06499_fm_rev04.indd 2 9/11/12 10:50 AM
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06499_fm_rev04.indd 1 9/19/12 10:27 AM
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
06499_fm_rev04.indd 2 9/11/12 10:50 AM
Copyright 2012 Cenga ...
06512_fm_rev04.indd 8 9/11/12 11:05 AM
Chinese line of
control;
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06512_fm_rev04.indd 1 9/19/12 10:28 AM
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06512_fm_rev04.indd 2 9/11/12 11: ...
06512_fm_rev04.indd 8 9/11/12 11:05 AM
Chinese line of
control;
Indian claim
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Shenyang
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I I I
0 200�Mi.100
0 200�Km.100
06512_fm_rev04.indd 1 9/19/12 10:28 AM
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06512_fm_rev04.indd 2 9/11/12 11: ...
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C O N C E P T S I N E N T E R P R I S E
R E S O U R C E P L A N N I N G
Fourth Edition
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C O N C E P T S I N E N T E R P R I S E
R E S O U R C E P L A N N I N G
Fourth Edition
Ellen F. Monk
University of Delaware
Bret J. Wagner
Western Michigan University
Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States
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Concepts in Enterprise Resource Planning,
Fourth Edition
Ellen F. Monk and Bret J. Wagner
Editor-in-Chief: Joe Sabatino
Se ...
06499_fm_rev04.indd 2 9/11/12 10:50 AM
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06499_fm_rev04.indd 1 9/19/12 10:27 AM
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06499_fm_rev04.indd 2 9/11/12 10:50 AM
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06512_fm_rev04.indd 1 9/19/12 10:28 AM
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06512_fm_rev04.indd 2 9/11/12 11: ...
06512_fm_rev04.indd 8 9/11/12 11:05 AM
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0 200�Mi.100
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Title: In Mixed Company, Server:
C/M/Y/K/
Short / Normal
DESIGN SERVICES OF
S4carliSle
Publishing Services
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# 107444 Cust: Rothwell Au:Cengage Pg. No. iii
Title: In Mixed Co.
Copyright 2012 Cengage Learning. All Rights Reserved. May AlleneMcclendon878
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C O N C E P T S I N E N T E R P R I S E
R E S O U R C E P L A N N I N G
Fourth Edition
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
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content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
http://www.cengage.com/highered
C O N C E P T S I N E N T E R P R I S E
R E S O U R C E P L A N N I N G
Fourth Edition
Ellen F. Monk
University of Delaware
Bret J. Wagner
Western Michigan University
Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Concepts in Enterprise Resource Planning,
Fourth Edition
Ellen F. Monk and Bret J. Wagner
Editor-in-Chief: Joe Sabatino
Se ...
Electrónica: Análisis de circuitos teoría y practica 5th edición por Allan H....SANTIAGO PABLO ALBERTO
Análisis de Circuitos de CD y CA
Link descarga de un libro: https://www.engbookspdf.com/uploads/pdf-books/CircuitAnalysisTheoryandPractice5thEditionbyRobbinsandMiller-1.pdf
Copyright 2010 Cengage Learning. All Rights Reserved.docxShiraPrater50
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
LETTER TO INSTRUCTORS
Essentials of Management, 9e
Dear Colleague,
Whether you are a previous adopter, a new adopter, or a professor consider-
ing this text for adoption, I wish to thank you for your interest in Essentials of
Management 9e. Essentials was the first relatively brief management text
that was not simply an abbreviated version of a longer text. We created the
path for a more concise, more understandable, and practical approach to the
vast body of knowledge referred to as “management.” We assume that the
study of management is not exclusively geared toward C-level executives,
and that our readers will not be directing large enterprises or divisions of
large enterprises in their first job. Instead, the vast majority of our readers will
first be engaged in work that will require some managerial skill and knowl-
edge, even though they are not working as executives.
Virtually all texts in management and related fields claim to be practical,
although many single sentences within them make six sweeping recommen-
dations for CEOs or list ten companies that use a particular technique. We
contend that Essentials of Management, unlike much of the competition, is
and always has been a text that enables the student to apply much of the
information. We support our conclusions with relevant research studies wher-
ever possible, but our intent is not to review most of the research on a given
topic. A case in point is our presentation of transformational and charismatic
leadership. We present some relevant research findings but also offer the stu-
dents concrete suggestions for becoming more charismatic, including devel-
oping a more effective handshake.
My writing has always emphasized application both in textbooks and
trade books, and most of this writing has been about management, organiza-
tional behavior, human relations, leadership, and career management. Even
the articles I have published in professional journals would be understandable
to readers who were not specialists in the subject under investigation. For
exa ...
Case Study Rubric Directly respond to each questi.docxdrennanmicah
Case Study Rubric
Directly respond to each question providing background to support your
response. (2 points)
Apply at least 2 concepts from the chapter material in the class text,
“Leadership; theory. Application and Skill Development.” Reference to,
“The Handbook of Leaders,” is a welcome addition. (2 points)
Apply your critical thinking skills. (2 points)
o A well cultivated critical thinker:
Raises vital questions and problems, formulating them
clearly and precisely;
Gathers and assesses relevant information, using abstract
ideas to interpret it effectively comes to well-reasoned
conclusions and solutions, testing them against relevant
criteria and standards;
Thinks open-mindedly within alternative systems of thought,
recognizing and assessing, as need be, their assumptions,
implications, and practical consequences; and
Communicates effectively with others in figuring out
solutions to complex problems.
o Taken from Richard Paul and Linda Elder, The Miniature Guide to
Critical Thinking Concepts and Tools, Foundation for Critical
Thinking Press, 2008
Case Studies must be submitted in the following format:
o Clearly title each in a word document with name, date, week etc.
o Must include clearly written and thoughtful narrative
o Post as a response in Blackboard
66352_FM_ptg01_i-xxviii.indd 4 10/21/14 12:16 AM
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
Robert N. Lussier, Ph.D.
Spring field College
Christopher F. Achua, D.B.A.
University of Virginia’s College at Wise
S I X T H E D I T I O N
Leadership
THEORY, APPLICATION,
& SKILL DE VELOPMENT
66352_FM_ptg01_i-xxviii.indd 1 10/21/14 12:16 AM
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
66352_FM_ptg01_i-xxviii.indd 4 10/21/14 12:16 AM
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
Important Notice: Media content referenced within the product description or the product
text may not be a.
Engaged with you.www.cengage.com Source Code 14M-AA.docxkhanpaulita
Engaged with you.
www.cengage.com
Source Code: 14M-AA0105
Tap into engagement
MindTap empowers you to produce your best work—consistently.
MindTap is designed to help you master the material. Interactive
videos, animations, and activities create a learning path designed
by your instructor to guide you through the course and focus on
what’s important.
Tap into more info at: www.cengage.com/mindtap
“MindTap was very useful – it was easy to follow and everything
was right there.”
— Student, San Jose State University
“I’m definitely more engaged because of MindTap.”
— Student, University of Central Florida
“MindTap puts practice questions in a format that works well for me.”
— Student, Franciscan University of Steubenville
MindTap helps you stay
organized and efficient
by giving you the study tools to master the material.
MindTap empowers
and motivates
with information that shows where you stand at all times—both
individually and compared to the highest performers in class.
MindTap delivers real-world
activities and assignments
that will help you in your academic life as well as your career.
Flashcards
readspeaker
progress app
MyNotes
& highlights
selF QuizziNg
& practice
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Today & Tomorrow
5e
Cecie Starr | Christine A. Evers | Lisa Starr
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
Important Notice: Media content referenced within the product descr.
BUSINESS AND SOCIAL MEDIA 2Business and SociVannaSchrader3
BUSINESS AND SOCIAL MEDIA 2
Business and Social Media
Jude G. Akassap
Rasmussen University
COURSE#: PSY3738
Instructor: MariaKarabekou
Assignment Due Date: 4/18/2021
The business idea: Formation of a private enterprise making fashionable baby clothes.
The private enterprise will be involved in the production of high-end fashionable baby clothes. The clothes will be manufactured in the United States, and they will be released in limited editions. In order to stay ahead of the competition, proper market research on market trends and designs will be conducted. The company will seek to sell baby clothes to young parents who have substantial disposable income and appreciate fashionable clothing for their children, a parental age of 25-35 years. The main focus will be on the United States population with possibilities of expansion into other regions in the future. The clothes will be produced depending on the season such that there will be a mix of both winter wear and summer wear. The overall product mix will include sweaters, rompers, and clothes targeting both genders. The business will seek partners such as button manufacturers and zip companies in order to have an effective supply chain for the production of the clothes.
Similar brands include Zooby Industrial company, Rockleigh Industries, and Longbehn companies. These companies specialize in the cutting, sewing, and fabrication of children and infants apparel such as bibs, gowns, and dresses. The companies use cotton, polyester, non-woven materials, and also nylon to manufacture their products. These companies market their products using several avenues. These include LinkedIn, where they promote their corporate brand and use it to attract people to their products. The companies also use Twitter for communication, especially to release important information and updates on their products. They also have a significant presence on Facebook, where they concentrate their marketing efforts. Other social media sites include Instagram, where they showcase their models and show the new products that they have released.
Our company will aim at selling to the cloth distributors and resellers in the US. This will be a Business-to-Business model. However, direct customers who may want to purchase from the factory will also have a chance to buy at the retail prices. To promote the clothing brand, the company will invest in a solid social media presence. The first one is Facebook which will be used to showcase all the products that are on offer. Facebook has a wide global reach, and therefore it will be critical for visibility purposes. The company will also have a strong presence on Instagram. Since the company will be in the fashion and allied industry, Instagram will especially be helpful to attract fashion-conscious customers. It is also an essential tool for connecting with the young parents who are in the 25-35 year group.
