In chapter 1 there are several key theorists discussed for their

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In chapter 1 there are several key theorists discussed for their contribution to understanding human behavior in a developmental context. No one theory can account for the diversity of development. Erikson – Psychosocial Piaget – Cognitive Freud – Psychoanalytic Pavlov /Watson/ Skinner – Behavioral Bandura – Social Cognitive Bowlby (Attachment) – Ethological Theory Bronfenbrenner – Ecological Theory Information Processing Approach Choose minimum 2 (two) different approaches, briefly summarize the key ideas from each theory, how they relate to each other, or how different they are, and explain why and how these theoretical views compliment and contrast each other. Do not simply rehash the theory itself (I know what they are!) you may need to look in other chapters as well for more information regarding each theoretical approach to development. Include your thoughts as to which theoretical approaches seem to make the most sense to you when thinking about development from birth to death and how they contribute to developmental processes that you have learned about in Chapter 1. ...

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each other. Do not simply rehash the theory itself (I know what
they are!) you may need to look in other chapters as well for
more information regarding each theoretical approach to
development.
Include your thoughts as to which theoretical approaches seem
to make the most sense to you when thinking about development
from birth to death and how they contribute to developmental
processes that you have learned about in Chapter 1.

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Submit Files - Assignment 1 Role of Manager and Impact of Organizational Theories on Managers Assignment 1 Role of Manager and Impact of Organizational Theories on Managers (Week 3) Purpose: In the first assignment, students are given a scenario in which the shipping manager who has worked for Galaxy Toys, Inc. since 1969. The scenario serves to set the stage for students to demonstrate how management theories have changed over time. For example, managing 30 years ago is different than managing in the 21 st century. Outcome Met by Completing This Assignment: integrate management theories and principles into management practices Instructions: In Part One of this case study analysis, students are to use the facts from the case study to determine two different organization theories that are demonstrated. For Part Two, students will compare the 21 st century manager to that of the main character in the case study and the implications of change in being a 21 st century manager. In selecting a school of thought and an organizational theory that best describes the current shipping manager, students will use the timeline to select a school of thought and a theory or theories of that time frame. Students will to use the course material to respond to most of the assignment requirements but will also need to research the theorist(s) and theories to complete the assignment. Students are expected to be thorough in responding. In Part Two, students are going to take what they have learned and compare the management skills of the 21st century shipping manager to the skills of the current shipping manager. Step 1: Review “How to Analyze a Case Study” under Week 3 Content. Step 2: Create a Word or Rich Text Format (RTF) document that is double-spaced, 12-point font. The final product will be between 4-6 pages in length excluding the title page and reference page. Step 3: Review the grading rubric for the assignment. Step 4: In addition to providing an introduction, students will use headings following this format: Title page with title, your name, the course, the instructor’s name; Background; Part One; Part Two. Step 5 : In writing a case study, the writing is in the third person. What this means is that there are no words such as “I, me, my, we, or us” (first person writing), nor is there use of “you or your” (second person writing). If uncertain how to write in the third person, view this link: http://www.quickanddirtytips.com/education/grammar/first-second-and-third-person . Also note that students are not to provide personal commentary. Step 6: In writing this assignment, students are expected to support the reasoning using in-text citations and a reference list. If any material is used from a source document, it must be cited and referenced. A reference within a reference list cannot exist without an associated in-text citation and vice versa. View the sample APA paper under Week 1 content. Step 7: In writing thi.

