7.1 What is the basic building block of an 802.11 WLAN7.2.docx
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This document contains questions about wireless local area network (WLAN) concepts and technologies. It asks about the basic building block of an 802.11 WLAN, the definition of an extended service set, services provided by IEEE 802.11, whether a distribution system is a wireless network, how the concept of association relates to mobility, security areas addressed by IEEE 802.11i, phases of IEEE 802.11i operation, and the difference between TKIP and CCMP encryption protocols.
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9.1 Give examples of applications of IPsec.
9.2 What services are provided by IPsec?
9.3 What parameters identify an SA and what parameters characterize the nature of a particular SA?
9.4 What is the difference between transport mode and tunnel mode?
9.5 What is a replay attack?
9.6 Why does ESP include a padding field?
9.7 What are the basic approaches to bundling SAs?
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a brief description of two roles that a forensic psychology professional may have when working with police administrators. Then, analyze the impact of each role on police administration, and each level of the police organization. Support your analysis with references to the Learning Resources.
Learning Resources
Readings
Course Text:
Psychology and Policing
Chapter 3, "Recruitment, Selection and Training"
Book Excerpt: Rostow, C. D., & Davis, R. D. (2004). Defining the fitness-for-duty evaluation. In C. D. Rostow & R. D. Davis (Eds.),
Handbook for psychological fitness-for-duty evaluations in law enforcement
(pp. 65–71). Binghamton, NY: Haworth Press.
Article: Coderoni, G. R. (2002). The relationship between multicultural training for police and effective law enforcement.
FBI Law Enforcement Bulletin, 71
(11), 16–18. Retrieved from the Walden Library databases.
Article: Love, K. G., & DeArmond, S. (2007). The validity of assessment center ratings and 16 PF personality trait scores in police sergeant promotions: A case of incremental validity.
Public Personnel Management, 36
(1), 21-32. Retrieved from the Walden Library databases.
Article: McGrath, R., & Guller, M. (2009). Concurrent validity of the candidate and officer personnel survey (COPS).
International Journal of Police Science and Management, 11
(2), 150–159. (Review from Week 2). Retrieved from the Walden Library databases.
Article: Simmers, K. D., Bowers, T. G., & Ruiz, J. M. (2003). Pre-employment psychological testing of police officers: The MMPI and the IPI as predictors of performance.
International Journal of Police Science & Management, 5
(4), 277–294. Retrieved from the Walden Library databases.
Article: Steinheider, B., Wuestewald, T., & Bayerl, P. (2006). The effects of participative management on employee commitment, productivity, and community satisfaction in a police agency.
Conference Papers-International Communication Association
, 1–42. Retrieved from the Walden Library databases.
Article: Wang, Y. R. (2006). Does community policing motivate officers at work and how?
International Journal of Police Science & Management, 8
(1), 67–77. Retrieved from the Walden Library databases.
Article: White, M. D., & Escobar, G. (2008). Making good cops in the twenty-first century: Emerging issues for the effective recruitment, selection and training of police in the United States and abroad.
International Review of Law Computers & Technology, 22
(1–2), 119–134. Retrieved from the Walden Library databases.
Government Document: U. S. Equal Employment Opportunity Commission. (n.d.).
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The Assignment (1- to 2-page case study analysis)
Develop a 1- to 2-page (only) case study analysis in which you:- the challenge is to be concise and not go over more than 2 pages. A summary on page 3 will be expected.
Explain why you think the patient presented the symptoms described.
Identify the genes that may be associated with the development of the disease.
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Rubric:
ExcellentGoodFairPoorDevelop a 1- to 2-page case study analysis, examining the patient symptoms presented in the case study. Be sure to address the following:
Explain why you think the patient presented the symptoms described.
28 (28%) - 30 (30%)The response accurately and thoroughly describes the patient symptoms.
The response includes accurate, clear, and detailed reasons, with explanation for the symptoms supported by evidence and/or research, as appropriate, to support the explanation.25 (25%) - 27 (27%)The response describes the patient symptoms.
The response includes accurate reasons, with explanation for the symptoms supported by evidence and/or research, as appropriate, to support the explanation.23 (23%) - 24 (24%)The response describes the patient symptoms in a manner that is vague or inaccurate.
The response includes reasons for the symptoms, with explanations that are vague or based on inappropriate evidence/research.0 (0%) - 22 (22%)The response describes the patient symptoms in a manner that is vague and inaccurate, or the description is missing.
The response does not include reasons for the symptoms, or the explanations are vague or based on inappropriate or no evidence/research.
Identify the genes that may be associated with the development of the disease.
23 (23%) - 25 (25%)The response includes an accurate, complete, detailed, and specific analysis of the genes that may be associated with the development of the disease.20 (20%) - 22 (22%)The response includes an accurate analysis of the genes that may be associated with the development of the disease.18 (18%) - 19 (19%)The response includes a vague or inaccurate analysis of the genes that may be associated with the development of the disease.0 (0%) - 17 (17%)The response includes a vague or inaccurate.
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A 3-4-page single-spaced essay that draws on materials posted in module folders throughout the semester---you may also draw on the books What is the What and The Far Away Brothers.
• Your essay should present a clear thesis, a several points about how media representations of refugees and immigrants has changed over time.
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a 350+ word summary based on Malinowski’s writings that answers the following:
• What was the Kula?
• Who participated in the Kula and why?
• What items are exchanged? (Describe in detail the directions of this exchange as well)
• Why are these objects valued? (Hint: they are not meant to be worn on one’s arms)
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B - How does the above jibe with the way we see Hip Hop from the South and its eventual dominance?
C - Does RZA's quote, “
The South has evolved later than us.... they haven’t picked up on the wavelength of where their mind should be
”, relate in any way to Hamilton's?
Week 9
A - When we look at how Hip Hop travels around the world and becomes an important vehicle for expression outside of America and outside of American culture, what do you think needs to be kept in order to be "real"?
B - Does what we see and hear in American Hip Hop need to be present, or is it something more subtle - a sentiment that lays in the heart of the creation of Hip Hop ?
C - What might that sentiment be?
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918 Riders to the Sea CATHLEEN (slowly and clearly) An Id.docx
9'18 Riders to the Sea
CATHLEEN (slowly and clearly) An Id
anything she will do and isn't it o. ~oman will be soon tired with
keening, and makin~ great nlt~e ays herself is after crying and
MAURYA (puts th sorrow m the house?
t empty cup mouth downwards h
together on BARTLEY'S feet) Th' on t e table, and /c,ys her hands
is come. May the Almighty G ;r;e all together this time, and the end
Michael's soul, and on the sO~ls o~~~mercy on Bartley's soul, and on
and Shawn (bending her head)' d earn us and Patch, and Stephen
Nora, and on the soul of e ' ' an ~ay He have mercy on my soul
very one IS left living in the world '
She pa'" --' .l._ " • ....es, auu W", keen rises l' le
away. , a Itt more loudly from the women, then sinks
MAURYA (continuing) Mich;el has a . .
grace of the Almighty God B I dea~ bunal m the far north, by the
white boards and ad' art ey wdl have a fine coffin out of the
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QUESTIONS
1. In tragedy th .
. I .'. e protagoOlstgenerally ff,
15 C ear m thiS play; but what about acts, ~u ers; and learns. The sufferin
a. Does the protagonist act the actmg and learning? g
b. beWh~t ~oes she learn? H~~ri~~!?d~Eat are the effects of her actions?
~nOlng? 1 erent at the play's end than at the'
2. What,!S the effect of a traged in w ' '. .
;(u~n rather than active? Supi:ort YO~~~hth~ trotagomst IS essentially "acted
an , to other tragedies that fit th' eSls y references to Riders to the Sea
any)., ,,,', . ' ' IS not·very-common pattern l'f y' know ' 3 :n' I ' , ,. ' , ou
• IS!:.USS the language of the la:' '" , ..• " : ' ' ,
tra81F aspects of the drama? p ,r,' Ho~ does It 'Support both th~ ~alistic and ","
, , """>"'jf .!,' /~, ~!£ ll'~.'~ "'-'~. ,; Il,.J1.; ;"_\t,~, '.'".,'
.; ':"·,i1:'. L, \1,', ,';
,1"." " :J
~ .j .: t !" ' ;', r
iJ: ,',
SUSAN GLASPELL (1882-1948)
Trifles
CHARACTERS
SHERIFF PETERS
MltS. PETERS
HALE
MltS. HALE
COUNTY ATTORNEY HENDEltSON
SCENE. The kitchen in the now abandoned farmhouse ofJohn Wright, a gloomy
kitchen, and left without having been put in order-the walls covered with a faded
wall paper. Down right is a door leading to,the parlor. On the right wall above this
door is a built-in kitchen cupboard with shelves in the upper portion and drawers
below. In the rear wall at right. up two steps is a door opening onto stairs leading to
the second floor. In the rear wall at left is a door to the shed and from there to the
outside. Between these two doors is an old{ashifmed black iron stove. Running along
the left wall from the shed'door is an old iron sink and sink shelf, in which is set a
hand pump. Downstage of the sink is an uncurtained window. Near the window is an
old wooden rocker. Genter stage is an unpainted wooden kitchen table with str.
Recommended
9.1 Give examples of applications of IPsec.9.2 What servic.docx
9.1 Give examples of applications of IPsec.
9.2 What services are provided by IPsec?
9.3 What parameters identify an SA and what parameters characterize the nature of a particular SA?
9.4 What is the difference between transport mode and tunnel mode?
9.5 What is a replay attack?
9.6 Why does ESP include a padding field?
9.7 What are the basic approaches to bundling SAs?
9.8 What are the roles of the Oakley key determination protocol and ISAKMP in IPsec?
including references, No copy paste strictly
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a brief description of two roles that a forensic psychology professi.docx
a brief description of two roles that a forensic psychology professional may have when working with police administrators. Then, analyze the impact of each role on police administration, and each level of the police organization. Support your analysis with references to the Learning Resources.
Learning Resources
Readings
Course Text:
Psychology and Policing
Chapter 3, "Recruitment, Selection and Training"
Book Excerpt: Rostow, C. D., & Davis, R. D. (2004). Defining the fitness-for-duty evaluation. In C. D. Rostow & R. D. Davis (Eds.),
Handbook for psychological fitness-for-duty evaluations in law enforcement
(pp. 65–71). Binghamton, NY: Haworth Press.
Article: Coderoni, G. R. (2002). The relationship between multicultural training for police and effective law enforcement.
FBI Law Enforcement Bulletin, 71
(11), 16–18. Retrieved from the Walden Library databases.
Article: Love, K. G., & DeArmond, S. (2007). The validity of assessment center ratings and 16 PF personality trait scores in police sergeant promotions: A case of incremental validity.
Public Personnel Management, 36
(1), 21-32. Retrieved from the Walden Library databases.
Article: McGrath, R., & Guller, M. (2009). Concurrent validity of the candidate and officer personnel survey (COPS).
International Journal of Police Science and Management, 11
(2), 150–159. (Review from Week 2). Retrieved from the Walden Library databases.
