Be sure to listen to all of the pieces first, then answer the ques.docx
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Be sure to listen to all of the pieces first, then answer the questions and re-listen as needed! After you have completed the required reading and listened to each piece as identified, please complete the following questions. Please keep in mind that the aim of these questions is not necessarily a right or wrong answer (you are NEVER graded on your opinion), but how well you present your ideas, demonstrate your understanding of the material, and support your reasoning. 1. Two of the concepts discussed in your text include rhythm and meter. Rhythms and meters are placed in groups (or a feeling of) of 2’s or 3’s, often referred to as duple or triple. After listening to “Cantecul Miresei,” how would you identify the meter? Is it duple, triple, or it is a combination of both? Explain your answer and how you arrived at your decision. (Hint: Listen to the piece several times and try clapping with the beat.”) 2. Tempo, the speed at which the music is performed, is an important aspect in all forms and genres of music. Whether or not we understand the words, or if words are completely absent, tempo can give us a feeling of the overall mood or emotion of a piece of music. Tempo can also change and is not a static function in the music of any culture. For each piece in this assignment, identify the tempo (slow, moderate, fast, furious, et cetera). In addition, describe the mood of each piece and how this might be different if the tempo were different. Give examples from your listening to help explain your answers. 3. Understanding the concept of harmony can be both complicated and frustrating. However, in the most simple of definitions, harmony is simply the part of music that adds to (or rounds) out the melody, which many would say makes music more interesting to listen and relate to. Choose one of the pieces from the list above and describe the harmony using terms discussed and defined in the text. Is the pitch tendency of the piece (not a specific voice or instrument) high or low? Is it “chant-like,” a cappella, or accompanied? If it is accompanied, is the accompaniment chordal, and if so does it use chord progressions or merely one chord? Does it sound like the harmony was written down or simply improvised? Be sure to explain your answer and offer examples from the piece you have selected. 4. Timbre and the study of acoustics is possibly one of the most interesting elements of music. Every voice, instrument, and sound made has a distinct, unique quality that either makes it attractive to our ears or unbearable. However, it is also important to remember that while an instrument or voice (ex. a screechy soprano or an accordion) may not sound good to us on their own, when paired with other instruments or voices may sound absolutely wonderful. Choose one of the pieces from this assignment and describe the timbre of the piece. How would you describe the sound? Is it airy, woody, tin-like, open, closed, high, low, etc.? Does the timbre change at all? If s ...
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The Assignments list contains the details of the course listening assignments. There are
four
separate listening assignments of equal value (10%) and each assignment contains
five
compositions, some of which have
more than one movement
. You are required to listen to the recordings and write approximately
one paragraph
on
each composition
(but
not
each movement). Therefore, you should submit a
five-paragraph
document for
each
assignment through the Canvas assignment page.
Many assignment dropboxes will remain available after their posted due dates. Previously, some dropboxes would
disappear
after a deadline had passed, but now most will be accessible through the end of the term. All student submissions will continue to be date-stamped. Therefore, if you submit an assignment after its published deadline, the tutor-marker will decide whether late penalties will be assessed, based on the grading policies established in your course or by the course supervisor.
In composing your paragraphs, please make sure you:
Describe what you hear and your impressions of the music.
Use the terminology that you have learned in class.
The wrong way:
“It sounds weird.”
The right way:
“It sounds weird because the melody, when there is one, uses very large leaps with short phrases. There is no constant pulse, and the
rhythm
is hard to perceive. Each …”
I am
not
interested in background information that you might find via Google. Do
not
include filler information, such as the composer’s birth and death dates, his/her teachers, etc. However, please
do
include
some
historical perspective
from your notes that are relevant to the work, specifically
how this work may reflect the composer’s style
(or the general style represented by the composer).
Please,
avoid comparisons to subjective experiences
(“It sounds like a chase scene in a movie,” or “It makes me feel like I’m lying in a boat, watching the stars….”).
Your descriptions should be based upon
what you hear, not how it makes you feel!
Also,
avoid a blow-by-blow description of the music
, such as, “It starts with a solo flute, and then the harp comes in with an arpeggio, then the rest of the orchestra comes in. It gets loud, and then quieter, and then the flute plays another solo....” Instead, try to
sum up what you hear
. For example:
“There are solo passages, often in the flute, which alternate with full orchestra. Sometimes the orchestra echoes the solo, other times it seems to answer it with different material....”
Again, try to
generalize
about what you hear, and about the composer’s style. Below are some general descriptions you should consider (
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Timbre
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Melody
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Music 150 Music Score Rubric
Criteria Full Credit Half Credit No Credit
Melody: 1 point
Portray the melody your
selected minute of music
Your score demonstrates a solid
understanding of melody and
depicts it in a clear/interesting/
creative way
You demonstrate
partial understanding
of melody, or you
depict it in a lazy or
unclear way
You neglect to depict
melody at all
Rhythm: 1 point
Portray the rhythm of your
selected minute of music
Your score demonstrates a solid
understanding of rhythm and
depicts it in a clear/interesting/
creative way
You demonstrate some
understanding of rhythm,
or you depict it in a lazy or
unclear way
You neglect to depict
rhythm at all
Texture: 1 point
Portray the texture of your
selected minute of music
Your score demonstrates a solid
understanding of what texture
means and depicts the texture of
your selected minute of music in a
cool/clear way
You sort of demonstrate
texture, or do so in a lazy way
You don’t deal with
texture at all
Color: 1 point
Use at least two colors to
indicate something about the
music
You use color in a cool or helpful
way to symbolize certain chosen
aspects of the music, and it’s clear
what the colors indicate
You use only one color, or it’s
unclear what the colors are
meant to indicate
No color or totally
unclear
Craftsmanship: 5 points
Your score demonstrates
careful work and planning;
includes time stamps;
describes entire minute of
selected song; and is
beautiful/compelling/
creative/
or interesting
Your notation is coherent and
legible
You use time stamps so we can
tell where we are in the
song when we try to follow
your score
You notate the entire minute of
the song
Your score is cool in some way
Your score is legible but
lacks coherence
And/or no time stamps
And/or you neglect to
notate the entire minute
And/or your score displays
a certain
thoughtlessness or
laziness or lack of
effort
Your score is illegible or
incoherent
No time stamp
Impossible to follow or
incomplete
Lazy (e.g. just ballpoint
pen squiggles on a
ripped out piece of
notebook paper, come
on get real)
Essay:
Perception: 2 points
Identify what you hear in
your selected minute in terms
of melody, texture, rhythm,
etc.
Full description, clear Patchy description, or unclear/
vague
No real description of
specific musical
elements
Essay:
Response: 2 points
Describe how what you hear
in the music relates to your
notation
Clear and thoughtful
relationship between music
and notation
Relationship between music
and notation is unclear or only
partially clear
You make no real
attempt to describe the
relationship between
the music and your
notation
Essay:
Mechanics: 2 points
Essay is well organized, has clear
structure, few or no grammar/
punctuation/spelling mistakes
Essay is somewhat
disorganized; some
grammar etc. mistakes
Essay is incoherent;
many mistakes
Graphic Transcrip ...
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BEAUTIFUL
CHURCH
___________________
SIX STEPS
TO VIBRANT CHURCH GROWTH
“How beautiful are the feet of those who bring good news, who proclaim peace,
who bring good tidings, who proclaim salvation, who say to Zion, Your God reigns!”
Isaiah 52:7 (NIV)
RON DOTZLER
STEP 1
GOD’S HEART FOR THE
UNCHURCHED
AND HOW THE CHURCH MUST RESPOND
STEP 1
CHAPTER ONE
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Wow.
This truth resonated in my heart from the moment I first heard it stated at a leadership conference.
I wanted to believe in the incredible power and potential of the local church to reach a lost and
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decline. I knew we could do better, but the answers eluded me.
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speakers from Europe shocked me when he predicted a sharp decline in attendance of the North
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Manage Discussion Entry
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English 9 - Speech Choir definition, elements and tips.pptx
Speech choirs are performance groups that recite speeches, poems, or other literary works in unison, often with elements of choreography and costuming. There are two main types: conventional/traditional speech choirs that simply speak or read a piece without other elements, and dynamic/theatrical speech choirs that incorporate movement, costumes, and props. Effective speech choirs divide members into groups by voice, carefully plan intonation and expressions, and focus on clear diction, breathing, and connecting with the text and other members.
The Assignments list contains the details of the course listening as.docx
The Assignments list contains the details of the course listening assignments. There are
four
separate listening assignments of equal value (10%) and each assignment contains
five
compositions, some of which have
more than one movement
. You are required to listen to the recordings and write approximately
one paragraph
on
each composition
(but
not
each movement). Therefore, you should submit a
five-paragraph
document for
each
assignment through the Canvas assignment page.
