In at least 75 wordsListen to the selections by Phil Collins, B

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In at least 75 words: Listen to the selections by Phil Collins, Billy Joel, and Traci Chapman. All three share some common denominators. Discuss the similarities of each selection's theme. From the album But Seriously, in the Phil Collins song, "Another Day in Paradise," the insensitivity of people towards the problem of poverty is discussed: "She calls out to the man on the street 'Sir, can you help me? It's cold and I've nowhere to sleep, Is there somewhere you can tell me?' He walks on, doesn't look back He pretends he can't hear her Starts to whistle as he crosses the street Seems embarrassed to be there" Performed by Billy Joel from the album The Nylon Curtain , Billy Joel realizes the dead end and limitations/constraints of growing up in a steel working town: "Well we're living here in Allentown And they're closing all the factories down Out in Bethlehem they're killing time Filling out forms, standing in line" From the album Tracy Chapman, she nails the song "Talkin' 'bout a Revolution." "While they're standing in the welfare lines, crying at the doorsteps of those armies of salvation, wasting time in the unemployment lines, sitting around waiting for a promotion. Poor people gonna rise up and get their share Poor people gonna rise up and take what's theirs" The humanity that pervades "Talking 'bout a Revolution" combined with her commercial smash "Fast Car" to make Chapman a hugely popular singer-songwriter. This humanity is grounded in her early school experiences (Links to an external site.)Links to an external site. in Cleveland, Ohio the surrounded busing and racism. She once stated the following: "I found myself in the middle of a race riot when I was about 14 years old and I found someone pointing a gun at me and telling me to run or they'd shoot me..." ...

Education

And they're closing all the factories down
Out in Bethlehem they're killing time
Filling out forms, standing in line"
From the album Tracy Chapman, she nails the song "Talkin'
'bout a Revolution."
"While they're standing in the welfare lines,
crying at the doorsteps of those armies of salvation,
wasting time in the unemployment lines,
sitting around waiting for a promotion.
Poor people gonna rise up
and get their share
Poor people gonna rise up
and take what's theirs"
The humanity that pervades "Talking 'bout a Revolution"
combined with her commercial smash "Fast Car" to make
Chapman a hugely popular singer-songwriter. This humanity is
grounded in her early school experiences
(Links to an external site.)Links to an external site.
in Cleveland, Ohio the surrounded busing and racism. She
once stated the following:

"I found myself in the middle of a race riot when I was about 14
years old and I found someone pointing a gun at me and telling
me to run or they'd shoot me..."

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Spring 2014 MGMT 4322 INDIVIDUAL CASE GRADING RUBRIC E.docx