Article: Simmers, K. D., Bowers, T. G., & Ruiz, J. M. (2003). Pre-employment psychological testing of police officers: The MMPI and the IPI as predictors of performance.
International Journal of Police Science & Management, 5
(4), 277–294. Retrieved from the Walden Library databases.
Article: Steinheider, B., Wuestewald, T., & Bayerl, P. (2006). The effects of participative management on employee commitment, productivity, and community satisfaction in a police agency.
Conference Papers-International Communication Association
, 1–42. Retrieved from the Walden Library databases.
Article: Wang, Y. R. (2006). Does community policing motivate officers at work and how?
International Journal of Police Science & Management, 8
(1), 67–77. Retrieved from the Walden Library databases.
Article: White, M. D., & Escobar, G. (2008). Making good cops in the twenty-first century: Emerging issues for the effective recruitment, selection and training of police in the United States and abroad.
International Review of Law Computers & Technology, 22
(1–2), 119–134. Retrieved from the Walden Library databases.
Government Document: U. S. Equal Employment Opportunity Commission. (n.d.).
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The Assignment (1- to 2-page case study analysis)
Develop a 1- to 2-page (only) case study analysis in which you:- the challenge is to be concise and not go over more than 2 pages. A summary on page 3 will be expected.
Explain why you think the patient presented the symptoms described.
Identify the genes that may be associated with the development of the disease.
Explain the process of immunosuppression and the effect it has on body systems.
Rubric:
ExcellentGoodFairPoorDevelop a 1- to 2-page case study analysis, examining the patient symptoms presented in the case study. Be sure to address the following:
Explain why you think the patient presented the symptoms described.
28 (28%) - 30 (30%)The response accurately and thoroughly describes the patient symptoms.
The response includes accurate, clear, and detailed reasons, with explanation for the symptoms supported by evidence and/or research, as appropriate, to support the explanation.25 (25%) - 27 (27%)The response describes the patient symptoms.
The response includes accurate reasons, with explanation for the symptoms supported by evidence and/or research, as appropriate, to support the explanation.23 (23%) - 24 (24%)The response describes the patient symptoms in a manner that is vague or inaccurate.
The response includes reasons for the symptoms, with explanations that are vague or based on inappropriate evidence/research.0 (0%) - 22 (22%)The response describes the patient symptoms in a manner that is vague and inaccurate, or the description is missing.
The response does not include reasons for the symptoms, or the explanations are vague or based on inappropriate or no evidence/research.
Identify the genes that may be associated with the development of the disease.
23 (23%) - 25 (25%)The response includes an accurate, complete, detailed, and specific analysis of the genes that may be associated with the development of the disease.20 (20%) - 22 (22%)The response includes an accurate analysis of the genes that may be associated with the development of the disease.18 (18%) - 19 (19%)The response includes a vague or inaccurate analysis of the genes that may be associated with the development of the disease.0 (0%) - 17 (17%)The response includes a vague or inaccurate.
A case study assessing risk and proposing security for some chosen o.docx
A case study assessing risk and proposing security for some chosen organization (real).. Make sure to explain and backup your responses with facts and examples.
This assignment should be in APA format and have to include at least two references (Only peer reviewed articles/Technical white papers). Minimum of 1000 words
.
A 3-4-page single-spaced essay that draws on materials posted in m.docx
A 3-4-page single-spaced essay that draws on materials posted in module folders throughout the semester---you may also draw on the books What is the What and The Far Away Brothers.
• Your essay should present a clear thesis, a several points about how media representations of refugees and immigrants has changed over time.
• How would you describe the common understanding of refugees, communities and citizenship in the U.S.? What role does media play? Would you change media representation? How so?
.
a 350+ word summary based on Malinowski’s writings that answers the .docx
a 350+ word summary based on Malinowski’s writings that answers the following:
• What was the Kula?
• Who participated in the Kula and why?
• What items are exchanged? (Describe in detail the directions of this exchange as well)
• Why are these objects valued? (Hint: they are not meant to be worn on one’s arms)
.
A - Historian Marybeth Hamilton characterizes the mainstreams obses.docx
A - Historian Marybeth Hamilton characterizes the mainstream's obsession with "authenticity" in African-American culture as "
a faintly colonial romance with Black suffering, an eroticization of African American despair
”.
B - How does the above jibe with the way we see Hip Hop from the South and its eventual dominance?
C - Does RZA's quote, “
The South has evolved later than us.... they haven’t picked up on the wavelength of where their mind should be
”, relate in any way to Hamilton's?
Week 9
A - When we look at how Hip Hop travels around the world and becomes an important vehicle for expression outside of America and outside of American culture, what do you think needs to be kept in order to be "real"?
B - Does what we see and hear in American Hip Hop need to be present, or is it something more subtle - a sentiment that lays in the heart of the creation of Hip Hop ?
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.
918 Riders to the Sea CATHLEEN (slowly and clearly) An Id.docx
9'18 Riders to the Sea
CATHLEEN (slowly and clearly) An Id
anything she will do and isn't it o. ~oman will be soon tired with
keening, and makin~ great nlt~e ays herself is after crying and
MAURYA (puts th sorrow m the house?
t empty cup mouth downwards h
together on BARTLEY'S feet) Th' on t e table, and /c,ys her hands
is come. May the Almighty G ;r;e all together this time, and the end
Michael's soul, and on the sO~ls o~~~mercy on Bartley's soul, and on
and Shawn (bending her head)' d earn us and Patch, and Stephen
Nora, and on the soul of e ' ' an ~ay He have mercy on my soul
very one IS left living in the world '
She pa'" --' .l._ " • ....es, auu W", keen rises l' le
away. , a Itt more loudly from the women, then sinks
MAURYA (continuing) Mich;el has a . .
grace of the Almighty God B I dea~ bunal m the far north, by the
white boards and ad' art ey wdl have a fine coffin out of the
h ' eep grave surely Wh
t at? No man at all can be Iivin f, . at more can We Want than
She kneels do' g. Or ever, and we must be satisfied.
wn again and the curtain falls slowly.
QUESTIONS
1. In tragedy th .
. I .'. e protagoOlstgenerally ff,
15 C ear m thiS play; but what about acts, ~u ers; and learns. The sufferin
a. Does the protagonist act the actmg and learning? g
b. beWh~t ~oes she learn? H~~ri~~!?d~Eat are the effects of her actions?
~nOlng? 1 erent at the play's end than at the'
2. What,!S the effect of a traged in w ' '. .
;(u~n rather than active? Supi:ort YO~~~hth~ trotagomst IS essentially "acted
an , to other tragedies that fit th' eSls y references to Riders to the Sea
any)., ,,,', . ' ' IS not·very-common pattern l'f y' know ' 3 :n' I ' , ,. ' , ou
• IS!:.USS the language of the la:' '" , ..• " : ' ' ,
tra81F aspects of the drama? p ,r,' Ho~ does It 'Support both th~ ~alistic and ","
, , """>"'jf .!,' /~, ~!£ ll'~.'~ "'-'~. ,; Il,.J1.; ;"_\t,~, '.'".,'
.; ':"·,i1:'. L, \1,', ,';
,1"." " :J
~ .j .: t !" ' ;', r
iJ: ,',
SUSAN GLASPELL (1882-1948)
Trifles
CHARACTERS
SHERIFF PETERS
MltS. PETERS
HALE
MltS. HALE
COUNTY ATTORNEY HENDEltSON
SCENE. The kitchen in the now abandoned farmhouse ofJohn Wright, a gloomy
kitchen, and left without having been put in order-the walls covered with a faded
wall paper. Down right is a door leading to,the parlor. On the right wall above this
door is a built-in kitchen cupboard with shelves in the upper portion and drawers
below. In the rear wall at right. up two steps is a door opening onto stairs leading to
the second floor. In the rear wall at left is a door to the shed and from there to the
outside. Between these two doors is an old{ashifmed black iron stove. Running along
the left wall from the shed'door is an old iron sink and sink shelf, in which is set a
hand pump. Downstage of the sink is an uncurtained window. Near the window is an
old wooden rocker. Genter stage is an unpainted wooden kitchen table with str.
8B20M017 Teaching Note SOBEYS—PROJECT SUNRIS.docx
8B20M017
Teaching Note
SOBEYS—PROJECT SUNRISE: RESPONDING TO DISRUPTION
R. Chandrasekhar wrote this teaching note under the supervision of Professor Andreas Schotter as an aid to instructors in the
classroom use of the case Sobeys—Project Sunrise: Responding to Disruption, No. 9B20M017. This teaching note should not be
used in any way that would prejudice the future use of the case.
Copyright © 2020, Ivey Business School Foundation Version: 2020-02-07
In January 2017, Michael Medline was appointed chief executive officer (CEO) of the Canadian grocer
Sobeys Inc. (Sobeys), which was experiencing financial difficulties. Medline was tasked with saving
Sobeys from near insolvency and planning strategically for the company’s core grocery business. He
devised an interim growth plan called Project Sunrise, which had two main objectives: quickly relieving
Sobeys of its troubled financial situation and preparing for the long-term industry disruption that was
becoming prevalent, both locally and globally.
LEARNING OBJECTIVES
Students can assess Medline’s road map for the execution of Project Sunrise and learn how to develop and
apply a long-term plan for a company facing industrywide disruption. After completion of this case,
students will be able to accomplish the following objectives:
Evaluate the priorities for action identified by the CEO.
Develop an action plan for the company to avoid bankruptcy.
Develop an action plan for the company to manage the imminent industry disruption.
POSITION IN COURSE
This case is suitable for courses in undergraduate, graduate, and executive education programs. It can be
used in courses that focus on strategy, change, managing disruption, turnarounds, and competitive
repositioning.
RELEVANT READINGS
Dymfke Kuijpers, Virginia Simmons, and Jasper van Wamelen, “Reviving Grocery Retail: Six
Imperatives,” McKinsey & Company, December 2018, accessed December 21, 2019,
www.mckinsey.com/industries/retail/our-insights/reviving-grocery-retail-six-imperatives.
This publication may not be transmitted, photocopied, digitized, or otherwise reproduced in any form or by any means without the
permission of the copyright holder. Reproduction of this material is not covered under authorization by any reproduction rights
organization. i1v2e5y5pubs
Page 2 8B20M017
Vinay Couto, John Plansky, and Deniz Caglar, Fit for Growth: A Guide to Strategic Cost Cutting,
Restructuring, and Renewal (Hoboken, NJ: John Wiley & Sons, 2017).
Gavin Parker, Thomas Jensen, Pascale Morillon, Bill Urda, and Stephanie Halgren, “How to Become a
Customer-Centric Grocer,” Boston Consulting Group, April 6, 2017, accessed July 12, 2019,
www.bcg.com/en-ca/publications/2017/retail-winning-strategies-retail-transformation-how-to-become-
a-customer-centric-grocer.aspx.
Donald Sull, Stefano Turconi, Charles Sull, and James Yoder, “Turning Strategy into Results,” MIT
Sloa.
875 words Include citations for all unoriginal ideas, .docx
875 words
Include
citations for all unoriginal ideas, facts, or definitions in an APA-formatted reference list.
