Brandi Wyrick3123 Linden Avenue Bakersfield CA 93305(661) 748-.docx
•Download as DOCX, PDF•
0 likes•1 view
Brandi Wyrick 3123 Linden Avenue Bakersfield CA 93305 (661) 748-5920│ [email protected] CERTIFICATED TEACHER K – 5 · · Lesson Planning · Classroom Management · Curriculum Development · Child Development · Differentiated Instruction · Educational Leadership EDUCATION Bachelor of Arts in Early Childhood Education April 2020 Ashford University- San Diego, CA Relevant Coursework:ECD 310 Exceptional Learning and Inclusion, ECE 101 Introduction to Early Childhood Education, ECE 214 Nutrition & Health of Children & Families, ECD 315 Curriculum Planning and Design for Early Learners, ECE 312 Administration of Early Childhood Education Programs, ECE 313 Collaboration with Parents & Community, ECE 315 Language Development in Young Children, ECE 332 Child Development, ECE 335 Children’s Literature, ECE 405 Children & Families in a Diverse Society, EDU 100 Issues in Education, PED 212 Foundation of Movement & Motor Activities, SOC 312 Child, Family & Society Associate of Arts in Liberal Studies April 2008 Bakersfield College- Bakersfield, CA Relevant Coursework: CHDV B36 Develop Appropriate Curriculum, EDUC B24 Early Field Exper/Teachers, HLED B1 Principles of Health Education, NUTR B10 Elementary Nutrition, SPAN B1A Elementary Spanish, SPCH B1 Speech Communication EXPERIENCE Program Assistant / Reading Intervention November 2016- Present Greenfield Union School District- Bakersfield, CA · Run reading groups and centers with Kindergarten, first, second, and third grade · Increase reading skills in the areas of reading fluency, blending, comprehension, phonetics, diagraphs, blends · Learn how to effectively teach skills to children and management of student groups Secretary February 2009 – January 2013 CA Reding- Bakersfield, CA · Called contracted companies to retrieve their copier and print count usages · Handled filing and phone calls at front desk · Digitally entered copier and print usage into the database COMMUNITY INVOLVEMENT PTA Treasurer & President July 2015 – June 2019 Parent Teacher Association- Bakersfield, CA · Boost Parent, teacher, Student, and community involvement through school events and activities, Boost Parent and community engagement through school events and workshops Maxine Ruiz [email protected] 192 County Road 182 Bay City Tx (979) 479.9469 Objective Obtain a teaching position where I can use my skills in Capturing Kids’ Hearts and teaching excellence to positively impact and educate students. I am hard working, responsible and dependable and desire to be part of a team where I can contribute in a meaningful way. Education Alternative Certification Training In Progress ● Teachworthy ● Capturing Kids’ Hearts Certification (completed) Ashford University San Diego ,Ca July 2020 ● Bachelor of Arts Program Major: Education Studies Experience Bay City HIgh School, Bay City, Texas March 2016- Present ● Co-teach Essential Ac ...
Report
Share
Report
Share
![Brandi Wyrick
3123 Linden Avenue Bakersfield CA 93305
(661) 748-5920│ [email protected]
CERTIFICATED TEACHER K – 5
·
· Lesson Planning
· Classroom Management
· Curriculum Development
· Child Development
· Differentiated Instruction
· Educational Leadership
EDUCATION
Bachelor of Arts in Early Childhood Education
April 2020
Ashford University- San Diego, CA
Relevant Coursework:ECD 310 Exceptional Learning and
Inclusion, ECE 101 Introduction to Early Childhood Education,
ECE 214 Nutrition & Health of Children & Families, ECD 315
Curriculum Planning and Design for Early Learners, ECE 312
Administration of Early Childhood Education Programs, ECE
313 Collaboration with Parents & Community, ECE 315
Language Development in Young Children, ECE 332 Child
Development, ECE 335 Children’s Literature, ECE 405 Children
& Families in a Diverse Society, EDU 100 Issues in Education,
PED 212 Foundation of Movement & Motor Activities, SOC
312 Child, Family & Society
Associate of Arts in Liberal Studies April
2008](https://image.slidesharecdn.com/brandiwyrick3123lindenavenuebakersfieldca93305661748-221101071031-54276a8d/85/Brandi-Wyrick3123-Linden-Avenue-Bakersfield-CA-93305-661-748-docx-1-320.jpg)
Recommended
Recommended
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 ...