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Spring 2014 Product Household Products - Food products Breakfast/Cereal/Granola Bars Used in last 6 months Total (Principal Shoppers) Base: Total Homemakers Stub Total '000 Proj '000 Pct Across Pct Down Index Total 147,379 62,216 42.2 100.0 100 Men 46,348 16,726 36.1 26.9 85 Women 101,031 45,490 45.0 73.1 107 Educ: graduated college plus 44,122 21,026 47.7 33.8 113 Educ: attended college 26,890 11,455 42.6 18.4 101 Educ: graduated high school 42,369 15,973 37.7 25.7 89 Educ: did not graduate HS 18,246 6,538 35.8 10.5 85 Educ: post graduate 15,817 7,143 45.2 11.5 107 Educ: no college 60,615 22,511 37.1 36.2 88 Age 18-24 11,784 5,132 43.5 8.2 103 Age 25-34 26,023 11,523 44.3 18.5 105 Age 35-44 25,830 12,521 48.5 20.1 115 Age 45-54 29,539 13,442 45.5 21.6 108 Age 55-64 25,856 10,410 40.3 16.7 95 Age 65+ 28,347 9,187 32.4 14.8 77 Adults 18-34 37,807 16,655 44.1 26.8 104 Adults 18-49 78,150 36,095 46.2 58.0 109 Adults 25-54 81,392 37,486 46.1 60.3 109 Men 18-34 12,205 4,536 37.2 7.3 88 Men 18-49 25,016 9,799 39.2 15.7 93 Men 25-54 25,781 10,132 39.3 16.3 93 Women 18-34 25,603 12,118 47.3 19.5 112 Women 18-49 53,134 26,296 49.5 42.3 117 Women 25-54 55,610 27,354 49.2 44.0 117 Occupation: professional and related occupations 21,801 11,006 50.5 17.7 120 Occupation: management, business and financial operations 12,861 6,197 48.2 10.0 114 Occupation: sales and office occupations 20,923 9,272 44.3 14.9 105 Occupation: natural resources, construction and maintenance occup. 5,100 1,771 34.7 2.8 82 Occupation: other employed 23,142 10,086 43.6 16.2 103 HHI: $150,000+ 13,896 7,010 50.4 11.3 120 HHI: $75,000-$149,999 38,537 19,411 50.4 31.2 119 HHI: $60,000-$74,999 14,595 6,619 45.4 10.6 107 HHI: $50,000-$59,999 11,504 4,478 38.9 7.2 92 HHI: $40,000-$49,999 12,499 5,057 40.5 8.1 96 HHI: $30,000-$39,999 14,650 5,605 38.3 9.0 91 HHI: $20,000-$29,999 16,568 5,903 35.6 9.5 84 HHI: <$20,000 25,129 8,131 32.4 13.1 77 Census Region: North East 27,048 12,022 44.4 19.3 105 Census Region: South 56,495 22,384 39.6 36.0 94 Census Region: Midwest 31,036 14,156 45.6 22.8 108 Census Region: West 32,800 13,654 41.6 21.9 99 Mediamarkets: Top 5 29,651 12,866 43.4 20.7 103 Mediamarkets: Next 5 14,932 6,891 46.2 11.1 109 County Size: A 59,236 26,057 44.0 41.9 104 County Size: B 44,576 18,558 41.6 29.8 99 County Size: C 22,638 9,547 42.2 15.3 100 County Size: D 20,929 8,054 38.5 12.9 91 Marital Status: Never Married 36,921 14,121 38.2 22.7 91 Marital Status: Now Married 72,892 35,304 48.4 56.7 115 Marital Status: Engaged 6,857 2,912 42.5 4.7 101 Marital Status: Widowed*/Divorced*/Separated (legally) 37,567 12,791 34.0 20.6 81 Child age: <12 months 5,587 2,653 47.5 4.3 112 Child age: 12-23 month 5,064 2,520 49.8 4.0 118 Child age: <2 years 10,252 5,005 48.8 8.0 116 Child age: <6 years 24,931 12,417 49.8 20.0 118 Child age: 2-5 years 19,231 9,769 50.8 15.7 120 Child age: 6-11 years 24,544 12,646 51.5 20.3 122 Child age: .