Do not use Wikipedia, Quora, Yahoo Questions or other crowdsourced websites as references.
Visit
the American Civil Liberties Union
Supreme Court Cases website
to see civil liberties cases that the U.S. Supreme Court has ruled on, organized by term.
Select
one of the cases on civil liberties that interests you. Provide an analysis that addresses the following:
The civil liberty that is addressed in the case, including the text of the amendment from the
Bill of Rights
An explanation of the Supreme Court's involvement, including the following:
The importance of the ruling (why it is significant)
How the case moved through the lower courts to eventually be heard by the Supreme Court
The powers granted to the Supreme Court by the constitution that allowed them to rule on the case
.
81Journal of International Studies© Foundation .docx
81
Journal
of International
Studies
© Foundation
of International
Studies, 2015
© CSR, 2015 S
ci
en
ti
fi c
P
ap
er
s
Wuhan, Li Suyuan, Adnan Khurshid
Ocean University of China
China
[email protected]
Abstract. Th e main reason of this study is to test the interest rate impact on investment in
Jiangsu Province of China. Jiangsu has the largest quantity of investment in China.
For long run, nexus Johansen Co-integration test is employed. Whereas, vector er-
ror correction model (VECM) is used to fi nd short run association over the period
of 2003-2012. Th e results indicate that there is a long-term relationship association
among variables. It has negative relation in the long run but positive in short run. Th is
research also produces suggestions that will help in terms of interest rate policy as well
as improving investment that promotes economic growth in Jiangsu Province.
Keywords: Interest rate, investment, Jiangsu Province, VECM
JEL Codes: E40, E20, C22
INTRODUCTION
Changes in interest rates can refl ect the basic situation of the operation of macro economy; it also eff ects
all the macroeconomic variables such as GDP, price level, the level of employment, international balance of
payments, the rate of economic growth, etc. Obviously the interest rate is an important economic variable
that plays an important role in both macro and micro economy activity.
Th erefore, a change in interest rates is one of the main factors to judge the macroeconomic situation and
the interest rate trend analysis is the main method to predict the macroscopic economic situation. Western
economists believe that the market rate of interest, the total social savings and investment are closely linked.
Th erefore, the current interest rates aff ect the investment activities. At the same time, current interest rates
also aff ect the scale of investment in the future by adjusting the savings. If the interest rate rises, bond prices
fall, if the interest rate falls, bond prices rise.
Th e infl uence of interest rate on investment scale is operate as the opportunity cost of investment on
total investment, Under the condition of unchanged in investment income, the rising interest rates increase
the cost of investment and then inevitably cause lower income investors to withdraw from the area of invest-
ment, so that the demand for investment is reduced. However, falling interest rates means that investment
costs decline, thereby stimulating investment and the total social investments increase.
Received:
February, 2015
1st Revision:
April, 2015
Accepted:
May, 2015
DOI:
10.14254/2071-
8330.2015/8-1/7
Th e eff ect of interest rate on investment;
Empirical evidence of Jiangsu Province, China
Wuhan, Li Suyuan, Adnan Khurshid “Th e eff ect of interest rate on investment;
Empirical evidence of Jiangsu Province, China”, Journal of International Studies,
Vol. 8, No 1, 2015, pp. 81-90. DOI: 10.14254/2071-8330.2015/8-1/7
Journal .
82916 f_ch02.docx 45 Chapter 2 From Public Regulat.docx
8/29/16 f_ch02.docx: 45
Chapter 2
From Public Regulation to Private Enforcement
How CSR Became Managerial Orthodoxy
Richard P. Appelbaum
The safety and well-being of workers across our supply chain is the Responsible
Sourcing group’s top priority, which is why Walmart suppliers are contractually
required to sign our Standards for Suppliers before they’re approved to produce
merchandise for sale at Walmart. These Standards for Suppliers make clear our
fundamental expectations for suppliers and factories regarding the treatment of
workers and impact on the environment. Suppliers are also required to display our
Standards for Suppliers in the local language in all factories where products are
made for us, so workers know our expectations of suppliers and factory
management.
—Walmart 2014 Global Responsibility Report, Statement
on Compliance and Sourcing
Walmart, the world’s largest corporation in 2015, invests in “comprehensive social audits across
our global supply chain.” Its factory audits—reportedly often unannounced—are conducted by
“independent accredited and internationally recognized auditing firms.” Factories are then said to
be reaudited every six to twenty-four months, based on the results. This comprehensive auditing
system is designed to verify that factories “meet or exceed” Walmart’s standards, which include
assurance that all labor is voluntary, prohibitions against child labor, requirements that hours are
8/29/16 f_ch02.docx: 46
not excessive (and are consistent with local laws or regulations), and that factories provide safe
and healthy working conditions (Walmart 2014).
On November 24, 2012, a fire at the Tazreen Fashion apparel factory in Dhaka,
Bangladesh, claimed 112 lives and injured 200 others, making it the deadliest factory fire in the
history of a country long plagued by factories fires. Workers found themselves trapped by the
absence of safe and accessible fire exits, windows blocked by iron grills, a lack of adequate fire
preparedness training, and the fact that the building was at the time under construction: five
additional stories were being added to the original three-story structure, even as garment
production continued as usual.
In this unsafe environment, ten workers perished on Tazreen’s fifth floor, where they
were sewing Walmart’s Faded Glory shorts. Walmart, one of the many companies producing
garments at the factory (Maquila Solidarity Network 2012b),
1
claimed it was unaware that its
Faded Glory shorts were being sewn at Tazreen through a subcontracting arrangement. Yet the
factory’s owner reported that Walmart’s local office had audited the factory a year earlier,
finding only problems with excessive overtime. A Walmart spokesperson confirmed this,
acknowledging that the company had conducted at least two inspections in 2011, but claiming
that Walmart had stopped production “many months before the fire” (Yardley 2012).
.
8.1 What is the difference between RFC 5321 and RFC 53228.docx
8.1 What is the difference between RFC 5321 and RFC 5322?
8.2 What are the SMTP and MIME standards?
8.3 What is the difference between a MIME content type and a MIME transfer encoding?
8.4 Briefly explain base64 encoding.
8.5 Why is base64 conversion useful for an e-mail application?
8.6 What is S/MIME?
8.7 What are the four principal services provided by S/MIME?
8.8 What is the utility of a detached signature?
8.9 What is DKIM?
No Copy Paste striclty
.
8. On the likely aftermath and long term effects of the coronavi.docx
8. On the likely aftermath and long term effects of the coronavirus outbreak on business and society (Module 12)
This discussion board is devoted to the likely aftermath and long term consequences of the coronavirus for business and society. We will be posting some reading material related to this topic in Module 12.
respond 1
Effects of the Coronavirus Outbreak on Business and Society
The coronavirus outbreak has not only led to a massive loss of life globally but also altered social and economic structures in a manner that will persist for a long time. As the pandemic continues devastating communities across the globe, wealth has emerged as the best defense against catastrophes. Wealthy individuals have invested in systems that allow them to work from home to minimize interactions and avoid contracting the virus (Bonacini et al., 2021). Less wealthy individuals cannot afford to stay at home because most of them rely on daily wages to meet their basic needs. Additionally, low-income earners might not avoid interactions because most of them live in places with crowded housing. Moreover, Covid-19 has increased the health burden on low-income earners while decreasing job opportunities. Therefore, the pandemic is likely to exacerbate the economic inequality in society because the rich are amassing more wealth while the poor are suffering from high unemployment.
Besides increasing inequality, the pandemic will transform working habits in the future owing to company responses to regulations aimed at curbing the virus’s spread. At the onset of Covid-19, governments established regulations to restrict people's movement. These rules have changed business practices, promoting working from home and demonstrating the importance of technology in the corporate world. The change from working in offices to operating from home is likely to be permanent because most employers are beginning to question the purpose of a workplace. Over time, companies will establish effective policies to facilitate working from home, making it the new norm in business. Likewise, organizations will embrace technology more to serve customers who have shifted to online shopping to decrease physical interactions.
Reference
Bonacini, L., Gallo, G., & Scicchitano, S. (2021). Working from home and income inequality: Risks of a ‘new normal’ with COVID-19.
Journal of Population Economics, 34
(1), 303-360.
respond 2
ong Term Effects of COVID-19 on Business and Society
As we can and have seen, there have been and will continue to be long-term effects on how COVID-19 can and will impact business and society moving forward. Businesses will likely see a resurgence of possible re-closings. Depending on where you're located in our country, many businesses that were able to re-open may have to close again due to sparks in new COVID-19 cases. While it seems more people are no becoming vaccinated, the likelihood of this is still very evident. Many companies have learned from ini.
8 pagesSelect an agency of the US government and a specific pu.docx
8 pages
Select an agency of the US government and a specific public policy issue. Discuss, in detail, the mission and vision of the agency. Why did you select this particular agency?
Broadly describe a current issue that your selected agency trying to solve. Make sure that you address the following questions:
What is the issue?
What evidence is there that it is an issue?
What are the players (both institutions and individuals)?
What are the possible solutions proposed?
What solution was selected and why?
What are the political implications of the public policy?
How does it impact our democratic system?
Are there any constitutional issues?
Please make sure that your paper has a thesis sentence and a conclusion.
.
8 pages Select an agency of the US government and a specific p.docx
8 pages
Select an agency of the US government and a specific public policy issue. Discuss, in detail, the mission and vision of the agency. Why did you select this particular agency?
Broadly describe a current issue that your selected agency trying to solve. Make sure that you address the following questions:
What is the issue?
What evidence is there that it is an issue?
What are the players (both institutions and individuals)?
What are the possible solutions proposed?
What solution was selected and why?
What are the political implications of the public policy?
How does it impact our democratic system?
Are there any constitutional issues?
Please make sure that your paper has a thesis sentence and a conclusion.
.
8-1 Discussion Immigration LawsIt is a violation of the immigra.docx
8-1 Discussion: Immigration Laws
It is a violation of the immigration laws to “bring” an illegal alien into the United States. Can a defendant who does not essentially or technically cross the border with an illegal alien be found guilty under these laws? What must the prosecution prove?
Review the posts of your fellow learners and respond to at least two. In your response posts, you must do one or more of the following:
Ask an analytical question.
Offer a suggestion.
Elaborate on a particular point.
Provide an alternative opinion supported with research.
Be sure to support your initial post and follow-up posts with scholarly examples from the module readings and additional literature where appropriate. You must cite all references according to APA style.
To complete this assignment, review the
Discussion Rubric
document.
.
776! CHAPTER 26 Rococo to Neoclassicism The 18th Century in E.docx
776! CHAPTER 26 Rococo to Neoclassicism: The 18th Century in Europe and America
appealed greatly to Watteau’s
wealthy patrons, whom, even as
he was dying from tuberculosis,
he still depicted as carefree and
at leisure in his most unusual
painting, Signboard of Gersaint
(!"#. 26-7B).
François Boucher. A$er Watteau’s death brought his bril-
liant career to a premature end at age 36, F%&'()"* B)+,-.%
(1703–1770) rose to the dominant position in French painting, in
large part because he was Madame de Pompadour’s favorite artist.
