BUAD 2000 VIPS WorksheetDue 32716 by 1159 p.m. in the Blackbo.docx
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BUAD 2000 VIPS Worksheet Due 3/27/16 by 11:59 p.m. in the Blackboard Assignment Drop Box-- Late assignments are not accepted 44 Points Introduction The journey to a fulfilling career begins with self-assessment. In this assignment we will explore the four components of self-assessment: Values, Interests, Personal Qualities and Skills (VIPS for short). Self-identifying what our Values, Interests, Personal Qualities, and Skills are enables us to understand the “whys” behind our career decisions. Moreover, we are ultimately better prepared to respond to an employer’s questions about our motivation for pursuing a position within a given company, and why we believe we would be the best “fit” for the assignment. Effective resumes, job search correspondence, interview responses, or LinkedIn profiles cannot be composed/prepared without having a solid awareness of our values, interests, personal qualities, and skills. Grading Note In situations where more than 1 point is possible for this assignment, responses are evaluated using a scale of Needs Improvement, Acceptable, and Excellent. The scale will be 0 to 3 or 0 to 10. Task Using the BUAD 2000 VIPS Inventories located on pages 3 and 4, identify your top three Interests, Skills, Values, and Personal Qualities. List each of the top three below. (12 points) Interests Skills Values Personal Qualities 1 2 3 2. Select one from each category. In the space provided, compose a meaningful statement of how you became aware of the respective item. These statements may be composed like resume statements or in regular sentence structure. Consider the environment (work, service, with family or friends) and what you were doing when you became aware of it. (3 points for each of the four responses for a total of 12 points) Responses are evaluated on a scale of 0 to 3; 0 to 1 = Needs Improvement, 2 = Acceptable, 3 = Excellent. 1. Interest: replace this text and type your interest and explanation here 2. Skill: replace this text and type your skill and explanation here 3. Value: replace this text and type your value and explanation here 4. Personal Quality: replace this text and type your personal quality and explanation here 3. Now, select one of the four above, and compose a brief paragraph describing why you believe this particular interest, skill, value or personal quality would be desired by an employer. Approach this task like you were preparing for an interview. If an employer were to ask you to explain why your selected value, interest, personal quality, or skill is of benefit, what would you say? The more effort you apply to your response, the more you will learn about yourself and the way you will promote yourself to employers. (Use the space after the directions to compose your thoughts). Your response should be no fewer than five sentences, and no more than 10. (10 points) 0 to 4 = Needs Improvement, 5 to 9 = Acceptable, 10 = Excellent. Ten points are available for a ...
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Interview Research and Preparation communicate your brandLate.docx
Interview Research and Preparation: communicate your brand
Late assignments are not accepted
Introduction Once your brand is created, you need to communicate it in writing and verbally. An interview is a prime example of verbally communicating your brand to the employer you are following. In this assignment, compose responses to some popular first interview questions. The effort it takes to consider and formulate responses, and then compose them, pays off in our ability to articulate them clearly in a face-to-face interview.
Directions
1. Reflect upon and apply what you learned about researching a company in weeks two and three of class.
2. Drawing from the information you have researched through business databases, company websites, and other resources, you will compose informed, branded responses to the first round interview questions listed below. (Questions 1 through 11 replicate the questions you will respond to for the Mock Interview assignment).
3. Use the tips located under each question as you consider and compose your responses for the company and job vacancy you submitted the first week of class.
4. Once completed and proofread, you will submit the Microsoft Word document in the Blackboard Assignment Drop Box by Sunday, February 5, 11:59 p.m.
Ensure that you observe the Blackboard verification for submission. An assignment that you think was submitted, yet is not in the Grade Center, will not be considered. Take a screen shot of the verification message and save it to ensure there are no questions regarding the validity of the submission.
Interview Research and Preparation Questions (55 points—5 points for each response)
Compose written responses to the questions below as if you were interviewing for the position you selected for your Job Vacancy assignment. Each response will be given a value of 0 through 5 points (0-2=Needs Improvement, 3-4=Acceptable, 5=Excellent). Please be specific, not general! Use the Sample Submission on pages 3 through 6 as a guide.
1. Tell me about yourself.
· This introduces you to the employer and allows him or her to see the potential fit between brands.
· Consider your motivation for pursuing the company and how your brand aligns with its.
· Focus on the skills that you possess that you know are required.
· Remember to use “SEAT:”
· Skills
· Examples
· Achievements
· Tie it back to employer
2. What most interests you about working for this company?
· This question can go many ways emanating from personal desire to facts and financials. Prepare to respond in a manner that presents you as a knowledgeable, qualified, valued candidate.
· Access Carlson Library Business Databases including Business Insights Global and Business Source Complete
· What are the strengths or opportunities of the company?
· What do you like about the product or industry?
· What is appealing about the size of the company?
· What is appealing about the location of the company?
· Why this company and not one.
Getting to Know Another’s Culture Total Points Possible for all r.docx
Getting to Know Another’s Culture: Total Points Possible for all related work: 100
Objective: To gain a deeper understanding of the culture identity from someone from another country.
Directions: You are to interview two people from a country different than your home country. If you are not from the United States, you may interview only one US citizen. You may not interview anyone currently in International Management. This is a significant assignment for international management as at some point if you have not already done so, you will be working with people from other countries/cultures. What you do now to gain experience and a breadth of knowledge will make a difference for you in the future on campus and in the professional environment as a manager, co-worker, customer/buyer, and global citizen.
I recommend using your laptop to ask the questions so you can type responses quickly. Once you have completed each interview, you need to write a reflection piece on what you learned and more importantly what you think it would be like to live in each respective culture. Submit the completed interview and reflection to the dropbox. There is a separate dropbox for each interview and reflection. This is a two week assignment. The first is due by 6PM on Tuesday October 21st, and the second is due at 6PM on Tuesday October 31st. Each interview is to be detailed and the reflection very well written. When the assignment is over, I will be posting your reflections (without your name) for everyone to read and write an overall reflection on the postings.
Who to interview: This is up to you as long as you follow the rules noted above. However, I would like to see a significant cross section of cultures and would strongly encourage you to interview faculty and business professionals, too.
Do not include the name of the individual you interviewed in your assignment. Just the country/culture and the role of the person (student, faculty, business professional, etc.).
Once the second interviews are complete and posted, I will post a document with all of your interviews. You will then be assigned to review all of the posted reviews. Then answer the following questions:
1. What 10 things stood out to you?
2. Did any of the interviews make you want to travel to a particular country? Why?
3. What did you learn about your cultural knowledge?
4. Why would it be important for an international manager (expatriate manager in another country), to develop an international cadre?
The due date for the review of reviews is 6PM by Sunday November 4th.
The Dropbox for Interview 1 is now open.
You’re welcome to ask clarifying questions.
CONTINUE TO THE NEXT PAGE
Get to Know Another’s Culture Assignment Questions
1. What are typical foods served in the culture?
2. Are there any typical styles of dress?
3. What do people do for recreation?
4. Do buildings have identifiable features?
5. How is public space used? For example, do people tend to “hang out” on the street, or ...
GarrettCommunication Strategy Worksheet Stage One Planni.docx
Garrett
Communication Strategy Worksheet
Stage One: Planning a Message
Audience
Describe them.
Purpose
Why?
Focus
Narrow your possibilities.
Emotion
What emotion is the audience’s take away?
Format
Written: letter, email, memo, etc.? Verbal: face-to-face, phone, etc.?
Approach
Direct or Indirect
Introduction
Purpose statement/preview statement/scope/attention getting statement
Body
List the points you need to make, then group/rank them in paragraph order.
Conclusion
Close it how.
Visuals
More than narration. Brain is 30% to visual processing.
I want the job. Thesis statement & set up points 1, 2, 3.
Topic sentence. Supporting evidence.
Topic sentence. Supporting evidence.
Topic sentence. Supporting evidence.
I request an interview. You may reach me at….
Basic Application Letter Construct
5 Paragraph Letter Format
While there are multiple ways to approach writing an application letter, we focus on this construct and I expect your work to be in the 5 paragraph construct.
You need an introduction that states you want the job. You need a body that describes how you have the ‘things’ they require and conclude with asking for an interview and offering your contact information. The next three slides offer more details on the sections.
1
Introduction –
State you’re apply for the job
If possible state some-kind-of connection to the organization
State a summary sentence (thesis)
Spark interest. Create curiosity.
Audience-centered attitude
Application Letter Construct
The introduction of an application letter is as important as all other first impressions. Remember, they are feeling you as they read, so create the experience through your words that you want them to have.
In the intro,
Be direct (remember that means telling upfront what you want – your purpose). State the job and your interest. Saying what you want in an assertive manner demonstrates confidence.
If you have a connection with that organization, talk about that, but be every-so-brief.
State a summary sentence – All communications need a thesis statement. And in that thesis statement inform the reader regarding specific focus – preview the 3 items you will detail in the body.
Create curiosity. Build their interest in you in the way you language.
Remember, once again, I tell you – be audience-centered. It’s about your contribution, not you.
Oh, and, this paragraph is NOT to be the longest one on the page. Typically it the second smallest with the conclusion being the smallest.
2
Application Letter Construct
Body
Choose your points by studying the advertisement and selecting the top three requirements. Write to how you have these three.
Be thinking:
How do I set myself apart?
The key to getting called for an interview is in the connection you make in your letter. The winning strategy is to understand your potential employer’s top 3 qualification requirements and write to those items. Here’s how.
Study their .
Successful career skills
“You will never change your life until you change something you do daily”, said by the popular televangelist Mike Murdock. Once you arrive at the torturous decision of changing your career, do not waste more time dwelling on the rationale behind this decision.
Get all your acts together and think of better ways of giving yourself a set of career skills that can gear you up for a new life and a new career.
Beefing up your career skills is rather an essential step of achieving true success. There are some secrets that will aid you in acquiring these skills.
Learning these secrets can be very beneficial indeed.
Once you have learned all these secrets, you are on your way to enjoying a better career, a sense of stability and more money. All of the time, energy and efforts in strengthening your career skills will be well worth the investment.
By strengthening your career skills, you can become one of the potential candidates that employers are looking for. Thus, it is important to pay attention to these secrets.
One of the first steps of acquiring a new set of career skills is arranging funds that allow you to attend a university or school. This is a big step to moving forward for you to obtain a new set of skills.
Taking it a step further than college is also important. You may want to check out some extracurricular activities such as clubs or maybe even participate in a volunteer event. These are just a couple of examples that can be very beneficial.
Although obtaining new career skills means spending money and time, the outcome will be most beneficial. Keep in mind, it will be a difficult task and will require longer hours.
There is also a plethora of courses that can help in getting your foot in the door to your career. You can gain specialization and expertise in a specific activity or field. Some institutions also offer courses that are highly effective in establishing a career. They are reliable in arming yourself with a set of career skills. It is important to look into many schools and check to see what each offers.
Through constant training and practice, you will be on your way to embarking on a new career. Beefing up your skills is proven to provide long-term benefits and offer you a stable job.
Learning and development are also needed in meeting the challenging demands of a career. There are some skills that will also need improvement.
By focusing on these skills, you can improve and become a better person.
Mentoring or taking online and offline courses are also essential parts of beefing up your skills. Below are some of the secrets to learn to aid in strengthening your career skills for your success.
Successful career skills step by step
You will never change your life until you change something you do daily”,
said by the popular televangelist Mike Murdock. Once you arrive at the
torturous decision of changing your career, do not waste more time
dwelling on the rationale behind this decision.
Get all your acts together and think of better ways of giving yourself a set of career skills that can gear you up for a new life and a new career.
Beefing up your career skills is rather an essential step of achieving true
success. There are some secrets that will aid you in acquiring these skills.
Learning these secrets can be very beneficial indeed.
Successful career skills
Pathway to be successful in your life. from this book you will learn a case study about the reality of your life. You will explore the real facts of your life.
