The document outlines the five major steps in the writing process: pre-writing, drafting, revising, editing, and publishing. It provides detailed explanations and examples for each step. Pre-writing involves techniques like brainstorming, mapping, clustering, and listing to generate ideas. Drafting is when the writer begins to organize ideas into paragraphs without focusing on grammar. Revising is refining content and ideas to make them clearer and stronger. Editing focuses on grammar, style, word choice, and punctuation. Publishing includes final formatting and presentation techniques. Following the full writing process helps create a polished final work.
This document provides an overview of the topics that were covered in the first class of a college composition course. It introduces the instructor and outlines expectations for student success. Various writing process techniques are discussed, including pre-writing strategies like free writing, clustering, outlining and journaling. Major assignments are reviewed, which include two in-class essays and a course project. Academic honesty policies regarding plagiarism are also covered.
This document provides guidance on writing a good essay. It discusses understanding the purpose and type of essay, considering the audience, choosing a topic, and outlining the main parts which include an introduction, body, and conclusion. Tips are provided for pre-writing such as brainstorming ideas and creating an outline. Guidance is also given on writing the essay, such as developing ideas and using transitional words. Post-writing tips include getting peer feedback, revising drafts, editing for spelling/grammar, and considering the reader's perspective. The overall document serves as a comprehensive guide to planning, writing, and polishing an essay.
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This document provides an overview of the topics that were covered in the first class of a college composition course. It introduces the instructor and outlines expectations for student success. Various writing process techniques are discussed, including pre-writing strategies like free writing, clustering, outlining and journaling. Major assignments are reviewed, which include two in-class essays and a course project. Academic honesty policies regarding plagiarism are also covered.
This document provides guidance on writing a good essay. It discusses understanding the purpose and type of essay, considering the audience, choosing a topic, and outlining the main parts which include an introduction, body, and conclusion. Tips are provided for pre-writing such as brainstorming ideas and creating an outline. Guidance is also given on writing the essay, such as developing ideas and using transitional words. Post-writing tips include getting peer feedback, revising drafts, editing for spelling/grammar, and considering the reader's perspective. The overall document serves as a comprehensive guide to planning, writing, and polishing an essay.
The document discusses various prewriting techniques for developing ideas and forming thesis statements for essays, including listing, questioning, and freewriting. It provides examples of each technique and encourages experimenting with different prewriting methods to see what works best. Key details include making lists of images, characters, main points, and quotations from readings; questioning texts using who, what, when, where, why, and how; and freewriting for 10-15 minutes without stopping to generate content and ideas.
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This document outlines the process of academic writing, including various brainstorming techniques. It discusses choosing a topic, narrowing the topic, listing ideas, free writing, clustering ideas, and outlining. For choosing a topic, it recommends selecting something of interest with many references. Narrowing a topic makes it more focused and manageable for an assignment. Listing, free writing, and clustering are techniques to generate ideas about a topic. Outlining organizes ideas in preparation for writing. Examples and models of each technique are provided in referenced books.
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1. Carefully read and analyze the prompt by circling directive words and underlining what the prompt asks you to do.
2. Analyze the prompt further by identifying the audience and numbering tasks in a logical order.
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5. Quickly develop an outline or brainstorming tool.
6. Write a clear and concise response.
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- The third person voice ("The data show...") directs attention to evidence rather than opinions and sounds more scholarly than first or second person.
- Each discipline has its own writing conventions for formatting papers, analyzing data, and citing sources. Effective writers focus on clear arguments and concise writing.
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BUS M02C – Managerial Accounting SLO Assessment project .docxhartrobert670
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.docxhartrobert670
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 ...
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BUS M02C – Managerial Accounting SLO Assessment project .docxhartrobert670
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
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Cash $ 52,000 Accounts payable $ 131,000
Accounts receivable 1,200,000
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Depreciation 2,135,000
Total Assets $ 3,794,500 Total Liabilities & SE $ 3,794,500
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**1,000 kayaks
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Cash collections (all sales are on account):
Collected in the quarter of sale 40%
Collected in the quarter after sale 60%
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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%
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Desired quarterly ending Finished goods inventory 10% of next quarter’s sales
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1
st
quarter 2012 10,000 kayaks
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nd
quarter 2012 15,000 kayaks
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st
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st
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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
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st
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rd
quarter $400,000
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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.docxhartrobert670
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.docxhartrobert670
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.docxhartrobert670
Techtron Corporation is developing a compensation strategy for 140 hourly production technicians, 3 production supervisors, 2 manufacturing engineers, and 1 computer technician at its new manufacturing facility. As the HR compensation strategist, you must propose compensation bandwidths, benefits plans, and an employee evaluation process for determining compensation adjustments for each of the four job classifications. The proposal should be data-driven, grounded in theory/literature, and consider environmental factors like union status and benefits legislation in the state.
