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 ...
The Unglued Church Workshop -- NEXT Church 2016 National GatheringSusan Rothenberg
An overview of The Unglued Church pilot project in Pittsburgh Presbytery, designed to assist congregations navigate the cultural tsunami of change affecting the Presbyterian Church (U.S.A)
Project that shows my interest in separating Church leaders from interfering with State legislation. The church needs to be redesigned to be more Christ centered and not rule and law centered.
The Unglued Church Workshop -- NEXT Church 2016 National GatheringSusan Rothenberg
An overview of The Unglued Church pilot project in Pittsburgh Presbytery, designed to assist congregations navigate the cultural tsunami of change affecting the Presbyterian Church (U.S.A)
Project that shows my interest in separating Church leaders from interfering with State legislation. The church needs to be redesigned to be more Christ centered and not rule and law centered.
How Does The Church Help You To Get Mental Peace And Satisfaction? Church org
If you are a church member, you will also get this unique mental satisfaction. You can search online churches near me to find the best church in your locality.
Be sure to include in your reply specific commentary examining the.docxJASS44
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.docxJASS44
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.docxJASS44
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 .docxJASS44
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.docxJASS44
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.docxJASS44
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.docxJASS44
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.docxJASS44
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.docxJASS44
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 ...
Be sure to listen to all of the pieces first, then answer the ques.docxJASS44
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 ...
BCJ 2002, Theory and Practices of Corrections 1 Cour.docxJASS44
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
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.docxJASS44
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.docxJASS44
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.docxJASS44
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.docxJASS44
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 ...
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Be sure to include in your reply specific commentary examining the.docxJASS44
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.docxJASS44
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.docxJASS44
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 .docxJASS44
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.docxJASS44
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.docxJASS44
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.docxJASS44
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.docxJASS44
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.docxJASS44
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 ...
Be sure to listen to all of the pieces first, then answer the ques.docxJASS44
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 ...
BCJ 2002, Theory and Practices of Corrections 1 Cour.docxJASS44
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
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.docxJASS44
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.docxJASS44
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.docxJASS44
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.docxJASS44
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.docxJASS44
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.docxJASS44
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.docxJASS44
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 ...
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
ESC Beyond Borders _From EU to You_ InfoPack general.pdf
BEAUTIFUL CHURCH ___________________ SIX STEPS TO.docx
1. 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
2. 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
3. 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?
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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
4. against the tide when I saw evidence over the years that his
prediction was coming true.
The church does not have to die as its congregants age. The
beautiful church can effectively reach people far from
Christ and
develop them into vibrant disciples. *Example Pastor who step
down from Faith Temple Church. His members were
older members. There were no young members.
WHAT DOES IT TAKE TO BUILD A BEAUTIFUL CHURCH?
Like the nine vital systems in the physical body (the circulatory
system, the respiratory system,
the skeletal system, etc.), the beautiful church has three primary
systems: tending to believers,
extending to nonbelievers, and sending new church plants and
missionaries to a broken world. My love and
work with local churches for over 28 years has given me an
awareness that the church has
consistently struggled in one of these three—extending.
The unanimous conclusion from theologians, social scientists
and historians is this: the force and
impact of the church in America is in serious decline. The lost
and confused are no longer looking
to the church for answers to life’s most pressing questions.
Years ago, Peter Wagner found that the best way to reach
unbelievers was to start new churches.
(cite) While this may have been true years ago, Ed Stetzer’s
research has confirmed that for the past
nine years, new church plants are doing no better than existing
churches when it comes to reaching
people far from Christ. In fact, 96% of existing and emerging
5. new church plants are NOT growing
through conversion growth, the natural outcome of an extending
church. This should not come as a
surprise. Pastors are trained in seminary to work with believers,
not unbelievers. If we truly want to
shift the results of our churches, we have to shift our training.
While it’s true that non-Christians are not looking for the
church, most disheartening, however, is
that the church isn’t looking for non-Christians. In other words,
churches are not connecting with
or reaching lost people; we’re simply reproducing a church
model that is failing to extend and reach
people far from Christ.3
WHERE THE RUBBER MEETS THE ROAD
Several years ago, I took my leadership team through a series of
challenging questions regarding our
ability to reach nonbelievers. The conversations were very
discouraging and spoke directly to what
we were missing. We were missing the unchurched.