Recommended
Interview Research and Preparation communicate your brandLate.docx
Interview Research and Preparation: communicate your brand
Late assignments are not accepted
Introduction Once your brand is created, you need to communicate it in writing and verbally. An interview is a prime example of verbally communicating your brand to the employer you are following. In this assignment, compose responses to some popular first interview questions. The effort it takes to consider and formulate responses, and then compose them, pays off in our ability to articulate them clearly in a face-to-face interview.
Directions
1. Reflect upon and apply what you learned about researching a company in weeks two and three of class.
2. Drawing from the information you have researched through business databases, company websites, and other resources, you will compose informed, branded responses to the first round interview questions listed below. (Questions 1 through 11 replicate the questions you will respond to for the Mock Interview assignment).
3. Use the tips located under each question as you consider and compose your responses for the company and job vacancy you submitted the first week of class.
4. Once completed and proofread, you will submit the Microsoft Word document in the Blackboard Assignment Drop Box by Sunday, February 5, 11:59 p.m.
Ensure that you observe the Blackboard verification for submission. An assignment that you think was submitted, yet is not in the Grade Center, will not be considered. Take a screen shot of the verification message and save it to ensure there are no questions regarding the validity of the submission.
Interview Research and Preparation Questions (55 points—5 points for each response)
Compose written responses to the questions below as if you were interviewing for the position you selected for your Job Vacancy assignment. Each response will be given a value of 0 through 5 points (0-2=Needs Improvement, 3-4=Acceptable, 5=Excellent). Please be specific, not general! Use the Sample Submission on pages 3 through 6 as a guide.
1. Tell me about yourself.
· This introduces you to the employer and allows him or her to see the potential fit between brands.
· Consider your motivation for pursuing the company and how your brand aligns with its.
· Focus on the skills that you possess that you know are required.
· Remember to use “SEAT:”
· Skills
· Examples
· Achievements
· Tie it back to employer
2. What most interests you about working for this company?
· This question can go many ways emanating from personal desire to facts and financials. Prepare to respond in a manner that presents you as a knowledgeable, qualified, valued candidate.
· Access Carlson Library Business Databases including Business Insights Global and Business Source Complete
· What are the strengths or opportunities of the company?
· What do you like about the product or industry?
· What is appealing about the size of the company?
· What is appealing about the location of the company?
· Why this company and not one.
Getting to Know Another’s Culture Total Points Possible for all r.docx
Getting to Know Another’s Culture: Total Points Possible for all related work: 100
Objective: To gain a deeper understanding of the culture identity from someone from another country.
Directions: You are to interview two people from a country different than your home country. If you are not from the United States, you may interview only one US citizen. You may not interview anyone currently in International Management. This is a significant assignment for international management as at some point if you have not already done so, you will be working with people from other countries/cultures. What you do now to gain experience and a breadth of knowledge will make a difference for you in the future on campus and in the professional environment as a manager, co-worker, customer/buyer, and global citizen.
I recommend using your laptop to ask the questions so you can type responses quickly. Once you have completed each interview, you need to write a reflection piece on what you learned and more importantly what you think it would be like to live in each respective culture. Submit the completed interview and reflection to the dropbox. There is a separate dropbox for each interview and reflection. This is a two week assignment. The first is due by 6PM on Tuesday October 21st, and the second is due at 6PM on Tuesday October 31st. Each interview is to be detailed and the reflection very well written. When the assignment is over, I will be posting your reflections (without your name) for everyone to read and write an overall reflection on the postings.
Who to interview: This is up to you as long as you follow the rules noted above. However, I would like to see a significant cross section of cultures and would strongly encourage you to interview faculty and business professionals, too.
Do not include the name of the individual you interviewed in your assignment. Just the country/culture and the role of the person (student, faculty, business professional, etc.).
Once the second interviews are complete and posted, I will post a document with all of your interviews. You will then be assigned to review all of the posted reviews. Then answer the following questions:
1. What 10 things stood out to you?
2. Did any of the interviews make you want to travel to a particular country? Why?
3. What did you learn about your cultural knowledge?
4. Why would it be important for an international manager (expatriate manager in another country), to develop an international cadre?
The due date for the review of reviews is 6PM by Sunday November 4th.
The Dropbox for Interview 1 is now open.
You’re welcome to ask clarifying questions.
CONTINUE TO THE NEXT PAGE
Get to Know Another’s Culture Assignment Questions
1. What are typical foods served in the culture?
2. Are there any typical styles of dress?
3. What do people do for recreation?
4. Do buildings have identifiable features?
5. How is public space used? For example, do people tend to “hang out” on the street, or ...
GarrettCommunication Strategy Worksheet Stage One Planni.docx
Garrett
Communication Strategy Worksheet
Stage One: Planning a Message
Audience
Describe them.
Purpose
Why?
Focus
Narrow your possibilities.
Emotion
What emotion is the audience’s take away?
Format
Written: letter, email, memo, etc.? Verbal: face-to-face, phone, etc.?
Approach
Direct or Indirect
Introduction
Purpose statement/preview statement/scope/attention getting statement
Body
List the points you need to make, then group/rank them in paragraph order.
Conclusion
Close it how.
Visuals
More than narration. Brain is 30% to visual processing.
I want the job. Thesis statement & set up points 1, 2, 3.
Topic sentence. Supporting evidence.
Topic sentence. Supporting evidence.
Topic sentence. Supporting evidence.
I request an interview. You may reach me at….
Basic Application Letter Construct
5 Paragraph Letter Format
While there are multiple ways to approach writing an application letter, we focus on this construct and I expect your work to be in the 5 paragraph construct.
You need an introduction that states you want the job. You need a body that describes how you have the ‘things’ they require and conclude with asking for an interview and offering your contact information. The next three slides offer more details on the sections.
1
Introduction –
State you’re apply for the job
If possible state some-kind-of connection to the organization
State a summary sentence (thesis)
Spark interest. Create curiosity.
Audience-centered attitude
Application Letter Construct
The introduction of an application letter is as important as all other first impressions. Remember, they are feeling you as they read, so create the experience through your words that you want them to have.
In the intro,
Be direct (remember that means telling upfront what you want – your purpose). State the job and your interest. Saying what you want in an assertive manner demonstrates confidence.
If you have a connection with that organization, talk about that, but be every-so-brief.
State a summary sentence – All communications need a thesis statement. And in that thesis statement inform the reader regarding specific focus – preview the 3 items you will detail in the body.
Create curiosity. Build their interest in you in the way you language.
Remember, once again, I tell you – be audience-centered. It’s about your contribution, not you.
Oh, and, this paragraph is NOT to be the longest one on the page. Typically it the second smallest with the conclusion being the smallest.
2
Application Letter Construct
Body
Choose your points by studying the advertisement and selecting the top three requirements. Write to how you have these three.
Be thinking:
How do I set myself apart?
The key to getting called for an interview is in the connection you make in your letter. The winning strategy is to understand your potential employer’s top 3 qualification requirements and write to those items. Here’s how.
Study their .
Successful career skills
“You will never change your life until you change something you do daily”, said by the popular televangelist Mike Murdock. Once you arrive at the torturous decision of changing your career, do not waste more time dwelling on the rationale behind this decision.
Get all your acts together and think of better ways of giving yourself a set of career skills that can gear you up for a new life and a new career.
Beefing up your career skills is rather an essential step of achieving true success. There are some secrets that will aid you in acquiring these skills.
Learning these secrets can be very beneficial indeed.
Once you have learned all these secrets, you are on your way to enjoying a better career, a sense of stability and more money. All of the time, energy and efforts in strengthening your career skills will be well worth the investment.
By strengthening your career skills, you can become one of the potential candidates that employers are looking for. Thus, it is important to pay attention to these secrets.
One of the first steps of acquiring a new set of career skills is arranging funds that allow you to attend a university or school. This is a big step to moving forward for you to obtain a new set of skills.
Taking it a step further than college is also important. You may want to check out some extracurricular activities such as clubs or maybe even participate in a volunteer event. These are just a couple of examples that can be very beneficial.
Although obtaining new career skills means spending money and time, the outcome will be most beneficial. Keep in mind, it will be a difficult task and will require longer hours.
There is also a plethora of courses that can help in getting your foot in the door to your career. You can gain specialization and expertise in a specific activity or field. Some institutions also offer courses that are highly effective in establishing a career. They are reliable in arming yourself with a set of career skills. It is important to look into many schools and check to see what each offers.
Through constant training and practice, you will be on your way to embarking on a new career. Beefing up your skills is proven to provide long-term benefits and offer you a stable job.
Learning and development are also needed in meeting the challenging demands of a career. There are some skills that will also need improvement.
By focusing on these skills, you can improve and become a better person.
Mentoring or taking online and offline courses are also essential parts of beefing up your skills. Below are some of the secrets to learn to aid in strengthening your career skills for your success.
Successful career skills step by step
You will never change your life until you change something you do daily”,
said by the popular televangelist Mike Murdock. Once you arrive at the
torturous decision of changing your career, do not waste more time
dwelling on the rationale behind this decision.
Get all your acts together and think of better ways of giving yourself a set of career skills that can gear you up for a new life and a new career.
Beefing up your career skills is rather an essential step of achieving true
success. There are some secrets that will aid you in acquiring these skills.
Learning these secrets can be very beneficial indeed.
Successful career skills
Pathway to be successful in your life. from this book you will learn a case study about the reality of your life. You will explore the real facts of your life.
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Successful career skills
“You will never change your life until you change something you do daily”,
said by the popular televangelist Mike Murdock. Once you arrive at the
torturous decision of changing your career, do not waste more time
dwelling on the rationale behind this decision.
Get all your acts together and think of better ways of giving yourself a set of
career skills that can gear you up for a new life and a new career.
Beefing up your career skills is rather an essential step of achieving true
success. There are some secrets that will aid you in acquiring these skills.
Learning these secrets can be very beneficial indeed.
Once you have learned all these secrets, you are on your way to enjoying a
better career, a sense of stability and more money. All of the time, energy
and efforts in strengthening your career skills will be well worth the
investment.
By strengthening your career skills, you can become one of the potential
candidates that employers are looking for. Thus, it is important to pay attention to these secrets.
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MKTG 2800Creating Your Personal BrandYour brand is your repu.docx
MKTG 2800
Creating Your Personal Brand
Your brand is your reputation – the perception of you held by the external world. It is the combination of personal attributes, values, drivers, strengths, and passions you draw from that differentiates your unique promise of value from your peers, and helps those assessing you to determine if they should hire you or do business with you.
You need to identify those qualities and characteristics within you and communicate a crystal clear, consistent message across multiple channels – online and offline – designed to resonate with your target audience.
Below is the 10-step brand assessment. Take your time and be honest with yourself.
Respond to all questions thoughtfully.
1. What are your vision and purpose? Think about one world problem you would like to see solved or one area of life that you want to see transformed or improved. This is your vision. What role might you play in making your vision happen? This is your purpose.
2. What are your values? Your values are your guiding principles, such as balance, honesty, etc.
3. What are your passions? What do you most enjoy doing – in your personal life and work life? Think about the activities, interests, or conversational topics that fascinate and energize you.
4. What are your top goals for the next year, 2 years, and 5 years? Work on projecting what you intend to accomplish so you can put together a strategic action plan to get there.
5. What are your top brand attributes? What 3 or 4 adjectives best describe the value you offer? What words do you use to define your personality? Once you pinpoint what you feel are the right kinds of words, it’s a good idea to consult a thesaurus to precisely nail the exact words, such as collaborative, forward-focused, risk-taking, etc.
6. What are your core strengths and motivated skills? In what functions and responsibilities do you excel? For what things are you the designated “go-to” person? What gap would your company be faced with if you left suddenly?
