BMIS 325ModuleWeek 5 Homework AssignmentChapter 7 Homework.docx
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BMIS 325 Module/Week 5 Homework Assignment Chapter 7 Homework PART 1: (1 point) Given the following table, identify the functional dependencies: StdSSN StdCity StdClass OfferNo OffTerm OffYear EnrGrade CourseNo CrsDesc S1 SEATTLE JUN 01 SPRING 2009 3.5 C1 DB S1 SEATTLE JUN 02 FALL 2009 3.3 C2 VB S2 DENVER JUN 03 SPRING 2010 3.1 C3 OO S2 DENVER JUN 02 FALL 2009 3.4 C2 VB PART 2: (1 point) In the table provided below, fill in the following data such that it is completely un-normalized. That is, it is not even in 1NF. 222-33-44444 John Doe Web Design, Database, Intro to MIS, C# Programming 555-66-7777 Jane Doe Prin. Of Accounting, Auditing I, Statistical Analysis SSN StudentName Courses PART 3: (1 point) Using your un-normalized table above, fill in the table below with the data in 1NF. SSN StudentName Courses PART 4: Given the following table and functional dependencies, construct tables below that will satisfy 2NF and identify the primary key of each new table. Note that the primary key of this table is StdSSN + OfferNo. StdSSN StdCity StdClass OfferNo OffTerm OffYear EnrGrade CourseNo CrsDesc S1 SEATTLE JUN 01 SPRING 2009 3.5 C1 DB S1 SEATTLE JUN 02 FALL 2009 3.3 C2 VB S2 DENVER JUN 03 SPRING 2010 3.1 C3 OO S2 DENVER JUN 02 FALL 2009 3.4 C2 VB Functional dependencies: StdSSN StdCity, StdClass OfferNo OffTerm, OffYear, CourseNo, CrsDesc StdSSN, OfferNo EnrGrade (1/2 point) Table 1 Primary Key: _______________________________ (1/2 point) Table 2 Primary Key: _______________________________ (1/2 point) Table 3 Primary Key: _______________________________ PART 5: (1/2 point) Now, assume an additional functional dependency: CourseNo CrsDesc What table above needs to be modified to accommodate this new functional dependency? _______________________________ PART 6: (1/2 point) Given this new functional dependency, create tables below that will put this table in 3NF. Table 4 Primary Key: _______________________________ Table 5 Primary Key: _______________________________ PART 7: (1/2 point) Identify any foreign keys in Table 4: _______________________________ Page 3 of 5 ...
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BUS M02C – Managerial Accounting SLO Assessment project .docx
BUS M02C – Managerial Accounting
SLO Assessment project
Randy’s Kayaks, Inc. manufactures and sells one-person fiberglass kayaks. Randy’s balance sheet at the end
of 2011 was as follows:
RANDY’S KAYAKS, INC.
Balance Sheet
December 31, 2011
ASSETS LIABILITIES
Cash $ 52,000 Accounts payable $ 131,000
Accounts receivable 1,200,000
Raw materials inventory* 120,000 STOCKHOLDERS’EQUITY
Finished goods inventory** 287,500 Common Stock 1,600,000
Plant assets, net of accumulated Retained Earnings 2,063,500
Depreciation 2,135,000
Total Assets $ 3,794,500 Total Liabilities & SE $ 3,794,500
*40,000 pounds
**1,000 kayaks
The following additional data is available for use in preparing the budget for 2012:
Cash collections (all sales are on account):
Collected in the quarter of sale 40%
Collected in the quarter after sale 60%
(Bad debts are negligible and can be ignored)
Cash disbursements for raw materials (all purchases are on account):
Cash paid in the quarter of purchase 70%
Cash paid in the quarter after purchase 30%
Desired quarterly ending Raw materials inventory 40% of next quarter’s production needs
Desired quarterly ending Finished goods inventory 10% of next quarter’s sales
Budgeted sales:
1
st
quarter 2012 10,000 kayaks
2
nd
quarter 2012 15,000 kayaks
3
rd
quarter 2012 16,000 kayaks
4
th
quarter 2012 14,000 kayaks
1
st
quarter 2013 10,000 kayaks
2
nd
quarter 2013 12,000 kayaks
Anticipated equipment purchases:
1
st
quarter 2012 $30,000
2
nd
quarter 2012 $0
3
rd
quarter 2012 $0
4
th
quarter 2012 $150,000
Quarterly dividends to be paid each quarter in 2012 $4,000
Expected sales price per unit $400
Standard cost data:
Direct materials 10 pounds per kayak @ $3 per pound
Direct labor 10 hours per kayak @ $20 per hour
Variable manufacturing overhead $5 per direct labor hour
Fixed manufacturing overhead (includes $9,000 depreciation) $103,125 per quarter
Variable selling expenses $25 per kayak
Fixed selling and administrative expenses:
Insurance $45,000 per quarter
Sales salaries $30,000 per quarter
Depreciation $6,000 per quarter
Income tax rate 30%
Estimated income tax payments planned in 2012:
1
st
quarter $0
2
nd
quarter $50,000
3
rd
quarter $400,000
4
th
quarter $500,000
Randy’s desires to have a minimum cash balance at the end of each quarter of $50,000. In order to maintain
this minimum balance, Randy’s may borrow from its bank in $10,000 increments with an interest rate of 6%.
Money is borrowed at the beginning of the quarter in which a shortage is expected. Repayments of all or a
portion of the principle (plus accrued interest on the amount being repaid) are made at the end of any quarter
in which the cash balance exceeds the required minimum.
Requirements:
1. Use the above information to prepare the following components of th ...
BUS 409 – Student Notes(Prerequisite BUS 310)COURSE DESCR.docx
BUS 409 – Student Notes
(Prerequisite: BUS 310)
COURSE DESCRIPTION
Introduces and analyzes the basic concepts of compensation administration in organizations. Provides an intensive study of the wage system, methods of job evaluation, wage and salary structures, and the legal constraints on compensation programs.
INSTRUCTIONAL MATERIALS
Required Resources
Martocchio, J. J. (2013). Strategic compensation:A human resource management approach (7th ed.). Upper Saddle River, NJ: Prentice Hall / Pearson.
Supplemental Resources
Andersen, S. (2012). The keys to effective strategic account planning. Velocity, 14(1), 23-26.
Burkhauser, R. V., Schmeiser, M. D., & Weathers II, R. R. (2012). The importance of anti-discrimination and workers’ compensation laws on the provision of workplace accommodations following the onset of a disability. Industrial & Labor Relations Review, 65(1), 161-180.
Employee compensation: 12 trends for 2012. (2012). HR Specialist, 10(2), 1-2.
Survey of the Month: Companies Focus On Updating Compensation in 2012. (2011). Report on Salary Surveys, 18(12), 1-5.
The Society of Human Resources Management (2012). General format. Retrieved fromhttp://www.shrm.org
WorldatWork. (n.d.). General format. Retrieved fromhttp://www.worldatwork.org
COURSE LEARNING OUTCOMES
1. Analyze how compensation practice can be applied to positively impact an organization and its stakeholders.
2. Examine the ways in which laws, labor unions, and market factors impact companies’ compensation practices.
3. Evaluate the effectiveness of traditional bases for pay (seniority and merit) against incentive-based and person-focused compensation approaches.
4. Compare and contrast internally consistent and market-competitive compensation systems.
5. Analyze the fundamental principles of pay structure design.
6. Evaluate the role of benefits in strategic compensation.
7. Suggest viable options to current practices regarding executive compensation.
8. Make recommendations for leveraging flexible and contingent workers for any given organization.
9. Determine the best possible approach for the compensation of expatriates.
10. Analyze differences between compensation, benefits, and legal and regulatory influences in the United States and the rest of the world.
11. Use technology and information resources to research issues in compensation management.
12. Write clearly and concisely about compensation management using proper writing mechanics.
WEEKLY COURSE SCHEDULE
The standard requirement for a 4.5 credit hour course is for students to spend 13.5 hours in weekly work. This includes preparation, activities, and evaluation regardless of delivery mode.
Week
Preparation, Activities, and Evaluation
Points
1
Preparation
· Reading(s)
· Chapter 1: Strategic Compensation
· Chapter 1, Case: Competitive Strategy at Sportsman Shoes
Activities
· Introduction Discussion
· Discussions
Evaluation
· None
20
20
2
Preparation
· Reading(s)
· Chapter 2: Contextual Influe ...
BUS LAW2HRM Management Discussion boardDis.docx
BUS LAW 2
HRM Management Discussion board
Discuss what challenges an HR department may face when their company decides to expand into other countries. Do you think it would be beneficial if the company that is expanding is already affiliated with an international union? How would it affect the challenges that HR is already faced with?
References
Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P. M. (2011). Fundamentals of human resource management (4thed.). Chicago, IL: McGraw-Hill.
HRM Management Discussion board
Discuss what challenges an HR department may
face when their company decides to
expand into other countries. Do you think it would be beneficial if the company that is
expanding is already affiliated with an international union? How would it affect the
challenges that HR is already faced with
?
R
eferences
Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P. M. (2011).
Fundamentals of human
resource management
(4
th
ed.). Chicago, IL: McGraw
-
Hill.
HRM Management Discussion board
Discuss what challenges an HR department may face when their company decides to
expand into other countries. Do you think it would be beneficial if the company that is
expanding is already affiliated with an international union? How would it affect the
challenges that HR is already faced with?
References
Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P. M. (2011). Fundamentals of human
resource management (4
th
ed.). Chicago, IL: McGraw-Hill.
BILTRITE PRACTICE CASE
Module XV of the Biltrite audit practice case contains an audit report exercise.
This exercise may be completed at this time.
Module XV: Audit Report
The Denise Vaughan audit team completed its audit field work on February 15,
2010. A conference was held on that date involving members of the audit
firm and Biltrite management. Participants in the conference were Denise
Vaughan, partner in charge of the Biltrite engagement; Carolyn Volmar,
audit manager; Richard Derick, in-charge auditor; Trevor Lawton, Biltrite’s
CEO; Gerald Groth, Biltrite’s controller; and Marlene McAfee, Biltrite’s trea-
surer. The Biltrite representatives agreed to all of the audit adjustments and
reclassifications proposed by the audit team, and they agreed to reflect them
in the December 31, 2009, financial statements. They also agreed to modify
and/or add footnote disclosures as recommended by the audit team.
At the conclusion of the conference, the audit team obtained a client repre-
sentation letter from Biltrite management and presented management with a
copy of the “significant deficiencies” letter outlining discovered internal control
deficiencies. The original of this letter was sent to Biltrite’s audit committee.
The legal action initiated against Biltrite by Rollfast, a competitor, for
alleged patent infringement, was not yet settled as of February 15. Because the
letter obtained by Derick from Biltrite’s outside legal couns ...
BUS 571 Compensation and BenefitsCompensation Strategy Project.docx
BUS 571 Compensation and Benefits
Compensation Strategy Project
Techtron Corporation is a developer and manufacturer of electronic window systems for small and medium-size automobiles. It has several international customers, including Vauxhall Motors (UK) and General Motors Holden Ltd. (Port Melbourne, Australia). Techtron has recently landed a contract to produce electronic window systems for the Hyundai Sonata, manufactured in Montgomery, Alabama. They have nearly completed a manufacturing facility within the suburban perimeter of the largest city in your state, and the senior leadership and support staff are in place. The company is now ready to begin the recruiting and hiring process for production floor employees.
Here is the projected income statement for Techtron in its first year:
Revenues (from sales and all sources) $35,000,000
Manufacturing expenses:
Cost of materials (10,000,000)
Cost of manufacturing operations (2,000,000)
(includes all plant and equipment
maintenance and depreciation) (12,000,000)
Administrative Costs and Overhead
Administrative Overhead and Expense (1,000,000)
Research and Development (1,000,000)
Employee Expenses (10,500,000)
(target is 30% of sales over time) (12,500,000)
Capital Budget
Capital purchases (2,000,000)
Loans payable (4,000,000)
(for the first seven years, then
dependent on plant expansion) (6,000,000)
___________
Projected Pretax income for the first year of startup 4,500,000
Depending on tax policy of state and federal governments,
net income may be used for additional research and development,
capital purchases, reduction of debt, dividends, and/or retained earnings.
The company projects that sales for years 2-6 will increase by 2%, 4%. -3%, 3%, and 4%.
The company projects that materials and overhead costs will rise by approximately the current rate of inflation (about 2.4%) for years 2-6.
Techtron will require approximately 140 hourly production technicians, 3 production supervisors, 2 manufacturing engineers, 1 process engineer, and 1 computer technician for their floor operations. Minimum qualifications and job descriptions for these jobs are as follows:
Hourly production technicians: Responsible for production and assembly of electronic window system components and subassemblies. Responsible for quality control of manufactured products. Minimal educational requirement is an associate’s degree in business or manufacturing technology; applicants must have general mathematics skills and be able to interpret control charts and basic computer output. Prior experience valued but not required.
Production supervisor: Responsible for supervision of manufacturing processes, including troubleshooting problems and interfacing between production technicians and other company functions such as HR, Information Systems, etc. Minimal educational requirement is a BA degree in industrial management or quality managemen ...
BUS 475 – Business and Society© 2014 Strayer University. All Rig.docx
BUS 475 – Business and Society
© 2014 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information
and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of
Strayer University.
BUS 475 Student Version 1146 (1195 6-4-2014) Final Page 1 of 21
COURSE DESCRIPTION
This course explores the role of primary and secondary stakeholders, both within and outside organizations. Ethics and social responsibility will be investigated and where organizational activities fall within different continuums will be reviewed. The broad forces in business, society, and globalization will be examined and how stakeholders can influence the destiny of both business and society will be discussed.
INSTRUCTIONAL MATERIALS
Required Resources
Lawrence, A. T., & Weber, J. (2014). Business & society: Stakeholders, ethics, public policy (14th ed.). New York, NY: McGraw-Hill Irwin.
Supplemental Resources
Boţa-Avram, C. (2013). Is ethical behavior of companies influenced by governance? International Advances in Economic Research, 19(3), 325-326.
Bundy, J., Shropshire, C., & Buchholtz, A. K. (2013). Strategic cognition and issue salience: toward an explanation of firm responsiveness to stakeholder concerns. Academy of Management Review, 38(3), 352-376.
Cunningham, M. (2012). Privacy in the age of the hacker: Balancing global privacy and data security law. George Washington International Law Review, 44(4), 643-695.
Govil, S. K., & Jain, R. (2013). Globalization of markets. Advances in Management, 6(6), 65-65.
Khan, A., Muttakin, M., & Siddiqui, J. (2013). Corporate governance and corporate social responsibility disclosures: Evidence from an emerging economy. Journal of Business Ethics, 114(2), 207-223.
Lin, C. P., Tsai, Y. H., Joe, S. W., & Chiu, C. K. (2012). Modeling the relationship among perceived corporate citizenship, firms' attractiveness, and career success expectation. Journal of Business Ethics, 105(1), 83-93.
Mohan, V. R. M, & Paila, A. R. (2013). Stakeholder management in infrastructure / construction projects: The role of stakeholder mapping and social network analysis (SNA). Aweshkar Research Journal, 15(1), 48-61.
Mujtaba, B. G., & Cavico, F. J. (2013). Corporate social responsibility and sustainability model for global firms. Journal of Leadership, Accountability & Ethics, 10(1), 58-75.
Strayer Database. Retrieved from http://research.strayer.edu
Note: The following resources, accessible through the Strayer Database, offer helpful business-related information: Business Source Complete, Credo Reference, Data-Planet Statistical Datasets, Mergent Online, ProQuest National Newspapers Premier, Regional Business News, and Research Starters – Business.
Valentine, S., & Hollingworth, D. (2012). Moral intensity, issue importance, and ethical reasoning in operations situations. Journal of Business Ethics, 108(4), 509-523.
Wachsman, Y., & Ji ...
BUS 210 Exam Instructions.Please read the exam carefully and a.docx
BUS 210 Exam Instructions.
Please read the exam carefully and answer all of the questions.
When considering the legal issues, structure your answers as follows:
1. State the relevant issue;
2. Make the arguments of the parties involved;
3. State the applicable rule of law;
4. State your conclusion and the reasons therefore.
You may consult the text to answer the exam questions. However, your answers MUST be your own work and you may not consult with anyone in or outside of the class.
BUS 210
Be specific in your answers and state the applicable law used to reach your conclusions.
Question #1
Mike is a homeowner. Jill runs a snowplowing business. Mike asks Jill to provide an estimate for how much she would charge to snowplow Mike’s driveway. After Jill inspects Mike’s driveway, the parties have the following conversation on September 1, 2011:
Jill: “$50 each time I snowplow your driveway.”
Mike: “OK, sounds good. Please do so.”
Jill regularly snowplows Joe’s driveway during the 2011-12 season. In May 2012, Jill sends a bill to Mike for all visits she made in the 2011-12 season, and Mike promptly pays that bill in full without any other communication taking place between Jill and Mike.
• Jill regularly snowplows Mike’s driveway during the 2012-13 season and sends a bill for those visits in March 2013. What are the rights and responsibilities of the parties under contract law?
• Instead, assume that Jill does not come during the first major snowfall in 2012. Does Mike have any contractual rights against JILL? Explain fully.
• Ignore the previous bullets. Instead, assume Mike promptly pays the 2011-12 bill in full without any other communication. On September 1, 2012, Jill raises her prices 20% for all of her customers, and she notifies Mike of this fact. He does not respond. Jill regularly snowplows Mike’s driveway during the 2012-13 season and in March 2013 sends Mike a bill for those visits reflecting her increased prices. What are the right and responsibilities of the parties under contract law.