BUS 210 Exam Instructions.Please read the exam carefully and a.docxhartrobert670
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..docxhartrobert670
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.docxhartrobert670
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.docxhartrobert670
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.docxhartrobert670
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.docxhartrobert670
This syllabus outlines the course objectives, assignments, schedule, and policies for BUS1001 - Integrated Business Perspectives. The course introduces students to the role of business in society and explores career opportunities through team projects, case studies, quizzes, and discussions. Student evaluation is based on participation, assignments, and a final project to demonstrate understanding of business perspectives and principles.
BUMP implementation in Java.docxThe project is to implemen.docxhartrobert670
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.docxhartrobert670
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..docxhartrobert670
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.docxhartrobert670
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.docxhartrobert670
This document provides a summary and analysis of the novel The Hunger Games by Suzanne Collins. It discusses how the novel depicts the sacrificing of childhood through the Hunger Games, where children are forced to fight to the death for entertainment. It explores themes of childhood, desire, identity formation, and how entering adulthood involves both recognition of culturally defined childhood as well as its loss. A key part of the analysis focuses on how the protagonist Katniss Everdeen develops a sense of self and is able to articulate her identity and desires through her experiences in the Hunger Games arena.
BUS 305 SOLUTIONS TOPRACTICE PROBLEMS EXAM 21) B2) B3.docxhartrobert670
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 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.docxhartrobert670
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.docxhartrobert670
The document discusses building design and construction for fire safety. It outlines five objectives of fire-safe design: life safety, property protection, continuity of operations, environmental protection, and historical preservation. It also describes different types of building construction including non-combustible (Type I-II) and combustible (Type III-V) structures. Testing and ratings of construction materials are discussed in relation to flame spread, smoke development, and fire resistance.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
2. produce some genuinely bad writing in their early drafts and
agonize over the final shape of their words—and what others
will think of the work.
Whatever your past experiences with writing, you share in the
common experience of everyone who seeks to commit words to
paper. When you write, be it a brief paragraph or long essay,
you are a writer, with all the hard work, the aggravation, and
the satisfaction that come with it.
How do writers get started? To focus your efforts, ask yourself
several questions.
Questions to Ask at the Start of a Writing Project
1.
What is my purpose? People write for many reasons, often
having several for the same project, although one purpose
usually predominates. Primary reasons for writing are to
entertain, explain ideas and information, and persuade. There
are, of course, other reasons for writing, such as to express
emotions or explore ideas.
2.
Who is my audience? Most student writing is done for teachers.
However, in “real-world” writing, you need to be able to
communicate effectively with different readers, ranging from
fairly general audiences to very specific ones. Knowing who
your audience is will help you decide what and how much to
say.
3.
What, exactly, is the project? Writing out your goals will help
you to focus your thoughts. In class your instructor will give
you an assignment guide, or you will follow the assignment
instructions in the text. Determine what the project calls for:
purpose, audience, overall organization, length, and draft due
dates.
4.
3. How can I develop a real interest in the project? Avoid taking a
passive attitude, an “I don’t care, whatever” approach; instead,
seek a connection with the assignment and topic. Sometimes
you will have to write to specific requirements, sometimes not.
When a topic is assigned, you can still find some part of it that
is appealing. When you can choose a topic, take time to find an
interesting one, rather than going for the seemingly easiest one.
If you can commit to the project, you are more likely to enjoy
the writing process—and to end up with a better grade.
Good writing is not easily accomplished; it takes time. To
achieve the best results, first gain a clear overview of the
project, and then apply effective study skills.
Key Study Skills
1. Listen carefully in class, ask questions, and take notes,
especially when your instructor writes on the chalkboard, uses
the overhead projector, or posts information online.
2. Take handouts home to study or complete.
3. Participate fully in class activities and discussion.
4. Pay attention to any instructions your instructor gives you to
clarify writing projects in this text.