7. Get feedback from those who know you best – at work, at home, anywhere. The true measure of your brand is the reputation others hold of you. Ask them what your top brand attributes and core strengths are.
8. Do a SWOT analysis. Strengths and weaknesses are internal, and speak to your potential value to an employer. Opportunities and threats are external, and help you foresee what you’re facing in next career steps.
9. Who is/are your target audience(s)? Determine where you want to work (kind of job position and industry). Learn what decision makers in that field are looking for when they’re assessing candidates. Create your personal brand messaging around what keywords and content will attract them.
10. Who is your competition in the marketplace and what differentiates you from them? What do the people competing for the same jobs as you typically have to offer? What is it about you that makes you the best hiring choice? What added value do y ...
Resilience Resilience is not only needed in the business wor.docx
Resilience
Resilience is not only needed in the business world but in all areas of life. In “Developing Resilience—The
Most Important Soft Skills for Hard Times, Maree Harris, Phd. (n.d.) states, “Resilience is usually
associated with the ability to bounce back up after being knocked down, with responding positively and
proactively to any adversity”. In order to cultivate resilience, individuals must also possess or develop a
variety of other soft skills. Resilient people are able to see the worst tragedies and failures as challenges
to overcome and are able to use a growth mindset to overcome them. They are able to keep a positive
attitude about the situation and are able to see failure as lessons.
We often see those that we most admire as having resilience. For example, according to The
Academy of Achievement (n.d.), Oprah Winfrey overcame a childhood of poverty, abuse and racism, as
well as numerous career setbacks. Many individuals experience any one of Winfrey’s challenges but
because she possessed and continued to develop her resilience, she became the most successful black
woman in modern history. Those in the business world can learn from Winfrey and others like her that
they must find ways to come back from even the cruelest setback. Resilience is key in all areas of career
success, for job seekers as well as those looking to advance in their organization.
A resilient job seeker gains strength from receiving a rejection letter. They will use the information given
by the potential employer as a learning tool for the next application process and interview. They are able
to “bounce back” by seeing the experience as informative and strengthening, rather than defeating. In
“Resilience--Fall Seven Times, Stand up Eight,” Lei Han (n.d.) writes, “More than half of the battle in a job
search is actually the emotional aspect--thinking positive, staying in action, and ‘standing up’ when you
feel ‘knocked down’ by the lack of results”. Not getting hired by employers whom one wishes to work for
may cause one to question one’s own abilities and qualifications an/or perhaps how one is presenting
these abilities and qualifications, but a resilient individual will use that questioning process to return to the
job market as a stronger, more aware candidate A resilient job seeker will use each rejection as an
opportunity to build his or her “brand”.
When an individual finally does get hired by an organization, he or she must demonstrate resilience in
order to be successful in their career in that organization and beyond. In an advertising agency , for
example, an employee may be given a new client and may spend days developing an ad campaign only
to have the client reject the campaign or only to find that the campaign failed miserably. In this case, the
employee must be highly resilient must immediately begin redesigning the campaign so as to keep this
client’s business and to show their supervisor that they can ...
Read a selection of your colleagues’ postings.Respond to two or .docx
Read a selection of your colleagues’ postings.
Respond to two or more of your colleagues in one or more of the following ways:
· Select a question offered by your colleague that he/she did not use and suggest potential ways that your colleague or the organization might drive innovation and overcome the barriers and status quo.
· Compare your colleague’s findings to those of others and your own. If you see similarities, explain why the status quo might appear similar across different workplaces and industries. Do not limit your responses solely to budgetary or resourcing constraints.
· Identify any challenges at a colleague’s workplace that seem unique or that you have not encountered before. Offer your ideas about why you think those are important and which discovery skill from Dyer, et al., would best enable your colleague and/or the organization to drive innovation and overcome the barriers and status quo. Be sure to provide your rationale for your choice.
· Offer your insights to your colleague about the value of this process and importance of using it to identify opportunities for innovation or opportunities to challenge the status quo.
Must use Responses Template below for each Colleague
Question Not Used by Colleague with Suggestions
Comparison of Colleagues Findings with Others and Your Own
Colleagues Workplace Unique Challenges. Use Dyer, et. Al., Rational
Insights to Colleagues on Value of the Process
APA References
1st Colleague to Respond to:
When it comes to my place of employment, I believe there are a few status quos that could be changed/improved, from the day to day tasks I deal with to little things that could be done differently. With having this in mind, I have come up with the following:
Ten Questions That Challenge the status Quo at Your Current Workplace
- Why is it not as easy for employees whom are not supervisors/leaders to have a say in change?
- How can we improve what is discussed during team meetings?
- What would it take for us to get a day for paperwork without being penalized?
- What can we do to improve our outcomes with our clients?
- How can we better show improvement in gained and developed skills?
- How can we increase the support provided by higher ups?
- How can we work on better managing time?
- Why do we make it difficult for employees to move up in this work field?
- How can we increase profit within each department?
- How can we increase productivity among employees?
One Question for Further Analysis and Importance
After thinking and reading through my questions, I would feel that the best question I choose for further analysis and importance is the first one, which is: Why is it not as easy for employees whom are not supervisors/leaders to have a say in change?. I personally feel that this question takes place within each of the other questions I chose. The questions I chose originated from the perspective of a third party view, but also from my own perspective as a current employee. As a curren.
Read a selection of your colleagues’ postings.Respond to two or .docx
Read a selection of your colleagues’ postings.
Respond to two or more of your colleagues in one or more of the following ways:
· Select a question offered by your colleague that he/she did not use and suggest potential ways that your colleague or the organization might drive innovation and overcome the barriers and status quo.
· Compare your colleague’s findings to those of others and your own. If you see similarities, explain why the status quo might appear similar across different workplaces and industries. Do not limit your responses solely to budgetary or resourcing constraints.
· Identify any challenges at a colleague’s workplace that seem unique or that you have not encountered before. Offer your ideas about why you think those are important and which discovery skill from Dyer, et al., would best enable your colleague and/or the organization to drive innovation and overcome the barriers and status quo. Be sure to provide your rationale for your choice.
· Offer your insights to your colleague about the value of this process and importance of using it to identify opportunities for innovation or opportunities to challenge the status quo.
Must use Responses Template below for each Colleague
Question Not Used by Colleague with Suggestions
Comparison of Colleagues Findings with Others and Your Own
Colleagues Workplace Unique Challenges. Use Dyer, et. Al., Rational
Insights to Colleagues on Value of the Process
APA References
1st Colleague to Respond to:
When it comes to my place of employment, I believe there are a few status quos that could be changed/improved, from the day to day tasks I deal with to little things that could be done differently. With having this in mind, I have come up with the following:
Ten Questions That Challenge the status Quo at Your Current Workplace
- Why is it not as easy for employees whom are not supervisors/leaders to have a say in change?
- How can we improve what is discussed during team meetings?
- What would it take for us to get a day for paperwork without being penalized?
- What can we do to improve our outcomes with our clients?
- How can we better show improvement in gained and developed skills?
- How can we increase the support provided by higher ups?
- How can we work on better managing time?
- Why do we make it difficult for employees to move up in this work field?
- How can we increase profit within each department?
- How can we increase productivity among employees?
One Question for Further Analysis and Importance
After thinking and reading through my questions, I would feel that the best question I choose for further analysis and importance is the first one, which is: Why is it not as easy for employees whom are not supervisors/leaders to have a say in change?. I personally feel that this question takes place within each of the other questions I chose. The questions I chose originated from the perspective of a third party view, but also from my own perspective as a current employee. As a curren ...
Developing an Effective Job Search Plan Participant Handout.Current.9.8.14
Developing an Effective Job Search Plan Participant Handout.Current.9.8.14Frederick E. Hairston, Jr.
Developing Managing A Training Team
Used as part of the "Managing Training" Series for ASTD-Cascadia Chapter.
(APA 6th Edition Formatting and St.docx
(APA 6th Edition Formatting and Style Guide)
Office of Graduate Studies
Alcorn State University
Engaging Possibilities, Pursuing Excellence
REVISED May 23, 2018
THESIS MANUAL
Graduates
2
COPYRIGHT PRIVILEGES
BELONG TO
OFFICE OF GRADUATE STUDIES
ALCORN STATE UNIVERSITY, LORMAN, MS
Reproduction for distribution of this THESIS MANUAL requires the written permission of the
Provost and Executive Vice President for Academic Affairs or Graduate Studies Administrator.
FOREWORD
Alcorn State University Office of Graduate Studies requires that all students comply with the
specifications given in this document in the publication of a thesis or non-thesis research project.
Graduate students, under faculty guidance, are expected to produce scholarly work either in the
form of a thesis or a scholarly research project.
The thesis (master or specialist) should document the student's research study and maintain a
degree of intensity.
The purpose of this manual is to assist the graduate student and the graduate thesis advisory
committee in each department with the instructions contained herein. This is the official
approved manual by the Graduate Division.
Formatting questions not addressed in these guidelines should be directed to the Graduate School
staff in the Walter Washington Administration Building, Suite 519 or by phone at
601.877.6122 or via email: [email protected] or in person.
The Graduate Studies
Thesis Advisory Committee
(Revised Spring 2018)
mailto:[email protected]
TABLE OF CONTENTS
Page
INTRODUCTION ............................................................................................................................ 3
SELECTION AND APPOINTMENT OF THESIS ADVISORY COMMITTEE ......................... 4
1. Early Topic Selection ......................................................................................................... 4
2. Selection of Thesis Chair ......................................................................................................... 4
3. Selection of Thesis Committee Members .......................................................................... 4
4. Appointment of Thesis Advisory Committee Form .......................................................... 4
5. Invitation to Prospective Committee Members ................................................................. 5
6. TAC Committee Selection ................................................................................................. 5
CHOICE OF SUBJECT .................................................................................................................... 5
PROPOSAL DEFENSE AND SUBMISSION OF PROPOSAL TO IRB ..................................... 5
PARTS OF THE MANUSCRIPT: PRELIMINARY PAGES ..................................................... 8
1. Title Page .
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right o.docx
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right or Right Doing/Living is “The Interest of the Stronger (Might makes Right).” How does Socrates refute this definition? (cite just
one
of his arguments) [cf:
The Republic
, 30-40, Unit 1 Lecture Video]
(b) According to Socrates, what is the true definition of Justice or Right? [cf:
The Republic
, 141-42, Unit 2 Lecture Video]
(c) And why therefore is the Just life far preferable to the Unjust life (142-43)?
(a) The Allegory of the CAVE (the main metaphor of western philosophy) is an illustration of the Divided LINE.
Characterize
the Two Worlds, and the move/ascent from one to the other (exiting the CAVE, crossing the Divided LINE)—which is alone the true meaning of Education and the only way to become Just, Right, and Immortal. [cf:
The Republic
, 227-232, Unit 3 Lecture Video]
(b) How do the philosophical Studies of
Arithmetic
(number) and
Dialectic
take you above the Divided Line and out of the changing sense-world of illusion (the CAVE) into Reality and make you use your Reason (pure thought) instead of your senses? [cf:
The Republic
, 235-37, 240-42, 250-55. Unit 4 Lecture Video (transcript)]
Give a summary of the
Proof of the Force
(Why there is the “Universe,” “Man,” “God,” “History,” etc)? Start with, “Can there be
nothing
?” [cf: TJH 78-95, Unit 2 Lecture Video]
NIETZSCHE is the crucial Jedi philosopher who provides the “bridge” between negative and positive Postmodernity by focusing on a certain “Problem” and the “
Solution
” to it.
(a) Discuss
2
of the following items (
1
pertaining to the Problem,
1
pertaining to the
.
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Read a selection of your colleagues’ postings.Respond to two or .docx
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Respond to two or more of your colleagues in one or more of the following ways:
· Select a question offered by your colleague that he/she did not use and suggest potential ways that your colleague or the organization might drive innovation and overcome the barriers and status quo.
