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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Copyright 2011 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).
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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
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.
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.
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.
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
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 ...
2. Framework Graphic Candidates will create a graphic that re.docxherminaprocter
2. Framework Graphic
Candidates will create a graphic that reflects an understanding of a conceptual/theoretical framework (preferably related to their dissertation topic). In a graphic, candidates’ creations should clearly represent their vision of the framework and include 1 – 2 paragraphs on how the dependent and independent variables are evidenced.
Dissertation topic that I submitted is in the attachment that has a file name as Survey -27
.
2. Research Article Review – Read one (1) research articles on T.docxherminaprocter
2. Research Article Review
–
Read one (1) research articles on Therapeutic Recreation in Long Term Center or a specific treatment
modality/facilitation technique appropriate for older population in a long term care setting (e.g., assisted living, nursing home, etc.) and write a reaction paper based on guide questions. Must be 3 pages minimum. No plagiarism. Must have knowledge in Therapeutic Recreation Major and modalities.
Attached is an
EXAMPLE
of what I am looking for.
.
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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 ...
2. Framework Graphic Candidates will create a graphic that re.docxherminaprocter
2. Framework Graphic
Candidates will create a graphic that reflects an understanding of a conceptual/theoretical framework (preferably related to their dissertation topic). In a graphic, candidates’ creations should clearly represent their vision of the framework and include 1 – 2 paragraphs on how the dependent and independent variables are evidenced.
Dissertation topic that I submitted is in the attachment that has a file name as Survey -27
.
2. Research Article Review – Read one (1) research articles on T.docxherminaprocter
2. Research Article Review
–
Read one (1) research articles on Therapeutic Recreation in Long Term Center or a specific treatment
modality/facilitation technique appropriate for older population in a long term care setting (e.g., assisted living, nursing home, etc.) and write a reaction paper based on guide questions. Must be 3 pages minimum. No plagiarism. Must have knowledge in Therapeutic Recreation Major and modalities.
Attached is an
EXAMPLE
of what I am looking for.
.
2) In examining Document 4 and Document 6, how did the.docxherminaprocter
2)
In examining
Document 4
and
Document 6
, how did the onset of the Cold War redefine what it meant to be an American? What role do these documents suggest loyal citizens play in waging war against Communism? In examining the political cartoon (
Document 5
), how does the artist critique the “anti-subversive” efforts that took place during the Second Red Scare? In what ways does the McCarthy era continue to influence American society?
3)
The turbulent 1960s saw numerous attempts to identify the root problems within American society and the role of citizens in resolving them. In examining
Document 7
,
Document 8
, and
Document 9
, what common problems are identified within American society? What are some of the differences? What role did each of these documents suggest Americans should play in achieving social justice? Are their arguments persuasive? Why or why not?
4)
The last several decades of the Twentieth Century saw the emergence of new groups of Americans claiming rights as citizens. To what extent does the failure of the Equal Rights Amendment (
Document 10
) to be ratified, but the signing of Title IX (
Document 11
) into law, signal about the changing role and rights of women in modern America? After reading President George H.W. Bush’s remarks (
Document 12
), why do you believe it took so long for the country to acknowledge and protect the rights of the disabled?
5)
How does Maya Angelou’s inauguration poem (
Document 13
) reflect upon the identity of “hyphenated Americans” by the early 1990s? In reading
Document 14
, how does President-Elect Barack Obama define Americanism? Looking back over documents 1-13, did his election, as the first person of color to become President of the United States, resolve the questions and crises surrounding the definition of an American citizen? In a post-9/11 world, has America progressed in its inclusiveness? Why or why not?
.
2. Sandra is a parent who believes that play is just entertainment f.docxherminaprocter
2. Sandra is a parent who believes that play is just entertainment for children, whereas Petra is a parent who believes that play is developmentally beneficial for children. Which is likely to be true about Sandra and Petra?