Many assignment dropboxes will remain available after their posted due dates. Previously, some dropboxes would
disappear
after a deadline had passed, but now most will be accessible through the end of the term. All student submissions will continue to be date-stamped. Therefore, if you submit an assignment after its published deadline, the tutor-marker will decide whether late penalties will be assessed, based on the grading policies established in your course or by the course supervisor.
In composing your paragraphs, please make sure you:
Describe what you hear and your impressions of the music.
Use the terminology that you have learned in class.
The wrong way:
“It sounds weird.”
The right way:
“It sounds weird because the melody, when there is one, uses very large leaps with short phrases. There is no constant pulse, and the
rhythm
is hard to perceive. Each …”
I am
not
interested in background information that you might find via Google. Do
not
include filler information, such as the composer’s birth and death dates, his/her teachers, etc. However, please
do
include
some
historical perspective
from your notes that are relevant to the work, specifically
how this work may reflect the composer’s style
(or the general style represented by the composer).
Please,
avoid comparisons to subjective experiences
(“It sounds like a chase scene in a movie,” or “It makes me feel like I’m lying in a boat, watching the stars….”).
Your descriptions should be based upon
what you hear, not how it makes you feel!
Also,
avoid a blow-by-blow description of the music
, such as, “It starts with a solo flute, and then the harp comes in with an arpeggio, then the rest of the orchestra comes in. It gets loud, and then quieter, and then the flute plays another solo....” Instead, try to
sum up what you hear
. For example:
“There are solo passages, often in the flute, which alternate with full orchestra. Sometimes the orchestra echoes the solo, other times it seems to answer it with different material....”
Again, try to
generalize
about what you hear, and about the composer’s style. Below are some general descriptions you should consider (
don’t try to describe all of them!):
Texture
Monophonic? Polyphonic? Homophonic? Is the texture consistent, or does it change often?
Timbre
Which instruments are playing? Are they playing in unusual ways? Is the combination of instruments unusual?
Melody
Length of phrases, type of motion, step vs. leaps, e ...
Module music 5 1 q
Work on Progress. I will be uploading the rest of the lesson as soon as I am done making the PPT. I use this one for this School Year 2018 - 2019
q2-music8-wk2vocalmusicofeastasia-221121003531-bf9a1265 (1).pdf
This document provides an overview of a week 2 music class for 8th grade that focuses on analyzing elements of songs from Japan, China, and Korea. It discusses the musical elements of meter, form, melody, and texture. It then describes characteristics of Japanese, Chinese, and Korean vocal music and their use of scales, rhythm, melody, and texture. Students are divided into groups to learn and perform a song applying their understanding of musical elements. Their performance will be evaluated based on a rubric assessing rhythm, articulation, tone quality, and expression.
Q2-MUSIC8-Wk2 (Vocal Music of East Asia).pptx
This document provides an overview of a week 2 music class for 8th grade that focuses on analyzing elements of songs from Japan, China, and Korea. It discusses the musical elements of meter, form, melody, and texture. It then describes characteristics of Japanese, Chinese, and Korean vocal music and their use of scales, rhythm, melody, and texture. Students are divided into groups to learn and perform a song applying their understanding of musical elements. Their performance will be evaluated based on a rubric assessing rhythm, articulation, tone quality, and expression.
Elements of music great
The document discusses the key elements of music - rhythm, beat, tempo, dynamics, timbre, pitch, melody, harmony, and form. It provides definitions and explanations for each element. Rhythm refers to patterns of long and short sounds, beat is the steady pulse in music, and tempo is the speed or pace of a piece. Dynamics describe the volume of sound while timbre is the unique quality of different instruments. Pitch deals with the highness or lowness of notes. Melody, harmony, and form relate to how musical ideas are structured and combined within a composition.
music7_q1_mod1_music of lowlands of luzon folksongs from the lowlands_v2.pdf
Here are the answers to the true/false statements about Luzon lowland folksongs:
1. DISAPPROVED, Spanish
2. DISAPPROVED, generally
3. APPROVED
4. APPROVED
5. APPROVED
6. APPROVED
7. DISAPPROVED, complicated
8. APPROVED
9. APPROVED
10. APPROVED
11. DISAPPROVED, Batangas
12. APPROVED
13. APPROVED
14. APPROVED
15. DISAPPROVED, all
1606983351-intonation.ppt
Intonation refers to the distinctive patterns of pitch used in speech that carry meaningful information. All spoken languages use intonation. In English, intonation patterns distinguish statements from questions and can change the meaning or function of an utterance. Intonation is analyzed by dividing utterances into tone units with a stressed tonic syllable that determines the intonation pattern of the unit. The pitch movement on the tonic syllable and in the following tail provides cues to the intonation's function. Intonation must be practiced to produce the appropriate pitch contours for a language.
The Basics of Harmony.pdf
Music is an art that has been enjoyed by people for centuries. But what is it about music that makes it so enjoyable? In this blog post, we will explore the basics of harmony, melody, and rhythm and how they work together to create the music we love.
Music 150 Music Score Rubric Criteria Full Credit Half Cr.docx
Music 150 Music Score Rubric
Criteria Full Credit Half Credit No Credit
Melody: 1 point
Portray the melody your
selected minute of music
Your score demonstrates a solid
understanding of melody and
depicts it in a clear/interesting/
creative way
You demonstrate
partial understanding
of melody, or you
depict it in a lazy or
unclear way
You neglect to depict
melody at all
Rhythm: 1 point
Portray the rhythm of your
selected minute of music
Your score demonstrates a solid
understanding of rhythm and
depicts it in a clear/interesting/
creative way
You demonstrate some
understanding of rhythm,
or you depict it in a lazy or
unclear way
You neglect to depict
rhythm at all
Texture: 1 point
Portray the texture of your
selected minute of music
Your score demonstrates a solid
understanding of what texture
means and depicts the texture of
your selected minute of music in a
cool/clear way
You sort of demonstrate
texture, or do so in a lazy way
You don’t deal with
texture at all
Color: 1 point
Use at least two colors to
indicate something about the
music
You use color in a cool or helpful
way to symbolize certain chosen
aspects of the music, and it’s clear
what the colors indicate
You use only one color, or it’s
unclear what the colors are
meant to indicate
No color or totally
unclear
Craftsmanship: 5 points
Your score demonstrates
careful work and planning;
includes time stamps;
describes entire minute of
selected song; and is
beautiful/compelling/
creative/
or interesting
Your notation is coherent and
legible
You use time stamps so we can
tell where we are in the
song when we try to follow
your score
You notate the entire minute of
the song
Your score is cool in some way
Your score is legible but
lacks coherence
And/or no time stamps
And/or you neglect to
notate the entire minute
And/or your score displays
a certain
thoughtlessness or
laziness or lack of
effort
Your score is illegible or
incoherent
No time stamp
Impossible to follow or
incomplete
Lazy (e.g. just ballpoint
pen squiggles on a
ripped out piece of
notebook paper, come
on get real)
Essay:
Perception: 2 points
Identify what you hear in
your selected minute in terms
of melody, texture, rhythm,
etc.
Full description, clear Patchy description, or unclear/
vague
No real description of
specific musical
elements
Essay:
Response: 2 points
Describe how what you hear
in the music relates to your
notation
Clear and thoughtful
relationship between music
and notation
Relationship between music
and notation is unclear or only
partially clear
You make no real
attempt to describe the
relationship between
the music and your
notation
Essay:
Mechanics: 2 points
Essay is well organized, has clear
structure, few or no grammar/
punctuation/spelling mistakes
Essay is somewhat
disorganized; some
grammar etc. mistakes
Essay is incoherent;
many mistakes
Graphic Transcrip ...
The concepts of music
This document outlines the six main concepts of music - duration, pitch, dynamics and expressive techniques, tone colour, texture, and structure. For each concept, it provides definitions and terminology used to describe elements within that concept. It also includes links to audio examples for each concept.
3 music lm q1
This document provides an overview of a music lesson on pulse and rhythm. It includes 4 activities:
1) Singing a song and moving to the pulse, discussing pulse and beat.
2) Performing and notating rhythmic patterns using body movements.
3) Performing rhythmic patterns on instruments while singing.
4) An evaluation with questions about differentiating sounds, rhythmic patterns, and participation. The lesson teaches students about the basic elements of pulse, rhythm, and musical notation through singing, movement, and playing instruments.
