2
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.
Improving financial literacy incollege of business studentsMalikPinckney86
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 College of Business,
The University of Texas at Tyler, Tyler, Texas, USA, and
Yun-Oh Whang
Joseph M. Katz Graduate School of Business,
University of Pittsburgh, Pittsburgh, Pennsylvania, USA
Abstract
Purpose – The purpose of this paper is to develop and test through an experiment, an innovative online
video teaching module that significantly improves financial literacy in college of business students. Specific
business major financial literacy levels are also tested.
Design/methodology/approach – A total of 244 college of business students were given a financial
literacy test. Half of the students were exposed to the “treatment” (watched a video module), while other half
were not. The videos comprised 67 min of micro-lectures that students could download, free of charge, at their
own convenience. The researchers analyzed the impact of a previous personal finance course on students’
financial literacy levels and tested across four business majors.
Findings – The video intervention was the most successful at increasing financial literacy, surprisingly more
so than having taken a past personal finance course. Interaction effects were not significant. Four college
majors were tested with a shorter, improved financial literacy measure – finding, to our surprise that
non-quantitative business majors (particularly marketing students) are not less financially literate than other
majors. Supporting past research, the authors found that female and African-American college students
performed significantly lower on the test.
Originality/value – The research adds value to the literature by developing and testing a modern, novel
teaching innovation to improve financial literacy in young adults. Using an experimental setting, the authors
showed that the innovation was more effective than the commonly proscribed personal finance course. This is
one of the few studies to measure financial literacy levels for specific college of business majors.
Keywords Experiment, Video, College of business students, Financial literacy improvement
Paper type Research paper
Introduction: financial literacy – a significant individual and societal problem
Since the late 1990s, the study of “Financial Literacy” has been a hot-button issue in the
popular press as well as in education, economics, management, finance and marketing
journals. Politicians, pundits, educators, economists and the media fervently express
trepidation that Americans, particularly younger ones, appear unable to save money, invest
appropriately, handle credit, solve basic math and financial problems as well as comprehend
both personal and national financial matters (Hamilton, 2013; Henager and Cude, 2016;
Huhmann, 2017; Mandell, 2008; Marcolin and Abraham, 2006). Researchers have ...
The Crucible essay - GCSE English - Marked by Teachers.com. Essay On The Crucible Improving writing skills since 2002. Crucible Essay English Advanced - Year 12 HSC Thinkswap. quot;The Cruciblequot; Essay - GCSE English - Marked by Teachers.com. The Crucible Essay Year 12 HSC - English Advanced Thinkswap. The Crucible - A-Level English - Marked by Teachers.com. The crucible character analysis. The Crucible Analysis And Literary Analysis Essay Example - PHDessay.com. The Crucible Essay. Essay an on introduction for crucible the. College essay: An essay on the crucible. Essay Writing The Crucible. The Crucible Final Essay. Crucible Essay OTED2108 - English Critical Analysis - RMIT Thinkswap. The Crucible Essay Religion And Belief. Literature: Essay on The Crucible - GCSE English - Marked by Teachers.com. CRUCIBLE ESSAY. THE CRUCIBLE Essays.doc. The Crucible Essay - Google Docs. Crucible Essay by Jon Perry Teachers Pay Teachers. The Crucible Essay English Standard - Year 12 HSC Thinkswap. The Crucible essay Year 12 HSC - English Advanced Thinkswap. The Crucible Essay Religion And Belief Philosophical Science. Human Experience- The Crucible Essay English Advanced - Year 12 HSC .... Essay On The Crucible : Essay Writing services. The Crucible Essay Essay on The Crucible for Students and Children in .... The Crucible: Literary Analysis Essay. Essay on The Crucible - GCSE English - Marked by Teachers.com. Essay on The Crucible English Advanced - Year 12 HSC Thinkswap. The Crucible Essay English Advanced - Year 12 HSC Thinkswap. An essay about the crucible. 50 The Crucible Essay Topics, Titles .... The crucible essay introduction paragraph. Crucible Essay Example for .... The crucible essay - College Homework Help and Online Tutoring. The Crucible Essay Introduction The Crucible Essay Introduction
1 APA Writing Tips Essay format 1) 2-3 page.docxpoulterbarbara
1
APA Writing Tips
Essay format:
1) 2-3 pages is not 1.75 pages or 3.25 pages
2) do not press “return” twice after a paragraph
3) do not underline
4) I can tell if your margins are off, so check your computer default and make sure your
right margin is not set at 1.25 inches (need 1-inch margins all around)
5) Use Times New Roman, font 12
Content:
1) No opinions
So no: I and we
2) Title of your paper
Rule: Avoid the term “paper” as your title
3) References, not Works Cited
Rule: In APA, only use “references” (works cited is for MLA)
4) Writing numbers
Rule: write out numbers under 10 (i.e., two, seven, nine) and use actual numbers over 10
(i.e., 15, 25, 100)
Note: Spell out all numbers when you begin a sentence with a number.
5) Parentheses
In formal writing, avoid whenever possible
6) Page numbers for in-text citations
Rule: when citing always include the page number(s)
EX: (Smith, 2020, p. 128)
Note: APA only requires page number(s) for direct quotes and APA recommends to
include page number(s) when paraphrasing. In this class, you will be required to include
page number(s) for direct quotes and when you are paraphrasing.
7) Page number(s)
Rule: one page (p. 57)
Rule: more than one page (pp. 102-103)
Avoid: (pp. 102-104)
8) In-text citations
Rule: only need to include last name and not the author’s full name
EX: Correct (Doe, 2019, p. 12) // Incorrect (John Doe, 2019, p. 12)
2
9) et al.
Rule: When you have 2 authors, avoid starting with et al. when citing for the first time
EX: 2 authors
1st time:
(Smith & Green, 2019, p. 9)
2nd time, 3rd time, etc.:
(Smith & Green, 2019, p. 10)
Rule: Start with et al. for your in-text citations when you have 3 or more authors.
EX: 3 authors
1st time:
(Lee et al., 2018, p. 55)
2nd time, 3rd time, etc.:
(Lee et al., 2018, p. 59)
EX: 8 authors
1st time:
(Green et al., 2020, p. 232)
2nd time, 3rd time, etc.:
(Green et al., 2020, p. 233)
10) List/order
(a) abcdefghijklmnopqrstuvwxyz; (b) abcdefghijklmnopqrstuvwxyz; and
(c) abcdefghijklmnopqrstuvwxyz
(1) abcdefghijklmnopqrstuvwxyz; (2) abcdefghijklmnopqrstuvwxyz; and
(3) abcdefghijklmnopqrstuvwxyz
11) Use formal/objective language
Yes: There is limited research on // No: It is horrible that there is limited research on
Yes: Obstacles exist in terms of // No: It is very tough for
12) No contractions in formal writing
Yes: cannot // No: can’t
Yes: did not // No: didn’t
13) Avoid starting your sentences with the following words:
- And
- But
- Because
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 College of Business,
The University of Texas at Tyler, Tyler, Texas, USA, and
Yun-Oh Whang
Joseph M. Katz Graduate School of Busine.
50 Free Persuasive Essay Examples BEST Topics ᐅ TemplateLab. FREE 8 Persuasive Essay Samples in MS Word PDF. 30 Example Of Persuasive Essay Example Document Template. Fun Ideas For Persuasive Essay. 31 Persuasive Essay Topics JournalBuddies.com. 100 Persuasive Essay Topics. Persuasive Essay Writing prompts and Template for Free. Example Of Persuasive Essay Topics. how to write persuasive essay - ESL worksheet by minerva88. School essay: Example for persuasive writing. Persuasive writing, Persuasive writing examples, Persuasive writing topics. 013 Good Persuasive Essay Topics Example Thatsnotus. Good persuasive essay topics for middle school. Persuasive, as well as .... Persuasive Essay. Persuasive Essay Writing Topics. Writing persuasive essays - College Homework Help and Online Tutoring.. Persuasive Writing Topics For 4Th Graders Sample Persuasive Es
American Constitutional Government - Free Essay Example | PapersOwl.com. ⇉Role of the United States Constitution in American Government Essay .... Edexcel Government and Politics - US Congress Short Answer Essay Plans .... U.S. Government Research Paper Example | Topics and Well Written Essays .... Us government essay - www.petv.tv. Exam Essay about Government. Popular Government. Four Essays | Online Library of Liberty. Constitution Essay (Final Draft) - The Constitution During the drafting .... AMERICAN GOVERNMENT Essay Example | Topics and Well Written Essays .... Essay on federal government - frudgereport888.web.fc2.com. AP U.S. Government and Politics: Argument Essay – Kaplan Test Prep. Institutions and arms government essay. us government essay questions. The 3 branches of US government Essay Example | Topics and Well Written .... American government Essay Example | Topics and Well Written Essays .... Essay Congress- American Government by Projects by Pierce | TpT. Edexcel Government and Politics - US Constitution and President Short .... Government Essay for Finals - joshuabryant.