Question #2:
At the wedding of Tom and Mary, Tom’s father, Frank, told them that he wanted to live with them and to have them care for him for the rest of his life. He said, “If you agree to do this, I will deliver to you, within two years, a deed to my home.” Tom and Mary told Frank they accepted his offer and promised to look after Frank with loving care in Frank’s home. They immediately moved in with him.
Soon after moving into Frank’s home, Tom and Mary used their own money to add a new wing to the house, pay the outstanding property taxes, and pay off an existing mortgage of $25,000.
One year after Tom and Mary moved into the home, Tom reminded Frank of his promise to convey the property to them. Frank became angry, and refused to execute the deed and ordered Tom and Mary to leave the premises.
Answer the following questions by arguing both sides of the issues and applying ...
BUS 137S Special Topics in Marketing (Services Marketing)Miwa Y..docx
BUS 137S Special Topics in Marketing (Services Marketing)
Miwa Y. Merz, Ph.D.
Service Journal Entry Form
Your Name:
Name of Firm: T-Mobile
Type of Service (industry): Phone Company
Date of Encounter: September 27, 2015
Time of Encounter: 4PM
1. How did the encounter take place (e.g., in person, by phone, via a self-service technology)?
In person
2. What specific circumstances led to this encounter?
My girlfriend bought a new phone and she wanted to put a screen protector
3. Exactly what did the firm/employee say or do?
The employee directly showed us the different type of screen protector. He also explained in detailed about the advantage and disadvantage for each of the screen protector.
4. How would you rate your level of satisfaction with this encounter? (Circle the most appropriate number).
Very dissatisfied
1
2
3
4
5
6
7
Very satisfied
5. What exactly made you feel this way?
I was so surprised that the employee still remembered my girlfriend and I. A week ago we went to the T-Mobile to ask about the IPhone 6s.
6. What could the employee/firm have done to increase your level of satisfaction with the encounter?
Nothing because I am completely satisfied with their service
7. What improvements need to be made to this service system?
I don’t think they need to improve anything because the employees always ask the customer if they need help or not as soon as they saw the customers.
8. How likely is it that you will go back to this service firm?
Very Unlikely
1
2
3
4
5
6
7
Very Likely
Please provide the reason(s). I will definitely go back because the employees are so kind, patient and really helpful.
Service Journal Entry Form
Your Name:
Name of Firm: 99 Chickens
Type of Service (industry): Restaurant
Date of Encounter: September 19, 2015
Time of Encounter: 5 PM
1. How did the encounter take place (e.g., in person, by phone, via a self-service technology)?
In person
2. What specific circumstances led to this encounter?
We wanted to eat the chicken
3. Exactly what did the firm/employee say or do?
They didn’t say a single word. They just took our order and then directly leave.
4. How would you rate your level of satisfaction with this encounter? (Circle the most appropriate number).
Very dissatisfied
1
2
3
4
5
6
7
Very satisfied
5. What exactly made you feel this way?
Because the employee did not talk at all
6. What could the employee/firm have done to increase your level of satisfaction with the encounter?
They should treat the customer better. The service is seriously so bad. I feel that they are actually really rude.
7. What improvements need to be made to this service system?
Actually the service system is not bad because it is a self-service restaurant. But I think the company should tell the employees to have more interaction with the customers to make a good and friendly impression.
8. How likely is it that you will go back to this service firm?
Very Unlikely
1
2
3
4
5
6
7
Ver ...
BUS 313 – Student NotesCOURSE DESCRIPTIONThis course intro.docx
BUS 313 – Student Notes
COURSE DESCRIPTION
This course introduces the students to the key components of entrepreneurship. Topics covered include identifying new venture opportunities, getting started in a new venture, creating a business plan, financing and marketing ideas, and organizing and managing a small business.
INSTRUCTIONAL MATERIALS
Required Resources
Kaplan, J. M., & Warren, A. C. (2013). Patterns of entrepreneurship management (4th ed.). Danvers, MA: John Wiley & Sons.
Supplemental Resources
Fast Company. (2013). General format. Retrieved from www.fastcompany.com
Hess, E. D. (2012). Grow to greatness: Smart growth for entrepreneurial businesses. Stanford, CA: Stanford University Press.
Inc. Magazine. (2013).General format. Retrieved from www.inc.com
Schweikart, L. & Pierson, D. L. (2010). American entrepreneur: The fascinating stories of the people who
defined business in the United States. New York, NY: American Management Association.
Stanford Graduate School of Business. (2013). Center for Entrepreneurial Studies. Retrieved from http://www.gsb.stanford.edu/ces/resources/links.html
COURSE LEARNING OUTCOMES
1. Examine entrepreneurship and different types of entrepreneurs.
2. Analyze the stages in the entrepreneurial process.
3. Examine the process of innovating and developing ideas and business opportunities.
4. Analyze different innovative business models to determine the best model for a specific venture.
5. Analyze the market, customers, and competition of entrepreneurs.
6. Examine the process of developing a business plan and setting up the company.
7. Analyze money sources for finding and managing funds.
8. Compare the different forms of intellectual property and how they differ.
9. Analyze the management of a successful innovative company.
10. Determine the most effective communication process to present the business to investors.
11. Analyze methods for exiting the venture.
12. Use technology and information resources to research issues in entrepreneurship.
13. Write clearly and concisely about entrepreneurship using proper writing mechanics.
WEEKLY COURSE SCHEDULE
The standard requirement for a 4.5 credit hour course is for students to spend 13.5 hours in weekly work. This includes preparation, activities, and evaluation regardless of delivery mode.
Week
Preparation, Activities, and Evaluation
Points
1
Preparation
· Reading(s)
· Chapter 1: Getting Started as an Entrepreneur
· Chapter 2: The Art of Innovation
Activities
· Introduction Discussion
· Discussions
Evaluation
· None
20
20
2
Preparation
· Reading(s)
· Chapter 3: Designing Business Models
· e-Activities
· Go to Minority Business Entrepreneur (MBE) Website and explore the organization’s offerings, located at http://www.mbemag.com/. Then, go to the MBE Business Resource Directory, located at http://www.mbemag.com/index.php/resources/mwbe-resource-directory, and consider two to three businesses that would be good partners for one another. Be ...
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BUS M02C – Managerial Accounting SLO Assessment project .docx
BUS M02C – Managerial Accounting
SLO Assessment project
Randy’s Kayaks, Inc. manufactures and sells one-person fiberglass kayaks. Randy’s balance sheet at the end
of 2011 was as follows:
RANDY’S KAYAKS, INC.
Balance Sheet
December 31, 2011
ASSETS LIABILITIES
Cash $ 52,000 Accounts payable $ 131,000
Accounts receivable 1,200,000
Raw materials inventory* 120,000 STOCKHOLDERS’EQUITY
Finished goods inventory** 287,500 Common Stock 1,600,000
Plant assets, net of accumulated Retained Earnings 2,063,500
Depreciation 2,135,000
Total Assets $ 3,794,500 Total Liabilities & SE $ 3,794,500
*40,000 pounds
**1,000 kayaks
The following additional data is available for use in preparing the budget for 2012:
Cash collections (all sales are on account):
Collected in the quarter of sale 40%
Collected in the quarter after sale 60%
(Bad debts are negligible and can be ignored)
Cash disbursements for raw materials (all purchases are on account):
Cash paid in the quarter of purchase 70%
Cash paid in the quarter after purchase 30%
Desired quarterly ending Raw materials inventory 40% of next quarter’s production needs
Desired quarterly ending Finished goods inventory 10% of next quarter’s sales
Budgeted sales:
1
st
quarter 2012 10,000 kayaks
2
nd
quarter 2012 15,000 kayaks
3
rd
quarter 2012 16,000 kayaks
4
th
quarter 2012 14,000 kayaks
1
st
quarter 2013 10,000 kayaks
2
nd
quarter 2013 12,000 kayaks
Anticipated equipment purchases:
1
st
quarter 2012 $30,000
2
nd
quarter 2012 $0
3
rd
quarter 2012 $0
4
th
quarter 2012 $150,000
Quarterly dividends to be paid each quarter in 2012 $4,000
Expected sales price per unit $400
Standard cost data:
Direct materials 10 pounds per kayak @ $3 per pound
Direct labor 10 hours per kayak @ $20 per hour
Variable manufacturing overhead $5 per direct labor hour
Fixed manufacturing overhead (includes $9,000 depreciation) $103,125 per quarter
Variable selling expenses $25 per kayak
Fixed selling and administrative expenses:
Insurance $45,000 per quarter
Sales salaries $30,000 per quarter
Depreciation $6,000 per quarter
Income tax rate 30%
Estimated income tax payments planned in 2012:
1
st
quarter $0
2
nd
quarter $50,000
3
rd
quarter $400,000
4
th
quarter $500,000
Randy’s desires to have a minimum cash balance at the end of each quarter of $50,000. In order to maintain
this minimum balance, Randy’s may borrow from its bank in $10,000 increments with an interest rate of 6%.
Money is borrowed at the beginning of the quarter in which a shortage is expected. Repayments of all or a
portion of the principle (plus accrued interest on the amount being repaid) are made at the end of any quarter
in which the cash balance exceeds the required minimum.
Requirements:
1. Use the above information to prepare the following components of th ...
BUS 409 – Student Notes(Prerequisite BUS 310)COURSE DESCR.docx
BUS 409 – Student Notes
(Prerequisite: BUS 310)
COURSE DESCRIPTION
Introduces and analyzes the basic concepts of compensation administration in organizations. Provides an intensive study of the wage system, methods of job evaluation, wage and salary structures, and the legal constraints on compensation programs.
INSTRUCTIONAL MATERIALS
Required Resources
Martocchio, J. J. (2013). Strategic compensation:A human resource management approach (7th ed.). Upper Saddle River, NJ: Prentice Hall / Pearson.
Supplemental Resources
Andersen, S. (2012). The keys to effective strategic account planning. Velocity, 14(1), 23-26.
Burkhauser, R. V., Schmeiser, M. D., & Weathers II, R. R. (2012). The importance of anti-discrimination and workers’ compensation laws on the provision of workplace accommodations following the onset of a disability. Industrial & Labor Relations Review, 65(1), 161-180.
Employee compensation: 12 trends for 2012. (2012). HR Specialist, 10(2), 1-2.
Survey of the Month: Companies Focus On Updating Compensation in 2012. (2011). Report on Salary Surveys, 18(12), 1-5.
The Society of Human Resources Management (2012). General format. Retrieved fromhttp://www.shrm.org
WorldatWork. (n.d.). General format. Retrieved fromhttp://www.worldatwork.org
COURSE LEARNING OUTCOMES
1. Analyze how compensation practice can be applied to positively impact an organization and its stakeholders.
2. Examine the ways in which laws, labor unions, and market factors impact companies’ compensation practices.
3. Evaluate the effectiveness of traditional bases for pay (seniority and merit) against incentive-based and person-focused compensation approaches.
4. Compare and contrast internally consistent and market-competitive compensation systems.
5. Analyze the fundamental principles of pay structure design.
6. Evaluate the role of benefits in strategic compensation.
7. Suggest viable options to current practices regarding executive compensation.
8. Make recommendations for leveraging flexible and contingent workers for any given organization.
9. Determine the best possible approach for the compensation of expatriates.
10. Analyze differences between compensation, benefits, and legal and regulatory influences in the United States and the rest of the world.
11. Use technology and information resources to research issues in compensation management.
12. Write clearly and concisely about compensation management using proper writing mechanics.
WEEKLY COURSE SCHEDULE
The standard requirement for a 4.5 credit hour course is for students to spend 13.5 hours in weekly work. This includes preparation, activities, and evaluation regardless of delivery mode.
Week
Preparation, Activities, and Evaluation
Points
1
Preparation
· Reading(s)
· Chapter 1: Strategic Compensation
· Chapter 1, Case: Competitive Strategy at Sportsman Shoes
Activities
· Introduction Discussion
· Discussions
Evaluation
· None
20
20
2
Preparation
· Reading(s)
· Chapter 2: Contextual Influe ...
BUS LAW2HRM Management Discussion boardDis.docx
BUS LAW 2
HRM Management Discussion board
Discuss what challenges an HR department may face when their company decides to expand into other countries. Do you think it would be beneficial if the company that is expanding is already affiliated with an international union? How would it affect the challenges that HR is already faced with?
References
Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P. M. (2011). Fundamentals of human resource management (4thed.). Chicago, IL: McGraw-Hill.
HRM Management Discussion board
Discuss what challenges an HR department may
face when their company decides to
expand into other countries. Do you think it would be beneficial if the company that is
expanding is already affiliated with an international union? How would it affect the
challenges that HR is already faced with
?
R
eferences
Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P. M. (2011).
Fundamentals of human
resource management
(4
th
ed.). Chicago, IL: McGraw
-
Hill.
HRM Management Discussion board
Discuss what challenges an HR department may face when their company decides to
expand into other countries. Do you think it would be beneficial if the company that is
expanding is already affiliated with an international union? How would it affect the
challenges that HR is already faced with?
References
Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P. M. (2011). Fundamentals of human
resource management (4
th
ed.). Chicago, IL: McGraw-Hill.
BILTRITE PRACTICE CASE
Module XV of the Biltrite audit practice case contains an audit report exercise.
This exercise may be completed at this time.
Module XV: Audit Report
The Denise Vaughan audit team completed its audit field work on February 15,
2010. A conference was held on that date involving members of the audit
firm and Biltrite management. Participants in the conference were Denise
Vaughan, partner in charge of the Biltrite engagement; Carolyn Volmar,
audit manager; Richard Derick, in-charge auditor; Trevor Lawton, Biltrite’s
CEO; Gerald Groth, Biltrite’s controller; and Marlene McAfee, Biltrite’s trea-
surer. The Biltrite representatives agreed to all of the audit adjustments and
reclassifications proposed by the audit team, and they agreed to reflect them
in the December 31, 2009, financial statements. They also agreed to modify
and/or add footnote disclosures as recommended by the audit team.
At the conclusion of the conference, the audit team obtained a client repre-
sentation letter from Biltrite management and presented management with a
copy of the “significant deficiencies” letter outlining discovered internal control
deficiencies. The original of this letter was sent to Biltrite’s audit committee.
The legal action initiated against Biltrite by Rollfast, a competitor, for
alleged patent infringement, was not yet settled as of February 15. Because the
letter obtained by Derick from Biltrite’s outside legal couns ...
BUS 571 Compensation and BenefitsCompensation Strategy Project.docx
BUS 571 Compensation and Benefits
Compensation Strategy Project
Techtron Corporation is a developer and manufacturer of electronic window systems for small and medium-size automobiles. It has several international customers, including Vauxhall Motors (UK) and General Motors Holden Ltd. (Port Melbourne, Australia). Techtron has recently landed a contract to produce electronic window systems for the Hyundai Sonata, manufactured in Montgomery, Alabama. They have nearly completed a manufacturing facility within the suburban perimeter of the largest city in your state, and the senior leadership and support staff are in place. The company is now ready to begin the recruiting and hiring process for production floor employees.
Here is the projected income statement for Techtron in its first year:
Revenues (from sales and all sources) $35,000,000
Manufacturing expenses:
Cost of materials (10,000,000)
Cost of manufacturing operations (2,000,000)
(includes all plant and equipment
maintenance and depreciation) (12,000,000)
Administrative Costs and Overhead
Administrative Overhead and Expense (1,000,000)
Research and Development (1,000,000)
Employee Expenses (10,500,000)
(target is 30% of sales over time) (12,500,000)
Capital Budget
Capital purchases (2,000,000)
Loans payable (4,000,000)
(for the first seven years, then
dependent on plant expansion) (6,000,000)
___________
Projected Pretax income for the first year of startup 4,500,000
Depending on tax policy of state and federal governments,
net income may be used for additional research and development,
capital purchases, reduction of debt, dividends, and/or retained earnings.
The company projects that sales for years 2-6 will increase by 2%, 4%. -3%, 3%, and 4%.
The company projects that materials and overhead costs will rise by approximately the current rate of inflation (about 2.4%) for years 2-6.
Techtron will require approximately 140 hourly production technicians, 3 production supervisors, 2 manufacturing engineers, 1 process engineer, and 1 computer technician for their floor operations. Minimum qualifications and job descriptions for these jobs are as follows:
Hourly production technicians: Responsible for production and assembly of electronic window system components and subassemblies. Responsible for quality control of manufactured products. Minimal educational requirement is an associate’s degree in business or manufacturing technology; applicants must have general mathematics skills and be able to interpret control charts and basic computer output. Prior experience valued but not required.
Production supervisor: Responsible for supervision of manufacturing processes, including troubleshooting problems and interfacing between production technicians and other company functions such as HR, Information Systems, etc. Minimal educational requirement is a BA degree in industrial management or quality managemen ...
BUS 475 – Business and Society© 2014 Strayer University. All Rig.docx
BUS 475 – Business and Society
© 2014 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information
and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of
Strayer University.
BUS 475 Student Version 1146 (1195 6-4-2014) Final Page 1 of 21
COURSE DESCRIPTION
This course explores the role of primary and secondary stakeholders, both within and outside organizations. Ethics and social responsibility will be investigated and where organizational activities fall within different continuums will be reviewed. The broad forces in business, society, and globalization will be examined and how stakeholders can influence the destiny of both business and society will be discussed.
INSTRUCTIONAL MATERIALS
Required Resources
Lawrence, A. T., & Weber, J. (2014). Business & society: Stakeholders, ethics, public policy (14th ed.). New York, NY: McGraw-Hill Irwin.
Supplemental Resources
Boţa-Avram, C. (2013). Is ethical behavior of companies influenced by governance? International Advances in Economic Research, 19(3), 325-326.
Bundy, J., Shropshire, C., & Buchholtz, A. K. (2013). Strategic cognition and issue salience: toward an explanation of firm responsiveness to stakeholder concerns. Academy of Management Review, 38(3), 352-376.