Group of answer choices
A. Sandra’s children are more likely to have richer imaginations than Petra’s children.
B. Sandra is less likely than Petra to encourage pretend play.
C. Petra is more likely than Sandra to encourage associative play.
D. Petra is less likely than Sandra to provide props for her children to play with.
3. Three-year-old Aiko is pretending that her teddy bear is going to the beach and places a paper plate on the teddy bear’s head as a “hat.” Aiko is demonstrating...
Group of answer choices
A. dual representation
B. egocentrism
C. centration
D. animistic thinking
5.
Nikki and Anna are both running for class president. When Anna wins the election, Nikki is jealous and spreads rumors about Anna. Nikki is displaying .. (pick below.......) aggression
A. verbal
B."reactive",
C"physical",
D"proactive"]
6. Kris has a preschool-age daughter named Leila. When Kris gives Leila three cookies and asks her to count them, Leila points to each cookie, one-by-one, and says, “One, two, three.” When Kris asks Leila, “How many cookies do you have?” Leila proudly answers, “Three!” Leila is demonstrating an understanding of...
Group of answer choices
A. Cardinality
B.arithmetic
C. quantity comparisons
D. Ordinality
.
2.2 Discussion What Is LeadershipGetting StartedR.docxherminaprocter
2.2 Discussion: What Is Leadership
Getting Started
Recognizing good organizational leader characteristics is important, not only to ensure that your leadership style is benefiting the organization but also to identify these characteristics in others so they can provide the greatest service to the organization.
This assignment is a continuation of material from Chapter 1 and your 1.2 Discussion. This material will help you understand organizational leader characteristics as you consider and defend your perspectives and consider those of your peers.
Upon successful completion of this discussion, you will be able to:
Evaluate leadership styles.
Resources
Textbook:
Leadership: Enhancing the Lessons of Experience
Background Information
In this discussion, you will consider the various definitions of leadership as provided in the textbook from the authors' review of literature in the field of leadership. You will also explore the concept of leadership as both rational and emotional as well as the differences between the roles of a manager versus the roles of a leader.
The concept of followership is also introduced in this assignment's reading from the textbook, as well as the growing role of women in leadership positions and responsibilities.
Instructions
Review the rubric to make sure you understand the criteria for earning your grade.
Review Chapter 1, "What Do We Mean by Leadership?", in our textbook. As you review, reflect upon the definitions of leadership and how these definitions and other aspects of leadership add to your prior understanding of a leader's role in an organization.
Conduct a critical analysis of the postings by two of your classmates from the posts submitted in 1.2 by the end of the workshop and should be written as if you were reviewing their posting in an academic journal. Your discussion response should, therefore, answer the following questions as applicable:
Were three leadership definitions clearly defined with examples and clear, insightful critical thinking? Comment on two of the three definitions of leadership presented in the post of your classmates. Do you agree or disagree with their interpretation of the definition of leadership? Provide rationale from personal examples or subject matter expert opinions.
Did the discussion of leadership as an art or a science include a detailed explanation that demonstrates clear, insightful critical thinking? Review your classmates' posts. Does their explanation support defining leadership as either an “art” or a “science”? Explain.
Was the concept of spiritual gifts effectively discussed, relating the concept to that of leadership styles?
In addition to commenting on the critical thinking displayed in the post, offer your comments on the original post and provide your overall agreement or disagreement with the poster’s concept of leadership. Your response to each question above should be one paragraph in length and cite one academic source.
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2. You are a member of the Human Resource Department of a medium-si.docxherminaprocter
2. You are a member of the Human Resource Department of a medium-sized organization that is implementing a new interorganizational system that will impact employees, customers, and suppliers. Your manager has requested that you work with the system development team to create a communications plan for the project. He would like to meet with you in two hours to review your thoughts on the KEY OBJECTIVES OF THE COMMUNICATIONS PLAN. What should those objectives be?
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2.1. What is Strategic Human Resource Management Differentiate bet.docxherminaprocter
2.1. What is Strategic Human Resource Management? Differentiate between strategic context and HR as a profit center. What are the Strategic Human Management tools, metrics used in managing human resources, and strategy-base metrics?
2.2. What can managers do to improve employee engagement and how to measure it?
3.1. What is job analysis? Describe at least four methods for collecting data. Also, what are competencies and how to write competencies?