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SS C ha Simple RegressionSimple Regression pter Chapter ContentsChapter Contents 12 12.1 Visual Displays and Correlation Analysis12.1 Visual Displays and Correlation Analysisp y yp y y 12.2 Simple Regression12.2 Simple Regression 12 3 Regression Terminology12 3 Regression Terminology12.3 Regression Terminology12.3 Regression Terminology 12.4 Ordinary Least Squares Formulas12.4 Ordinary Least Squares Formulas 12 T f Si ifi12 T f Si ifi12.5 Tests for Significance12.5 Tests for Significance 12.6 Analysis of Variance: Overall Fit12.6 Analysis of Variance: Overall Fit 12.7 Confidence and Prediction Intervals for 12.7 Confidence and Prediction Intervals for YY 12-1 SS C ha Simple RegressionSimple Regression pter Chapter ContentsChapter Contents 12 12 8 Residual Tests12 8 Residual Tests12.8 Residual Tests12.8 Residual Tests 12.9 Unusual Observations12.9 Unusual Observations 12 10 Oth R i P bl12 10 Oth R i P bl12.10 Other Regression Problems12.10 Other Regression Problems 12-2 C ha SS pter 1 Simple RegressionSimple Regression Chapter Learning Objectives (LO’s)Chapter Learning Objectives (LO’s) 12 Chapter Learning Objectives (LO s)Chapter Learning Objectives (LO s) LO12LO12--1: 1: Calculate and test a correlation Calculate and test a correlation coefficient coefficient for for significancesignificance.. LO12LO12--2: 2: Interpret Interpret the slope and intercept of a regression equation.the slope and intercept of a regression equation. LO12LO12--3: 3: Make Make a prediction for a given a prediction for a given x value using a x value using a regressionregression equationequation..qq LO12LO12--4: 4: Fit a simple regression on an Excel scatter plot.Fit a simple regression on an Excel scatter plot. LO12LO12--5:5: Calculate and interpretCalculate and interpret confidenceconfidence intervals forintervals for regressionregressionLO12LO12 5: 5: Calculate and interpret Calculate and interpret confidence confidence intervals for intervals for regressionregression coefficientscoefficients.. LO12LO12 6:6: Test hypotheses about the slope and intercept by usingTest hypotheses about the slope and intercept by using t testst tests 12-3 LO12LO12--6: 6: Test hypotheses about the slope and intercept by using Test hypotheses about the slope and intercept by using t tests.t tests. C ha ff pter Analysis of VarianceAnalysis of Variance Ch t L i Obj ti (LO’ )Ch t L i Obj ti (LO’ ) 12 Chapter Learning Objectives (LO’s)Chapter Learning Objectives (LO’s) LO12LO12--7:7: Perform regression with Excel or other software.Perform regression with Excel or other software. LO12LO12--8:8: Interpret the standard errorInterpret the standard error RR22 ANOVA table and F testANOVA table and F testLO12LO12 8: 8: Interpret the standard error, Interpret the standard error, RR , ANOVA table, and F test., ANOVA table, and F test. LO12LO12--9:9: Distinguish between confidence and prediction intervals.Distinguish between conf.

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SRF Journal EntriesreferenceAccount TitlesDebitsCredits3-CType journal entries in the space provided. Link these to the T-accounts and link the T-account balancesto the financial statements provided on the tabs at the bottom of the page.4-C &L&"Arial,Bold"&14City of Monroe- Street and Highway Fund Journal Entries SRF T-accountsDUE FROMCASHINVESTMENTSSTATE GOV'Tbb6,500bb55,000bb200,0006,50055,000200,000BUDGETARY FUND BALANCEFUND BALANCEACCOUNTS PAYABLERESERVE FOR ENCUMBRANCESRESERVE FOR ENCUMBRANCES(beginning of year)6,300bb-bb255,200bb6,300-255,200REVENUESREVENUESEXPENDITURES - STREETINTERGOVERNMENTALINVESTMENT INTEREST& HIGHWAY MAINTENANCEENCUMBRANCES----BUDGETARY ACCOUNTSBUDGETARYESTIMATED REVENUESAPPROPRIATIONSFUND BALANCE--- &L&16City of Monroe&C&16 Street and Highway Fund - General Ledger Closing EntriesBUDGETARYAccount TitleDebitsCreditsFUND BALANCE-Preclosingclosing entry-FUND BALANCE255,200Preclosingclosing entry255,200ending balanceComplete the following tableNon-spendableRestrictedCommittedAssignedUnassignedTotalFund Balance-Budgetary Fund Balance - Reserve for Encumbrances-Totals------ &L&14City of Monroe&C&14 STREET & HIGHWAY MAINTENANCE FUND - Closing Entries Stmt of revenues & expendituresRevenuesIntergovernmental RevenuesInterest on InvestmentsTotal Revenues$ -ExpendituresCurrent:Street & Highway MaintenanceTotal Expenditures-Excess (Deficiency) of Revenues Over Expenditures-Fund Balance, January 1Fund Balance, December 31$ - &L&"Times New Roman,Regular"&14City of Monroe Statement of Revenues, Expenditures and Changes in Fund Balance Street and Highway Maintenance Fund For the year ended December 31, 2014 Balance SheetAssetsCashInvestmentsDue from State GovernmentTotal Assets$ -Liabilities and Fund EquityLiabilitiesAccounts PayableFund EquityFund Balance - Restricted forStreet and Highway MaintenanceTotal Liabilities and Fund Equity$ - &L&"Times New Roman,Regular"&14City of Monroe Street & Highway Maintenance Fund Balance Sheet As of December 31, 2014 Problem 1Problem 1Required: Identify the financial statement on which each of the following items appears by making an X in the appropriate column. The first one is done for you!(15 points total, 1 point each)IncomeBalanceStatement ofItemStatementSheetCash FlowsAccounts PayableXAccounts ReceivableAdvertising ExpenseCommon StockDividendsEquipmentFinancing ActivitiesInvesting ActivitiesLandOperating ActivitiesRent ExpenseRetained EarningsRevenueSalaries PayableUtility Expense Problem 2Problem 2Required: Show the effects on the financial statements using a horizontal statement model as outlined below. The first one is done for you!(35 points total, 5 points each)1Sold $30,000 in merchandise for cash2Paid $5,000 for rent with cash3Paid $10,000 in salaries to employees with cash4Sold $25,000 in merchandise and customer paid on credit5Collected $10,000 cash for transaction #46Purchased a building for $100,000 and took out a loan for the money7Paid $1,200 for insuranceBala.