3 music lm q1
This document provides an overview of a music lesson plan for teaching rhythm and pulse. It includes 4 sections over 4 weeks. Students will learn about pulse, beat, rhythm, and ostinato through singing songs, clapping rhythmic patterns, playing instruments, and analyzing rhythmic elements in music. The lesson incorporates group activities and evaluation to assess students' understanding of rhythmic skills and active participation.
Similar to Be sure to listen to all of the pieces first, then answer the ques.docx (20)
analysis of cherry pink and apple blossom white by perez.pdf
analysis of cherry pink and apple blossom white by perez.pdf
English 9 - Speech Choir definition, elements and tips.pptx
English 9 - Speech Choir definition, elements and tips.pptx
The Assignments list contains the details of the course listening as.docx
The Assignments list contains the details of the course listening as.docx
q2-music8-wk2vocalmusicofeastasia-221121003531-bf9a1265 (1).pdf
q2-music8-wk2vocalmusicofeastasia-221121003531-bf9a1265 (1).pdf
music7_q1_mod1_music of lowlands of luzon folksongs from the lowlands_v2.pdf
music7_q1_mod1_music of lowlands of luzon folksongs from the lowlands_v2.pdf
Music 150 Music Score Rubric Criteria Full Credit Half Cr.docx
Music 150 Music Score Rubric Criteria Full Credit Half Cr.docx
More from JASS44
BEAUTIFUL CHURCH ___________________ SIX STEPS TO.docx
BEAUTIFUL
CHURCH
___________________
SIX STEPS
TO VIBRANT CHURCH GROWTH
“How beautiful are the feet of those who bring good news, who proclaim peace,
who bring good tidings, who proclaim salvation, who say to Zion, Your God reigns!”
Isaiah 52:7 (NIV)
RON DOTZLER
STEP 1
GOD’S HEART FOR THE
UNCHURCHED
AND HOW THE CHURCH MUST RESPOND
STEP 1
CHAPTER ONE
UNLEASHING THE POWER OF CHURCH
HIS BEAUTIFUL CHURCH TRANSFORMING A BROKEN WORLD
“The local church is the hope of the world.”1
Wow.
This truth resonated in my heart from the moment I first heard it stated at a leadership conference.
I wanted to believe in the incredible power and potential of the local church to reach a lost and
broken world, but I knew the hard facts—the church in the USA was experiencing significant
decline. I knew we could do better, but the answers eluded me.
“There’s nothing like the local church when the local church is working right.”2
Again, my spirit soared. The church could change the world if it was working right.
Bill Hybels, the speaker, gave language to what I was feeling for years as a pastor in my church. The
local church, in its imperfect earthly form, is still the hope of the world. While all of eternity hangs
in the balance, God still sees his beautiful bride as carriers of his salvation message to a broken, lost
and hurting world.
I love the local church, and I’m convinced that church vibrancy and conversion growth matters. In
my 28 years of ministry, my prayer has been for God to unleash the power of the local church to
fulfill the kingdom mission to impact those far from Christ. God’s heart is pleased when he sees his
beautiful church transforming a broken world.
A FAULTY CHURCH MODEL
Several years ago, I attended a conference hosted by a prominent church. The helpful workshops
left me excited to implement all I’d learned when I returned home. Without warning, one of the
speakers from Europe shocked me when he predicted a sharp decline in attendance of the North
American church. His announcement left me reeling.
I leaned back in my chair, trying to process his statement. Why did this pastor have such a grim view
of the church? How could he be so bold as to make such a negative futuristic claim?
Constance
Highlight
Without missing a beat, the pastor asked a very intriguing question: why had the church in
Europe died, no longer exerting influence in society? With no real answers, he explained how
the church in Europe had a faulty church model which the States inherited. This faulty model
was incomplete in its ability to reach and receive lost people. If the church in North America
didn’t make changes, he claimed, it would soon mirror the European church—empty, lifeless
and no longer relevant.
My heart sank. I didn’t want to believe his disheartening view. Yet his projection stuck with me, pressing me to work
against the tide when I saw evidence over the years that his prediction was comi ...
Be sure to include in your reply specific commentary examining the.docx
Be sure to include in your reply specific commentary examining the uses and applications of applied behavioral science as discussed by your classmate. Ask questions that might help to further your understanding of the applications of applied behavioral science and take the discussion to a deeper level. Do you agree with your peer’s rationale as to how a forensic psychologist might help? Why, or why not? What other similarities and differences might you share about the actual work of forensic psychologists and the way it is presented in popular media such as television and the movies?#1Candace Lyons
WednesdayJan 17 at 2:44pm
Manage Discussion Entry
Briefly describe this person/character, including the medium (real life, television, movie, book, etc.) from which he or she comes, why you selected him or her, his or her background, and the background of the crimes he or she committed.
Aileen Wuornos was a real-life female serial killer. As a child, her father was convicted of sexually abusing children and killed himself in prison. At one point he was diagnosed as schizophrenic. Wuornus was abandoned by her mother at four years old and forced to live with her abusive grandparents. After having a baby at 14 she was kicked out of her grandparent’s home and lived on the streets as a prostitute. Wuornos was convicted of six life sentences for killing men she accused of either raping her or attempting to rape her.
Based on your reading this week, define, in your own words, forensic psychology as a specific example of applied behavioral science, and describe how forensic psychology could have been helpful in this case.
“Forensic psychology is a field of study that applies scientific psychological knowledge to legal issues pertaining to criminal offenders and the criminal justice system. Identify trends in forensic psychology that would prove helpful” (McCarthy et al, 2016, section 6.1). I would define it as the application and education of reliable scientific psychology in the criminal justice system. Forensic psychologist can evaluate human behaviors and based on scientifically reliable assessments determine the dangerousness to a person’s self or society at large. The can also look for common diagnosis to determine if a person is fit to stand trial. In the case of Wuornus, a forensic psychologist could have examined her RAP sheet to determine if she was a threat to society. She was arrested for several crimes, including armed robbery and assault. In the biosocial age, criminologist now have access to genetic and brain imaging data. I think it would have been worth assessing her for schizophrenia. She stated that the men she killed either raped her or attempted to rape her until she was executed. Paranoia is common in schizophrenics and some believed she was convinced that she was raped or about to be raped. In her mind the murders were justified.
Discuss why profiling is or is not a science.
Profiling can never be an exact science because of complexit ...
Be sure that your report answers the following questions 1. W.docx
Be sure that your report answers the following questions:
1. WHAT BOOK did you read (give a full bibliographic citation)? (attach after report as an appendix)
2. What HAPPENED in this book? You should be able to describe some particulars such as when did the fire occur, what type of structure was it, how severe was it – basically telling the story of the fire. Also, think about the kinds of destruction that are described - where was there significant damage, and why? (1.5 pages max)
3. Can you CONFIRM that the author is accurate? You will want at least two other sources (only one of which is internet based) that will allow you to opine on whether the author(s) of your book got the big picture, and some specific details, correct. (mixed into the text, not a separate section)
4. How did the built environment influence survival in positive AND NEGATIVE ways? Were there people who owed their survival to elements of the built environment? How so (specific examples)? Were there people who put their faith in elements of the built environment to tragic effect (specific examples)? How did the cultural systems of the day, perhaps as reflected by government agencies or institutions, influence the outcome? Be sure to describe any specific, physical features of the built environment that were directly related to the ability of people to survive the fire, and any specific cultural features that had similar impact.
5. Would a similar structure built today potentially suffer the same fate? Did the fire lead to any changes in either physical or cultural features in buildings built afterwards? Are you safer in buildings now (give specific reasons).
6. Did YOU like this book? Would you recommend it to others? Produce a review of it as an object of entertainment, perhaps using a review of a book in a magazine or newspaper as an example. (0.5 page max)
The overall report will be 5-6 pages in length, not counting any cover, table of contents, or appendices. You should use space-and-a half, 12 point font, 1 inch margins all around. Number your pages. Spelling, grammar, presentation will be graded.
ANTICIPATED RUBRIC:
0 – The report is turned in later than the assigned due date/time.
F (59 and below) – The report is not turned in, is turned in after the due date/time, or is turned in before the due date/time without answering the guiding questions in a way that they can be found. There is little evidence that the writer read the assignment. The report is written in an unprofessional tone and/or with so many errors in English spelling and grammar, and/or in fact, that it cannot be understood. The writer makes no effort to help the reader find things with things such as an accurate table of contents, section headings, etc.
D (60-69) – The report is turned in before the due date/time. Of the guiding questions, only 1 is answered clearly and well, in a way that it can be found. The report is mostly written in a professional tone, with many error ...