5. Study the textbook’s student models for further guidance.
Hint
These key study skills will help you understand every writing
assignment.
After Breaking Ground—into the Writing Process
We all have gone through steps to produce written paragraphs
and essays, so we all have a writing process. For some of us,
that process has worked well; for others . . . not so well. The
rest of this chapter explains the writing approach many of us
already unconsciously use. However, the writing process varies
with individuals, and you should freely adapt it to what works
best for you.
Steps in the Writing Process
Gathering and shaping ideas and putting words on paper are a
natural sequence for most of us, but writers seldom move
through this process like a train moving on a track, beginning at
4. one point and progressing to the final destination. In fact, you
will often find yourself brainstorming for ideas in the middle of
a paper, editing as you notice an error, and sometimes
substantially reorganizing when the work seemed nearly
complete.
The Writing Process
1. Discover ideas
2. Organize ideas
3. Draft
4. Revise
5. Edit
6. Proofread
Discovering Ideas
How many times have you been faced with a writing project and
found that you have nothing to say? It is a common, frustrating
occurrence. Instead of smacking your keyboard or simply giving
up, why not try one or several of the following methods for
discovering ideas?
Freewriting
Freewriting is rapid, uncensored writing. Fast drafting or
freewriting lets you get ideas on paper—some of which may be
usable. To practice this method, set aside time—say, 5 to 10
minutes—and write nonstop, without censoring ideas or
worrying about grammar, spelling, and punctuation. Even if you
run out of thoughts, keep writing or typing.
If you have no idea of what to write, freewriting can help you
uncover ideas. Freewriting for this purpose may begin with or
include sentences like the following:
English Review Note
While freewriting, don’t worry about grammatical errors. Leave
a blank if you can’t think of a word in English.
Hint
Focused freewrites can give your writing direction.
Keep producing words even when you do not seem to be getting
anywhere. Although no one has been able to explain why, the
5. mere act of writing triggers more words and, often, usable
ideas. Then, with a topic in hand, you can try focused
freewriting—uncensored writing on a general topic:
Brief Focused Freewrite
In this freewrite, the author discovers several ideas for a
descriptive paper. The backyard, the tree house, or the author’s
former house might make interesting subjects to explore.
Activity 1.1. Focused Freewriting
Select a topic from the list below and write nonstop on it for 5
minutes. Remember, don’t worry about grammar, spelling, or
punctuation or whether ideas get tangled.
airport
gym
subway
attic
interstate
swimming pool
beach
kitchen
wharf
cafeteria
library
woods
football field
restaurant
zoo
Clustering
Clustering is another good prewriting technique. With this
method you write a single word in the center of a page and then
jot down around it any words it brings to mind. After linking
several words to the original word, you connect more words to
the second set. Keep extending your network of linked words
until you find a grouping that seems interesting.
Sample Cluster
6. If the author wanted to select the “home” cluster to begin a
more focused cluster, the next step might look like this:
Sample Focused Cluster
Now the author has arrived at the tree house as a possible topic
for his description paragraph. He might choose to cluster again
for specific details, or he might try another method for
generating ideas, like brainstorming or listing.
Activity 1.2. Focused Clustering
Select a topic from the list in Activity 1.1 (or continue with the
one you have already chosen), and create a focused cluster like
the one preceding. Work for 5 minutes, trying to fill a page with
word associations.
Activity 1.3. Working Online.
Making Online Clusters
As an alternative to Activity 1.2, visit http://bubbl.us/edit.phpto
create your own cluster (or idea map) online. You can color-
code your cluster and choose from a variety of “bubble” shapes
and structures. When you’re done, save and post or print your
cluster. Return to this site when you’re brainstorming your next
paragraph or essay assignment.
Brainstorming (Listing)
In brainstorming, either by yourself or with others, you list in a
word or phrase every idea that occurs to you when you think
about a general topic. If we extended the tree house topic from
the clustering activity, we might end up with a list like this:
Sample List
If we focus the list, we can concentrate primarily on generating
the specific words and sensory details that make up a good
description. (For more on description, see Chapter 5.)
Sample Focused List
Hint
Try a focused brainstorming list to generate details about your
7. topic.
After you have created a list that is somewhat focused, you will
likely have a rough outline that you can use to develop or
rearrange ideas.