The company will also utilize Pinterest to showcase innovative des ...
3 pagesAfter reading the Cybersecurity Act of 2015, address .docxnovabroom
3 pages
After reading the
Cybersecurity Act of 2015
, address the private/public partnership with the DHS National Cybersecurity and Communications Integration Center (NCCIC), arguably the most important aspect of the act. The Cybersecurity Act of 2015 allows for private and public sharing of cybersecurity threat information.
What should the DHS NCCIC (public) share with private sector organizations? What type of threat information would enable private organizations to better secure their networks?
On the flip side, what should private organizations share with the NCCIC? As it is written, private organization sharing is completely voluntary. Should this be mandatory? If so, what are the implications to the customers' private data?
The government is not allowed to collect data on citizens. How should the act be updated to make it better and more value-added for the public-private partnership in regards to cybersecurity?
.
3 pages, 4 sourcesPaper detailsNeed a full retirement plan p.docxnovabroom
3 pages, 4 sources
Paper details
Need a full retirement plan proposal in excel with cited sources.
My career objective would be to start out of school as an associate accountant, then advance to a Director of Finance until I get promoted as CFO working in the healthcare industry in Las Vegas
.
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Electrónica: Análisis de circuitos teoría y practica 5th edición por Allan H....SANTIAGO PABLO ALBERTO
Análisis de Circuitos de CD y CA
Link descarga de un libro: https://www.engbookspdf.com/uploads/pdf-books/CircuitAnalysisTheoryandPractice5thEditionbyRobbinsandMiller-1.pdf
Copyright 2010 Cengage Learning. All Rights Reserved.docxShiraPrater50
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
LETTER TO INSTRUCTORS
Essentials of Management, 9e
Dear Colleague,
Whether you are a previous adopter, a new adopter, or a professor consider-
ing this text for adoption, I wish to thank you for your interest in Essentials of
Management 9e. Essentials was the first relatively brief management text
that was not simply an abbreviated version of a longer text. We created the
path for a more concise, more understandable, and practical approach to the
vast body of knowledge referred to as “management.” We assume that the
study of management is not exclusively geared toward C-level executives,
and that our readers will not be directing large enterprises or divisions of
large enterprises in their first job. Instead, the vast majority of our readers will
first be engaged in work that will require some managerial skill and knowl-
edge, even though they are not working as executives.
Virtually all texts in management and related fields claim to be practical,
although many single sentences within them make six sweeping recommen-
dations for CEOs or list ten companies that use a particular technique. We
contend that Essentials of Management, unlike much of the competition, is
and always has been a text that enables the student to apply much of the
information. We support our conclusions with relevant research studies wher-
ever possible, but our intent is not to review most of the research on a given
topic. A case in point is our presentation of transformational and charismatic
leadership. We present some relevant research findings but also offer the stu-
dents concrete suggestions for becoming more charismatic, including devel-
oping a more effective handshake.
My writing has always emphasized application both in textbooks and
trade books, and most of this writing has been about management, organiza-
tional behavior, human relations, leadership, and career management. Even
the articles I have published in professional journals would be understandable
to readers who were not specialists in the subject under investigation. For
exa ...
Case Study Rubric Directly respond to each questi.docxdrennanmicah
Case Study Rubric
Directly respond to each question providing background to support your
response. (2 points)
Apply at least 2 concepts from the chapter material in the class text,
“Leadership; theory. Application and Skill Development.” Reference to,
“The Handbook of Leaders,” is a welcome addition. (2 points)
Apply your critical thinking skills. (2 points)
o A well cultivated critical thinker:
Raises vital questions and problems, formulating them
clearly and precisely;
Gathers and assesses relevant information, using abstract
ideas to interpret it effectively comes to well-reasoned
conclusions and solutions, testing them against relevant
criteria and standards;
Thinks open-mindedly within alternative systems of thought,
recognizing and assessing, as need be, their assumptions,
implications, and practical consequences; and
Communicates effectively with others in figuring out
solutions to complex problems.
o Taken from Richard Paul and Linda Elder, The Miniature Guide to
Critical Thinking Concepts and Tools, Foundation for Critical
Thinking Press, 2008
Case Studies must be submitted in the following format:
o Clearly title each in a word document with name, date, week etc.
o Must include clearly written and thoughtful narrative
o Post as a response in Blackboard
66352_FM_ptg01_i-xxviii.indd 4 10/21/14 12:16 AM
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
Robert N. Lussier, Ph.D.
Spring field College
Christopher F. Achua, D.B.A.
University of Virginia’s College at Wise
S I X T H E D I T I O N
Leadership
THEORY, APPLICATION,
& SKILL DE VELOPMENT
66352_FM_ptg01_i-xxviii.indd 1 10/21/14 12:16 AM
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
66352_FM_ptg01_i-xxviii.indd 4 10/21/14 12:16 AM
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
Important Notice: Media content referenced within the product description or the product
text may not be a.
Engaged with you.www.cengage.com Source Code 14M-AA.docxkhanpaulita
Engaged with you.
www.cengage.com
Source Code: 14M-AA0105
Tap into engagement
MindTap empowers you to produce your best work—consistently.
MindTap is designed to help you master the material. Interactive
videos, animations, and activities create a learning path designed
by your instructor to guide you through the course and focus on
what’s important.
Tap into more info at: www.cengage.com/mindtap
“MindTap was very useful – it was easy to follow and everything
was right there.”
— Student, San Jose State University
“I’m definitely more engaged because of MindTap.”
— Student, University of Central Florida
“MindTap puts practice questions in a format that works well for me.”
— Student, Franciscan University of Steubenville
MindTap helps you stay
organized and efficient
by giving you the study tools to master the material.
MindTap empowers
and motivates
with information that shows where you stand at all times—both
individually and compared to the highest performers in class.
MindTap delivers real-world
activities and assignments
that will help you in your academic life as well as your career.
Flashcards
readspeaker
progress app
MyNotes
& highlights
selF QuizziNg
& practice
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Today & Tomorrow
5e
Cecie Starr | Christine A. Evers | Lisa Starr
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
Important Notice: Media content referenced within the product descr.
BUSINESS AND SOCIAL MEDIA 2Business and SociVannaSchrader3
BUSINESS AND SOCIAL MEDIA 2
Business and Social Media
Jude G. Akassap
Rasmussen University
COURSE#: PSY3738
Instructor: MariaKarabekou
Assignment Due Date: 4/18/2021
The business idea: Formation of a private enterprise making fashionable baby clothes.
The private enterprise will be involved in the production of high-end fashionable baby clothes. The clothes will be manufactured in the United States, and they will be released in limited editions. In order to stay ahead of the competition, proper market research on market trends and designs will be conducted. The company will seek to sell baby clothes to young parents who have substantial disposable income and appreciate fashionable clothing for their children, a parental age of 25-35 years. The main focus will be on the United States population with possibilities of expansion into other regions in the future. The clothes will be produced depending on the season such that there will be a mix of both winter wear and summer wear. The overall product mix will include sweaters, rompers, and clothes targeting both genders. The business will seek partners such as button manufacturers and zip companies in order to have an effective supply chain for the production of the clothes.
Similar brands include Zooby Industrial company, Rockleigh Industries, and Longbehn companies. These companies specialize in the cutting, sewing, and fabrication of children and infants apparel such as bibs, gowns, and dresses. The companies use cotton, polyester, non-woven materials, and also nylon to manufacture their products. These companies market their products using several avenues. These include LinkedIn, where they promote their corporate brand and use it to attract people to their products. The companies also use Twitter for communication, especially to release important information and updates on their products. They also have a significant presence on Facebook, where they concentrate their marketing efforts. Other social media sites include Instagram, where they showcase their models and show the new products that they have released.
Our company will aim at selling to the cloth distributors and resellers in the US. This will be a Business-to-Business model. However, direct customers who may want to purchase from the factory will also have a chance to buy at the retail prices. To promote the clothing brand, the company will invest in a solid social media presence. The first one is Facebook which will be used to showcase all the products that are on offer. Facebook has a wide global reach, and therefore it will be critical for visibility purposes. The company will also have a strong presence on Instagram. Since the company will be in the fashion and allied industry, Instagram will especially be helpful to attract fashion-conscious customers. It is also an essential tool for connecting with the young parents who are in the 25-35 year group.
The company will also utilize Pinterest to showcase innovative des ...
3 pagesAfter reading the Cybersecurity Act of 2015, address .docxnovabroom
3 pages
After reading the
Cybersecurity Act of 2015
, address the private/public partnership with the DHS National Cybersecurity and Communications Integration Center (NCCIC), arguably the most important aspect of the act. The Cybersecurity Act of 2015 allows for private and public sharing of cybersecurity threat information.
What should the DHS NCCIC (public) share with private sector organizations? What type of threat information would enable private organizations to better secure their networks?
On the flip side, what should private organizations share with the NCCIC? As it is written, private organization sharing is completely voluntary. Should this be mandatory? If so, what are the implications to the customers' private data?
The government is not allowed to collect data on citizens. How should the act be updated to make it better and more value-added for the public-private partnership in regards to cybersecurity?
.
3 pages, 4 sourcesPaper detailsNeed a full retirement plan p.docxnovabroom
3 pages, 4 sources
Paper details
Need a full retirement plan proposal in excel with cited sources.
My career objective would be to start out of school as an associate accountant, then advance to a Director of Finance until I get promoted as CFO working in the healthcare industry in Las Vegas
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single spacing
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2.