· Compare your colleague’s findings to those of others and your own. If you see similarities, explain why the status quo might appear similar across different workplaces and industries. Do not limit your responses solely to budgetary or resourcing constraints.
· Identify any challenges at a colleague’s workplace that seem unique or that you have not encountered before. Offer your ideas about why you think those are important and which discovery skill from Dyer, et al., would best enable your colleague and/or the organization to drive innovation and overcome the barriers and status quo. Be sure to provide your rationale for your choice.
· Offer your insights to your colleague about the value of this process and importance of using it to identify opportunities for innovation or opportunities to challenge the status quo.
Must use Responses Template below for each Colleague
Question Not Used by Colleague with Suggestions
Comparison of Colleagues Findings with Others and Your Own
Colleagues Workplace Unique Challenges. Use Dyer, et. Al., Rational
Insights to Colleagues on Value of the Process
APA References
1st Colleague to Respond to:
When it comes to my place of employment, I believe there are a few status quos that could be changed/improved, from the day to day tasks I deal with to little things that could be done differently. With having this in mind, I have come up with the following:
Ten Questions That Challenge the status Quo at Your Current Workplace
- Why is it not as easy for employees whom are not supervisors/leaders to have a say in change?
- How can we improve what is discussed during team meetings?
- What would it take for us to get a day for paperwork without being penalized?
- What can we do to improve our outcomes with our clients?
- How can we better show improvement in gained and developed skills?
- How can we increase the support provided by higher ups?
- How can we work on better managing time?
- Why do we make it difficult for employees to move up in this work field?
- How can we increase profit within each department?
- How can we increase productivity among employees?
One Question for Further Analysis and Importance
After thinking and reading through my questions, I would feel that the best question I choose for further analysis and importance is the first one, which is: Why is it not as easy for employees whom are not supervisors/leaders to have a say in change?. I personally feel that this question takes place within each of the other questions I chose. The questions I chose originated from the perspective of a third party view, but also from my own perspective as a current employee. As a curren.
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Read a selection of your colleagues’ postings.
Respond to two or more of your colleagues in one or more of the following ways:
· Select a question offered by your colleague that he/she did not use and suggest potential ways that your colleague or the organization might drive innovation and overcome the barriers and status quo.
· Compare your colleague’s findings to those of others and your own. If you see similarities, explain why the status quo might appear similar across different workplaces and industries. Do not limit your responses solely to budgetary or resourcing constraints.
· Identify any challenges at a colleague’s workplace that seem unique or that you have not encountered before. Offer your ideas about why you think those are important and which discovery skill from Dyer, et al., would best enable your colleague and/or the organization to drive innovation and overcome the barriers and status quo. Be sure to provide your rationale for your choice.
· Offer your insights to your colleague about the value of this process and importance of using it to identify opportunities for innovation or opportunities to challenge the status quo.
Must use Responses Template below for each Colleague
Question Not Used by Colleague with Suggestions
Comparison of Colleagues Findings with Others and Your Own
Colleagues Workplace Unique Challenges. Use Dyer, et. Al., Rational
Insights to Colleagues on Value of the Process
APA References
1st Colleague to Respond to:
When it comes to my place of employment, I believe there are a few status quos that could be changed/improved, from the day to day tasks I deal with to little things that could be done differently. With having this in mind, I have come up with the following:
Ten Questions That Challenge the status Quo at Your Current Workplace
- Why is it not as easy for employees whom are not supervisors/leaders to have a say in change?
- How can we improve what is discussed during team meetings?
- What would it take for us to get a day for paperwork without being penalized?
- What can we do to improve our outcomes with our clients?
- How can we better show improvement in gained and developed skills?
- How can we increase the support provided by higher ups?
- How can we work on better managing time?
- Why do we make it difficult for employees to move up in this work field?
- How can we increase profit within each department?
- How can we increase productivity among employees?
One Question for Further Analysis and Importance
After thinking and reading through my questions, I would feel that the best question I choose for further analysis and importance is the first one, which is: Why is it not as easy for employees whom are not supervisors/leaders to have a say in change?. I personally feel that this question takes place within each of the other questions I chose. The questions I chose originated from the perspective of a third party view, but also from my own perspective as a current employee. As a curren ...
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Office of Graduate Studies
Alcorn State University
Engaging Possibilities, Pursuing Excellence
REVISED May 23, 2018
THESIS MANUAL
Graduates
2
COPYRIGHT PRIVILEGES
BELONG TO
OFFICE OF GRADUATE STUDIES
ALCORN STATE UNIVERSITY, LORMAN, MS
Reproduction for distribution of this THESIS MANUAL requires the written permission of the
Provost and Executive Vice President for Academic Affairs or Graduate Studies Administrator.
FOREWORD
Alcorn State University Office of Graduate Studies requires that all students comply with the
specifications given in this document in the publication of a thesis or non-thesis research project.
Graduate students, under faculty guidance, are expected to produce scholarly work either in the
form of a thesis or a scholarly research project.
The thesis (master or specialist) should document the student's research study and maintain a
degree of intensity.
The purpose of this manual is to assist the graduate student and the graduate thesis advisory
committee in each department with the instructions contained herein. This is the official
approved manual by the Graduate Division.
Formatting questions not addressed in these guidelines should be directed to the Graduate School
staff in the Walter Washington Administration Building, Suite 519 or by phone at
601.877.6122 or via email: [email protected] or in person.
The Graduate Studies
Thesis Advisory Committee
(Revised Spring 2018)
mailto:[email protected]
TABLE OF CONTENTS
Page
INTRODUCTION ............................................................................................................................ 3
SELECTION AND APPOINTMENT OF THESIS ADVISORY COMMITTEE ......................... 4
1. Early Topic Selection ......................................................................................................... 4
2. Selection of Thesis Chair ......................................................................................................... 4
3. Selection of Thesis Committee Members .......................................................................... 4
4. Appointment of Thesis Advisory Committee Form .......................................................... 4
5. Invitation to Prospective Committee Members ................................................................. 5
6. TAC Committee Selection ................................................................................................. 5
CHOICE OF SUBJECT .................................................................................................................... 5
PROPOSAL DEFENSE AND SUBMISSION OF PROPOSAL TO IRB ..................................... 5
PARTS OF THE MANUSCRIPT: PRELIMINARY PAGES ..................................................... 8
1. Title Page .
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right o.docx
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right or Right Doing/Living is “The Interest of the Stronger (Might makes Right).” How does Socrates refute this definition? (cite just
one
of his arguments) [cf:
The Republic
, 30-40, Unit 1 Lecture Video]
(b) According to Socrates, what is the true definition of Justice or Right? [cf:
The Republic
, 141-42, Unit 2 Lecture Video]
(c) And why therefore is the Just life far preferable to the Unjust life (142-43)?
(a) The Allegory of the CAVE (the main metaphor of western philosophy) is an illustration of the Divided LINE.
Characterize
the Two Worlds, and the move/ascent from one to the other (exiting the CAVE, crossing the Divided LINE)—which is alone the true meaning of Education and the only way to become Just, Right, and Immortal. [cf:
The Republic
, 227-232, Unit 3 Lecture Video]
(b) How do the philosophical Studies of
Arithmetic
(number) and
Dialectic
take you above the Divided Line and out of the changing sense-world of illusion (the CAVE) into Reality and make you use your Reason (pure thought) instead of your senses? [cf:
The Republic
, 235-37, 240-42, 250-55. Unit 4 Lecture Video (transcript)]
Give a summary of the
Proof of the Force
(Why there is the “Universe,” “Man,” “God,” “History,” etc)? Start with, “Can there be
nothing
?” [cf: TJH 78-95, Unit 2 Lecture Video]
NIETZSCHE is the crucial Jedi philosopher who provides the “bridge” between negative and positive Postmodernity by focusing on a certain “Problem” and the “
Solution
” to it.
(a) Discuss
2
of the following items (
1
pertaining to the Problem,
1
pertaining to the
.
(Glossary of Telemedicine and eHealth)· Teleconsultation Cons.docx
(Glossary of Telemedicine and eHealth)
· Teleconsultation: Consultation between a provider and specialist at distance using either store and forward telemedicine or real time videoconferencing.
· Telehealth and Telemedicine: Telemedicine is the use of medical information exchanged from one site to another via electronic communications to improve patients' health status. Closely associated with telemedicine is the term "telehealth," which is often used to encompass a broader definition of remote healthcare that does not always involve clinical services. Videoconferencing, transmission of still images, e-health including patient portals, remote monitoring of vital signs, continuing medical education and nursing call centers are all considered part of telemedicine and telehealth. Telemedicine is not a separate medical specialty. Products and services related to telemedicine are often part of a larger investment by health care institutions in either information technology or the delivery of clinical care. Even in the reimbursement fee structure, there is usually no distinction made between services provided on site and those provided through telemedicine and often no separate coding required for billing of remote services. Telemedicine encompasses different types of programs and services provided for the patient. Each component involves different providers and consumers.
· TeleICU: TeleICU is a collaborative, interprofessional model focusing on the care of critically ill patients using telehealth technologies.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Clinical Decision Support System (CCDS): Systems (usually electronically based and interactive) that provide clinicians, staff, patients, and other individuals with knowledge and person-specific information, intelligently filtered and presented at appropriate times, to enhance health and health care. (http://healthit.ahrq.gov/images/jun09cdsreview/09_0069_ef.html)
· e-Prescribing: The electronic generation, transmission and filling of a medical prescription, as opposed to traditional paper and faxed prescriptions. E-prescribing allows for qualified healthcare personnel to transmit a new prescription or renewal authorization to a community or mail-order pharmacy.
· Home Health Care and Remote Monitoring Systems: Care provided to individuals and families in their place of residence for promoting, maintaining, or restoring health or for minimizing the effects of disability and illness, including terminal illness. In the Medicare Current Beneficiary Survey and Medicare claims and enrollment data, home health care refers to home visits by professionals including nu.
(Assmt 1; Week 3 paper) Using ecree Doing the paper and s.docx
(Assmt 1; Week 3 paper): Using ecree Doing the paper and submitting it (two pages here)
Have this sheet handy as well as the sheet called FORMAT SAMPLE PAPER for Assignment 1.
1. Go to the Week 3 unit and find the blue link ASSIGNMENT 1: DEALING WITH DIVERSITY…. Click on it.
2. You will see instructions on the screen and at the top “Assignment 1: ecree”. Click on that to enter ecree.
3. You will see some summary of the assignment instructions at the top of the screen—scroll down to see the three long, blank, rectangular boxes. You will be typing into those. Remember—do not worry about a title page or double spacing. Start composing your paragraphs. It will start as a rough draft.
4. As you start typing your introduction—notice on the right that comments start developing and also video links. Also on the right you will it say “Saved a Few seconds ago”. It is saving as you go. At first the comments are red (unfavorable). The more you do, usually the more green (favorable) comments start to appear. You can also keep revising.
5. When you hit the enter key it takes you to the next paragraph box—and sometimes it creates a new paragraph box for you.
6. Doing your Sources list in ecree—Your sources do have to be listed at the end. The FORMAT SAMPLE paper illustrates what they might look like. But, putting them in ecree gracefully can be a challenge.
a. Perhaps the best way is this: Have the last regular paragraph of your essay (Part 4) be in the box labeled “Conclusion”. Once that paragraph is written—in whole or in part, do this: Click on the word “Conclusion” to form a following paragraph box marked by three dots. Keep doing that and put each source in its own “three-dot” box. In other words, after your Conclusion paragraph—the heading “Sources” gets its own paragraph box at the end, followed by separate paragraph boxes for each source entry.
b. If the approach labeled “a” above is not working out, don’t worry about the external labels of those last paragraph boxes---just be sure to have a concluding paragraph (your Part 4) followed by paragraphs for the Sources header and each source entry. In grading, I will be able to figure it out. I will be lenient on how you organize that last part, as long as you have that last paragraph and a clear Sources list.