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I asked our team of twelve leaders how many times they’d
shared their faith in the last year.
Combined, we came up with three over an entire year. Yikes!
Our core team considered ourselves
mission-driven, and yet, nothing was further from the truth. We
were simply not doing what our
hearts knew Christ wanted for our lives. We were doing a lot of
ministry activity, but we were missing
the extending piece.
This opened honest conversations which produced radical
changes in and through us as leaders. As
difficult as some of those moments were, we can now look back
and appreciate the bigger picture.
Change is not always easy, but if we can persevere through the
tough moments, we’ll not only be
able to see God’s hand at work, we’ll see incredible fruit.
OUR CORE MISSION
Isaiah 52:7(NIV) says, “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!”
Bringing God’s love, grace and truth to a broken world is
central to our calling, and yet, somehow
we’ve become overwhelmed with tending to the needs of
believers and lost an essential focus on
what makes the church beautiful—extending.
Jesus came to save the lost. He was born as the savior of the
8. world; He lived his life to seek and save
the lost, and He died on a cross for the sinfulness of mankind.
Everything about Jesus’ life was
committed to rescuing his lost and wayward children. If
unbelievers matter to Christ, they should
matter to me.
I’ve spent countless hours advocating on behalf of believers in
the church. I’ve worked on
improving preaching, teaching, worship, and children’s
ministry—all essential components of
tending to the needs and growth of believers. Whether I served
as a leader of Bible study groups or
a mentor of discipleship classes, I focused heavily on the
tending dimension of the church.
SIX STEPS TO VIBRANT CHURCH GROWTH
When God moved me and my family to the inner city, I had no
idea what He planned to do. I had
zero experience with the incredible brokenness I encountered
and zero understanding of the new
culture I entered. Nonetheless, our family stepped into our new
community, and somewhat
reluctantly, began to get to know our new neighbors.
My new neighbors faced insurmountable, life-threatening
challenges which prompted me to ask
myself questions. Who advocated on behalf of unbelievers, the
unchurched and those far from
Christ? Who would stand up for the lost, hurting and broken
people around me? Through trial and
error, God broke my heart and broadened my focus and taught
me how to include extending in my
9. church model.
If we’re truly going to get to the heart of transformation, we’re
going to have to address culture—
the way the church thinks, believes and behaves, specifically
regarding the unchurched.
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The following chapters detail six critical steps to build culture
that gets believers out of the seats
and into the streets and reaches unbelievers far from Christ.
STEP 1:
GOD’S HEART FOR THE UNCHURCHED AND HOW THE
CHURCH MUST RESPOND
Jesus came to seek and save the lost, so must we. God’s heart
breaks for his orphaned children.
When our hearts align with God’s heart, conversion growth will
be central in our discipleship
models.
Our leadership team loved Jesus, but we got distracted with so
many other good ministry activities,
we lost connection with God’s heart for the lost. Keeping our
11. focus on what God wants is absolutely
critical to our life mission as the church. While there are many
good things worth investing our time
and energy, our hearts need to align with God’s heart and his
passion to welcome home his wayward
children.
STEP 2:
GOD’S HOPE FOR THE UNCHURCHED THROUGH THE
LOCAL CHURCH
Jesus wants all his orphaned children to come home. This rescue
mission transitions us from
darkness into the loving arms of the only thing Jesus is
building—his church. The local church is
the womb to tomb discipleship mechanism that God designed to
transform our lives. While there
are many good works being accomplished in the world, pastors,
church leaders and Christians must
ensure that God’s work is at the center of all our activity.
God’s hope is eternal. God’s work is eternal. The local church
is God’s means by which He is
transforming the world. Focusing on God’s hope is absolutely
essential if we want to avoid getting
caught up spending time, energy and resources on humanitarian
good things that will not last. The
church truly is the hope of the world.
