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Chou and Wang have led HTC transformation from a small player to a top five producer of smart phones. What strategic actions would move HTC into the top three? Specifically: a. How can HTC differentiate its products as more handset manufacturers enter the Android market? .

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BUS308 Week 4 Lecture 1 Examining Relationships Expected Outcomes After reading this lecture, the student should be familiar with: 1. Issues around correlation 2. The basics of Correlation analysis 3. The basics of Linear Regression 4. The basics of the Multiple Regression Overview Often in our detective shows when the clues are not providing a clear answer – such as we are seeing with the apparent continuing contradiction between the compa-ratio and salary related results – we hear the line “maybe we need to look at this from a different viewpoint.” That is what we will be doing this week. Our investigation changes focus a bit this week. We started the class by finding ways to describe and summarize data sets – finding measures of the center and dispersion of the data with means, medians, standard deviations, ranges, etc. As interesting as these clues were, they did not tell us all we needed to know to solve our question about equal work for equal pay. In fact, the evidence was somewhat contradictory depending upon what measure we focused on. In Weeks 2 and 3, we changed our focus to asking questions about differences and how important different sample outcomes were. We found that all differences were not important, and that for many relatively small result differences we could safely ignore them for decision making purposes – they were due to simple sampling (or chance) errors. We found that this idea of sampling error could extend into work and individual performance outcomes observed over time; and that over- reacting to such differences did not make much sense. Now, in our continuing efforts to detect and uncover what the data is hiding from us, we change focus again as we start to find out why something happened, what caused the data to act as it did; rather than merely what happened (describing the data as we have been doing). This week we move from examining differences to looking at relationships; that is, if some measure changes does another measure change as well? And, if so, can we use this information to make predictions and/or understand what underlies this common movement? Our tools in doing this involve correlation, the measurement of how closely two variables move together; and regression, an equation showing the impact of inputs on a final output. A regression is similar to a recipe for a cake or other food dish; take a bit of this and some of that, put them together, and we get our result. Correlation We have seen correlations a lot, and probably have even used them (formally or informally). We know, for example, that all other things being equal; the more we eat. the more we weigh. Kids, up to the early teens, grow taller the older they get. If we consistently speed, we will get more speeding tickets than those who obey the speed limit. The more efforts we put into studying, the better grades we get. All of these are examples of correlations. Correlatio.

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BUS301 Memo Rubric Spring 2020 - Student.docx BUS301 Writing Rubric Performance Dimensions N/A Not Met Met Comments Organization (OABC) Opening gets attention, provides context, and introduces topic 0 1 Agenda previews content of the document 0 1 Body 0 2 Sound paragraphing decisions (length and development) Paragraphs limited to one topic per paragraph Complete discussion of one topic before moving to next topic Transitions and flow between paragraphs smooth The overall flow/logic/structure of document is apparent Closing summarizes and concludes, recommends, if appropriate 0 1 Content The content of the document is relevant; information meaningful 0 2 The document is developed with adequate support and examples 0 2 The content is accurate and appropriate, with insightful analysis 0 2 Proofreading The grammar and spelling are correct (proofread) 0 3 Punctuation—comma usage, capitalization, etc.—used correctly 0 3 The sentence structure and length are appropriate 0 1 Format Appropriate formatting is used for type of document written 0 1 Good use of font, margins, spacing, headings, and visuals 0 1 [11/2016] Example - Good - Corrected student example Spring 2020.docx TO: Professor __________ FROM: Suzy Student DATE: February 1, 2020 SUBJECT: Out of Class Experience – Cybersecurity Conference Cybersecurity is a topic everyone should be concerned about, so I attended the 3rd Annual Cybersecurity Event held in the Grawn Atrium. I gained insight and knowledge from listening to the speakers that came from different kinds of industries. In this memo, I will discuss what I learned from the speaker and two takeaways: 1) cybersecurity is everywhere, 2) personal identifiable information, and 3) cybersecurity for the business student. Cybersecurity is Everywhere The conference was an opportunity to learn about cybersecurity. The first speaker talked about how companies are attacked in many different ways every day. The “bad guys” are trying to steal company information as well as employee information. Both kinds of information are valuable on the black market. The second speaker talked about the internet of things (IoT). These are things that are attached to the internet. The speaker talked about autonomous cars and medical equipment (heart) that talks to the internet. She talked about how cyber can and should influence designs. “Things” must be created with cybersecurity included in every step of the design. The last speaker talked about how my information has value. The “bad guys” steal my information and people want to buy it. Making money is one reason hackers steal millions of records. Personal Identifiable Information Personal Identifiable Information (PII) is any information relating to an identifiable person. There are laws in place to help make sure this information is secure. This topic is a takeaway for me because I had no idea my data had any value t.