Although Boucher was an excellent portraitist, his success rested
primarily on his canvases depicting shepherds, nymphs, and god-
desses gracefully cavorting in shady glens engulfed in pink and
sky-blue light. Cupid a Captive (!"#. 26-8) presents a rosy pyramid
of infant and female /esh set o0 against a cool, leafy background,
with /uttering draperies both hiding and revealing the nudity
of the 1gures. Boucher used the full range of Italian and French
Baroque devices—the dynamic play of crisscrossing diagonals,
curvilinear forms, and slanting recessions—to create his master-
ful composition. But he dissected powerful Baroque curves into a
multiplicity of decorative /ourishes, dissipating Baroque drama into
sensual playfulness. Lively and lighthearted, Boucher’s artful Rococo
In Pilgrimage to Cythera (!"#. 26-7),
luxuriously costumed lovers make a “pil-
grimage” to Cythera, the island of eternal
youth and love, sacred to Aphrodite. (Some
art historians think that the lovers are
returning from Cythera rather than having
just arrived. Watteau provided few clues to
settle the question de1nitively.) 2e elegant
1gures move gracefully from the protective
shade of a woodland park 1lled with play-
ful cupids and voluptuous statuary. 2e
poses of the 1gures, which blend elegance
and sweetness, are hallmarks of Watteau’s style, both in ambitious
multi1gure compositions such as Pilgrimage to Cythera and in
single-1gure studies such as L’Indi!érent (!"#. 26-7A).
Watteau prepared his paintings using albums of draw-
ings in which he sought to capture slow movement from di3cult
and unusual angles, searching for the smoothest, most poised, and
most re1ned attitudes. As he experimented with nuances of posture
and movement, Watteau also strove for the most exquisite shades of
color di0erence, de1ning in a single stroke the shimmer of silk at a
bent knee or the shine appearing on a glossy surface as it emerges
from shadow. 2e haze of color, the subtly modeled shapes, the
gliding motion, and the air of suave gentility tinged with nostalgia
26-7B WATTEAU, Signboard of
Gersaint, 1721.
26-7 A!"#$!% W&""%&', Pilgrimage to Cythera, 1717. Oil on canvas, 49 30 ( 69 4 120. Musée du Louvre, Paris.
Watteau’s fête galante paintings depict the outdoor amusements of French upper-class society. The haze of color suited the new
Rococo taste and was the hallmark of the Royal Academy’s Rubénistes.
26-7A WATT.
8 New Scientist 4 January 2020THE tropics are the most.docx
8 | New Scientist | 4 January 2020
THE tropics are the most
biodiverse regions on Earth.
Now there is evidence that
they are also the main source
of evolutionary innovation
and diversity.
Complex animals have
dominated Earth for 541 million
years, a time span called the
Phanerozoic eon. Huge
numbers of species have
evolved and gone extinct
during this time, in a complex
story that includes fish, giant
reptiles and whales.
However, in the 1980s
palaeontologist John Sepkoski
analysed the overall pattern
of evolution in the sea,
where the fossil record is best.
He concluded that marine
evolutionary history could
be broken down into three
supergroups, which he called
“great evolutionary faunas”.
The first group was
dominated by trilobites,
which resembled woodlice,
and bristle worms; the second
by shellfish-like creatures called
brachiopods; and the third by
molluscs, which have persisted
to the present day. Other animals
like land mammals probably
followed similar patterns, but
their fossil record isn’t complete
enough for us to know.
Now, by analysing nearly
18,300 marine genera from
the Phanerozoic fossil record,
Alexis Rojas-Briceno of Umeå
University in Sweden and
his colleagues have found
that the evolution of
complex marine life is best
described using four great
groups of fauna, not three
(bioRxiv, doi.org/dg98).
The first supergroup existed
between 541 and 494 million
years ago, spanning the
Cambrian explosion in which
many animal groups first
emerged. As in the original
analysis, trilobites dominated.
The second supergroup,
dubbed the Palaeozoic, lasted
from 494 to 252 million years
ago. Creatures with hard outer
shells were now widespread,
including brachiopods. This
phase ended when the end-
Permian extinction wiped out
almost all complex life on Earth.
This matches Sepkoski’s
analysis, but the new study
splits his third great fauna into
two. In this version, the third
supergroup is called the
Mesozoic. It began in the wake
of the Permian extinction and
ended 129 million years ago, in
the middle of the dinosaur era.
This time cephalopods, the
group that includes squid
and octopuses, were the rulers.
The fourth and final
supergroup, the Cenozoic, is
still dominant today. During
this time, clams and snails have
made up much of the diversity.
The team found that all four
supergroups originated in the
tropics, then expanded through
the oceans. This is in line with
the idea that the tropics are
hotbeds of evolutionary
innovation, which has been
promoted by David Jablonski
at the University of Chicago.
It may be that the warmer
temperatures and ample
sunlight ensure there is plenty
of food to nourish a multitude
of species. However, John Alroy
at Macquarie University in
Australia isn’t convinced. “I have
always been sceptical about the
out-of-the-tropics hypothesis,
because they have never
seriously dealt with sampling
biases, as far .
7 HYPOTHETICALS AND YOU TESTING YOUR QUESTIONS7 MEDIA LIBRARY.docx
7 HYPOTHETICALS AND YOU TESTING YOUR QUESTIONS
7: MEDIA LIBRARY
Premium Videos
Core Concepts in Stats Video
· Probability and Hypothesis Testing
Lightboard Lecture Video
· Hypothesis Testing
Difficulty Scale
(don’t plan on going out tonight)
WHAT YOU WILL LEARN IN THIS CHAPTER
· Understanding the difference between a sample and a population
· Understanding the importance of the null and research hypotheses
· Using criteria to judge a good hypothesis
SO YOU WANT TO BE A SCIENTIST
You might have heard the term hypothesis used in other classes. You may even have had to formulate one for a research project you did for another class, or you may have read one or two in a journal article. If so, then you probably have a good idea what a hypothesis is. For those of you who are unfamiliar with this often-used term, a hypothesis is basically “an educated guess.” Its most important role is to reflect the general problem statement or question that was the motivation for asking the research question in the first place.
That’s why taking the care and time to formulate a really precise and clear research question is so important. This research question will guide your creation of a hypothesis, and in turn, the hypothesis will determine the techniques you will use to test it and answer the question that was originally asked.
So, a good hypothesis translates a problem statement or a research question into a format that makes it easier to examine. This format is called a hypothesis. We will talk about what makes a hypothesis a good one later in this chapter. Before that, let’s turn our attention to the difference between a sample and a population. This is an important distinction, because while hypotheses usually describe a population, hypothesis testing deals with a sample and then the results are generalized to the larger population. We also address the two main types of hypotheses (the null hypothesis and the research hypothesis). But first, let’s formally define some simple terms that we have used earlier in Statistics for People Who (Think They) Hate Statistics.
SAMPLES AND POPULATIONS
As a good scientist, you would like to be able to say that if Method A is better than Method B in your study, this is true forever and always and for all people in the universe, right? Indeed. And, if you do enough research on the relative merits of Methods A and B and test enough people, you may someday be able to say that.
But don’t get too excited, because it’s unlikely you will ever be able to speak with such confidence. It takes too much money ($$$) and too much time (all those people!) to do all that research, and besides, it’s not even necessary. Instead, you can just select a representative sample from the population and test your hypothesis about the relative merits of Methods A and B on that sample.
Given the constraints of never enough time and never enough research funds, with which almost all scientists live, the next best strategy is to take a portion of a lar.
78 CONTRADICTIONS The development of the cotton expo.docx
78 "'""" CONTRADICTIONS
The development of the cotton export sector depended on
the appropriation of Indian lands and the expansion of slavery.
The major cotton-producing states-Alabama, Mississippi, and
Louisiana-were carved out of Indian territory. Tribe after tribe
in the South was forced to cede its lands to the federal government
and move west of the Mississippi River. Eleven treaties of cession
were negotiated with these tribes between 1814 and 1824; from
these agreements the United States acquired millions of acres
of lands, including one-fifth of Mississippi and three-quarters of
Alabama. Sales of Indian lands were followed by increases in the
slave population in Alabama, Mississippi, and Louisiana, and the
slave population by increases in cotton production.
Dominant in the export trade, cotton was crucial in the devel-
opment of interregional specialization. The capital derived from
the export of cotton to England and France helped to finance
enterprises throughout the economy and buttressed the industri-
alization of America.4
The Market Revolution created an even more diverse population,
for it led to the massive influx of laborers from Ireland, the incorpo•
ration of Mexicans with the annexation of the Southwest territories,
and then the migrations of the Chinese east to America. The inclu-
sion of these new groups of Calibans led to a greater "pluribus," a
more racially and culturally diverse "giddy multitude." The economy
fastened these different peoples to each other, their histories woven
into the tapestry of a greater "unum" called America. Working in
the textile mills of New England, Irish immigrant women manu-
factured fabric made from cotton grown on former Indian lands
and picked by enslaved African Americans; meanwhile, Irish immi-
grant men labored in New England shoe factories , making shoes
from hides shipped by Mexican workers in California. Chinese and
Irish railroad workers laid the transcontinental tracks that closed
the frontier and changed forever the lives of Indians in the West.
America was becoming a nation peopled by the world.
4
TOWARD "THE STONY
MOUNTAINS"
From Removal to Reservation
Andrew Jackson: "To . .. Tread on the
Graves of Extinct Nations"
ON FEBRUARY 16, 1803, President Thomas Jefferson wrote a letter to Andrew Jackson, a young political leader in Ten-nessee: the government should advise the Indians to sell
their "useless" forests and become farmers . Three decades later,
1H president himself, Jackson would forcibly remove even Indian
lu rmers to the West, toward "the Stony mountains."1
,Jackson's fortunes were tied to what happened to the Indians. In
1787, he moved from North Carolina to Nashville, where he prac-
1 iced law, opened stores, and engaged in land speculation - lands
I hat had originally belonged to Indians. Jackson paid $100 for
I wenty-five hundred acres at the Chickasaw bluffs on the Missis-
11 ppi a nd immediately sold halfofthis.
68 En glish Journal 103.4 (2014) 68– 75wanted to write a.docx
68 En glish Journal 103.4 (2014): 68– 75
wanted to write a darn story/poem/play) never
meant to convey. Some students fall in between—
either trusting teachers to have a reliable method,
or not particularly caring how we do it. While I
don’t mind being thought to possess some magical
second sight, these (mis)perceptions all disturb me
because I care more about students’ mastering the
hows than about any of the whats, more that they
can interpret a text than that they can recall the
literacy motif in The Tempest.