STEP 3:
LEARNING FROM THE UNCHURCHED AND
UNDERSTANDING THEIR POINT OF VIEW
12. Most non-believers are simply doing what they know best.
When I was a sinner, I was pretty good
at it. Ha. If we’re going to be able to reach people with the good
news of Jesus, we must understand
it’s not us against them. According to Ephesians 6:12, there’s
an enemy at work, and it’s not people.
We were all once deceived. We didn’t change until someone
brought light into our lives.
Having spent countless hours interviewing and talking with
unbelievers, the overwhelming majority
have visited church on several occasions. They want to believe
in God, but they don’t really know
how or what to do. When asked why the church isn’t a viable
option for them to consider life’s
toughest questions, they describe not fitting in or connecting at
church. Learning from the
unchurched is critical to our ability to present the gospel in
meaningful ways.
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STEP 4:
ENGAGING THE UNCHURCHED IN THEIR CULTURAL
ENVIRONMENT
If we’re truly going to engage the unchurched, we have a lot of
learning ahead of us. Working with
church attenders is familiar and natural. Seminaries teach this
and the congregation we serve
reinforces the idea. The church serves attenders through Bible
studies, counseling, weddings,
funerals, and other services. Working with the unchurched is
unnatural, unfamiliar and extremely
unpredictable.
The process was filled with a multitude of questions, but we
knew we could no longer continue
down the path of only impacting believers. Even though it took
several years, we finally made some
powerful and key discoveries that helped connect us with the
unchurched and is now a wonderful
15. and consistent part of our reality.
STEP 5:
ASSIMILATING THE UNCHURCHED INTO THE LIFE OF
YOUR CHURCH
It is one thing to authentically engage and connect with the
unchurched in their own cultural
environment, but it’s another thing to assimilate the unchurched
into your church.
While we made many mistakes in the early years, we sought
feedback from over 300 unchurched
neighbors regarding their view of the church. They described
the church as unfriendly and self-
indulging—only caring about themselves. Their brutal honesty
was hard-hitting, but well worth
hearing.
We discovered that much of our church culture was
unrecognizable to us. Tradition dictated our
routine. We’d always done church this way. We really didn’t
know anything different. Even though
we preferred the way we did church, (i.e. the music, the
preaching, and the fellowship) the
unchurched shared with us a totally different perspective.
STEP 6:
DEVELOPING THE UNCHURCHED AS POWERFUL
WITNESSING DISCIPLES
One of the big concerns we had with our previous discipleship
methods had to do with outcomes
and results. We relentlessly preached the truths of scripture, but
16. sadly, few shared their faith with
others. People had no problem serving or being nice, but
sharing their faith petrified them. Knowing
this, we learned how formative the unchurched were in their
cultural habits and so we built on this
formation process and developed an experience-rich
discipleship process that produced amazing
results.
CONVERSION GROWTH
Throughout this book, I interchange the terms nonbelievers,
non-Christian, lost, unchurched and people
far from Christ to refer to unbelievers who have yet to become
followers of Jesus. Furthermore,
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18. and truths referenced in this book
are transferable to both rural and suburban areas. The goal of
this book is to help pastors, church
leaders and Christians join Christ in building the kind of
churches—no matter the location—that
experience conversion growth.
Jesus’ heart is to see the power of the church unleashed in its
incarnational mission of being salt and
light in a broken world. May God bless us as we live out Isaiah
52:7 and join together in building
His Beautiful Church.
STEP 1
CHAPTER TWO
REALIGNING OUR HEARTS
Dear Christian,
I’ve been wanting to write this letter for a long time, but I
wasn’t sure talking to you would do any
good. Like you, I’m on my own journey.
Key Concept: There’s nothing like the local church, when the
local church is working right.
Pastors, church leaders and Christians ensure that the church is
19. working right as we focus
on reaching people far from Christ and turning them into
vibrant disciples of Jesus.
Application: Commit to refocusing your time, energy and
attention from simply tending to
believers to extending to unbelievers, thereby empowering your
congregation to reach the
lost.
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I’ve been very frustrated because it feels like you don’t even
listen to me. Do you really care what I
think or feel? I know there has to be more to life, but
everywhere I turn, I face another roadblock. I’m
struggling at work. The bills keep piling up. My kids are
hanging with the wrong crowd, and my mom
just got diagnosed with cancer. I really just want to find peace.