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BUS 206 Milestone Two Template To simplify completing this milestone, use this template to help you write your essay. You may use each heading as a starter sentence and then discuss the legal issues presented in the case study using the following guide, if you choose. Be sure to explain and elaborate on how each term applies to the story. Be sure to incorporate the facts of the case into your explanation and analysis. Remember that the document you submit should follow the formatting guidelines described in the Milestone Two Guidelines and Rubric document. A. Various elements must be present to prove that a valid contract exists between Sam and the chain store.  The four elements to a contract are . (Chapter 13)  The first element of would be deemed to exist if [describe facts that are or should be present].  The second element of would be deemed to exist if [describe facts that are or should be present].  The third element of would be deemed to exist if [describe facts that are or should be present].  The fourth element of would be deemed to exist if [describe facts that are or should be present].  If the elements of a contract did exist between these parties, there could still be some possible reasons why a contract might not be valid based on facts not present in the scenario. For example, if Sam was a minor at the time he made the agreement with the chain store, the contract would not be valid because . List some other reasons and elaborate on why a contract might be invalid.  Discuss and explain any other information you deem relevant to this answer. (Chapters 13, 14, 15, and 16) B. Even if there is not a valid legal contract between Sam and the chain store, there may still be a quasi-contract (Chapter 13) or elements of what is called a promissory estoppel. (Chapter 15)  A quasi-contract is defined as . In this case, a quasi-contract may exist if the following facts are true: . (Chapter 13)  A promissory estoppel is defined as . This principle might apply to this case if . (Chapters 13 and 16)  Discuss and explain any other information you deem relevant to this answer. C. The rights and obligations of both the landlord and tenant depend upon the term of their contract. Such a contract may be verbal or in writing under a standard residential lease agreement. (Chapters 13 and 50)  Some facts that may support that Sam is in breach of that contract are .  Some facts that may support that Sam is not in breach of that contract are . (Chapters 16, 17, and 50)  Discuss and explain any other information you deem relevant to this answer. D. Based upon those rights and obligations, Sam’s landlord has/does not have grounds to evict because .  Elaborate and explain. E. Some defenses Sam might raise if his landlord tries to evict him include because .  Elaborate .

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Burkley First edition Chapter 14 Situational Influences Copyright © 2018 Pearson Education, Inc. All Rights Reserved 1 Learning Objectives (1 of 2) 14.1 Explain how the environment impacts behavior 14.2 Explain human behavior using the behaviorist approach 14.2.1 Analyze the principles of behaviorism 14.2.2 Apply behaviorism principles to your own life 14.3 Explain the concept of drive 14.3.1 Explain the principles of Hull’s drive theory 14.3.2 Describe the criticisms of Hull's drive theory 14.4 Contrast between drive theory and arousal theory 14.4.1 Explain the principles of arousal theory 14.4.2 Describe the criticisms of arousal theory Copyright © 2018 Pearson Education, Inc. All Rights Reserved Slide 2 is list of textbook LO numbers and statements 2 Learning Objectives (2 of 2) 14.5 Analyze the way social situations impact motivation 14.5.1 Explain the concepts of social facilitation and inhibition in terms of motivation 14.5.2 Explain the concept of deindividuation in terms of motivation 14.5.3 Explain the concept of social loafing in terms of motivation 14.5.4 Explain the concept of social power in terms of motivation 14.6 Explain how variables interact to influence behavior Copyright © 2018 Pearson Education, Inc. All Rights Reserved Slide 2 is list of textbook LO numbers and statements 3 Introduction: Situational Influences Key questions to be answered The power of the situation Behaviorism Drive theory Arousal theory Social situations Person-by-situation explanation Copyright © 2018 Pearson Education, Inc. All Rights Reserved Most motivational theories focus on internal factors, not external, but situations also have an impact. Behaviorism asserts that behavior should be studied in an objective and systematic way without consideration of inner mental states. Hull’s drive theory argues that behavior is a function of drive multiplied by habit. Arousal is broadly defined and is thought to be responsible for consciousness, attention, and intensity. Social facilitation refers to the tendency for the presence of others to improve task performance. Person-by-situation explanations assert that person variables and situation variables interact with each other in a multiplicative way to influence behavior. 4 14.1: The Power of the Situation 14.1: Explain how the environment impacts behavior The connection between environment and behavior Fundamental attribution error Environmental influences Copyright © 2018 Pearson Education, Inc. All Rights Reserved 14.1: Explain how the environment impacts behavior Point 1 – The connection between environment and behavior We tend to focus on internal factors instead of external ones. How can we control our diets using situational factors? 5 14.2: Behaviorism (1 of 2) 14.2: Explain human behavior using the behaviorist approach What is behaviorism? Behavior can (and should) be studied in an objective and systematic way without the consideration of inner mental states.

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Burkley First edition Chapter 7 Belonging Copyright © 2018 Pearson Education, Inc. All Rights Reserved 1 Learning Objectives (1 of 2) 7.1 Analyze the concept of belonging as a core motive 7.1.1 Analyze how belonging elicits behaviors 7.1.2 Explain how belonging produces positive outcomes 7.1.3 Describe the universality of belonging 7.2 Describe how the sociometer theory is related to motivation 7.2.1 Explain the concepts that influence self-esteem 7.3 Analyze the ways people gain and maintain belonging 7.3.1 Explain the relationship between likeability and belonging 7.3.2 Explain the relationship between competence and belonging 7.4 Analyze theories that examine how groups help fulfill the need to belong 7.4.1 Describe social identity theory Copyright © 2018 Pearson Education, Inc. All Rights Reserved Slide 2 is list of textbook LO numbers and statements 2 Learning Objectives (2 of 2) 7.4.2 Explain terror management theory 7.4.3 Describe optimal distinctiveness theory 7.5 Compare the psychological outcomes of belonging in cyberspace versus real-world interactions 7.5.1 Explain how cyberspace affects belonging 7.5.2 Explain the relationship between cyberspace and face-to-face contact 7.6 Analyze how the loss of belonging can affect motivation 7.6.1 Describe how researchers study ostracism 7.6.2 Explain how internal reactions to rejection can affect motivation 7.6.3 Explain how behavioral reactions to rejection can affect motivation 7.6.4 Explain how long-term reactions to rejection can affect motivation Copyright © 2018 Pearson Education, Inc. All Rights Reserved Slide 2 is list of textbook LO numbers and statements 3 Introduction: Belonging Key questions to be answered The need to belong Sociometer theory How we gain and maintain belonging Fulfilling our need to belong within groups Fulfilling our need to belong within cyberspace Reactions to loss of belonging Copyright © 2018 Pearson Education, Inc. All Rights Reserved Humans have a fundamental need to belong and to form and maintain lasting, positive relationships. A person’s relational value reflects the degree to which other people value a relationship with them. Self-presentation refers to our attempts to project a positive social impression. Our group memberships are ones that fulfill our need to belong. People often fulfill their need to belong through the use of the Internet and social media. Ostracism occurs frequently, and it can result in many reactions, short term and long term. 4 7.1: The Need to Belong (1 of 3) 7.1: Analyze the concept of belonging as a core motive Belonging as a core motive Rejection Pervasive drive to form and maintain lasting, positive interpersonal relationships How do we know belonging is a core motive? Babies Pair bonding Loners/hermits Copyright © 2018 Pearson Education, Inc. All Rights Reserved 7.1: Analyze the concept of belonging as a core motive Point 1 – Belonging as a core motive 71% of students report bullying as a problem; 42% re.