Children have always contributed to the total number of migrants crossing the southern border of the United States illegally, but in 2014, a steady overall increase in unaccompanied minors from Central America reached crisis proportions when tens of thousands of children from El Salvador, Guatemala, and Honduras crossed the Rio Grande and overwhelmed border patrols and local infrastructure (Dart 2014).
Since legislators passed the William Wilberforce Trafficking Victims Protection Reauthorization Act of 2008 in the last days of the Bush administration, unaccompanied minors from countries that do not share a border with the United States are guaranteed a hearing with an immigration judge where they may request asylum based on a “credible” fear of persecution or torture (U.S. Congress 2008). In some cases, these children are looking for relatives and can be placed with family while awaiting a hearing on their immigration status; in other cases, they are held in processing centers until the Department of Health and Human Services makes other arrangements (Popescu 2014).
The 2014 surge placed such a strain on state resources that Texas began transferring the children to Immigration and Naturalization facilities in California and elsewhere, without incident for the most part. On July 1, 2014, however, buses carrying the migrant children were blocked by protesters in Murrietta, California, who chanted, "Go home" and "We don’t want you.” (Fox News and Associated Press 2014; Reyes 2014).
A functional perspective theorist might focus on the dysfunctions caused by the sudden influx of underage asylum seekers, while a conflict perspective theorist might look at the way social stratification influences how the members of a developed country are treating the lower-status migrants from less-developed countries in Latin America. An interactionist theorist might see the significance in the attitude of the Murrietta protesters toward the migrant children.
Respond to the following questions in a 350-word essay using 12 point times new roman font double spaced: Given the fact that these children are fleeing various kinds of violence and extreme poverty, how should the U.S. government respond? Should the government pass laws granting a general amnesty? Or should it follow a zero-tolerance policy, automatically returning any and all unaccompanied minor migrants to their countries of origin so as to discourage additional immigration tha.
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LEARNING OBJECTIVES
After studying this chapter, you will be able to
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Discuss the opportunities and challenges of intercultural communication.
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De�ine culture, explain how culture is learned, and de�ine ethnocentrism and stereotyping.
3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#P7001012451000000000000000001BFF)
Explain the importance of recognizing cultural variations, and list eight categories of cultural differences.
4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001c9b#P7001012451000000000000000001CA0) List
four general guidelines for adapting to any business culture.
5 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#P7001012451000000000000000001CCA)
Identify seven steps you can take to improve your intercultural communication skills.
MyBCommLab®
Improve Your Grade!
More than 10 million students improved their results using Pearson MyLabs. Visit mybcommlab.com (http://mybcommlab.com) for simulations, tutorials, and
end-ofchapter problems.
COMMUNICATION CLOSE-UP AT
Kaiser Permanente
kp.org (http://kp.org)
Delivering quality health care is dif�icult enough, given the complexities of technology, government regulations, evolving scienti�ic and medical understanding, and
the variability of human performance. It gets even more daunting when you add the challenges of communication among medical staff and between patients and
their caregivers, which often takes place under stressful circumstances. Those communication efforts are challenging enough in an environment where everyone
speaks the same language and feels at home in a single cultural context—but they’re in�initely more complex in the United States, whose residents identify with
dozens of different cultures and speak several hundred languages.
The Oakland-based health-care system Kaiser Permanente has been embracing the challenges and opportunities of diversity since its founding in 1945. It made a
strong statement with its very �irst hospital when it refused to follow the then-common practice of segregating patients by race. Now, as the largest not-for-pro�it
health system in the United States, Kaiser’s client base includes more than 10 million members from over 100 distinct cultures.
At the core of Kaiser’s approach is culturally competent care, which it de�ines as “health care that acknowledges cultural diversity in the clinical setting, respects
members’ beliefs and practices, and ensures that cultural needs are considered and respected at every point of contact.” These priorities.
2Women with a Parasol-Madame Monet and Her SonClau.docxnovabroom
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Women with a Parasol-Madame Monet and Her Son
Claud Monet (1840-1926)
1875
Oil on Canvas
100 x 81 cm
119.4 x 99.7 cm
Image from National Gallery of Art.
Working thesis statement
- “Woman with a Parasol” is also called “The Stroll”. Painted 1875 (art, n.d.) in France Argenteuil; The character in the paint are Monet’s wife Camille Monet and his 7-year-old son.
- This paint was finished within a day; he was using the fast-visible brushstrokes to create this work. This work witnessed that Monet got away from the Academy style. (Gallery, n.d.) The theme of the paint is one of kind. (Proving the impressionism)
- “Woman with a Parasol” was exhibited in second impressionist exhibition, 1876. (Art)
- The theme and environment in the paint earned many claps and praises. The whole image provides people with a feeling of freedom and kind. (Art, nga.gov, n.d.)
The controversy parts.
· How much contribution that this paint did to the modern art world.
· The affections about the theme in this paint.
· The viewer nowadays is judging the art value of this paint.
Those controversy parts about the paint were making a progress in modern art and improve the development of art.
Bibliography:
1. “Woman with a Parasol - Madame Monet and Her Son.” Modern Painters 29, no. 1 (March 2017): 45. https://search.ebscohost.com/login.aspx?direct=true&db=edb&AN=121204182&site=eds-live.
2. Goldwater, Robert. "The Glory that was France." Art News 65 (March 1966):42, repro. cover. 1966
3. Hand, John Oliver. National Gallery of Art: Master Paintings from the Collection. Washington and New York, 2004: 382-383, no. 317, color repro. 2004
4. C. Monet Gallery “Woman with a Parasol”. https://www.cmonetgallery.com/woman-with-a-parasol.aspx
5. Woman with a Parasol, 1875 by Claude Monet, Claude Monet Paintings, biography, and Quotes. https://www.claude-monet.com/woman-with-a-parasol.jsp#prettyPhoto
6. Eelco Kappe. “Woman with a Parasol - Madame Monet and Her Son by Claude onet.” TripImprover, (2019/10/16) https://www.tripimprover.com/blog/woman-with-a-parasol-madame-monet-and-her-son-by-claude-monet#comments
7. Google Art and Culture, National Gallery of Art, Washington DC. https://artsandculture.google.com/asset/woman-with-a-parasol-madame-monet-and-her-son/EwHxeymQQnprMg
8. Charles Saatchi. “Charles Saatchi's Great Masterpieces: when a family scene was an act of rebellion.”19 March 2018. 7:00AMhttps://www.telegraph.co.uk/art/artists/charles-saatchis-great-masterpieces-family-scene-act-rebellion/
9. TotallyHistory. “Woman with a Parasol”. http://totallyhistory.com/woman-with-a-parasol/
10.Peter C. Baker. “THE REAl WORLD OF MONET”, The New York. January 10,2013. https://www.newyorker.com/books/page-turner/the-real-world-of-monet
Improving financial literacy in
college of business students:
modernizing delivery tools
Ronald Kuntze
College of Business, University of New Haven, West Haven, Connecticut, USA
Chen (Ken) Wu and Barbara Ross Wooldridge
Soules Colleg.
2The following is a list of some of the resources availabl.docxnovabroom
2
The following is a list of some of the resources available in the Trident Online Library related to the HR field.
Academic Research
Journal of Applied Psychology
This journal focuses on the applications of psychology research. This research journal is a good source for learning about the latest developments in cognitive, motivational and behavioral psychology and implications for the workplace. It is available through Business Source Complete in the Trident Online Library.
Personnel Psychology: A Journal of Applied Research
This scholarly journal has practical utility in that it centers on personnel psychology. The articles focus on the latest research on selection and recruitment, training, leadership, rewards, and diversity. It is available through Business Source Complete in the Trident Online Library.
Academy of Management Journal
This journal focuses on the management side of psychology. The articles are mainly theoretical. This journal would be a good resource for those researchers looking for new managerial theories and methods. It is available through Business Source Complete in the Trident Online Library.
The Academy of Management Review
This journal also focuses on management psychology. It is regarded as a top journal in its field and publishes theoretical and conceptual articles on management and organization theory. It is available through Business Source Complete in the Trident Online Library.
Professional Journals
Harvard Business Review
Harvard Business Review is a cornerstone business journal that has practical applications for HR professionals. This is a great resource to find case studies and expert insights on business practices. It is available through Business Source Complete in the Trident Online Library.
Human Resource Management Journal
This journal has best practices articles for HR professionals in the workplace. It is available (up to 1 year ago) through Business Source Complete in the Trident Online Library.
HRMagazine
This magazine is published by the Society for Human Resource Management. The articles are a great resource for HR professionals dealing with the most recent issues in the workplace. It is available through Business Source Complete in the Trident Online Library.
TD: Talent Development
The Association for Talent Development publishes this magazine. It is targeted to professionals in the human resource development field. It is available through Business Source Complete in the Trident Online Library.
Workforce
Solution
s Review
This magazine that focuses on many topics within human resource management. The articles included are written by industry experts and academics. They are targeted to HR professionals in the workplace. It is available through Business Source Complete in the Trident Online Library.
Adapted from: PennState University Libraries (2017). Retrieved from http://guides.libraries.psu.edu/human-resources/journals.
Assignment
Select three articles (published within the past five years),.
3 If you like to develop a computer-based DAQ measurement syst.docxnovabroom
3:
If you like to develop a computer-based DAQ measurement system or that can provide several functions in a Smart Home System, such as climate control or gas leakage detection functions, answer the following for the climate control systemfunction:
3.1 Draw the hardware connections of the system focusing on the pin connections of the system components, so that the system can provide the 'Climate Control'
function. The available devices are: (5 marks)
Microprocessor-based system (Laptop/PC).