I’m looking for genuine love and acceptance, not spiritual
answers.
You talk about truth and scripture in such a way that seems like
you’re shoving your opinion down
my throat. I often feel judged by you because I don’t understand
your thinking. If you knew the things
I’ve done, would you accept me? Will I ever measure up to your
standard? You have a different
perspective about life that sounds so foreign. When I’m around
you, will you make me feel valued and
loved anyway?
I just want to be happy. I’m not searching for some lofty hope
or someone’s view of truth.
To be honest, your religion seems to make you so serious and
21. angry all the time. It’s a real downer
when you point out everything you find to be wrong in this
world. You seem so against everything, it’s
hard to believe you could really have my best interest in mind.
Your complaints don’t exactly inspire
me to become a Christian like you. If you could just smile and
laugh, your happiness and joy might
attract me.
I want to know you care.
Life is tough. Many times I feel empty and lonely. I’ve been put
down and excluded. When I’m
struggling and you say, “Jesus is the answer,” your simple
statements ring hollow. I don’t want to be
around people who are always judging me or trying to set me
straight. Am I some project of yours?
What I really want to know is if you care about me as a friend. I
need real friends. Friends who stand
by me when I’m alone, afraid, or hurt. If you really care, just be
my friend.
Sincerely,
Your non-Christian neighbor
WOW, WHAT A LETTER
This letter breaks my heart because, in many ways, I was that
Christian.
My heart and lifestyle was too often disconnected and distant
from those far from church. Many
times, I was judgmental and came off as self-righteous. I had
22. plenty of answers, but very little
empathy. I stood on the sidelines pointing out the problems in
our world. Rather than love people
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and work toward providing solutions, I became critical. People
far from Christ were not at the
forefront of my heart, and sadly, they became projects to me.
23. Not friends.
Never was this more evident than when I left the safety of the
suburbs to live in the inner city over
29 years ago. Until I stared into the faces of broken, hurting and
hopeless children, I was unmoved
and unresponsive to the deepest cries of my city.
The inner city wrecked my heart. The first time I saw my
neighbors across the street, a man ran out
of the house yelling and carrying a machete while another man
chased him with a pitchfork. Two
houses down, the police visited my new neighbors more times in
one week than I’d seen their
presence in all my years living in the suburbs. In a strange
combination, an abundance of drug
addicts, prostitutes, and gang members lived alongside laborers,
daycare providers, and teachers who
made up my block.
The dysfunction was like nothing I’d experienced. The constant
gunfire, crime, violence and poverty
took on new meaning when I began to meet my neighbors.
North Omaha was no longer a faceless community I read about
in the newspaper. The daily trauma
awakened me to the pain God felt and increased my empathy.
God moved beyond getting my
attention to grabbing my affection for my hurting neighbors.
Between my idyllic rural roots and the suburban facade that life
was rosy, I lived life clueless to the
broken reality of people far from Christ. Honestly, I never
seriously thought much about lost people.
While at times I’d preached about reaching unbelievers, I never
really considered the emptiness,
24. despair and hopelessness of life without Jesus. Reaching the
lost was certainly not the heart and
focus of my leadership.
WHO IS THE CHURCH FOR?
Somehow, I missed the point. The church is not only for those
who follow Christ, but also for those
far from Christ.
Jesus came to save the lost. He was born as the savior of the
world; He lived his life to seek and save
the lost, and He died on a cross for the sinfulness of mankind.
Everything about Jesus’ life was
committed to seeking and saving the lost. If unbelievers matter
that much to Christ, they should
matter that much to me.
If I had the cure for cancer, I would tell everyone. Keeping the
cure to myself would be selfish. In
the same way, Christians have the cure and answer to countless
lives without the hope of Jesus
Christ. God challenged me to commit my life and leadership to
loving lost people.
Realigning my heart and rethinking church with a focus on His
25. heart for lost people shifted the way
I saw church. No longer could I focus only on those attending
church, I needed to act on behalf of
those outside the church walls.
