the tradition of authorship. Sources from the late second and early third centuries, such as the Muratorian Fragment (c. ad 180) and church fathers Tertullian (c. ad 160–215) and Clement of Alexandria (c. ad 155–220), ascribe authorship to John the son of Zebedee. However, not only the external but also the internal evidence points to Johannine authorship. First, in 1 John 1:1–4 the author claims to be an eyewitness of Jesus. Although the first-person plural reference (“we”) in the author’s description of what he has heard, seen, and touched may include his audience because they share in the tradition that was handed down (alternatively, the reference is to the apostles; cf. John 1:14; 2:11), there is a clear distinction between the author and his recipients with regard to their firsthand knowledge of Jesus (cf.1 John 1:2–3). While the author may use the first-person plural reference to identify with his audience, 1 John 1:1–2 indicates that the author is a personal eyewitness of the incarnate Christ.[2] Second, all three of the Johannine letters contain similar vocabulary, style, and theology. In fact, the relationship between the letters is so strong that the majority of modern scholars view them as coming from one author—albeit not all agree that their author is the same as the author of the Fourth Gospel.[3] For instance, among the Johannine letters one can identify a common background in which itinerant teachers with competing theological agendas threatened the confession of the Johannine churches.[4] In response to such threa.

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WSJ Executive Adviser (A Special Report): The Case Against Corporate Social Responsibility: The idea that companies have a duty to address social ills is not just flawed, argues Aneel Karnani; It also makes it more likely that we'll ignore the real solutions to these problems Karnani, Aneel . Wall Street Journal , Eastern edition; New York, N.Y. [New York, N.Y]23 Aug 2010: R.1. ProQuest document link ABSTRACT [...] the fact is that while companies sometimes can do well by doing good, more often they can't. Because in most cases, doing what's best for society means sacrificing profits. FULL TEXT Can companies do well by doing good? Yes -- sometimes. But the idea that companies have a responsibility to act in the public interest and will profit from doing so is fundamentally flawed. Large companies now routinely claim that they aren't in business just for the profits, that they're also intent on serving some larger social purpose. They trumpet their efforts to produce healthier foods or more fuel-efficient vehicles, conserve energy and other resources in their operations, or otherwise make the world a better place. Influential institutions like the Academy of Management and the United Nations, among many others, encourage companies to pursue such strategies. It's not surprising that this idea has won over so many people -- it's a very appealing proposition. You can have your cake and eat it too! But it's an illusion, and a potentially dangerous one. Very simply, in cases where private profits and public interests are aligned, the idea of corporate social responsibility is irrelevant: Companies that simply do everything they can to boost profits will end up increasing social welfare. In circumstances in which profits and social welfare are in direct opposition, an appeal to corporate social responsibility will almost always be ineffective, because executives are unlikely to act voluntarily in the public interest and against shareholder interests. Irrelevant or ineffective, take your pick. But it's worse than that. The danger is that a focus on social responsibility will delay or discourage more-effective measures to enhance social welfare in those cases where profits and the public good are at odds. As society looks to companies to address these problems, the real solutions may be ignored. http://ezproxy.library.berkeley.org/login?qurl=https%3A%2F%2Fsearch.proquest.com%2Fdocview%2F746396923%3Faccountid%3D38129 http://ezproxy.library.berkeley.org/login?qurl=https%3A%2F%2Fsearch.proquest.com%2Fdocview%2F746396923%3Faccountid%3D38129 To get a better fix on the irrelevance or ineffectiveness of corporate social responsibility efforts, let's first look at situations where profits and social welfare are in synch. Consider the market for healthier food. Fast-food outlets have profited by expanding their offerings to include salads and other options designed to appeal to health-conscious consu.