Interface board: NI USB DAQ.
LM35 Temperature sensor Humidity sensor
Micro-switches Variable resistor LEDs Relays
Multi-output power supply
Include any required passive electronic components
3.2 Draw a flowchart for a program that can achieve both the climate control and gas leakage detection functions. (4 marks)
3.3 What are the factors that should be considered when selecting a DAQ card?
(4 marks)
3.4 Discuss the signal aliasing problem and how you can overcome this effect; supportyour answer with figures and drawings(2 marks)
3.5 What are the steps of conversion of continuous signals to digital values (ADC)?
(2 marks)
3.6 Name four types of ADC’s and choose any two to compare between them; what is the ADC type that is used in NI DAQ’s? support your answer with figures anddrawings(7 marks)
3.7 Compare between RTD (Resistance Type Device) and Thermocouples temperature sensors; support your answer with examples and drawings. The LM35 sensor can be classified as which type of temperature sensors? (5 marks)
3.8 Give examples of DAQ cards that can be used to measure the following properties and discuss the reasons for your selection.?
1- Displacement
2- Vibration
3- Strain (6 marks)
Total 35 marks4:
You are to develop a home security system that can be used to monitor a house of two doors and four windows. The output of the system should present the status of each location independently and should provide an audible warning in case of any problem - including the detection of smoke. The available devices are:
− PIC16F877 Microcontroller (given in Figure 4.1)
− two door push button switches
− four window push button switches
− one Motion Detector
− one smoke detector sensor
− eight LEDs
− one buzzer
− Include any passive electronic components required.
According to your study answer the following questions:
4.1 Draw a block diagram for the complete system. (4 marks)
4.2 Using the PIC16F877A microcontroller shown in Figure 4.1, draw the wiring diagram of the proposed system. Include any necessary electronic components required for the microcontroller to function correctly; state the function of each
element. (8 marks)
4.3 Draw a flowchart for a program that can achieve the above function. (4 marks)
4.4 Given the pin confi.
2BackgroundThe research focuses on investigating leaders fro.docxnovabroom
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Background
The research focuses on investigating leaders from highly rated managed care organizations based on their leadership practices in comparison to leaders from low rated managed care organizations. High rated organizations are managed care organizations who have attained either 4.5 or 5 Medicare Stars ratings whiles low ratings organizations are organizations who have attained 3 Stars or less.
The research design: Survey was sent to leaders from both high Medicare rated and low rated organizations. I believe I have enough sample size so the result will be significant. I have received 35 response from leaders from high rated organizations and 35 from low rated organizations (35 participants each responded, making 70 participants in total). The goal is to find out if there is a significant difference in leadership practice between leaders from highly rated organizations and low rated organizations.
The survey tool used is Leadership Practice Inventory (LPI), which has a total of 30 behavioral statements that reflect on the practices leaders regularly use in managing their organizations. The leaders were invited to complete the survey online. The 30 survey questions are grouped in 5 Models:
1. Model the Way
1. Inspire a Shared Vision
1. Challenge the Process
1. Enable Others to Act
1. Encourage the Heart
The participants completed the LPI self-test, where they must rate themselves depending on the frequency, which they believe in engaging in each of the five models. They rate themselves on a 10 point likert scale, below.
1-Almost Never
3-Seldom
5-Occasionally
7-Fairly Often
9-Very Frequently
2-Rarely
4-Once in a While
6-Sometimes
8-Usually
10-Almost always
1. Dependent Variable: Attaining high Overall Medicare Star Rating
1. Independent Variables:
1. Leadership practice Practices (Model the Way, Inspire a Shared Vision, Challenge the Process, Enable Others to Act, and Encourage the Heart)
1. Years of Experience
1. Leadership Style
Abbreviations meaning:
LP- Leadership Practice
MSR – Medicare Stars Ratings
MSROs – Medicare Stars Ratings Organizations
YoE – Years of Experience
The following hypotheses has been tested, analyzed (page 4-23). SPSS software was used for data analysis.
Hypothesis 1 - There is a significant difference in LP between leaders from high (4.5 or 5) MSROs and low (3 Stars or less) MSROs.
Hypothesis 2 – There is a strong relationship between MSRs and the LP of both high and low MSROs
Hypothesis 3 - In comparison to other 4 models (thus Model the Way, Challenge the Process, Enable Others to Act, Encourage the Hearts), practicing the “Inspire A Shared Vision” model is very significant in helping leaders influence the attainment of high MSR in MCOs.
Hypothesis 4 – The leaders’ leadership style contributes to a leader’s ability to influence the achievement of high Medicare ratings for MCO.
Hypothesis 5 – The Leaders’ of Years of Experience (YoE) is effective in enabling leaders influence the attainment o.
2TITLE OF PAPERDavid B. JonesColumbia Southe.docxnovabroom
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TITLE OF PAPER
David B. Jones
Columbia Southern University
BBA: 3201 Principles of Marketing
Nancy Ely Mount
Month/Date/ 2020
Marketing is
Four Elements of Marketing:
Creating
Communicating
Delivering
Exchanging
Holistic Marketing Concept is a people oriented approach utilizing the four principles of :
Relationship
Integrated
Internal
Performance marketing
.
2To ADD names From ADD name Date ADD date Subject ADD ti.docxnovabroom
2
To: ADD names From: ADD name Date: ADD date Subject: ADD title
Introduction
Lorem ipsum dolor sit amet, consectetur adipiscing elit. Vestibulum et nisl ante. Etiam pulvinar fringilla ipsum facilisis efficitur. Maecenas volutpat risus dignissim dui euismod auctor. Nulla facilisi. Mauris euismod tellus malesuada dolor egestas, ac vulputate odio suscipit.
Sed pellentesque sagittis diam, sit amet faucibus diam lobortis quis. Sed mattis turpis ligula, in accumsan ante pellentesque eu. Quisque ut nisl leo. Nullam ipsum odio, eleifend non orcinon, volutpat sollicitudin lacus (Cuddy, 2002). Identify Changes
Donec tincidunt ligula eget sollicitudin vehicula. Proin pharetra tellus id lectus mollis sollicitudin. Etiam auctor ligula a nulla posuere, consequat feugiat ex lobortis. Duis eu cursus arcu, congue luctus turpis. Sed dapibus turpis ac diam viverra consectetur. Aliquam placerat molestie eros vel posuere.
This Photo by Unknown Author is licensed under CC BY-SA
Figure 1. Title (Source: www.source-of-graphic.edu )Product Offerings
Sed facilisis, lacus vel accumsan convallis, massa est ullamcorper mauris, quis feugiat eros ligula eget est. Vivamus nunc turpis, lobortis et magna a, convallis aliquam diam. Lorem ipsum dolor sit amet, consectetur adipiscing elit.
Figure 2. Title (Source of data citation)
Lorem ipsum dolor sit amet, consectetur adipiscing elit. Vestibulum et nisl ante. Etiam pulvinar fringilla ipsum facilisis efficitur. Maecenas volutpat risus dignissim dui euismod auctor. Nulla facilisi. Mauris euismod tellus malesuada dolor egestas, ac vulputate odio suscipit. Capabilities
Donec tincidunt ligula eget sollicitudin vehicula. Proin pharetra tellus id lectus mollis sollicitudin. Etiam auctor ligula a nulla posuere, consequat feugiat ex lobortis. Duis eu cursus arcu, congue luctus turpis. Sed dapibus turpis ac diam viverra consectetur.
References
Basu, K. K. (2015). The Leader's Role in Managing Change: Five Cases of Technology-Enabled Business Transformation. Global Business & Organizational Excellence, 34(3), 28-42. doi:10.1002/joe.21602.
Connelly, B., Dalton, T., Murphy, D., Rosales, D., Sudlow, D., & Havelka, D. (2016). Too Much of a Good Thing: User Leadership at TPAC. Information Systems Education Journal, 14(2), 34-42.
Rouse, M. (2018). Changed Block Tracking. Retrieved from Techtarget Network: https://searchvmware.techtarget.com/definition/Changed-Block-Tracking-CBT
Change the Chart Title to Fit Your Needs
Series 1 Category 1 Category 2 Category 3 Category 4 4.3 2.5 3.5 4.5 Series 2 Category 1 Category 2 Category 3 Category 4 2.4 4.4000000000000004 1.8 2.8 Series 3 Category 1 Category 2 Category 3 Category 4 2 2 3 5
Assessing Similarities and Differences in Self-Control
between Police Officers and Offenders
Ryan C. Meldrum1 & Christopher M. Donner2 & Shawna Cleary3 &
Andy Hochstetler4 & Matt DeLisi4
Received: 2 August 2019 /Accepted: 21 October 2019 /
Published online: 2 December 2019
# Southern Criminal.
2Megan Bowen02042020 Professor Cozen Comm 146Int.docxnovabroom
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Megan Bowen
02/04/2020
Professor Cozen
Comm 146
Interest Paper- Mental Health in Student Athletes
I am a communication major so must take this class to fulfill my requirements for the course, however, this class will set me up to understand the in-depth reasoning behind communication. The only rhetoric class I have taken in the past is rhetoric in English, not communication; I learnt about Plato, Socrates and all the pervious rhetors that formed the basis on how we communicate today. You could argue that learning it in English and now in communication it could be very similar or the same, but we aren’t focusing on what they wrote or spoke of but why and how. In this paper I chose to analyze a TedX talk from a student athlete Victoria Garrick called ‘Athletes and mental Health: The hidden opponent’, it discusses the challenges that she faced with mental health, and the struggles maintaining a top sport on a colligate team. The reasons behind this are based on the broad ideas and opinions people have on student athletes and mental health separately and together.