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Burkley First edition Chapter 5 Autonomy Copyright © 2018 Pearson Education, Inc. All Rights Reserved 1 Learning Objectives (1 of 2) 5.1 Analyze the concept of autonomy as a core motive 5.1.1 Describe the panic button effect 5.1.2 Explain the relationship between control and money 5.1.3 Analyze how autonomy elicits behaviors 5.1.4 Explain how autonomy produces positive outcomes 5.1.5 Describe the universality of autonomy 5.2 Analyze the attribution theory 5.2.1 Describe the types of attributions 5.2.2 Analyze the factors that influence attributions 5.3 Evaluate the overjustification effect in relation to motivation 5.3.1 Describe examples of the overjustification effect Copyright © 2018 Pearson Education, Inc. All Rights Reserved Slide 2 is list of textbook LO numbers and statements 2 Learning Objectives (2 of 2) 5.3.2 Analyze the causes of the overjustification effect 5.4 Analyze the positive effects of the illusion of control 5.4.1 Explain how choice influences the illusion of control 5.4.2 Explain how outcome sequence influences the illusion of control 5.5 Contrast the different types of magical thinking 5.5.1 Explain the concept of tempting fate 5.5.2 Explain the concept of mind control 5.6 Analyze how the loss of autonomy can affect motivation 5.6.1 Describe the concept of reactance 5.6.2 Explain the concept of learned helplessness 5.7 Contrast the potential reasons people may desire a lack of control 5.7.1 Explain how choice can affect motivation Copyright © 2018 Pearson Education, Inc. All Rights Reserved Slide 2 is list of textbook LO numbers and statements 3 Introduction: Autonomy Key questions to be answered The need for autonomy Attribution theory Overjustification effect Illusion of control Magical thinking Reaction to loss of autonomy Desire for no control Copyright © 2018 Pearson Education, Inc. All Rights Reserved The need for autonomy represents a basic desire for personal control. Attributions refer to people’s beliefs about the cause of a particular outcome and can be in a variety of forms. The overjustification effect tells us that motivation decreases when people are given an extrinsic reward for a task that is already intrinsically rewarding. Most people overestimate the amount of control they have in their lives. The illusion of control leads to magical thinking, such as tempting fate. When people feel their freedom is being taken away, they can be reactive and then possibly show learned helplessness. Having too many options decreases motivation to do well. 4 5.1: The Need for Autonomy (2 of 4) 5.1: Analyze the concept of autonomy as a core motive Autonomy as a core motive Control Basic need for autonomy 5.1.1: Panic Button Effect 5.1.1: Describe the panic button effect What is the panic button effect? Perception of control Provides comfort 5.1.2: Is Control More Desirable Than Money? 5.1.2: Explain the relationship between control and money Is control more desirable than money? Ex.: Co.

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Bunker Hill Community College | MAT 093 Foundations of Mathematics 1 Name: _________________________ Section: MAT093- z MAT093 MIDTERM EXAM (FORM A) 1. Ryan makes $1800 a month after taxes. Her rent is $725, utilities are $140, and her phone is $78. She spends $250 on food, $95 on car insurance, and $180 on gas. a) How much money does Ryan have left each month after paying all her expenses? b) If Ryan decides to save $150 per month to build an emergency fund, how long will it take her to save two months’ salary (the recommended value for an emergency fund)? 2. Little Acorns Daycare Center is constructing an enclosed play yard. They must choose from three different designs: a rectangle measuring 28 feet by 22 feet, a square measuring 25 feet on each side, or a rectangle measuring 35 feet by 18 feet. a) What is the area of each of the proposed yards? Yard #1: Yard #2: Yard #3: b) Which proposed yard would require the least fence to make the enclosure? A four-function calculator is permitted. Cellphones may not be used as calculators. Each question will be graded in accordance with the rubric attached at the end of this test. Show all work on the test or on the work paper provided. The minimum passing grade is 65%. You have one chance to retake the exam. Bunker Hill Community College | MAT 093 Foundations of Mathematics 2 3. You feed your gerbil 1 8 cup of seeds each day. If the seeds come in packages of 1 2 2 cups, for how many days does a package of seeds last? 4. Joan waters her plants each day with 3 22 4 gallons of water. With a new irrigation system in place, she uses 2 17 3 gallons of water each day. How many gallons of water does she save in a 30-day period with the irrigation system? 5. A grocery store donated 60 dozen hot dog rolls to the local Youth Baseball League for their Opening Day ceremonies. A total of 679 hotdogs were served. a) How many dozen rolls were used? (Express your answer in mixed number form) b) How many dozen rolls were left? 6. The beneficiary of a life insurance policy is the person who receives the payment of the amount of insurance after the death of the insured. Todd is establishing his beneficiaries for his life insurance policy. The policy is for $150,000. His daughter will get 1 2 of his policy, his stepson will get 3 8 of his policy, and the rest will go to his grandson. What dollar amount will his grandson receive? Bunker Hill Community College | MAT 093 Foundations of Mathematics 3 7. Rosalie buys her lunch three times a week at the deli near her office. She usually spends $7.50 for a sandwich, chips, and a drink. In order to save money, she decides to pack her lunch at home and bring it with her. She estimates that a sandwich will cost her $2.00, a bag of.