De thi-dai-hoc-mon-tieng-anh-khoi-d-nam-2013-ma-de-491Linh Nguyễn
Đề thi đại học môn Tiếng Anh khối D năm 2013 mã đề 495 . Xem thêm các đề thi đáp án các môn khác tại http://www.diemthi60s.com/de-thi-dap-an/dap-an-de-thi-dai-hoc-cao-dang/
Improving financial literacy incollege of business studentsMalikPinckney86
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 College of Business,
The University of Texas at Tyler, Tyler, Texas, USA, and
Yun-Oh Whang
Joseph M. Katz Graduate School of Business,
University of Pittsburgh, Pittsburgh, Pennsylvania, USA
Abstract
Purpose – The purpose of this paper is to develop and test through an experiment, an innovative online
video teaching module that significantly improves financial literacy in college of business students. Specific
business major financial literacy levels are also tested.
Design/methodology/approach – A total of 244 college of business students were given a financial
literacy test. Half of the students were exposed to the “treatment” (watched a video module), while other half
were not. The videos comprised 67 min of micro-lectures that students could download, free of charge, at their
own convenience. The researchers analyzed the impact of a previous personal finance course on students’
financial literacy levels and tested across four business majors.
Findings – The video intervention was the most successful at increasing financial literacy, surprisingly more
so than having taken a past personal finance course. Interaction effects were not significant. Four college
majors were tested with a shorter, improved financial literacy measure – finding, to our surprise that
non-quantitative business majors (particularly marketing students) are not less financially literate than other
majors. Supporting past research, the authors found that female and African-American college students
performed significantly lower on the test.
Originality/value – The research adds value to the literature by developing and testing a modern, novel
teaching innovation to improve financial literacy in young adults. Using an experimental setting, the authors
showed that the innovation was more effective than the commonly proscribed personal finance course. This is
one of the few studies to measure financial literacy levels for specific college of business majors.
Keywords Experiment, Video, College of business students, Financial literacy improvement
Paper type Research paper
Introduction: financial literacy – a significant individual and societal problem
Since the late 1990s, the study of “Financial Literacy” has been a hot-button issue in the
popular press as well as in education, economics, management, finance and marketing
journals. Politicians, pundits, educators, economists and the media fervently express
trepidation that Americans, particularly younger ones, appear unable to save money, invest
appropriately, handle credit, solve basic math and financial problems as well as comprehend
both personal and national financial matters (Hamilton, 2013; Henager and Cude, 2016;
Huhmann, 2017; Mandell, 2008; Marcolin and Abraham, 2006). Researchers have ...
The Crucible essay - GCSE English - Marked by Teachers.com. Essay On The Crucible Improving writing skills since 2002. Crucible Essay English Advanced - Year 12 HSC Thinkswap. quot;The Cruciblequot; Essay - GCSE English - Marked by Teachers.com. The Crucible Essay Year 12 HSC - English Advanced Thinkswap. The Crucible - A-Level English - Marked by Teachers.com. The crucible character analysis. The Crucible Analysis And Literary Analysis Essay Example - PHDessay.com. The Crucible Essay. Essay an on introduction for crucible the. College essay: An essay on the crucible. Essay Writing The Crucible. The Crucible Final Essay. Crucible Essay OTED2108 - English Critical Analysis - RMIT Thinkswap. The Crucible Essay Religion And Belief. Literature: Essay on The Crucible - GCSE English - Marked by Teachers.com. CRUCIBLE ESSAY. THE CRUCIBLE Essays.doc. The Crucible Essay - Google Docs. Crucible Essay by Jon Perry Teachers Pay Teachers. The Crucible Essay English Standard - Year 12 HSC Thinkswap. The Crucible essay Year 12 HSC - English Advanced Thinkswap. The Crucible Essay Religion And Belief Philosophical Science. Human Experience- The Crucible Essay English Advanced - Year 12 HSC .... Essay On The Crucible : Essay Writing services. The Crucible Essay Essay on The Crucible for Students and Children in .... The Crucible: Literary Analysis Essay. Essay on The Crucible - GCSE English - Marked by Teachers.com. Essay on The Crucible English Advanced - Year 12 HSC Thinkswap. The Crucible Essay English Advanced - Year 12 HSC Thinkswap. An essay about the crucible. 50 The Crucible Essay Topics, Titles .... The crucible essay introduction paragraph. Crucible Essay Example for .... The crucible essay - College Homework Help and Online Tutoring. The Crucible Essay Introduction The Crucible Essay Introduction
1 APA Writing Tips Essay format 1) 2-3 page.docxpoulterbarbara
1
APA Writing Tips
Essay format:
1) 2-3 pages is not 1.75 pages or 3.25 pages
2) do not press “return” twice after a paragraph
3) do not underline
4) I can tell if your margins are off, so check your computer default and make sure your
right margin is not set at 1.25 inches (need 1-inch margins all around)
5) Use Times New Roman, font 12
Content:
1) No opinions
So no: I and we
2) Title of your paper
Rule: Avoid the term “paper” as your title
3) References, not Works Cited
Rule: In APA, only use “references” (works cited is for MLA)
4) Writing numbers
Rule: write out numbers under 10 (i.e., two, seven, nine) and use actual numbers over 10
(i.e., 15, 25, 100)
Note: Spell out all numbers when you begin a sentence with a number.
5) Parentheses
In formal writing, avoid whenever possible
6) Page numbers for in-text citations
Rule: when citing always include the page number(s)
EX: (Smith, 2020, p. 128)
Note: APA only requires page number(s) for direct quotes and APA recommends to
include page number(s) when paraphrasing. In this class, you will be required to include
page number(s) for direct quotes and when you are paraphrasing.
7) Page number(s)
Rule: one page (p. 57)
Rule: more than one page (pp. 102-103)
Avoid: (pp. 102-104)
8) In-text citations
Rule: only need to include last name and not the author’s full name
EX: Correct (Doe, 2019, p. 12) // Incorrect (John Doe, 2019, p. 12)
2
9) et al.
Rule: When you have 2 authors, avoid starting with et al. when citing for the first time
EX: 2 authors
1st time:
(Smith & Green, 2019, p. 9)
2nd time, 3rd time, etc.:
(Smith & Green, 2019, p. 10)
Rule: Start with et al. for your in-text citations when you have 3 or more authors.
EX: 3 authors
1st time:
(Lee et al., 2018, p. 55)
2nd time, 3rd time, etc.:
(Lee et al., 2018, p. 59)
EX: 8 authors
1st time:
(Green et al., 2020, p. 232)
2nd time, 3rd time, etc.:
(Green et al., 2020, p. 233)
10) List/order
(a) abcdefghijklmnopqrstuvwxyz; (b) abcdefghijklmnopqrstuvwxyz; and
(c) abcdefghijklmnopqrstuvwxyz
(1) abcdefghijklmnopqrstuvwxyz; (2) abcdefghijklmnopqrstuvwxyz; and
(3) abcdefghijklmnopqrstuvwxyz
11) Use formal/objective language
Yes: There is limited research on // No: It is horrible that there is limited research on
Yes: Obstacles exist in terms of // No: It is very tough for
12) No contractions in formal writing
Yes: cannot // No: can’t
Yes: did not // No: didn’t
13) Avoid starting your sentences with the following words:
- And
- But
- Because
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 College of Business,
The University of Texas at Tyler, Tyler, Texas, USA, and
Yun-Oh Whang
Joseph M. Katz Graduate School of Busine.