Spring 2014 ProductHousehold Products - Food productsBreakfast.docx

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Spring 2014 - Oregon Institute of Technology MIS 312 Systems Analysis I 1 MIS 312 Systems Analysis I Spring Term 2014 Credit Hours: 4 Class time and place: On-Line Syllabus Version: March 30, 2014 PREREQUISITES: MIS 275, MIS 311. REQUIRED MATERIALS TEXTBOOKS: Systems Analysis & Design with UML version 2.0. An Object Oriented Approach, 4th Ed. Authors: Dennis, Wixom, Tegarden ISBN: 978-1-118-03742-3 COURSE DESCRIPTION: Planning and Analysis phases of the Systems Development Life Cycle. Focus on software development life cycles; entity relationships, data flow diagrams (DFD), prototyping and other forms of data or systems modeling. Designing, selecting and installing new systems for end users, includes cost/benefit and value-added evaluations. COURSE OBJECTIVES: At the end of this course students should: • define the systems analyst’s role and responsibilities in an organization; • describe the building blocks of an information system, i.e., people, data, activities, networks, and technology; • define systems planning, systems analysis, systems design, implementation, and systems support; • describe a phased approach to information system development and describe cross-life cycle activities; • compare and contrast the systems development life cycle and systems development techniques, including object oriented design and analysis, information engineering, prototyping and Joint Application Design; • define and perform data modeling, process modeling, network modeling and explain why they are important techniques; • use and explain the importance of a project repository; • become acquainted with a CASE tool (MS Visio) • become acquainted with group project work, sharing of ideas, utilizing resources, and solving problems with the power of group collaboration Spring 2014 - Oregon Institute of Technology MIS 312 Systems Analysis I 2 TERM SCHEDULE Date Topic Due (Note all times due are 5pm) Week 1 3/31 – 4/4 Review Syllabus Review Project Handout Chapter 1 – Introduction to SA 1.) By Sunday, Assignment #1 – 30pts 2.) By Friday, Form Teams of 4 to 5 for the project. Send team member list to instructor. 3.) By Sunday, answer one of the following Concepts in Action or Your Turn’s in the Discussion Area and reply to at least one other post1: 10pts • CIA 1-A • YT 1-3 • CIA 1-B • YT 1-4 • YT 1-1 • YT 1-6 Week 2 4/7 – 4/11 Chapter 2 - Project Management Project Work 1.) By Sunday, Assignment #2 – 30 pts 2.) By Sunday, answer one of the following Concepts in Action or Your Turn’s in the Discussion Area and reply to at least one other post: 10 pts • YT 2-1 • YT 2-3 • YT 2-2 • YT 2-5 • CIA 2-3 • CIA 2-H • YT 2-8 (you can answer this as a team) Week 3 4/14 – 4/18 Chapter 3 – Requirements Determination Project Work 1.) By Sunday, Milestone 1 – 50pts 2.) By Sunday, Assignment #3 – 30pts 3.) By Sunday, answer one of the following Concep.

Spring 2014 - Oregon Institute of Technology MIS 312 Syste.docx

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Spring 2014 CSCI 111 Final exam � of �1 6 1. (2 points) Flip over this test. On the back of this test write your name in the upper, left-hand corner. 2. (2 points) What are the four parts of the compiling process (just give me 4 words, not a paragraph). 3. (4 points) Which of the four steps of the compiling process occurs only once, regardless of the number of source files your application has? 4. (4 points) Write a line of code that causes the preprocessor to generate an error. 5. (4 points) Write a line of code that causes the compiler to generate an error. 6. (5 points) Describe how you could incorrectly compile the joust project to cause the linker to generate an error. 7. (5 points) Given: 1 float* fp; 2 //... 3 float pi; 4 pi=*(314 + fp); Rewrite line 4 using array subscript notation. Spring 2014 CSCI 111 Final exam � of �2 6 8. (5 points) Given: 1 float arr[100]; 2 for(int x=0; x<100; ++x) 3 arr[x]=100-x; What does the following expression print out? cout << *arr << endl; 9. (14 points) Given: int a=0; int b=6; int x=0; Circle each if-expression that evaluates to true: A) if(b) B) if(x) C) if(a=b==6) D) if(a=b==5) E) if(a=b=5) F) if(a=x=0) G) if(a=x==0) Spring 2014 CSCI 111 Final exam � of �3 6 10. (10 points) Given: 1 #include<iostream> 2 using namespace std; 3 4 int main() 5 { 6 int x; 7 cout << "Enter a number greater than 10" << endl; 8 while ( x < 10 ) 9 { 10 cin >> x; 11 } 12 return 0; 13 } This program compiles just fine, and sometimes it runs as expected. But sometimes when you run it, it exits immediately after printing "Enter a number greater than 10". That is, the program doesn't pause for you to enter a number. Why are you getting this inconsistent behavior? 11. (4 points) What is the output of the following: int x=4; int y=3; A) cout << x / y << endl; B) cout << x % y << endl; C) cout << x << "%" << y << endl; D) cout << "x" << '%' << 'y' << endl;  Spring 2014 CSCI 111 Final exam � of �4 6 12. (16 points) What is the type of the expression. That is, what is the kind of thing that each expression evaluates to. For example: 3 + 4 integer You may assume that the variable a has been declared as an integer. A. a + 4 B. a = 4 C. 3.14 + 4.49 D. 3 + 3.14 E. 'a' F. cout << a G. new float[30] H. new float Spring 2014 CSCI 111 Final exam � of �5 6 13. (5 points) Write a for-loop that prints out the numbers between 1 and 100 that are evenly divisible by three. 14. (5 points) Write a while-loop that prints out the numbers between 1 and 100 that are evenly divisible by three. 15. (5 points) Write a do-while-loop that prints out the numbers between 1 and 100 that are evenly divisible by three. Spring 2014 CSCI 111 Final exam � of �6 6 16. (10 points) Given: 1 #include<iostream> 2 3 class Willow { 4 publi.