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A RE-FOCUS ON THE UNCHURCHED
26. Beautiful churches include a focus on the unchurched rather
than only think about believers who
are already convinced. They think about those far from Christ
and move beyond their church walls
to connect with them in authentic and relevant ways.
Jesus is building one thing—His church (Matthew 16:18 NIV).
If the local church is the body and
fullness of Jesus Christ, we are the hands, the feet and the
heartbeat of Jesus here on earth. The
church was, and still is, God’s plan for healing a broken world.
The local church is central to
everything God is doing.
Some of Jesus’ first words declared that, “He must be about His
Father’s business” (Luke 2:49 NIV)
which he later explains is to “seek and save the lost.” (Luke
19:10 NIV) Conversion growth,
therefore, must be central to everything we, as pastors, church
leaders, and Christians do.
Rethinking and seeing the church more completely was a
powerful exercise for me because I realized
how ineffective I was at including the unchurched in my
thoughts and church activities. The world
is a dark place, and God’s plan to bring light to the world is
through local churches—churches like
yours and mine. While my heart was right with Jesus, my efforts
to reach people far from Christ
needed to expand. Realigning my heart with Jesus’ heart meant
conversion growth would be central
to everything I would do moving forward.
If I were to fulfill Christ’s mandate, I could no longer focus
only on the needs and activities of
Christians. If unchurched people were to experience conversion
27. to Christ, I needed to include the
unchurched in my strategy, decision making and church
activities. To reach people far from Christ,
I not only had to make some personal changes in my life, I also
had to rethink my church model
and do things differently.
LIVING WITH A SENSE OF URGENCY
My wife and I have been married 37 years and have 14 children.
That’s right, 14 children. We tell
people that our favorite scripture verse is, “be fruitful and
multiply.” Ha. We once lived in the
suburbs where I worked as a chemical engineer until I became a
pastor and moved my family to the
inner city.
Living with the daily reality of violence and brokenness has
instilled a passion within me to see the
church get out of the seats and into the streets to fulfill its
world-changing mandate. I have a murder
map hanging in my home and office as well as five bullets that I
carry in my pocket every day. These
real-life reminders press me to pray and live each day with a
sense of urgency to love and reach
people far from Christ.
Jesus’ heart breaks for the helplessness, heartache and
hopelessness which surrounds me. Lives are
on the line, and it’s incumbent upon us, as pastors, church
leaders, and Christians, to reconnect with
the unchurched in our city. We must live with a sense of
urgency for the countless lives trapped in
28. darkness, waiting for the hope we need to share.
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WHAT’S TRUE OF CONVERSION-GROWING CHURCHES?
As I travel and speak at conferences, I’m often asked, “Is there
a single factor you find in conversion-
growing churches?”
I’ve discovered that God uses all kinds of churches, in all kinds
of different ways, with all kinds of
different methods and styles. We oftentimes say, “There’s one
church, many expressions. Every
expression is valuable and greatly needed to reach the vast
variety of people on this planet.”
However, there is one factor that stands out in every
conversion-growing church, regardless of
denomination or size. Conversion-growing churches have a
passion for lost people and have
translated that passion into regular activities that connect
church people with unchurched
people.
Conversion-growing churches have intentionally developed a
culture where pastors, church leaders
and Christians regularly extend themselves and their
congregations in relationships with the
unchurched. These vibrant churches don’t expect members to
infiltrate the unchurched culture on
their own. Pastors and church leaders with a passion for people
far from Christ act as a catalyst,
30. mobilizing their congregations out of the seats and into the
streets in consistent activities that empower
connections with the unchurched.
DOING CHURCH DIFFERENTLY
Christianity is sometimes described as an upside-down
kingdom. If you want to become greatest, you
must become a servant. If you want to live, you must die. These
commands show the counter-intuitive
nature of Christianity.
In his book, Good to Great, Jim Collins makes the case that the
enemy to greatness is oftentimes the
very good you’re currently doing. To achieve greatness, you
don’t do better at the good things you’re
already doing. Rather, achieving greatness requires a whole
different set of beliefs and actions.