Be sure your paper touches on the key elements of each as they per.docx
Be sure your paper touches on the key elements of each as they pertain to your organization.
Please make sure: Please include paraphrased citations and references for each. The instructor do not allow direct quotes. If no minimum is listed. Cite consistently throughout each paragraph to support your points. Also be sure to double-space and indent paragraphs. I do not require an abstract. The instructor would like to see an introduction, body and conclusion within your papers. If you need help please see the example APA paper on my writing help page.
Next explain what you will do to help ensure your change efforts don’t fade when you have accomplished your goals. How will you help prevent burn out? How will you help maintain the change once it’s implemented? You may find page 157 helpful in reviewing the key points of what to do and not do when not letting up on the change effort. Be sure your paper touches on the key elements of each as they pertain to your organization.
Be sure to include at least three scholarly references to support your assertions written in your own words. Do not copy word for word from the course text or any other sources. Your submission this week is Part 7 of the final project.
The requirements below must be met for your paper to be accepted and graded:
· Write between 1,000 – 1,500 words (approximately 4 – 6 pages) using Microsoft Word in APA style.
· Use font size 12 and 1” margins.
· Include cover page and reference page.
· At least 80% of your paper must be original content/writing.
· No more than 20% of your content/information may come from references.
· Use an appropriate number of references to support your position, and defend your arguments. The following are examples of primary and secondary sources that may be used, and non-credible and opinion based sources that may not be used.
·
1. Primary sources such as, government websites (United States Department of Labor Bureau of Labor Statistics, United States Census Bureau, The World Bank, etc.), peer reviewed and scholarly journals in EBSCOhost (Grantham University Online Library) and Google Scholar.
2. Secondary and credible sources such as, CNN Money, The Wall Street Journal, trade journals, and publications in EBSCOhost
3. Non-credible and opinion based sources such as, Wikis, Yahoo Answers, eHow, blogs, etc. should not be used.
· Cite all reference material (data, dates, graphs, quotes, paraphrased words, values, etc.) in the paper and list on a reference page in APA style.
Be sure your paper touches on the key elements of each as they pertain to your
organization.
Please make sure:
Please include paraphrased citations and references for each
.
The
instructor
do not allow direct quotes. If no minimum is listed
.
Cite consistently
throughout each paragraph to support your points.
Also be sure to double
-
space and
indent paragraphs.
I do not require an abstract. The instructor
would like t
o see an
introduction, body and conclusion within ...
Beasts of No Nation EssayTimelineWeek of April 10-13 Watch .docx
Beasts of No Nation Essay
Timeline:
Week of April 10-13: Watch Beasts of No Nation during class periods.
Mon. April 17: First Draft of Film Paper Due
Week of April 17-20 : One-on-One conferences about the
paper.
Tues. April 25: Final Draft of Film Essay due in D2L dropbox.
Directions:
Choose ONE of the following questions and write a well-planned out, coherent essay that argues a point that you want to make about the movie.
1. How does the film address the question of what “family” means?
2. How does the film address the idea of putting one’s trust in God?
3. How does the film show how a young child can be recruited into the military?
4. How does the film treat the subject of resistance against an unjust military government?
Just a reminder of what a good essay consists of, the essay should contain:
1. A nice introductory paragraph that “leads in” to your thesis statement. Your thesis statement should not be the first sentence of the essay.
2. A clear and precise thesis statement that will alert the reader what the essay is going to be about.
3. A good, strong topic sentence in each paragraph, usually the first sentence of the paragraph.
4. Enough development in each paragraph to fully support the main point (aka topic sentence).
5. A conclusion that either summarizes the main points of the essay or emphasizes the very important point(s).
I WOULD NOT RECOMMEND VISITING A WEBSITE LIKE WIKIPEDIA OR SPARKNOTES. I ESPECIALLY WOULD NOT RECOMMEND THAT STUDENTS VISIT ANY WEBSITE WHERE THEY CAN PURCHASE PAPER WITH A CREDIT CARD. Students who visit these websites looking for ideas tend to accidentally plagiarize the sites in their papers. Accidental plagiarism is still plagiarism and will receive the same zero that plagiarizing on purpose gets.
WHAT I EXPECT FROM THIS ESSAY
1. I want this essay to be an analysis of The Hunger Games. I DO NOT WANT A PLOT SUMMARY. Notice that every sample question that I provided for you above required some sort of deep thinking and analysis. Your essay should show such analytical ability.
2. Your paper should be foregrounded in LOGOS, not ethos or pathos. You may use some ethos or pathos if it helps you to make your point, but the dominant mode of persuasion that you should be using in this paper is logos.
3. DO NOT USE PURE SPECULATION! Always back your assertions up with evidence from the movie.
4. Use specific details. Do not be vague.
RUBRIC
I will be scoring your essay based upon the following criteria:
Formatting (6 points)
Your essay should formatted in MLA format. Use the Formatting a Paper in MLA Format link in the MLA Formatting folder under Course Content to learn how to format a paper properly. One point will be counted off for each of these that are not done properly:
· 12 point font
· Times New Roman font
· Paper margins 1” around (this one should be easy since it’s the default on Word, therefore not requiring any changes
· Double Spacing
· No extra space bet ...
BCJ 4385, Workplace Security 1 UNIT IV STUDY GUIDE I.docx
BCJ 4385, Workplace Security 1
UNIT IV STUDY GUIDE
Information, Communications, and
Computer Security
Course Learning Outcomes for Unit IV
Upon completion of this unit, students should be able to:
1. Examine the function of information security management and how it
plays a role in assessing vulnerabilities to critical information.
2. Analyze various information protection strategies and how these can
play a role in the prevention of cybercrimes.
3. Outline strategies for safeguarding information including the protection
strategies of physical security, administrative controls, and logical
controls.
Unit Lesson
General Overview
Information is an asset for organizations that exists in various forms (critical,
propriety, intellectual, and digitized). Thus, securing the various forms of
information are priorities for organizations. Laws such as the Fair Credit
Reporting Act were created to help protect information from improper use, but
such measures are insufficient in providing the level of protection needed to
secure organizational information.
Organizations use various tools and strategies to ensure information security
(INFOSEC) which is the protection of “information assets and systems against
any internal or external threat that might endanger them” (Ortmeier, 2013,
p.135). INFOSEC risk assessments and analyses are conducted to identify the
threats against organizational information that may exist and information
protection strategies are implemented to protect against and respond to the
identified threats. Protection strategies range from control strategies
(discretionary access control, mandatory access control: hierarchical and
non-hierarchical, operations security) to personnel security (information
protection-related agreements) which includes information security legislation
(e.g., National Security Decision Directive 298), classification systems for
business information (e.g., sensitive compartmented information protocols),
information security policies, and copyrights, patents, and trademarks.
Communication security (COMSEC) is important for any information transmitted
regardless of the medium (e.g., voice, electronic, impulses, microwave, etc.).
Computer security is concerned with information accessible through computers.
Maintaining computer security is a complicated task because information can be
accessed locally and remotely through numerous means. The term cybercrime
was coined to identify the crimes that are associated with using the internet to
illegally gain access to information that is used in crimes (e.g., hacking, email
wiretappings, phishing, and vishing).
Thus one can image that one of the greatest challenges related to computer
security is securing computer databases from internal and external threats.
Government agencies have added issues of protection threats against their
agencies and their personnel. To aid all organizations in maintaining co ...
BCJ 4385, Workplace Security 1 UNIT II STUDY GUIDE T.docx
BCJ 4385, Workplace Security 1
UNIT II STUDY GUIDE
Threats and Legal Aspects to Security
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
1. Evaluate threats to safety and security within the private, corporate, and
local level.
2. Analyze the legal issues present within the private security profession
and the court of law.
3. Outline various crime causation theories and how this impacts
workplace security.
Unit Lesson
General Overview
Have you ever entered an area or a building and immediately felt as if you were
in imminent danger? Do you remember that feeling you get in your chest and gut
when you almost slip and fall on the wet tile floor in your house? Alternatively,
have you entered a building and felt like you were trying to enter an armory?
Have you ever been stopped in an arena or airport or even a shopping mall and
asked to provide your bag for searching? You’ve probably answered yes to at
least one of these questions. We have all, whether we realize it or not,
experienced threats to our safety and security and benefited from the legal
aspects of safety that help provide ethical standards and expectations for the
maintenance of safety.