Spring 2014 CSCI 111 Final exam of 1 61. (2 points) Fl.docx

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Spreadsheet Modeling & Decision AnalysisA Practical .docx

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Spring 2011 Name: ____________________________________ Richland College Phys 1412 H-R Diagram Lab Part I: Introduction & Background Around 1911 to 1913, a Dutch astronomer named Ejnar Hertzsprung and an American astronomer Henry Norris Russell created a diagram of stars plotted using only their luminosity and their spectral types. A star’s spectral type is determined by the absorption lines found in its spectrum. Hertzsprung and Russell noticed that the spectra were related to the stars’ color and temperature. Their diagram, named the Hertzsprung-Russell, or H-R, diagram in their honor, has been like a Rosetta Stone to stellar astronomy. Table 1 Spectral Type Color of Star Temperature (K) O Blue >25,000 B Bluish-White 11,000 - 25,000 A White 7,500 - 11,000 F Yellow to White 6,000 - 7,500 G Yellow 5,000 - 6,000 K Orange 3,500 - 5000 M Red <3,500 The spectral types are subdivided into 10 subgroups which are labeled 0 through 9. Stars are further grouped by their luminosity, which is denoted by a Roman numeral. Luminosity Classes Ia bright supergiant Ib supergiant II bright giants III giants IV subgiants V main sequence VI subdwarf VII white dwarf The original H-R diagram plotted the star’s luminosity versus its spectral type. It only included stars within 100 pc of the Sun as that was the limit for determining distances using the helio-centric parallax method, the only known method at the time. Since then, the H-R diagram has come to represent more than just the luminosity of a star versus its spectral type as it can be used to glean more information than just that. For one, luminosity and absolute magnitude are related. It is easy to see where different groups of stars, like main sequence, red giants, et cetera, are grouped on the diagram. Temperature and thus color information can also be found, as well as radius size. We can determine the mass of main sequence stars by using the diagram. We can also determine the distance to stars by plotting them on the H-R diagram. Other characteristics, including stellar densities, spectral lines, stellar life times, stellar interiors, types of nuclear processes taking place within the star, and interior temperatures can also be discovered. Part II: Procedure Section 1: Luminosity Review/Go over solar luminosity as it relates to absolute magnitude. (See textbook section 15.1 Properties of Stars and Mathematical Insight 15.3.) Remember that for every change of 5 magnitudes, the luminosity changes by 100. So a star with an absolute magnitude of 10 will be 100 times more luminous than a star with an absolute magnitude of 15. (For a review on logarithms, see page 4 of this lab packet.) Note: the following graphing instructions are specifically for Excel 2003®; other products/Excel versions may have different instructions. Section 2: Plotting Once complete, begin section 3 of this lab. Plot all the stars listed in “Table 1: Bright Stars” on page.