College athletics is a huge industry, an incredible achievement to get into a division 1 college on an athletic scholarship, but behind all this there are some dark truths. The TedX talk from Victoria Garrick explains these truths from an athlete’s perspective, this is conflicting to the ideas that an average student or outsider has, it explains what is happening behind closed doors. This artifact was gripping to me, it is something that I completely relate too; the artifact itself is a more personal approach to understand what is happening in regard to mental health in student athletes than just reading an article online. To me personally it is easier to find an artifact that I can easily relate too, something that is grossly underappreciated and classed as embarrassing, such a topic as mental health. There were no obstacles in retrieving artifacts for this interest, it is such a broad area that I am interested in finding more information about. There are artifacts everywhere about topics such as this, articles, speeches, documentaries, all gripping a relatable.
In this class I am aware that I have much to learn, understand the way in which we communicate and why, the best ways to communicate, and the best evidence and artifacts to find for a specific topic. Finding an artifact for a topic that you are deeply invested in is different than having to find one that your heart isn’t in. With regards to this paper I am already thinking about ideas of where I can focus my information on next, where can I understand different political views behind this topic? What are the families of these student athletes going through? Mental health and student athletes separately. With regards to this class I would like to be able to find these sources and write about them in a way that grips a reader and helps me understand the reasoning behind such communication methods.
1
2
Megan Bowen
P.
2From On the Advantage and Disadvantage of History for L.docxnovabroom
2
From On the Advantage and Disadvantage of History for Life, by Friedrich Nietzsche (1874)
Section 1:
CONSIDER the herds that are feeding yonder: they know not the meaning of yesterday or to-day; they graze and ruminate, move or rest, from morning to night, from day to day, taken up with their little loves and hates, at the mercy of the moment, feeling neither melancholy nor satiety. Man cannot see them without regret, for even in the pride of his humanity he looks enviously on the beast's happiness. He wishes simply to live without satiety or pain, like the beast; yet it is all in vain, for he will not change places with it. He may ask the beast—"Why do you look at me and not speak to me of your happiness?" The beast wants to answer—"Because I always forget what I wished to say": but he forgets this answer too, and is silent; and the man is left to wonder.
He wonders also about himself, that he cannot learn to forget, but hangs on the past: however far or fast he run, that chain runs with him. It is matter for wonder: the moment, that is here and gone, that was nothing before and nothing after, returns like a spectre to trouble the quiet of a later moment. A leaf is continually dropping out of the volume of time and fluttering away and suddenly it flutters back into the man's lap. Then he says, "I remember . . . ," and envies the beast, that forgets at once, and sees every moment really die, sink into night and mist, extinguished for ever. The beast lives unhistorically; for it "goes into" the present, like a number, without leaving any curious remainder. It cannot dissimulate, it conceals nothing; at every moment it seems what it actually is, and thus can be nothing that is not honest. But man is always resisting the great and continually increasing weight of the past; it presses him down, and bows his shoulders; he travels with a dark invisible burden that he can plausibly disown, and is only too glad to disown in converse with his fellows—in order to excite their envy. And so it hurts him, like the thought of a lost Paradise, to see a herd grazing, or, nearer still, a child, that has nothing yet of the past to disown, and plays in a happy blindness between the walls of the past and the future. And yet its play must be disturbed, and only too soon will it be summoned from its little kingdom of oblivion. Then it learns to understand the words "once upon a time," the "open sesame" that lets in battle, suffering and weariness on mankind, and reminds them what their existence really is, an imperfect tense that never becomes a present. And when death brings at last the desired forgetfulness, it abolishes life and being together, and sets the seal on the knowledge that "being" is merely a continual "has been," a thing that lives by denying and destroying and contradicting itself.
If happiness and the chase for new happiness keep alive in any sense the will to live, no philosophy has perhaps more truth than the cynic's: for the beast's happine.
257Speaking of researchGuidelines for evaluating resea.docxnovabroom
257
Speaking of research
Guidelines for evaluating research articles
Phillip Rumrill∗, Shawn Fitzgerald and
Megen Ware
Kent State University, Department of Educational
Foundations and Special Services Center for
Disability Studies, 405 White Hall, P.O. Box 5190,
Kent, OH 44242-0001, USA
The article describes the components and composition of
journal articles that report empirical research findings in the
field of rehabilitation. The authors delineate technical writing
strategies and discuss the contents of research manuscripts,
including the Title, Abstract, Introduction, Method, Results,
Discussion, and References. The article concludes with a
scale that practitioners, manuscript reviewers, educators, and
students can use in critically analyzing the content and scien-
tific merits of published rehabilitation research.
Keywords: Evaluation, research articles, guidelines for cri-
tique
1. Introduction
The purpose of this article is to examine the com-
ponents of a research article and provide guidelines
for conducting critical analyses of published works.
Distilled from the American Psychological Associa-
tion’s [1] Publication Manual and related descriptions
in several research design texts [4,8,9,12,15], descrip-
tions of how authors in rehabilitation and disability
studies address each section of a research article are
featured. The article concludes with a framework that
rehabilitation educators, graduate students, practition-
ers, and other Work readers can use in critiquing re-
search articles on the basis of their scientific merits and
practical utility.
∗Corresponding author: Tel.: +1 330 672 2294; Fax: +1 330 672
2512; E-mail: [email protected]
2. Anatomy of a research article
For nearly 50 years, the American Psychological As-
sociation has presented guidelines for authors to follow
in composing manuscripts for publication in profes-
sional journals [1]. Most journals in disability studies
and rehabilitation adhere to those style and formatting
guidelines. In the paragraphs to follow, descriptions
of each section of a standard research article are pre-
sented: Title, Abstract, Introduction, Method, Results,
Discussion, and References.
2.1. Title
As with other kinds of literature, the title of a scien-
tific or scholarly journal article is a very important fea-
ture. At the risk of contravening the age-old adage “You
can’t judge a book by its cover,” Bellini and Rumrill [4]
speculated that most articles in rehabilitation journals
are either read or not read based upon the prospective
reader’s perusal of the title. Therefore, developing a
clear, concise title that conveys the article’s key con-
cepts, hypotheses, methods, and variables under study
is critical for researchers wishing to share their findings
with a large, professional audience. A standard-length
title for a journal article in the social sciences is 12–15
words, including a sub-title if appropriate. Because so-
cial science and medical indexing systems rely hea.
2800 word count.APA formatplagiarism free paperThe paper.docxnovabroom
2800 word count.
APA format
plagiarism free paper
The paper should have:
Title with all the authors.
Introduction
Methods/Materials
Results (graphics and tables encouraged)
Discussion and conclusion
Citations.
.
28 CHAPTER 4 THE CARBON FOOTPRINT CONTROVERSY Wha.docxnovabroom
28
CHAPTER 4: THE CARBON FOOTPRINT CONTROVERSY
What is the carbon footprint controversy?
Nearly all humans consume meat, dairy, and egg products in some form. In recent years the
e i me al m eme ha ed he ece i f ed ci g e ca b f i . Ca e
reduce our footprint without changing our diet? Much controversy surrounds that question. One
very extreme view on the political-left is below.
But when it comes to bad for the environment, nothing literally compares with eating meat. The business of raising
animals for food causes about 40 percent more global warming than all cars, trucks, and planes combined. If you care
about the planet, it's actually better to eat a salad in a Hummer than a cheeseburger in a Prius.
Bill Maher, host of HBO talk show Real Time with Bill Maher, writing in the Huffington Post in 2009. Accessed April 25,
2013 at http://www.huffingtonpost.com/bill-maher/new-rule-a-hole-in-one-sh_b_259281.html.
The last decade has seen a movement advocating a vegan diet in order to reduce carbon emissions,
and in some respects the argument is logical. After all, it takes about 3.388 lbs of corn (and many
other inputs) to produce a single pound of retail beef, making meat seem relatively inefficient to
grains, thus leading to a larger carbon footprint.134 So common is this notion that some schools
e c age Mea le M da for the sake of the environment. The Meatless Monday movement
has even been adopted by the Norwegian military.135 Moreover, there is some scientific research
showing that vegan (and vegetarian) diets do result in a smaller carbon footprint.136
When dealing with issues as big as global warming i ea feel hel le , like he e li le e ca d make a
diffe e ce B he mall cha ge e make e e da ca ha e a eme d im ac . Tha h his Meatless Monday
resolution is important. Together we can better our health, the animals and the environment, one plate at a time.
Los Angeles Councilmember Ed Reyes, co-author of a Meatless Monday resolution in 2012.137
However, equally prestigious research shows that vegan diets can result in a higher carbon
footprint.138 How can this be? One reason is that some carbon footprint estimates are wrong, or
rather, interpreted incorrectly. The idea of livestock production being a large carbon emitter began
with a report by the United Nations (UN) suggesting that livestock contributes 18% f he ld
carbon footprint, more than the transportation sector,139 thus giving Bill Maher reason to point the
blame at burgers instead of Hummers.
It turns out that this 18% is fraught with errors, a lea , d e e e e c di i i he U.S.
For instance, the UN did not account for the carbon emissions involved in making the inputs used
in the transportation sector, but they did for livestock. This would be like saying the production of
tires has zero carbon emissions but the production of corn does. Also, that 18% makes a number of
contestable assumptions, especially regardi.
261
Megaregion Planning
and High-Speed Rail
Petra Todorovich
c h a p t e r 2 4
?