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src/CommissionCalculation.javasrc/CommissionCalculation.javaimport java.util.Scanner; import java.text.NumberFormat; publicclassCommissionCalculation { publicstaticvoid main(String args[]) { finaldouble salesTarget=600000; //create an object of Scanner class to get the keyboard input Scanner keyInput =newScanner(System.in); //for currency format NumberFormat numberFormat =NumberFormat.getCurrencyInstance(); //creating an object of SalesPerson class SalesPerson salesPerson =newSalesPerson(); //prompt the user to enter the annual sales System.out.print("Enter the annual sales : "); double sale = keyInput.nextDouble(); //Calculate normal commission until sales target is reached if(sale<=salesTarget) { //set the value of annual sale of sales person object salesPerson.setAnnualSales(sale); //displaying the report System.out.println("The total annual compensation : "+numberFormat.format(salesPerson.getAnnualCompensation())); } //show compensation table with Accelerated factor when sales target exceeds else { //method to show a compensation table if sales exceed 600000 salesPerson.getCompensationTable(sale); } } } src/SalesPerson.javasrc/SalesPerson.java publicclassSalesPerson{ privatefinaldouble fixedSalary =120000.00; privatefinaldouble commissionRate =1.2; privatefinaldouble salesTarget=600000; privatefinaldouble accelerationfactor=1.20; privatedouble annualSales; //default constructor publicSalesPerson(){ annualSales =0.0; } //parameterized constructor publicSalesPerson(double aSale){ annualSales = aSale; } //getter method for the annual sales publicdouble getAnnualSales(){ return annualSales; } //method to set the value of annual sale publicvoid setAnnualSales(double aSale){ annualSales = aSale; } //method to calculate and get commission publicdouble getCommission() { if(annualSales<(0.80*salesTarget)) { return0; } else { return annualSales *(commissionRate/100.0); } } //method to calculate and calculate Compensation with Accelerated commission and display table void getCompensationTable(double annualSales) { int count=0; System.out.println("Annual Sales\t Total Compensation"); for(annualSales=salesTarget;annualSales<=((salesTarget)+(0.5*salesTarget));annualSales+=5000) { count=count+1; double comm= annualSales *(commissionRate*Math.pow(1.2,count)/100.0); System.out.println(annualSales+"\t"+(fixedSalary+comm)); } } //method to calculate and get annual compensation publicdouble getAnnualCompensation(){ return fixedSalary + getCommission(); } } The development of any marketing mix depends on positioning, a process that influences potential customers' overall perception of a brand, product line, or organization in general. Position is the place a product, brand, or group of products occupies in consumers' minds relative to competing offering. Review positioning in your text. There are many examples to illustrate this concept. Then: 1. Describe the position .