50 Free Persuasive Essay Examples BEST Topics ᐅ TemplateLab. FREE 8 Persuasive Essay Samples in MS Word PDF. 30 Example Of Persuasive Essay Example Document Template. Fun Ideas For Persuasive Essay. 31 Persuasive Essay Topics JournalBuddies.com. 100 Persuasive Essay Topics. Persuasive Essay Writing prompts and Template for Free. Example Of Persuasive Essay Topics. how to write persuasive essay - ESL worksheet by minerva88. School essay: Example for persuasive writing. Persuasive writing, Persuasive writing examples, Persuasive writing topics. 013 Good Persuasive Essay Topics Example Thatsnotus. Good persuasive essay topics for middle school. Persuasive, as well as .... Persuasive Essay. Persuasive Essay Writing Topics. Writing persuasive essays - College Homework Help and Online Tutoring.. Persuasive Writing Topics For 4Th Graders Sample Persuasive Es
American Constitutional Government - Free Essay Example | PapersOwl.com. ⇉Role of the United States Constitution in American Government Essay .... Edexcel Government and Politics - US Congress Short Answer Essay Plans .... U.S. Government Research Paper Example | Topics and Well Written Essays .... Us government essay - www.petv.tv. Exam Essay about Government. Popular Government. Four Essays | Online Library of Liberty. Constitution Essay (Final Draft) - The Constitution During the drafting .... AMERICAN GOVERNMENT Essay Example | Topics and Well Written Essays .... Essay on federal government - frudgereport888.web.fc2.com. AP U.S. Government and Politics: Argument Essay – Kaplan Test Prep. Institutions and arms government essay. us government essay questions. The 3 branches of US government Essay Example | Topics and Well Written .... American government Essay Example | Topics and Well Written Essays .... Essay Congress- American Government by Projects by Pierce | TpT. Edexcel Government and Politics - US Constitution and President Short .... Government Essay for Finals - joshuabryant.
De thi-dai-hoc-mon-tieng-anh-khoi-d-nam-2013-ma-de-491Linh Nguyễn
Đề thi đại học môn Tiếng Anh khối D năm 2013 mã đề 495 . Xem thêm các đề thi đáp án các môn khác tại http://www.diemthi60s.com/de-thi-dap-an/dap-an-de-thi-dai-hoc-cao-dang/
European History Essay Topics. Summary of European History handbook - The Oxf...Noel Brooks
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oct16-27-50452388
What do Arianna Huffington (Huffington Post), Dietrich Mateschitz (Red Bull), Elon Musk (Tesla, SpaceX), and Sergey Brin (Google) have in common? Apart from their success as entrepreneurs, they all share one distinct characteristic: extensive cross-cultural experience. Huffington grew up in Athens and studied in London before starting her career as a politician and media entrepreneur.
This white paper explores the importance and challenges of measuring creativity in the social impact sector. It situates the concept of “creative confidence” within the broader field of creativity studies, and outlines promising approaches to benchmarking and/or developing indices for creative confidence and the application of creative confidence among youth. This approach was developed through an initial Mission Measurement evaluation of the Adobe Youth Voices program between 2012 and 2013.
For more information, visit: http://www.missionmeasurement.com/
Developing a Detailed Lesson PlanFlying the Friendlier SkiesPuLinaCovington707
Developing a Detailed Lesson Plan
Flying the Friendlier Skies
Purpose: The purpose of this exercise is to give you practice in developing a lesson plan for the job of airline reservation agent for a major airline.
Situation: The airline has just hired 30 new reservation agents, and you must create a 3 day lesson plan for their training program.
Objective: Airline reservation agents need numerous skills to perform their jobs. JetBlue Airlines has asked you, as the designated Training Manager, to quickly develop the outline of a lesson plan for its new reservation agents. The main duties of a Reservation Agent include the following:
Customers contact the airline reservation agents to obtain flight schedules, prices and itineraries. The agent looks up the requested information on the airline online flight schedule systems, which is updated continuously. The agent must deal courteously and expeditiously with the customer, and be able to quickly find alternative flight arrangements in order to provide the customer with the itinerary that fits their needs. Alternative flights and prices must be found quickly, so that the customer is not kept waiting, and so that the reservation operations group maintains its efficiency standards. It is often necessary to look under various routings, since there may be a dozen or more alternative routes between destinations.
In addition, as the Training Manager, you must be sure to include other aspects of organizational knowledge into the lesson plan. As an example:
“JetBlue Airways is dedicated to bringing humanity back to air travel. We strive to make every part of your experience as simple and as pleasant as possible.”
To discover more about Jetblue go to its website at www.jetblue.com (Links to an external site.).
NOTE: See Figure 5-2 in your textbook for a general lesson plan template.
NOTE: See Figure 5-3 in your textbook for a sample completed lesson plan.
Web links Ch 6
Web Links – Choose 1
1. org. A nonpartisan organization that provides information on bills, pending legislation, legislators by state, and information on how members of Congress have voted on particular issues. www.themiddleclass.org/ (Links to an external site.)
2. New York Times. “How Class Works.” Informative interactive site defining social class. Includes interesting variable: generation, occupation, mobility, education, country and more. http://www.nytimes.com/packages/html/national/20050515_CLASS_GRAPHIC/index_03.html (Links to an external site.)
3. New York Times. “What Percent Are You?” Interactive map allowing the user to enter a household income level to see where they fall among a percentage of people with the same income in different regions of the S. http://www.nytimes.com/interactive/2012/01/15/business/one-percent-map.html?ref=incomeinequality (Links to an external site.)
Videos Ch 6 – Choose 1
Which Income Class Are You? (Links to an external site.)
What is UPPER MIDDLE CLASS? What does UPPER MIDDLE CLASS mean? UPPER ...
High School Essay - 10+ Examples, Format, Pdf | Examples. 50 Free Persuasive Essay Examples (+BEST Topics) ᐅ TemplateLab. 006 Examples Of Persuasive Essays Essay Example ~ Thatsnotus. 018 Persuasive Essay Examples Free High School Poemsrom Co Template For .... Student persuasive essay examples. Persuasive Essay Assignment - fchs-dowd. Persuasive Essay - 5+ Examples, Format, Pdf | Examples. School essay: Example for persuasive writing. 54 persuasive essay examples for high school students exam | oracleboss .... 18 Persuasive Essay Examples for Students. 004 Persuasive Essay Examples High School Example Goal Blockety Co .... persuasive essay samples for high school goal blockety co. How to Write a Persuasive Essay - A Complete Guide. FREE 8+ Persuasive Essay Samples in MS Word | PDF. Persuasive Essay Writing prompts and Template for Free. sample persuasive essays high school - Sample Persuasive Essay - Percy .... Example Of A Persuasive Essay About School Uniforms | Sitedoct.org. Persuasive Essay Example High School – Telegraph. 31 Persuasive Essay Topics • JournalBuddies.com. Persuasive Sample Essays - Mater Academy Lakes High School. An example of persuasive essay. 48 Amazing Persuasive Essay Examples – RedlineSP.
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
.
3 pagesThis paper should describe, as well as compare and contra.docxnovabroom
3 pages
This paper should describe, as well as compare and contrast, Diffie Hellman and Kerberos. You should include data flow diagrams that outline the transaction of both kerberos and Diffie Hellman - one diagram each please using Microsoft Visio or Dia (free open source tool). These diagrams are NOT part of the page total required for this assignment.
single spacing
, normal margins, use 12 pt font - reference what isn't yours please
.
3 assignments listed below1. In a 350 word essay, compare a.docxnovabroom
3 assignments listed below
1.
In a 350 word essay, compare and contrast the healthcare system of the United States with the WHO’s Millennium Development Goals. Be sure that you are providing the significant components of the US system as well as the WHO'S Millennium Development Goals.
The essay must be submitted using 12 point times new roman font double spaced in APA format. You must have at least one reference on a separate reference page. The assignment must be submitted in APA format; you do not need an abstract.
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.
/
3 Communication Challenges in a Diverse, Global Marketplace
LEARNING OBJECTIVES
After studying this chapter, you will be able to
1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b6f#P7001012451000000000000000001B75)
Discuss the opportunities and challenges of intercultural communication.
2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bb4#P7001012451000000000000000001BBA)
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.
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),.
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What do Arianna Huffington (Huffington Post), Dietrich Mateschitz (Red Bull), Elon Musk (Tesla, SpaceX), and Sergey Brin (Google) have in common? Apart from their success as entrepreneurs, they all share one distinct characteristic: extensive cross-cultural experience. Huffington grew up in Athens and studied in London before starting her career as a politician and media entrepreneur.
This white paper explores the importance and challenges of measuring creativity in the social impact sector. It situates the concept of “creative confidence” within the broader field of creativity studies, and outlines promising approaches to benchmarking and/or developing indices for creative confidence and the application of creative confidence among youth. This approach was developed through an initial Mission Measurement evaluation of the Adobe Youth Voices program between 2012 and 2013.
For more information, visit: http://www.missionmeasurement.com/
Developing a Detailed Lesson PlanFlying the Friendlier SkiesPuLinaCovington707
Developing a Detailed Lesson Plan
Flying the Friendlier Skies
Purpose: The purpose of this exercise is to give you practice in developing a lesson plan for the job of airline reservation agent for a major airline.