Activity 1.4. Brainstorming (Listing)
Choose a new topic from the list in Activity 1.1 (or use the
topic you have already chosen), and create a list of descriptive
phrases that apply to it. Include words that help you visualize
the place or that suggest sound, touch, taste, or smell.
Hint
Journalist’s questions provide the framework for news articles,
especially the lead paragraphs.
Journalist’s Questions
After you have a fairly clear idea of your writing topic, you can
ask yourself the classic journalist’s questions who, what, when,
where, and why. You should also add how and what was the
result. To continue with our tree house example:
Sample Questions
Activity 1.5. Journalist’s Questions
Select a topic from the list in Activity 1.1 (or continue with the
one you have been working with), and create a list of answers to
the preceding questions.
Patterns of Development
Another way to generate material for your paper is to turn the
patterns of development into questions and then apply them to
your topic.
· Narration: telling a brief story to make a point
· What kind of story could I tell to show my reader the tree
house?
· Description: using vivid details to paint a picture
· What details do I remember that could help my reader
visualize the tree house?
· Illustration: giving examples to illustrate some point
· What examples could I give to explain the importance of the
tree house?
8. · Comparison/contrast: showing how your subject is like and
unlike similar subjects
· What could I compare or contrast the tree house to that my
reader would know?
· Classification/division: putting your subject into a group,
breaking it into parts
· What group does the tree house fit into? What are the parts of
the tree house?
· Cause/effect: telling what actions can affect your subject and
what effects can flow from it
· How did the tree house come about? What were its effects on
me?
· Process analysis: telling how your subject works
· How did the tree house work? What regular activities did I do
there?
· Definition: telling the essential characteristics of your subject
· What makes the tree house unique?
· Persuasion: trying to convince someone to agree with you or
to perform some action
· How could I persuade my reader of the value a tree house can
have for a child?
Activity 1.6. Patterns of Development
Select a topic from the list in Activity 1.1 (or continue with the
one you have been working with), and create a list of questions
like the ones preceding. Next, answer each question in a
sentence or two.
Browsing for Ideas
If you’ve chosen a topic but aren’t sure how to focus it, try a
quick online search for relevant images, articles, quotations,
and sites that will get you thinking. As you go, note URLs you
might want to return to later. This prewriting method can
provide quick inspiration, but limit your browsing time to 5–10
minutes; otherwise, it may prove more distracting than helpful.
As shown in the following pages, a Wikipedia search on tree
houses might remind the student writer of his experience
building the tree house with his brother. Looking at the images
10. assignments. If you respond to them thoughtfully, the entries
you write will help you discover, focus, organize, and develop
your ideas. Remember, your ideas are what count most. While it
is never a bad idea to edit your work (even in your journals),
grammar, spelling, and punctuation should be a low priority.
The Feedback component provides opportunities for
collaborative thinking and input at all stages of the writing
process.
Considering Your Audience
While we sometimes write only for ourselves, more often we
write for others. These “others” may be a relatively general
audience, or they may be quite specific. And we may direct our
work toward several kinds of readers, often a more specific
group within a larger secondary audience. When you consider a
writing topic, you will usually find that knowing who you are
writing to will help you generate and select interesting ideas.
If you were describing an action/adventure film like
Armageddon to two friends—one a sci-fi fan and one who
prefers more serious, “literary” films—which of the following
two paragraphs would you be likely to use with each friend?
Hint
Let what you know about your audience help focus your
material.
Hint
While much of your writing will appeal to a fairly large
“general” audience, within it you will usually be able to appeal
to a smaller group.
Clearly, the details in version A should capture the attention of
the sci-fi fan while the details in version B should interest the
friend who favors more serious films. Writers must constantly
generate details and then select the ones that will interest their
particular readers.
Ways to Describe and Define Your Audience
age
education
11. particular knowledge of a subject
sex
political affiliation
level of intelligence
race/ethnicity
religion
wants
country
social groups
needs
region
hobbies
goals
city
sports
prejudices
neighborhood
special interests
personality
occupation
general knowledge
expectations
If you develop a sense of your audience, you are more likely to
write in an engaging way—and come closer to enjoying the
process of the writing.
Activity 1.8. Considering Your Audience
Assume that you have rented the film The Wizard of Oz for the
evening and are trying to persuade two friends to watch it with
you. One friend doesn’t mind children’s stories but thinks a 60-
year-old movie will be boring. The other friend doesn’t like
children’s stories but does like horror and supernatural films.