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2,___Use of no less than six slides and no more than seven .docxherminaprocter
2,___Use of no less than six slides and no more than seven:
a. An introductory slide with the title or research question and your name and student number.
b. The remaining 4-5 pieces of information will be responsible for answering the information question:
What was the impact of ________en the history of _________?
c. An APA-style bibliography slide.
3.__one or more than another image in the power point related to the theme. One of these images may be the image of the neighbor being investigated.
4.__Bibliografía (no less than 4 references: Two from the Internet, one from one book and one from an interview- APA style)
7. ___write in your own words. No copy paste.
8. __ (Correct spelling and punctuation and note that the writing is yours and not a copy paste from the Internet or a book). Check the work before delivering it with this same check list.
V. Depth
9.__Desarrollo of the research question. Answer it through the power point presentation.
10. __ Depth in the study. Copy paste is not accepted. Any plagiarism (may be: copy a concept, even a sentence, whose intellectual author is not you, invalidates this research- see the university's politics regarding plagiarism). Each criterion is worth ten points.
¿Cómo impacta la novela a la historia de Puerto Rico?
Yeralis M. Rivera Arguinzoni
B00569846
Dra. Vilma Pizarro
Historia de Puerto rico
Universidad Interamericana Recinto de Barranquitas
Comienzos de la novela en Puerto Rico
La literatura en Puerto Rico comienza a finales del siglo XIX.
Movimiento del romanticismo( Europa: Alemania, Inglaterra y España)
Géneros literarios: Poesía, teatro, ensayo y narrativa( novela, cuentos, leyendas, etc.).
La novela es el último género en llegar a Puerto Rico y a América.
En estas novelas trataban los temas de: el amor a la patria, el destino, la muerte, Dios y el progreso, entre otros.
La primera novela puertorriqueña
Hay dos teorías sobre la primer novela puertorriqueña:
Luz y Sombra(1893) = Escrita por Ana Roque de Duprey, primera novela escrita en Puerto Rico.
“La Peregrinación de Bayoán”(1863) = Escrita por Eugenio María de Hostos, primera novela escrita por un puertorriqueño pero es escrita en España. Esta es la mas aceptada como la primera novela puertorriqueña. Su tema principal era la lucha por la identidad del puertorriqueño. Ideas políticas y sociales de Hostos luego del grito de Lares y el grito de Yara(Cuba), fueron expresadas en esta novela.
Otros escritores importantes de la época
Manuel Zeno Gandía = Considerado como el más grande novelista de Puerto Rico. Sus obras: “La Charca”, “Garduña” y “El Negocio”, conocidas como “Crónicas de un mundo enfermo”, se escriben ya bajo el naturalismo. Presentan a un Puerto Rico enfermo y la situación crítica de un Puerto Rico abandonado por España.
Enrique A. Laguerre = Sus obras más importantes: “La Resaca” y “La llamarada”. Sus obras presentan la pésima situación de vida del campesinado a finales del siglo XIX.
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2. Multicultural Interview Paper Students may begin this.docxherminaprocter
2.
Multicultural Interview Paper
Students may begin this assignment by selecting an individual from a culture differing from their own. This may be any culture or subgroup covered in the course content, such as adolescents, elderly adults, and persons with disabilities.
Students are not limited to these groups.
Students will create a series of interview questions focused on issues and concerns pertinent to the culture or subgroup
. Interview questions are to be specific and designed to help the student learn more about the culture or subgroup as it relates to Addictions & course studies. Students may use their text book and other course resources as guidelines for developing questions. Students should develop a minimum of eight-10 interview questions.
Students
must
submit interview questions to the course instructor and receive approval of the questions before proceeding with the assignment.
Students will then use these approved questions during the interview with the consenting individual and write a two page summarization of the questions with the answers received by the individual. The paper must be in question/answer format.
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2-4A summary of your findings regarding sexual orientation and.docxherminaprocter
2-4
A summary of your findings regarding sexual orientation and its impact on life-span development, including findings from the resources and from the journal article(s) you selected during your research
An explanation of how you might apply your findings to social work practice
.