Situation: The airline has just hired 30 new reservation agents, and you must create a 3 day lesson plan for their training program.
Objective: Airline reservation agents need numerous skills to perform their jobs. JetBlue Airlines has asked you, as the designated Training Manager, to quickly develop the outline of a lesson plan for its new reservation agents. The main duties of a Reservation Agent include the following:
Customers contact the airline reservation agents to obtain flight schedules, prices and itineraries. The agent looks up the requested information on the airline online flight schedule systems, which is updated continuously. The agent must deal courteously and expeditiously with the customer, and be able to quickly find alternative flight arrangements in order to provide the customer with the itinerary that fits their needs. Alternative flights and prices must be found quickly, so that the customer is not kept waiting, and so that the reservation operations group maintains its efficiency standards. It is often necessary to look under various routings, since there may be a dozen or more alternative routes between destinations.
In addition, as the Training Manager, you must be sure to include other aspects of organizational knowledge into the lesson plan. As an example:
“JetBlue Airways is dedicated to bringing humanity back to air travel. We strive to make every part of your experience as simple and as pleasant as possible.”
To discover more about Jetblue go to its website at www.jetblue.com (Links to an external site.).
NOTE: See Figure 5-2 in your textbook for a general lesson plan template.
NOTE: See Figure 5-3 in your textbook for a sample completed lesson plan.
Web links Ch 6
Web Links – Choose 1
1. org. A nonpartisan organization that provides information on bills, pending legislation, legislators by state, and information on how members of Congress have voted on particular issues. www.themiddleclass.org/ (Links to an external site.)
2. New York Times. “How Class Works.” Informative interactive site defining social class. Includes interesting variable: generation, occupation, mobility, education, country and more. http://www.nytimes.com/packages/html/national/20050515_CLASS_GRAPHIC/index_03.html (Links to an external site.)
3. New York Times. “What Percent Are You?” Interactive map allowing the user to enter a household income level to see where they fall among a percentage of people with the same income in different regions of the S. http://www.nytimes.com/interactive/2012/01/15/business/one-percent-map.html?ref=incomeinequality (Links to an external site.)
Videos Ch 6 – Choose 1
Which Income Class Are You? (Links to an external site.)
What is UPPER MIDDLE CLASS? What does UPPER MIDDLE CLASS mean? UPPER ...
High School Essay - 10+ Examples, Format, Pdf | Examples. 50 Free Persuasive Essay Examples (+BEST Topics) ᐅ TemplateLab. 006 Examples Of Persuasive Essays Essay Example ~ Thatsnotus. 018 Persuasive Essay Examples Free High School Poemsrom Co Template For .... Student persuasive essay examples. Persuasive Essay Assignment - fchs-dowd. Persuasive Essay - 5+ Examples, Format, Pdf | Examples. School essay: Example for persuasive writing. 54 persuasive essay examples for high school students exam | oracleboss .... 18 Persuasive Essay Examples for Students. 004 Persuasive Essay Examples High School Example Goal Blockety Co .... persuasive essay samples for high school goal blockety co. How to Write a Persuasive Essay - A Complete Guide. FREE 8+ Persuasive Essay Samples in MS Word | PDF. Persuasive Essay Writing prompts and Template for Free. sample persuasive essays high school - Sample Persuasive Essay - Percy .... Example Of A Persuasive Essay About School Uniforms | Sitedoct.org. Persuasive Essay Example High School – Telegraph. 31 Persuasive Essay Topics • JournalBuddies.com. Persuasive Sample Essays - Mater Academy Lakes High School. An example of persuasive essay. 48 Amazing Persuasive Essay Examples – RedlineSP.
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
.
3 pagesThis paper should describe, as well as compare and contra.docxnovabroom
3 pages
This paper should describe, as well as compare and contrast, Diffie Hellman and Kerberos. You should include data flow diagrams that outline the transaction of both kerberos and Diffie Hellman - one diagram each please using Microsoft Visio or Dia (free open source tool). These diagrams are NOT part of the page total required for this assignment.
single spacing
, normal margins, use 12 pt font - reference what isn't yours please
.
3 assignments listed below1. In a 350 word essay, compare a.docxnovabroom
3 assignments listed below
1.
In a 350 word essay, compare and contrast the healthcare system of the United States with the WHO’s Millennium Development Goals. Be sure that you are providing the significant components of the US system as well as the WHO'S Millennium Development Goals.
The essay must be submitted using 12 point times new roman font double spaced in APA format. You must have at least one reference on a separate reference page. The assignment must be submitted in APA format; you do not need an abstract.
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.
/
3 Communication Challenges in a Diverse, Global Marketplace
LEARNING OBJECTIVES
After studying this chapter, you will be able to
1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b6f#P7001012451000000000000000001B75)
Discuss the opportunities and challenges of intercultural communication.
2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bb4#P7001012451000000000000000001BBA)
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.
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
2
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
2
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)
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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
2
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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AN: 435124 ; Montgomery, Carleton.; Regional Planning for a Sustainable America : How Creative Programs Are Promoting Prosperity and Saving the Environment
Account: s7380033.main.cmmc
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 .
250 WORDS Moyer Instruments is a rapidly growing manufacturer .docxnovabroom
250 WORDS
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.
.
250 WORDS CITATION AND REFERNECES What is a definition of fami.docxnovabroom
250 WORDS CITATION AND REFERNECES
What is a definition of family that encompasses the different family structures prevalent today? Discuss the importance of acknowledging nontraditional family structures. Explain how family systems theory can be used to better understand the interactions of a modern family (traditional or nontraditional).
.
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.
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!
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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?
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2Women with a Parasol-Madame Monet and Her SonClau.docx
1. 2
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
2. 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&A
N=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
3. 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 College of Business,
The University of Texas at Tyler, Tyler, Texas, USA, and
Yun-Oh Whang
Joseph M. Katz Graduate School of Business,
University of Pittsburgh, Pittsburgh, Pennsylvania, USA
4. Abstract
Purpose – The purpose of this paper is to develop and test
through an experiment, an innovative online
video teaching module that significantly improves financial
literacy in college of business students. Specific
business major financial literacy levels are also tested.
Design/methodology/approach – A total of 244 college of
business students were given a financial
literacy test. Half of the students were exposed to the
“treatment” (watched a video module), while other half
were not. The videos comprised 67 min of micro-lectures that
students could download, free of charge, at their
own convenience. The researchers analyzed the impact of a
previous personal finance course on students’
financial literacy levels and tested across four business majors.
Findings – The video intervention was the most successful at
increasing financial literacy, surprisingly more
so than having taken a past personal finance course. Interaction
effects were not significant. Four college
majors were tested with a shorter, improved financial literacy
measure – finding, to our surprise that
non-quantitative business majors (particularly marketing
students) are not less financially literate than other
majors. Supporting past research, the authors found that female
and African-American college students
performed significantly lower on the test.
Originality/value – The research adds value to the literature by
developing and testing a modern, novel
teaching innovation to improve financial literacy in young
adults. Using an experimental setting, the authors
showed that the innovation was more effective than the
commonly proscribed personal finance course. This is
one of the few studies to measure financial literacy levels for
specific college of business majors.
Keywords Experiment, Video, College of business students,
Financial literacy improvement
6. DOI 10.1108/IJBM-03-2018-0080
Received 31 March 2018
Revised 17 August 2018
29 October 2018
Accepted 30 October 2018
The current issue and full text archive of this journal is
available on Emerald Insight at:
www.emeraldinsight.com/0265-2323.htm
976
IJBM
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Millennials are particularly challenged by financial illiteracy
due to the unprecedented
burden of credit cards and student loans (de Bassa Scheresberg
and Lusardi, 2014; Xiao
et al., 2011), making US college students a surprisingly
vulnerable population. This extends
to recent college graduates. Several studies find mean college
financial literacy scores not
much higher than K-12, even among business majors (Hamilton,
2013), with post-secondary
US students having “inadequate knowledge” of personal finance
(Hanna et al., 2010;
Mandell, 2008; Xiao et al., 2014). As a result, even educated
and affluent younger Americans
may find themselves unable to navigate the financial world,
prone to make uninformed
decisions and misled about financial matters (Marcolin and
Abraham, 2006). Williams and
7. Oumlil (2005) have called for an “intervention strategy” to
improve young college adults’
ability to make informed financial decisions. From a macro-
economic perspective, if the
highest educated and financially secure cohort (college
graduates) in a nation are crippled
by poor financial skills and knowledge, we risk an
“uncompetitive and unattractive
workforce that by necessity will lean more on social programs,”
according to Ted Beck, CEO
of the National Endowment for Financial Education (Malcolm,
2012).
