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Content: This paper should include at least 3 sources for evidence and counterevidence, these sources can be videos and articles that we have read in class, or they can be sources that you find on your own. You can pick any topic you would like but you have to take a firm stance to write about. How convincing your argument is will depend on your use of EPL, fallacies, and evidence. Avoid explicitly stating what devices you are trying to employ, as well as first and second person pronouns. Audience: Choose a specific audience, that could be citizens of a certain country or group (i.e., Americans, scholars, the NSA, etc.). Your audience should be easily identifiable. Format: This paper should be 1,250 words, and use 12pt font, Times New Roman, double- spaced with proper MLA heading and a unique title. All sources must be cited using in- text citations, direct reference, and included on the Works Cited page. .

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BUS475 week#7Diversity in the work environment promotes accept.docx

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BUS475/week#5 In Chapter 11 of your textbook, you explored important areas of risk and opportunity for society and companies such as the role of technology in business and society, cybersecurity, privacy, robotics, genetically engineering and others. Discuss questions or concerns or enthusiasm you have regarding one of these areas (or other similar area of your choice) that are changing due to technological advance .

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BUS475week#6Share a recent or current event in which a busine.docx

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BUS/475v10 Project Plan BUS/475 v10 Page 2 of 2 Wk 4 – Apply: Project Plan Project Title: Project Objectives: · List project objective · List project objective · List project objective Operational Step Responsible Person Timeline Example Project Title: Desert Taco Opportunity Description: Based on initial feedback from customer surveys, online discussion/social media groups, and SWOT analyses, you’ve determined that there is an opportunity to increase your organization’s customer base through the introduction of desert tacos in your food truck menu.Project Objectives: · Identify the top 3 potential customer groups for this opportunity and describe their characteristics and preferences Operational Step Responsible Person Timeline Review the organization’s customer database to determine potential customer groups Leo (Market Research Manager) 9/30 (1 week) Identify the top 3 groups to target based upon volume, brand loyalty, and location Betty (Director of Marketing) 10/7 (2 weeks) Survey customers regarding food preferences and potential menu items Tom (Customer Service Representative) 10/21 (4 weeks) Share customer feedback with inventory and operational teams Betty/Tom 10/28 (5 weeks) Determine the top 5 locations and times to complete a pilot study with your test market. Operational Step Responsible Person Timeline Review sales data to determine peak sales opportunities by location Jim (Director of Sales) 9/30 (1 week) Identify the top 5 locations in which to conduct the desert taco pilot Jim 10/7 (2 weeks) Create marketing collateral and social media communications to promote the desert taco pilot Oliver (Media Relations Manager) 10/21 (4 weeks) Provide expected volume and product information for the inventory team Jim 10/7 (2 weeks) Estimate the required inventory and supply chain needs necessary to support the desert taco pilot Operational Step Responsible Person Timeline Based on expected customer volume, locations, and times, determine the product inventory required to support the pilot. Louise (Controller) 10/14 (3 weeks) Source supply companies and obtain product pricing quotes and delivery timelines. Louise 10/21 (4 weeks) Determine shipment and storage needs to support the pilot. Louise and Ben (Operations Manager) 10/21 (4 weeks) Purchase product for the pilot and arrange transportation to support the desert taco pilot at the various locations. Louise 10/28 (5 weeks) Copyright 2019 by University of Phoenix. All rights reserved. Copyright 2019 by University of Phoenix. All rights reserved. Running head: TESLA EXPANSION 2 TESLA EXPANSION 2 Tesla Global Expansion Shawn Cyr BUS 475 31 March 2020 Mr. Simpson The opportunity which Tesla needs to exploit is to go into expand its market into the developing countries. The reason for choosing this opportunity is that Tesla today operates in a small market. The company has the majority of its revenues from the United States with a small percentage from China. .

BUS475v10Project PlanBUS475 v10Page 2 of 2Wk 4 – App.docx

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BUS472L – Unit 2 & 4 Assignment Student Name: ______________________ Instructions: Unit 2: Replace fields within [brackets] with applicable data for your project. First, list out deliverables and work packages; which align to your project scope. Feel free to add additional lines as applicable based on your project size. Ensure to update the WBS # and indent lines as applicable. Add in estimated start and completion dates, owners (person responsible for ensuring the activity is completed), and then shade the applicable columns to represent the length of each activity to create a Gantt chart. Ignore the predecessor column for Unit 2. Then fill in the Resource Chart, the resources should align to the activity owners that you assigned in your WBS. Unit 4: Update your WBS below to include predecessors (this will be the WBS # of the activity that must be completed prior to starting that activity). Note be sure to check then your expected start and completion dates reflect properly based on your predecessors. Next, set at least two tasks to run in parallel. Finally, complete the below critical path and resource constraint/leveling instructions below. Project WBS (Unit 2 & 4) WBS # Activity Name Expected Start Expected Completion Activity Owner Predecessor 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter UNIT 4 Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec 1 [Project Name] 1.1 Initiate 1.1.1 [Deliverable 1] [2/1/2020] [3/15/2020] [Bob Smith] 1.1.2 [Deliverable 2] [3/15/2020] [4/30/2020] 1.2 Planning 1.2.1 [Deliverable 3] 1.3 Execution 1.3.1 [Deliverable 4] 1.3.1.1 [Work Package 1] 1.3.1.2 [Work Package 2] 1.3.2 [Deliverable 5] 1.3.3 [Deliverable 6] 1.4 Close 1.4.1 [Deliverable 7] Resource Chart: (Unit 2) Name Role % of time dedicated to the project [Bob Smith] Project Manager 95% Critical Path: (Unit 4) The project critical path is important; because if an activity on the critical path delays; the project delays. In looking at your project, what activities are on your critical path (note all might be if you have your activities in serial sequence)? How could you work to limit the number of activities on the critical path? How could you proactively put measures in place so if an activity slips by a couple days the entire success of the project is not jeopardized? Respond with at least 5-6 sentences. Response: Resource Constraints: (Unit 4) Your project may or may not have resource constraints. A resource constraint would be present if you have an individual working on one or multiple activities and do not have enough capacity in order to finish that activity on time. In reflection of your pr.

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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.

BUS301 Memo Rubric Spring 2020 - Student.docxBUS301 Writing Ru.docx

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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 .

BUS 206 Milestone Two Template To simplify completi.docx

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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.

BurkleyFirst edition Chapter 7BelongingCopyright © 201.docx

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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.

BurkleyFirst edition Chapter 5AutonomyCopyright © 2018.docx

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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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Bullying and cyberbullying of adolescents have become increasingly p.docx

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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.

Building an Information Technology Security Awareness an.docx

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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,  .

Building a company with the help of IT is really necessary as most.docx

richardnorman90310

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.

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