------------------------------------
UPLOAD OPTION: You can type your paper or a good rough draft of it into MS-Word as a file. Have it organized and laid out like the FORMAT SAMPLE paper. Then Upload it to ecree. Once you upload, take a little time and edit what uploaded so that it looks like what you intended and fits the 4-part organization of the assignment.
-----------------------
7. Click “Submit” on lower right only when absolutely ready. Once you submit, it will get graded.
Have fun! (see next page for a few notes and comments on ecree)
---------.
(Image retrieved at httpswww.google.comsearchhl=en&biw=122.docx
(Image retrieved at https://www.google.com/search?hl=en&biw=1229&bih=568&tbm=isch&sa=1&ei=fmYIW9W3G6jH5gLn7IHYAQ&q=analysis&oq=analysis&gs_l=img.3..0i67k1l2j0l5j0i67k1l2j0.967865.968569.0.969181.7.4.0.0.0.0.457.682.1j1j4-1.3.0....0...1c.1.64.img..5.2.622...0i7i30k1.0.rL9KcsvXM1U#imgrc=LU1vXlB6e2doDM: / )
ESOL 052 (Essay #__)
Steps:
1. Discuss the readings, videos, and photographs in the Truth and Lies module on Bb.
2. Select a significant/controversial photograph to analyze. (The photograph does not have to be from Bb.)
3. Choose one of the following essay questions:
a. What truth does this photograph reveal?
b. What lie does this photograph promote?
c. Why/How did people deliberately misuse this photograph and distort its true meaning?
d. Why was this photograph misinterpreted by so many people?
e. Why do so many people have different reactions to this photograph?
f. ___________________________________________________________________________?
(Students may create their own visual analysis essay question as long as it is pre-approved by the instructor.)
4. Use the OPTIC chart to brainstorm and take notes on your photograph.
5. Use a pre-writing strategy (outline, graphic organizer, etc.) to organize your ideas.
6. Using correct MLA format, write a 3-5 page essay.
7. Type a Works Cited page. (Use citationmachine.net, easybib.com, etc. to format your info.)
8. Peer and self-edit during the writing process (Bb Wiki, in/outside class).
9. Get feedback from your peers and an instructor during the writing process.
(Note: Students who visit the Writing Center and show me proof get 2 additional days to work on the assignment.)
10. Proofread/edit/revise during the writing process.
11. Put your pre-writing, essay, and Works Cited page in 1 Word document and upload it on Bb by midnight on ______. (If a student submits an essay without pre-writing or without a Works Cited page, he/she will receive a zero. If a student submits an assignment late, he/she will receive a zero. If a student plagiarizes, he/she will receive a zero.)
Purpose: Students will be able to use their reading, writing, critical thinking, and research skills to conduct a visual analysis that explores the theme of Truth and Lies.
Tone: The tone of this assignment should be formal and academic.
Language: The diction and syntax of this assignment should be formal and academic. Students should not use second person pronouns (you/your), contractions, abbreviations, slang, or any type of casual language. Students should refer to the diction and syntax guidelines in the writing packet.
Audience: The audience of this assignment is the student’s peers and instructor.
Format: MLA style (double spaced, 1 in. margins, Times New Roman 12 font, pagination, heading, title, tab for each paragraph, in-text citations, Works Cited page, hanging indents, etc.)
Requirements:
In order for a student to earn a minimum passing grade of 70% on this assignment, h.
(Dis) Placing Culture and Cultural Space Chapter 4.docx
(Dis) Placing Culture and Cultural Space
Chapter 4
+
Chapter Objectives
Describe the relationships among culture, place, cultural space, and identity in the context of globalization.
Explain how people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces.
Explain how cultures are simultaneously placed and displaced in the global context leading to segregated, contested and hybrid cultural spaces.
Describe the practice of bifocal vision to highlight the linkages between “here” and “there” as well as the connections between present and past.
+
Introduction
Explore the cultural and intercultural communication dimensions of place, space and location. We will examine:
The dynamic process of placing and displacing cultural space in the context of globalization.
How people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces
How segregated, contested, and hybrid cultural spaces are both shaped by the legacy of colonialism and the context of globalization.
How Hip hop culture illustrates the cultural and intercultural dimensions of place, space, and location in the context of globalization
+
Placing Culture and Cultural Space
Culture, by definition, is rooted in place with a reciprocal relationship between people and place
Culture:
“Place tilled” in Middle English
Colere : “to inhabit, care for, till, worship” in Latin
In the context of globalization, what is the relationship between culture and place?
Culture is both placed and displaced
+
Cultural Space
The communicative practices that construct meanings in, through and about particular places
Cultural space shapes verbal and nonverbal communicative practices
i.e. Classrooms, dance club, library.
Cultural spaces are constructed through the communicative practices developed and lived by people in particular places
Communicative practices include:
The languages, accents, slang, dress, artifacts, architectural design, the behaviors and patterns of interaction, the stories, the discourses and histories
How is the cultural space of your home, neighborhood, city, and state constructed through communicative practices?
+
Place, Cultural Space and Identity
Place, Culture, Identity and Difference
What’s the relationship between place and identity?
Avowed identity:
The way we see, label and make meaning about ourselves and
Ascribed identity:
The way others view, name and describe us and our group
Examples of how avowed and ascribed identities may conflict?
How is place related to standpoint and power?
Locations of enunciation:
Sites or positions from which to speak.
A platform from which to voice a perspective and be heard and/or silenced.
+
Displacing Culture and Cultural Space
(Dis) placed culture and cultural space:
A notion that captures the complex, contradictory and contested nature of cultural space and the relationship between culture and place that has emerged in the context o.
(1) Define the time value of money. Do you believe that the ave.docx
(1) Define the time value of money. Do you believe that the average person considers the time value of money when they make investment decisions? Please explain.
(2) Distinguish between ordinary annuities and annuities due. Also, distinguish between the future value of an annuity and the present value of an annuity.
.
(chapter taken from Learning Power)From Social Class and t.docx
(chapter taken from Learning Power)
From Social Class and the Hidden Curriculum of Work
JEAN ANYON
It's no surprise that schools in wealthy communities are better than those in poor communities, or that they better prepare their students for
desirable jobs. It may be shocking, however, to learn how vast the differences in schools are - not so much in resources as in teaching methods
and philosophies of education. Jean Anyon observed five elementary schools over the course of a full school year and concluded that fifth-
graders of different economic backgrounds are already being prepared to occupy particular rungs on the social ladder. In a sense, some whole
schools are on the vocational education track, while others are geared to produce future doctors, lawyers, and business leaders. Anyon's main
audience is professional educators, so you may find her style and vocabulary challenging, but, once you've read her descriptions of specific
classroom activities, the more analytic parts of the essay should prove easier to understand. Anyon is chairperson of the Department of
Education at Rutgers University, Newark; This essay first appeared in Journal of Education in 1980.
Scholars in political economy and the sociology of knowledge have recently argued that public schools in complex industrial societies like our
own make available different types of educational experience and curriculum knowledge to students in different social classes. Bowles and
Gintis1 for example, have argued that students in different social-class backgrounds are rewarded for classroom behaviors that correspond to
personality traits allegedly rewarded in the different occupational strata--the working classes for docility and obedience, the managerial classes
for initiative and personal assertiveness. Basil Bernstein, Pierre Bourdieu, and Michael W. Apple focusing on school knowledge, have argued
that knowledge and skills leading to social power and regard (medical, legal, managerial) are made available to the advantaged social groups but
are withheld from the working classes to whom a more "practical" curriculum is offered (manual skills, clerical knowledge). While there has
been considerable argumentation of these points regarding education in England, France, and North America, there has been little or no attempt
to investigate these ideas empirically in elementary or secondary schools and classrooms in this country.3
This article offers tentative empirical support (and qualification) of the above arguments by providing illustrative examples of differences in
student work in classrooms in contrasting social class communities. The examples were gathered as part of an ethnographical4 study of
curricular, pedagogical, and pupil evaluation practices in five elementary schools. The article attempts a theoretical contribution as well and
assesses student work in the light of a theoretical approach to social-class analysis.. . It will be suggested that there is a "hidden.
(Accessible at httpswww.hatchforgood.orgexplore102nonpro.docx
(Accessible at https://www.hatchforgood.org/explore/102/nonprofit-photography-ethics-and-approaches)
Nonprofit Photography: Ethics
and Approaches
Best practices and tips on ethics and approaches in
humanitarian photography for social impact.
The first moon landing. The Vietnamese ‘napalm girl’, running naked and in agony. The World
Trade Centers falling.
As we know, photography carries the power to inspire, educate, horrify and compel its viewers to
take action. Images evoke strong and often public emotions, as people frequently formulate their
opinions, judgments and behaviors in response to visual stimuli. Because of this, photography
can wield substantial control over public perception and discourse.
Moreover, photography in our digital age permits us to deliver complex information about
remote conditions which can be rapidly distributed and effortlessly processed by the viewer.
Recently, we’ve witnessed the profound impact of photography coupled with social media:
together, they have fueled political movements and brought down a corrupt government.
Photography can - and has - changed the course of history.
Ethical Considerations
Those who commission and create photography of marginalized populations to further an
organizations’ mission possess a tremendous responsibility. Careful ethical consideration should
be given to all aspects of the photography supply chain: its planning, creation, and distribution.
When planning a photography campaign, it is important to examine the motives for creating
particular images and their potential impact. Not only must a faithful, comprehensive visual
depiction of the subjects be created to avoid causing misconception, but more importantly, the
subjects’ dignity must be preserved. Words and images that elicit an emotional response by their
sheer shock value (e.g. starving, skeletal children covered in flies) are harmful because they
exploit the subjects’ condition in order to generate sympathy for increasing charitable donations
or support for a given cause. In addition to violating privacy and human rights, this so-called
'poverty porn’ is harmful to those it is trying to aid because it evokes the idea that the
marginalized are helpless and incapable of helping themselves, thereby cultivating a culture of
paternalism. Poverty porn is also detrimental because it is degrading, dishonoring and robs
people of their dignity. While it is important to illustrate the challenges of a population, one must
always strive to tell stories in a way that honors the subjects’ circumstances, and (ideally)
illustrates hope for their plight.
Legal issues
Legal issues are more clear cut when images are created or used in stable countries where legal
precedent for photography use has been established. Image use and creation becomes far more
murky and problematic in countries in which law and order is vague or even nonexistent.
Even though images created for no.
(a) The current ratio of a company is 61 and its acid-test ratio .docx
(a) The current ratio of a company is 6:1 and its acid-test ratio is 1:1. If the inventories and prepaid items amount to $445,500, what is the amount of current liabilities?
Current Liabilities
$
89100
(b) A company had an average inventory last year of $113,000 and its inventory turnover was 6. If sales volume and unit cost remain the same this year as last and inventory turnover is 7 this year, what will average inventory have to be during the current year? (Round answer to 0 decimal places, e.g. 125.)
Average Inventory
$
96857
(c) A company has current assets of $88,800 (of which $35,960 is inventory and prepaid items) and current liabilities of $35,960. What is the current ratio? What is the acid-test ratio? If the company borrows $12,970 cash from a bank on a 120-day loan, what will its current ratio be? What will the acid-test ratio be? (Round answers to 2 decimal places, e.g. 2.50.)
Current Ratio
2.47
:1
Acid Test Ratio
:1
New Current Ratio
:1
New Acid Test Ratio
:1
(d) A company has current assets of $586,700 and current liabilities of $200,100. The board of directors declares a cash dividend of $173,700. What is the current ratio after the declaration but before payment? What is the current ratio after the payment of the dividend? (Round answers to 2 decimal places, e.g. 2.50.)