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WRTG 293 students, Your first writing assignment will be to rewrite a set of instructions. The scenario for this assignment is described below. ________________________ You have just taken a position as a student worker for the Communications Arts Department at Anderson College. You began your job last week. Anderson College has an enrollment of 10,000 students. Among this student population, 20% of the students are international students for whom English is not a native language, 10% of the students are dual-enrollment high school students, 20% of the students are graduate students, and the remaining 50% of the student population consists of a mixture of adult learners and traditional students. Anderson adopted LEO as its learning management system two years ago. Anderson uses LEO for both its online classes and its hybrid classes. Since moving to LEO, Dr. Richard Johnson, Dean of the Undergraduate School at Anderson, and Dr. Lynn Peterson, Dean of the Graduate School at Anderson, have noticed that both students taking classes at Anderson and instructors teaching at Anderson are often not aware of the different settings one can choose to view discussions in LEO. This lack of awareness has caused confusion and frustration as students and faculty members have attempted to navigate through the discussions in their classes. Dr. Johnson and Dr. Peterson tried to address this problem two months ago. At that time, they asked the previous student worker to write instructions on how to change the settings for discussions in LEO for the optimal viewing arrangement. The previous student worker wrote some instructions. However, the worker wrote them very unprofessionally and poorly. They cannot be distributed to students in their current form. Moreover, shortly after the student worker finished the instructions, he left his position for another job. As a result, Anderson College now has a set of poorly designed instructions that it cannot send out to students and faculty members. Meanwhile, students and faculty members are still experiencing frustration with the system, and they need a document that guides them through how to adjust their settings in LEO for viewing discussions. Dr. Johnson, who is your immediate supervisor, has now asked you, the new student worker, to rewrite the instructions that the previous student worker wrote. He has asked you to use the same graphics the previous student worker used. He has also suggested that you use arrows to point to sections of the graphics if such arrows can help in understanding specific steps in the instructions. Keep in mind that potentially 10,000 students will be using the instructions, in addition to various faculty members. The instructions should be clear, professional, and well designed. Moreover, you will want to consider the different types of students at Anderson College, including their backgrounds and their var.

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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Yasser Alotaibi11112013Composition 1Words meaning can be.docx

1. Yasser Alotaibi 11/11/2013 Composition 1 Words meaning can be confusing Verbal languages are the way of people communication and the most advance way that human can use to communicate. Some languages are more difficult to learn than another and some are already gone and not possible for us to learn it anymore and same thing goes with these languages words. Every language has its own beauty in its sound or meaning. We all know some words have more than one meaning and some it just mean what it meant for example: the word “Hot” can describe high temperature or it can refer to someone who’s sexually attractive. In this essay I am going to write about the meaning of some words and the feeling that can be confusing of the same meaning for one word. Words for emotions can be very confusing because people can build their emotions upon these words and saying words are very easy but meaning what the words mean can maybe hard thing to do so people carefully using them and carefully trying to understand what others really mean by saying these words and not to hurt each other feelings. I found word “love” a great example for the feeling confusion. I have said love when people thought I should have just said word like instead. I went to camping trip with my friends and their friends and the group was about forty people. We had dinner and we had great time together. We took some great pictures and we uploaded them on the well-known social website Facebook. After I went home I found them on my Facebook feedback so I commented them saying “I had great time and I loved every one

2. there” but one of the guys who was there with us in the trip commented after me saying that I should use words like instead of the word “love”. For a moment his comment hurts me and made me feel like that guy hated me or that guy was just trying to put me down for some reason but I looked at the comment again and tried to understand what he saw saying. I found that he did not really know me or even talked to me and he has nothing to do with me. He was only trying to correct me or guide me to what he thinks is right. I felt guilty considering him rude person and guilty for blaming myself of not knowing how to express my feelings. When I look at the word “love” I feel like that word only describes a nice feeling and it can’t be rude or not good to say in anyway in that case. I loved those guys who I went to the camping trip with because they made me feel like they were family or close friends to me whom I cannot use word like describing what I feel about them and I said it trying to express nice feelings inside me toward them in the closest word I feel matches the meaning. I know word “love” can contain a sexual meaning but I love my friends and I love my family and there are no sexual feelings in these cases. Word “like” to me can be more sexual and that because I know when a person sees another attractive person they like each other at first and then they become lovers or just stay at like level with sexual stuff between them but can’t start with love at the very first moment when they see each other. When I first learned the world “love” I already love my mother, father and my siblings. Word “like” to me can’t be anywhere near the meaning of love describing how much I love my parents or my close friends.

3. In conclusion when you say something be aware words are confusing sometimes and their meaning can become in a different level of how strong you want your words to be. I believe that words also have a slight different meaning from person to another depending on their experience with these same words and their way of using and hearing the same words so I think we should be more flexible in understanding each other way of using words and try to understand what others really trying to say and not just keep the meaning of what we think that word only mean.

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