Although a generalized lack of objective financial knowledge
among younger Americans
has been documented for decades at both the high school and
college level (Chen and Volpe,
1998; Danes and Hira, 1987; Lusardi et al., 2010), there appears
to be little research focused
on the financial literacy of specific college majors. As
marketing and finance professors,
several of the researchers on this project were interested in
whether the poor financial
literacy scores found in college of business studies extend
equally across all majors. There is
a concern that poor financial literacy may be amplified in
marketing, where there is a long
documented history of students experiencing difficulty with
math, statistics and numeracy
(Aggarwal et al., 2007; Budden, 1985; Ganesh et al., 2010).
As marketing researchers and scale developers, we also hoped
to find more research
exploring financial literacy scale development, refinement and
validation (as called for by
Hastings et al., 2013; Hung et al., 2009). Researchers disagree
8. upon construct definitions for
financial literacy, ways to measure it and direct links to
behavior (Huhmann and
McQuitty, 2009). There are additional ongoing disagreements
about related constructs such
as financial capability, objective financial knowledge and
financial self-efficacy (Hung et al.,
2009; Taylor, 2011; Shim et al., 2013; Xiao and O’Neill, 2016).
Finally, it appears that the major thrust, in terms of efforts to
improve financial literacy
in millennials, is often relegated to a mandated personal finance
course “unevenly applied”
in K-12 grade (Harrington and Smith, 2016). We would like to
see the rich tapestry of modern
marketing educational tools such as mixed media, online video
workshops and seminars,
and exploratory teaching methods available to marketing
educators expand to include the
improvement of financial literacy across the college curriculum.
Study purpose
The purpose of this study is to extend the conceptual and
theoretical literature related to
financial literacy improvement in young people, particularly in
college of business students.
We analyzed the effectiveness of short videos vs taking a more
traditional finance course
and evaluated the impact on the participants’ performance on a
financial literacy test.
Working with online media sources already in place, the
researchers utilized video
self-tutorials, and an experiment was conducted with 244
college of business students to
explore if these online tutorials would significantly improve
financial literacy in business
9. majors. Specific business school major, GPA, demographics and
exposure to a personal
finance course were each analyzed, as well as more appropriate
measures of college student
literacy proposed. The study more deeply explores marketing
and management majors,
potentially at risk for poor financial literacy demographic
groups, and calls for marketing
researchers to assist in scale development and improvement.
This study also extends
977
Improving
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literacy
research in utilizing greater diversity in teaching perspectives
(Xiao and O’Neill, 2016), and
simplifying and modernizing information/content learning and
delivery (Huhmann and
McQuitty, 2009) using online web tools and systems
(Alwehaibi, 2015; Wankel, 2010).
Financial literacy and students
The GAO (2012) defined financial literacy as: “the ability to
make informed judgments and
to take effective actions regarding the current and future use
and management of money. It
includes the ability to understand financial choices, plan for the
future, spend wisely, and
manage the challenges associated with life events such as a job
loss, saving for retirement,
or paying for a child’s education” (p. 3). The origins of
10. academic research and measurement
of financial literacy began with US high school seniors and the
development of a lengthy
measurement instrument in the late 1990s with the “Jump$tart,
Baseline Survey 1997–1998
of 12th Graders” (Mandell, 2008). Scores on the measure were
problematic at best, with high
schoolers in the “failing ranges” of 48–57 percent (Jump$tart,
2014). American university
students performed poorly displaying a “dismal knowledge” of
personal finance (Chen and
Volpe, 1998; Volpe et al., 1996) with a mean score of 53
percent on the instrument in the early
years of survey (Hanna et al., 2010). Although the performance
of a sub-segment including
both college-bound and college students improved in the late
2000s, the annual nationwide
high school and college student averages were by most
measures still “not passing” (OECD,
2005). Jump$tart survey results support a litany of research
indicating American
consumers, particularly younger ones, are financially illiterate
and this is causing serious
issues at home as well as in business and society (Fernandes,
2014; Malcolm, 2012; Mandell,
2008; Marcolin and Abraham, 2006).
Lack of financial literacy in college students continues to
resonate in the popular
business press as this cohort struggles with repaying soaring
student debt (Lachance, 2012;
Xiao et al., 2014). The average college student now accrues
over $35,000 in student debt
(Ellis, 2013), and poor financial literacy skills in college
graduates magnify the problem.
“It comes back to a financial literacy issue and making sure
11. students understand what they’re
getting into, how much they’re borrowing and an understanding
that there are different
options for them at the end,” says Megan McClean, Director of
Policy and Federal Relations at
the National Association of Student Financial Aid
Administrators (Bidwell, 2013).
More recent research has focused on parsing out and measuring
important objective and
subjective or “perceived” knowledge elements of the financial
literacy construct (Hadar et al.,
2013; Nejad and Javid, 2018). It is presumed that overly
confident college students and
graduates who lack true objective financial literacy will make
uninformed personal decisions
in their everyday financial lives (Perry, 2008; Porto and Xiao,
2016) and may even negatively
impact significant financial decisions at work after graduation.
Fernandes (2014) worried that
financial illiteracy runs rampant in corporate America and that
business executives and
managers without basic financial skills make key strategic
decisions daily. Numerous studies
and measures indicate that American college students score
poorly when it comes to financial
literacy and performance is deteriorating for most groups. Of
particular concern are minority
student populations (Harnisch, 2010) and women (Bucher-
Koenen et al., 2017) who continue to
test at lower financial literacy levels. Experts further warn that
a lack of financial literacy and
basic financial skills in graduated business majors is costing our
economy through
entrepreneurial failure (Hannaher, 2011), consumer debt
(Collins et al., 2011; Ellis, 2013;
12. Lusardi and Tufano, 2009), risky decision making (Mouna and
Jarboui, 2015; Blankson et al.,
2012) and poor corporate decision making (Fernandes, 2014;
Gruca, 2000).
Relatedly, there has been great concern over marketing
students’ apparent weaknesses
in math, statistics and quantitative skills. First diagnosed nearly
30 years ago by Budden
(1985), researchers since have called for educators to enhance
financial and analytical skills
in the classroom (Brennan and Vos, 2013; Ganesh et al., 2010;
Gruca, 2000) and have warned
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that math and quantitative skills have become even more
important for marketers
post-graduation (Davis et al., 2002). Undergraduate marketing
majors have been found to
lack mathematical and quantitative skills in general (Aggarwal
et al., 2007), and may even
gravitate to the major because of perceived lower quantitative
skills requirements when
compared with other business majors (Ganesh et al., 2010).
According to Tarasi et al. (2012),
marketing students are less likely to have an affinity for the
crucial quantitative aspects of
the discipline and statistical anxiety is especially strong for
marketing majors relative to
other business majors. This has become a significant concern
13. for marketers with the
contemporary emphasis on “Big Data” analysis and marketing
metrics in the workforce
(Schlee and Harich, 2010). This is extremely important for
marketing faculty, since
weaknesses in marketing math and elementary financial
understandings weaken
employability of marketing graduates (Brennan and Vos, 2013).
“Poor mathematical
fluency” appears to continue even after four years of marketing
curricula (Saber and Foster,
2011). Degreed marketing managers exhibit poor financial
planning skills (Abernethy and
Gray, 2000) and their lack of financial literacy, numeracy and
problem-solving skills can
significantly handicap a marketer’s business career as well as
hurt his or her ability to
advance in an organization (Ganesh et al., 2010). Aggarwal et
al. (2007) warned that
particularly quantitatively challenged marketing undergraduates
may find difficulty both
on the job front and in their hopes of gaining an MBA with poor
and declining GMAT
scores. After graduation, marketing majors are increasingly
called upon to be accountable
for their financial decisions within the firm (Brennan and Vos,
2013; Ganesh et al., 2010;
Saber and Foster, 2011).
The marketing major has a significantly higher percentage of
female graduates
compared to higher paying numerical majors such as
engineering and computer science
(50 percent vs below 20 percent – Perry, 2016), supporting the
argument that women
marketing majors comprise a vulnerable group in terms of
14. financial well-being. Mahdavi
and Horton (2014) found college-educated women particularly
at risk for lower levels of
financial knowledge and call for action to enhance financial
literacy in this population as
well as vulnerable ethnic groups (Bucher-Koenen et al., 2017;
Nejad and O’Connor, 2016).
On the positive side, poor quantitative, statistics and numeracy
skills (and apparent
interest) among marketing majors (Tarasi et al., 2012) have
resulted in a myriad of
cross-departmental creative teaching innovations for
undergraduates and MBA students
(Brennan and Vos, 2013; Gruca, 2000; Saber and Foster, 2011).