More Related Content
Similar to Brandi Wyrick3123 Linden Avenue Bakersfield CA 93305(661) 748-.docx
Similar to Brandi Wyrick3123 Linden Avenue Bakersfield CA 93305(661) 748-.docx (20)
More from hartrobert670
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 ...
More from hartrobert670 (20)
BUS M02C – Managerial Accounting SLO Assessment project .docx
BUS M02C – Managerial Accounting SLO Assessment project .docx
BUS 409 – Student Notes(Prerequisite BUS 310)COURSE DESCR.docx
BUS 409 – Student Notes(Prerequisite BUS 310)COURSE DESCR.docx
BUS 571 Compensation and BenefitsCompensation Strategy Project.docx
BUS 571 Compensation and BenefitsCompensation Strategy Project.docx
BUS 475 – Business and Society© 2014 Strayer University. All Rig.docx
BUS 475 – Business and Society© 2014 Strayer University. All Rig.docx
BUS 210 Exam Instructions.Please read the exam carefully and a.docx
BUS 210 Exam Instructions.Please read the exam carefully and a.docx
BUS 137S Special Topics in Marketing (Services Marketing)Miwa Y..docx
BUS 137S Special Topics in Marketing (Services Marketing)Miwa Y..docx
BUS 313 – Student NotesCOURSE DESCRIPTIONThis course intro.docx
BUS 313 – Student NotesCOURSE DESCRIPTIONThis course intro.docx
BUS 1 Mini Exam – Chapters 05 – 10 40 Points S.docx
BUS 1 Mini Exam – Chapters 05 – 10 40 Points S.docx
BullyingIntroductionBullying is defined as any for.docx
BullyingIntroductionBullying is defined as any for.docx
BUS1001 - Integrated Business PerspectivesCourse SyllabusSch.docx
BUS1001 - Integrated Business PerspectivesCourse SyllabusSch.docx
BUMP implementation in Java.docxThe project is to implemen.docx
BUMP implementation in Java.docxThe project is to implemen.docx
BUS 303 Graduate School and Further Education PlanningRead and w.docx
BUS 303 Graduate School and Further Education PlanningRead and w.docx
Bulletin Board Submission 10 Points. Due by Monday at 900 a.m..docx
Bulletin Board Submission 10 Points. Due by Monday at 900 a.m..docx
BUS 371Fall 2014Final Exam – Essay65 pointsDue Monda.docx
BUS 371Fall 2014Final Exam – Essay65 pointsDue Monda.docx
Burn with Us Sacrificing Childhood in The Hunger GamesSus.docx
Burn with Us Sacrificing Childhood in The Hunger GamesSus.docx
BUS 305 SOLUTIONS TOPRACTICE PROBLEMS EXAM 21) B2) B3.docx
BUS 305 SOLUTIONS TOPRACTICE PROBLEMS EXAM 21) B2) B3.docx
Burgerville- Motivation Goals.Peer-reviewed articles.Here ar.docx
Burgerville- Motivation Goals.Peer-reviewed articles.Here ar.docx
Building Design and Construction FIRE 1102 – Principle.docx
Building Design and Construction FIRE 1102 – Principle.docx
Recently uploaded
The Roman Empire A Historical Colossus.pdf
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 2- Research Aptitude (UGC NET Paper I).pdf
This slide describes the research aptitude of unit 2 in the UGC NET paper I.
Digital Tools and AI for Teaching Learning and Research
This Presentation in details discusses on Digital Tools and AI for Teaching Learning and Research
Palestine last event orientationfvgnh .pptx
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
"Protectable subject matters, Protection in biotechnology, Protection of othe...
Protectable subject matters, Protection in biotechnology, Protection of other biological materials, Ownership and period of protection
A Strategic Approach: GenAI in Education
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH ANSWERS.
How to Make a Field invisible in Odoo 17
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Challenger.pdf DNHS Official Publication
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Supporting (UKRI) OA monographs at Salford.pptx
How libraries can support authors with open access requirements for UKRI funded books
Wednesday 22 May 2024, 14:00-15:00.
Operation Blue Star - Saka Neela Tara
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Honest Reviews of Tim Han LMA Course Program.pptx
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The French Revolution Class 9 Study Material pdf free download
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdf
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Recently uploaded (20)
2024.06.01 Introducing a competency framework for languag learning materials ...
2024.06.01 Introducing a competency framework for languag learning materials ...
Digital Tools and AI for Teaching Learning and Research
Digital Tools and AI for Teaching Learning and Research
"Protectable subject matters, Protection in biotechnology, Protection of othe...