Current ratio after the declaration but before payment
:1
Current ratio after the payment of the dividend
:1
The following data is given:
December 31,
2015
2014
Cash
$66,000
$52,000
Accounts receivable (net)
90,000
60,000
Inventories
90,000
105,000
Plant assets (net)
380,500
320,000
Accounts payable
54,500
41,500
Salaries and wages payable
11,500
5,000
Bonds payable
70,500
70,000
8% Preferred stock, $40 par
100,000
100,000
Common stock, $10 par
120,000
90,000
Paid-in capital in excess of par
80,000
70,000
Retained earnings
190,000
160,500
Net credit sales
930,000
Cost of goods sold
735,000
Net income
81,000
Compute the following ratios: (Round answers to 2 decimal places e.g. 15.25.)
(a)
Acid-test ratio at 12/31/15
: 1
(b)
Accounts receivable turnover in 2015
times
(c)
Inventory turnover in 2015
times
(d)
Profit margin on sales in 2015
%
(e)
Return on common stock equity in 2015
%
(f)
Book value per share of common stock at 12/31/15
$
Exercise 24-4
As loan analyst for Utrillo Bank, you have been presented the following information.
Toulouse Co.
Lautrec Co.
Assets
Cash
$113,900
$311,200
Receivables
227,200
302,700
Inventories
571,200
510,700
Total current assets
912,300
1,124,600
Other assets
506,000
619,800
Total assets
$1,418,300
$1,744,400
Liabilities and Stockholders’ Equity
Current liabilities
$291,300
$350,400
Long-term liabilities
390,800
506,000
Capital stock and retained earnings
736,200
888,000
Total liabilities and stockholders’ equity
$1.
(1) How does quantum cryptography eliminate the problem of eaves.docx
(1) How does quantum cryptography eliminate the problem of eavesdropping in traditional cryptography?
(2) What are the limitations or problems associated with quantum cryptography?
(3) What features or activities will affect both the current and future developments of cryptography?
Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.
References
.
#transformation10EventTrendsfor 201910 Event.docx
#transformation
10
Event
Trends
for 2019
10 Event Trends for 2019
C O P Y R I G H T
All rights reserved. No part of this report may be
reproduced or transmitted in any form or by any
means whatsoever (including presentations, short
summaries, blog posts, printed magazines, use
of images in social media posts) without express
written permission from the author, except in the
case of brief quotations (50 words maximum and
for a maximum of 2 quotations) embodied in critical
articles and reviews, and with clear reference to
the original source, including a link to the original
source at https://www.eventmanagerblog.com/10-
event-trends/. Please refer all pertinent questions
to the publisher.
page 2
https://www.eventmanagerblog.com/10-event-trends/
https://www.eventmanagerblog.com/10-event-trends/
10 Event Trends for 2019
CONTENTS
INTRODUCTION page 5
TRANSFORMATION 8
10. PASSIVE ENGAGEMENT 10
9. CONTENT DESIGN 13
8. SEATING MATTERS 16
7. JOMO - THE JOY OF MISSING OUT 19
6. BETTER SAFE THAN SORRY 21
5. CAT SPONSORSHIP 23
4. SLOW TICKETING 25
3. READY TO BLOCKCHAIN 27
2. MARKETING BUDGETS SHIFTING MORE TO EVENTS 28
1. MORE THAN PLANNERS 30
ABOUT THE AUTHOR 31
CMP CREDITS 32
CREDITS AND THANKS 32
DISCLAIMER 32
page 3
INTERACTIVITY
AT THE HEART OF YOUR MEETINGS
Liven up your presentations!
EVENIUM
ConnexMe
San Francisco/Paris [email protected]
AD
https://eventmb.com/2PvIw1f
10 Event Trends for 2019
I am very glad to welcome you to the 8th edition of our annual
event trends. This is going to be a different one.
One element that made our event trends stand out from
the thousands of reports and articles on the topic is that we
don’t care about pleasing companies, pundits, suppliers, star
planners and the likes. Our only focus is you, the reader, to
help you navigate through very uncertain times.
This is why I decided to bring back this report, by far the most
popular in the industry, to its roots. 10 trends that will actually
materialize between now and November 2019, when we will
publish edition number nine.
I feel you have a lot going on, with your events I mean.
F&B, room blocks, sponsorship, marketing security, technology.
I think I failed you in previous editions. I think I gave you too
much. This report will be the most concise and strategic piece
of content you will need for next year.
If you don’t read anything else this year, it’s fine. As long as you
read the next few words.
INTRODUCTION
INTRODUCTION -
Julius Solaris
EventMB Editor
page 5
https://www.eventmanagerblog.com
10 Event Trends for 2019
How did I come up with these trends?
~ As part of this report, we reviewed 350 events. Some of the most successful
worldwide.
~ Last year we started a community with a year-long trend watch. That helped
us to constantly research new things happening in the industry.
~ We have reviewed north of 300 event technology solutions for our repor.
$10 now and $10 when complete Use resources from the required .docx
$10 now and $10 when complete
Use resources from the required readings or the GCU Library to create a 10‐15 slide digital presentation to be shown to your colleagues informing them of specific cultural norms and sociocultural influences affecting student learning at your school.
Choose a culture to research. State the country or countries of origin of your chosen culture and your reason for selecting it.
Include sociocultural influences on learning such as:
Religion
Dress
Cultural Norms
Food
Socialization
Gender Differences
Home Discipline
Education
Native Language
Include presenter’s notes, a title slide, in‐text citations, and a reference slide that contains three to five sources from the required readings or the GCU Library.
.
#MicroXplorer Configuration settings - do not modifyFile.Versio.docx
#MicroXplorer Configuration settings - do not modify
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Mcu.Name=STM32L476V(C-E-G)Tx
Mcu.Package=LQFP100
Mcu.Pin0=PA0
Mcu.Pin1=PA1
Mcu.Pin2=PA2
Mcu.Pin3=PA3
Mcu.Pin4=PA5
Mcu.Pin5=PB2
Mcu.Pin6=PE8
Mcu.Pin7=PD5
Mcu.Pin8=PD6
Mcu.Pin9=VP_SYS_VS_Systick
Mcu.PinsNb=10
Mcu.ThirdPartyNb=0
Mcu.UserConstants=
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MxCube.Version=5.0.1
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PA0.GPIOParameters=GPIO_PuPd,GPIO_Label
PA0.GPIO_Label=JOY_C
PA0.GPIO_PuPd=GPIO_PULLDOWN
PA0.Locked=true
PA0.Signal=GPIO_Input
PA1.GPIOParameters=GPIO_PuPd,GPIO_Label,GPIO_Mode
PA1.GPIO_Label=JOY_L
PA1.GPIO_Mode=GPIO_MODE_INPUT
PA1.GPIO_PuPd=GPIO_PULLDOWN
PA1.Locked=true
PA1.Signal=GPIO_Input
PA2.GPIOParameters=GPIO_PuPd,GPIO_Label,GPIO_Mode
PA2.GPIO_Label=JOY_R
PA2.GPIO_Mode=GPIO_MODE_INPUT
PA2.GPIO_PuPd=GPIO_PULLDOWN
PA2.Locked=true
PA2.Signal=GPIO_Input
PA3.GPIOParameters=GPIO_PuPd,GPIO_Label,GPIO_Mode
PA3.GPIO_Label=JOY_U
PA3.GPIO_Mode=GPIO_MODE_INPUT
PA3.GPIO_PuPd=GPIO_PULLDOWN
PA3.Locked=true
PA3.Signal=GPIO_Input
PA5.GPIOParameters=GPIO_PuPd,GPIO_Label,GPIO_Mode
PA5.GPIO_Label=JOY_D
PA5.GPIO_Mode=GPIO_MODE_INPUT
PA5.GPIO_PuPd=GPIO_PULLDOWN
PA5.Locked=true
PA5.Signal=GPIO_Input
PB2.GPIOParameters=GPIO_Speed,PinState,GPIO_PuPd,GPIO_Label,GPIO_ModeDefaultOutputPP
PB2.GPIO_Label=LD_R
PB2.GPIO_ModeDefaultOutputPP=GPIO_MODE_OUTPUT_PP
PB2.GPIO_PuPd=GPIO_PULLDOWN
PB2.GPIO_Speed=GPIO_SPEED_FREQ_LOW
PB2.Locked=true
PB2.PinState=GPIO_PIN_RESET
PB2.Signal=GPIO_Output
PCC.Checker=true
PCC.Line=STM32L4x6
PCC.MCU=STM32L476V(C-E-G)Tx
PCC.PartNumber=STM32L476VGTx
PCC.Seq0=0
PCC.Series=STM32L4
PCC.Temperature=25
PCC.Vdd=null
PD5.GPIOParameters=GPIO_PuPd
PD5.GPIO_PuPd=GPIO_PULLUP
PD5.Locked=true
PD5.Mode=Asynchronous
PD5.Signal=USART2_TX
PD6.Locked=true
PD6.Mode=Asynchronous
PD6.Signal=USART2_RX
PE8.GPIOParameters=GPIO_Speed,PinState,GPIO_PuPd,GPIO_Label,GPIO_ModeDefaultOutputPP
PE8.GPIO_Label=LD_G
PE8.GPIO_ModeDefaultOutputPP=GPIO_MODE_OUTPUT_PP
PE8.GPIO_PuPd=GPIO_PULLDOWN
PE8.GPIO_Speed=GPIO_SPEED_FREQ_LOW
PE8.Locked=true
PE8.PinState=GPIO_PIN_RESET
PE8.Signal=GPIO_Output
PinOutPanel.RotationAngle=0
ProjectManager.AskForMigrate=true
ProjectManager.BackupPrevious=true
ProjectManager.CompilerOptimize=6
ProjectManager.
#include string.h#include stdlib.h#include systypes.h.docx
#include <string.h>
#include <stdlib.h>
#include <sys/types.h>
#include <sys/wait.h>
#include <stdio.h>
#include <unistd.h>
#include <string.h>
// Function: void parse(char *line, char **argv)
// Purpose : This function takes in a null terminated string pointed to by
// <line>. It also takes in an array of pointers to char <argv>.
// When the function returns, the string pointed to by the
// pointer <line> has ALL of its whitespace characters (space,
// tab, and newline) turned into null characters ('\0'). The
// array of pointers to chars will be modified so that the zeroth
// slot will point to the first non-null character in the string
// pointed to by <line>, the oneth slot will point to the second
// non-null character in the string pointed to by <line>, and so
// on. In other words, each subsequent pointer in argv will point
// to each subsequent "token" (characters separated by white space)
// IN the block of memory stored at the pointer <line>. Since all
// the white space is replaced by '\0', every one of these "tokens"
// pointed to by subsequent entires of argv will be a valid string
// The "last" entry in the argv array will be set to NULL. This
// will mark the end of the tokens in the string.
//
void parse(char *line, char **argv)
{
// We will assume that the input string is NULL terminated. If it
// is not, this code WILL break. The rewriting of whitespace characters
// and the updating of pointers in argv are interleaved. Basically
// we do a while loop that will go until we run out of characters in
// the string (the outer while loop that goes until '\0'). Inside
// that loop, we interleave between rewriting white space (space, tab,
// and newline) with nulls ('\0') AND just skipping over non-whitespace.
// Note that whenever we encounter a non-whitespace character, we record
// that address in the array of address at argv and increment it. When
// we run out of tokens in the string, we make the last entry in the array
// at argv NULL. This marks the end of pointers to tokens. Easy, right?
while (*line != '\0') // outer loop. keep going until the whole string is read
{ // keep moving forward the pointer into the input string until
// we encounter a non-whitespace character. While we're at it,
// turn all those whitespace characters we're seeing into null chars.
while (*line == ' ' || *line == '\t' || *line == '\n' || *line == '\r')
{ *line = '\0';
line++;
}
// If I got this far, I MUST be looking at a non-whitespace character,
// or, the beginning of a token. So, let's record the address of this
// beginning of token to the address I'm pointing at now. (Put it in *argv)
.