On April 16, 2009, President Obama stood before an audience at the Eisenhower
Executive Office Building and made an announcement that signaled a new era of
passenger rail in the United States. Months before, the American Recovery and
Reinvestment Act (ARRA) had provided $8 billion for a new program at the
Federal Railroad Administration (FRA) to issue competitive grants to states to
make capital investments in high-speed and conventional passenger rail. Little did
the president know that providing the single largest boost for intercity rail plan-
ning in this country in a generation had also motivated a sudden and giant leap for-
ward in planning and governing megaregions. Luckily, regional planners had been
studying emerging megaregions for the previous five years, in affiliation with the
New York–based Regional Plan Association’s (RPA) America 2050 program. Again
and again, the planners had identified high-speed rail as the key transportation
investment to serve megaregion economies. But high-speed rail was a distant
dream. That all changed with the passage of ARRA at the nadir of the Great
Recession. Now a federal program exists to support high-speed rail planning
and implementation. Making that program a success will largely depend on the
ability of multiple actors at the local, regional, state, and binational levels to come
together as megaregions to coordinate and leverage federal rail investments.
Revisiting Megalopolis: RPA Resurrects
the Megaregion Idea
As if planning for the Tri-State New York metropolitan region was not sufficiently
complicated, in 2005 the Regional Plan Association launched a national program
called America 2050 that focused on the emergence of a new urban scale: the
megaregion. This was not actually a new concept for RPA. In 1967 a volume of the
Second Regional Plan documented the emergence of “The Atlantic Urban Region,”
an urban chain stretching 460 miles from Maine to Virginia (Regional Plan
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Association 1967). Earlier that decade, French geographer Jean Gottmann had
coined the term “Megalopolis” to describe the same region in his 1961 book,
Megalopolis: The Urbanized Northeastern Seaboard of the United States (Gottmann
1961). The .
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Moyer Instruments is a rapidly growing manufacturer of medical devices. As a result of its growth, the company's management recently modified several of its procedures and practices to improve internal control. Some employees are upset with the changes. They have complained that all these changes just show that the company no longer trusts them. Required: "Internal controls exist because most people can't be trusted." Is this true? Explain.
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Palestine last event orientationfvgnh .pptxRaedMohamed3
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. 10686_fm_ptg01_pi-xx.indd 4 12/11/12 2:28 PM
Part of the Tongue Involved
Tongue
Height
FRONT CENTRAL BACK
HIGH u boot
ROUNDED ʊ put
MID o boat
ǝ about
ᴧ butt
LOW
i beet
ɪ bit
e bait
ɛ bet
æ bat a balm ɔ bawd
2. Classification of American English Vowels
Consonants Vowels
p pill t till k kill i beet ɪ bit
b bill d dill g gill e bait ɛ bet
m mill n nil ŋ ring u boot ʊ foot
f feel s seal h heal o boat ɔ bore
v veal z zeal l leaf æ bat a pot/bar
θ thigh ʧ chill r reef ʌ butt ə sofa
ð thy ʤ gin j you aɪ bite aʊ bout
ʃ shill ʍ which w witch ɔɪ boy
ʒ measure
A Phonetic Alphabet for English Pronunciation
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V i c t o r i a F r o m k i n
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v
ChApter 1
What Is Language? 1
Linguistic Knowledge 1
Knowledge of the Sound System 2
Knowledge of Words 3
Arbitrary Relation of Form and
Meaning 3
9. The Creativity of Linguistic
Knowledge 5
Knowledge of Sentences and
Nonsentences 7
Linguistic Knowledge and
Performance 8
What Is Grammar? 9
Descriptive Grammars 9
Prescriptive Grammars 10
Teaching Grammars 12
Universal Grammar 13
The Development of Grammar 14
Sign Languages: Evidence for
Language Universals 15
What Is Not (Human) Language 16
The Birds and the Bees 16
Can Animals Learn Human
Language? 19
Language and Thought 21
Summary 25
References for Further Reading 27
Exercises 28
Preface xi
About the Authors ix
10. Contents
ChApter 2
Morphology: the
Words of Language 33
Content Words and Function Words 35
Morphemes: The Minimal
Units of Meaning 36
The Discreteness of Morphemes 38
Bound and Free Morphemes 39
Prefixes and Suffixes 40
Infixes 41
Circumfixes 41
Roots and Stems 42
Bound Roots 43
Rules of Word Formation 43
Derivational Morphology 44
Inflectional Morphology 46
The Hierarchical Structure of Words 49
Rule Productivity 52
Exceptions and Suppletions 54
Lexical Gaps 55
Other Morphological Processes 56
Back-Formations 56
Compounds 57
“Pullet Surprises” 60
11. Sign Language Morphology 60
Morphological Analysis: Identifying
Morphemes 61
Summary 65
References for Further Reading 66
Exercises 66
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vi Contents
Lexical Semantics (Word Meanings) 152
Theories of Word Meaning 153
Reference 154
Sense 155
Lexical Relations 155
Semantic Features 158
Evidence for Semantic Features 159
Semantic Features and Grammar 159
12. Argument Structure 162
Thematic Roles 163
Pragmatics 165
Pronouns and Other Deictic Words 166
Pronouns and Situational
Context 167
Pronouns and Linguistic Context 168
Implicature 170
Maxims of Conversation 171
Presupposition 174
Speech Acts 174
Summary 175
References for Further Reading 177
Exercises 178
ChApter 5
phonetics: the sounds
of Language 189
Sound Segments 190
Identity of Speech Sounds 191
The Phonetic Alphabet 192
Articulatory Phonetics 194
Consonants 195
Place of Articulation 195
Manner of Articulation 197
Phonetic Symbols for American
13. English Consonants 203
Vowels 205
Tongue Position 205
Lip Rounding 207
Diphthongs 207
Nasalization of Vowels 208
Tense and Lax Vowels 208
Major Phonetic Classes 208
Noncontinuants and Continuants 209
ChApter 3
syntax: the sentence
patterns of Language 76
What the Syntax Rules Do 77
What Grammaticality Is Not Based On 80
Sentence Structure 81
Constituents and Constituency Tests 82
Syntactic Categories 84
Phrase Structure Trees 87
Building Phrase Structure Trees 95
The Infinity of Language: Recursive
Rules 100
What Heads the Sentence 104
Structural Ambiguities 105
More Structures 107
Transformational Analysis 109
The Structure Dependency of Rules 111
14. UG Principles and Parameters 114
Sign Language Syntax 117
Appendix A 119
Appendix B 121
Appendix C 127
Summary 128
References for Further Reading 129
Exercises 129
ChApter 4
the Meaning of Language 139
What Speakers Know
about Sentence Meaning 140
Truth 140
Entailment and Related Notions 141
Ambiguity 142
Compositional Semantics 143
Semantic Rules 144
Semantic Rule I 145
Semantic Rule II 146
When Compositionality Goes Awry 147
Anomaly 147
Metaphor 149
Idioms 150
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Contents vii
Slips of the Tongue: Evidence for
Phonological Rules 251
Prosodic Phonology 252
Syllable Structure 252
Word Stress 253
Sentence and Phrase Stress 254
Intonation 255
Sequential Constraints of Phonemes 256
Lexical Gaps 257
Why Do Phonological Rules Exist? 258
Optimality Theory 259
Phonological Analysis 260
Summary 264
References for Further Reading 265
16. Exercises 266
ChApter 7
Language in society 279
Dialects 279
Regional Dialects 281
Phonological Differences 283
Lexical Differences 284
Syntactic Differences 284
Dialect Atlases 285
Social Dialects 287
The “Standard” 288
African American English 291
Latino (Hispanic) English 295
Genderlects 297
Sociolinguistic Analysis 300
Languages in Contact 301
Lingua Francas 301
Contact Languages: Pidgins and
Creoles 302
Creoles and Creolization 306
Bilingualism 309
Codeswitching 310
Language and Education 312
Second-Language Teaching Methods 312
Teaching Reading 313
Literacy in the Deaf Community 315
17. Bilingual Education 316
Minority Dialects 318
Obstruents and Sonorants 209
Consonantal Sounds 209
Syllabic Sounds 210
Prosodic Features 210
Tone and Intonation 211
Phonetic Symbols and Spelling
Correspondences 213
The “Phonetics” of Signed Languages 215
Summary 216
References for Further Reading 218
Exercises 218
ChApter 6
phonology: the sound
patterns of Language 224
The Pronunciation of Morphemes 225
The Pronunciation of Plurals 225
Additional Examples
of Allomorphs 228
Phonemes: The Phonological Units
of Language 230
Illustration of Allophones 230
Phonemes and How to Find Them 232
Complementary Distribution 233
18. The Need for Similarity 235
Distinctive Features of Phonemes 235
Feature Values 236
Nondistinctive Features 237
Phonemic Patterns May Vary across
Languages 238
Natural Classes of Speech Sounds 239
Feature Specifications for American
English Consonants and Vowels 241
The Rules of Phonology 241
Feature-Changing Rules 243
Assimilation Rules 243
Dissimilation Rules 245
Segment Insertion and Deletion
Rules 247
From One to Many and from Many to
One 249
The Function of Phonological
Rules 250
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to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).