"Protectable subject matters, Protection in biotechnology, Protection of othe...
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
The French Revolution Class 9 Study Material pdf free download
The French Revolution Class 9 Study Material pdf free download
Unit 8 - Information and Communication Technology (Paper I).pdf
Unit 8 - Information and Communication Technology (Paper I).pdf
Brandi Wyrick3123 Linden Avenue Bakersfield CA 93305(661) 748-.docx
- 1. Brandi Wyrick 3123 Linden Avenue Bakersfield CA 93305 (661) 748-5920│ [email protected] CERTIFICATED TEACHER K – 5 · · Lesson Planning · Classroom Management · Curriculum Development · Child Development · Differentiated Instruction · Educational Leadership EDUCATION Bachelor of Arts in Early Childhood Education April 2020 Ashford University- San Diego, CA Relevant Coursework:ECD 310 Exceptional Learning and Inclusion, ECE 101 Introduction to Early Childhood Education, ECE 214 Nutrition & Health of Children & Families, ECD 315 Curriculum Planning and Design for Early Learners, ECE 312 Administration of Early Childhood Education Programs, ECE 313 Collaboration with Parents & Community, ECE 315 Language Development in Young Children, ECE 332 Child Development, ECE 335 Children’s Literature, ECE 405 Children & Families in a Diverse Society, EDU 100 Issues in Education, PED 212 Foundation of Movement & Motor Activities, SOC 312 Child, Family & Society Associate of Arts in Liberal Studies April 2008
- 2. Bakersfield College- Bakersfield, CA Relevant Coursework: CHDV B36 Develop Appropriate Curriculum, EDUC B24 Early Field Exper/Teachers, HLED B1 Principles of Health Education, NUTR B10 Elementary Nutrition, SPAN B1A Elementary Spanish, SPCH B1 Speech Communication EXPERIENCE Program Assistant / Reading Intervention November 2016- Present Greenfield Union School District- Bakersfield, CA · Run reading groups and centers with Kindergarten, first, second, and third grade · Increase reading skills in the areas of reading fluency, blending, comprehension, phonetics, diagraphs, blends · Learn how to effectively teach skills to children and management of student groups Secretary February 2009 – January 2013 CA Reding- Bakersfield, CA · Called contracted companies to retrieve their copier and print count usages · Handled filing and phone calls at front desk · Digitally entered copier and print usage into the database COMMUNITY INVOLVEMENT PTA Treasurer & President July 2015 – June 2019 Parent Teacher Association- Bakersfield, CA · Boost Parent, teacher, Student, and community involvement through school events and activities, Boost Parent and community engagement through school events and workshops
- 3. Maxine Ruiz [email protected] 192 County Road 182 Bay City Tx (979) 479.9469 Objective Obtain a teaching position where I can use my skills in Capturing Kids’ Hearts and teaching excellence to positively impact and educate students. I am hard working, responsible and dependable and desire to be part of a team where I can contribute in a meaningful way. Education Alternative Certification Training In Progress ● Teachworthy ● Capturing Kids’ Hearts Certification (completed) Ashford University San Diego ,Ca July 2020 ● Bachelor of Arts Program Major: Education Studies Experience Bay City HIgh School, Bay City, Texas March 2016- Present ● Co-teach Essential Academics students, worked one on one with behavior students,
- 4. attended ARD meetings and communicated and collaborated with team members and parents, assisted in lesson planning in Unique Learning and issued state exams. Town Square Cafe, Bay City, Texas October 2014 – February 2016 ● Cook and inspect all food before it is served, helped in areas that were needed when cooking was not involved. Safe Haven Foster Care, Bay City, Texas March 2013 - November 2014 ● Fostered 3 children until adoption became open Bay City Junior High, Bay City, Texas September 2012 – August 2013 ● Worked one on one with a special needs student with behavior issues and helped in his lesson planning. Bay City High School Bay City, Texas December 2007- January 2012 ● E.S.L. Aide for students that needed assistance in classes. Communicated with teachers and parents on the progress of students. Assist teachers in preparing class material. Community Service ● Volunteer at E4 E2 Adult Education ● Volunteer Bay City Challenger Baseball
- 5. Relevant Training / Certification ● Certification Modules including: o Texas Educator Certificate Educational Aide o Texas Behavior Support Initiative o Region lll Strategies for Severe Behaviors o CPI and Autism Training o Gateway Course TEA “ELL Foundations Guidance and Support for ELL’s” References available on request mailto:[email protected]