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Burkley First edition Chapter 3 Psychological Origins of Motivation Copyright © 2018 Pearson Education, Inc. All Rights Reserved 1 Learning Objectives (1 of 1) 3.1 Evaluate will as a psychological origin of motivation 3.1.1 Explain James's contribution to the study of will 3.1.2 Evaluate the contributions of Ludwig Lange and Narziss Ach to the study of will 3.2 Analyze how the concept of instinct played a role in the understanding of motivation 3.2.1 Explain Darwin's contribution to the study of instinct 3.2.2 Explain James' contribution to the study of instinct 3.2.3 Explain McDougall's contribution to the study of instinct 3.2.4 Describe alternate perspectives of instinct 3.2.5 Explain why instincts declined as an underlying concept of motivation Copyright © 2018 Pearson Education, Inc. All Rights Reserved Slide 2 is list of textbook LO numbers and statements 2 Learning Objectives (1 of 2) 3.3 Analyze the aspects of the concept of drive as it relates to motivation 3.3.1 Summarize Freud's contribution to the concept of drive 3.3.2 Describe Hull's contribution to the concept of drive 3.3.3 Contrast instinct and drive as they relate to motivation 3.4 Contrast the psychological theories of personality differences in motivation 3.5 Explain the role incentives play in regard to motivation 3.5.1 Describe Tolman's contribution to the concept of incentives 3.6 Evaluate how thoughts or cognitions play a central role in explaining behavior 3.6.1 Analyze the cognitive revolution in motivation 3.7 Analyze the causes that have popularized motivation science 3.7.1 Describe motivation in the modern era Copyright © 2018 Pearson Education, Inc. All Rights Reserved Slide 2 is list of textbook LO numbers and statements 3 Introduction: Psychological Origins of Motivation Key questions to be answered Will Instinct Drive Incentives Cognition The Fall and Rise of Motivation Science Copyright © 2018 Pearson Education, Inc. All Rights Reserved Key questions to be answered Early theories on motivation examined will, which is the ability of an agent to make choices free from constraints. A variety of theorists examined will in a variety of settings. Determinism states that some predetermined cause determines all things, and that instincts are one form of determinism. Other theorists argued that people (and animals) are motivated by drive, which is a form of arousal that arises when a need is deprived. Incentives stemmed from behaviorism, which examined incentives and learning. In the 1970s, cognition changed the way we understand motivation, removing it from other paradigms. As with other disciplines, motivation has experienced rises and falls. Currently, there is an increased interest in motivation. 4 3.1: Will (1 of 2) 3.1: Evaluate will as a psychological origin of motivation What is “will”? Make choices free from constraint Plato’s chariot rider How did will emerge in the field? Focus on internal control Focus on resisting temptation.

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Building an Information Technology Security Awareness and Training Program Mark Wilson and Joan Hash NIST Special Publication 800-50 C O M P U T E R S E C U R I T Y Computer Security Division Information Technology Laboratory National Institute of Standards and Technology Gaithersburg, MD 20899-8933 October 2003 U.S. Department of Commerce Donald L. Evans, Secretary Technology Administration Phillip J. Bond, Under Secretary for Technology National Institute of Standards and Technology Arden L. Bement, Jr., Director Reports on Computer Systems Technology The Information Technology Laboratory (ITL) at the National Institute of Standards and Technology (NIST) promotes the U.S. economy and public welfare by providing technical leadership for the Nation’s measurement and standards infrastructure. ITL develops tests, test methods, reference data, proof of concept implementations, and technical analyses to advance the development and productive use of information technology. ITL’s responsibilities include the development of technical, physical, administrative, and management standards and guidelines for the cost-effective security and privacy of sensitive unclassified information in Federal computer systems. This Special Publication 800-series reports on ITL’s research, guidance, and outreach efforts in computer security, and its collaborative activities with industry, government, and academic organizations. U.S. GOVERNMENT PRINTING OFFICE WASHINGTON: 2003 For sale by the Superintendent of Documents, U.S. Government Printing Office Internet: bookstore.gpo.gov — Phone: (202) 512-1800 — Fax: (202) 512-2250 Mail: Stop SSOP, Washington, DC 20402-0001 NIST Special Publication 800-50 Authority This document has been developed by the National Institute of Standards and Technology (NIST) in furtherance of its statutory responsibilities under the Federal Information Security Management Act (FISMA) of 2002, Public Law 107-347. NIST is responsible for developing standards and guidelines, including minimum requirements, for providing adequate information security for all agency operations and assets, but such standards and guidelines shall not apply to national security systems. This guideline is consistent with the requirements of the Office of Management and Budget (OMB) Circular A-130, Section 8b(3), Securing Agency Information Systems, as analyzed in A-130, Appendix IV: Analysis of Key Sections. Supplemental information is provided A-130, Appendix III. This guideline has been prepared for use by federal agencies. It may be used by nongovernmental organizations on a voluntary basis and is not subject to copyright. (Attribution would be appreciated by NIST.) Nothing in this document should be taken to contradict standards and guidelines made mandatory and binding on federal agencies by the Secretary of Commerce under statutory author.