Innovative pedagogical tools
and methods to improve the “less quantitative minded” business
student’ have resulted in
whiteboards in the classroom (Greene and Kirpalani, 2013),
stand-alone self-study tutorials
(Chen et al., 2012) and innovative class modules to improve
numeracy (Ganesh et al., 2010).
The financial literacy literature appears to have a gap in cutting
edge pedagogical tools (see
Lusardi et al., 2017 for an exception), and researchers have
called for more creative methods
in the classroom (Goetz et al., 2011; Huhmann and McQuitty,
2009).
Researchers have also suggested greater financial skills
development and exposure to
basic finance concepts be integrated into the marketing
curriculum (Brennan and Vos, 2013;
Gruca, 2000). A personal finance course and financial literacy
itself is often ignored after
high school, and neither is a part of the majority of university
15. business programs. Bianco
and Bosco (2011) examined the curricula of 100 AACSB
accredited schools and found that
only 54 percent offered a personal finance course, and that these
were mostly (44 percent)
only offered (not required) to business majors. Only 10 percent
of these offerings were
available to non-business majors (Lafond and Leaubie, 2014).
These numbers indicate that
many marketing majors and graduating marketing professionals
from the social sciences
and more practice-based backgrounds miss out on personal
finance and financial literacy
education after high school. The majority of advertising-, sales-,
web-development- and
branding-focused students are not exposed to the basic concepts
of financial literacy.
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literacy
Since financial literacy is “the ability to make informed
judgments and to make effective
decisions regarding the use and management of money”
(Marcolin and Abraham, 2006),
it should be a concern to marketing faculty that financial
literacy is not more adequately
addressed in or adjacent to the marketing curriculum.
Study rationale and measure development
In order to ascertain basic financial literacy levels in business
16. majors and explore whether
there might be problems and/or differences among majors,
several researchers at different
universities collaborated in an experiment. The idea began with
a finance professor who had
taught personal finance in the past, and was interested in
analyzing financial literacy in
different majors. This professor had been developing a shorter
version of the lengthy Jump
$tart Instrument (2009) that would be more concise (length of
time to complete: 15 vs 45 min)
and had more age appropriate measures. Researchers have often
used abbreviated
instruments to measure financial literacy (Hanna et al., 2010;
Mitchell and Lusardi, 2015).
Through collaborating with several marketing professors, a 16-
item financial literacy
instrument was developed and pre-tested across three
universities and scores of students.
The shorter instrument maintained similar “means” to the
larger, ungainly Jump$tart
measure that had been used over decades primarily to study high
school students. This
research tested several new questions specifically developed to
measure financially
informed and effective judgments, vs more commonly measured
financial knowledge (Jump
$tart questionnaire). We also sought to update the context of the
questions to better suit the
age bracket of our subjects (college students). These two sample
questions (among others)
delve deeper into behavioral intentions:
(1) You just received the following offers from credit card
companies. It came in a good
time because you needed $1,000 for a new laptop to replace the
17. old one that just
broke down. You expect to be able to pay it back in full in two
years. Which of the
following would be the best offer?:
• $0 signup fee and 10 percent annual percentage rate (APR)
interest for two years.
• $200 signup fee, 0 percent APR interest for the first year and
12 percent APR
interest for the second year.
• $0 signup fee, 0 percent APR interest for the first year and 18
percent APR
interest for the second year.
(2) Which of the following scenarios would you choose for
books for next semester? The
on-campus bookstore price of these books is $400. If you buy
from the bookstore at
full price, they will give you $100 back if you sell back all the
books at end of the
semester (one quarter of your purchase). Assume you cannot
sell back books
from online, or if purchased at a discount from the bookstore.
Choose the best
priced option:
• You buy the books full price from the bookstore, you only sell
back 80 percent of
the books.
• Bookstore has a sale at 25 percent off.
• Online store rents them for 50 percent full price; you must pay
shipping and
18. handling (receiving and returning) of approximately $45 each
way.
Although these are two of the longest, most complex (and time
consuming) questions, they
clearly resonate with a younger subject pool and represent
complex decision making with
real financial outcomes.
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The next step was to use the instrument to test and compare and
contrast financial
literacy levels of college of business majors. The marketing
professors were interested in
whether marketing majors would score poorly – particularly in
comparison to more
“quantitative” business majors such as accounting and finance.
After canvassing the financial literacy literature, two marketing
professors suggested
adding an experimental teaching component to the testing of
business majors. The
marketing professors had developed innovative pedagogical
tools to improve numeracy and
statistical knowledge in marketing students using online
training videos in the past. Armed
with the understanding that these kinds of tools were not being
commonly used to
improve financial literacy with college students, the co-authors
set out to find or produce a
19. more personalized, online video that could be easily accessed
by students on their own time.
The video would be short in time (shorter than a single class
period), cost effective (utilizing
extant videos on YouTube – or easily produced videos by a
professor) and effective
in terms of increasing financial literacy measures. The goal of
this study then expanded
beyond simply measuring financial literacy in college of
business majors, to include a
teaching innovation to improve students’ financial literacy
knowledge. Collaborating
researchers across different disciplines added to the richness of
the scale development and
teaching innovation.
Students at the private southeast school in three different
business courses participated
in the experiment. Students in introductory business (4 sections
for a total of 116 students),
introductory finance (2 sections for a total of 36 students) and
introductory marketing
(3 sections of 92 students) course took part so that the
researchers could maximize students
from multiple majors.
Video treatment development
In order to quickly roll out a video tool easily accessible to
students, previously developed
financial literacy videos on YouTube were chosen. It should be
recognized, however, that
instructors could create and develop their own videos for this or
related pedagogical
purposes. Researchers hoped the learning module could be
integrated later into an
introduction to business course – or a principles of marketing
20. course (perhaps during
“break-even analysis” or “marketing math”) without having to
add any significant class
time to the curriculum. Dowell and Small (2011) found that
college students’ incorporating
online resources into their self-regulated learning strategies can
significantly improve
engagement and outcomes. Lusardi and Mitchell (2014)
indicated that videos can be
particularly compelling at improving financial literacy and
Henager and Cude (2016)
suggested that young people specifically respond to new and
creative self-directed learning
options. We hope this research contributes to the growing
literature on packaging learning
modules for millennials and delivering them online through
YouTube and social media
(Alwehaibi, 2015; Phillips and Trainor, 2014).
Two private university professors were tasked with finding
approximately one hour of
video micro-lectures that could be easily aggregated into a
module that students could
download, free of charge, at their own convenience. This
specific time length coupled with a
short, financial literacy measurement tool would equate to the
time of a single class period in
a three or four credit-hour course. College students were
expected to have a shortened
attention span, one that is echoed by nearly all consumers who
“spend very little time
processing financial information” (Huhmann, 2017, p. 757).
To test the efficacy of the module, financial literacy levels were
assessed across cohorts
receiving the treatment (module) vs those not receiving the
21. treatment. Financial literacy
scores were also compared across several majors and several
other classes (introduction to
business), something not done in previous research. Finally, the
researchers analyzed the
impact of a previous personal finance course on their students’
financial literacy.
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literacy
To minimize demand effects and not “teach to the test,” the
researchers at the private
institution were not given the measurement tool. They were
given the GAO (2012) definition,
several “popular press” articles on financial literacy and its
decline among US students, and
two other construct definitions as a guide for selecting the
micro lectures to be included in the
module (Jump$tart, 2014; Marcolin and Abraham, 2006). The
total module length ended up at
67:36 – and the links can be accessed at:
https://youtu.be/7cvDExdTKsw. The module was
pre-tested with over a dozen undergraduate and MBA students
to get feedback in terms of
optimal length, concept clarity and the “level of boredom” as it
was assumed (correctly,
unfortunately, etc.) that undergraduate business students would
have a limited attention span
for some of these concepts. The pre-testing helped to inform the
final length and video choices.
22. Experimental protocol and composition
The use of several introductory courses with multiple sections
allowed the researchers to
reach a wider variety of majors than otherwise possible. The
researchers included a
question allowing them to assess if a student had previously
taken personal finance. We
were agnostic as to how differing majors and previous exposure
to personal finance might
impact the experimental results, although it was expected that
those students that had
taken such a course in the past would score higher on measures
of financial literacy.
Students in the experimental group were given the link to the
video and asked to view it
within a two-week period before Spring break. Both the control
and experimental
groups were asked immediately after spring break to fill out a
questionnaire in class for
extra credit – providing an interval of time between viewing the
module and measuring
financial literacy. There were no discussions of financial
literacy in any of the classes. No
details about the study were provided until after all students had
completed the survey.