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SPSS Assignment Data.sav Week 6, "Using Marketing Channels and Price to Create Value for Customers" was derived from Principles of Marketing, which was adapted by the Saylor Foundation under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported license without attribution as requested by the work's original creator or licensee. © 2015, The Saylor Foundation. 1 Week 6 Using Marketing Channels and Price to Create Value for Customers Sometimes when you buy a good or service, it passes straight from the producer to you. But suppose every time you purchased something, you had to contact its maker? For some products or services, such as a haircut, this would work. But what about the items you purchase at the grocery store? You couldn't begin to contact and buy from all the makers of those products. It would be an incredibly inefficient way to do business. Fortunately, companies partner with one another, alleviating you of this burden. So, for example, instead of Procter & Gamble selling individual toothbrushes to consumers, it sells many of them to stores, which then sell them to everyone. The specific avenue a seller uses to make a finished good or service available for purchase—for example, whether you are able to buy it directly from the seller, at a store, online, or from a salesperson—is referred to as the product's marketing channel (or distribution channel). All of the people and organizations that buy, resell, and promote the product "downstream" as it makes its way to you are part of the marketing channel. Likewise, price creates value for customers and is the way the company makes its revenue and profit by exchanging value with the customer. When Chick-fil-A opens new locations, the company offers the first 100 customers a free meal every week for a year. Customers camp out overnight to get in line for the free meals. When KFC introduced its grilled chicken, the company put coupons good for a free piece of chicken in many Sunday newspapers. So how do sellers make any money if they always offer goods and services on sale or for a special deal? Many sellers give customers something for free, hoping they'll buy other products, but a careful balance is needed to ensure profit. Price is the only marketing mix variable or part of the offering that generates revenue. Buyers relate the price to value. They must feel they are getting value for the price paid. Pricing decisions are extremely important. So how do organizations decide how to price their goods and services? This week, we explore both distribution and price as a means to add value for customers. http://www.saylor.org/site/textbooks/Principles%20of%20Marketing.pdf http://www.saylor.org/site/textbooks/Principles%20of%20Marketing.pdf http://creativecommons.org/licenses/by-nc-sa/3.0/ http://creativecommons.org/licenses/by-nc-sa/3.0/ 2 6.1 Marketing Channels and Channel Partners L E A R N.

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Square, Inc. is a financial services, merchant services aggregator and mobile payment company based in San Francisco, California. The company markets several software and hardware payments products, including Square Register and Square Reader, and has expanded into small business services such as Square Capital, a financing program, and Square Payroll. The company was founded in 2009 by Jack Dorsey and Jim McKelvey and launched its first app and service in 2010. • Square Register allows individuals and merchants in the United States, Canada, and Japan to accept offline debit and credit cards on their iOS or Android smartphone or tablet computer. The application software("app") supports manually entering the card details or swiping the card through the Square Reader, a small plastic device that plugs into the audio jack of a supported smartphone or tablet and reads the magnetic stripe. On the iPad version of the Square Register app, the interface resembles a traditional cash register. Download and read the documents in Edgar. – http://www.sec.gov/edgar.shtml – And find the all files that are filed (especially S1) • Find the information relevant to future sales. • Construct the Pro‐forma income statement. • Estimate future free cash flows for the next five years (account for investments, change in working capital, depreciation and taxes) • Make a reasonable assumption about the growth rate of cash flows until infinity. 2013-10-22 22.19.51.jpg 2013-10-22 22.20.19.jpg 2013-10-22 22.21.54.jpg Information and society Since the advent of easy access to the internet and the World Wide Web, society has a different attitude towards information and access to information. The technology changes – from slow desk-tops with dial-up access to smartphones – have also changed our interaction with information. This is also an area in which generational differences show up. Those of us born before the mid1980s or 1990s have followed all of these changes and have had to adapt to it. For those born in the 1990s (the millennials or digital natives), these methods of getting information have always existed. The millenials have seen some of the technology changes but don’t remember the “old” way. Keep this in mind as you read these notes. An information society At the beginning of the semester we talked about the many different ways we get information and the definitions of information. Now we’re going to look more at how information and information technologies have changed society. Lester and Koehler talk about defining an information society in economic sense. While this is important, I don’t think we need to look at the percentage of our GNP to see that we do live in an information society. Think of all the companies that are based on information – computer technologies, web based businesses, cell phone and technologies, GPS, etc. There are also jobs that rely on information – customer service, stock markets, etc. Our relationship with information .