Cunningham, M. (2012). Privacy in the age of the hacker: Balancing global privacy and data security law. George Washington International Law Review, 44(4), 643-695.
Govil, S. K., & Jain, R. (2013). Globalization of markets. Advances in Management, 6(6), 65-65.
Khan, A., Muttakin, M., & Siddiqui, J. (2013). Corporate governance and corporate social responsibility disclosures: Evidence from an emerging economy. Journal of Business Ethics, 114(2), 207-223.
Lin, C. P., Tsai, Y. H., Joe, S. W., & Chiu, C. K. (2012). Modeling the relationship among perceived corporate citizenship, firms' attractiveness, and career success expectation. Journal of Business Ethics, 105(1), 83-93.
Mohan, V. R. M, & Paila, A. R. (2013). Stakeholder management in infrastructure / construction projects: The role of stakeholder mapping and social network analysis (SNA). Aweshkar Research Journal, 15(1), 48-61.
Mujtaba, B. G., & Cavico, F. J. (2013). Corporate social responsibility and sustainability model for global firms. Journal of Leadership, Accountability & Ethics, 10(1), 58-75.
Strayer Database. Retrieved from http://research.strayer.edu
Note: The following resources, accessible through the Strayer Database, offer helpful business-related information: Business Source Complete, Credo Reference, Data-Planet Statistical Datasets, Mergent Online, ProQuest National Newspapers Premier, Regional Business News, and Research Starters – Business.
Valentine, S., & Hollingworth, D. (2012). Moral intensity, issue importance, and ethical reasoning in operations situations. Journal of Business Ethics, 108(4), 509-523.
Wachsman, Y., & Ji ...
BUS 210 Exam Instructions.Please read the exam carefully and a.docx
BUS 210 Exam Instructions.
Please read the exam carefully and answer all of the questions.
When considering the legal issues, structure your answers as follows:
1. State the relevant issue;
2. Make the arguments of the parties involved;
3. State the applicable rule of law;
4. State your conclusion and the reasons therefore.
You may consult the text to answer the exam questions. However, your answers MUST be your own work and you may not consult with anyone in or outside of the class.
BUS 210
Be specific in your answers and state the applicable law used to reach your conclusions.
Question #1
Mike is a homeowner. Jill runs a snowplowing business. Mike asks Jill to provide an estimate for how much she would charge to snowplow Mike’s driveway. After Jill inspects Mike’s driveway, the parties have the following conversation on September 1, 2011:
Jill: “$50 each time I snowplow your driveway.”
Mike: “OK, sounds good. Please do so.”
Jill regularly snowplows Joe’s driveway during the 2011-12 season. In May 2012, Jill sends a bill to Mike for all visits she made in the 2011-12 season, and Mike promptly pays that bill in full without any other communication taking place between Jill and Mike.
• Jill regularly snowplows Mike’s driveway during the 2012-13 season and sends a bill for those visits in March 2013. What are the rights and responsibilities of the parties under contract law?
• Instead, assume that Jill does not come during the first major snowfall in 2012. Does Mike have any contractual rights against JILL? Explain fully.
• Ignore the previous bullets. Instead, assume Mike promptly pays the 2011-12 bill in full without any other communication. On September 1, 2012, Jill raises her prices 20% for all of her customers, and she notifies Mike of this fact. He does not respond. Jill regularly snowplows Mike’s driveway during the 2012-13 season and in March 2013 sends Mike a bill for those visits reflecting her increased prices. What are the right and responsibilities of the parties under contract law.
Question #2:
At the wedding of Tom and Mary, Tom’s father, Frank, told them that he wanted to live with them and to have them care for him for the rest of his life. He said, “If you agree to do this, I will deliver to you, within two years, a deed to my home.” Tom and Mary told Frank they accepted his offer and promised to look after Frank with loving care in Frank’s home. They immediately moved in with him.
Soon after moving into Frank’s home, Tom and Mary used their own money to add a new wing to the house, pay the outstanding property taxes, and pay off an existing mortgage of $25,000.
One year after Tom and Mary moved into the home, Tom reminded Frank of his promise to convey the property to them. Frank became angry, and refused to execute the deed and ordered Tom and Mary to leave the premises.
Answer the following questions by arguing both sides of the issues and applying ...
BUS 137S Special Topics in Marketing (Services Marketing)Miwa Y..docx
BUS 137S Special Topics in Marketing (Services Marketing)
Miwa Y. Merz, Ph.D.
Service Journal Entry Form
Your Name:
Name of Firm: T-Mobile
Type of Service (industry): Phone Company
Date of Encounter: September 27, 2015
Time of Encounter: 4PM
1. How did the encounter take place (e.g., in person, by phone, via a self-service technology)?
In person
2. What specific circumstances led to this encounter?
My girlfriend bought a new phone and she wanted to put a screen protector
3. Exactly what did the firm/employee say or do?
The employee directly showed us the different type of screen protector. He also explained in detailed about the advantage and disadvantage for each of the screen protector.
4. How would you rate your level of satisfaction with this encounter? (Circle the most appropriate number).
Very dissatisfied
1
2
3
4
5
6
7
Very satisfied
5. What exactly made you feel this way?
I was so surprised that the employee still remembered my girlfriend and I. A week ago we went to the T-Mobile to ask about the IPhone 6s.
6. What could the employee/firm have done to increase your level of satisfaction with the encounter?
Nothing because I am completely satisfied with their service
7. What improvements need to be made to this service system?
I don’t think they need to improve anything because the employees always ask the customer if they need help or not as soon as they saw the customers.
8. How likely is it that you will go back to this service firm?
Very Unlikely
1
2
3
4
5
6
7
Very Likely
Please provide the reason(s). I will definitely go back because the employees are so kind, patient and really helpful.
Service Journal Entry Form
Your Name:
Name of Firm: 99 Chickens
Type of Service (industry): Restaurant
Date of Encounter: September 19, 2015
Time of Encounter: 5 PM
1. How did the encounter take place (e.g., in person, by phone, via a self-service technology)?
In person
2. What specific circumstances led to this encounter?
We wanted to eat the chicken
3. Exactly what did the firm/employee say or do?
They didn’t say a single word. They just took our order and then directly leave.
4. How would you rate your level of satisfaction with this encounter? (Circle the most appropriate number).
Very dissatisfied
1
2
3
4
5
6
7
Very satisfied
5. What exactly made you feel this way?
Because the employee did not talk at all
6. What could the employee/firm have done to increase your level of satisfaction with the encounter?
They should treat the customer better. The service is seriously so bad. I feel that they are actually really rude.
7. What improvements need to be made to this service system?
Actually the service system is not bad because it is a self-service restaurant. But I think the company should tell the employees to have more interaction with the customers to make a good and friendly impression.
8. How likely is it that you will go back to this service firm?
Very Unlikely
1
2
3
4
5
6
7
Ver ...
BUS 313 – Student NotesCOURSE DESCRIPTIONThis course intro.docx
BUS 313 – Student Notes
COURSE DESCRIPTION
This course introduces the students to the key components of entrepreneurship. Topics covered include identifying new venture opportunities, getting started in a new venture, creating a business plan, financing and marketing ideas, and organizing and managing a small business.
INSTRUCTIONAL MATERIALS
Required Resources
Kaplan, J. M., & Warren, A. C. (2013). Patterns of entrepreneurship management (4th ed.). Danvers, MA: John Wiley & Sons.
Supplemental Resources
Fast Company. (2013). General format. Retrieved from www.fastcompany.com
Hess, E. D. (2012). Grow to greatness: Smart growth for entrepreneurial businesses. Stanford, CA: Stanford University Press.
Inc. Magazine. (2013).General format. Retrieved from www.inc.com
Schweikart, L. & Pierson, D. L. (2010). American entrepreneur: The fascinating stories of the people who
defined business in the United States. New York, NY: American Management Association.
Stanford Graduate School of Business. (2013). Center for Entrepreneurial Studies. Retrieved from http://www.gsb.stanford.edu/ces/resources/links.html
COURSE LEARNING OUTCOMES
1. Examine entrepreneurship and different types of entrepreneurs.
2. Analyze the stages in the entrepreneurial process.
3. Examine the process of innovating and developing ideas and business opportunities.
4. Analyze different innovative business models to determine the best model for a specific venture.
5. Analyze the market, customers, and competition of entrepreneurs.
6. Examine the process of developing a business plan and setting up the company.
7. Analyze money sources for finding and managing funds.
8. Compare the different forms of intellectual property and how they differ.
9. Analyze the management of a successful innovative company.
10. Determine the most effective communication process to present the business to investors.
11. Analyze methods for exiting the venture.
12. Use technology and information resources to research issues in entrepreneurship.
13. Write clearly and concisely about entrepreneurship using proper writing mechanics.
WEEKLY COURSE SCHEDULE
The standard requirement for a 4.5 credit hour course is for students to spend 13.5 hours in weekly work. This includes preparation, activities, and evaluation regardless of delivery mode.
Week
Preparation, Activities, and Evaluation
Points
1
Preparation
· Reading(s)
· Chapter 1: Getting Started as an Entrepreneur
· Chapter 2: The Art of Innovation
Activities
· Introduction Discussion
· Discussions
Evaluation
· None
20
20
2
Preparation
· Reading(s)
· Chapter 3: Designing Business Models
· e-Activities
· Go to Minority Business Entrepreneur (MBE) Website and explore the organization’s offerings, located at http://www.mbemag.com/. Then, go to the MBE Business Resource Directory, located at http://www.mbemag.com/index.php/resources/mwbe-resource-directory, and consider two to three businesses that would be good partners for one another. Be ...
BUS 1 Mini Exam – Chapters 05 – 10 40 Points S.docx
BUS 1
Mini Exam – Chapters 05 – 10
40 Points
Short Answer – Mind your time
Answer four questions from #1 - #6. Must answer #3 and #6. Answer
the XC question for extra credit. Question point count weighted equally.
It is all about business, so make sure to demonstrate / synthesize the bigger picture of business in each and
every answer.
Like all essays, specifying an exacting target word count is rather problematic. I am thinking each answer
would be about 250 - 300 words each, depending upon writing style. If you tend to be descriptive and whatnot,
that number could be 350 - 450 words.
Sidebar: Gauge your knowledge level in this way. This exam should take about 90 – 120 minutes to complete.
Students taking much longer may want to work with me to assess / discuss ways to help master this material in
a future conference session.
1. Although most new firms start out as sole proprietorships, few large firms are organized this way. Why
is the sole proprietorship such a popular form of ownership for new firms? What features of the sole
proprietorship make it unattractive to growing firms?
2. List and discuss at least three causes of small business failure. Workarounds, fixes, or methods to avoid
failure should be discussed.
3. Describe three different leadership styles and give an example of a situation in which each style could be
most used effectively.
4. Discuss Max Weber's views on organization theory. Is there a few principles that particularly resonate
in business today?
5. How has the emphasis of quality control changed in recent years? Describe some of the modern quality
control techniques that illustrate this change in emphasis.
6. Explain how managers could motivate employees by using the principles outlined in expectancy
theory? Create a story/example of expectancy theory at work, incorporating the three questions that
according to expectancy theory employees will ask.
7. XC – What is selective perception? Can you describe a business-centric scenario where selective
perception may hinder a businessperson’s ability to respond to a customer need?
I
Fireworks, Manifesto, 1974.
The Architectural Paradox
1. Most people concerned with architecture feel some sort
of disillusion and dismay. None of the early utopian ideals
of the twentieth century has materialized! none of its social
aims has succeeded. Blurred by reality! the ideals have turned
into redevelopment nightmares and the aims into bureau
cratic policies. The split between social reality and utopian
dream has been total! the gap between economic constraints
and the illusion of all-solving technique absolute. Pointed
Space
out by critics who knew the limits of architectural remedies,
this historical split has now been bypassed by attempts to
reformulate the concepts of architecture. In the process, a
new split appears. More complex, it is not the symptom of
prof ...
BullyingIntroductionBullying is defined as any for.docx
Bullying
IntroductionBullying is defined as any form of severe physical or psychological consequences.Bullying has been identified as a social issue in schools, homes and communities.Bullying can lead to both short term and long negative side effects.
Bullying is defined as any form of severe physical or pervasive act that includes communication in writing, electronically that is aimed at a student, or a group of student and it could have the following effects on the target. Bullying has been identified as a social issue in schools, homes and communities. Bullying can lead to both short term and long negative side effects. Many people tend to develop psychological problems as a result of engaging in bullying activities. Adopting effective measures to prevent bullying would also help to deal with the problem once and for all.
*
Forms of BullyingMere teasing.Talking trash about other peopleTrading insults.Physical harassment
The following actions have been identified as physical conduct forms that demonstrate forms of bullying. They include; Mere teasing.
Talking trash about other people. This shows an example of bullying that is practiced by people. Trading insults has also been widely recognised as a form of bullying. Physical harassment
*
Effects of BullyingBullying can lead to both long term and short term side effects.Bullying can change personalities, psychological wellbeing and even lead to physical injuries.Negatively affecting the students’ mental or physical health
Bullying has serious negative consequences for the people who do practice it. Bullying can lead to both long term and short term side effects.
Bullying can change personalities, psychological wellbeing and even lead to physical injuries. People who have been bullied tend to development long term problems such as depression. Development of stress tends to happen once people have engaged in actions that lead to bullying. This is because the actions against bullying tend to overpower the minds and also brings in psychological problems,.
*
A graphic showing No to Bullying
All forms of bullying are not acceptable in the society.
*
How to Prevent BullyingTaking immediate action.Dealing with bullies physically.Criminalizing actions against bullying.
In order to deal with bullying effectively, several measures should be enacted to prevent any form of bullying. Measures such as taking immediate action upon any case of bullying would help to deter the action from ever arising again. The other solutions entail taking immediate forms of action would also help to prevent the act from ever occurring. Dealing with bullies physically and also criminalizing actions against bullying helps to prevent it at all costs. Social and emotional learning is a bullying prevention mechanism aimed at ensuring that students do not fall victim to bullying by equipping them with social and emotional skills. This technique is aimed at ensuring that students are equipp ...
BUS1001 - Integrated Business PerspectivesCourse SyllabusSch.docx
BUS1001 - Integrated Business Perspectives
Course Syllabus
School of Professional Studies
BUS1001- Integrated Business Perspectives
Note to Instructors: Items highlighted in yellow apply to on ground courses, those in blue apply to online courses, and those in green apply to blended courses. Please select the appropriate sections for your course (eliminate the highlighting), and delete the other sections. Items highlighted in magenta must be completed prior to publishing the syllabus. Items highlighted in grey are for your information only and should be removed before publishing the syllabus.
*All activities listed in the syllabus must be administered in order to meet the credit requirements for this course
Contents
Overview4
Course ID4
Course Name4
Department4
Credits4
Prerequisites4
Instructor4
Telephone4
E-mail4
Office4
Office Hours4
Class Meetings4
Classroom4
Learning Management System4
Course Description4
College Information5
Centenary Greater Expectation Learning Outcomes (CGEs)5
Business Department Learning Outcomes5
Classroom Conduct5
Academic Code6
Academic Honesty6
“Publication” of Written Work and Assignments6
Academic Assistance7
Accommodations7
Technical Support7
Course Information7
Course Material7
Reference Websites7
Instructional Techniques7
Course Objectives7
Student Evaluation7
Attendance9
Participation9
Assignments10
Late Assignments10
Course Schedule11
Session 111
Session 211
Session 311
Session 412
Session 512
Session 613
Session 713
Session 813
Activities and Rubrics15
Threaded Discussion Requirements15
Threaded Discussion Rubric15
Project and Teamwork Exercise16
Project and Teamwork Exercise Rubric16
Web Assignment17
Web Assignment Rubric17
Case Study Exercise18
Case Study Rubric18
Part Ending Project19
Part Ending Project Rubric19
Launching Your Career20
Launching Your Career Rubric20
Activities Calendar21
Overview
Course ID:BUS1001Course Name:Integrated Business PerspectivesDepartment:
Business - UndergraduateCredits:
4 CreditsPrerequisites:
None
Studentsshould be competent in Microsoft WordInstructor:
Jane ZhaoE-mail:
[email protected]Class Meetings:
Thursday 6:00 pm from January 14th to March 3rd Classroom:
TBALearning Management System:
Access the Moodle student tutorial at: http://www.centenarycollege.edu/cms/en/moodle-help-center/moodle-help-center/students/ for instructions on how to log in, navigate, and submit assignments.
Moodle accessibility versions are available for download; please contact the IT Help Desk at ext. 2362 or [email protected] for assistance.Course Description:
This Business course provides the student with the opportunity to discover the role of business in society and to explore career opportunities. The relations among different business disciplines are analyzed. Students learn team building and communication and apply that learning as they work in teams to create, implement, and assess projects.
College InformationCentenary Greater Expectation Learning Outcomes (CGEs):
In ...
BUMP implementation in Java.docxThe project is to implemen.docx
BUMP implementation in Java.docx
The project is to implement the BUMP client in java, with window size 1. Here is an overview of the three WUMP protocols (BUMP, HUMP, and CHUMP). Here are the files wumppkt.java, containing the packet format classes, and wclient.java, which contains an outline of the actual program. Only the latter file should be modified; you should not have to make changes to wumppkt.java.
What you are to do is the following, by modifying and extending the wclient.java outline file:
· Implement the basic transfer
· Add all appropriate packet sanity checks: timeouts, host/port, size, opcode, and block number
· Generate output. The transferred file is to be written to System.out. A status message about every packet (listing size and block number) is to be written to System.err. Do not confuse these!
· Terminate after a packet of size less than 512 is received
· Implement an appropriate "dallying" strategy
· send an ERROR packet if it receives a packet from the wrong port. The appropriate ERRCODE in this case is EBADPORT.