Spring 2011 .docx

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SpotlightSpotlight BELOW Michel de Broin, The Arch, 2009Ultra-high-performance concrete, stainless steel, 280 x 472 x 127 cm Parc Jean Drapeau, Collection of the City of Montreal SPOTLIGHT ON REINVENTION 1767 JanFeb10 Margolis Layout.indd 861767 JanFeb10 Margolis Layout.indd 86 12/8/09 8:59:50 AM12/8/09 8:59:50 AM Joshua D. Margolis ( [email protected]) is an associate professor of business administration at Harvard Business School. Paul G. Stoltz ([email protected] peaklearning.com) is the founder and CEO of PEAK Learning, a global research and consulting fi rm based in San Luis Obispo, California. Here’s a way to understand—and redirect— your instinctive reaction to crises. by Joshua D. Margolis and Paul G. Stoltz T hings are humming along, and then: A top client calls and says, “We’re switch- ing suppliers, starting next month. I’m afraid your company no longer fi gures into our plans.” Or three colleagues, all of whom joined the organization around the same time you did, are up for promotion—but you aren’t. Or your team loses another good person in a third round of layoff s; weak markets or no, you still need to make your numbers, but now you’ll have to rely heavily on two of the most uncooperative members of the group. So how do you react? Are you angry and disap- pointed, ranting and raving to anyone who will listen? Do you feel dejected and victimized, resigned to the situation even as you deny the cold reality of it? Or do you experience a rush of excitement— perhaps tinged with fear—because you sense an op- portunity to develop your skills and talents in ways you’d never imagined? The truth is, you’ve probably reacted in all those ways when confronted with a challenge—maybe even cycling through multiple emotional states in the course of dealing with one really big mess. Whatever your initial reaction, however, the challenge is to turn a negative experience into a produc- tive one—that is, to counter adversity with resilience. Psychological resilience is the capacity to respond quickly and constructively to crises. It’s a central dy- namic in most survival stories, such as those of the shell-shocked individuals and organizations that ral- lied in the wake of 9/11 and Hurricane Katrina. But HBR.ORG January–February 2010 Harvard Business Review 87 1767 JanFeb10 Margolis Layout.indd 871767 JanFeb10 Margolis Layout.indd 87 12/8/09 8:59:59 AM12/8/09 8:59:59 AM ing a series of pointed questions, managers can grasp their own and their direct reports’ habits of thought and help reframe negative events in pro- ductive ways. With the four lenses as a guide, they can learn to stop feeling paralyzed by crisis, respond with strength and creativity, and help their direct reports do the same. When Adversity Strikes Most of us go with our gut when something bad hap- pens. Deeply ingrained habits and beliefs sap our en- ergy and keep us from acting constructively..

SpotlightSpotlight BELOW Michel de Broin, The Arch, 2009Ultra.docx

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In at least 75 wordsListen to the selections by Phil Collins, B

1. In at least 75 words: Listen to the selections by Phil Collins, Billy Joel, and Traci Chapman. All three share some common denominators. Discuss the similarities of each selection's theme. From the album But Seriously, in the Phil Collins song, "Another Day in Paradise," the insensitivity of people towards the problem of poverty is discussed: "She calls out to the man on the street 'Sir, can you help me? It's cold and I've nowhere to sleep, Is there somewhere you can tell me?' He walks on, doesn't look back He pretends he can't hear her Starts to whistle as he crosses the street Seems embarrassed to be there" Performed by Billy Joel from the album The Nylon Curtain , Billy Joel realizes the dead end and limitations/constraints of growing up in a steel working town: "Well we're living here in Allentown

2. And they're closing all the factories down Out in Bethlehem they're killing time Filling out forms, standing in line" From the album Tracy Chapman, she nails the song "Talkin' 'bout a Revolution." "While they're standing in the welfare lines, crying at the doorsteps of those armies of salvation, wasting time in the unemployment lines, sitting around waiting for a promotion. Poor people gonna rise up and get their share Poor people gonna rise up and take what's theirs" The humanity that pervades "Talking 'bout a Revolution" combined with her commercial smash "Fast Car" to make Chapman a hugely popular singer-songwriter. This humanity is grounded in her early school experiences (Links to an external site.)Links to an external site. in Cleveland, Ohio the surrounded busing and racism. She once stated the following:

3. "I found myself in the middle of a race riot when I was about 14 years old and I found someone pointing a gun at me and telling me to run or they'd shoot me..."

In at least 75 wordsListen to the selections by Phil Collins, B

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In at least 75 wordsListen to the selections by Phil Collins, B