2- to 4A description of the services in your local communi.docxherminaprocter
2- to 4
A description of the services in your local community that support individuals in later adulthood
An evaluation of the effectiveness of the services you identified
A description of service gaps you identified
An explanation of how to improve existing services
A description of services that should be added, and why
.
2 or more paragraphAs previously noted, the Brocks have some of.docxherminaprocter
2 or more paragraph
As previously noted, the Brocks have some of their investment portfolio in conservative stocks. These equities have had very slow growth while regularly paying a small dividend.
Pam and Josh have received several emails recently with suggestions about various biotechnology, retailing, and environmental companies. The investment advisers believe that these industries would provide an opportunity for strong long-term financial gains.
In recent years, the Brocks have made extensive use of mutual funds in their investment portfolio. However, they are concerned that their selection of the funds may not be coordinated. With over 9,200 different mutual funds available, this financial marketplace is confusing.
The Brocks start the evaluation process by connecting various types of mutual funds to their investments goals. Next, they assess the past performance and management of the funds. Finally, they talk with various financial advisers and other investors to gather additional information.
Life Situation
Pam, 43
Josh, 45
3 Children, ages 16, 14 and 11
Financial Data
Monthly income$4,900 / Living expenses$4,450/ Assets$262,700/ Liabilities$84,600/ Emergency Fund$5,000
Q1. According to Pam, "We both know we should have started our investment program sooner, but we always seemed to have 'emergencies' that took what extra money we had." To what extent should the Brocks invest in stocks as a major portion of their investment portfolio?
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2-1 IntroductionUber Technologies Inc. (Uber) is a tech startu.docxherminaprocter
2-1 Introduction
Uber Technologies Inc. (Uber) is a tech startup that provides ride-sharing services by
facilitating a connection between independent contractors (drivers) and riders with the use
of an app. Uber has expanded its operations to 425 cities in 72 countries around the world
and is valued at around $70 billion, making it the world’s most valuable startup.
Approximately 30 million users use Uber’s services monthly. Uber has become a key player
in the sharing economy, a new economic model in which independent contractors rent out
their underutilized resources such as vehicles or lodging to other consumers. The sharing
economy is quickly becoming an alternative to owning resources outright. Because its
services cost less than taking a traditional taxi, Uber and similar ride-sharing services have
upended the taxi industry. The company has experienced resounding success and is
looking toward expansion both internationally and within the United States.
However, Uber’s rapid success is creating challenges in the form of legal and regulatory,
social, and technical obstacles. The taxi industry, for instance, is arguing that Uber has an
unfair advantage because it does not face the same licensing requirements as they do.
Others accuse Uber of not vetting their drivers, creating potentially unsafe situations. Some
major cities are banning ride-sharing services like Uber because of these various concerns.
Additionally, Uber has faced various lawsuits, including a lawsuit filed by its independent
contractors. Its presence in the market has influenced lawmakers to draft new regulations to
govern this “app-driven” ride-sharing system. Legislation can often hinder a company’s
expansion opportunities because of the resources it must expend to comply with regulatory
requirements. Uber has been highly praised for giving independent contractors an opportunity to earn money as long as they have a car, while also offering convenient ways for consumers to get around at lower costs. Although its “Surge Pricing” technique has been criticized for charging higher fares during popular times, it is also becoming a model for other companies such as Zappos in how it compensates its call center employees. The biggest issues Uber faces include legal action because drivers are not licensed, rider and driver safety,protection and security of customer and driver information, and a lack of adequate insurance coverage. To be successful, Uber must address these issues in its marketing strategy so it can reduce resistance as it expands into other cities.
2-2 Background
In 2009 Travis Kalanick and Garrett Camp developed a smartphone application to connect
drivers-for-hire with people needing rides to a destination in their city. Earlier in the year the
founders had attended the inaugural address in Washington, D.C. and could not hail a taxi.
They recognized the need for a convenient, low-cost transportation service. This innovative
service was originally founded.