An outline of the program main loop is attached
recommended that you implement this in phases, as follows.
1. Latch on to the new port: save the port number from Data[1], and make sure all ACKs get sent to this port. This will mean that the transfer completes. You should also make sure the client stops when a packet with less than 512 bytes of data is received. Unless you properly record the source port for Data[1], you have no place to which to send ACK[1]!
2. For each data packet received, write the data to System.out. All status messages should go to System.err, so the two data streams are separate if stdout is redirected. To write to System.out, use System.out.write:
System.out.write(byte[] buf, int offset, int length);
For your program, offset will be 0, buf will typically be dpacket.data(), where dpacket is of type DATA (wumppkt.DATA). The length will be dpacket.size() - wumppkt.DHEADERSIZE (or, equivalently, dg.getLength() - wumppkt.DHEADERSIZE, where dg is a DatagramPacket object).
3. Add sanity checks, for (in order) host/port, packet size, opcode, and block number.
4. Handle timeouts, by retransmitting the most recently sent packet when the elapsed time exceeds a certain amount (4 seconds?). One way to do this is to keep a DatagramPacket variable LastSent, which can either be reqDG or ackDG, and just resend LastSent. Note that the response to an InterruptedIOException, a "true" timeout, will simply be to continue the loop again.
5. Add support for an dallying and error packets. After the client has received the file, dallying means to wait 2.0 - 3.0 timeout intervals (or more) to see if the final data packet is retransmitted. If it is, it means that the final ACK was lost. The dally period gives the client an opportunity to resend the final ACK. Error packets are to be sent to any sender of an apparent data packet that comes from the wrong port.
vanilla Normal transfer
lose Lose ever ...
BUS 303 Graduate School and Further Education PlanningRead and w.docx
BUS 303 Graduate School and Further Education Planning
Read and watch pieces on Planning for Graduate School. Answer related questions and write an essay.
· Read about earning a Master’s Degree.
· https://www.gradschools.com/masters/business
· Choose and read about two Master’s degree programs from the left hand column of Subject Selection options (image below) found on the webpage https://www.gradschools.com/masters/business
1-Report - List two subject that you selected to read/research:
One: ____________________
Two: _____________________
2-Discover:
Conduct research on two Master’s degree programs related to your undergraduate major that are offered by Virginia, DC, or Maryland Universities. Choose programs at two separate universities. If you are interested in other universities outside of this area, please feel free to research them as alternatives.
Discover information such as: What are the application processes, preferred GPA, required entrance exams, or prerequisites. What are the options for study (full time study, part time study, face-to-face classes or online classes)? What is the typical timeframe for completing the graduate program? What are the typical career opportunities for graduates from the Master’s program?
Section One- First - University and Graduate Program:
List the university and graduate program that you researched. Answer the research questions with words, phrases, or sentences.
· University and graduate program that you researched
(Enter information here)
· What are the application processes, preferred GPA, required entrance exams, or prerequisites?
· What are the options for study (full time study, part time study, face-to-face classes or online classes)?
· What is the typical timeframe for completing the graduate program?
· What are the typical career opportunities for graduates from the Master’s program?
Section Two: Second - University and Graduate Program
List the university and graduate program that you researched. Answer the research questions with words, phrases, or sentences.
· University and graduate program that you researched
· What are the application processes, preferred GPA, required entrance exams, or prerequisites?
· What are the options for study (full time study, part time study, face-to-face classes or online classes)?
· What is the typical timeframe for completing the graduate program?
· What are the typical career opportunities for graduates from the Master’s program?
3-Write:
Questions to answer in an essay with at least 400 words. The expectation is that the essay in made up of flowing sentences that are organized in to paragraphs. WORD formatted document is required.
· What did you learn about Master’s degree programs and earning a Master’s degree? If you have researched graduate programs in the past, what are the most important aspects of information that you learned about graduate education opportunities?
(At least one paragraph)
· List and discu ...
Bulletin Board Submission 10 Points. Due by Monday at 900 a.m..docx
Bulletin Board Submission: 10 Points. Due by Monday at 9:00 a.m.
As you've learned, it is important to be able to determine the elements of a crime and there are several places to turn for assistance in doing so.
First - Look at the statute for the crime. For example, in New York, the statute for Petit Larceny is Penal Law 155.25.
Second - Check to see if any of the terms in the statute are defined in another statute. For example, in New York, Larceny is defined in Penal Law 155.05
Third - If the elements are not clear from the statute, you may want to research case law to see if the courts have established the elements for the crime.
Fourth - Always remember to check the Jury Instructions.
They are an excellent source for identifying the elements, as this is how the court explains the crime to the jury.
Many states are now posting their Jury Instructions on the internet.
Section One –
Keeping the above in mind, please provide the statute under which a Defendant in your state would be charged with Rape (1st Degree if your state breaks it down in that manner) In addition, provide any relevant statutory definitions and an overview of the Jury Instructions. Then, provide cases addressing at least one of the elements of the statute.
Section Two –
Discuss whether or not a woman can be charged with Rape in your state. If not, what could she be charged with?
...
BUS 371Fall 2014Final Exam – Essay65 pointsDue Monda.docx
BUS 371
Fall 2014
Final Exam – Essay
65 points
Due: Monday, December 9 at 11:59 p.m. EST (Blackboard submission)
Directions:
Part One (this part) of your final exam is to be just that – yours! I expect you will work independently of your classmates to complete the exam.
As always in BUS 371, your grade will be affected by the quality of your writing – clarity, spelling, grammar, syntax, etc.
1. How has this course changed your view and/or understanding of management and its role in contemporary organizations? In your answer, compare your understanding/perception of management at the beginning of the class with your current understanding/perception. Be specific and honest. (10 points)
2. Would you describe your experience with your class team in BUS 371 as better than most of your experiences with previous class teams, about the same as most of your experiences with previous class teams, or worse than most of your experiences with previous class teams? Be specific and explain what happened with your team for you to form your impression. (10 points)
Depending on your answer to question 2, you will answer EITHER question 3 or question 4.
3. If your experience with your class team was better than most of your experiences with previous class teams, what do you think contributed to the positive experience? From what you’ve learned in BUS 371 this semester, what can you do, as an individual student, in future class (and workplace) teams to contribute to their success? Be specific in your answer. (If your experience with your class team in BUS 371 this semester was about the same or worse than your previous experiences with class teams, skip this question and answer question 4.) Be specific in your answer, referring to course material as appropriate. (10 points)
4. If your experience with your class team was about the same or worse than your experiences with previous class teams, what can you do, as an individual student, in future class (and workplace) teams to increase their success? Be specific in your answer, referring to course material as appropriate. (10 points)
5. What do you consider to be your most important “take aways” from this course? In other words, what concepts and/or ideas have you found most interesting? What elements of the course do think will be most likely to be useful to you when you become a manager?
NOTE: Be sure to include both what you’ve found most interesting and most likely to be useful from the course. (10 points)
6. Define, compare and contrast content, process and reinforcement theories of motivation, giving and explaining an example of each. How could a manager apply each of the theories in the workplace? Your answer should be specific and clearly demonstrate your understanding of these motivation theories and their application. (25 points)
feedback for group work:
Business 371 - Fall 2014
Individual Assignment Five
Peer Assessment – Round Two
Due: Friday, December 5 (submitted i ...
Burn with Us Sacrificing Childhood in The Hunger GamesSus.docx
Burn with Us: Sacrificing Childhood in The Hunger Games
Susan Shau Ming Tan
The Lion and the Unicorn, Volume 37, Number 1, January 2013, pp.
54-73 (Article)
Published by The Johns Hopkins University Press
DOI: 10.1353/uni.2013.0002
For additional information about this article
Access provided by Calif State Univ @ Northridge (20 Nov 2013 03:23 GMT)
http://muse.jhu.edu/journals/uni/summary/v037/37.1.tan01.html
http://muse.jhu.edu/journals/uni/summary/v037/37.1.tan01.html
The Lion and the Unicorn 37 (2013) 54–73 © 2013 by The Johns Hopkins University Press
Burn with Us: Sacrificing Childhood in
The Hunger Games
Susan Shau Ming Tan
Let the Games Begin
Katniss Everdeen, the girl who was on fire, you have provided a spark that,
left unattended, may grow to an inferno that destroys Panem.
(Collins, Fire 27)
God gave Noah the rainbow sign,
No more water, the fire next time!
(Baldwin, The Fire Next Time 105)
The vision of the dead child is one of the most horrific images in our
cultural imaginations. It is also one of the most pervasive. The trope of
the burning, sacrificial son stretches back through time and history: we
need only look to Abraham’s near-sacrifice of Isaac and Jesus’s role as the
ultimate sacrificial body to see its cultural centrality (Miller). It was this
vision that Freud explored and gave name to in his iconic “Dream of the
Burning Child,” and Lacan reinterpreted in Seminar XI.
Central to Lacan’s interpretation of the dream is the “impotent cry of
the son’s passion heard, but unheeded, before his death” (Ragland 97). As
the dream recognizes the child’s identity and desires, it does so through
the knowledge of his loss. This acknowledgment of the child, made violent
in his death and the fact that he will never attain that which he burns for,
makes his cry all the more powerful. The child’s wants will never be sati-
ated, and this must always leave a void.
Lacan’s burning child lives today in multiple incarnations. The burn-
ing child can be the “real” within ourselves, which must be sacrificed in
order to reach the Symbolic—adulthood. It can be the ideal child, frozen
Burn with Us: Sacrificing Childhood in The Hunger Games 55
in memory and time, or Jacqueline Rose’s constructed child: the child who
only exists in the adult imagination. Indeed, coming-of-age often involves a
recognition of a culturally defined childhood as well as loss: loss of innocence,
loss of child-self. But as the “wounded child may symbolise a damaged self
. . . it may equally stand for a damaged culture” (Reynolds 91). As children
are often labelled our “hope,” so we must recognize that this phantom—the
child who never existed, the child we wish we might have been, the child
who was lost—is often indicative of fears for the future. Child sacrifice is
a common trope in our society. And beneath it lurks questions of desire,
identity, and humanity.
I begin with “T ...
BUS 305 SOLUTIONS TOPRACTICE PROBLEMS EXAM 21) B2) B3.docx
BUS 305: SOLUTIONS TO
PRACTICE PROBLEMS EXAM 2
1) B
2) B
3) No, fan pattern (heteroscedasticity)
4) No, nonlinear relationship between X and Y
5) The black line is the regression line because it get closest to the sample points (minimizes error between the points and the line). The red line has a larger error; that is, larger total distance from points to the line.
6) Because it is reasonable to suppose that costs are dependent on production volume (since units are produced, directly resulting in costs), then regression is more appropriate for this data since regression is appropriate when an cause-and-effect relationship is assumed.
7) C
8) a) r = 0.8;
b) T = 1.31;
c) p = 0.117
d) There is no evidence of a significant correlation between X and Y in the population because we did not reject the null of H0: = 0.
9) Note: the following are not complete answers to Question 11; they are just enough for you to know whether your short answer addressed the correct things.
a) 1 = population slope, b1 = sample slope. On exam, would also want to address what you know (or don’t know) about each of these and how each is found.
b) An outlier can “drag” the regression line toward it. On the exam, also think about how this would affect the quality of your regression model and the predictions.
10) Yes, there appears to be a straight line relationship between the variables. Linear regression appears to be appropriate. The regression output is:
11) a) T = -0.09, p = 0.929, do not reject Ho, conclude there is no evidence of a relationship
b) R2 = 0.002 = 0.2%, No because value is very close to zero
c) Correlation = r = -0.0421. No, there is not a strong relationship between these variables. The correlation is nearly 0.
d) Regression line is Y^ = 1.26 – 0.035X.
Y^ = 1.26 – 0.035(100) = 1.26 – 3.5 = -2.24. No this does not make sense because you cannot have a negative number of near misses. It is not wise to predict with this model. The R-squared value is extremely low (essentially 0%), which means that there is no relationship at all between near misses and flights in this data. Therefore, predicting misses from flights is meaningless.
e) b1 = -0.035. As Number of flights increases by 1, we expect number of near misses to go down by 0.035. Or, put another way, as flights increases by 1000, we expect number of near misses to go down by 35. No, this does not make sense. We would assume that as flights increase, so would near misses.
12) a. Multiple regression is a direct extension of simple regression, except that now we have more than one independent (X) variable.
b. Note: the following is not a complete answer; it is just enough for you to know whether your short answer addressed the correct things: Multicollinearity is when the independent variables are highly correlated with one another. On the exam, also indicate how this affects the model, how one can identify if it is present, and what can be done to correct it.
c. Dummy variables are us ...
Burgerville- Motivation Goals.Peer-reviewed articles.Here ar.docx
Burgerville- Motivation Goals.
Peer-reviewed articles.
Here are some articles I found:
1) Employees Motivation in Organizations: An integrative literature
Review:
http://www.ipedr.com/vol10/106-
S10089.pdf
2) Impact of Employees Motivation on Organizational
Effectiveness:
http://iiste.org/Journals/index.php/EJBM/article/viewFile/265/150
3) Shareholders win when employees are motivated:
http://www.forbes.com/2009/08/23/employee-motivation-stocks-intelligent-investing-returns.html
1. THE THEORY OF PURPOSEFUL- WORK BEHAVIOR: THE ROLE OF PERSONALITY, HIGHER-ORDER GOALS, AND JOB CHARACTERISTICS
http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=fa02d089-2c07-4af2-8637-23192c8c3b1f%40sessionmgr4004&vid=14&hid=4209
0. Relative Importance and Utilityof Positive Worker States: A Reviewand Empirical Examination
http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=fa02d089-2c07-4af2-8637-23192c8c3b1f%40sessionmgr4004&vid=27&hid=4209
Cam Sommer
1. http://psycnet.apa.org/journals/apl/72/4/658/
Comparative analysis of goal setting theories across cultures
0. http://amj.aom.org/content/29/2/305.short
Effects of Team building and goal setting on productivity: A field Experiment
The first employee’s interview
Mr. Kay Nguyen is working at Burgerville for over 2 years. He said that working at Burgerville is only temporary while attending school. The hour he works is outside of his school time, so it helps pay for tuition. The work is very busy during high traffic hours, especially at the drive-through during dinnertime. His main responsibility is handling cashier, but he often help others where needed. He starts pay at minimum wages.
His supervisor encourages employees from time to time, but the wage is very low for employee to stay. He explains that turnover at Burgerville is below average compare to other place he has worked before.
Goal Setting:
What did you learn from this job? How does it impact your future? I encounter customers every day, I learn a lot about customer service in person. He dealt with all type of customers. He learned about servicing and created a friendly environment for customers
While studying and working, his self-motivation can encourage his learning and success, whatever be the scenario. He won’t stop staying here as a cashier. He will keep pushing himself to reach his goal setting
What are your obstacles? How do you deal with it? The most frustrate situation he endures during his tenure at Burgerville is the irresponsibility of other employees. They sometime either do not show up for work or call in. This creates a lot of pressure at work, as he has to cover for their shift. He usually has to stay extra hours to clean up and cover for other shifts.
Does BurgerVille create rewards or something to motivate its employee? Does it make you feel happy or comfortable when working there? Mr. Nguyen’s supervisor usually awards his employees with movie tickets for their performances. Also, they are a ...
Bullying Bullying in Schools PaperName.docx
Bullying
Bullying in Schools Paper
Name
Class
Date
Professor
Bullying in Schools Paper
Bullying is mean spirited and unwanted intimidation by another student. Bullying can come in many different forms but the result is an imbalance of power where one student suffers physical and verbal attacks as well as social exclusion. The bully repeatedly focuses in on their victims and subjects them to continued harassment and false rumors. Bullying causes the victims extreme emotional damage and lifelong pain but occurs most commonly in the school setting. In order to ensure that bullying is prevented the educational system will need to become more proactive and create programs and services designed to educate, reduce, deter and punish bullying.
Types and Extent of Bullying
The three types of bullying experienced by the youthful victim in the school setting consist of verbal and physical assaults as well as social exclusions. The types of verbal threats the victims of bullying suffer are name calling, false gossip, lewd sexual comments, taunts, and threats to cause harm. Physical assaults include hitting, kicking, pushing, tripping, pinching, and spitting on the victim. Social exclusions includes the bully taking steps to isolate the victim from peers by leaving them out of social events or gatherings and talking rudely about them to other peers. Other students will fear the bully and go along with their mean spirited actions. The victim will be isolated and the bully will take steps to embarrass the student in front of other peers. The bully will spread malicious rumors and make rude comments to the victim.
Adolescents are extremely sensitive to rejection and the opinions of peers, both of which can serve as catalysts for revenge (Booth, 2011). The result is the bullying becomes escalated and the victim takes revenge on the bully or physical altercations occur. Bullying is a major problem in society. While bullying occurs most in the school setting there are other places where bullying occurs. Bullies target victims using social networks and will bully them at social events. Victims of bullies are harassed and attacked on school buses and on school playgrounds as well as in the victim’s neighborhood. While bullying can happen anywhere it is most prevalent in schools making it the responsibility of educational systems to take steps to see it stopped.
In 2001 in a report conducted by the Bureau of Juvenile Justice Statistics it was discovered that 20% of all students will be bullied while in high school while the number creeps up to almost 30% when dealing with school children from second to sixth grade (DeVoe, 2009). This comes to one in seven students from kindergarten to twelfth grade being victims of bullying. Over half of the students surveyed have been witness to bullying in the school setting and over 70% find bullying is a real issue in their school as well as the report found girls where far more ...