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Building a company with the help of IT is really necessary as most of the daily things are running via technology these days and while using technology you must have some minimum criteria for all of those who are using it. Usually, the company must make some policies for internal use and external use, so that where someone crosses the line, they are able to catch hold of them and take a severe action as per the business policies. Now this is really important because due to an error from one person there are other people who would get affected, and there are multiple stages to those areas, that checks the severity of all of those mistakes. Here some of them that is general while making policies, such as visiting pornographic web sites using company computer is not allowed, disrupting another’s data or computer system and sharing corporate database information. When employees make any of these mistakes, then companies have authorities to terminate employees from the business. Usually every employee is supposed work as per the basic rules or you can say acceptable usage policy. While using company materials and internet, because most of the office work is done over the internet, like using cloud or any other online applications. This allows you to have full access to outside world, but you must know what are the DO’s and Don’t’s. This will help you stick to the company for long time and also grow with the company as much as possible (Information Resources Management Association. International Conference). These are made by looking at the history, because most of the employees have made some worst things in the history for personal benefits and ended sharing company details with outsiders, and hampered own company value. Using such valuable data, someone from outside can take over the company or misuse the data or they can do anything that can hurt the business directly. When the business owners are going under loss, the company can take actions against such activity or people who are committing those mistakes. References Information Resources Management Association. International Conference. Challenges of Information Technology Management in the 21st Century: Primary Source Document  with Questions (DBQs)      E X C E R P T S   F R O M   I N S T R U C T I O N S   T O   M Y   D A U G H T E R   By Song Siyŏl        Introduction    Song Siyŏl (1607‐1689) was a prominent scholar and official. This piece was written for his oldest daughter on the  occasion of her marriage and subsequently became an important tutelary text that circulated among elite families.  By the time this text was written, the patterns of patrilocal residence and patrilineal descent advocated by Neo‐ Confucian reformers early in the Chosŏn dynasty had become well established.        Document Excerpt with Questions (Longer selection follows this section)  From  Sources  of  Korean  Tradition,  edited  by  Yŏng‐ho  Ch’oe,  Peter  H.  Lee,  .

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Building a Comprehensive Health History Build a health history for a 55-year-old Asian female living in a high-density public housing complex – Introduction of the paper, then explain 1. How would your communication and interview techniques for building a health history differ with each patient? 2. How might you target your questions for building a health history based on the patient’s social determinants of health? 3. What risk assessment instruments would be appropriate to use with the patient, or what questions would you ask the patient to assess his or her health risks? 4. Identify any potential health-related risks based upon the patient’s age, gender, ethnicity, or environmental setting that should be taken into consideration. 5. Select one of the risk assessment instruments presented in Chapter 1 or Chapter 5 of the Seidel's Guide to Physical Examination text, or another tool with which you are familiar, related to your selected patient. 6. Develop at least eight targeted questions you would ask the selected patient to assess his or her health risks and begin building a health history. Resources Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel's guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby. · Chapter 1, “The History and Interviewing Process” · Chapter 5, “Recording Information” provides methods for maintaining clear and accurate records, also explore the legal aspects of patient records. Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis. · Chapter 2, "The Comprehensive History and Physical Exam" (pp. 19–29) R Ryanne, W., & Lori A, O. (2015). Implementation of health risk assessments with family health history: barriers and benefits. Postgraduate Medical Journal, 1079, 508. Lushniak, B. D. (2015). Surgeon general’s perspectives: family health history: using the past to improve future health. Public Health Reports, 1, 3. Jardim, T. V., Sousa, A. L. L., Povoa, T. I. R., Barroso, W. K. S., Chinem, B., Jardim, L., Bernardes, R., Coca, A., & Jardim, P. C. B. V. (2015). The natural history of cardiovascular risk factors in health professionals: 20-year follow-up. BMC Public Health, 15, 1111. ITS 832 Chapter 5 From Building a Model to Adaptive Robust Decision Making Using Systems Modeling InformationTechnology in a Global Economy Professor Miguel Buleje Introduction • Modeling & Simulation • Fields that develops and applies computational methods to address complex system • Addresses problems related to complex issues • Focus on decision making abilities • Opportunities to leverage interdisciplinary approach, and learn across fields to understand complex systems. • Legacy System Dynamics (SD) modeling and others methods are presented • Recent innovations • What the future holds • Examples Systems Modeling • Dynamic complexity • Behavior evolves over time • Mode.