Like most En glish teachers, I often use ap-
prenticeship to build students’ interpretive skills,
using class discussions and modeling to offer “sup-
ported interaction with people [namely, me] who
have already mastered the Discourse” of En glish
studies (Gee, “Literacy” 7). James Paul Gee distin-
guishes apprenticeship from learning, which en-
tails meta- level language and cognition as students
recognize and have language for the knowledge
they are acquiring (“What”). Apprenticeship is ef-
fective in many ways, but it asks students to fake
their way through literary analysis by groping for
the kinds of language and thinking they have heard
from (perceived) genuine literary analysts (e.g., the
teacher and perhaps savvy classmates). This im-
provisation using inadequate materials, which Gee
calls “mushfake,” David Bartholomae calls “invent-
ing the university,” and my students call “fake it ’til
you make it,” goes only so far in developing critical
and analytical reading skills. My students deserve
to be explicitly taught the distinctive practices of
En glish studies in a way that adds learning to ap-
prenticeship by offering meta- level language and
thinking beyond literary terms and the like.
n recent years, professional influ-
ences on all sides have pressed me to
put my students in the driver’s seat,
making them more active in their
own learning, giving them more voice and choice
in their work, and developing skills that will ben-
efit them well beyond my classroom. And I’ve done
pretty well, I think— I’ve increased the emphasis
on research; created flexible, problem- based assign-
ments with multimodal products; improved the bal-
ance between writing and literature. But the better
I felt about how my writing instruction addressed
21st- century skills, the worse I felt about my litera-
ture instruction. My students came to understand
texts and explain the meaning they found there, but I
knew something was missing. The skills they gained
in using textual details to make meaning seemed to
start after that key first step: deciding which textual
elements were notable. I had to admit that most of
the time, I gathered (or pointed the way to) the raw
materials— passages, images, and patterns— and
then my students constructed meaning from them.
But that’s not enough; if I’m committed to teaching
the skills of literary study in addition to the content,
I have to go all the way.
Students’ .
7.1 What is the basic building block of an 802.11 WLAN7.2 Def.docx
7.1 What is the basic building block of an 802.11 WLAN?
7.2 Define an extended service set.
7.3 List and briefly define IEEE 802.11 services.
7.4 Is a distribution system a wireless network?
7.5 How is the concept of an association related to that of mobility?
7.6 What security areas are addressed by IEEE 802.11i?
7.7 Briefly describe the five IEEE 802.11i phases of operation.
7.8 What is the difference between TKIP and CCMP?
.
7-1 Discussion Discovery and Judicial EfficiencyAfter reviewing.docx
7-1 Discussion: Discovery and Judicial Efficiency
After reviewing the module resources, consider the following prompt.
The process of discovery allows each side of a court case to “discover” a wide array of information relevant to the legal and factual issues in the case. Discovery can include document requests (requests that the other side produce ledgers, tax returns, medical records, or other items related to the case), interrogatories (written questions to be answered by the litigants or witnesses on the other side), and depositions (questioning a litigant or witness under oath in front of a court reporter who transcribes the questions and answers).
Discovery can be time-consuming and expensive; yet, it can also lead to case settlement after the litigants have a chance to consider all of the evidence and more accurately assess their odds of winning at trial.
In your initial post, describe what you think is the impact on judicial efficiency of allowing for wide-reaching, thorough discovery. Defend your position with examples or detailed explanation. Be sure to address the issue of costs as well as court caseloads. In response to your peers, note where you agree or disagree with their positions, using counter-examples and explanations.
To complete this assignment, review the
Discussion Rubric
document.
.
7.4 - Discussion Aircraft SystemsIn this video, Professor S.docx
7.4 - Discussion: Aircraft Systems
In this video, Professor Scott Burgess invites you to analyze aircraft systems from an investigative process perspective.
The video will be uploaded with this assignment.
.
7-27Security Guide One-Stop ShoppingCopyright ©.docx
7-27
Security
Guide: One
-Stop
Shopping
Copyright © 2017 Pearson Education, Inc.
• IS
design involves constant
trade
-offs
– Risk of loss is
higher, security can be focused
– Inter
-enterprise
system can connect competitors with
different incentives and
agendas
– How secure is the cloud vendor
?
– Bitcoin
Centrally located, accessible from anywhere,
very
large
sum
of electronic money
7-28
Active Review
Copyright © 2017 Pearson Education, Inc.
Q1: How do information systems vary by scope?
Q2: How do enterprise systems solve the problems of
departmental silos?
Q3:
How Do
CRM, ERP,
and
EAI
support enterprise
systems?
Q4: How do inter
-enterprise is solve the problems of enterprise
silos?
How d
oes the knowledge in this chapter help you?
7-29
Case Study 7: A Tale of Two Inter
-organizational IS
Copyright © 2017 Pearson Education, Inc.
• Access CT
– Enrolled 208,301
– Model of success for state
-run exchanges
• Cover Oregon
– Spent $250 million, clearly inoperable
– Exchange’s board of directors decided to stop development
and utilize the federal exchange
7-30
Healthcare Exchange Inter
-organizational
IS
Copyright © 2017 Pearson Education, Inc.
7-31
Access CT
Copyright © 2017 Pearson Education, Inc.
• Exchange went live
only
12
months
• Counihan more than
30 years of experience working in
insurance industry, key
player in
development of
Massachusetts
healthcare
system
• Hired senior
staff with deep experience in
insurance
7-32
Access
CT (cont'd)
Copyright © 2017 Pearson Education, Inc.
• Wadleigh
director of application development
for CIGNA
, a
health services
organization
• Primary
assignment
-- hire
and manage outside contractor to
develop
exchange
website and supporting
backend code, and
manage
implementation of
exchange information system
• Created project plan
• Began search
for
contractor
to develop the
site
7-33
Cover
Oregon
Copyright © 2017 Pearson Education, Inc.
• Did
not hire a
supervising contractor
for
project
, instead took
active
role
in software’s
development
• Agency
suffered high employee
turnover, and
difficulty
hiring
and
keeping qualified
personnel
7-34
Cover
Oregon (cont'd)
Copyright © 2017 Pearson Education, Inc.
• Hired
software development company to create
major
software
components
– Two of three finalists
dropped out, leaving Oracle Corp.
a sole
source vendor
– Oracle negotiated
time
and materials contracts
– When
problems developed,
Oracle was
paid tens of millions of
additional money for change orders
7-35
Cover
Oregon (cont'd)
Copyright © 2017 Pearson Education, Inc.
• Hired quality assurance
contractor, Maximus
Corp.,
to
investigate
project
• Maximus
reported
significant problems
involving divided control, lack
of clear requirements
, inappro.
7. According to scientists; our personality is set by the time we.docx
7.
According to scientists; our personality is set by the time we are five.
Thoroughly explain the definition of personality. Remember it is relatively stable and enduring, this means that it is typically how one will respond in any time with the same and/or similar situation. describe your personality, as you look back now; give a situation or times when you thought, felt, or behaved the same way.
8.
Traits are different than personality. However, traits help explain one's personality. Thoroughly define individual traits. Next, type in five (5) of your most salient individual traits.
.
6Websites, Books, Independent Studies 6 Journal Articles Summ.docx
6
Websites, Books, Independent Studies: 6 Journal Articles Summarized Here
APA Citation REQUIRED (Refer to APA Writer’s Manual, 6th ed.)
Fill out both areas for 1 Article on each page (6 pages)
Sample Citation in APA 6th edition:
Arbelo, F. (2016). Pre-entry doctoral admission variables and retention at a Hispanic Serving
Institution. International Journal of Doctoral Education, 11, 269 – 284.
http://www.informingscience.org/Publications/3545
Academic Journal Articles:
APA Citation (Refer to APA Writer’s Manual, 6th ed.)
Citation here
Selection
Explanation
Source: Primary or Secondary
Information Classification:
(Self-contained study/ Research findings / Professional Association/ Unanalyzed Data / Compiled Statistics, etc.)
How and why is this information pertinent to your selected topic?
Academic Journal Articles:
APA Citation (Refer to APA Writer’s Manual, 6th ed.)
Citation here
Selection
Explanation
Issues / Topics Covered
Author(s):
Research Question(s) addressed:
Research Subjects: (pre-K, 9th graders, elementary school students, etc.)
Research setting:
(Public school, 3rd grade class, Charter school, adult learning center, etc.)
Methodology:
Findings:
Conclusions:
Special Circumstances/Limitations:
Future Implications:
How and why is this information pertinent to your selected topic?
2nd Article
Academic Journal Articles:
APA Citation (Refer to APA Writer’s Manual, 6th ed.)
Citation here:
Selection
Explanation
Source: Primary or Secondary
Information Classification:
(Self-contained study/ Research findings / Professional Association/ Unanalyzed Data / Compiled Statistics, etc.)
How and why is this information pertinent to your selected topic?
Academic Journal Articles:
APA Citation (Refer to APA Writer’s Manual, 6th ed.)
Citation here:
Selection
Explanation
Issues / Topics Covered
Author(s):
Research Question(s) addressed:
Research Subjects: (pre-K, 9th graders, elementary school students, etc.)
Research setting:
(Public school, 3rd grade class, Charter school, adult learning center, etc.)
Methodology:
Findings:
Conclusions:
Special Circumstances/Limitations:
Future Implications:
How and why is this information pertinent to your selected topic?
3rd Article
Academic Journal Articles:
APA Citation (Refer to APA Writer’s Manual, 6th ed.)
Citation here:
Selection
Explanation
Source: Primary or Secondary
Information Classification:
(Self-contained study/ Research findings / Professional Association/ Unanalyzed Data / Compiled Statistics, etc.)
How and why is this information pertinent to your selected topic?
Academic Journal Articles:
APA Citation (Refer to APA Writer’s Manual, 5th ed.)
Selection
Explanation
Issues / Topics Covered
Author(s):
Research Question(s) addressed:
Research Subjects: (pre-K, 9th graders, elementary school students, etc.)
Research setting:
(Public school, 3rd grade class, Charter school, adult learning center, etc.)
Methodology:
Findings:
Co.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
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8B20M017 Teaching Note SOBEYS—PROJECT SUNRIS.docx
8B20M017
Teaching Note
SOBEYS—PROJECT SUNRISE: RESPONDING TO DISRUPTION
R. Chandrasekhar wrote this teaching note under the supervision of Professor Andreas Schotter as an aid to instructors in the
classroom use of the case Sobeys—Project Sunrise: Responding to Disruption, No. 9B20M017. This teaching note should not be
used in any way that would prejudice the future use of the case.
Copyright © 2020, Ivey Business School Foundation Version: 2020-02-07
In January 2017, Michael Medline was appointed chief executive officer (CEO) of the Canadian grocer
Sobeys Inc. (Sobeys), which was experiencing financial difficulties. Medline was tasked with saving
Sobeys from near insolvency and planning strategically for the company’s core grocery business. He
devised an interim growth plan called Project Sunrise, which had two main objectives: quickly relieving
Sobeys of its troubled financial situation and preparing for the long-term industry disruption that was
becoming prevalent, both locally and globally.
LEARNING OBJECTIVES
Students can assess Medline’s road map for the execution of Project Sunrise and learn how to develop and
apply a long-term plan for a company facing industrywide disruption. After completion of this case,
students will be able to accomplish the following objectives:
Evaluate the priorities for action identified by the CEO.
Develop an action plan for the company to avoid bankruptcy.
Develop an action plan for the company to manage the imminent industry disruption.
POSITION IN COURSE
This case is suitable for courses in undergraduate, graduate, and executive education programs. It can be
used in courses that focus on strategy, change, managing disruption, turnarounds, and competitive
repositioning.