$ stated in thousands)Net Assets, Controlling Interest.docx
$ stated in thousands)
Net Assets, Controlling Interest
–
–
Net Assets, Noncontrolling Interest
AUDIT COMMITTEE
of the
Executive Board of the Boy Scouts of America
Francis R. McAllister, Chairman
David Biegler Ronald K. Migita
Dennis H. Chookaszian David Moody
Report of Independent Auditors
To the Executive Board of the National Council of the Boy Scouts of America
We have audited the accompanying consolidated financial statements of the National Council of the Boy Scouts
of America and its affiliates (the National Council), which comprise the consolidated statement of financial position
as of December 31, 2016, and the related consolidated statements of revenues, expenses, and other changes in net
assets, of functional expenses and of cash flows for the year then ended.
Management’s Responsibility for the Consolidated Financial Statements
Management is responsible for the preparation and fair presentation of the consolidated financial statements
in accordance with accounting principles generally accepted in the United States of America; this includes the
design, implementation and maintenance of internal control relevant to the preparation and fair presentation of
consolidated financial statements that are free from material misstatement, whether due to fraud or error.
Auditors’ Responsibility
Our responsibility is to express an opinion on the consolidated financial statements based on our audit. We
conducted our audit in accordance with auditing standards generally accepted in the United States of America.
Those standards require that we plan and perform the audit to obtain reasonable assurance about whether the
consolidated financial statements are free from material misstatement.
An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in the
consolidated financial statements. The procedures selected depend on our judgment, including the assessment of
the risks of material misstatement of the consolidated financial statements, whether due to fraud or error. In making
those risk assessments, we consider internal control relevant to the National Council’s preparation and fair
presentation of the consolidated financial statements in order to design audit procedures that are appropriate in the
circumstances, but not for the purpose of expressing an opinion on the effectiveness of the National Council’s
internal control. Accordingly, we express no such opinion. An audit also includes evaluating the appropriateness of
accounting policies used and the reasonableness of significant accounting estimates made by management, as well as
evaluating the overall presentation of the consolidated financial sta.
#include stdio.h#include stdlib.h#include pthread.h#in.docx
#include <stdio.h>
#include <stdlib.h>
#include <pthread.h>
#include <time.h>
#include <unistd.h>
// Change the constant below to change the number of philosophers
// coming to lunch...
// This is a known GOOD solution based on the Arbitrator
// solution
#define PHILOSOPHER_COUNT 20
// Each philosopher is represented by one thread. Each thread independenly
// runs the same "think/start eating/finish eating" program.
pthread_t philosopher[PHILOSOPHER_COUNT];
// Each chopstick gets one mutex. If there are N philosophers, there are
// N chopsticks. That's the whole problem. There's not enough chopsticks
// for all of them to be eating at the same time. If they all cooperate,
// everyone can eat. If they don't... or don't know how.... well....
// philosophers are going to starve.
pthread_mutex_t chopstick[PHILOSOPHER_COUNT];
// The arbitrator solution adds a "waiter" that ensures that only pairs of
// chopsticks are grabbed. Here is the mutex for the waiter ;)
pthread_mutex_t waiter;
void *philosopher_program(int philosopher_number)
{ // In this version of the "philosopher program", the philosopher
// will think and eat forever.
while (1)
{ // Philosophers always think before they eat. They need to
// build up a bit of hunger....
//printf ("Philosopher %d is thinking\n", philosopher_number);
usleep(1);
// That was a lot of thinking.... now hungry... this
// philosopher (who knows his own number) grabs the chopsticks
// to her/his right and left. The chopstick to the left of
// philosopher N is chopstick N. The chopstick to the right
// of philosopher N is chopstick N+1
//printf ("Philosopher %d wants chopsticks\n",philosopher_number);
pthread_mutex_lock(&waiter);
pthread_mutex_lock(&chopstick[philosopher_number]);
pthread_mutex_lock(&chopstick[(philosopher_number+1)%PHILOSOPHER_COUNT]);
pthread_mutex_unlock(&waiter);
// Hurray, if I got this far I'm eating
printf ("Philosopher %d is eating\n",philosopher_number);
//usleep(1); // I spend twice as much time eating as thinking...
// typical....
// I'm done eating. Now put the chopsticks back on the table
//printf ("Philosopher %d finished eating\n",philosopher_number);
pthread_mutex_unlock(&chopstick[philosopher_number]);
pthread_mutex_unlock(&chopstick[(philosopher_number+1)%PHILOSOPHER_COUNT]);
//printf("Philosopher %d has placed chopsticks on the table\n", philosopher_number);
}
return(NULL);
}
int main()
{ int i;
srand(time(NULL));
for(i=0;i<PHILOSOPHER_COUNT;i++)
pthread_mutex_init(&chopstick[i],NULL);
pthread_mutex_init(&waiter,NULL);
for(i=0;i<PH.
#include customer.h#include heap.h#include iostream.docx
#include "customer.h"
#include "heap.h"
#include <iostream>
using namespace std;
int comparisonWay = 0; // 0 for arrival time, 1 for processing time
bool Customer::operator>(const Customer& c) {
return comparisonWay ? processing_time < c.processing_time : arrival_time < c.arrival_time; // a customer is "greater" if his time is shorter
};
void customerQueueTest(int n_cust) {
int current_time = 0;
int totalWaitingTime = 0;
int i;
int WT = 0; // waiting time for each customer
Heap<Customer> queue;
Customer* custList = new Customer[n_cust];
cout << endl << endl << "Setup" << endl;
cout << "List of customers and their arrival and processing times" << endl;
for (i = 0; i<n_cust; i++)
{
custList[i].setAT(i);
custList[i].setPT((n_cust - i) % (n_cust / 2) + 1 + (i % 2)*(n_cust / 2));
cout << "Customer " << i << " will arrive at time " << custList[i].AT() << " with PT=" << custList[i].PT() << endl;
}
cout << endl;
for (int round = 0; round<2; round++) {
// you may need a big modification within this for-loop
cout << endl << endl;
cout << "Test Round " << round + 1 << endl;
cout << (round == 0 ? "First come first serve" : "Customer with the least PT served first") << endl;
comparisonWay = round;
current_time = 0;
totalWaitingTime = 0;
queue.insert(custList[0]);
cout << "Customer arrives at time " << custList[0].AT() << " with PT=" << custList[0].PT() << endl;
while (!queue.empty()) {
// you should change all of the code here inside
Customer c = queue.extractMax();
cout << "Customer arrives when no one is waiting" << endl;
cout << "Customer is served at time " << current_time << " with AT=" << c.AT() << " and PT=" << c.PT() << " after waiting for "
<< WT << " min." << endl;
}
cout << "Total Waiting Time: " << totalWaitingTime << endl;
cout << "Average Waiting Time: " << totalWaitingTime / (float)n_cust << endl;
}
delete[] custList;
}
#pragma once
#include <math.h>
#include <iostream>
using namespace std;
#ifndef HEAPHPP
#define HEAPHPP
template <class T>
void Heap<T>::_bubbleUp(int index) {
}
template <class T>
void Heap<T>::_bubbleDown(int index) {
}
template <class T>
void Heap<T>::insert(T item) {
}
template <class T>
T Heap<T>::extractMax() {
return T();
}
template <class T>
void Heap<T>::printHeapArray() {
for (int i = 0; i < _n; i++)
cout << _heap[i] << " ";
cout << endl;
}
template <class T>
int Heap<T>::_lookFor(T x){ // not a very good implementation, but just use this for now.
int i;
for(i=0;i<_n;i++)
if (_heap[i] == x)
return i;
return -1;
}
template <class T>
void Heap<T>::decreaseKey(T from, T to)
{
}
template <class T>
void Heap<T>::increaseKey(T from, T to)
{
}
template <class T>
void Heap<T>::deleteItem(T x)
{
}
template <class T>
void Heap<T>::printTree() {
int parity .
#Assessment BriefDiploma of Business Eco.docx
#
Assessment BriefDiploma of Business Economics for Business
Credit points : 6 Prerequisites : None Co-requisites :
Subject Coordinator : Harriet Scott
Deadline : Sunday at the end of week 10 (Turnitin via CANVAS submission). Reflection due week 11 in tutorials.
ASSESSMENT TASK #3: FINAL CASE STUDY REPORT 25%
TASK DESCRIPTION
This assessment is a formal business report on a case study. Case studies will be assigned to students in the Academic and Business Communication subject. Readings on the case study are available on Canvas, in the Economics for Business subject. Students will also write a reflection on learning in tutorial classes in week 11.
LEARNING OUTCOMES
· Demonstrates understanding of microeconomic and macroeconomic concepts
· Applies economic concepts to contemporary issues and events
· Evaluates possible solutions for contemporary economic and business problems
· Communicates economic information in a business report format
INSEARCH CRICOS provider code: 00859D I UTS CRICOS provider code: 00099F INSEARCH Limited is a controlled entity of the University of Technology, Sydney (UTS), a registered non-self accrediting higher education institution and a pathway provider to UTS.
1. Refer to the case study you are working on for your presentation in Academic and Business Communication. Read the news stories for your case study, found on Canvas.
2. Individually, write a business report that includes the following information:
· Description of the main issue/problem and causes
· Description of the impact on stakeholders
· Analysis of economic concepts relevant to the case study (3-5 concepts)
· Recommendations for alternate solutions to the issue/problem
3. In your week 11 tutorial, write your responses to the reflection questions provided by your tutor, describing your learning experience in this assessment.
Other Requirements Format: Business Report
· Use the Business Report format as taught in BABC001 (refer to CANVAS Help for more information)
· Write TEEL paragraphs (refer to CANVAS Help for more information)
· All work submitted must be written in your own words, using paraphrasing techniques taught in BABC001
· Check Canvas — BECO — Assessments — Final Report page and ‘Writing a report' flyer for more information
Report Presentation: You need to include:
· Cover page as taught in BABC001
· Table of contents - list headings, subheadings and page numbers
· Reference list - all paraphrased/summarised/quoted evidence should include citations; all citations should be detailed in the Reference List
Please ensure your assignment is presented professionally. Suggested structure:
· Cover page
· Table of contents (bold, font size 18)
· Executive summary (bold, font size 18)
· 1.0 Introduction (bold, font size 16)
· 2.0 Main issue (bold, font size 16)
o 2.1 Causes (italics, font size 14)
· 3.0 Stakeholders (bold, font size 16)
o 3.1 Stakeholder 1 (italics, font size 14) o 3.2 Stakeholder 2 (italics, font size 14) o 3.3 Stakeholde.
#include stdio.h#include stdint.h#include stdbool.h.docx
#include <stdio.h>
#include <stdint.h>
#include <stdbool.h>
// Prototype of FOUR functions, each for a STATE.
// The func in State 1 performs addition of "unsigned numbers" x0 and x1.
int s1_add_uintN(int x0, int x1, bool *c_flg);
// The func in State 2 performs addition of "signed numbers" x0 and x1.
int s2_add_intN(int x0, int x1, bool *v_flg);
// The func in State 3 performs subtraction of "unsigned numbers" x0 and x1.
int s3_sub_uintN(int x0, int x1, bool *c_flg);
// The func in State 3 performs subtraction of "signed numbers" x0 and x1.
int s4_sub_intN(int x0, int x1, bool *v_flg);
// We define the number of bits and the related limits of unsigned and
// and signed numbers.