2 postsRe Topic 2 DQ 1Social determinants of health are fac.docxherminaprocter
2 posts
Re: Topic 2 DQ 1
Social determinants of health are factors affecting peoples’ health, functioning and well-being, such as environmental conditions, social, and economic variables. Socioeconomic environmental factors contributing to infectious disease occurrence include crowding, unsanitary, unavailability of uncontaminated foods and water. These conditions provide an environment required for continuous chain of infection; the process required for transmission of disease. There are 6 components in the chain, or a cycle, of infection: organisms, reservoir, portal of exit, transmission, portal of entry, and a suspectable host (Green, 2018). To stop spreading of a communicable disease, the process has to interrupted or the chain of infection has to be broken at any point. Nurses, working in communities can decrease of the infectious diseases spreading. Promoting vaccination to lowering susceptible hosts number; and educating on sign and symptoms for early self-isolation to protect one’s family members from getting sick, breaking the transmission link. Educating on thorough hand hygiene and reducing face touching may protect one from getting sick eliminate portal of entry link. Proper respiratory hygiene, such as using disposable tissues and covering the mouth when sneezing, may stop the transmission on the stage of the pathogen leaving the reservoir via portal of exit (CDC.gov).
Noncommunicable chronic diseases, such as type 2 diabetes, have grown in endemic and epidemic proportions, are developing from a combination of determinants including environmental, physiological, and behavioral factors, additionally to genetic disposition (Green, 2018). Lack of knowledge and motivation, unavailability of healthcare services and financial resources contribute to developing of such diseases.q
.
2 peer responses due in 4 hoursMALEETAS POSTWorld War .docxherminaprocter
2 peer responses due in 4 hours
MALEETA'S POST:
World War II film
Saving Private Ryan (1998), directed by one of my favorites,
Steven Spielberg, is what I the topic my topic of week five’s discussion. This film is like no other World War II film that I have seen because of the realistic combat. I found myself getting overwhelmed, covering my eyes, and getting sick to my stomach from time to time through the movie. From the very beginning of the film on Omaha Beach, the D-Day landing scene gave me a glimpse of how the stress of combat experience could have felt.
Movie-watchers do not think about how the color scheme plays a significant part and sets different tones. The muddy browns, dark greens, and greys are the predominant colors throughout the movie. This movie does not have many vibrant, happy colors, and for a good reason. For instance, in
Saving Private Ryan
, the Normandy landing scene opens slowly to a beach. The setting is solemn, and the continuous color scheme of bland greys is an excellent cinematography piece. I felt like it made the red blood colors and the explosion colors stand out even more. Also, almost every shot was dreary and had vintage-like colors that gave the feeling of war and hopelessness. There was a part in this scene when the soldiers were near water that contrasted the typically dreary colors with a calming blue hue. The change of color gave me some hope that it may be safer under the surface, and then those hopes were instantly shattered when shots were fired, and red clouds pierced through the calming blue colors punishing me for even thinking there was any hope approaching the soldiers. This is an excellent mise-en-scene because it represented my change of emotions.
Another color paly example is in the scene where “Duty” is talking and joking as the crew marches toward their mission. Throughout this scene, the conversation is more cheerful, but the lighting and colors of grey and green continue to give a gloomy narrative, so my mood does not change much.
Saving Private Ryan has the same dull, dreary colors and low-key lighting, which looks dark and intensifies the shadows as the other War films in Week Five’s content. The desaturation of color is often used in war films.
Saving Private Ryan’s narrative, editing, camera movement, and color scheme throughout the movie jumped out of the screen and attacked me as a viewer. Every part of its cinematography placed the watcher in the combat experience, and I loved it in a good but bad way.
COLIN'S POST:
The war film I watched for this week was
1917 (2019)
directed by Sam Mendes. This film takes place during World War I and follows two British soldiers throughout most of the movie. This film is unique because it is shot as a "one shot film" where the director uses lighting and different angles with very few cuts to give a continuous feeling throughout the entire film. It gives audiences a more connected feeling as it seems like the scenes never end.