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SQL SQL 2) Add 25 CUSTOMERSs so that you now have 50 total..docx

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SPSS Input Stephanie Crookston, Dominique Garrett-Smith, Latesha Simpson, Jannie Tollvier, PSYCH/625 November 25, 2013 Mary Farmer SPSS Input After looking at the data and putting it through the ANOVA test; the conclusions are as follows: There is a huge difference between the groups regarding degrees of freedom. And the use of ANOVA is essential because it is samples taken at different points and times of the same people. Probability is at zero percent because that means its directly at the mean and the f score is used to see if the null hypothesis can be rejected or fail to be rejected of its less than the critical value. ANOVA Score Sum of Squares df Mean Square F Sig. Between Groups 609265.938 1 609265.938 2495.987 .000 Within Groups 53213.402 218 244.098 Total 662479.340 219 In a 1000-1250 word essay, explain the meaning of one visual symbol in American Beauty and the relation of that symbol to the message of the film as a whole. Since context forms meaning, you should analyze several instances in which the symbol appears in the film, explaining the meaning of the symbol in each appearance and showing how each instance contributes to the meaning of the symbol in the film as a whole. Since film is a visual medium, I have intentionally asked you to analyze a visual element for this assignment. Therefore, while you certainly should utilize dialogue or other elements of the film’s narrative, please do not neglect to interpret the specifically filmic aspects of this text, such as (but not limited to) camera work (framing, shot length, etc.), editing (“cutting” or “splicing”), sound effects, wardrobe, and lighting. Here are some visual symbols from which you may choose, but please don’t feel limited to these: · Plastic bags · Roses · Cameras · Windows or Mirrors · Guns · Extreme darkness or bright light · Specific colors or color combinations Please note that the task here is twofold: you should present an interpretation of the particular symbol you choose and show how that symbol helps construct the overall message of the film as you see it. A successful thesis statement will present a clear articulation of the meaning of your chosen symbol, a succinct statement as to the overall message of the film, and an explanation of the relationship between these two. As with the other essays for this class, please avoid rendering value judgments. You should not present an evaluation of whether or not you like the film (or whether it’s “good” or “bad”). Since a successful analysis will require more viewing of the film than what we have time for in class, you may find it advantageous to rent/purchase/download a copy for yourself. For those who would rather not attain their own copy, I have also put a copy of the film on reserve in the library. Due Dates: Four copies of your rough draft due: Tuesday 3 December Workshop: Thursday 5 December Final draft due: Thursday 12/12 (the day of th.

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Spring 2015 – MAT 137 –Luedeker Name: ________________________________ Quiz #1 – Introduction to Sigma Notation Directions: Please print out this assignment or rewrite the problems on another sheet of paper. Write the final answer as an integer or an improper fraction. You must show all work to receive credit. This assignment is due Wednesday January 14 at the start of class. The notation 𝑓(𝑛) ! !!! is called Sigma Notation. The symbol Σ means sum a sequence of numbers. The first number in the sequence is 𝑓 𝑎 , the second number in the sequence is 𝑓 𝑎 + 1 , the third number in the sequence is 𝑓 𝑎 + 2 etc. , and the last number in the sequence is 𝑓(𝑚). Here are two examples: 𝑛 = 2 + 3 + 4 + 5 + 6 + 7 = 27 ! !!! 𝑛! + 1 = ! !!! 3! + 1 + 4! + 1 + 5! + 1 + 6! + 1 = 10 + 17 + 26 + 37 = 90 Problems: Simplify. Write your answer as an integer or improper fraction. Show all work. 1. 𝑛 !" !!! 2. 1 2! ! !!! 3. 1 𝑛 ! !!! 4. (−1)! ! !!! 1 𝑛 5. 1 𝑛! ! !!! Spring 2015 – MAT 137 –Luedeker Name: ________________________________ Quiz #2 – Numerical Integration Directions: Please print out this assignment or rewrite the problems on another sheet of paper. Write the final answer as a decimal rounded to three decimal places. You must show all work to receive credit. This assignment is due Friday January 16 at the start of class. Consider the definite integral 𝑒! ! 𝑑𝑥!! . Use n = 4 and the following methods to estimate the value of the definite integral. 1. Left Rule 2. Right Rule 3. Midpoint Rule 4. Trapezoid Rule 5. Simpson’s Rule Spring 2015 – MAT 137 –Luedeker Name: ________________________________ Quiz #3 Directions: Please print out this assignment or rewrite the problems on another sheet of paper. You must show all work to receive credit. This assignment