Building a Comprehensive Health HistoryBuild a health histor.docx

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Build-a-modelStarting with this partial model, which contains financial statements and other information, complete sections a thru g. All sections in yellow must be completed using formulas. All data must be computed using formulas referencing data from the financial statements and other data. Manual entry of data for solutions will result in zero points for the particular calculation.Income Statement for the Year Ending December 31 (Millions of Dollars)2019Net Sales$ 800.0Costs (except depreciation)$ 576.0Depreciation$ 60.0 Total operating costs$ 636.0Earning before int. & tax$ 164.0 Less interest$ 32.0Earning before taxes$ 132.0 Taxes (25%)$ 33.0Net income before pref. div.$ 99.0 Preferred div.$ 9.00Net income avail. for com. div.$ 90.0Common dividends$ 30.0Addition to retained earnings$ 60.0Number of shares (in millions)10Dividends per share$ 3.00Tax Rate25%Balance Sheets for December 31 (Millions of Dollars)Assets2019Liabilities and Equity2019Cash$ 28.0Accounts Payable$ 16.0Short-term investments40.0Notes payable30.0Accounts receivable80.0Accruals24.0Inventories180.0 Total current liabilities$ 70.0 Total current assets$ 328.0Long-term bonds$ 300.0Net plant and equipment600.0Preferred stock$ 90.0Total Assets$ 928.0Common Stock (Par plus PIC)$ 257.0Retained earnings211.0 Common equity$ 468.0Total liabilities and equity$ 928.0Key Assumptions: Operating ratios remain unchanged from values in most recent year. Sales are expected to increase, 15%, 10%, 6%, and 6% during the next four years. The tax rate will remain at 25% and WACC is assumed to be 15% for all years. This data should be in a separate input table and referenced for the calculations when needed. This means you create an input table for the key assumptions data.a. Calculate the actual operating and projected ratios. Also fill in the tax rate and WACC for each year. (6.75pts)InputsActualProjectedProjectedProjectedProjected12/31/1912/31/2012/31/2112/31/2212/31/23Sales Growth RateCosts/SalesDepreciation/(Net PPE)Cash/Sales(Acct. Rec.)/SalesInventories/Sales(Net PPE)/Sales(Acct. Pay.)/SalesAccruals/SalesTax rateWeighted average cost of capital (WACC)b. Forecast the parts of the income statement and balance sheets necessary to calculate free cash flow. (13.75pts)Partial Income Statement for the Year Ending December 31 (Millions of Dollars)ActualProjectedProjectedProjectedProjectedIncome Statement Items12/31/1912/31/2012/31/2112/31/2212/31/23Net SalesCosts (except depreciation)Depreciation Total operating costsEarning before int. & taxPartial Balance Sheets for December 31 (Millions of Dollars)ActualProjectedProjectedProjectedProjectedOperating Assets12/31/1912/31/2012/31/2112/31/2212/31/23CashAccounts receivableInventoriesNet plant and equipmentOperating LiabilitiesAccounts PayableAccrualsc. Calculate free cash flow for each projected year. Also calculate the growth rates of free cash flow each year to ensure that th.

Build-a-modelStarting with this partial model, which contains fina.docx

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build a currency converter from USD to any other foreign currency. S.docx

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Build a slide presentation (PowerPoint preferred) of the health promotion plan you developed in the first assessment. Then, implement your health promotion plan by conducting a face-to-face educational session addressing the health concern and health goals of your selected community member or group. In addition, collaborate with any participants in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to improve future sessions. As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement. Professional Context Health education is any combination of learning experiences designed to help community individuals, families, and aggregates improve their health by increasing knowledge or influencing attitudes (WHO, 2018). Education is key to health promotion, disease prevention, and disaster preparedness. The health indicator framework identified in Healthy People 2020 helps motivate action in such areas as health service access, clinical preventive services, environmental quality, injury or violence, maternal, infant and child health, mental health, nutrition, substance abuse, and tobacco use. Nurses provide accurate evidence-based information and education in various formal and informal settings. They draw upon evidence-based practice to provide health promotion and disease prevention activities to create social and physical environments conducive to improving and maintaining community health. When provided with the tools to be successful, people demonstrate lifestyle changes (self-care) that promote health and help reduce readmissions. They are better able to tolerate stressors, including environmental changes, and enjoy a better quality of life. In times of crisis, a resilient community is a safer community (ODPHP, n.d.; Flanders, 2018). This assessment provides an opportunity for you to apply teaching and learning concepts to the presentation of a health promotion plan. Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes. Evaluate educational session outcomes in terms of progress made toward Healthy People 2020 goals and leading health indicators. Competency 4: Integrate principles of social justice in community health interventions. Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants. Competency 5: Apply professional, scholarly communication strategies to lead health prom.