2 Pages for 4 questions below1) Some say that analytics in gener.docxherminaprocter
2 Pages for 4 questions below
1) Some say that analytics in general dehumanize managerial activities, and other say they do not. Discuss arguments for both point of view.
2) What are some of the major privacy concerns in employing intelligent systems on mobile data?
3) Identify some cases of violations of user privacy from current literature and their impact on data science as a profession.
4) Search the internet to find examples of how intelligent systems can facilitate activities such as empowerment, mass customization, and team work.
Reflection paper 3 Pages
What has been significant about this course that will help you perform data science tasks in the future.
Please refer to at least
2 items
in the course content that really stood out to either positive or negative.
.
2 Ethics Session 1.pptxEthics in Engineering Pra.docxherminaprocter
2 Ethics Session 1.pptx
Ethics in Engineering Practice
MET 2711
1
This Photo by Unknown Author is licensed under CC BY-NC-ND
What is Engineering?
Engineers concern themselves with:
“the art of the practical application of scientific and empirical knowledge to the design and production or accomplishment of various sorts of constructive projects, machines and materials of use or value to man.”
“Value is not necessarily measured by an economic yardstick; the ancient pyramids and not a few structures since are of slight economic worth, while their value in terms of faith and beauty has often been considerable.”
2
Socrates on Ethics
Ethics are the norms by which acceptable and unacceptable behavior are measured.
According to Socrates, one develops ethics through maturity, wisdom and love.
Introduced the concept of teaching ethics and acceptable standards of conduct in 400 B.C.
Believed virtue was found primarily in human relationships, love and friendship, not through material gains.
3
https://classroom.synonym.com/what-were-socrates-beliefs-on-ethics-12084753.html
This Photo by Unknown Author is licensed under CC BY-NC-ND
A Brief Look at Engineering Projects Through the Ages
4
Roman Aquaducts
Contributed to the health and welfare of the society
Provided 200 million gallons of clean running water and plumbing to individual structures daily (200 gallons per person)
Supported economic activity
Allowed city of Rome to grow to approximately 1 million people
312 BCE to 500 AD
5
This Photo by Unknown Author is licensed under CC BY-SA
Santa Maria del Fiori (Florence Basilica)
Earliest and largest free-standing dome
Built as Europe recovered from the Black Plague, which killed approximately 1/3 of the population
An example of a project that reflected optimism for the future (faith and beauty)
Design competition in 1423
Brunelleschi proposes unique design, but contract requires him to share project responsibilities with Ghiberti
Brunelleschi had lost prior design competition to Ghiberti
6
This Photo by Unknown Author is licensed under CC BY-NC-ND
https://www.khanacademy.org/humanities/renaissance-reformation/early-renaissance1/sculpture-architecture-florence/v/brunelleschi-dome-of-the-cathedral-of-florence-1420-36
Santa Maria del Fiori (Florence Basilica)
Designs unique dome requiring no scaffolding. Uses brick in herringbone pattern to distribute weight out and down.
Includes a series of horizontal chains to keep structure from expanding outward
When time to install chains, Brunelleschi claims to be ill, so Ghiberti starts chain installation (without full details from Brunelleschi)
Brunelleschi “recovers” and criticizes the work, saying it will all have to be re-done
Setting up his fellow architect to fail (dishonorable conduct)
7
This Photo by Unknown Author is licensed under CC BY-NC-ND
https://www.khanacademy.org/humanities/renaissance-reformation/early-renaissance1/sculpture-ar.
2 1 5L e a r n I n g o b j e c t I v e sC H A P T E R.docxherminaprocter
2 1 5
L e a r n I n g o b j e c t I v e s
C H A P T E R 8
H U M A N R E S O U R C E S
M A N A G E M E N T
They’re not employees, they’re people.
—Peter Drucker
➤ Describe the range of human resource functions in the medical practice.
➤ Appreciate the range of professionals that are found in medical practices.
➤ Articulate the steps in the hiring function.
➤ Understand regulations that are specific to the employment process.
➤ Illustrate the steps in managing change.
➤ Describe why leading change is important to medical practice management.