Threats to safety and security can be intentional or unintentional and, as such,
have numerous sources. These sources range from accidents and human error,
to natural and environmental disasters, to civil disorder and crime. For example,
identity theft is a major concern since much of the commerce transactions are
now done online. Oftentimes the theft is a result of human error, such as not
shredding documents that contain personal information or not using a secure
web browser to conduct transactions. Human error is also exhibited when
employees do not properly handle merchandise, resulting in its theft, damage, or
lack of repair. Natural disasters are said to be a direct result of “the forces of
nature.” We often see natural disasters in the form of forest fires, earthquakes,
and tsunamis. On the other hand environmental disasters are the result of
hazardous materials being released into the environment. These types of
disasters are the result of some type of hazardous materials being released in
larger amounts into the environment (e.g., oil spill, leakage of nuclear reactors).
Fire and environmental disasters are examples of how the sources of the threats
to security and safety can be hard to identify and/or intertwined. A fire can be
started by lightning, it can result from human error that causes a spark (e.g., a
loose metal chain being dragged across concrete at high speeds), or it can result
from intentional criminal behavior, in which an arsonists sets a fire to cause
widespread damage. An environmental disaster, such as an oil spill, may have
resulted from an accident, such as two ships colliding or some mechanical
failure. Environmental disasters can also be the result of companies ...
Be sure to read Chopins Desirees Baby very carefully.Its un.docx
Be sure to read Chopin's "Desiree's Baby" very carefully.
It's unclear whether Armand first learns about his ethnic heritage when he reads his mother's letter (at the conclusion of the story), or if he had discovered this truth at an earlier time (before he reads the letter).
Question: Did he know or did he not know about his ancestry before the story's conclusion? Explain your answer thoughtfully, using quoted language from the story to effectively support your answer.
Désirée’s Baby
by Kate Chopin
As the day was pleasant, Madame Valmondé drove over to L’Abri to see Désirée and the baby.
It made her laugh to think of Désirée with a baby. Why, it seemed but yesterday that Désirée was little more than a baby herself; when Monsieur in riding through the gateway of Valmondé had found her lying asleep in the shadow of the big stone pillar.
The little one awoke in his arms and began to cry for “Dada.” That was as much as she could do or say. Some people thought she might have strayed there of her own accord, for she was of the toddling age. The prevailing belief was that she had been purposely left by a party of Texans, whose canvas-covered wagon, late in the day, had crossed the ferry that Coton Maïs kept, just below the plantation. In time Madame Valmondé abandoned every speculation but the one that Désirée had been sent to her by a beneficent Providence to be the child of her affection, seeing that she was without child of the flesh. For the girl grew to be beautiful and gentle, affectionate and sincere,—the idol of Valmondé.
It was no wonder, when she stood one day against the stone pillar in whose shadow she had lain asleep, eighteen years before, that Armand Aubigny riding by and seeing her there, had fallen in love with her. That was the way all the Aubignys fell in love, as if struck by a pistol shot. The wonder was that he had not loved her before; for he had known her since his father brought him home from Paris, a boy of eight, after his mother died there. The passion that awoke in him that day, when he saw her at the gate, swept along like an avalanche, or like a prairie fire, or like anything that drives headlong over all obstacles.
Monsieur Valmondé grew practical and wanted things well considered: that is, the girl’s obscure origin. Armand looked into her eyes and did not care. He was reminded that she was nameless. What did it matter about a name when he could give her one of the oldest and proudest in Louisiana? He ordered the corbeille from Paris, and contained himself with what patience he could until it arrived; then they were married.
Madame Valmondé had not seen Désirée and the baby for four weeks. When she reached L’Abri she shuddered at the first sight of it, as she always did. It was a sad looking place, which for many years had not known the gentle presence of a mistress, old Monsieur Aubigny having married and buried his wife in France, and she having loved her own land too well ever to leave it. The roof came down steep ...
BBA 3301 Unit V AssignmentInstructions Enter all answers dire.docx
BBA 3301 Unit V Assignment
Instructions: Enter all answers directly in this worksheet. When you are finished, select Save As, and save this document using your last name and student ID as the file name. Upload the data sheet to Blackboard as a .doc, .docx or .rtf file when you are finished.
Question 1. (30 points total) Use this balance sheet and income statement from Carver Enterprises to complete parts a and b:
a. (15 points) Prepare a common size balance sheet for Carver Enterprises. Complete the common-size balance sheet: (Round to one decimal place.)
Common−Size Balance Sheet
2013
Cash and marketable securities
$
490
%
Accounts receivable
5,990
Inventories
9,550
Current assets
$
16,030
%
Net property plant and equipment
17,030
Total assets
$
33,060
%
Accounts payable
$
7,220
%
Short−term debt
6,800
Current liabilities
$
14,020
%
Long−term liabilities
7,010
Total liabilities
$
21,030
%
Total owners’ equity
12,030
Total liabilities and owners’ equity
$
33,060
%
b. (15 points) Prepare a common-size income statement for Carver Enterprises. Complete the common-size income statement: (Round to one decimal place.)
Common−Size Income Statement
2013
Revenues
$
30,020
%
Cost of goods sold
(19,950)
Gross profit
$
10,070
%
Operating expenses
(7,960)
Net operating income
$
2,110
%
Interest expense
(940)
Earnings before taxes
$
1,170
%
Taxes
(425)
Net income
$
745
%
Question 2. (10 points total) Use this data table of Campbell Industries liabilities and owners' equity to complete parts a and b.
a. (5 points) What percentage of the firm's assets does the firm finance using debt (liabilities)? (Round to one decimal place.)
b. (5 points) If Campbell were to purchase a new warehouse for $1.3 million and finance it entirely with long-term debt, what would be the firm's new debt ratio? (Round to one decimal place.)
Question 3. (10 points total) (Liquidity analysis)Airspot Motors, Inc. has $2,433,200 in current assets and $869,000 in current liabilities. The company's managers want to increase the firm's inventory, which will be financed using short-term debt. How much can the firm increase its inventory without its current ratio falling below 2.1 (assuming all other assets and current liabilities remain constant)? (Round to one decimal place.)
Question 4. (10 points total) (Efficiency analysis)Baryla Inc. manufactures high quality decorator lamps in a plant located in eastern Tennessee. Last year the firm had sales of $93 million and a gross profit margin of 45 percent.
a. (5 points) How much inventory can Baryla hold and still maintain an inventory turnover ratio of at least 6.3 times? (Round to one decimal place.)
b. (5 points) Currently, some of Baryla's inventory includes $2.3 million of outdated and damaged goods that simply remain in inventory and are not salable. What inventory ratio must the good inventory maintain in order to achieve an overall turnover ratio of at least 6.3 (including the ...
BBA 3361, Professionalism in the Workplace 1 Course Desc.docx
BBA 3361, Professionalism in the Workplace 1
Course Description
Presents an overview of the challenges associated with workplace expectations regarding business etiquette, appropriate
use of technology, and proper attire. It is designed to assist students in gaining knowledge of how to appropriately
communicate with others and how to effectively deal with conflict, teamwork, and accountability in a fair and ethical
manner. The basic skills necessary for obtaining a job and achieving success in today’s challenging economy and
increasingly competitive work environment are enhanced through this course.
Course Textbook
Anderson, L. E., & Bolt, S. B. (2016). Professionalism: Skills for workplace success (4th ed.). Boston, MA: Pearson.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Evaluate the effect of attitude, personality, and goal setting on work performance development.
2. Describe the impact of time management in the workplace.
3. Explain the meaning of ethical behavior in the workplace.
4. Analyze the advantages to an organization offering quality customer service and human resources.
5. Analyze techniques used to promote effective communication, accountability, and positive relationships within the
workplace.
6. Explain the dynamics of teamwork, to include motivation, conflict resolution, and leadership.
7. Construct a resume package that demonstrates methods for highlighting job-related skills.
8. Critique interview techniques.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
4. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook
and/or outside resources. Chapter presentations are provided in each unit study guide as Required Reading to
aid students in their course of study.
5. Suggested Reading: Suggested Readings are listed in each unit’s study guide. Students are encouraged to read
the resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested
Readings.
6. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their
course of study.
7. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications
can be found in the Student Resources link listed in the Course Menu bar.
BBA 3361, Professionalism in
the Workplace
Course Syllabus
BBA 3361, Professio ...
BCJ 2002, Theory and Practices of Corrections 1 Cour.docx
BCJ 2002, Theory and Practices of Corrections 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Define terms related to corrections.
1.1 Define all relevant vocabulary related to the correctional system within
the unit.
1.2 Define and understand professionalism in corrections.
2. Assess the purpose, implementation, and effectiveness of corrections.
2.1 Identify standards, training, and skills of correctional officers.
2.2 Identify what organizations exist that set standards in the field.
3. Trace the historical evolution of the correctional system.
3.1 Identify key people that have helped to reform the correctional system
over time.