Build a slide presentation (PowerPoint preferred) of the health .docx

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Bugsy promises to pay Capone $4,000 if he "takes care" of the competition. Capone meets with the competition and disposes of him without anyone knowing. He then calls Bugsy to tell him that he should not have any more issues and demands his money. Bugsy refuses to pay telling Capone that he just made the world a better place. Capone sues Bugsy for the money. The court will most likely find that __________________________________. Group of answer choices Capone will be entitled to the money because he was not in pari delecto with Bugsy. Bugsy will not need to pay the money because he and Capone were not in pari delecto with each other. the contract is voidable by Capone. the contract is valid and Bugsy must pay because Capone performed his portion of the contract. the contract is voidable by Bugsy. the contract is void. Sarah and Randy made a contract where Randy would remodel Sarah's bathroom for $20,000. Sarah had until July 10 to pay for it. Randy finished the work and Sarah was quite happy with it. She gave Randy rave reviews to friends. On July 9, Sarah saw Randy and because she was so thrilled with his work she promised to give him an additional $1,000. On July 10, Sarah wrote a check for $20,000 . Randy sued Sarah for the additional $1,000. Randy will not receive the $1,000 because of ________________: Group of answer choices part-payment check past consideration moral obligation promissory estoppel preexisting legal obligation Lion King was walking through the Pride Lands when he stepped on a thorn. Timon realized why he was in pain and removed the thorn. Lion King then promised to give Timon a year's worth supply of bugs and $2,000. Three weeks later, Timon asked for the bugs and money, but Lion King refused. Timon will not receive the bugs and money because of: Group of answer choices preexisting legal obligation compromise and release of claim past consideration moral obligation forbearance If a contract fails to have mutuality of obligation then there may be a(n) _______________. Group of answer choices adequacy of consideration past considertion moral obligation consideration illusory promise bargained-for exchange forbearance Which is not an exception to the writing requirement? Group of answer choices promisor benefit promisee benefit enhanced promissory estoppel part performance doctrine detrimental reliance If Randy agrees to pay Sarah's debt if Sarah should fail to pay James, then Randy has created a(n)_____________. Group of answer choices lien guaranty suretyship estoppel claim Who is not a party that may handle the affairs of a deceased person and make a promise to pay claims against that person's estate? Group of answer choices surety administratrix executor personal representative administrator The State of Washington requires attorneys to be licensed to practice law in the state. Peter was an attorney, who was licensed to practice law in the State of Washington. Af.

Bugsy promises to pay Capone $4,000 if he takes care of the co.docx

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Budgets 27 shaded triangle in Figure 2.3, while the corresponding budget set is the vol- ume of the tetrahedron formed by the budget surface and the three axes. The three dots along the axes show consumption bundles where all the income is spent on that good; at any point on the budget surface, the consumer spends all her income on some combination of the three goods. In general, if there are n goods where x i denotes the ith good and pi its price, the budget constraint is p1 x 1 + p2 x 2 + . . . + pn x n ≤ m. (2.4) 2.3 Changes in Prices or Income By changing prices of goods or income one at a time, we can see how budgets are affected. The simplest way to see these consequences is to begin with equation (2.3) and to observe what happens to the intercept and the slope of the budget line as we change each price or income in isolation. 5 8 10 x 2 x 10 – 1.25 x 1 x 15 10 0 5 –1 x 2 5 10 0 x 2 3 6 – 2 Figure 2.4 Budgets after changes in p1, p2 and m Starting with the budget in Figure 2.2 where p1 = $2, p2 = $1, and m = $10, consider each of the following changes. In Figure 2.4, the new positions of the budget lines after each of the changes are shown with magenta arrows. (a) Suppose p1 decreases to $1.25 per unit. This leaves the vertical intercept unchanged but makes the slope of the budget –1.25, as depicted ¶b in the left panel. . = B== 7 EA 2 = E= A = 3A = EA - 8 D .MAD A ? - M D= ?= 4 M= 1: C /= D =: C = D IM= E DA: M = AD A , 20 / = = E M / A? P M D= ?= - DD A? = = = 28 Chapter 2 (b) Suppose p2 increases to $2 per unit. This lowers the vertical intercept and flattens the slope of the budget from –2 to –1, as shown in the center panel. (c) Suppose m decreases to $6. This decreases both the horizontal and vertical intercepts but leaves the slope unchanged, as shown in the right panel. 2.3.1 Endowment budgets Ms. i comes into the world with 4 apples and 3 bananas. We refer to this initial amount of the two goods as i’s individual endowment and write this commodity bundle as ωi = (4, 3).5 Suppose the price of an apple is $1 and each banana is priced at $2. Then we may think of the value of an individual’s endowment as ($1 × 4) + ($2 × 3) = $10 and refer to this as i’s income, since this is the amount of money she would have if she sold all her apples and bananas. With this income of $10, we can draw her budget line with slope –0.5 which is shown in Figure 2.5 with a thin blue line. If the price of an apple remains at $1 but the price of a banana falls to $1, then i’s income becomes $7 and the the budget line is steeper with a slope of –1, i.e., the budget line pivots around the individual endowment point as the relative price ratio changes. 0 3 5 7 apples bananas 4 107 –1 ωi – 0.5 Figure 2.5 Budgets with endowments 5The Greek letter ω is read as ‘omega’. . = B== 7 EA 2 = E= A = 3A = EA - 8 D .MAD A ? - M D= ?= 4 M= 1: C /= D =: C = D IM= E DA: M = AD A , 20 / = = E M / A? P M .