In t r o d u c t I o n
Healthcare employment constitutes about 9 percent of the American workforce, with about
3 percent being professionals (KFF 2016). Hiring and sustaining a high-caliber staff are
two of the most important functions of managing a physician practice. Without a prop-
erly trained and motivated staff, providing high-quality services to the practice’s patients
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EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 4/7/2020 7:56 PM via SUNY CANTON
AN: 1839064 ; Wagner, Stephen L..; Fundamentals of Medical Practice Management
Account: s8846236.main.eds
F u n d a m e n t a l s o f M e d i c a l P r a c t i c e M a n a g e m e n t2 1 6
is difficult. An old saying in human resources management, “Hire for attitude, and train
for skill,” is particularly applicable today, when in the highly competitive medical practice
environment, patients have increasingly high expectations of their providers. Simply having
technical skills is not adequate to build and maintain a successful practice. Staff must be
able to engage patients in a positive and constructive way to earn their trust and satisfac-
tion. Although data seem to conflict on this point, many researchers believe engaged and
satisfied patients are more likely to comply with the instructions of their providers than are
disengaged, unsatisfied patients, leading to better outcomes (e.g., Kane, Maciejewski, and
Finch 1997). More recently, a study by Fenton, Jerant, and Bertaski (2012) found little
connection between satisfaction and clinical outcome; in fact, the researchers found that
mortality was higher, as were expenditures and utilization, among more satisfied groups.
Other authors have observed this tenuous connection as well (Kennedy, Tevis, and Kent
2014). The controversy has intensified as more physician payment is tied to patient satis-
faction. Some issues that complicate this concept are the lack of common definitions and
measures of satisfaction and the complexity inherent in defining.
2 Requirements Elicitation A Survey of Techniques, Ap.docxherminaprocter
2 Requirements Elicitation: A Survey of Techniques,
Approaches, and Tools
Didar Zowghi and Chad Coulin
Abstract: Requirements elicitation is the process of seeking, uncovering, acquir-
ing, and elaborating requirements for computer based systems. It is generally un-
derstood that requirements are elicited rather than just captured or collected. This
implies there are discovery, emergence, and development elements to the elicita-
tion process. Requirements elicitation is a complex process involving many ac-
tivities with a variety of available techniques, approaches, and tools for perform-
ing them. The relative strengths and weaknesses of these determine when each is
appropriate depending on the context and situation. The objectives of this chapter
are to present a comprehensive survey of important aspects of the techniques, ap-
proaches, and tools for requirements elicitation, and examine the current issues,
trends, and challenges faced by researchers and practitioners in this field.
Keywords: requirements, elicitation, techniques, approaches, tools, issues, chal-
lenges, trends, survey.
2.1 Introduction
The importance of requirements engineering (RE) within software systems deve l-
opment has long been established and recognized by researchers and practitioners
alike (Chapter 1). The elicitation of requirements represents an early but continu-
ous and critical stage in the development of software systems. The requirements
for a software system may be spread across many sources. These include the prob-
lem owners, the stakeholders, documentation, and other existing systems. Because
of the communication rich nature of requirements elicitation activities, many of
the effective techniques do not originate from the traditional areas of software en-
gineering or computer science research. Techniques for requirements elicitation
are derived mostly from the social sciences, organizational theory, group dynam-
ics, knowledge engineering, and very often from practical experience.
The process of requirements elicitation is generally accepted as one of the criti-
cal activities in the RE process. Getting the right requirements is considered as a
vital but difficult part of software development projects [36]. A recent field study
of fifteen RE teams carried out by Hofmann and Lehner [31] identified key RE
practices that should lead to project success. Effective elicitation of requirements
was arguably among the most important of the resulting recommended good RE
practices.
Requirements elicitation itself is a very complex process involving many activi-
ties, with multiple techniques available to perform these activities. The multi-
disciplinary nature of requirements elicitation only adds to this complexity. Elici-
tation is subject to a large degree of error, influenced by key factors ingrained in
communication problems. Despite the importance of requirements elicitation
within software development, insufficient.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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
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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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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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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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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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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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 …