Unit Lesson
The statistics currently indicate that crime has declined since the 1990s; however, the
number of people incarcerated or under some sort of correctional supervision has
continued to steadily increase. There are four reasons behind this phenomenon:
1. The tough on crime laws like three-strikes-laws have kept repeat offenders
incarcerated for extended lengths of time.
2. The War on Drugs has led to many arrests and convictions that have
increased incarcerated populations in every jurisdiction in the country.
3. Parole authorities now fear liability for inmates released early that re-offend.
4. Those that are out of jail and prison and on probation are more likely to violate
probation.
As the incarceration rate rises, it is important to realize that employment rates of
correctional officers and support staff will also continue to rise. In 1950 there were
approximately 27,000 people employed as correctional officers. Current statistics
indicate that number is now at 490,000 correctional officers. If you were to factor in the
increase in juvenile detention centers, probation and parole officers, administrators,
and other professionals in the correctional field, the number jumps to 748,000 people
employed in the correctional field (Schmalleger & Smykla, 2015).
Corrections Place in the Criminal Justice System
Once a person is arrested, he or she is booked into jail. Law enforcement must then
present evidence to the prosecutor and the decision will be made to file formal
charges or release the person from custody. If a person is charged with a crime, he or
she must go before a judge in an initial, or first, appearance in court. At this time he or
Reading
Assignment
Chapter 1:
Corrections: An Overview
Chapter 2:
Punishments: A Brief
History
Learning Activities
(Non-Graded)
See information below.
Key Terms
1. Adjudication
2. Arraignment
3. Community
corrections
4. Corporal punishment
5. Cost-benefit analysis
6. Criminal law
7. Evidence-based
corrections
8. Hedonistic calculus
9. Institutional
corrections
10. Mores
11. Nolo contendere
12. Noninstitutional
corrections
13. Penal law
14. Sustainable justice
15. Utilitarianism
...
BBA 3651, Leadership 1 Course Description Leadershi.docx
BBA 3651, Leadership 1
Course Description
Leadership presents the importance of leadership in conjunction with various leadership traits, styles, and qualities.
Enhances the importance of having a vision, the motivation to lead, social motives in the workplace, levels of morality and
values, and the significance of empowerment for effective leadership. Topics include situational leadership, organizational
climate, moral dilemmas, personal integrity, servant leadership, participative management, human relations, high-
performance teams, diversity, cultural and interpersonal differences, workplace stress, performance management, and
organizational change.
Course Material(s)
No physical textbook is required; resources are integrated within the course.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Analyze the significance of the concept of leadership and the different leadership styles.
2. Distinguish between the importance of vision, the motive to lead, and organizational climate.
3. Explore various aspects of effective leadership, to include influence, follower motivation, and effective
followership.
4. Illustrate the role of ethics and values in guiding organizational behavior.
5. Articulate globalization and the resulting cultural implications of leadership, including unique considerations for
leading multicultural teams.
6. Analyze the role of leadership in decision-making processes that serve to establish an organizational climate
oriented to meet business goals.
7. Analyze methods used to appropriately manage groups and teams.
8. Evaluate different aspects of organizational change.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
4. Reading Assignments: Each unit contains Reading Assignments from outside resources.
5. Suggested Reading: Suggested Readings are listed in the Unit III, IV, and VI-VIII study guides. Students are
encouraged to read the resources listed if the opportunity arises, but they will not be tested on their knowledge of
the Suggested Readings.
6. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their
course of study.
7. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications
can be found in the Student Resources link listed in the Course Menu bar.
BBA 3651, Leadership
Course Syllabus
BBA 3651, Leadership 2
8. Unit Assignm ...
Basics of QuotingA guideline for good quoting is to integrate.docx
Basics of Quoting
A guideline for good quoting is to integrate the quote into your own writing. Be sure to set up a quote with proper context, such as who said the quote, and any background information required to understand what that person is talking about. This quote set-up should go before the quote, so the reader isn’t wondering who’s talking when you start a quote. Ideally, you should be able to put the quote inside your own sentence, rather than having the quote stand alone.
Level One: Summarize, then Quote
If you can’t include the quote in your own sentence, at the very least you should prepare the reader for a quote by giving a brief summary before the quote. For instance:
Mr. Fleharty argues that quotes should fit smoothly in your own sentences. “The more you can integrate a quote in your own writing, the better.”
Level Two: Using Set-up Phrases
This can get a little trickier with punctuation and proper verb tense, but you should be able to attribute a quote to somebody with a short phrase provided before the quote, in the same sentence. In MLA format, these signal phrases should use present tense verbs.
According to Mr. Fleharty, “The more you can integrate a quote…the better.”
In “Basics of Quoting,” Mr. Fleharty says, “--------------------------.”
Be careful to avoid the common mistakes that come up when using these phrases. For instance, if you use “According to X,” you don’t need to add “X states/believes/says _____.” They mean the same thing. Also, avoid “According to the article, it says _________.” This shouldn’t happen- name the author instead, or at the very least the website or magazine the article is from.
Level Three: Mid-Sentence Quotes
The best way to integrate quotes into your own essay is to quote small phrases from the source as parts of your own sentence. Essentially, you are summarizing or analyzing what the author is saying WHILE using some of their own words. Be absolutely sure the sentence still flows grammatically. Picture the sentence without the quote marks. If necessary, you can change parts of the quote by using [brackets] to let readers know you’ve changed it.
Mr. Fleharty argues that you should “integrate a quote in your own writing” to ensure that quotes aren’t just standing around adding nothing to your essay.
One common mistake when starting to use this method is quoting too little to be worthwhile. For instance, don’t just quote one word unless it’s crucial that the author is using that specific word. Try to take whole phrases at a time to make it worth quoting, otherwise just stick to summarizing the source instead.
Ultimately, quoting successfully comes down to providing context and integrating the quotes into your own writing. In other words, remember to set up your quotes.
Assignment
Read an article with a clearly named author and write a response to it that uses five quotes from the original. Use a different form of quote set-up for each quote- don’t repeat the same one for a ...
BDM Scheme of Work.docScheme of WorkBTEC HND in Busine.docx
BDM Scheme of Work.doc
Scheme of Work
BTEC HND in Business
Module Title: Business Decision Making (BDM)
September 2016 Semester
Module Leaders: Kuldeep Pradhan
Module Lecturers:
Nooreen Jafferkhan
Kuldeep Pradhan
Aims:
The aim of this unit is to give learners the opportunity to develop techniques for data gathering and
storage, an understanding of the tools available to create and present useful information, in order to
make business decisions
Learning Outcomes:
On successful completion of this unit a learner will:
LO1 Be able to use a variety of sources for the collection of data, both primary and secondary
LO2 Understand a range of techniques to analyse data effectively for business purposes
LO3 Be able to produce information in appropriate formats for decision making in an organisational context
LO4 Be able to use software-generated information to make decisions in an organisation.
Delivery:
This unit will be delivered through a combination of different methods that mainly include formal lectures (1 hour) and seminars (2hours). The lecture sessions will normally introduce the topics, and will be largely tutor-led. Seminars are designed to allow for in-depth discussion on the lecture topic, and provides opportunities for students to understand in more detail the linkages between the lecture content and the assessment for the module. During seminars, several methods and techniques that can be applied may include question and answer, group discussions and short presentations based for example on scenarios, video-clips and case study material.
Assessment:
The assessment for this module will take the form of an “Individual Assignment” which will be scenario based over a number of tasks. The tasks presented will cover learning Outcomes (LO1 – LO4), and will be designed to evaluate students’ understanding of the module content.
A completed assignment must provide evidence reflecting that students have understood and can use the information they have studied on the course. The evidence should meet all the assessment criteria and presented in a manner that helps students to receive at least a PASS grade, in order to succeed in the Module.
Essential Reading:
E-text book on Moodle:
Newbold P, Carlson William L, Thorne B, Statistics for Business and Economics: Global Edition.
8th edition, Thomson Publications
Recommended Reading: Electronic Sources
1. Times 100: http://businesscasestudies.co.uk2. The Harvard Business Review
3. Journal of Strategic Management
Websites:
www.businessweek.com
www.ft.com
Week Number
Lecture Topics
Duration: One hour
Seminar Topics
Duration: 1st Hour
Seminar Topics
Duration: 2nd Hour
Objectives of the Sessions
Week 1
Topic 1: Introductory session:
-Overview of Unit content
-Overview of Learning
Outcomes and Assessment criteria
-Overview of Assessment method teaching structure (Lectures & Seminars), Scheme of Work
Health and Safety & Housekeeping
Formative & summativ ...