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Springdale Shopping SurveyThe major shopping areas in the com.docx

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Springfield assignment Instruction From the given information, you are required to make a functional network. In Springfield we have a router and four switches connected as daisy chain topology. Then we have output of show commands. It is obvious that it is a non-functional network and you have to implement a solution to make functional. Task in Springfield assignment · From the show output commands, you can identify the problems and then provide solution. · Configure all the tasks as in Springfield assignment as per instructions · Create Server VLAN, Instructional VLAN, and Administrative VLAN · Configure Access method of VLANs · Configure Switch 1 as root bridge · Configure trunking on all switches · Configure default gateway · Create and configure interface VLAN1 First of all, allow me to thank you for your email of offer dated September 2, 2015. I am writing to inform you of my acceptance to your kind offer and in my class CMIT 350/6380. This class has one technical writing assignment broken into three parts: Draft1, Draft2, and Draft3. I do not have any sample assignment, however I am reviewing student’s draft version and providing feedback. To help you in this regard I am submitting you below outline pf paper. In the beginning please give brief descriptions of the project, such as why are you doing, what are the problems, and possible solutions. Background information: Springfield site network is assigned to me to investigate the problems and find the solutions to fix the problem. From the site topology and sh output commands I determined that spanning-tree protocol is misconfigured and it is blocking few ports. And these are the reasons that network is a non-functional. Implementing Solution : The following are required information for configuring the network IP address range 10.30.x.x/16 Device to be configured Configuring commands Device Names Configuration Required Configuring command Switch#1 All devices Host name Hostname Switch_Springfield1 Switch#2 Host name Hostname Switch_Springfield2 Switch1 All devices Create console password Create vty password Only on Switch1 Create VLANs Access vlan Interface fa0/0 Switchport mode adccess Switchport access vlan 11 Switch1 All Switches Create trunk connections between switches Int gi0/0 Switchport mode trunk Switchport trunk encapsulation dot1q Switchport trunk allowed native vlan 1 Router Configure ip address Int fa0/0 Ip address 10.30.1.1 255.255.255.0 Switch1 Configure default gateway Ip default-gateway 10.30.1.1 255.255.255.0 Switches Configure spanning-tree protocol Spanning-tree RPVST Switch1 Make Swich 1 as root bridge of network Configurations Rough Draft This paper will focus on the four main theoretical perspectives within sociology which include conflict, functionalism, utilitarianism and symbolic interactionism with the attempt to explain why groups of people choose to perform certain actions and how societies function or change in a certain way. Socio.

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SPRING CLEAN PRODUCTS MARKET RESEARCH 1 About the Researcher The researcher has undertaken massive market research in the Asian countries for the last ten years. He has been able to gain vital exposure on how to critically analyze these markets before venturing. The following research report was compiled for Spring Clean Products that wants to open a detergent manufacturing plant in Asia. The following are the countries I have keenly analysed as potential hosts for the manufacturing site of Spring Clean Products. These are China and Singapore. Fundamental information on China China is among the worlds top leading exporters of a wide array of commodities . it therefore receives significant amounts of foreign investment. It has a per capita per person of $9844. This is relatively high given the high population in the country. It is a member of WTO (World Trade Organization) hence the country enjoys enormous benefits due to access to foreign markets. However, its relations with other trading partners is a matter of concern given the high surplus trade and piracy levels. China has devalued its currency which result in goods being extremely cheap for foreign buyers therefore encouraging export. The country enjoys a stable political environment. China and India have a combined population of 2.3 billion people, about 37 percent of world's total. A 100 dollar increase in the per capita income of these two countries would translate into about 230 billion dollars in additional demand for commodities. 3 Fundamental information on India Located in South Asia. Has a population of 1.2 billion people and is the fourth largest economy in the world. It has a sizeable middle class. The country has a GDP per capita income of US dollars 4000. India receives high foreign direct investments and its now home to globally recognized companies especially I n the pharmaceutical and steel sector. The country is the largest democracy in the world and has enjoyed political stability India in its sixty five years of independence, it has witnessed a landmark agricultural revolution which has changed the nation from a high dependant on grain import to an agricultural powerhouse across the globe becoming a net food exporter. Moreover, life expectancy has doubled since independence, the literacy levels have multiplied way much above times four and health facilities have improved significantly. 4 Factor ChinaIndia1. Availability of raw materialsThe country is heavily endowed with sodium chloride, phosphate and chlorine. Cheaper than IndiaIndia has reliable sources of sodium chloride, phosphate and chlorine which are key essential in manufacture of detergents.2. Availability of skilled workers and managersThe country enjoys highly skilled labor which is relatively cheap due to the high populationIndia has highly skilled labor though slightly expensive compared to that of China3. Potential size of the market including neighboring countries Chi.