Building Design and Construction FIRE 1102 – Principle.docx
Building Design and
Construction
FIRE 1102 – Principles of Fire Science
Reference: Chapter 4 of Cote, Fundamentals of Fire Protection
UAE Tamweel Tower
Objectives of Fire-Safe Building Design
1. Life Safety
2. Property Protection
3. Continuity of Operations
4. Environmental Protection
5. Historical Preservation
Life Safety
• Achieved by early warning of a fire, extinguishment
of a fire, proper egress for prompt escape
• Can the occupants get out before the room becomes
untenable?
– We know that flashover is a time when the room
is untenable,
– However there may be a time before flashover
where a room is untenable where concentration
of fire gases (CO) can create such a situation.
• We can do modeling of how long it takes for
occupants to evacuate out of a building and predict
when a room becomes untenable.
• Human Behavior Research
Fire Modeling of Station Night Club Fire
Human Behavior Research
Property Protection
• Materials that can be replaced which have a dollar
value assigned to them.
• Billions of dollars are lost due to fires each year.
• Achieved by installing proper fire extinguishing
systems, compartmentation features to limit spread
and construction of building materials.
Heritage Preservation
• Irreplaceable items and artifacts.
• Accomplished using appropriate fire
extinguishing systems.
Mona Lisa Original Copy of
Declaration of
Independence
Hand Written Quran
National Museum of Saudi Arabia
Continuity of Operations
• Getting back to business
• Accomplished by installation of proper fire
extinguishing systems
Environmental Preservation
• Protecting our environment from fire and/or
fire extinguishing agent.
• Installation of fire extinguishing systems that
limit fire size, minimize run-off from water,
using agents that do not adversely affect the
ozone layer.
Types of Building Construction
• NonCombustible Construction
– Type I
– Type II
• Combustible Construction
• Type III
• Type IV
• Type V
Type I Construction
Non-combustible
• Fire Resistive
• Constructed of concrete
and protected steel
• Columns and beams are
covered with fire resistive
spray on material.
• Primary hazard are the
contents in the structure.
• High-rise office buildings,
shopping centers
Type II Construction
Non-combustible
• Non-Combustible
• Lower degree of fire resistance than
Type I.
• Fire resistant rating on all exterior
and interior load bearing walls.
• May have combustible non-
loadbearing partition walls.
• Columns and beams are not
protected and will be exposed
during a fire.
• Office buildings, warehouses,
automobile repair shops.
Type III Construction
Combustible
• Ordinary Construction
• Office buildings, retail stores, mixed
occupancies with store on first
floor and dwelling on second floor.
• Exterior walls of the building have
2-hr fire resistance rating and non-
com ...
Building on your initial user interface (UI) design mock-up of the.docx
Building on your initial user interface (UI) design mock-up of the organization’s program UI, the interface now needs to present more information to the user. Complete the following for this assignment:
· The interface should present information visually with icons or graphics and text regarding critical issues related to the system, such as the following:
· New orders
· Change in employee status
· Updated pictures
· New products or services offered
· You must add at least 5 critical issue UI design items to your interface. Remember to ensure that these are easily understood by users.
· Submit a screenshot in Word or another functional application.
· Describe the items that you added to your interface design. Be specific with your descriptions, and identify the particular design features along with an explanation of why they are added in the way that they were.
...
Building student trust in online learning environmentsYe D.docx
Building student trust in online learning environments
Ye Diana Wang*
Department of Applied Information Technology, George Mason University, Fairfax, VA, USA
(Received 30 December 2013; final version received 19 June 2014)
As online learning continues to gain widespread attention and thrive as a
legitimate alternative to classroom instruction, educational institutions and online
instructors face the challenge of building and sustaining student trust in online
learning environments. The present study represents an attempt to address the
challenge by identifying the social and technical factors that can likely induce or
influence students’ perception about the trustworthiness of an online course and
integrating the factors into a socio-technical framework that can be empirically
validated. The methodology used and the data obtained from a university-wide
survey conducted in an American university are reported in this article. Feedback
from students with disabilities was further investigated, and the result has
important implications for our understanding of disabled students’ acceptance for
online learning.
Keywords: trust; student perception; e-learning; distance education; disability;
accessibility
Introduction and background
The need for building student trust in online learning environments
The tremendous advancements in information and telecommunication technologies
and their adoption in education have opened up new avenues for educational institu-
tions and students alike. As soon as the Internet became readily available to the pub-
lic, distance education was transformed from old-fashioned correspondence schools
using printed materials, telephone, TV, or videotape to today’s Internet-based
e-learning or online learning (Bernard et al., 2009; Sims, 2008).
Although online learning continues to grow in both presence and importance, its
potential is far from being fully utilized. There are still doubts about the effective-
ness of online learning environments (see Hashem, 2011). In addition, a higher num-
ber of e-learner dropouts, when compared with face-to-face courses, have been
reported (Bell & Federman, 2013; Patterson & McFadden, 2009; Tyler-Smith,
2006). This is especially true in the United States, where strong and consistent
national quality assurance measures are lacking for online educational institutions.
According to a more recent report, the 2012 Sloan Survey of Online Education,
nearly 90% of the surveyed academic leaders from more than 2800 colleges and uni-
versities in the United States have identified lower retention rates for online courses
as a barrier to the widespread adoption of online learning (Allen & Seaman, 2013).
*Email: [email protected]
© 2014 Open and Distance Learning Association of Australia, Inc.
Distance Education, 2014
Vol. 35, No. 3, 345–359, http://dx.doi.org/10.1080/01587919.2015.955267
mailto:[email protected]
http://dx.doi.org/10.1080/01587919.2015.955267
From the student’s perspective, ...
Building 101I find a fun team building activity is two truths an.docx
Building 101
I find a fun team building activity is two truths and a lie. Each person writes three things about themselves and one is a lie. After this is done you allow an open mingle where everyone gets to talk and find as much about each other as they can. For larger groups you can divide and rotate to make things more efficient. After the mingling is done, each person stands up individually and states their three “facts”. The group then votes on what they think the lie is. This is a great activity because it allows everyone to share something about themselves. A team that knowns more about each other’s personalities, I believe can communicate more effectively.
One day at my work two individuals had a disagreement about how to handle a task and it escalated to shouting. Another crew member and I had to intervene and mediate. We compromised and handled the problem with elements of both plans. Sometimes all it takes to solve a problem is a simple compromise. However you have to make sure that you have a responsible team that will regulate themselves at times.
This is a somewhat subjective question so I can only answer for how I prefer bad news. At my work our pay was going to be cut due to low oil prices so the higher ups told our crew leader first who then told us. Since it was coming from our leader’s mouth and not from some piece of paper in the mail, it was much easier to handle. I think that bad news is better communicated first to the leader of various groups instead of being sent out all at once from someone nobody has ever met.
I will do a simple, yet I think very important example. Sometimes we get so caught up in the rush that we begin to tell people to do things instead of asking nicely. One time at work another member told his counterpart to go get a tool for him, and the way he asked him somewhat irritated the other man. We often forget how powerful a simple “please” can be for keeping order in a work place, even if it is just tacked on, the other person can usually appreciate the effort.
Building 102
One of the best team building activities I have been a part of is known as organization day in the Army. This is a day where all work related activities are shut down and everyone competes in games or sports. The activities range from tug-o-war to basketball. It gives everyone an opportunity to relax while at work and also helps build trust camaraderie with your coworkers. These are usually conducted on a Friday and families are invited to attend as well which helps promote a family atmosphere within the organization.
The most recent team conflict I dealt with was a conflict between a few of my subordinates. These personnel were government civilians who are authorized two 15 minute breaks a day plus an hour lunch. The conflict occurred between smokers and non-smokers. The non-smokers accused the smokers of taking more breaks than they were authorized which caused resentment for both parties. To r ...
BudgetAccounting, IncAnual Budget2013Qtr 1Qtr 2Qtr 3Qtr 4TotalsRev.docx
BudgetAccounting, IncAnual Budget2013Qtr 1Qtr 2Qtr 3Qtr 4TotalsRevenue:Tax Returns74000150080014200Consulting Services10300950087009300Financial Statement Preparation7700770077007700Data Entry & Compilation6200620062006200Payrol Services & reporting6700670067006700Total RevenueExpenses:Wage Expense30500180001800028300Payroll Taxes3050180018002830Workers Compensation950540540849Liability Insurance1200120012001200Profesional Publications6006060300Office Supplies1200300200800Computer Support300300300300Miscellaneous2700270027002700Building Rent6600660066006600Total ExpensesNet Income
1st QuarterAccounting, IncIncome Statement1st Quarter, 2013Revenue:1st Quarter ActualsTax Returns76000Consulting Services9900Financial Statement Preparation7900Data Entry & Compilation6350Payrol Services & reporting6950Total RevenueExpenses:Wage Expense30850Payroll Taxes3085Workers Compensation1050Liability Insurance1200Profesional Publications550Office Supplies1250Computer Support300Misc2450Building Rent6600Total ExpensesNet Income
Sheet3
JuneTotalsJune TransactionsDatePayeeCategoryMethod of PaymentAmount6/1/12Zachary KayeRentCheck$ (800.00)6/2/12George's SuperMartGroceriesCredit Card$ (114.62)6/3/12Sam's StopGasDebit Card$ (61.13)6/4/12VisaCredit Card PaymentCheck$ (300.00)6/8/12South & MainATM WithdrawalDebit Card$ (202.00)6/8/12IncomeSalaryCheck$ 2,034.786/8/12[Savings Account]Transfer to SavingsTransfer$ (300.00)6/9/12George's SuperMartGroceriesCredit Card$ (136.52)6/12/12Gas-N-WashGasDebit Card$ (57.49)6/15/12SECElectric BillCheck$ (217.61)6/15/12Springfield Savings & LoansStudent LoanCheck$ (175.00)6/16/12George's SuperMartGroceriesDebit Card$ (173.06)6/18/12Gas-N-WashGasCredit Card$ (65.33)
June2012Search ResultsPosition:8Amount:DatePayeeCategoryMethod of PaymentAmountGroceries6/1/12Zachary KayeRentCheck$ (800.00)Total Cost:6/4/12VisaCredit Card PaymentCheck$ (300.00)Average Cost:6/8/12South & MainATM WithdrawalDebit Card$ (202.00)Occurrences:6/8/12IncomeSalaryCheck$ 2,034.78Groceries - Credit Card6/8/12[Savings Account]Transfer to SavingsTransfer$ (300.00)Total Cost:6/15/12SECElectric BillCheck$ (217.61)Average Cost:6/15/12Springfield Savings & LoansStudent LoanCheck$ (175.00)Occurrences:6/18/12Gas-N-WashGasCredit Card$ (65.33)6/18/12SGWWater BillCheck$ (43.59)6/22/12South & MainATM WithdrawalDebit Card$ (262.00)Average Credit Card Purchase:6/22/12IncomeSalaryCheck$ 2,034.786/22/12[Savings Account]Transfer to SavingsTransfer$ (300.00)6/23/12George's SuperMartGroceriesCredit Card$ (109.64)Total Remaining:6/25/12CIV
Solution
sCable/InternetCheck$ (102.83)6/25/12Springfield Savings & LoansCar LoanCheck$ (233.00)Payment Options:Check6/28/12AMP InsuranceCar InsuranceCheck$ (96.47)Credit Card6/29/12Sam's StopGasDebit Card$ (60.08)Debit Card6/30/12George's SuperMartGroceriesDebit Card$ (149.68)Transfer
AnnualExpYearCategoryExpenseAmount2009VariableATM Withdrawal$ 3,995.002009FixedCable/Internet$ 1, ...
BU3310 Week 4 Planning and Managing Resources Research 4..docx
BU3310: Week 4 Planning and Managing Resources
Research 4.1
Aggregate Planning and Project Management
1
Hospitals should ideally be staffed with adequate open hospital beds to accommodate patients. Unlike other
industries, forecasting patient load in a hospital is almost impossible. Assume that you are the project manager of the
production and operations team responsible for developing the forecasting plan in a hospital.
Write a paper that covers the following points:
Factors you would consider for aggregate planning in a hospital
Project management tools and skills that will help you better plan and manage the production and operations
team’s tasks
Cite references from the textbook, the ITT Tech Virtual Library, and credible websites to substantiate your points.
Remember to adhere to APA guidelines, standards, and formatting.
Submission Requirements:
• Submit your response in a minimum of three pages in a Microsoft Word document.
• Include a “References” page, highlighting the resources used from the textbook, the ITT Tech Virtual Library,
and credible websites to substantiate your answers. All citations should be in APA format. See ITT Tech Virtual
Library> Reference (tab)> Frequently Used Categories> Grammar, Writing and Style> APA Formatting and
Style Guide for help in APA formatting.
• Adhere to the standard English grammar, spelling, and punctuation requirements.
• Font: Arial, 12-point, and double-spaced.
Evaluation Criteria:
Click here to download the grading rubric. Your submission will be evaluated using this rubric based on the following
points:
Did you explain the factors you would include when developing an aggregate plan for this hospital?
Did you identify and explain the project management tools and skills that will help you become efficient as the
project lead for the team?
http://www.content.distance-education.itt-tech.edu/cliksdmrroot/content_directory/mount1/507393/ITT_Rubrics/Writing_Assignment_Rubric.xlsx
English 1110.01
December 17th, 2014
All But Terminated: Artificial Intelligence’s Role in Society According to Terminator 2
A certain breed of Artificial Intelligence movies has focused on the anthropomorphized cyborg, beginning with early 1980’s films such as The Terminator and Blade Runner to 21st century box office hits like I, Robot. Interestingly, each movie shares a common dystopian thread manifesting society’s lurking subconscious fear of self-destruction. This fear of AI, however, is not just isolated to the worries of common man. Even Elon Musk, a tech billionaire whose innovative work dominates news headlines, has shown apprehension towards the adoption of AI, calling it “our greatest existential threat” and encouraging international regulations to avoid, as he says “doing something very foolish” (One on One with Elon Musk MIT AeroAstro Centennial Symposium). With knowledge of how pervasive our collective fear of AI is, it should come as no ...
Building Better with Masonry Interiors.docx
Building Better
with Masonry Interiors
ACME BRICK COMPANY
1
`
From the earth,
for the earth,
Acme builds a greener globe.
ACME BRICK COMPANY is proud to be
a member of the US Green Building Council.
Since 1891 we have continually worked to improve durability
and reduce the environmental impact of our products.
Acme Revit Plug-in
******************
User steps
**********
1. Launch Autodesk Revit
2. Load existing project or create new project
3. To access plugin, click on add-ins tab
4. To browse Acme Bricks products click AcmeBIM Online button
To create material for walls:
*****************************
1. Select wall
2. Click add-ins tab
3. Click Acme Brick Masonry Designer button to launch plug-in
4. Choose tile or decal at prompt *Note: Most users should choose tile*
5. Select brick and click build running bond in Masonry Designer
6. Click "Back to revit" from top menu option
7. Click close on file location prompt
8. Edit wall material and select Acme product from material list; navigate to tile for
"render appearance“ image
9. Render to see applied materials
Why Masonry Builds Better Buildings
Because masonry lasts so much longer
Because masonry has lower life-cycle costs
Because masonry requires little maintenance
Because masonry walls also save energy
Because masonry is a better indoor environment
Because masonry is truly sustainable construction
5
Insert pictures for bullets
Masonry interiors are nearly maintenance free
Brick and structural glazed tile walls
Ceramic tile floors
Lowest possible maintenance cost!
Sandra Meadows Arena, Duncanville HS
3. Masonry is Low Maintenance
Masonry Really Resists
Wear and Tear
3. Masonry is Low Maintenance
7
Masonry can meet your sustainable construction goals beautifully. These exposed masonry surfaces require no paint or other coatings that release VOC’s into the air we breathe.
And exposed masonry resists damage so well, it is the obvious choice for schools, sports facilities, and even prisons. Because it is so durable, it is very inexpensive to maintain. Now THAT is beauty that is more than just skin deep.
Masonry has no VOC’s or allergens and does not support mold growth
Not damaged by water
Better thermal and humidity control
Masonry has excellent acoustic properties
5. A better indoor environment
Masonry has no VOC’s or allergens
Masonry is clean and pure minerals
No toxic chemicals
No sugars, paper, or glues that feed mold
5. A better indoor environment
Better thermal and humidity control
Mass of masonry helps keep indoor air at a constant temperature
Exposed masonry can absorb or release humidity to keep nearby air at a constant humidity for health and comf ...
Building Cultural Awareness through EmotionPresented By Team .docx
Building Cultural Awareness through Emotion
Presented By: Team A
Psy450 - Diversity and
Cultural Factors
in Psychology
9/21/15
Stefanie Krasner
Introduction
Make Effective Presentations
Using Awesome Backgrounds
Engage your Audience
Capture Audience Attention
Understanding Chinese Culture
Make Effective Presentations
Using Awesome Backgrounds
Engage your Audience
Capture Audience Attention
The Human Being and Emotion
Product A
Feature 1
Feature 2
Feature 3
Product B
Feature 1
Feature 2
Feature 3
The Human Being and Emotion
Make Effective Presentations
Using Awesome Backgrounds
Engage your Audience
Capture Audience Attention
Universality of Emotion
Product A
Feature 1
Feature 2
Feature 3
Product B
Feature 1
Feature 2
Feature 3
Universality of Emotion
Make Effective Presentations
Using Awesome Backgrounds
Engage your Audience
Capture Audience Attention
Cultural Difference in Emotion
Product A
Feature 1
Feature 2
Feature 3
Product B
Feature 1
Feature 2
Feature 3
Cultural Differences in Emotion
Make Effective Presentations
Using Awesome Backgrounds
Engage your Audience
Capture Audience Attention
Cultural Awareness and Effective Communications
Product A
Feature 1
Feature 2
Feature 3
Product B
Feature 1
Feature 2
Feature 3
Cultural Awareness and Effective Communications
Make Effective Presentations
Using Awesome Backgrounds
Engage your Audience
Capture Audience Attention
Conclusion
Product A
Feature 1
Feature 2
Feature 3
Product B
Feature 1
Feature 2
Feature 3
References
Matsumoto, D., & Juang, L. (2013). Culture and psychology (5th ed.). Belmont, CA: Wadsworth Cengage Learning.