RELEVANT READINGS
Dymfke Kuijpers, Virginia Simmons, and Jasper van Wamelen, “Reviving Grocery Retail: Six
Imperatives,” McKinsey & Company, December 2018, accessed December 21, 2019,
www.mckinsey.com/industries/retail/our-insights/reviving-grocery-retail-six-imperatives.
This publication may not be transmitted, photocopied, digitized, or otherwise reproduced in any form or by any means without the
permission of the copyright holder. Reproduction of this material is not covered under authorization by any reproduction rights
organization. i1v2e5y5pubs
Page 2 8B20M017
Vinay Couto, John Plansky, and Deniz Caglar, Fit for Growth: A Guide to Strategic Cost Cutting,
Restructuring, and Renewal (Hoboken, NJ: John Wiley & Sons, 2017).
Gavin Parker, Thomas Jensen, Pascale Morillon, Bill Urda, and Stephanie Halgren, “How to Become a
Customer-Centric Grocer,” Boston Consulting Group, April 6, 2017, accessed July 12, 2019,
www.bcg.com/en-ca/publications/2017/retail-winning-strategies-retail-transformation-how-to-become-
a-customer-centric-grocer.aspx.
Donald Sull, Stefano Turconi, Charles Sull, and James Yoder, “Turning Strategy into Results,” MIT
Sloa.
875 words Include citations for all unoriginal ideas, .docx
875 words
Include
citations for all unoriginal ideas, facts, or definitions in an APA-formatted reference list.
Do not use Wikipedia, Quora, Yahoo Questions or other crowdsourced websites as references.
Visit
the American Civil Liberties Union
Supreme Court Cases website
to see civil liberties cases that the U.S. Supreme Court has ruled on, organized by term.
Select
one of the cases on civil liberties that interests you. Provide an analysis that addresses the following:
The civil liberty that is addressed in the case, including the text of the amendment from the
Bill of Rights
An explanation of the Supreme Court's involvement, including the following:
The importance of the ruling (why it is significant)
How the case moved through the lower courts to eventually be heard by the Supreme Court
The powers granted to the Supreme Court by the constitution that allowed them to rule on the case
.
81Journal of International Studies© Foundation .docx
81
Journal
of International
Studies
© Foundation
of International
Studies, 2015
© CSR, 2015 S
ci
en
ti
fi c
P
ap
er
s
Wuhan, Li Suyuan, Adnan Khurshid
Ocean University of China
China
[email protected]
Abstract. Th e main reason of this study is to test the interest rate impact on investment in
Jiangsu Province of China. Jiangsu has the largest quantity of investment in China.
For long run, nexus Johansen Co-integration test is employed. Whereas, vector er-
ror correction model (VECM) is used to fi nd short run association over the period
of 2003-2012. Th e results indicate that there is a long-term relationship association
among variables. It has negative relation in the long run but positive in short run. Th is
research also produces suggestions that will help in terms of interest rate policy as well
as improving investment that promotes economic growth in Jiangsu Province.
Keywords: Interest rate, investment, Jiangsu Province, VECM
JEL Codes: E40, E20, C22
INTRODUCTION
Changes in interest rates can refl ect the basic situation of the operation of macro economy; it also eff ects
all the macroeconomic variables such as GDP, price level, the level of employment, international balance of
payments, the rate of economic growth, etc. Obviously the interest rate is an important economic variable
that plays an important role in both macro and micro economy activity.
Th erefore, a change in interest rates is one of the main factors to judge the macroeconomic situation and
the interest rate trend analysis is the main method to predict the macroscopic economic situation. Western
economists believe that the market rate of interest, the total social savings and investment are closely linked.
Th erefore, the current interest rates aff ect the investment activities. At the same time, current interest rates
also aff ect the scale of investment in the future by adjusting the savings. If the interest rate rises, bond prices
fall, if the interest rate falls, bond prices rise.
Th e infl uence of interest rate on investment scale is operate as the opportunity cost of investment on
total investment, Under the condition of unchanged in investment income, the rising interest rates increase
the cost of investment and then inevitably cause lower income investors to withdraw from the area of invest-
ment, so that the demand for investment is reduced. However, falling interest rates means that investment
costs decline, thereby stimulating investment and the total social investments increase.
Received:
February, 2015
1st Revision:
April, 2015
Accepted:
May, 2015
DOI:
10.14254/2071-
8330.2015/8-1/7
Th e eff ect of interest rate on investment;
Empirical evidence of Jiangsu Province, China
Wuhan, Li Suyuan, Adnan Khurshid “Th e eff ect of interest rate on investment;
Empirical evidence of Jiangsu Province, China”, Journal of International Studies,
Vol. 8, No 1, 2015, pp. 81-90. DOI: 10.14254/2071-8330.2015/8-1/7
Journal .
82916 f_ch02.docx 45 Chapter 2 From Public Regulat.docx
8/29/16 f_ch02.docx: 45
Chapter 2
From Public Regulation to Private Enforcement
How CSR Became Managerial Orthodoxy
Richard P. Appelbaum
The safety and well-being of workers across our supply chain is the Responsible
Sourcing group’s top priority, which is why Walmart suppliers are contractually
required to sign our Standards for Suppliers before they’re approved to produce
merchandise for sale at Walmart. These Standards for Suppliers make clear our
fundamental expectations for suppliers and factories regarding the treatment of
workers and impact on the environment. Suppliers are also required to display our
Standards for Suppliers in the local language in all factories where products are
made for us, so workers know our expectations of suppliers and factory
management.
—Walmart 2014 Global Responsibility Report, Statement
on Compliance and Sourcing
Walmart, the world’s largest corporation in 2015, invests in “comprehensive social audits across
our global supply chain.” Its factory audits—reportedly often unannounced—are conducted by
“independent accredited and internationally recognized auditing firms.” Factories are then said to
be reaudited every six to twenty-four months, based on the results. This comprehensive auditing
system is designed to verify that factories “meet or exceed” Walmart’s standards, which include
assurance that all labor is voluntary, prohibitions against child labor, requirements that hours are
8/29/16 f_ch02.docx: 46
not excessive (and are consistent with local laws or regulations), and that factories provide safe
and healthy working conditions (Walmart 2014).
On November 24, 2012, a fire at the Tazreen Fashion apparel factory in Dhaka,
Bangladesh, claimed 112 lives and injured 200 others, making it the deadliest factory fire in the
history of a country long plagued by factories fires. Workers found themselves trapped by the
absence of safe and accessible fire exits, windows blocked by iron grills, a lack of adequate fire
preparedness training, and the fact that the building was at the time under construction: five
additional stories were being added to the original three-story structure, even as garment
production continued as usual.
In this unsafe environment, ten workers perished on Tazreen’s fifth floor, where they
were sewing Walmart’s Faded Glory shorts. Walmart, one of the many companies producing
garments at the factory (Maquila Solidarity Network 2012b),
1
claimed it was unaware that its
Faded Glory shorts were being sewn at Tazreen through a subcontracting arrangement. Yet the
factory’s owner reported that Walmart’s local office had audited the factory a year earlier,
finding only problems with excessive overtime. A Walmart spokesperson confirmed this,
acknowledging that the company had conducted at least two inspections in 2011, but claiming
that Walmart had stopped production “many months before the fire” (Yardley 2012).
.
8.1 What is the difference between RFC 5321 and RFC 53228.docx
8.1 What is the difference between RFC 5321 and RFC 5322?
8.2 What are the SMTP and MIME standards?
8.3 What is the difference between a MIME content type and a MIME transfer encoding?
8.4 Briefly explain base64 encoding.
8.5 Why is base64 conversion useful for an e-mail application?
8.6 What is S/MIME?
8.7 What are the four principal services provided by S/MIME?
8.8 What is the utility of a detached signature?
8.9 What is DKIM?
No Copy Paste striclty
.
8. On the likely aftermath and long term effects of the coronavi.docx
8. On the likely aftermath and long term effects of the coronavirus outbreak on business and society (Module 12)
This discussion board is devoted to the likely aftermath and long term consequences of the coronavirus for business and society. We will be posting some reading material related to this topic in Module 12.
respond 1
Effects of the Coronavirus Outbreak on Business and Society
The coronavirus outbreak has not only led to a massive loss of life globally but also altered social and economic structures in a manner that will persist for a long time. As the pandemic continues devastating communities across the globe, wealth has emerged as the best defense against catastrophes. Wealthy individuals have invested in systems that allow them to work from home to minimize interactions and avoid contracting the virus (Bonacini et al., 2021). Less wealthy individuals cannot afford to stay at home because most of them rely on daily wages to meet their basic needs. Additionally, low-income earners might not avoid interactions because most of them live in places with crowded housing. Moreover, Covid-19 has increased the health burden on low-income earners while decreasing job opportunities. Therefore, the pandemic is likely to exacerbate the economic inequality in society because the rich are amassing more wealth while the poor are suffering from high unemployment.
Besides increasing inequality, the pandemic will transform working habits in the future owing to company responses to regulations aimed at curbing the virus’s spread. At the onset of Covid-19, governments established regulations to restrict people's movement. These rules have changed business practices, promoting working from home and demonstrating the importance of technology in the corporate world. The change from working in offices to operating from home is likely to be permanent because most employers are beginning to question the purpose of a workplace. Over time, companies will establish effective policies to facilitate working from home, making it the new norm in business. Likewise, organizations will embrace technology more to serve customers who have shifted to online shopping to decrease physical interactions.
Reference
Bonacini, L., Gallo, G., & Scicchitano, S. (2021). Working from home and income inequality: Risks of a ‘new normal’ with COVID-19.
Journal of Population Economics, 34
(1), 303-360.
respond 2
ong Term Effects of COVID-19 on Business and Society
As we can and have seen, there have been and will continue to be long-term effects on how COVID-19 can and will impact business and society moving forward. Businesses will likely see a resurgence of possible re-closings. Depending on where you're located in our country, many businesses that were able to re-open may have to close again due to sparks in new COVID-19 cases. While it seems more people are no becoming vaccinated, the likelihood of this is still very evident. Many companies have learned from ini.
8 pagesSelect an agency of the US government and a specific pu.docx
8 pages
Select an agency of the US government and a specific public policy issue. Discuss, in detail, the mission and vision of the agency. Why did you select this particular agency?
Broadly describe a current issue that your selected agency trying to solve. Make sure that you address the following questions:
What is the issue?
What evidence is there that it is an issue?
What are the players (both institutions and individuals)?
What are the possible solutions proposed?
What solution was selected and why?
What are the political implications of the public policy?
How does it impact our democratic system?
Are there any constitutional issues?
Please make sure that your paper has a thesis sentence and a conclusion.
.
8 pages Select an agency of the US government and a specific p.docx
8 pages
Select an agency of the US government and a specific public policy issue. Discuss, in detail, the mission and vision of the agency. Why did you select this particular agency?
Broadly describe a current issue that your selected agency trying to solve. Make sure that you address the following questions:
What is the issue?
What evidence is there that it is an issue?
What are the players (both institutions and individuals)?
What are the possible solutions proposed?