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Spring 2014 MGMT 4322 INDIVIDUAL CASE GRADING RUBRIC Ehsan Fakharizadi Individual Case Assignment: TBA PART I. Summary and Issue Identification (25 pts.) 1.a. (5 pts.) Write a summary of the case (approximately 100-150 words). 1.b. (20 pts.) Identifies (lists) the ethical issues that have arisen in this case. (about 100 words) Explain in detail each ethical issue (e.g. what’s occurred, who’s affected, etc). (about 1-2 pages) Number Question 1: Below Expectations 2: Meets Expectations 3: Exceeds Expectations Score 1.a. Summary The answer does not adequately summarize the case. (0 – 3.0) The answer adequately summarizes the case. (3.5 – 4.0) The answer fully and concisely summarizes the case. (4.5 – 5) 1.b. Identify an ethical issue in a given business situation Fails to identify the ethical issue(s) in a given business situation. (0-14.0) Identifies the ethical issue(s) with a few pertinent facts. (14.5- 17.5, C+ to B+) Accurately identifies the ethical issue(s) with all the pertinent details. (18-20, A to A+) Additional Feedback 1.a. 1.b. Note: 1.b. is worth 20 points because identifying ethical issues is at the heart of this case. You should identify several issues in this case and explain why these are ethical issues with all pertinent details. 390 Chapter 11 Multinational Corporations INVESTIGATING THE CAUSE OF THE MIC LEAK In the days following the gas leak, there was world- wide interest in pinning down its precise cause. A team of reporters from The New York Times inter- viewed plant workers in Bhopal. Their six-week in- vestigation concluded that a large volume of water entered tank 610, causing the accident.f The Times reporters thought that water had entered when R. Khan failed to use a slip blind as he washed out piping. Water from his hose simply backed up and eventually flowed about 400 feet into the tank. Their account was widely circulated and this theory, called the "water washing theory," gained currency. However, it was not to be the only theory of the accident's cause. Immediately after the disaster, Union Carbide also rushed a team of investigators to Bhopal. But the team got little cooperation from Indian authorities operating in a climate of anti-Carbide popular pro- test. It was denied access to plant records and workers. Yet the investigators got to look at tank 610 and took core samples from its bottom residue. These samples went back to the United States, where more than 500 experimental chemical reactions were undertaken to explain their chemical composition. In March 1985 Carbide finally released its report. It stated that entry of water into the tank caused the gas release, but it rejected the water washing theory. Instead, Carbide scientists felt the only way that an amount of water sufficient to cause the observed reaction could have entered the tank was through ac- cidental or deliberate connection of a water hose to piping th.

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 lis- ten? 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 chapter 1 there are several key theorists discussed for their

1. In chapter 1 there are several key theorists discussed for their contribution to understanding human behavior in a developmental context. No one theory can account for the diversity of development. Erikson – Psychosocial Piaget – Cognitive Freud – Psychoanalytic Pavlov /Watson/ Skinner – Behavioral Bandura – Social Cognitive Bowlby (Attachment) – Ethological Theory Bronfenbrenner – Ecological Theory Information Processing Approach Choose minimum 2 (two) different approaches, briefly summarize the key ideas from each theory, how they relate to each other, or how different they are, and explain why and how these theoretical views compliment and contrast

2. each other. Do not simply rehash the theory itself (I know what they are!) you may need to look in other chapters as well for more information regarding each theoretical approach to development. Include your thoughts as to which theoretical approaches seem to make the most sense to you when thinking about development from birth to death and how they contribute to developmental processes that you have learned about in Chapter 1.

In chapter 1 there are several key theorists discussed for their

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In chapter 1 there are several key theorists discussed for their