References
Matsumoto, D., & Juang, L. (2013). Culture and psychology (5th ed.). Belmont, CA: Wadsworth Cengage Learning.
References
Matsumoto, D., & Juang, L. (2013). Culture and psychology (5th ed.). Belmont, CA: Wadsworth Cengage Learning.
Ch 3 PLCs and Processing I/O 1
Chapter 3 PLCs and Processing I/O
Introduction
After an introduction of PLCs in chapter one, various characteristics of the PLC need to be
discussed. The purpose now is to discuss what parts constitute a modern PLC and how these
parts interface. The topology of a PLC system is also discussed as to how PLCs are distributed
in a manufacturing environment to best control a process efficiently.
Since each is electronic and operates using one or more microprocessors, a 5 volt power supply
and CPU (central processing unit) are the core of the PLC. Included in the CPU is a computer
with memory and communications hardware to communicate to a programming panel, the I/O,
and to a network which is either peer-to-peer or a multimode network.
Many PLC vendors divide the work of the PLC between multiple microprocessors with
coordination handled by a master microprocessor. One processor may be assigned to handle the
I/O. Another may handle the networking and communication to the pro ...
budget.xlsxMonthly College BudgetMonthlyUniversity Budgetsepte.docx
budget.xlsx
Monthly College BudgetMonthlyUniversity Budgetseptember income:september expenses:september cash flow: $1,725 $2,446 -$721JAN Select First Budget MonthSEP Monthly Cash After ExpenseJAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC YEAR % INC Cash Flow16969192199204(771)124154(721)10934(61)(299)(41.8%)Cumulative Cash Flow16923843062983362186340(381)(272)(238)(299)MONTHLY INCOMEJAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC YEAR % INC Financial aid (grants, scholarships, loans) paid to you--7507507507507507507507507507507,50043.5%After-tax wages from a job4504504504504504504504505503503503505,20031.9%Financial help from family2002001,0003503503503503503503503503504,55020.3%Withdrawals from savings500350150---------1,0000.0%Other (child support, public assistance, gifts, etc.)7575757575757575757575759004.3%TOTAL INCOME1,2251,0752,4251,6251,6251,6251,6251,6251,7251,5251,5251,52519,150100.0%MONTHLY EXPENSEJAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC YEAR % INC Room & Board5655655655655655655655655655655655656,78023.1%Rent, mortgage, or dorm room3153153153153153153153153153153153153,78012.9%Food (groceries or meal plan)2002002002002002002002002002002002002,4008.2%Utilities (heat, water, electricity)5050505050505050505050506002.0%Tuition & Fees0075000650006500002,05026.6%Tuition you pay--500--500--500---1,50020.4%Fees you pay--250--150--150---5506.1%Books & Supplies00325202032510104001515151,15516.4%Textbooks--225--275--325---82513.3%School supplies--1002020501010751515153303.1%Transportation2241741742191741742742191741742242692,4737.1%Gas, maintenance3030307530303075303030754951.2%Vehicle payment1291291291291291291291291291291291291,5485.3%Transit fares1515151515151515151515151800.6%Travel at holidays50-----100---50502500.0%Discretionary69691693694194444194193943944194694,05316.1%Savings---5010010010010075751001008003.1%Cell phone, Internet, cable6969696969696969696969698282.8%Donations-----25-----50750.0%Snacks, dining out--1001001001001001001001001001001,0004.1%Clothes---5050505050505050504502.0%Entertainment (movies, dates, concerts)---1001001001001001001001001009004.1%Other Expenses1981982502532432382332582632682682682,93810.8%Insurance (car, health, renter's)1231231231231231231231231231231231231,4765.0%Loan, credit card payment--525545403560657070705622.7%Other7575757575757575757575759003.1%TOTAL EXPENSES1,0561,0062,2331,4261,4212,3961,5011,4712,4461,4161,4911,58619,449100.0%
Positive 0 0 721 Negative 0 -721 -721 Cash Flow jan feb mar apr may jun jul aug sep oct nov dec year 169 69 192 199 204 -771 124 154 -721 109 34 -61 -299 Positive Selected Period #N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A Negative Selected Period #N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A -721 #N/A #N/A #N/A #N/A
financial aid wages (after-tax) family help from savings other 0.43478260869565216 0.3188405797101449 0.20289855072463769 0 4.3478260869565216E-2
room & board tuition & fees books & supplies transport ...
Polish students' mobility in the Czech Republic
Polish students mobility to the Czech Republic within eTwinning project "Medieval adventures with Marco Polo"
Overview on Edible Vaccine: Pros & Cons with Mechanism
This ppt include the description of the edible vaccine i.e. a new concept over the traditional vaccine administered by injection.
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BUS 1 Mini Exam – Chapters 05 – 10 40 Points S.docx
BUS 1
Mini Exam – Chapters 05 – 10
40 Points
Short Answer – Mind your time
Answer four questions from #1 - #6. Must answer #3 and #6. Answer
the XC question for extra credit. Question point count weighted equally.
It is all about business, so make sure to demonstrate / synthesize the bigger picture of business in each and
every answer.
Like all essays, specifying an exacting target word count is rather problematic. I am thinking each answer
would be about 250 - 300 words each, depending upon writing style. If you tend to be descriptive and whatnot,
that number could be 350 - 450 words.
Sidebar: Gauge your knowledge level in this way. This exam should take about 90 – 120 minutes to complete.
Students taking much longer may want to work with me to assess / discuss ways to help master this material in
a future conference session.
1. Although most new firms start out as sole proprietorships, few large firms are organized this way. Why
is the sole proprietorship such a popular form of ownership for new firms? What features of the sole
proprietorship make it unattractive to growing firms?
2. List and discuss at least three causes of small business failure. Workarounds, fixes, or methods to avoid
failure should be discussed.
3. Describe three different leadership styles and give an example of a situation in which each style could be
most used effectively.
4. Discuss Max Weber's views on organization theory. Is there a few principles that particularly resonate
in business today?
5. How has the emphasis of quality control changed in recent years? Describe some of the modern quality
control techniques that illustrate this change in emphasis.
6. Explain how managers could motivate employees by using the principles outlined in expectancy
theory? Create a story/example of expectancy theory at work, incorporating the three questions that
according to expectancy theory employees will ask.
7. XC – What is selective perception? Can you describe a business-centric scenario where selective
perception may hinder a businessperson’s ability to respond to a customer need?
I
Fireworks, Manifesto, 1974.
The Architectural Paradox
1. Most people concerned with architecture feel some sort
of disillusion and dismay. None of the early utopian ideals
of the twentieth century has materialized! none of its social
aims has succeeded. Blurred by reality! the ideals have turned
into redevelopment nightmares and the aims into bureau
cratic policies. The split between social reality and utopian
dream has been total! the gap between economic constraints
and the illusion of all-solving technique absolute. Pointed
Space
out by critics who knew the limits of architectural remedies,
this historical split has now been bypassed by attempts to
reformulate the concepts of architecture. In the process, a
new split appears. More complex, it is not the symptom of
prof ...
BullyingIntroductionBullying is defined as any for.docx
Bullying
IntroductionBullying is defined as any form of severe physical or psychological consequences.Bullying has been identified as a social issue in schools, homes and communities.Bullying can lead to both short term and long negative side effects.
Bullying is defined as any form of severe physical or pervasive act that includes communication in writing, electronically that is aimed at a student, or a group of student and it could have the following effects on the target. Bullying has been identified as a social issue in schools, homes and communities. Bullying can lead to both short term and long negative side effects. Many people tend to develop psychological problems as a result of engaging in bullying activities. Adopting effective measures to prevent bullying would also help to deal with the problem once and for all.
*
Forms of BullyingMere teasing.Talking trash about other peopleTrading insults.Physical harassment
The following actions have been identified as physical conduct forms that demonstrate forms of bullying. They include; Mere teasing.
Talking trash about other people. This shows an example of bullying that is practiced by people. Trading insults has also been widely recognised as a form of bullying. Physical harassment
*
Effects of BullyingBullying can lead to both long term and short term side effects.Bullying can change personalities, psychological wellbeing and even lead to physical injuries.Negatively affecting the students’ mental or physical health
Bullying has serious negative consequences for the people who do practice it. Bullying can lead to both long term and short term side effects.
Bullying can change personalities, psychological wellbeing and even lead to physical injuries. People who have been bullied tend to development long term problems such as depression. Development of stress tends to happen once people have engaged in actions that lead to bullying. This is because the actions against bullying tend to overpower the minds and also brings in psychological problems,.
*
A graphic showing No to Bullying
All forms of bullying are not acceptable in the society.
*
How to Prevent BullyingTaking immediate action.Dealing with bullies physically.Criminalizing actions against bullying.
In order to deal with bullying effectively, several measures should be enacted to prevent any form of bullying. Measures such as taking immediate action upon any case of bullying would help to deter the action from ever arising again. The other solutions entail taking immediate forms of action would also help to prevent the act from ever occurring. Dealing with bullies physically and also criminalizing actions against bullying helps to prevent it at all costs. Social and emotional learning is a bullying prevention mechanism aimed at ensuring that students do not fall victim to bullying by equipping them with social and emotional skills. This technique is aimed at ensuring that students are equipp ...
BUS1001 - Integrated Business PerspectivesCourse SyllabusSch.docx
BUS1001 - Integrated Business Perspectives
Course Syllabus
School of Professional Studies
BUS1001- Integrated Business Perspectives
Note to Instructors: Items highlighted in yellow apply to on ground courses, those in blue apply to online courses, and those in green apply to blended courses. Please select the appropriate sections for your course (eliminate the highlighting), and delete the other sections. Items highlighted in magenta must be completed prior to publishing the syllabus. Items highlighted in grey are for your information only and should be removed before publishing the syllabus.
*All activities listed in the syllabus must be administered in order to meet the credit requirements for this course
Contents
Overview4
Course ID4
Course Name4
Department4
Credits4
Prerequisites4
Instructor4
Telephone4
E-mail4
Office4
Office Hours4
Class Meetings4
Classroom4
Learning Management System4
Course Description4
College Information5
Centenary Greater Expectation Learning Outcomes (CGEs)5
Business Department Learning Outcomes5
Classroom Conduct5
Academic Code6
Academic Honesty6
“Publication” of Written Work and Assignments6
Academic Assistance7
Accommodations7
Technical Support7
Course Information7
Course Material7
Reference Websites7
Instructional Techniques7
Course Objectives7
Student Evaluation7
Attendance9
Participation9
Assignments10
Late Assignments10
Course Schedule11
Session 111
Session 211
Session 311
Session 412
Session 512
Session 613
Session 713
Session 813
Activities and Rubrics15
Threaded Discussion Requirements15
Threaded Discussion Rubric15
Project and Teamwork Exercise16
Project and Teamwork Exercise Rubric16
Web Assignment17
Web Assignment Rubric17
Case Study Exercise18
Case Study Rubric18
Part Ending Project19
Part Ending Project Rubric19
Launching Your Career20
Launching Your Career Rubric20
Activities Calendar21
Overview
Course ID:BUS1001Course Name:Integrated Business PerspectivesDepartment:
Business - UndergraduateCredits:
4 CreditsPrerequisites:
None
Studentsshould be competent in Microsoft WordInstructor:
Jane ZhaoE-mail:
[email protected]Class Meetings:
Thursday 6:00 pm from January 14th to March 3rd Classroom:
TBALearning Management System:
Access the Moodle student tutorial at: http://www.centenarycollege.edu/cms/en/moodle-help-center/moodle-help-center/students/ for instructions on how to log in, navigate, and submit assignments.
Moodle accessibility versions are available for download; please contact the IT Help Desk at ext. 2362 or [email protected] for assistance.Course Description:
This Business course provides the student with the opportunity to discover the role of business in society and to explore career opportunities. The relations among different business disciplines are analyzed. Students learn team building and communication and apply that learning as they work in teams to create, implement, and assess projects.
College InformationCentenary Greater Expectation Learning Outcomes (CGEs):
In ...
BUMP implementation in Java.docxThe project is to implemen.docx
BUMP implementation in Java.docx
The project is to implement the BUMP client in java, with window size 1. Here is an overview of the three WUMP protocols (BUMP, HUMP, and CHUMP). Here are the files wumppkt.java, containing the packet format classes, and wclient.java, which contains an outline of the actual program. Only the latter file should be modified; you should not have to make changes to wumppkt.java.
What you are to do is the following, by modifying and extending the wclient.java outline file:
· Implement the basic transfer
· Add all appropriate packet sanity checks: timeouts, host/port, size, opcode, and block number
· Generate output. The transferred file is to be written to System.out. A status message about every packet (listing size and block number) is to be written to System.err. Do not confuse these!
· Terminate after a packet of size less than 512 is received
· Implement an appropriate "dallying" strategy
· send an ERROR packet if it receives a packet from the wrong port. The appropriate ERRCODE in this case is EBADPORT.
An outline of the program main loop is attached
recommended that you implement this in phases, as follows.
1. Latch on to the new port: save the port number from Data[1], and make sure all ACKs get sent to this port. This will mean that the transfer completes. You should also make sure the client stops when a packet with less than 512 bytes of data is received. Unless you properly record the source port for Data[1], you have no place to which to send ACK[1]!
2. For each data packet received, write the data to System.out. All status messages should go to System.err, so the two data streams are separate if stdout is redirected. To write to System.out, use System.out.write:
System.out.write(byte[] buf, int offset, int length);
For your program, offset will be 0, buf will typically be dpacket.data(), where dpacket is of type DATA (wumppkt.DATA). The length will be dpacket.size() - wumppkt.DHEADERSIZE (or, equivalently, dg.getLength() - wumppkt.DHEADERSIZE, where dg is a DatagramPacket object).
3. Add sanity checks, for (in order) host/port, packet size, opcode, and block number.
4. Handle timeouts, by retransmitting the most recently sent packet when the elapsed time exceeds a certain amount (4 seconds?). One way to do this is to keep a DatagramPacket variable LastSent, which can either be reqDG or ackDG, and just resend LastSent. Note that the response to an InterruptedIOException, a "true" timeout, will simply be to continue the loop again.
5. Add support for an dallying and error packets. After the client has received the file, dallying means to wait 2.0 - 3.0 timeout intervals (or more) to see if the final data packet is retransmitted. If it is, it means that the final ACK was lost. The dally period gives the client an opportunity to resend the final ACK. Error packets are to be sent to any sender of an apparent data packet that comes from the wrong port.
vanilla Normal transfer
lose Lose ever ...
BUS 303 Graduate School and Further Education PlanningRead and w.docx
BUS 303 Graduate School and Further Education Planning
Read and watch pieces on Planning for Graduate School. Answer related questions and write an essay.
· Read about earning a Master’s Degree.
· https://www.gradschools.com/masters/business
· Choose and read about two Master’s degree programs from the left hand column of Subject Selection options (image below) found on the webpage https://www.gradschools.com/masters/business
1-Report - List two subject that you selected to read/research:
One: ____________________
Two: _____________________
2-Discover:
Conduct research on two Master’s degree programs related to your undergraduate major that are offered by Virginia, DC, or Maryland Universities. Choose programs at two separate universities. If you are interested in other universities outside of this area, please feel free to research them as alternatives.
Discover information such as: What are the application processes, preferred GPA, required entrance exams, or prerequisites. What are the options for study (full time study, part time study, face-to-face classes or online classes)? What is the typical timeframe for completing the graduate program? What are the typical career opportunities for graduates from the Master’s program?
Section One- First - University and Graduate Program:
List the university and graduate program that you researched. Answer the research questions with words, phrases, or sentences.
· University and graduate program that you researched
(Enter information here)
· What are the application processes, preferred GPA, required entrance exams, or prerequisites?
· What are the options for study (full time study, part time study, face-to-face classes or online classes)?
· What is the typical timeframe for completing the graduate program?
· What are the typical career opportunities for graduates from the Master’s program?
Section Two: Second - University and Graduate Program
List the university and graduate program that you researched. Answer the research questions with words, phrases, or sentences.
· University and graduate program that you researched
· What are the application processes, preferred GPA, required entrance exams, or prerequisites?
· What are the options for study (full time study, part time study, face-to-face classes or online classes)?
· What is the typical timeframe for completing the graduate program?
· What are the typical career opportunities for graduates from the Master’s program?
3-Write:
Questions to answer in an essay with at least 400 words. The expectation is that the essay in made up of flowing sentences that are organized in to paragraphs. WORD formatted document is required.
· What did you learn about Master’s degree programs and earning a Master’s degree? If you have researched graduate programs in the past, what are the most important aspects of information that you learned about graduate education opportunities?
(At least one paragraph)
· List and discu ...
Bulletin Board Submission 10 Points. Due by Monday at 900 a.m..docx
Bulletin Board Submission: 10 Points. Due by Monday at 9:00 a.m.
As you've learned, it is important to be able to determine the elements of a crime and there are several places to turn for assistance in doing so.
First - Look at the statute for the crime. For example, in New York, the statute for Petit Larceny is Penal Law 155.25.
Second - Check to see if any of the terms in the statute are defined in another statute. For example, in New York, Larceny is defined in Penal Law 155.05
Third - If the elements are not clear from the statute, you may want to research case law to see if the courts have established the elements for the crime.
Fourth - Always remember to check the Jury Instructions.
They are an excellent source for identifying the elements, as this is how the court explains the crime to the jury.
Many states are now posting their Jury Instructions on the internet.