19. Editorial review has deemed that any suppressed content does
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viii Contents
Comparative Reconstruction 365
Historical Evidence 369
Extinct and Endangered Languages 371
The Genetic Classification of Languages 374
Languages of the World 375
Types of Languages 378
Why Do Languages Change? 381
Summary 384
References for Further Reading 385
Exercises 386
ChApter 9
Language Acquisition 394
The Linguistic Capacity of Children 394
What’s Learned, What’s Not? 395
Stages in Language Acquisition 398
The Perception and Production of Speech
Sounds 398
Babbling 400
20. First Words 401
Segmenting the Speech Stream 402
The Acquisition of Phonology 404
The Acquisition of Word Meaning 406
The Acquisition of Morphology 408
The Acquisition of Syntax 411
The Acquisition of Pragmatics 415
The Development of Auxiliaries:
A Case Study 416
Setting Parameters 419
The Acquisition of Signed Languages 420
The Role of the Linguistic Environment:
Adult Input 422
The Role of Imitation, Reinforcement,
and Analogy 422
The Role of Structured Input 424
Knowing More Than One Language 425
Childhood Bilingualism 426
Theories of Bilingual Development 427
Two Monolinguals in One Head 428
The Role of Input 429
Cognitive Effects of Bilingualism 429
Second Language Acquisition 430
Language in Use 318
Styles 319
Slang 319
Jargon and Argot 320
21. Taboo or Not Taboo? 320
Euphemisms 322
Racial and National Epithets 323
Language and Sexism 323
Marked and Unmarked Forms 324
Secret Languages and Language
Games 325
Summary 326
References for Further Reading 328
Exercises 329
ChApter 8
Language Change: the syllables
of time 337
The Regularity of Sound Change 338
Sound Correspondences 339
Ancestral Protolanguages 339
Phonological Change 340
Phonological Rules 341
The Great Vowel Shift 342
Morphological Change 344
Syntactic Change 345
Lexical Change 350
Change in Category 350
Addition of New Words 351
22. Word Coinage 351
Words from Names 353
Blends 354
Reduced Words 355
Borrowings or Loan Words 356
Loss of Words 359
Semantic Change 360
Broadening 361
Narrowing 361
Meaning Shifts 361
Reconstructing “Dead” Languages 361
The Nineteenth-Century
Comparativists 362
Cognates 363
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to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).
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time if subsequent rights restrictions require it.
Contents ix
Neurolinguistic Studies of Sentence
23. Structure 473
Language and Brain Development 474
Left Hemisphere Lateralization for
Language in Young Children 475
Brain Plasticity 476
The Critical Period 476
The Modular Mind: Dissociations
of Language and Cognition 479
Linguistic Savants 479
Specific Language Impairment 481
Genetic Basis of Language 482
Summary 482
References for Further Reading 486
Exercises 487
ChApter 11
Computer processing
of human Language 495
Computers That Talk and Listen 495
Computational Phonetics and Phonology 496
Speech Recognition 496
Speech Synthesis 498
Computational Morphology 502
Computational Syntax 503
Computational Semantics 505
Computational Pragmatics 507
Computational Sign Language 508
24. Applications of Computational Linguistics 509
Computer Models of Grammar 509
Frequency Analysis, Concordances,
and Collocations 510
Computational Lexicography 511
The Culturomic Revolution 512
Twitterology 513
Information Retrieval and
Summarization 514
Spell Checkers 515
Machine Translation 516
Computational Forensic Linguistics 518
Trademarks 518
Interpreting Legal Terms 519
Speaker Identification 519
Is L2 Acquisition the Same as L1
Acquisition? 430
Native Language Influence in L2
Acquisition 432
The Creative Component of L2
Acquisition 433
Heritage Language Learners 434
Is There a Critical Period for L2
Acquisition? 434
Summary 436
25. References for Further Reading 438
Exercises 438
ChApter 10
Language processing
and the human Brain 444
The Human Mind at Work 444
Comprehension 445
The Speech Signal 446
Speech Perception 447
Bottom-up and Top-down
Models 449
Lexical Access and Word
Recognition 451
Syntactic Processing 453
Speech Production 456
Lexical Selection 456
Application and Misapplication
of Rules 458
Planning Units 458
Brain and Language 461
The Human Brain 461
The Localization of Language
in the Brain 462
Aphasia 463
Split Brains 470
Dichotic Listening 471
26. Event-Related Potentials 471
Neural Evidence of Grammatical
Phenomena 472
Neurolinguistic Studies of Speech
Sounds 472
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to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).
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time if subsequent rights restrictions require it.
x Contents
Consonantal Alphabet Writing 536
Alphabetic Writing 537
Writing and Speech 539
Spelling 542
Texting 544
The Current English Spelling
System 544
Spelling Pronunciations 546
27. Pseudo-writing 547
Summary 548
References for Further Reading 549
Exercises 550
Glossary 555
Index 587
Summary 521
References for Further Reading 523
Exercises 523
ChApter 12
Writing: the ABCs of Language 527
The History of Writing 528
Pictograms and Ideograms 528
Cuneiform Writing 529
The Rebus Principle 531
From Hieroglyphics to the Alphabet 532
Modern Writing Systems 533
Word Writing 534
Syllabic Writing 535
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to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).
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28. not materially affect the overall learning experience. Cengage
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time if subsequent rights restrictions require it.
xi
The tenth edition of An Introduction to Language continues in
the spirit of our
friend, colleague, mentor, and coauthor, Victoria Fromkin.
Vicki loved lan-
guage, and she loved to tell people about it. She found
linguistics fun and
fascinating, and she wanted every student and every teacher to
think so, too.
Though this edition has been completely rewritten for improved
clarity and
currency, we have nevertheless preserved Vicki’s lighthearted,
personal ap-
proach to a complex topic, including witty quotations from
noted authors
(A. A. Milne was one of Vicki’s favorites). We hope we have
kept the spirit
of Vicki’s love for teaching about language alive in the pages of
this book.
The first nine editions of An Introduction to Language
succeeded, with the
help of dedicated teachers, in introducing the nature of human
language to
tens of thousands of students. This is a book that students enjoy
and under-
stand and that professors find effective and thorough. Not only
have majors
in linguistics benefited from the book’s easy-to-read yet
29. comprehensive pre-
sentation, but also majors in fields as diverse as teaching
English as a sec-
ond language, foreign language studies, general education, the
cognitive and
neurosciences, psychology, sociology, and anthropology have
enjoyed learning
about language from this book.
highlights of this edition
This edition includes new developments in linguistics and
related fields
that will strengthen its appeal to a wider audience. Much of this
information
will enable students to gain insight and understanding about
linguistic issues
preface
Well, this bit which I am writing, called Introduction, is really
the er-h’r’m of the book,
and I have put it in, partly so as not to take you by surprise, and
partly because I can’t
do without it now. There are some very clever writers who say
that it is quite easy not to
have an er-h’r’m, but I don’t agree with them. I think it is much
easier not to have all the
rest of the book.
a. a. milne, Now We Are Six, 1927
The last thing we find in making a book is to know what we
must put first.
blaise Pascal (1623–1662)
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to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).
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time if subsequent rights restrictions require it.
xii prefACe
and debates appearing in the national media and will help
professors and stu-
dents stay current with important linguistic research. We hope
that it may
also dispel certain common misconceptions that people have
about language
and language use.
Exercises (250) continue to be abundant in this edition, and
more research-
oriented exercises have been added for those instructors who
wish their
students to pursue certain topics more deeply. Many of the
exercises are mul-
tipart, amounting to more than 300 opportunities for
“homework” so that in-
structors can gauge their students’ progress. Some exercises are
marked as
“challenge” questions: they go beyond the scope of what is
ordinarily expected
31. in a first course in language study. An answer key is available
to instructors
to assist them in areas outside of their expertise.
Chapter 1, “What Is Language?” continues to be a concise
introduction
to the general study of language. It contains many “hooks” for
engaging stu-
dents in language study, including “Language and Thought,”
which takes up
the Sapir-Whorf hypotheses; the universal properties of
languages including
signed languages of the deaf; a consideration of animal
“languages”; and the
occasional silliness of self-appointed mavens of “good”
grammar who beg us
not to carelessly split infinitives and who find sentence-ending
prepositions an
abomination not to be put up with.
Chapter 2, “Morphology: The Words of Language,” launches the
book
into the study of grammar with morphology, the study of word
formation,
as that is the most familiar aspect of grammar to most students.
The subject
is treated with clarity and an abundance of simple illustrations
from non-
English languages to emphasize the universality of word
structure including
the essentials of derivational versus inflectional morphology,
free and bound
morphemes, and the hierarchical structure of words.
Chapter 3, “Syntax: The Sentence Patterns of Language,” is the
most
32. heavily revised chapter of former editions. Once it has
introduced the univer-
sal and easily understood notions of constituency, syntactic
categories (parts
of speech), phrase structure trees, structural ambiguity and the
infinite scope
of language, the chapter delves into the now nearly universally
accepted
X-bar grammatical patterns for describing the deeper and more
subtle
syntactic structures of English and other languages. The topic
is approached
slowly and developed painstakingly so as to inform and not
overwhelm. In
particular, the current views on binary branching, heads and
complements,
selection (both C- and S-), and transformational analysis within
the X-bar
framework are carefully explained and illustrated. Formalisms
are held to the
bare minimum required to enhance clarity. Non-English
examples abound in
this chapter as throughout the entire book, and the weighty
elements of the-
ory are lightened by the inclusion of insightful examples and
explanations,
supplemented as always by quotations, poetry, cartoons, and
humor.
Chapter 4, “The Meaning of Language,” on semantics, has been
more
finely structured so that the challenging topics of this complex
subject can
be digested in smaller pieces. Still based on the theme of “What
do you know
about meaning when you know a language?” the chapter first
33. introduces stu-
dents to truth-conditional semantics and the principle of
compositionality.