BCJ 4385, Workplace Security 1 UNIT V STUDY GUIDE Ri.docx
BCJ 4385, Workplace Security 1
UNIT V STUDY GUIDE
Risk Assessments, Surveys, Planning, and
Program Implementation & Administration
Course Learning Outcomes for Unit V
Upon completion of this unit, students should be able to:
1. Identify and evaluate safety and security risks to individuals and
organizations and the measures available to alleviate these risks.
2. Discuss the importance of appropriate security planning with a focus on
the scope of the planning at the community, institutional, and
international level.
3. Compare and contrast security planning between a private and public
administration including the various security agencies involved.
Unit Lesson
General Overview
There are various types of risks (pure, dynamic, speculative, static, inherent)
that are associated with the protection of one’s assets. It is important that
organizations are aware of the risks that exist and take action to control known
risks. As a result, organizations should utilize the various risk assessment and
management tools that are available. When managing risk, the focus should be
on the elimination of risk, the reduction of risk, and the mitigation of risk. There
are three factors that influence risk management: vulnerability, probability, and
criticality. All three factors are equally important, and once assessed, resources
should be allocated so that the maximum amount of risk is reduced.
Conducting a risk assessment is a very detailed procedure which requires
security managers to consider several factors such as the human, physical and
information assets at risk, the probability or of loss, the frequency of loss, the
impact of loss (financial, psychological, and other), options available to prevent
or mitigate loss, feasibility of implementing options, and cost-benefit analysis.
One way to assist organizations in conducting a risk assessment is to utilize a
security survey which identifies an organization’s assets, all potential threats to
those assets, and existing vulnerabilities that could be exposed by the threats to
the assets. Security survey results are not only useful for risk assessments, but
are also useful for the current maintenance of safety and future security
planning.
Planning and budgeting for implementing security strategies that result from risk
assessment is not a simple task. First, there are several types of plans that one
must choose from: single-use, repeat-use (standing), tactical, strategic, and
contingency. All plans are comprised of three elements that flow in the cyclical
manner: needs or risk assessment, alternative courses of action, and action plan
selection. There are also several planning and management tools (CompStat,
GIS) that can assist in the development of a plan. Once the plan is drafted a
budget must be developed which includes a cost-benefit analysis that can help
planners determine possible consequences associated with plan-related
expenditures ...
Based on the materials for this week, create your own unique Datab.docx
Based on the materials for this week, create your own unique Database table using MySQL.
The table should contain at least 6 columns (use different data type, as appropriate for your application).
The table should have a Primary Key and one other constraint of your choice.
You should populate the table with 5 records.
Then Query the table to display all columns for all records.
You should provide the SQL script and screen captures of you successfully running the script.
Respond to other students by supplying scripts that add additional records, modiify or query data from the tables. Demonstrate your modifications worked by providing the screen shots of your scripts successfully running.
Business-level strategies are intended to help an organization take advantage of opportunities in its environment to create value for stakeholders. Low-cost and differentiation strategies are the two primary approaches used by organizations to gain competitive advantage at the business level. Describe the two types of strategies. Using the example of a chain of women’s clothing stores, analyze how such an organization might employ each type of strategy. How would the organization design its structure under each type of business-level strategy? How would the culture of the organization differ under each type of business-level strategy?
Should be at least 300 words. Does not have to be in paper format this is only a post
Name: William Clements
Class: SDEV 300
Section: 6380
Date: 6/15/2016
Lab 7
Screen Shot:
1
Introduction to MySQL
Overview
This lab walks you through using MySQL. MySQL is a relational database that can be used as part of Web
and other applications. This lab serves as a primer for using MySQL and will serve as a foundation when
we discuss SQL injection attacks and possible mitigations.
Learning Outcomes:
At the completion of the lab you should be able to:
1. Connect to a MySQL database and show the tables within the Ubuntu virtual machine
2. Create MySQL tables containing popular data types and constraints
3. Insert, update and delete data from MySQL database tables
4. Create and execute SQL Select statements and simple joins on MySQL tables
Lab Submission Requirements:
After completing this lab, you will submit a word (or PDF) document that meets all of the requirements in
the description at the end of this document. In addition, your MySQL file should be submitted. You can
submit multiple files in a zip file.
Virtual Machine Account Information
Your Virtual Machine has been preconfigured with all of the software you will need for this class. The
default username and password are:
Username : umucsdev
Password: umuc$d8v
MySQL Username: sdev_owner
MySQL password: sdev300
MySQL database: sdev
Part 1 – Connect to a MySQL database and show the tables within the Ubuntu virtual machine
The Virtual Machine already has MySQL installed. A MySQL username has also been created alon ...
BBA 3310 Unit VI AssignmentInstructions Enter all answers dir.docx
BBA 3310 Unit VI Assignment
Instructions: Enter all answers directly in this worksheet. When finished select Save As, and save this document using your last name and student ID as the file name. Upload the data sheet to Blackboard as a .doc, .docx or .rtf file when you are finished.
Question 1: (10 points). (Bond valuation) Calculate the value of a bond that matures in 12 years and has $1,000 par value. The annual coupon interest rate is 9 percent and the market's required yield to maturity on a comparable-risk bond is 12 percent. Round to the nearest cent.
The value of the bond is
Question 2: (10 points). (Bond valuation) Enterprise, Inc. bonds have an annual coupon rate of 11 percent. The interest is paid semiannually and the bonds mature in 9 years. Their par value is $1,000. If the market's required yield to maturity on a comparable-risk bond is 14 percent, what is the value of the bond? What is its value if the interest is paid annually and semiannually? (Round to the nearest cent.)
a. The value of the Enterprise bonds if the interest is paid semiannually is
$
b. The value of the Enterprise bonds if the interest is paid annually is
$
Question 3: (10 points). (Yield to maturity) The market price is $750 for a 20-year bond ($1,000 par value) that pays 9 percent annual interest, but makes interest payments on a semiannual basis (4.5 percent semiannually). What is the bond's yield to maturity? (Round to two decimal places.)
The bond's yield to maturity is
%
Question 4: (10 points). (Yield to maturity) A bond's market price is $950. It has a $1,000 par value, will mature in 14 years, and has a coupon interest rate of 8 percent annual interest, but makes its interest payments semiannually. What is the bond's yield to maturity? What happens to the bond's yield to maturity if the bond matures in 28 years? What if it matures in 7 years? (Round to two decimal places.)
The bond's yield to maturity if it matures in 14 years is
%
The bond's yield to maturity if it matures in 28 years is
%
The bond's yield to maturity if it matures in 7 years is
%
Question 5: (15 points). (Bond valuation relationships) Arizona Public Utilities issued a bond that pays $70 in interest, with a $1,000 par value and matures in 25 years. The markers required yield to maturity on a comparable-risk bond is 8 percent. (Round to the nearest cent.) For questions with two answer options (e.g. increase/decrease) choose the best answer and write it in the answer block.
Question
Answer
a. What is the value of the bond if the markers required yield to maturity on a comparable-risk bond is 8 percent?
$
b. What is the value of the bond if the markers required yield to maturity on a comparable-risk bond increases to 11 percent?
$
c. What is the value of the bond if the market's required yield to maturity on a comparable-risk bond decreases to 7 percent?
$
d. The change in the value of a bond caused by changing interest rates is called interest-rate risk. Ba ...
BBA 3310 Unit VI AssignmentInstructions Enter all answers.docx
BBA 3310 Unit VI Assignment
Instructions: Enter all answers directly in this worksheet. When finished select Save As, and save this document using your last name and student ID as the file name. Upload the data sheet to Blackboard as a .doc, .docx or .rtf file when you are finished.
Question 1: (10 points). (Bond valuation) Calculate the value of a bond that matures in 12 years and has $1,000 par value. The annual coupon interest rate is 9 percent and the market's required yield to maturity on a comparable-risk bond is 12 percent. Round to the nearest cent.
The value of the bond is
$814.17
Question 2: (10 points). (Bond valuation) Enterprise, Inc. bonds have an annual coupon rate of 11 percent. The interest is paid semiannually and the bonds mature in 9 years. Their par value is $1,000. If the market's required yield to maturity on a comparable-risk bond is 14 percent, what is the value of the bond? What is its value if the interest is paid annually and semiannually? (Round to the nearest cent.)
a. The value of the Enterprise bonds if the interest is paid semiannually is
$ 849.11
b. The value of the Enterprise bonds if the interest is paid annually is
$ 851.61
Question 3: (10 points). (Yield to maturity) The market price is $750 for a 20-year bond ($1,000 par value) that pays 9 percent annual interest, but makes interest payments on a semiannual basis (4.5 percent semiannually). What is the bond's yield to maturity? (Round to two decimal places.)