What solution was selected and why?
What are the political implications of the public policy?
How does it impact our democratic system?
Are there any constitutional issues?
Please make sure that your paper has a thesis sentence and a conclusion.
.
8-1 Discussion Immigration LawsIt is a violation of the immigra.docx
8-1 Discussion: Immigration Laws
It is a violation of the immigration laws to “bring” an illegal alien into the United States. Can a defendant who does not essentially or technically cross the border with an illegal alien be found guilty under these laws? What must the prosecution prove?
Review the posts of your fellow learners and respond to at least two. In your response posts, you must do one or more of the following:
Ask an analytical question.
Offer a suggestion.
Elaborate on a particular point.
Provide an alternative opinion supported with research.
Be sure to support your initial post and follow-up posts with scholarly examples from the module readings and additional literature where appropriate. You must cite all references according to APA style.
To complete this assignment, review the
Discussion Rubric
document.
.
776! CHAPTER 26 Rococo to Neoclassicism The 18th Century in E.docx
776! CHAPTER 26 Rococo to Neoclassicism: The 18th Century in Europe and America
appealed greatly to Watteau’s
wealthy patrons, whom, even as
he was dying from tuberculosis,
he still depicted as carefree and
at leisure in his most unusual
painting, Signboard of Gersaint
(!"#. 26-7B).
François Boucher. A$er Watteau’s death brought his bril-
liant career to a premature end at age 36, F%&'()"* B)+,-.%
(1703–1770) rose to the dominant position in French painting, in
large part because he was Madame de Pompadour’s favorite artist.
Although Boucher was an excellent portraitist, his success rested
primarily on his canvases depicting shepherds, nymphs, and god-
desses gracefully cavorting in shady glens engulfed in pink and
sky-blue light. Cupid a Captive (!"#. 26-8) presents a rosy pyramid
of infant and female /esh set o0 against a cool, leafy background,
with /uttering draperies both hiding and revealing the nudity
of the 1gures. Boucher used the full range of Italian and French
Baroque devices—the dynamic play of crisscrossing diagonals,
curvilinear forms, and slanting recessions—to create his master-
ful composition. But he dissected powerful Baroque curves into a
multiplicity of decorative /ourishes, dissipating Baroque drama into
sensual playfulness. Lively and lighthearted, Boucher’s artful Rococo
In Pilgrimage to Cythera (!"#. 26-7),
luxuriously costumed lovers make a “pil-
grimage” to Cythera, the island of eternal
youth and love, sacred to Aphrodite. (Some
art historians think that the lovers are
returning from Cythera rather than having
just arrived. Watteau provided few clues to
settle the question de1nitively.) 2e elegant
1gures move gracefully from the protective
shade of a woodland park 1lled with play-
ful cupids and voluptuous statuary. 2e
poses of the 1gures, which blend elegance
and sweetness, are hallmarks of Watteau’s style, both in ambitious
multi1gure compositions such as Pilgrimage to Cythera and in
single-1gure studies such as L’Indi!érent (!"#. 26-7A).
Watteau prepared his paintings using albums of draw-
ings in which he sought to capture slow movement from di3cult
and unusual angles, searching for the smoothest, most poised, and
most re1ned attitudes. As he experimented with nuances of posture
and movement, Watteau also strove for the most exquisite shades of
color di0erence, de1ning in a single stroke the shimmer of silk at a
bent knee or the shine appearing on a glossy surface as it emerges
from shadow. 2e haze of color, the subtly modeled shapes, the
gliding motion, and the air of suave gentility tinged with nostalgia
26-7B WATTEAU, Signboard of
Gersaint, 1721.
26-7 A!"#$!% W&""%&', Pilgrimage to Cythera, 1717. Oil on canvas, 49 30 ( 69 4 120. Musée du Louvre, Paris.
Watteau’s fête galante paintings depict the outdoor amusements of French upper-class society. The haze of color suited the new
Rococo taste and was the hallmark of the Royal Academy’s Rubénistes.
26-7A WATT.
8 New Scientist 4 January 2020THE tropics are the most.docx
8 | New Scientist | 4 January 2020
THE tropics are the most
biodiverse regions on Earth.
Now there is evidence that
they are also the main source
of evolutionary innovation
and diversity.
Complex animals have
dominated Earth for 541 million
years, a time span called the
Phanerozoic eon. Huge
numbers of species have
evolved and gone extinct
during this time, in a complex
story that includes fish, giant
reptiles and whales.
However, in the 1980s
palaeontologist John Sepkoski
analysed the overall pattern
of evolution in the sea,
where the fossil record is best.
He concluded that marine
evolutionary history could
be broken down into three
supergroups, which he called
“great evolutionary faunas”.
The first group was
dominated by trilobites,
which resembled woodlice,
and bristle worms; the second
by shellfish-like creatures called
brachiopods; and the third by
molluscs, which have persisted
to the present day. Other animals
like land mammals probably
followed similar patterns, but
their fossil record isn’t complete
enough for us to know.
Now, by analysing nearly
18,300 marine genera from
the Phanerozoic fossil record,
Alexis Rojas-Briceno of Umeå
University in Sweden and
his colleagues have found
that the evolution of
complex marine life is best
described using four great
groups of fauna, not three
(bioRxiv, doi.org/dg98).
The first supergroup existed
between 541 and 494 million
years ago, spanning the
Cambrian explosion in which
many animal groups first
emerged. As in the original
analysis, trilobites dominated.
The second supergroup,
dubbed the Palaeozoic, lasted
from 494 to 252 million years
ago. Creatures with hard outer
shells were now widespread,
including brachiopods. This
phase ended when the end-
Permian extinction wiped out
almost all complex life on Earth.
This matches Sepkoski’s
analysis, but the new study
splits his third great fauna into
two. In this version, the third
supergroup is called the
Mesozoic. It began in the wake
of the Permian extinction and
ended 129 million years ago, in
the middle of the dinosaur era.
This time cephalopods, the
group that includes squid
and octopuses, were the rulers.
The fourth and final
supergroup, the Cenozoic, is
still dominant today. During
this time, clams and snails have
made up much of the diversity.
The team found that all four
supergroups originated in the
tropics, then expanded through
the oceans. This is in line with
the idea that the tropics are
hotbeds of evolutionary
innovation, which has been
promoted by David Jablonski
at the University of Chicago.
It may be that the warmer
temperatures and ample
sunlight ensure there is plenty
of food to nourish a multitude
of species. However, John Alroy
at Macquarie University in
Australia isn’t convinced. “I have
always been sceptical about the
out-of-the-tropics hypothesis,
because they have never
seriously dealt with sampling
biases, as far .
7 HYPOTHETICALS AND YOU TESTING YOUR QUESTIONS7 MEDIA LIBRARY.docx
7 HYPOTHETICALS AND YOU TESTING YOUR QUESTIONS
7: MEDIA LIBRARY
Premium Videos
Core Concepts in Stats Video
· Probability and Hypothesis Testing
Lightboard Lecture Video
· Hypothesis Testing
Difficulty Scale
(don’t plan on going out tonight)
WHAT YOU WILL LEARN IN THIS CHAPTER
· Understanding the difference between a sample and a population
· Understanding the importance of the null and research hypotheses
· Using criteria to judge a good hypothesis
SO YOU WANT TO BE A SCIENTIST
You might have heard the term hypothesis used in other classes. You may even have had to formulate one for a research project you did for another class, or you may have read one or two in a journal article. If so, then you probably have a good idea what a hypothesis is. For those of you who are unfamiliar with this often-used term, a hypothesis is basically “an educated guess.” Its most important role is to reflect the general problem statement or question that was the motivation for asking the research question in the first place.
That’s why taking the care and time to formulate a really precise and clear research question is so important. This research question will guide your creation of a hypothesis, and in turn, the hypothesis will determine the techniques you will use to test it and answer the question that was originally asked.
So, a good hypothesis translates a problem statement or a research question into a format that makes it easier to examine. This format is called a hypothesis. We will talk about what makes a hypothesis a good one later in this chapter. Before that, let’s turn our attention to the difference between a sample and a population. This is an important distinction, because while hypotheses usually describe a population, hypothesis testing deals with a sample and then the results are generalized to the larger population. We also address the two main types of hypotheses (the null hypothesis and the research hypothesis). But first, let’s formally define some simple terms that we have used earlier in Statistics for People Who (Think They) Hate Statistics.
SAMPLES AND POPULATIONS
As a good scientist, you would like to be able to say that if Method A is better than Method B in your study, this is true forever and always and for all people in the universe, right? Indeed. And, if you do enough research on the relative merits of Methods A and B and test enough people, you may someday be able to say that.
But don’t get too excited, because it’s unlikely you will ever be able to speak with such confidence. It takes too much money ($$$) and too much time (all those people!) to do all that research, and besides, it’s not even necessary. Instead, you can just select a representative sample from the population and test your hypothesis about the relative merits of Methods A and B on that sample.
Given the constraints of never enough time and never enough research funds, with which almost all scientists live, the next best strategy is to take a portion of a lar.
78 CONTRADICTIONS The development of the cotton expo.docx
78 "'""" CONTRADICTIONS
The development of the cotton export sector depended on
the appropriation of Indian lands and the expansion of slavery.
The major cotton-producing states-Alabama, Mississippi, and
Louisiana-were carved out of Indian territory. Tribe after tribe
in the South was forced to cede its lands to the federal government
and move west of the Mississippi River. Eleven treaties of cession
were negotiated with these tribes between 1814 and 1824; from
these agreements the United States acquired millions of acres
of lands, including one-fifth of Mississippi and three-quarters of
Alabama. Sales of Indian lands were followed by increases in the
slave population in Alabama, Mississippi, and Louisiana, and the
slave population by increases in cotton production.
Dominant in the export trade, cotton was crucial in the devel-
opment of interregional specialization. The capital derived from
the export of cotton to England and France helped to finance
enterprises throughout the economy and buttressed the industri-
alization of America.4
The Market Revolution created an even more diverse population,
for it led to the massive influx of laborers from Ireland, the incorpo•
ration of Mexicans with the annexation of the Southwest territories,
and then the migrations of the Chinese east to America. The inclu-
sion of these new groups of Calibans led to a greater "pluribus," a
more racially and culturally diverse "giddy multitude." The economy
fastened these different peoples to each other, their histories woven
into the tapestry of a greater "unum" called America. Working in
the textile mills of New England, Irish immigrant women manu-
factured fabric made from cotton grown on former Indian lands
and picked by enslaved African Americans; meanwhile, Irish immi-
grant men labored in New England shoe factories , making shoes
from hides shipped by Mexican workers in California. Chinese and
Irish railroad workers laid the transcontinental tracks that closed
the frontier and changed forever the lives of Indians in the West.
America was becoming a nation peopled by the world.