List three points you could make or examples you might choose
to convince each of your friends to watch the movie with you.
(If you have not seen The Wizard of Oz, choose any film you
have enjoyed, list two friends who might not like it for different
reasons, and then list three examples/points that would help
12. persuade each person.)
Organizing Ideas
If you have tried prewriting, you should have some ideas for
your paper. Before moving ahead, though, you must decide on a
central point—a rough topic sentence for a paragraph or a
working thesis sentence for an essay. Your topic or thesis
sentence should consist of your topic plus a statement that
expresses an opinion, attitude, or feeling about it. For instance,
in the tree house description, the author might want to focus on
enjoyment:
Once you have a central point, you could just plunge into the
draft, writing furiously and hoping for the best. Sometimes this
approach works well, especially if the material falls into a
natural order or if you happen to have a “feel” for the best
organizing method. Often, though, you will not be sure what to
do with all the words in front of you. In that situation, you need
to reconsider your purpose (to entertain, explain, or persuade),
review the assignment instructions for suggestions, and try
some informal or formal outlining.
Hint
Help focus your paper with a central point.
Rough Outlines
A rough outline usually consists of a simple list of ideas. For
example, if you chose to describe a place, you might try a
spatial method for organizing (moving from one side to another,
inside to outside, top to bottom, or front to back) and then
create a rough or “scratch” outline. After reviewing the
brainstorming lists for the tree house example (see pp. 7–8), the
author might choose to arrange the descriptive details about the
tree house from bottom to top, creating the following rough
outline:
Once this structure is set, the writer can add more details from
the brainstorming list or from additional brainstorming, such as
the chalky smell of the brick, the rough feel of the bark, and the
14. Before jumping into the writing, consider your surroundings. If
you feel comfortable working in a noisy environment, any
environment will probably work for you. If you need quiet to
concentrate, though, find a place where you will not be
disturbed. Set aside ample time to complete your writing goal;
perhaps 30 minutes is enough, or perhaps several hours. Then
decide what you need to be comfortable: soft music, a window,
a glass of juice, a relaxing chair. Are you more productive
curled up in bed, or do you get more done in the computer lab?
Create an environment that will help you work efficiently.
Moving Ahead
As you begin to write, focus on your main idea (topic or thesis
sentence), purpose, and audience. The goal of the first draft is
to create material for the coming revisions, so grammar,
spelling, and punctuation should not be major concerns (though
writers occasionally backtrack to correct minor errors as they
go). Focus on getting ideas on paper. If you continually stop
writing and then start again, you can lose your train of thought
and end up with unity problems. However, rereading your work
in progress, especially for content, can also keep you connected
to each unfolding idea.
Try to keep at your work for the scheduled time, but feel free to
go beyond the time limit if the words are coming easily. Resist
the impulse to be negative about the draft. There will be ample
time to look more critically at your writing later. Finally, if you
have difficulty resuming a draft in a new writing session, try
leaving an idea or even a sentence unfinished and then
beginning at that point.
Solution
s for Breaking Out of Writer’s Block
1. Return to your central point. Be sure you have written out a
15. rough topic or working thesis sentence at the top of the page,
and reread it frequently as you compose.
2. Try any of the discovery methods discussed in this chapter.
3. Talk to yourself on paper. Begin a written “conversation”
about your writing problem.
4. Talk to yourself out loud, or speak with another person.
Often, simply verbalizing things can help you clarify a fuzzy
idea or give you a new direction.
5. Read what others have written. A Writer’s Workshop offers
many models for your assignments. See how other writers have
solved the problems you face.
6. To get around the “perfection syndrome” that sometimes
freezes writers, let yourself produce clunky, awkward
sentences. You might be surprised at how many usable ideas
and even sentences result.
7. If you are writing an essay and the introduction is a problem,
start writing the body paragraphs. If your first body paragraph
is not working, move on to the next.
8. Take a break. Sometimes a 10-minute trip to the kitchen is
just what you need. Other times you may need a break of a day
or so, thinking about the paper occasionally to let the ideas sort
themselves out.
Hint
In drafting, keep self-criticism to a minimum.
Hint
16. If you are a fast writer but find that your draft is becoming
scattered, slow down and reflect. If you typically write slowly,
try freewriting to speed the process up.
Activity 1.11. Drafting
Following the “Breaking Out of Writer’s Block