The bond's yield to maturity is
6.20
%
Question 4: (10 points). (Yield to maturity) A bond's market price is $950. It has a $1,000 par value, will mature in 14 years, and has a coupon interest rate of 8 percent annual interest, but makes its interest payments semiannually. What is the bond's yield to maturity? What happens to the bond's yield to maturity if the bond matures in 28 years? What if it matures in 7 years? (Round to two decimal places.)
The bond's yield to maturity if it matures in 14 years is
4.31
%
The bond's yield to maturity if it matures in 28 years is
4.23
%
The bond's yield to maturity if it matures in 7 years is
4.49
%
Question 5: (15 points). (Bond valuation relationships) Arizona Public Utilities issued a bond that pays $70 in interest, with a $1,000 par value and matures in 25 years. The markers required yield to maturity on a comparable-risk bond is 8 percent. (Round to the nearest cent.) For questions with two answer options (e.g. increase/decrease) choose the best answer and write it in the answer block.
Question
Answer
a. What is the value of the bond if the markers required yield to maturity on a comparable-risk bond is 8 percent?
$ 893.252
b. What is the value of the bond if the markers required yield to maturity on a comparable-risk bond increases to 11 percent?
$ 663.13
c. What is the value of the bond if the market's required yield to maturity on a comparable-risk bond decreases to 7 percent?
$1000
d. The change in the value of a bond caused by ch ...
BBA 3301 Unit V AssignmentInstructions Enter all answers direct.docx
BBA 3301 Unit V Assignment
Instructions: Enter all answers directly in this worksheet. When you are finished, select Save As, and save this document using your last name and student ID as the file name. Upload the data sheet to Blackboard as a .doc, .docx or .rtf file when you are finished.
Question 1. (30 points total) Use this balance sheet and income statement from Carver Enterprises to complete parts a and b:
a. (15 points) Prepare a common size balance sheet for Carver Enterprises. Complete the common-size balance sheet: (Round to one decimal place.)
Common−Size Balance Sheet
2013
Cash and marketable securities
$
490
%
Accounts receivable
5,990
Inventories
9,550
Current assets
$
16,030
%
Net property plant and equipment
17,030
Total assets
$
33,060
%
Accounts payable
$
7,220
%
Short−term debt
6,800
Current liabilities
$
14,020
%
Long−term liabilities
7,010
Total liabilities
$
21,030
%
Total owners’ equity
12,030
Total liabilities and owners’ equity
$
33,060
%
b. (15 points) Prepare a common-size income statement for Carver Enterprises. Complete the common-size income statement: (Round to one decimal place.)
Common−Size Income Statement
2013
Revenues
$
30,020
%
Cost of goods sold
(19,950)
Gross profit
$
10,070
%
Operating expenses
(7,960)
Net operating income
$
2,110
%
Interest expense
(940)
Earnings before taxes
$
1,170
%
Taxes
(425)
Net income
$
745
%
Question 2. (10 points total) Use this data table of Campbell Industries liabilities and owners' equity to complete parts a and b.
a. (5 points) What percentage of the firm's assets does the firm finance using debt (liabilities)? (Round to one decimal place.)
b. (5 points) If Campbell were to purchase a new warehouse for $1.3 million and finance it entirely with long-term debt, what would be the firm's new debt ratio? (Round to one decimal place.)
Question 3. (10 points total) (Liquidity analysis)Airspot Motors, Inc. has $2,433,200 in current assets and $869,000 in current liabilities. The company's managers want to increase the firm's inventory, which will be financed using short-term debt. How much can the firm increase its inventory without its current ratio falling below 2.1 (assuming all other assets and current liabilities remain constant)? (Round to one decimal place.)
Question 4. (10 points total) (Efficiency analysis)Baryla Inc. manufactures high quality decorator lamps in a plant located in eastern Tennessee. Last year the firm had sales of $93 million and a gross profit margin of 45 percent.
a. (5 points) How much inventory can Baryla hold and still maintain an inventory turnover ratio of at least 6.3 times? (Round to one decimal place.)
b. (5 points) Currently, some of Baryla's inventory includes $2.3 million of outdated and damaged goods that simply remain in inventory and are not salable. What inventory ratio must the good inventory maintain in order to achieve an overall turnover ratio of at least ...
Basic Guide to Program Evaluation (Including Outcomes Evaluation).docx
Basic Guide to Program Evaluation (Including Outcomes Evaluation)
© Copyright Carter McNamara, MBA, PhD, Authenticity Consulting, LLC.
Adapted from the Field Guide to Nonprofit Program Design, Marketing and Evaluation.
This document provides guidance toward planning and implementing an evaluation process for for-profit or nonprofit programs -- there are many kinds of evaluations that can be applied to programs, for example, goals-based, process-based and outcomes-based. Nonprofit organizations are increasingly interested in outcomes-based evaluation. If you are interested in learning more about outcomes-based evaluation, then see the sections Outcomes-Evaluation and Outcomes-Based Evaluations in Nonprofit Organizations.
Sections of This Topic Include
Program Evaluation: carefully getting information to make decisions about programsWhere Program Evaluation is HelpfulBasic Ingredients (you need an organization and program(s))Planning Program Evaluation (what do you want to learn about, what info is needed)Major Types of Program Evaluation (evaluating program processes, goals, outcomes, etc.)Overview of Methods to Collect Information (questionnaires, interviews, focus groups, etc.)Selecting Which Methods to Use (which methods work best to get needed info from audiences)Analyzing and Interpreting Information Reporting Evaluation ResultsWho Should Carry Out the Evaluation?Contents of an Evaluation PlanPitfalls to Avoid
Online Guides, etc.Outcomes-EvaluationGeneral Resources
Also seeEvaluations (many kinds)Related Library Topics
Related Library Topics
Also See the Library's Blogs Related to Program Evaluations
In addition to the articles on this current page, see the following blogs which have posts related to Program Evaluations. Scan down the blog's page to see various posts. Also see the section "Recent Blog Posts" in the sidebar of the blog or click on "next" near the bottom of a post in the blog.
Library's Business Planning BlogLibrary's Building a Business BlogLibrary's Strategic Planning Blog
A Brief Introduction ...
Note that the concept of program evaluation can include a wide variety of methods to evaluate many aspects of programs in nonprofit or for-profit organizations. There are numerous books and other materials that provide in-depth analysis of evaluations, their designs, methods, combination of methods and techniques of analysis. However, personnel do not have to be experts in these topics to carry out a useful program evaluation. The "20-80" rule applies here, that 20% of effort generates 80% of the needed results. It's better to do what might turn out to be an average effort at evaluation than to do no evaluation at all. (Besides, if you resort to bringing in an evaluation consultant, you should be a smart consumer. Far too many program evaluations generate information that is either impractical or irrelevant -- if the information is understood at all.) This document orients personnel to the nature of program evaluation and how i ...
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- 1. Be sure to listen to all of the pieces first, then answer the questions and re-listen as needed! After you have completed the required reading and listened to each piece as identified, please complete the following questions. Please keep in mind that the aim of these questions is not necessarily a right or wrong answer (you are NEVER graded on your opinion), but how well you present your ideas, demonstrate your understanding of the material, and support your reasoning. 1. Two of the concepts discussed in your text include rhythm and meter. Rhythms and meters are placed in groups (or a feeling of) of 2’s or 3’s, often referred to as duple or triple. After listening to “Cantecul Miresei,” how would you identify the meter? Is it duple, triple, or it is a combination of both? Explain your answer and how you arrived at your decision. (Hint: Listen to the piece several times and try clapping with the beat.”) 2. Tempo, the speed at which the music is performed, is an important aspect in all forms and genres of music. Whether or not we understand the words, or if words are completely absent, tempo can give us a feeling of the overall mood or emotion of a piece of music. Tempo can also change and is not a static function in the music of any culture. For each piece in this assignment, identify the tempo (slow, moderate, fast, furious, et cetera). In addition, describe the mood of each piece and how this might be different if the tempo were different. Give examples from your listening to help explain your answers. 3. Understanding the concept of harmony can be both complicated and frustrating. However, in the most simple of definitions, harmony is simply the part of music that adds to (or rounds) out the melody, which many would say makes music more interesting to listen and relate to. Choose one of the pieces from the list above and describe the harmony using terms discussed and defined in the text. Is the pitch tendency of the piece (not a specific voice or instrument) high or low? Is it
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