#define N 5 // number of bits
#define MIN_U 0 // minimum value of unsigned N-bit number
#define MAX_U ((1 << N) - 1) // maximum value of unsigned N-bit number
#define MIN_I (-(1 << (N-1)) ) // minimum value of signed N-bit number
#define MAX_I ((1 << (N-1)) - 1) // maximum value of signed N-bit number
// We use the following three pointers to access data, which can be changed
// when the program pauses. We need to make sure to have the RAM set up
// for these addresses.
int *pIn = (int *)0x20010000U; // the value of In should be -1, 0, or 1.
int *pX0 = (int *)0x20010004U; // X0 and X1 should be N-bit integers.
int *pX1 = (int *)0x20010008U;
int main(void) {
enum progState{State1 = 1, State2, State3, State4};
enum progState cState = State1; // Current State
bool dataReady = false;
bool cFlg, vFlg;
int result;
while (1) {
dataReady = false;
// Check if the data are legitimate
while (!dataReady) {
printf("Halt program here to provide correct update of data\n");
printf("In should be -1, 0, and 1 and ");
printf("X0 and X1 should be N-bit SIGNED integers\n");
if (((-1 <= *pIn) && (*pIn <= 1)) &&
((MIN_I <= *pX0) && (*pX0 <= MAX_I)) &&
((MIN_I <= *pX1) && (*pX1 <= MAX_I))) {
dataReady = true;
}
}
printf("Your input: In = %d, X0 = %d, X1 = %d \n", *pIn, *pX0, *pX1);
switch (cState) {
case State1:
result = s1_add_uintN(*pX0, *pX1, &cFlg);
printf("State = %d, rslt = %d, Cflg = %d\n", cState, result, cFlg);
cState += *pIn;
if (cState < State1) cState += State4;
break;
case State2:
result = s2_add_intN(*pX0, *pX1, &vFlg);
printf("State = %d, rslt = %d, Vflg = %d\n", cState, result, vFlg);
cState += *pIn;
break;
case State3:
case State4:
default:
printf("Error with the program state\n");
}
}
}
int s1_add_uintN(int x0, int x1, bool *c_flg) {
if (x0 < 0) x0 = x0 + MAX_U + 1;
if.
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- 2. Personal Qualities 1 2 3 2. Select one from each category. In the space provided, compose a meaningful statement of how you became aware of the respective item. These statements may be composed like resume statements or in regular sentence structure. Consider the environment (work, service, with family or friends) and what you were doing when you became aware of it. (3 points for each of the four responses for a total of 12 points) Responses are evaluated on a scale of 0 to 3; 0 to 1 = Needs Improvement, 2 = Acceptable, 3 = Excellent. 1. Interest: replace this text and type your interest and explanation here 2. Skill: replace this text and type your skill and explanation here 3. Value: replace this text and type your value and explanation here 4. Personal Quality: replace this text and type your personal quality and explanation here
- 3. 3. Now, select one of the four above, and compose a brief paragraph describing why you believe this particular interest, skill, value or personal quality would be desired by an employer. Approach this task like you were preparing for an interview. If an employer were to ask you to explain why your selected value, interest, personal quality, or skill is of benefit, what would you say? The more effort you apply to your response, the more you will learn about yourself and the way you will promote yourself to employers. (Use the space after the directions to compose your thoughts). Your response should be no fewer than five sentences, and no more than 10. (10 points) 0 to 4 = Needs Improvement, 5 to 9 = Acceptable, 10 = Excellent. Ten points are available for appropriate spelling, grammar, and mechanics. Submit your completed assignment in the Blackboard Assignment Drop Box by 11:59 p.m., Sunday, 3/27. Take and save a screen shot of the successfully submitted screen to validate completion and submission of the assignment. If there is any question as to an assignment’s submission, you are accountable for presenting the screen shot. See the sample submission on Page 2. Sample VIPS Submission (yours should look just like this, except with black text color) Task Using the BUAD 2000 VIPS Inventories located on pages 3 and 4, identify your top three Interests, Skills, Values, and Personal Qualities. List each of the top three below. (12 points) Interests Skills
- 4. Values Personal Qualities 1 Weight training Networking Disciplined Family 2 Presenting Speaking Energetic Flexibility 3 Traveling Coordination Detail-oriented Autonomy 2. Select one from each category. In the space provided, compose a meaningful action statement or two of how you became aware of the respective item. These statements may be composed like resume statements or in regular sentence structure. Consider the environment (work, service, with family or friends) and what you were doing when you became aware of it. (3 points for each of the four responses for a total of 12 points) Responses are evaluated on a scale of 0 to 3; 0 to 1 = Needs Improvement, 2 = Acceptable, 3 = Excellent. 1. Interest: PresentingResearch and present regularly at regional professional association conferences. Desire to collect resources and then lecture on wellness at professional association conferences. 2. Skill: Coordination Organized the largest ongoing, all- inclusive, on-campus event at BGSU, New Student Orientation, with collaboration and mutual respect for colleagues. This
- 5. experience, more than any, refined my coordination skill. Around 7000 students and their support-givers would attend summer events. 3. Value: Flexibility Employment requirements allow for flexible scheduling and workflow which supports personal commitments. Having been employed as a lecturer for nearly 12 years, I could not return to private sector employment as the flexibility offered through teaching creates an ideal family environment. 4. Personal Quality: Detail-orientedEstablished mostly through Orientation role which required harnessing the capabilities of virtually all on-campus departments. Continually used now with managing coursework of more than 500 students a semester. 3. Now, select one of the four above, and compose a brief paragraph describing why you believe this particular interest, skill, value or personal quality would be desired by an employer. Approach this task like you were preparing for an interview. If an employer were to ask you to explain why your selected value, interest, personal quality, or skill is of benefit, what would you say? The more effort you apply to your response, the more you will learn about yourself and the way you will promote yourself to employers. (Use the space after the directions to compose your thoughts). Your response should be no fewer than five sentences, and no more than 10. (10 points) 0 to 4 = Needs Improvement, 5 to 9 = Acceptable, 10 = Excellent. My ability to coordinate is one of the most valuable assets I can bring to an employer. I know how to look at the “big picture,” or the desired outcome, and identify each step that needs to be taken in order to achieve the desired result. First, I identify the tasks that need to be completed. Next, I research what people or departments need to be involved. Then, I develop a timeline by which all tasks need to be completed, taking into
- 6. consideration potential pitfalls that may occur. The end result is a seamless event that is appreciated by those who are impacted by its presentation. After an event or project is completed, I conduct either personal or group feedback with the constituents involved to ensure subsequent events are continually improved upon. 1 Review the list of Interests below. Upon considering the list, place a checkmark in the box preceding your top three interests. Add your own if necessary. BUAD 2000 Interests and Skills Inventories Lists adapted from Powell, C.R. (2004). Career Planning Strategies (5th ed.). Dubuque: Kendall/Hunt Publishing. · Acting · Analyzing numbers · Art · Athletics · Building · Calculating · Communicating · Competing · Computing · Constructing · Coordinating · Creating concepts
- 7. · Creating things · Designing · Evaluating · Exercising · Experimenting · Fixing · Gaming · Helping others · Installing · Investing · Leading · Learning · Listening · Making money · Managing · Meeting people · Negotiating · Organizing · Outdoor Activities · Performing Arts · Persuading · Planning · Playing · Promoting · Reading · Relaxing · Researching · Selling · Singing · Shopping · Socializing · Solving problems · Solving puzzles · Speaking · Sports · Strategizing
- 8. · Teaching · Technology · Traveling · Troubleshooting · Using logic · Volunteering · Watching media · Writing · · · Review the list of Skills below. Upon considering the list, place a checkmark in the box preceding your top three skills. Add your own if necessary. · Accomplishing · Accounting · Acquiring · Acting · Analyzing · Assembling · Building things · Calculating · Classifying · Competing · Compiling · Composing · Computing · Constructing · Coordinating · Counseling · Creating
- 9. · Decision making · Demonstrating · Designing · Dexterity · Developing ideas · Directing · Discovering · Editing · Empathy · Evaluating people · Evaluating projects · Examining · Excelling · Expediting · Fashioning · Following directions · Foresight · Implementing · Informing · Initiating · Innovating · Inspiring · Instructing · Investing · Leading · Lecturing · Making things · Managing · Manipulating · Merchandising · Motivating · Negotiating · Number manipulation · Operating · Organizing · Participating
- 10. · Persuading · Planning · Predicting · Problem solving · Programming · Promoting · Questioning · Rapport building · Reading · Relating · Researching · Resolving conflicts · Representing others · Reviewing · Selling · Serving others · Setting-up · Speaking · Structuring · Supervising · Synthesizing · Systematizing · Talking · Teaching · Testing · Training · Verbalizing · Visualizing · Working-mental · Working-physical · Working-ideas · Working-things · Writing · · ·
- 11. BUAD 2000 Values and Personal Qualities Inventories Lists adapted from Powell, C.R. (2004). Career Planning Strategies (5th ed.). Dubuque: Kendall/Hunt Publishing. Consider the Values list. Place a checkmark in the box preceding your top three. Add your own if necessary. · Achievement · Advancement · Adventure · Aesthetics · Affluence · Art · Association · Authority · Autonomy · Avocation · Beauty · Career · Challenge · Change · Comfort · Commitment · Community · Creativity · Culture · Dependence · Diversity · Education (advanced) · Esteem · Ethics · Excellence · Family · Flexibility
- 12. · Food · Friends · Health · Hobbies · Home · Honesty · Importance · Independence · Intelligence · Involvement · Leadership · Leisure · Location · Love · Marriage · Money · Morality · Music · Objectivity · Pace · Personality · Physical appearance · Politics · Possessions · Precision · Pressure · Prestige · Professional Development · Quality · Recognition · Religion · Rules · Security · Service · Solitude · Sports
- 13. · Stability · Status · Subjectivity · Teamwork · Technology · Time · Tradition · Travel · Truth · Understanding · Variety · Wealth · Work Ethic · · · Consider the Personal Qualities list. Place a checkmark in the box preceding your top three. Add your own if necessary. · Achiever · Active · Adaptable · Aggressive · Ambitious · Analytical · Animated · Articulate · Bold · Bright · Calm · Caring · Challenging · Cheerful
- 14. · Clever · Communicative · Competent · Competitive · Confident · Conforming · Conscientious · Controlled · Cooperative · Courteous · Creative · Decisive · Dependable · Determined · Dignified · Diplomatic · Disciplined · Driven · Effervescent · Efficient · Enterprising · Enthusiastic · Expressive · Extroverted · Fair · Flexible · Friendly · Generous · Gentle · Gregarious · Hard-working · Honest · Honorable · Humorous · Imaginative · Independent
- 15. · Innovative · Inquisitive · Inspiring · Intellectual · Introverted · Intuitive · Kind · Knowledgeable · Leader · Logical · Loyal · Mature · Methodical · Meticulous · Observant · Optimistic · Organized · Patient · Perceptive · Perfectionist · Personable · Persuasive · Pleasant · Practical · Progressive · Punctual · Quiet · Rational · Realistic · Reasonable · Relaxed · Reliable · Respectful · Secure · Self-confident · Self-reliant
- 16. · Self-starter · Sensitive · Serious · Shy · Sincere · Skilled · Sociable · Sophisticated · Stable · Supportive · Systematic · Tactful · Tenacious · Tolerant · Tough · Trustful · Wise · Writer · Youthful · · · · · … For the questions below, assume you are a network administrator for a mid-sized company with 500 employees. Your network consists of a Windows 2008 domain with computers running Windows 7 Enterprise. 1. Company policy states that all passwords must be complex and secure to reduce the likelihood of a successful password attack. Using features and recommendations you’ve learned from class this past week, describe how you would configure
- 17. your password policy to meet company policy and make the network more secure. 2. You have a file server with 3 shared folders. One folder contains home directories for all users of the organization, a second folder contains general company information needed by all employees, and the third shared folder contains proprietary information only needed by the engineering team. Without being given any additional information, how would you secure each of the three folders (what permissions would you use?). Please be sure to mention how you would specifically give access to the users of the organization to these directories so that it is organized and easy to manage. 3. Are there any other questions that you’d want answered before you decide on your permissions?