Section One –
Keeping the above in mind, please provide the statute under which a Defendant in your state would be charged with Rape (1st Degree if your state breaks it down in that manner) In addition, provide any relevant statutory definitions and an overview of the Jury Instructions. Then, provide cases addressing at least one of the elements of the statute.
Section Two –
Discuss whether or not a woman can be charged with Rape in your state. If not, what could she be charged with?
...
BUS 371Fall 2014Final Exam – Essay65 pointsDue Monda.docx
BUS 371
Fall 2014
Final Exam – Essay
65 points
Due: Monday, December 9 at 11:59 p.m. EST (Blackboard submission)
Directions:
Part One (this part) of your final exam is to be just that – yours! I expect you will work independently of your classmates to complete the exam.
As always in BUS 371, your grade will be affected by the quality of your writing – clarity, spelling, grammar, syntax, etc.
1. How has this course changed your view and/or understanding of management and its role in contemporary organizations? In your answer, compare your understanding/perception of management at the beginning of the class with your current understanding/perception. Be specific and honest. (10 points)
2. Would you describe your experience with your class team in BUS 371 as better than most of your experiences with previous class teams, about the same as most of your experiences with previous class teams, or worse than most of your experiences with previous class teams? Be specific and explain what happened with your team for you to form your impression. (10 points)
Depending on your answer to question 2, you will answer EITHER question 3 or question 4.
3. If your experience with your class team was better than most of your experiences with previous class teams, what do you think contributed to the positive experience? From what you’ve learned in BUS 371 this semester, what can you do, as an individual student, in future class (and workplace) teams to contribute to their success? Be specific in your answer. (If your experience with your class team in BUS 371 this semester was about the same or worse than your previous experiences with class teams, skip this question and answer question 4.) Be specific in your answer, referring to course material as appropriate. (10 points)
4. If your experience with your class team was about the same or worse than your experiences with previous class teams, what can you do, as an individual student, in future class (and workplace) teams to increase their success? Be specific in your answer, referring to course material as appropriate. (10 points)
5. What do you consider to be your most important “take aways” from this course? In other words, what concepts and/or ideas have you found most interesting? What elements of the course do think will be most likely to be useful to you when you become a manager?
NOTE: Be sure to include both what you’ve found most interesting and most likely to be useful from the course. (10 points)
6. Define, compare and contrast content, process and reinforcement theories of motivation, giving and explaining an example of each. How could a manager apply each of the theories in the workplace? Your answer should be specific and clearly demonstrate your understanding of these motivation theories and their application. (25 points)
feedback for group work:
Business 371 - Fall 2014
Individual Assignment Five
Peer Assessment – Round Two
Due: Friday, December 5 (submitted i ...
Burn with Us Sacrificing Childhood in The Hunger GamesSus.docx
Burn with Us: Sacrificing Childhood in The Hunger Games
Susan Shau Ming Tan
The Lion and the Unicorn, Volume 37, Number 1, January 2013, pp.
54-73 (Article)
Published by The Johns Hopkins University Press
DOI: 10.1353/uni.2013.0002
For additional information about this article
Access provided by Calif State Univ @ Northridge (20 Nov 2013 03:23 GMT)
http://muse.jhu.edu/journals/uni/summary/v037/37.1.tan01.html
http://muse.jhu.edu/journals/uni/summary/v037/37.1.tan01.html
The Lion and the Unicorn 37 (2013) 54–73 © 2013 by The Johns Hopkins University Press
Burn with Us: Sacrificing Childhood in
The Hunger Games
Susan Shau Ming Tan
Let the Games Begin
Katniss Everdeen, the girl who was on fire, you have provided a spark that,
left unattended, may grow to an inferno that destroys Panem.
(Collins, Fire 27)
God gave Noah the rainbow sign,
No more water, the fire next time!
(Baldwin, The Fire Next Time 105)
The vision of the dead child is one of the most horrific images in our
cultural imaginations. It is also one of the most pervasive. The trope of
the burning, sacrificial son stretches back through time and history: we
need only look to Abraham’s near-sacrifice of Isaac and Jesus’s role as the
ultimate sacrificial body to see its cultural centrality (Miller). It was this
vision that Freud explored and gave name to in his iconic “Dream of the
Burning Child,” and Lacan reinterpreted in Seminar XI.
Central to Lacan’s interpretation of the dream is the “impotent cry of
the son’s passion heard, but unheeded, before his death” (Ragland 97). As
the dream recognizes the child’s identity and desires, it does so through
the knowledge of his loss. This acknowledgment of the child, made violent
in his death and the fact that he will never attain that which he burns for,
makes his cry all the more powerful. The child’s wants will never be sati-
ated, and this must always leave a void.
Lacan’s burning child lives today in multiple incarnations. The burn-
ing child can be the “real” within ourselves, which must be sacrificed in
order to reach the Symbolic—adulthood. It can be the ideal child, frozen
Burn with Us: Sacrificing Childhood in The Hunger Games 55
in memory and time, or Jacqueline Rose’s constructed child: the child who
only exists in the adult imagination. Indeed, coming-of-age often involves a
recognition of a culturally defined childhood as well as loss: loss of innocence,
loss of child-self. But as the “wounded child may symbolise a damaged self
. . . it may equally stand for a damaged culture” (Reynolds 91). As children
are often labelled our “hope,” so we must recognize that this phantom—the
child who never existed, the child we wish we might have been, the child
who was lost—is often indicative of fears for the future. Child sacrifice is
a common trope in our society. And beneath it lurks questions of desire,
identity, and humanity.
I begin with “T ...
BUS 305 SOLUTIONS TOPRACTICE PROBLEMS EXAM 21) B2) B3.docx
BUS 305: SOLUTIONS TO
PRACTICE PROBLEMS EXAM 2
1) B
2) B
3) No, fan pattern (heteroscedasticity)
4) No, nonlinear relationship between X and Y
5) The black line is the regression line because it get closest to the sample points (minimizes error between the points and the line). The red line has a larger error; that is, larger total distance from points to the line.
6) Because it is reasonable to suppose that costs are dependent on production volume (since units are produced, directly resulting in costs), then regression is more appropriate for this data since regression is appropriate when an cause-and-effect relationship is assumed.
7) C
8) a) r = 0.8;
b) T = 1.31;
c) p = 0.117
d) There is no evidence of a significant correlation between X and Y in the population because we did not reject the null of H0: = 0.
9) Note: the following are not complete answers to Question 11; they are just enough for you to know whether your short answer addressed the correct things.
a) 1 = population slope, b1 = sample slope. On exam, would also want to address what you know (or don’t know) about each of these and how each is found.
b) An outlier can “drag” the regression line toward it. On the exam, also think about how this would affect the quality of your regression model and the predictions.
10) Yes, there appears to be a straight line relationship between the variables. Linear regression appears to be appropriate. The regression output is:
11) a) T = -0.09, p = 0.929, do not reject Ho, conclude there is no evidence of a relationship
b) R2 = 0.002 = 0.2%, No because value is very close to zero
c) Correlation = r = -0.0421. No, there is not a strong relationship between these variables. The correlation is nearly 0.
d) Regression line is Y^ = 1.26 – 0.035X.
Y^ = 1.26 – 0.035(100) = 1.26 – 3.5 = -2.24. No this does not make sense because you cannot have a negative number of near misses. It is not wise to predict with this model. The R-squared value is extremely low (essentially 0%), which means that there is no relationship at all between near misses and flights in this data. Therefore, predicting misses from flights is meaningless.
e) b1 = -0.035. As Number of flights increases by 1, we expect number of near misses to go down by 0.035. Or, put another way, as flights increases by 1000, we expect number of near misses to go down by 35. No, this does not make sense. We would assume that as flights increase, so would near misses.
12) a. Multiple regression is a direct extension of simple regression, except that now we have more than one independent (X) variable.
b. Note: the following is not a complete answer; it is just enough for you to know whether your short answer addressed the correct things: Multicollinearity is when the independent variables are highly correlated with one another. On the exam, also indicate how this affects the model, how one can identify if it is present, and what can be done to correct it.
c. Dummy variables are us ...
Burgerville- Motivation Goals.Peer-reviewed articles.Here ar.docx
Burgerville- Motivation Goals.
Peer-reviewed articles.
Here are some articles I found:
1) Employees Motivation in Organizations: An integrative literature
Review:
http://www.ipedr.com/vol10/106-
S10089.pdf
2) Impact of Employees Motivation on Organizational
Effectiveness:
http://iiste.org/Journals/index.php/EJBM/article/viewFile/265/150
3) Shareholders win when employees are motivated:
http://www.forbes.com/2009/08/23/employee-motivation-stocks-intelligent-investing-returns.html
1. THE THEORY OF PURPOSEFUL- WORK BEHAVIOR: THE ROLE OF PERSONALITY, HIGHER-ORDER GOALS, AND JOB CHARACTERISTICS
http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=fa02d089-2c07-4af2-8637-23192c8c3b1f%40sessionmgr4004&vid=14&hid=4209
0. Relative Importance and Utilityof Positive Worker States: A Reviewand Empirical Examination
http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=fa02d089-2c07-4af2-8637-23192c8c3b1f%40sessionmgr4004&vid=27&hid=4209
Cam Sommer
1. http://psycnet.apa.org/journals/apl/72/4/658/
Comparative analysis of goal setting theories across cultures
0. http://amj.aom.org/content/29/2/305.short
Effects of Team building and goal setting on productivity: A field Experiment
The first employee’s interview
Mr. Kay Nguyen is working at Burgerville for over 2 years. He said that working at Burgerville is only temporary while attending school. The hour he works is outside of his school time, so it helps pay for tuition. The work is very busy during high traffic hours, especially at the drive-through during dinnertime. His main responsibility is handling cashier, but he often help others where needed. He starts pay at minimum wages.
His supervisor encourages employees from time to time, but the wage is very low for employee to stay. He explains that turnover at Burgerville is below average compare to other place he has worked before.
Goal Setting:
What did you learn from this job? How does it impact your future? I encounter customers every day, I learn a lot about customer service in person. He dealt with all type of customers. He learned about servicing and created a friendly environment for customers
While studying and working, his self-motivation can encourage his learning and success, whatever be the scenario. He won’t stop staying here as a cashier. He will keep pushing himself to reach his goal setting
What are your obstacles? How do you deal with it? The most frustrate situation he endures during his tenure at Burgerville is the irresponsibility of other employees. They sometime either do not show up for work or call in. This creates a lot of pressure at work, as he has to cover for their shift. He usually has to stay extra hours to clean up and cover for other shifts.
Does BurgerVille create rewards or something to motivate its employee? Does it make you feel happy or comfortable when working there? Mr. Nguyen’s supervisor usually awards his employees with movie tickets for their performances. Also, they are a ...
Bullying Bullying in Schools PaperName.docx
Bullying
Bullying in Schools Paper
Name
Class
Date
Professor
Bullying in Schools Paper
Bullying is mean spirited and unwanted intimidation by another student. Bullying can come in many different forms but the result is an imbalance of power where one student suffers physical and verbal attacks as well as social exclusion. The bully repeatedly focuses in on their victims and subjects them to continued harassment and false rumors. Bullying causes the victims extreme emotional damage and lifelong pain but occurs most commonly in the school setting. In order to ensure that bullying is prevented the educational system will need to become more proactive and create programs and services designed to educate, reduce, deter and punish bullying.
Types and Extent of Bullying
The three types of bullying experienced by the youthful victim in the school setting consist of verbal and physical assaults as well as social exclusions. The types of verbal threats the victims of bullying suffer are name calling, false gossip, lewd sexual comments, taunts, and threats to cause harm. Physical assaults include hitting, kicking, pushing, tripping, pinching, and spitting on the victim. Social exclusions includes the bully taking steps to isolate the victim from peers by leaving them out of social events or gatherings and talking rudely about them to other peers. Other students will fear the bully and go along with their mean spirited actions. The victim will be isolated and the bully will take steps to embarrass the student in front of other peers. The bully will spread malicious rumors and make rude comments to the victim.
Adolescents are extremely sensitive to rejection and the opinions of peers, both of which can serve as catalysts for revenge (Booth, 2011). The result is the bullying becomes escalated and the victim takes revenge on the bully or physical altercations occur. Bullying is a major problem in society. While bullying occurs most in the school setting there are other places where bullying occurs. Bullies target victims using social networks and will bully them at social events. Victims of bullies are harassed and attacked on school buses and on school playgrounds as well as in the victim’s neighborhood. While bullying can happen anywhere it is most prevalent in schools making it the responsibility of educational systems to take steps to see it stopped.
In 2001 in a report conducted by the Bureau of Juvenile Justice Statistics it was discovered that 20% of all students will be bullied while in high school while the number creeps up to almost 30% when dealing with school children from second to sixth grade (DeVoe, 2009). This comes to one in seven students from kindergarten to twelfth grade being victims of bullying. Over half of the students surveyed have been witness to bullying in the school setting and over 70% find bullying is a real issue in their school as well as the report found girls where far more ...
Building Design and Construction FIRE 1102 – Principle.docx
Building Design and
Construction
FIRE 1102 – Principles of Fire Science
Reference: Chapter 4 of Cote, Fundamentals of Fire Protection
UAE Tamweel Tower
Objectives of Fire-Safe Building Design
1. Life Safety
2. Property Protection
3. Continuity of Operations
4. Environmental Protection
5. Historical Preservation
Life Safety
• Achieved by early warning of a fire, extinguishment
of a fire, proper egress for prompt escape
• Can the occupants get out before the room becomes
untenable?
– We know that flashover is a time when the room
is untenable,
– However there may be a time before flashover
where a room is untenable where concentration
of fire gases (CO) can create such a situation.
• We can do modeling of how long it takes for
occupants to evacuate out of a building and predict
when a room becomes untenable.
• Human Behavior Research
Fire Modeling of Station Night Club Fire
Human Behavior Research
Property Protection
• Materials that can be replaced which have a dollar
value assigned to them.
• Billions of dollars are lost due to fires each year.
• Achieved by installing proper fire extinguishing
systems, compartmentation features to limit spread
and construction of building materials.
Heritage Preservation
• Irreplaceable items and artifacts.
• Accomplished using appropriate fire
extinguishing systems.
Mona Lisa Original Copy of
Declaration of
Independence
Hand Written Quran
National Museum of Saudi Arabia
Continuity of Operations
• Getting back to business
• Accomplished by installation of proper fire
extinguishing systems
Environmental Preservation
• Protecting our environment from fire and/or
fire extinguishing agent.
• Installation of fire extinguishing systems that
limit fire size, minimize run-off from water,
using agents that do not adversely affect the
ozone layer.
Types of Building Construction
• NonCombustible Construction
– Type I
– Type II
• Combustible Construction
• Type III
• Type IV
• Type V
Type I Construction
Non-combustible
• Fire Resistive
• Constructed of concrete
and protected steel
• Columns and beams are
covered with fire resistive
spray on material.
• Primary hazard are the
contents in the structure.
• High-rise office buildings,
shopping centers
Type II Construction
Non-combustible
• Non-Combustible
• Lower degree of fire resistance than
Type I.
• Fire resistant rating on all exterior
and interior load bearing walls.
• May have combustible non-
loadbearing partition walls.
• Columns and beams are not
protected and will be exposed
during a fire.
• Office buildings, warehouses,
automobile repair shops.
Type III Construction
Combustible
• Ordinary Construction
• Office buildings, retail stores, mixed
occupancies with store on first
floor and dwelling on second floor.
• Exterior walls of the building have
2-hr fire resistance rating and non-
com ...
Building on your initial user interface (UI) design mock-up of the.docx
Building on your initial user interface (UI) design mock-up of the organization’s program UI, the interface now needs to present more information to the user. Complete the following for this assignment:
· The interface should present information visually with icons or graphics and text regarding critical issues related to the system, such as the following:
· New orders
· Change in employee status
· Updated pictures
· New products or services offered
· You must add at least 5 critical issue UI design items to your interface. Remember to ensure that these are easily understood by users.
· Submit a screenshot in Word or another functional application.
· Describe the items that you added to your interface design. Be specific with your descriptions, and identify the particular design features along with an explanation of why they are added in the way that they were.
...
Building student trust in online learning environmentsYe D.docx
Building student trust in online learning environments
Ye Diana Wang*
Department of Applied Information Technology, George Mason University, Fairfax, VA, USA
(Received 30 December 2013; final version received 19 June 2014)
As online learning continues to gain widespread attention and thrive as a
legitimate alternative to classroom instruction, educational institutions and online
instructors face the challenge of building and sustaining student trust in online
learning environments. The present study represents an attempt to address the
challenge by identifying the social and technical factors that can likely induce or
influence students’ perception about the trustworthiness of an online course and
integrating the factors into a socio-technical framework that can be empirically
validated. The methodology used and the data obtained from a university-wide
survey conducted in an American university are reported in this article. Feedback
from students with disabilities was further investigated, and the result has
important implications for our understanding of disabled students’ acceptance for
online learning.
Keywords: trust; student perception; e-learning; distance education; disability;
accessibility
Introduction and background
The need for building student trust in online learning environments
The tremendous advancements in information and telecommunication technologies
and their adoption in education have opened up new avenues for educational institu-
tions and students alike. As soon as the Internet became readily available to the pub-
lic, distance education was transformed from old-fashioned correspondence schools
using printed materials, telephone, TV, or videotape to today’s Internet-based
e-learning or online learning (Bernard et al., 2009; Sims, 2008).
Although online learning continues to grow in both presence and importance, its
potential is far from being fully utilized. There are still doubts about the effective-
ness of online learning environments (see Hashem, 2011). In addition, a higher num-
ber of e-learner dropouts, when compared with face-to-face courses, have been
reported (Bell & Federman, 2013; Patterson & McFadden, 2009; Tyler-Smith,
2006). This is especially true in the United States, where strong and consistent
national quality assurance measures are lacking for online educational institutions.