Budgets 27shaded triangle in Figure 2.3, while the corresp.docx

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BTEC Assignment Brief Qualification BTEC Business (Extended Diploma) – ALL PATHWAYS Unit number and title 16 Learning aim(s) (For NQF only) Assignment title The Essentials of Human Resource Management. Assessor Des Corlis; Scott Haragan; Barbara Mercer; James Brown Hand out date 14 September 2018 Hand in deadline 21 September 2018 Vocational Scenario or Context As a WKC business student, you are trying to gain as much experience of business functional areas as possible and have managed to gain a two-week placement with a leading company in their Human Resources (HR) department. There is the possibility of an internship at the end of your course depending on how well you complete the placement in researching and reporting back on the following factors: 1. The internal and external factors that are involved in the HR planning in organisations 2. How the employee skills required are identified Your placement provider is very keen for you to demonstrate a range of communication skills and expects your feedback in a variety of formats. Task 1 In order to complete this section of the assignment, write an essay describing the factors that impact Human Resource (HR) planning in an organisation of your choice. You will need to consider: a) Internal planning factors such as organisational needs, skills requirements, workforce profiles b) External planning factors such as supply of labour, labour costs, workforce skills, government policy, labour market competition, changing nature of work, employee expectations, impact of automation, demand for products and services You now need to develop your work to explain why HR planning is important in your organisation? You should explore the following: a) Why your organisation needs effective HR planning to succeed b) What constitutes effective HR planning Make sure you provide specific examples and that you have clearly demonstrated and explained the advantages of good planning and how poor planning can have severe implications. Checklist of evidence required Essay Criteria covered by this task: Unit/Criteria reference To achieve the criteria you must show that you are able to: P1 Describe the internal and external factors to consider when planning the human resources requirements of an organisation. M1 Explain why human resource planning is important to an organisation Task 2 Through your research for Task 1, you should have developed a good understanding of your chosen organisation and now need to describe how it identifies the labour (employee) skills it needs now and in the future. Consider the different ways it could find out the existing skills base. Are there particular skills sets that will become more or less in demand? Importantly, how can the current skills sets be identified and are there implications to the methods involved? Prepare a presentation (no more than 15 slides) for your placement manager. Checklist of evidence required Presentation Criteria covered by t.

BTEC Assignment Brief QualificationBTEC Business (Extend.docx

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Budget WorksheetDirections Complete the budget worksheet with a.docx

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Budget AnalysisARAPAHOE COUNTY BUDGET PROJECTION 1ST WAY (Regression)--Public WorksAdopted Budgets for 2014 through 2017(by regression) 2018 ProjectionExpenditure Category20142015201620172018Salaries and Wages$ 7,491,467$ 7,804,584$ 8,086,791$ 8,232,077$ 8,529,739<-- DO NOT COPY FROM HEREEmployee Benefits$ 2,365,082$ 2,419,845$ 2,501,179$ 2,474,823$ 2,542,872<-- AND PASTE INTO HERESupplies$ 2,511,620$ 2,350,798$ 2,579,989$ 3,008,160$ 3,042,345[Read instruction #14, after "IMPORTANT"]Services & Other$ 10,081,347$ 11,704,317$ 12,943,006$ 6,527,952$ 7,958,782Community Programs$ -$ -$ -$ -$ -Capital Outlay$ 1,350,092$ 2,014,569$ 1,832,918$ 7,842,175$ 8,083,588Central Services$ 2,045,442$ 2,499,827$ 2,683,073$ 2,671,716$ 2,990,532Transfers$ 492,466$ 548,106$ 384,962$ 511,563$ 457,811Total$26,337,516$29,342,046$31,011,918$31,268,466$33,605,667BUDGET PROJECTION 2ND WAY (Compounded annual % change)--Public WorksExpenditure Category% Change 2014-15% Change 2015-16% Change 2016-17Compounded Annual % Chg.(using compounded annual % change) 2018 ProjectionSalaries and Wages4.2%3.6%1.8%3.19%$ 8,494,874Employee Benefits2.3%3.4%-1.1%1.52%$ 2,512,523BUDGET PROJECTION 2ND WAY (3-year moving average)--Public WorksExpenditure Category3-yr average for 2014-162018 Projection = 3-yr average for 2015-17Supplies$ 2,480,802.33$ 2,646,316Services & Other$ 11,576,223.33$ 10,391,758Community Programs$ - 0$ -Capital Outlay$ 1,732,526.33$ 3,896,554Central Services$ 2,409,447.33$ 2,618,205Transfers$ 475,178.00$ 481,544ARAPAHOE COUNTY 2018 BUDGET COMPARISON COMBINING 2 WAYS--Public Works% difference btw 2018 budget and…Expenditure Category2018 Adop- ted Budget2018 Low Projection2018 High ProjectionLow ProjectionHigh ProjectionSalaries and Wages$ 8,570,370$ 8,494,874$ 8,529,7390.89%0.48%Employee Benefits$ 2,589,033$ 2,512,523$ 2,542,8723.05%1.82%Supplies$ 3,382,160$ 2,646,316$ 3,042,34527.81%11.17%Services & Other$ 6,766,833$ 7,958,782$ 10,391,758-14.98%-34.88%Community Programs$ -$ -$ -Capital Outlay$ 7,823,512$ 3,896,554$ 8,083,588100.78%-3.22%Central Services$ 2,744,050$ 2,618,205$ 2,990,5324.81%-8.24%Transfers$ 157,895$ 457,811$ 481,544-65.51%-67.21%Total$ 32,033,853$ 28,585,065$ 36,062,37712.06%-11.17% Sheet2 Sheet3 INSTRUCTIONS FOR COMPLETING FORECASTING ASSIGNMENT You’re a budget analyst who’s tasked with doing a “sanity check” on Arapahoe County’s 2018 adopted budget. In doing so, you’ll need to think about the nature of forecasting. What we are doing here, as budget examiners, is to build projections using the previous years to develop our own independent estimates of what to expect for the 2018 budget. This type of analysis would usually be done on the front end as part of budget formulation and is logically prior to budget adoption. So we have to use “make believe” to get past the timing being backwards.

Budget AnalysisARAPAHOE COUNTY BUDGET PROJECTION 1ST WAY (Regressi.docx

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