4
TOWARD "THE STONY
MOUNTAINS"
From Removal to Reservation
Andrew Jackson: "To . .. Tread on the
Graves of Extinct Nations"
ON FEBRUARY 16, 1803, President Thomas Jefferson wrote a letter to Andrew Jackson, a young political leader in Ten-nessee: the government should advise the Indians to sell
their "useless" forests and become farmers . Three decades later,
1H president himself, Jackson would forcibly remove even Indian
lu rmers to the West, toward "the Stony mountains."1
,Jackson's fortunes were tied to what happened to the Indians. In
1787, he moved from North Carolina to Nashville, where he prac-
1 iced law, opened stores, and engaged in land speculation - lands
I hat had originally belonged to Indians. Jackson paid $100 for
I wenty-five hundred acres at the Chickasaw bluffs on the Missis-
11 ppi a nd immediately sold halfofthis.
68 En glish Journal 103.4 (2014) 68– 75wanted to write a.docx
68 En glish Journal 103.4 (2014): 68– 75
wanted to write a darn story/poem/play) never
meant to convey. Some students fall in between—
either trusting teachers to have a reliable method,
or not particularly caring how we do it. While I
don’t mind being thought to possess some magical
second sight, these (mis)perceptions all disturb me
because I care more about students’ mastering the
hows than about any of the whats, more that they
can interpret a text than that they can recall the
literacy motif in The Tempest.
Like most En glish teachers, I often use ap-
prenticeship to build students’ interpretive skills,
using class discussions and modeling to offer “sup-
ported interaction with people [namely, me] who
have already mastered the Discourse” of En glish
studies (Gee, “Literacy” 7). James Paul Gee distin-
guishes apprenticeship from learning, which en-
tails meta- level language and cognition as students
recognize and have language for the knowledge
they are acquiring (“What”). Apprenticeship is ef-
fective in many ways, but it asks students to fake
their way through literary analysis by groping for
the kinds of language and thinking they have heard
from (perceived) genuine literary analysts (e.g., the
teacher and perhaps savvy classmates). This im-
provisation using inadequate materials, which Gee
calls “mushfake,” David Bartholomae calls “invent-
ing the university,” and my students call “fake it ’til
you make it,” goes only so far in developing critical
and analytical reading skills. My students deserve
to be explicitly taught the distinctive practices of
En glish studies in a way that adds learning to ap-
prenticeship by offering meta- level language and
thinking beyond literary terms and the like.
n recent years, professional influ-
ences on all sides have pressed me to
put my students in the driver’s seat,
making them more active in their
own learning, giving them more voice and choice
in their work, and developing skills that will ben-
efit them well beyond my classroom. And I’ve done
pretty well, I think— I’ve increased the emphasis
on research; created flexible, problem- based assign-
ments with multimodal products; improved the bal-
ance between writing and literature. But the better
I felt about how my writing instruction addressed
21st- century skills, the worse I felt about my litera-
ture instruction. My students came to understand
texts and explain the meaning they found there, but I
knew something was missing. The skills they gained
in using textual details to make meaning seemed to
start after that key first step: deciding which textual
elements were notable. I had to admit that most of
the time, I gathered (or pointed the way to) the raw
materials— passages, images, and patterns— and
then my students constructed meaning from them.
But that’s not enough; if I’m committed to teaching
the skills of literary study in addition to the content,
I have to go all the way.
Students’ .
7.1 What is the basic building block of an 802.11 WLAN7.2 Def.docx
7.1 What is the basic building block of an 802.11 WLAN?
7.2 Define an extended service set.
7.3 List and briefly define IEEE 802.11 services.
7.4 Is a distribution system a wireless network?
7.5 How is the concept of an association related to that of mobility?
7.6 What security areas are addressed by IEEE 802.11i?
7.7 Briefly describe the five IEEE 802.11i phases of operation.
7.8 What is the difference between TKIP and CCMP?
.
7-1 Discussion Discovery and Judicial EfficiencyAfter reviewing.docx
7-1 Discussion: Discovery and Judicial Efficiency
After reviewing the module resources, consider the following prompt.
The process of discovery allows each side of a court case to “discover” a wide array of information relevant to the legal and factual issues in the case. Discovery can include document requests (requests that the other side produce ledgers, tax returns, medical records, or other items related to the case), interrogatories (written questions to be answered by the litigants or witnesses on the other side), and depositions (questioning a litigant or witness under oath in front of a court reporter who transcribes the questions and answers).
Discovery can be time-consuming and expensive; yet, it can also lead to case settlement after the litigants have a chance to consider all of the evidence and more accurately assess their odds of winning at trial.
In your initial post, describe what you think is the impact on judicial efficiency of allowing for wide-reaching, thorough discovery. Defend your position with examples or detailed explanation. Be sure to address the issue of costs as well as court caseloads. In response to your peers, note where you agree or disagree with their positions, using counter-examples and explanations.
To complete this assignment, review the
Discussion Rubric
document.
.
7.4 - Discussion Aircraft SystemsIn this video, Professor S.docx
7.4 - Discussion: Aircraft Systems
In this video, Professor Scott Burgess invites you to analyze aircraft systems from an investigative process perspective.
The video will be uploaded with this assignment.
.
7-27Security Guide One-Stop ShoppingCopyright ©.docx
7-27
Security
Guide: One
-Stop
Shopping
Copyright © 2017 Pearson Education, Inc.
• IS
design involves constant
trade
-offs
– Risk of loss is
higher, security can be focused
– Inter
-enterprise
system can connect competitors with
different incentives and
agendas
– How secure is the cloud vendor
?
– Bitcoin
Centrally located, accessible from anywhere,
very
large
sum
of electronic money
7-28
Active Review
Copyright © 2017 Pearson Education, Inc.
Q1: How do information systems vary by scope?
Q2: How do enterprise systems solve the problems of
departmental silos?
Q3:
How Do
CRM, ERP,
and
EAI
support enterprise
systems?
Q4: How do inter
-enterprise is solve the problems of enterprise
silos?
How d
oes the knowledge in this chapter help you?
7-29
Case Study 7: A Tale of Two Inter
-organizational IS
Copyright © 2017 Pearson Education, Inc.
• Access CT
– Enrolled 208,301
– Model of success for state
-run exchanges
• Cover Oregon
– Spent $250 million, clearly inoperable
– Exchange’s board of directors decided to stop development
and utilize the federal exchange
7-30
Healthcare Exchange Inter
-organizational
IS
Copyright © 2017 Pearson Education, Inc.
7-31
Access CT
Copyright © 2017 Pearson Education, Inc.
• Exchange went live
only
12
months
• Counihan more than
30 years of experience working in
insurance industry, key
player in
development of
Massachusetts
healthcare
system
• Hired senior
staff with deep experience in
insurance
7-32
Access
CT (cont'd)
Copyright © 2017 Pearson Education, Inc.
• Wadleigh
director of application development
for CIGNA
, a
health services
organization
• Primary
assignment
-- hire
and manage outside contractor to
develop
exchange
website and supporting
backend code, and
manage
implementation of
exchange information system
• Created project plan
• Began search
for
contractor
to develop the
site
7-33
Cover
Oregon
Copyright © 2017 Pearson Education, Inc.
• Did
not hire a
supervising contractor
for
project
, instead took
active
role
in software’s
development
• Agency
suffered high employee
turnover, and
difficulty
hiring
and
keeping qualified
personnel
7-34
Cover
Oregon (cont'd)
Copyright © 2017 Pearson Education, Inc.
• Hired
software development company to create
major
software
components
– Two of three finalists
dropped out, leaving Oracle Corp.
a sole
source vendor
– Oracle negotiated
time
and materials contracts
– When
problems developed,
Oracle was
paid tens of millions of
additional money for change orders
7-35
Cover
Oregon (cont'd)
Copyright © 2017 Pearson Education, Inc.
• Hired quality assurance
contractor, Maximus
Corp.,
to
investigate
project
• Maximus
reported
significant problems
involving divided control, lack
of clear requirements
, inappro.
7. According to scientists; our personality is set by the time we.docx
7.
According to scientists; our personality is set by the time we are five.
Thoroughly explain the definition of personality. Remember it is relatively stable and enduring, this means that it is typically how one will respond in any time with the same and/or similar situation. describe your personality, as you look back now; give a situation or times when you thought, felt, or behaved the same way.
8.
Traits are different than personality. However, traits help explain one's personality. Thoroughly define individual traits. Next, type in five (5) of your most salient individual traits.
.
6Websites, Books, Independent Studies 6 Journal Articles Summ.docx
6
Websites, Books, Independent Studies: 6 Journal Articles Summarized Here
APA Citation REQUIRED (Refer to APA Writer’s Manual, 6th ed.)
Fill out both areas for 1 Article on each page (6 pages)
Sample Citation in APA 6th edition:
Arbelo, F. (2016). Pre-entry doctoral admission variables and retention at a Hispanic Serving
Institution. International Journal of Doctoral Education, 11, 269 – 284.
http://www.informingscience.org/Publications/3545
Academic Journal Articles:
APA Citation (Refer to APA Writer’s Manual, 6th ed.)
Citation here
Selection
Explanation
Source: Primary or Secondary
Information Classification:
(Self-contained study/ Research findings / Professional Association/ Unanalyzed Data / Compiled Statistics, etc.)
How and why is this information pertinent to your selected topic?
Academic Journal Articles:
APA Citation (Refer to APA Writer’s Manual, 6th ed.)
Citation here
Selection
Explanation
Issues / Topics Covered
Author(s):
Research Question(s) addressed:
Research Subjects: (pre-K, 9th graders, elementary school students, etc.)
Research setting:
(Public school, 3rd grade class, Charter school, adult learning center, etc.)
Methodology:
Findings:
Conclusions:
Special Circumstances/Limitations:
Future Implications:
How and why is this information pertinent to your selected topic?
2nd Article
Academic Journal Articles:
APA Citation (Refer to APA Writer’s Manual, 6th ed.)
Citation here:
Selection
Explanation
Source: Primary or Secondary
Information Classification:
(Self-contained study/ Research findings / Professional Association/ Unanalyzed Data / Compiled Statistics, etc.)
How and why is this information pertinent to your selected topic?
Academic Journal Articles:
APA Citation (Refer to APA Writer’s Manual, 6th ed.)
Citation here:
Selection
Explanation
Issues / Topics Covered
Author(s):
Research Question(s) addressed:
Research Subjects: (pre-K, 9th graders, elementary school students, etc.)
Research setting:
(Public school, 3rd grade class, Charter school, adult learning center, etc.)
Methodology:
Findings:
Conclusions:
Special Circumstances/Limitations:
Future Implications:
How and why is this information pertinent to your selected topic?
3rd Article
Academic Journal Articles:
APA Citation (Refer to APA Writer’s Manual, 6th ed.)
Citation here:
Selection
Explanation
Source: Primary or Secondary
Information Classification:
(Self-contained study/ Research findings / Professional Association/ Unanalyzed Data / Compiled Statistics, etc.)
How and why is this information pertinent to your selected topic?
Academic Journal Articles:
APA Citation (Refer to APA Writer’s Manual, 5th ed.)
Selection
Explanation
Issues / Topics Covered
Author(s):
Research Question(s) addressed:
Research Subjects: (pre-K, 9th graders, elementary school students, etc.)
Research setting:
(Public school, 3rd grade class, Charter school, adult learning center, etc.)
Methodology:
Findings:
Co.
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