A total of 244 students were involved in the research, all were
given a financial literacy
test. Of these, 122 were asked to watch the video, while 122
were not. The viewing data
provided by the YouTube video indicated that there were 107
unique views of the video.
Approximately 50 percent watched the entire video or most of
it, while 13 percent watched
less than 2 min of the video. The remaining 37 percent were
23. exposed to varying amounts of
viewing. We were unable to parse out performance on the test
based upon viewing time. Of
the 244 students, 12 declined to provide their major, the
remaining 183 identified business
majors were as follows: marketing 23.4 percent, management
45.4 percent, accounting
22.9 percent and finance 8.3 percent. The majority of
respondents had not taken a personal
finance course (72 percent), while 28 percent had, ten of the
students declined to answer the
question. The majority of students were male (63 percent), had
a GPA between 2.5 and 3.5
(62 percent) and were mostly juniors (54 percent) and seniors
(33 percent). The 49 percent of
the students had $1,000 or less of credit card debt, 29 percent
had $1,000 to $3,000 and
22 percent had over $3,000. In total, 62 percent of the students
anticipated having less than
$5,000 in student loans, while 28 percent anticipated loans
between $5,000 and $30,000, and
22 percentage anticipated loans over $30,000 with 5 percent of
these students estimating
loans of more than $50,000. The majority of the students were
white (70 percent), with
13 percent African-American, 11 percent Hispanic and 6 percent
other (including Asian and
Native American).
Experimental findings
The primary research finding was that the relatively short (just
over one hour)
video treatment had a significant positive effect upon financial
literacy scores for the
students – across all majors (see Table I). The video treatment
had a stronger positive effect
24. than a previously taken personal finance course (since most of
these students are juniors,
many of them would have recently taken the personal finance
course – or even taking it
concurrently). The most important finding is that those students
exposed to the video
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https://youtu.be/7cvDExdTKsw
module scored significantly higher than those who did not
receive the treatment (po0.001;
F-statistic ¼ 20.03). Having had a personal finance course also
had a stronger positive
effect (po0.03, F-statistic ¼ 4.64) but curiously there was not a
significant interaction
effect (p ¼ 0.21).
A two-factor ANOVA model with fixed effects for the two main
variables of interest
(video treatment and personal finance course) and their
interaction was used to analyze
results. To explore student/major effects, marketing …
follow exact paper format below BUS 300
1
Title of Paper Here
25. (type your introduction here) [~1/2 page]
- statistics (recent: 2018, 2019, or 2020) (1 sentence, use in-text
citations)
- background information (~3 sentences, use in-text citations)
- definition(s) (1 sentence, use in-text citations)
Background on Financial Literacy [~2 pages]
- summarize your topic with peer-reviewed articles from the last
5 years (2015-2020) and/or .gov
sources from the last 5 years (2015-2020)
- include definitions, if appropriate
- Note: use in-text citations
Current Research
(summary of current research here) [~½ - 1 page]
- include a summary of the main points from the first and
second peer-reviewed articles below
Title of the First Peer-Reviewed Article [~2 pages]
[type the exact title of your peer-reviewed article above]
- summarize the empirical peer-reviewed article (look for “n” in
the abstract)
- after you have completed your summary, you should be able to
identify the who, what, when,
where, why, and how in your summary
Title of the Second Peer-Reviewed Article [~2 pages]
26. [type the exact title of your peer-reviewed article above]
- summarize the empirical peer-reviewed article (look for “n” in
the abstract)
- after you have completed your summary, you should be able to
identify the who, what, when,
where, why, and how in your summary
Conclusion [~1/2 page]
- overall summary of your paper
- Note: there should be no new information here, so there is no
need to use in-text citations
KnE Social Sciences
1st IRCEB
The First International Research Conference on Economics and
Business
Volume 2018
Conference Paper
Mitigating Consumptive Behavior By
Enhancing Student’s Financial Literacy:
Experiments Using Video Learning
Suparti, Dodik Juliardi, Hendry Praherdhiono, Mohamad Arief
Rafsanjani
Accounting, Faculty of Economy, State University of Malang
27. Abstract
In Indonesia, low level of financial literacy, which is reflected
through consumptive
behavior, has reached a point of concern. This study attempts to
increase financial
literacy among accounting students by using learning video.
Learning video was used
to increase financial literacy and decrease the consumptive
behavior among students.
This research used quasi experiment method in two classes
(experiment class and
control class). The findings indicate that video, as learning
media, has a significant
positive effect and can increase students’ financial literacy as
well as decrease the
consumptive behavior of students.
Keywords: Financial Literacy, Consumptive Behavior, Video
Learning.
1. Background
Nowadays, financial literacy becomes a concern of many
people. Some studies have
shown that more and more people have low financial literacy in
some countries in
Europe, America, Australian and other countries, including
developing countries [2, 10].
The same thing also occurs in Indonesia, in which the results of
a survey which was
conducted by the Financial Services Authority (OJK) show low
level of financial literacy
of Indonesians in 2016, which is only 29.66% [14].
Low financial literacy will affect many things, one of which is a
person’s financial
28. behavior, reflected through consumptive behavior [3, 5, 10].
Therefore, this needs a
serious attention and concern of all parties, including
academicians. This is because in
developing countries, college has a significant contribution to
national development
[12, 16].
The learning process in college is one of the important factors
in forming of student
financial literacy. Financial learning in college has a significant
influence on knowledge
and financial skills of students [9]. Various methods, media,
and learning resources
How to cite this article: Suparti, Dodik Juliardi, Hendry
Praherdhiono, Mohamad Arief Rafsanjani, (2018), “Mitigating
Consumptive Behavior By
Enhancing Student’s Financial Literacy: Experiments Using
Video Learning” in The First International Research Conference
on Economics and Business,
KnE Social Sciences, pages 433–441. DOI
10.18502/kss.v3i3.1901
Page 433
Corresponding Author:
Suparti
[email protected]
Received: 23 January 2018
Accepted: 5 April 2018
Published: 23 April 2018
29. Publishing services provided by
Knowledge E
Suparti et al. This article is
distributed under the terms of
the Creative Commons
Attribution License, which
permits unrestricted use and
redistribution provided that the
original author and source are
credited.
Selection and Peer-review under
the responsibility of the 1st
IRCEB Conference Committee.
http://www.knowledgee.com
mailto:[email protected]
https://creativecommons.org/licenses/by/4.0/
https://creativecommons.org/licenses/by/4.0/
KnE Social Sciences 1st IRCEB
are expected to give students knowledge and understanding in
30. the field of finance or
often referred to as financial literacy [11]. Therefore, college
need to design an effective
learning to improve financial literacy so as to reduce the
consumptive behavior of
students. In order to achieve the purpose of personal finance
learning effectively, the
learning media used should be appropriate.
The rapid development of technology encourages educators
(lecturers) to utilize
technology in classroom learning activities to support the
achievement of learning
objectives [17]. One of the technological developments that can
be used in the learning
process is video. The use of video in the learning process has
many benefits, namely
developing a student’s knowledge base, improving students’
understanding and dis-
cussion, accommodating diverse learning styles of students, as
well as improving stu-
dents’ motivation and enthusiasm [4, 15]. Another study has
shown that learning
videos can be stored and reused at any time, which can be used
as learning materials
for independent learners and can be used for distance learning
[13].
Well packaged learning videos can convey more real
information; provide a new
style of education, encourage curiosity and can be adjusted to
the ability of learners;
help view the topic with a broader perspective [1, 6, 8, 15].
Based on the background above, the research questions of this
research are as
31. follows:
1. Is there any effect of using instructional video media on
students’ financial liter-
acy and consumptive behavior?
2. Can the use of learning video media improve students’
financial literacy and
consumptive behavior?
2. Method
Quasi experiment method is used in this research to see the
effect of using video
learning media on students’ financial literacy and its impact on
students’ consumptive
behavior. Financial literacy and consumptive behavior were
measured by using an
instrument which was developed by Danes & Haberman, (2007).
The constructs for
financial literacy are understanding the cost of buying on credit,
knowing key questions
to ask when shopping for auto insurance, knowing about
investments (stocks, mutual
funds, bonds, etc), and knowing the difference between needs
and wants. While the
constructs for consumptive behavior are tracking the expenses,
comparing the prices,
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KnE Social Sciences 1st IRCEB
set aside money for future, using a budget, repay the money
32. owed on time, writing
financial goals, achieving financial goals, and discussing money
with family.