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prefACe xiii
Following that are discussions of what happens when
compositionality fails,
as with idioms, metaphors, and anomalous sentences. Lexical
semantics takes
up various approaches to word meaning, including the concepts
of reference
and sense, semantic features, argument structure, and thematic
roles. The
most dramatic upgrade of this chapter is a newly expanded and
modernized
section on pragmatics. Here we discuss and illustrate in depth
the influence
of situational versus linguistic context on the communicative
content of ut-
terances, the significance of implicature in comprehension,
Grice’s Maxims of
34. Conversation, presuppositions, and J. L. Austin’s speech acts.
Chapter 5, “Phonetics: The Sounds of Language,” retains its
former or-
ganization and continues to embrace IPA (International
Phonetics Association)
notation for English in keeping with current practices, with the
sole exception
of using /r/ in place of the technically correct /ɹ/ when
illustrating English.
We continue to mention alternative notations that students may
encounter in
other publications.
Chapter 6, “Phonology: The Sound Patterns of Language,” has
been
streamlined by relegating several complex examples (e.g.,
metathesis in
Hebrew) to the exercises, where instructors can opt to include
them if it is
thought that students can handle advanced material. The chapter
continues
to be presented with a greater emphasis on insights through
linguistic data
accompanied by small amounts of well-explicated formalisms,
so that the
student can appreciate the need for formal theories without
experiencing the …
ENGL 633
Language Analyses 1–3 Grading Rubric
Criteria
Levels of Achievement
Points Earned
35. Proficient - Meets all Criteria at a High Level
Competent - Meets Criteria
Developing - Meets Minimum Criteria
Novice - Does not Meet Criteria
Content
18 to 20 points
Essay includes a rich reflection of all required content listed in
the prompt (to include the exercises as well as the paper).
15 to 17 points
Essay includes a standard reflection of all required content
listed in the prompt (to include the exercises as well as the
paper).
12 to 14 points
Essay includes a minimal description of content listed in the
prompt.
0 to 11 points
Essay lacks a description or reflection of the content and/or
lacks content listed in the prompt.
Organization
14 to 15 points
Essay is well organized, and uses transitional devices and
headings to create unity and fluidity.
12 to 13 points
Essay is mostly organized and uses transitional devices to create
unity and fluidity.
10 to 11 points
Essay is somewhat organized, limited use of transitional devices
for unity and fluidity.
0 to 9 points
Essay lacks sufficient organization and few if any transitional
devices are used to create unity and fluidity.
Surface Errors
36. (Grammar/ Punctuation/ Spelling)
14 to 15 points
There are no grammatical or usage errors. Sentences are well
constructed and flow well.
12 to 13 points
There are few errors in spelling/grammar/punctuation, and the
sentences flow well.
10 to 11 points
Basic Communication.
There are errors that interfere with the ability to follow the
essay.
0 to 9 points
Confusing.
Grammar and/or spelling and/or punctuation errors greatly
interfere with the reader’s ability to easily read the essay.
Current APA/MLA/Turabian Format
14 to 15 points
Meets all Current APA, MLA, or Turabian (depending on the
student’s degree program) criteria.
12 to 13 points
One area is not in Current APA, MLA, or Turabian (depending
on the student’s degree program) format.
10 to 11 points
Two areas are not in Current APA, MLA, or Turabian
(depending on the student’s degree program) format.
0 to 9 points
More than 2 areas are not in Current APA, MLA, or Turabian
(depending on the student’s degree program) format.
Citations and References
10 to 10 points
All sources cited and conform to current Current APA, MLA, or
Turabian (depending on the student’s degree program) citation
requirements. The reference page, containing a minimum of four
(4) references, is formatted correctly.
37. 7 to 8 points
All sources cited and conform to Current APA, MLA, or
Turabian (depending on the student’s degree program) citation
requirements with minor errors. The reference page, contains at
least four (4) references and is formatted correctly although
there may be minor errors.
5 to 6 points
Most sources cited but missing Current APA, MLA, or Turabian
(depending on the student’s degree program) citation
requirements: The reference page has constant errors in
alphabetizing and/or formatting.
0 to 4 points
Many errors in citation and/or the reference page. Citations and
the reference page may not match up, where a cited work isn’t
found on the reference page or a work on the reference page is
not cited.
Total
/75
Instructor’s Comments:
Page 1 of 2
Language Analysis 3: Phonology Instructions
Purpose: In this analysis, you will learn and practice with
phonetic transcription using the International Phonetic Alphabet
(IPA). Additionally, this assignment will give you an
opportunity to demonstrate how to use phonetic information in
teaching and writing.
· Link to IPA
· Link to online IPA keyboard
· Link to SIL
Objectives: This assignment will include 2 major sections:
38. 1) Completing exercises
2) Writing a paper of 600–750 words
Exercises
1. Test your understanding. Transcribe the following words
using the IPA. Please note that everyone may not have the same
answers due to the fact that people have different pronunciation.
ENGL 633
Page 3 of 3
A. spit
B. clod
C. get
D. keep
E. burning
F. moor
G. ship
H. flavor
I. thought
J. jingle
K. jury
L. spring
M. gesture
N. dangle
O. pneumonia
P. agenda
Q. approved
R. elective
2. Test your understanding by transcribing the following IPA
words into English. Please note that everyone may not have the
same answers due to the fact that people have different
pronunciation.
39. A. kʌp
B. wɪndoʊ
C. aɪtəmz
D. wɪntər
E. bʌʤɪt
F. vælv
G. sɜːrf
H. sniːkə
I. sed
J. ɪˈlevən
K. netˌwɜːrk
L. snɪf
M. æpəl
N. trænspɔːrt
O. raʊtə
P. ɑːrʧ
Q. gest
R. stʌdiːz
3. Test your understanding. Transcribe the following words
using the IPA. Please note that everyone may not have the same
answers due to the fact that people have different pronunciation.
40. A. hwen gɑːd kɔːlz ə mæn hiː bɪdz hɪm kʌm ænd daɪ
B. aɪ æm ˈtraɪɪŋ tuː θɪŋk bʌt ˈnʌθɪŋ ˈhæpʌnz
C. ɪf juː kænt duː ˈsʌmθɪŋ smɑːrt duː ˈsʌmθɪŋ raɪt
D. ɑːr juː ˈwɪlɪŋ tuː daɪ fər jʊr bɪˈliːfs aɪ æm. kɔːrs ðæt
eɪnt ɪgˈzæktliː plæn ə
E. gæðʌr jiː roʊzˌbʌdz hwaɪl jiː meɪ oʊld taɪm ɪz stɪl (aflying)
ænd ðɪs seɪm ˈflaʊər ðæt smaɪlz tuː deɪ tuː ˈmɔːroʊ wɪl biː
ˈdaɪɪŋ
F. wʌns əˈpɑːn ə mɪdˌnaɪt ˈdriːriː hwaɪl aɪ ˈpɑːndərd wiːk ænd
ˈwiːriː ˈoʊvər ˈmeniː ə kweɪnt ænd ˈkjʊriːəs ˈvɑːljuːm əv
fərˈgɑːtn lɔːr
G. fər wiː ɑːr hɪz wɜːrkmənˌʃɪp kriːˈeɪtɪd ɪn kraɪst ˈʤiːzəs fər
gʊd wɜːrks hwɪʧ gɑːd prɪˈperd bɪˈfɔːrˌhænd ðæt wiː ʃəd wɔːk ɪn
ðem
H. ɪf aɪ əˈgriːd wɪð juː wiːd boʊθ biː rɔːŋ
I. aɪ ˈjuːzd tuː biː ˌɪndɪˈsaɪsɪv bʌt naʊ aɪm nɑːt soʊ ʃʊr
J. J. nɑːlɪʤ ɪz ˈnoʊɪŋ ə təˈmeɪtoʊ ɪz ə fruːt wɪzdəm ɪz nɑːt
ˈpʌtɪŋ ɪt ɪn ə fruːt ˈsælʌd
4. Minimal Pairs – Create a minimal pair with the following
words
A. hit ______
B. middle __________
C. jest ___________
D. pig _________
E. messed _______
F. let ________
G. check _________
H. stop _________
I. top _____
J. ball _____
K. bed _______
L. hex _______
41. Paper: Understanding phonology is a great tool for language
teachers and writers. Educators can use this knowledge to shape
their teaching and interaction with their students. Develop a
small paper for 1 of the following:
A. How will phonological knowledge benefit your
teaching/writing? What ways do you foresee using this
knowledge in courses or in professional writing?
B. How might these rules help professional writers become
better professional writers?
C. Imagine you have students from a particular language
background (e.g. Spanish). Explain how you would use your
knowledge of phonology to teach them to articulate English as a
native speaker.
Your 500-700-word paper must include proper formatting and
be current APA, MLA, or Turabian compliant (whichever
corresponds with your degree program). Include a title page and
work cited page; an abstract is not necessary. Please include
both parts of this assignment as a single uploaded document
(doc, docx, pdf, odt). In-text citations are expected. The
minimum number of outside sources is four (4). Ensure that
cited articles come from peer-reviewed journals (quotes from
the textbooks are in addition to the four outside sources).
Dictionaries are not considered peer-reviewed, academic
sources (cite them if you wish to, but they do not contribute to
the minimum). Use the Jerry Falwell Library and other online
journals to search for articles. Refer to the rubric for grading
specifics.
The format of the assignment should look like this:
Page 1 – the excercises (1-4)
Page 2 – the excercises (if needed – and any additional pages)
The pages after the excercises should be:
42. · the title page (by itself and properly formatted)
· the body (by itself and properly formatted – with page
numbers)
· works cited page(s)