Oftentimes, the very thinking and actions that will move you to
greatness are contrary to the good
that is currently being done.5
Consider the sport of high jumping. For years, athletes trained
tirelessly in jumping higher and
higher. They worked on their speed, lifted weights and refined
their technique, but they only
increased their jumping by inches. When Dick Fosbury decided
to jump backwards, this radically
changed everything. The winning jumps increased by feet
instead of inches, completely altering the
sport of high jumping.
31. What if the good things we’re doing in ministry keep us from
accomplishing great things? What if
getting better means doing church differently?
After 29 years of ministry, I’ve found that cutting-edge
solutions for the church are not found in
doing good things better, but rather, in doing completely
different things.
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REACHING OUR FULL POTENTIAL
Pastors and church leaders have an amazing call to lead local
churches to fulfill Jesus’ mission—a
calling we never take lightly. When we allow God to realign our
hearts with the unchurched, we’ll
rethink church with the unchurched in mind. We’ll do church
uniquely different so that conversion
growth becomes our reality.
Just as God’s heart is for the unchurched so also should we, the
32. church, respond with a heart for
the unchurched. It is with this heart and passion that I join with
pastors, church leaders and
Christians in working toward the day when every local church
reaches its full potential.
STEP 1 SUMMARY
Step 1 challenges us to rethink our church paradigm and reshape
our church model to reach the
unchurched. Unleashing the power of the church is critical to
accomplishing God’s dream for his
church. Thinking about God’s heart for the unchurched
empowers us to help our congregation
come alive and get out of the seats and into the streets to impact
a lost and broken world.
DISCUSSION QUESTIONS:
1. What impacted you most about Step I?
2. What thoughts do you have after reading the letter from your
non-
Christian neighbor?
3. How would you describe your passion for people far from
Christ?
33. 4. How many people have you led to Christ in the past year?
5. What good things could you stop doing to become great at
seeing
lost people come to Christ?
Key Concept: God’s heart is for lost people. Allowing God to
realign our hearts with the
unchurched is critical. If church is primarily focused on
believers, is it time to consider doing
church differently?
Application: Take an honest look at your church. Is it “faulty”
as the pastor from Europe
described? Is your church structured only for your congregation,
or is it also structured and
ready to reach the unchurched? Pray, search the scriptures and
allow God to realign your
heart with His heart for those far from Him.
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GROUP LEADERSHIP MEETING INSTRUCTIONS
The church has three primary systems of ministry. The first
system is
34. tending, tending is improving the church, preaching, teaching,
worship
and children's ministry that is about 90-plus percent of ministry
activities that we currently participate in today.
TENDING
Tending to the needs and growth of Believers is the primary
goal of
tending.
EXTENDING
The second primary Ministry goal of the church is extending
that is
reaching out to the non-believer, the unchurched. The scripture
says
Jesus came to save the Lost. He was born as the savior of the
world, he
lived his life to seek and save the Lost and he died on the cross
for the
sinfulness of mankind. His life was committed to rescuing the
lost.
CHURCH PLANTING
The final Ministry goal of the church is extending. Extending is
new
church plants and missionaries to a broken world to plant
churches.
Primarily starting new churches. For years the church has
consistently
struggled with extending.
THE GOALS
1. The goal for each group is to identify all of the works and
35. Ministries and activities currently at the Church that
demonstrates
extending, reaching the lost. That includes group, auxiliary and
individual efforts at reaching the lost.
2. The second goal for each team is to come up with
recommendations be it individuals, teams or auxiliaries,
methods,
ways and ideas that we as a church can reach the lost.
Over 90-plus percent of the ministry and work at the church is
tending
Ministry, and we want to change our direction to the church as a
whole
spending more time winning the Lost to Jesus and fulfilling the
Great
Commission that God has given the church through Jesus Christ
and the
Holy Spirit.
THINKING OUT OF THE BOX
We want practical logical ideas including, Thinking Out of the
Box that
we can implement toward winning the loss. That includes
adults,
children and all non-believers regardless of age.
DATE IDEAS OF WHAT WE CAN DO
1. Date ideas of what we can do
2. Extending to the laws can be broken down into three
categories:
a. That is what we can do individually
b. What we can do as auxiliaries and