This research uses two groups of accounting students at
Universitas Negeri Malang
with the same characteristics (ability, knowledge level/
financial literacy, location of
learning, and qualification of teaching staff). The first group is
experimental group.
This group used a lecture model with learning video as the
media, which have been
prepared before and guided by a lecturer. The other group is a
control group that was
taught by using the conventional discussion model with
Microsoft Office Power point
as the learning media, which is also guided by a lecturer.
At the beginning of the study, those two groups would be given
a pre-test. Next,
the experimental group is given treatment of personal finance
video (as the learning
media) and control group was taught by using Microsoft Office
Power point as the
learning media. At the end of the study, both groups would be
given a post-test. Pre-
test and post-test is used to determine the level of financial
literacy and consumptive
behavior of students.
Group Pre-test Treatment Post-test
Experimental O1 X O2
Control O1 - O2
33. Figure 1: Research Design.
The pre-test and post-test results of these two groups would
then be analyzed by
using t-test to see the effect of using video as the learning
media on financial literacy
and its impact on students’ consumptive behavior. Analysis
conducted in this study
include several stages: First, the pre-test score in difference test
(t-test) was used to
ensure that students from both classes (experimental and control
class) have the same
level (equivalent) of students’ financial literacy and
consumptive behavior.
Second, we compared the mean of pre-test and post-test scores
of each class to
see whether there was an increase in the level of financial
literacy and consumptive
behavior after the treatment was given, followed by a t-test to
see the significance of
the increase in pre-test score to the post-test score.
Third, we compared the mean of post-test scores of
experimental class and control
class to see which class having the higher post-test score.
Furthermore, a difference
test (t-test) was conducted on the gain score to see whether
there were significant dif-
ferences from those two classes, which would be used as a basis
to conclude whether
there is influence of treatment given.
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34. KnE Social Sciences 1st IRCEB
3. Findings
Researchers performed the analysis in several stages. First, we
analyzed the pre-test
results of experimental class and control class by using
difference test (t-test) to see
if there were differences in the level of financial literacy and
consumptive behavior
of the students in those two classes (subject of our study). The
results can be seen in
table 1 below:
Table 1: T-test results of pre-test score of financial literacy and
consumptive behavior variable.
Variable
t-test for Equality of Means
sig. (2-tailed)
Financial
Literacy
Equal variance
assumed
0,893
Consumptive
Behavior
Equal variance
assumed
35. 0,279
The results of difference test on pre-test score before the
treatment was given (in
table 1) show that there was no significant difference in the
level of financial literacy
and consumptive behavior among the students in both classes
(experimental class and
control class) who became the subject of our study (sig> 0.05).
Second, after giving treatment in each class, lecturers in the
experimental class
provided personal finance material by using video as the
learning media, while in con-
trol class, teaching and learning activity was conducted
conventionally (lectures and
discussions) with Microsoft Office Power point as the learning
media. The researchers
conducted post-test to determine the level of financial literacy
and consumptive
behavior of students. The researchers then compared the mean
of the pre-test and
post-test scores of each class to see whether there was an
increase in students’ level
of financial literacy and consumptive behavior after the
treatment was given. The
results can be seen in table 2 and table 3 below:
Table 2: Comparison of the mean of pre-test and post-test
scores.
Score of Pretest Score of Pretest
Financial
Literacy
36. Consumptive
Behavior
Financial
Literacy
Consumptive
Behavior
Experimental Class 26,85 61,9 30,54 68,96
Control Class 26,93 64,84 28,31 66,22
Table 2 above shows that the post-test score is higher than the
pre-test score. To
more convince us, a follow-up test namely difference test (t-
test) was conducted to
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see if the post-test score is significantly different from the pre-
test score. The results
are shown in table 3 below:
Table 3: Pre-test and post-test t test results in the experimental
class and control class.
Sig. (2-tailed)
Experimental
Class
37. Control Class
Pair 1 Pretest FL-Posttest FL 0,000 0,000
Pair 2 Pretest CB-Posttest CB 0,000 0,000
Difference test results in table 3 above shows that the pre-test
scores are different
from post-test scores significantly (sig <.05). This indicates that
learning by using video
as learning media which was conducted in the experimental
class increases students’
level of literacy and decrease students’ consumptive behavior.
Third, the researchers compared the mean of post-test scores of
the experimental
class and control class to see which grade obtaining the higher
post-test score. The
results can be seen in table 4 below:
Table 4: Comparison of mean of post-test score of the
experimental class and control class.
Experimental Class Control Class
Financial
Literacy
Consumptive
Behavior
Financial
Literacy
Consumptive
38. Behavior
Mean 30,54 68,96 28,31 66,22
Minimum 25,00 49,00 21,00 39,00
Maximum 36,00 102,00 37,00 93,00
The result of table 3 above can show that the mean of post-test
scores achieved
by experimental class is higher than the mean of post-test scores
achieved by control
class. Furthermore, a t-test was performed on the gain score to
see whether there is
a significant difference from the second post-test scores of both
classes. The results
can be seen in table 5 below:
Table 5: Results of difference test on the gain score of
experimental class and control class.
Variable
t-test for Equality of Means
sig. (2-tailed)
Financial
Literacy
Equal variance
assumed
0,000
Consumptive
Behavior
39. Equal variance
assumed
0,000
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The results of difference test on the gain score in table 5 above
shows that both
variables have sig value <0,05 which shows that statistically
there is a significant
difference of gain score obtained by experiment class and
control class both at stu-
dents’ financial literacy level and consumptive behavior. This
indicates that there is
influence of the use of video as the learning media on the level
on financial literacy
and consumptive behavior of students. The existence of this
influence can be seen
from the existence of significant difference of score between
class which was taught
by using video as the learning media (experimental class) and
class which was taught
by using Microsoft Office Power point as learning media
(control class).
4. Discussion
After treatment was given in each class, the researchers
compared the mean of the
pre-test and post-test scores of the two classes. Table 2 above
40. shows that there is an
increase in the score of financial literacy and consumptive
behavior. Results of t-test
(table 3) also confirm that there is a significant difference
between pre-test and post-
test score. Then, we compared the mean of post-test score
achieved by students of
the experimental class and the mean of post-test score achieved
by students of control
class (table 4), showing that the mean of post-test scores
achieved by students of the
experimental class is higher than the mean of post-test scores
achieved by students
of control class, followed by t-test on the gain score (table 5),
showing that there is
statistically significant difference in gain scores achieved by the
experimental class
and control class, both at the level of financial literacy and
consumptive behavior of
students.
This shows that there is a positive influence of the use of video
as learning media
on the level of financial literacy and consumptive behavior of
students. The existence
of this influence can be seen from the significant difference of
gain scores between
class which was taught by using video as the learning media
(experimental class) with
class which was taught by using Microsoft Office Power point
as the learning media
(control class).
These results support the previous findings that financial
learning in college is one
of the important factors in forming the financial literacy of
41. students. Financial learning
in college has a significant influence on students’ financial
knowledge and skills [9].
The findings also show us that the use of certain strategies, such
as the use of video
as the learning media, can improve the knowledge of students,
which in this case is
financial literacy. This is in line with some of the previous
findings [11, 17].
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This study also supports the previous findings that the use of
video as the learning
media can convey more tangible information; provide new
educational styles and
encourage learners’ curiosity [1, 6, 8, 15]. It is proven in this
research that the achieve-
ment level of experiment class is better and significantly
different from the control
class. In the experimental class, the lecturer taught by using the
video as the learning
media, while in the control class the lecturer taught by using
conventional method,
lectures and discussions, without using any media.
Low financial literacy in many countries, both developed
countries and developing
countries, including in Indonesia [2, 10, 14] will affect many
things, one of which is
the financial behavior of a person, which is reflected through
consumptive behavior
42. [3, 10]. It needs to be taken seriously by us, academicians in
college. This is because
college has a significant contribution to national development
[12, 16]. The findings of
this study show that if we have concerns to improve students’
knowledge, especially
in financial literacy and consumptive behavior, we need to
design an effective learning;
therefore, the purpose of learning can be achieved effectively.
This study shows that
the use of video as learning media can achieve the learning
objectives.
5. Conclusion
The use of learning video media has a significant positive effect
on the level of financial
literacy, and ultimately can decrease the consumptive behavior
of students. It empha-
sizes to us as teachers that effective learning can be designed by
using certain strategy
or media, so that the purpose of learning can be achieved well.
6. Limitation
This study was conducted on accounting students, so for the
purposes of generalization
in other majors, further study is needed due to differences in
students’ characteristics
and level of financial literacy owned.
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