According to a more recent report, the 2012 Sloan Survey of Online Education,
nearly 90% of the surveyed academic leaders from more than 2800 colleges and uni-
versities in the United States have identified lower retention rates for online courses
as a barrier to the widespread adoption of online learning (Allen & Seaman, 2013).
*Email: [email protected]
© 2014 Open and Distance Learning Association of Australia, Inc.
Distance Education, 2014
Vol. 35, No. 3, 345–359, http://dx.doi.org/10.1080/01587919.2015.955267
mailto:[email protected]
http://dx.doi.org/10.1080/01587919.2015.955267
From the student’s perspective, ...
Building 101I find a fun team building activity is two truths an.docx
Building 101
I find a fun team building activity is two truths and a lie. Each person writes three things about themselves and one is a lie. After this is done you allow an open mingle where everyone gets to talk and find as much about each other as they can. For larger groups you can divide and rotate to make things more efficient. After the mingling is done, each person stands up individually and states their three “facts”. The group then votes on what they think the lie is. This is a great activity because it allows everyone to share something about themselves. A team that knowns more about each other’s personalities, I believe can communicate more effectively.
One day at my work two individuals had a disagreement about how to handle a task and it escalated to shouting. Another crew member and I had to intervene and mediate. We compromised and handled the problem with elements of both plans. Sometimes all it takes to solve a problem is a simple compromise. However you have to make sure that you have a responsible team that will regulate themselves at times.
This is a somewhat subjective question so I can only answer for how I prefer bad news. At my work our pay was going to be cut due to low oil prices so the higher ups told our crew leader first who then told us. Since it was coming from our leader’s mouth and not from some piece of paper in the mail, it was much easier to handle. I think that bad news is better communicated first to the leader of various groups instead of being sent out all at once from someone nobody has ever met.
I will do a simple, yet I think very important example. Sometimes we get so caught up in the rush that we begin to tell people to do things instead of asking nicely. One time at work another member told his counterpart to go get a tool for him, and the way he asked him somewhat irritated the other man. We often forget how powerful a simple “please” can be for keeping order in a work place, even if it is just tacked on, the other person can usually appreciate the effort.
Building 102
One of the best team building activities I have been a part of is known as organization day in the Army. This is a day where all work related activities are shut down and everyone competes in games or sports. The activities range from tug-o-war to basketball. It gives everyone an opportunity to relax while at work and also helps build trust camaraderie with your coworkers. These are usually conducted on a Friday and families are invited to attend as well which helps promote a family atmosphere within the organization.
The most recent team conflict I dealt with was a conflict between a few of my subordinates. These personnel were government civilians who are authorized two 15 minute breaks a day plus an hour lunch. The conflict occurred between smokers and non-smokers. The non-smokers accused the smokers of taking more breaks than they were authorized which caused resentment for both parties. To r ...
BudgetAccounting, IncAnual Budget2013Qtr 1Qtr 2Qtr 3Qtr 4TotalsRev.docx
BudgetAccounting, IncAnual Budget2013Qtr 1Qtr 2Qtr 3Qtr 4TotalsRevenue:Tax Returns74000150080014200Consulting Services10300950087009300Financial Statement Preparation7700770077007700Data Entry & Compilation6200620062006200Payrol Services & reporting6700670067006700Total RevenueExpenses:Wage Expense30500180001800028300Payroll Taxes3050180018002830Workers Compensation950540540849Liability Insurance1200120012001200Profesional Publications6006060300Office Supplies1200300200800Computer Support300300300300Miscellaneous2700270027002700Building Rent6600660066006600Total ExpensesNet Income
1st QuarterAccounting, IncIncome Statement1st Quarter, 2013Revenue:1st Quarter ActualsTax Returns76000Consulting Services9900Financial Statement Preparation7900Data Entry & Compilation6350Payrol Services & reporting6950Total RevenueExpenses:Wage Expense30850Payroll Taxes3085Workers Compensation1050Liability Insurance1200Profesional Publications550Office Supplies1250Computer Support300Misc2450Building Rent6600Total ExpensesNet Income
Sheet3
JuneTotalsJune TransactionsDatePayeeCategoryMethod of PaymentAmount6/1/12Zachary KayeRentCheck$ (800.00)6/2/12George's SuperMartGroceriesCredit Card$ (114.62)6/3/12Sam's StopGasDebit Card$ (61.13)6/4/12VisaCredit Card PaymentCheck$ (300.00)6/8/12South & MainATM WithdrawalDebit Card$ (202.00)6/8/12IncomeSalaryCheck$ 2,034.786/8/12[Savings Account]Transfer to SavingsTransfer$ (300.00)6/9/12George's SuperMartGroceriesCredit Card$ (136.52)6/12/12Gas-N-WashGasDebit Card$ (57.49)6/15/12SECElectric BillCheck$ (217.61)6/15/12Springfield Savings & LoansStudent LoanCheck$ (175.00)6/16/12George's SuperMartGroceriesDebit Card$ (173.06)6/18/12Gas-N-WashGasCredit Card$ (65.33)
June2012Search ResultsPosition:8Amount:DatePayeeCategoryMethod of PaymentAmountGroceries6/1/12Zachary KayeRentCheck$ (800.00)Total Cost:6/4/12VisaCredit Card PaymentCheck$ (300.00)Average Cost:6/8/12South & MainATM WithdrawalDebit Card$ (202.00)Occurrences:6/8/12IncomeSalaryCheck$ 2,034.78Groceries - Credit Card6/8/12[Savings Account]Transfer to SavingsTransfer$ (300.00)Total Cost:6/15/12SECElectric BillCheck$ (217.61)Average Cost:6/15/12Springfield Savings & LoansStudent LoanCheck$ (175.00)Occurrences:6/18/12Gas-N-WashGasCredit Card$ (65.33)6/18/12SGWWater BillCheck$ (43.59)6/22/12South & MainATM WithdrawalDebit Card$ (262.00)Average Credit Card Purchase:6/22/12IncomeSalaryCheck$ 2,034.786/22/12[Savings Account]Transfer to SavingsTransfer$ (300.00)6/23/12George's SuperMartGroceriesCredit Card$ (109.64)Total Remaining:6/25/12CIV
Solution
sCable/InternetCheck$ (102.83)6/25/12Springfield Savings & LoansCar LoanCheck$ (233.00)Payment Options:Check6/28/12AMP InsuranceCar InsuranceCheck$ (96.47)Credit Card6/29/12Sam's StopGasDebit Card$ (60.08)Debit Card6/30/12George's SuperMartGroceriesDebit Card$ (149.68)Transfer
AnnualExpYearCategoryExpenseAmount2009VariableATM Withdrawal$ 3,995.002009FixedCable/Internet$ 1, ...
BU3310 Week 4 Planning and Managing Resources Research 4..docx
BU3310: Week 4 Planning and Managing Resources
Research 4.1
Aggregate Planning and Project Management
1
Hospitals should ideally be staffed with adequate open hospital beds to accommodate patients. Unlike other
industries, forecasting patient load in a hospital is almost impossible. Assume that you are the project manager of the
production and operations team responsible for developing the forecasting plan in a hospital.
Write a paper that covers the following points:
Factors you would consider for aggregate planning in a hospital
Project management tools and skills that will help you better plan and manage the production and operations
team’s tasks
Cite references from the textbook, the ITT Tech Virtual Library, and credible websites to substantiate your points.
Remember to adhere to APA guidelines, standards, and formatting.
Submission Requirements:
• Submit your response in a minimum of three pages in a Microsoft Word document.
• Include a “References” page, highlighting the resources used from the textbook, the ITT Tech Virtual Library,
and credible websites to substantiate your answers. All citations should be in APA format. See ITT Tech Virtual
Library> Reference (tab)> Frequently Used Categories> Grammar, Writing and Style> APA Formatting and
Style Guide for help in APA formatting.
• Adhere to the standard English grammar, spelling, and punctuation requirements.
• Font: Arial, 12-point, and double-spaced.
Evaluation Criteria:
Click here to download the grading rubric. Your submission will be evaluated using this rubric based on the following
points:
Did you explain the factors you would include when developing an aggregate plan for this hospital?
Did you identify and explain the project management tools and skills that will help you become efficient as the
project lead for the team?
http://www.content.distance-education.itt-tech.edu/cliksdmrroot/content_directory/mount1/507393/ITT_Rubrics/Writing_Assignment_Rubric.xlsx
English 1110.01
December 17th, 2014
All But Terminated: Artificial Intelligence’s Role in Society According to Terminator 2
A certain breed of Artificial Intelligence movies has focused on the anthropomorphized cyborg, beginning with early 1980’s films such as The Terminator and Blade Runner to 21st century box office hits like I, Robot. Interestingly, each movie shares a common dystopian thread manifesting society’s lurking subconscious fear of self-destruction. This fear of AI, however, is not just isolated to the worries of common man. Even Elon Musk, a tech billionaire whose innovative work dominates news headlines, has shown apprehension towards the adoption of AI, calling it “our greatest existential threat” and encouraging international regulations to avoid, as he says “doing something very foolish” (One on One with Elon Musk MIT AeroAstro Centennial Symposium). With knowledge of how pervasive our collective fear of AI is, it should come as no ...
Building Better with Masonry Interiors.docx
Building Better
with Masonry Interiors
ACME BRICK COMPANY
1
`
From the earth,
for the earth,
Acme builds a greener globe.
ACME BRICK COMPANY is proud to be
a member of the US Green Building Council.
Since 1891 we have continually worked to improve durability
and reduce the environmental impact of our products.
Acme Revit Plug-in
******************
User steps
**********
1. Launch Autodesk Revit
2. Load existing project or create new project
3. To access plugin, click on add-ins tab
4. To browse Acme Bricks products click AcmeBIM Online button
To create material for walls:
*****************************
1. Select wall
2. Click add-ins tab
3. Click Acme Brick Masonry Designer button to launch plug-in
4. Choose tile or decal at prompt *Note: Most users should choose tile*
5. Select brick and click build running bond in Masonry Designer
6. Click "Back to revit" from top menu option
7. Click close on file location prompt
8. Edit wall material and select Acme product from material list; navigate to tile for
"render appearance“ image
9. Render to see applied materials
Why Masonry Builds Better Buildings
Because masonry lasts so much longer
Because masonry has lower life-cycle costs
Because masonry requires little maintenance
Because masonry walls also save energy
Because masonry is a better indoor environment
Because masonry is truly sustainable construction
5
Insert pictures for bullets
Masonry interiors are nearly maintenance free
Brick and structural glazed tile walls
Ceramic tile floors
Lowest possible maintenance cost!
Sandra Meadows Arena, Duncanville HS
3. Masonry is Low Maintenance
Masonry Really Resists
Wear and Tear
3. Masonry is Low Maintenance
7
Masonry can meet your sustainable construction goals beautifully. These exposed masonry surfaces require no paint or other coatings that release VOC’s into the air we breathe.
And exposed masonry resists damage so well, it is the obvious choice for schools, sports facilities, and even prisons. Because it is so durable, it is very inexpensive to maintain. Now THAT is beauty that is more than just skin deep.
Masonry has no VOC’s or allergens and does not support mold growth
Not damaged by water
Better thermal and humidity control
Masonry has excellent acoustic properties
5. A better indoor environment
Masonry has no VOC’s or allergens
Masonry is clean and pure minerals
No toxic chemicals
No sugars, paper, or glues that feed mold
5. A better indoor environment
Better thermal and humidity control
Mass of masonry helps keep indoor air at a constant temperature
Exposed masonry can absorb or release humidity to keep nearby air at a constant humidity for health and comf ...
Building Cultural Awareness through EmotionPresented By Team .docx
Building Cultural Awareness through Emotion
Presented By: Team A
Psy450 - Diversity and
Cultural Factors
in Psychology
9/21/15
Stefanie Krasner
Introduction
Make Effective Presentations
Using Awesome Backgrounds
Engage your Audience
Capture Audience Attention
Understanding Chinese Culture
Make Effective Presentations
Using Awesome Backgrounds
Engage your Audience
Capture Audience Attention
The Human Being and Emotion
Product A
Feature 1
Feature 2
Feature 3
Product B
Feature 1
Feature 2
Feature 3
The Human Being and Emotion
Make Effective Presentations
Using Awesome Backgrounds
Engage your Audience
Capture Audience Attention
Universality of Emotion
Product A
Feature 1
Feature 2
Feature 3
Product B
Feature 1
Feature 2
Feature 3
Universality of Emotion
Make Effective Presentations
Using Awesome Backgrounds
Engage your Audience
Capture Audience Attention
Cultural Difference in Emotion
Product A
Feature 1
Feature 2
Feature 3
Product B
Feature 1
Feature 2
Feature 3
Cultural Differences in Emotion
Make Effective Presentations
Using Awesome Backgrounds
Engage your Audience
Capture Audience Attention
Cultural Awareness and Effective Communications
Product A
Feature 1
Feature 2
Feature 3
Product B
Feature 1
Feature 2
Feature 3
Cultural Awareness and Effective Communications
Make Effective Presentations
Using Awesome Backgrounds
Engage your Audience
Capture Audience Attention
Conclusion
Product A
Feature 1
Feature 2
Feature 3
Product B
Feature 1
Feature 2
Feature 3
References
Matsumoto, D., & Juang, L. (2013). Culture and psychology (5th ed.). Belmont, CA: Wadsworth Cengage Learning.
References
Matsumoto, D., & Juang, L. (2013). Culture and psychology (5th ed.). Belmont, CA: Wadsworth Cengage Learning.
References
Matsumoto, D., & Juang, L. (2013). Culture and psychology (5th ed.). Belmont, CA: Wadsworth Cengage Learning.
Ch 3 PLCs and Processing I/O 1
Chapter 3 PLCs and Processing I/O
Introduction
After an introduction of PLCs in chapter one, various characteristics of the PLC need to be
discussed. The purpose now is to discuss what parts constitute a modern PLC and how these
parts interface. The topology of a PLC system is also discussed as to how PLCs are distributed
in a manufacturing environment to best control a process efficiently.
Since each is electronic and operates using one or more microprocessors, a 5 volt power supply
and CPU (central processing unit) are the core of the PLC. Included in the CPU is a computer
with memory and communications hardware to communicate to a programming panel, the I/O,
and to a network which is either peer-to-peer or a multimode network.
Many PLC vendors divide the work of the PLC between multiple microprocessors with
coordination handled by a master microprocessor. One processor may be assigned to handle the
I/O. Another may handle the networking and communication to the pro ...
budget.xlsxMonthly College BudgetMonthlyUniversity Budgetsepte.docx
budget.xlsx
Monthly College BudgetMonthlyUniversity Budgetseptember income:september expenses:september cash flow: $1,725 $2,446 -$721JAN Select First Budget MonthSEP Monthly Cash After ExpenseJAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC YEAR % INC Cash Flow16969192199204(771)124154(721)10934(61)(299)(41.8%)Cumulative Cash Flow16923843062983362186340(381)(272)(238)(299)MONTHLY INCOMEJAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC YEAR % INC Financial aid (grants, scholarships, loans) paid to you--7507507507507507507507507507507,50043.5%After-tax wages from a job4504504504504504504504505503503503505,20031.9%Financial help from family2002001,0003503503503503503503503503504,55020.3%Withdrawals from savings500350150---------1,0000.0%Other (child support, public assistance, gifts, etc.)7575757575757575757575759004.3%TOTAL INCOME1,2251,0752,4251,6251,6251,6251,6251,6251,7251,5251,5251,52519,150100.0%MONTHLY EXPENSEJAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC YEAR % INC Room & Board5655655655655655655655655655655655656,78023.1%Rent, mortgage, or dorm room3153153153153153153153153153153153153,78012.9%Food (groceries or meal plan)2002002002002002002002002002002002002,4008.2%Utilities (heat, water, electricity)5050505050505050505050506002.0%Tuition & Fees0075000650006500002,05026.6%Tuition you pay--500--500--500---1,50020.4%Fees you pay--250--150--150---5506.1%Books & Supplies00325202032510104001515151,15516.4%Textbooks--225--275--325---82513.3%School supplies--1002020501010751515153303.1%Transportation2241741742191741742742191741742242692,4737.1%Gas, maintenance3030307530303075303030754951.2%Vehicle payment1291291291291291291291291291291291291,5485.3%Transit fares1515151515151515151515151800.6%Travel at holidays50-----100---50502500.0%Discretionary69691693694194444194193943944194694,05316.1%Savings---5010010010010075751001008003.1%Cell phone, Internet, cable6969696969696969696969698282.8%Donations-----25-----50750.0%Snacks, dining out--1001001001001001001001001001001,0004.1%Clothes---5050505050505050504502.0%Entertainment (movies, dates, concerts)---1001001001001001001001001009004.1%Other Expenses1981982502532432382332582632682682682,93810.8%Insurance (car, health, renter's)1231231231231231231231231231231231231,4765.0%Loan, credit card payment--525545403560657070705622.7%Other7575757575757575757575759003.1%TOTAL EXPENSES1,0561,0062,2331,4261,4212,3961,5011,4712,4461,4161,4911,58619,449100.0%
Positive 0 0 721 Negative 0 -721 -721 Cash Flow jan feb mar apr may jun jul aug sep oct nov dec year 169 69 192 199 204 -771 124 154 -721 109 34 -61 -299 Positive Selected Period #N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A Negative Selected Period #N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A -721 #N/A #N/A #N/A #N/A
financial aid wages (after-tax) family help from savings other 0.43478260869565216 0.3188405797101449 0.20289855072463769 0 4.3478260869565216E-2
room & board tuition & fees books & supplies transport ...
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