This document provides a summary and analysis of the novel The Hunger Games by Suzanne Collins. It discusses how the novel depicts the sacrificing of childhood through the Hunger Games, where children are forced to fight to the death for entertainment. It explores themes of childhood, desire, identity formation, and how entering adulthood involves both recognition of culturally defined childhood as well as its loss. A key part of the analysis focuses on how the protagonist Katniss Everdeen develops a sense of self and is able to articulate her identity and desires through her experiences in the Hunger Games arena.
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Essays On Slavery In America. US History - Slavery EssayNoel Brooks
A History of Slavery in the United States - Free Essay Example .... The Portrayal of the Institution of Slavery in 12 Years a Slave .... Slaves Essay | Essay on Slaves for Students and Children in English - A .... Essay on Slaves | Slaves Essay for Students and Children in English - A .... The slave trade essay - GCSE History - Marked by Teachers.com. Slavery essay. New Slavery Essay Examples Background - Essay. Write my Paper for Cheap in High Quality - essay on abolition of .... Slavery essay Fall 2014 Grade A - From 1775 to 1830, many African .... US History - Slavery Essay. Essay - 1788 on Slavery - Thomas Clarkson: NEN Gallery. Sample essay on slavery. Analytical Essay: Slavery essays. The Abolishment of the Slave Trade Essay - GCSE History - Marked by .... Essay on slavery in the us - dissertationideas.x.fc2.com.
A History of Slavery in the United States - Free Essay Example .... The Portrayal of the Institution of Slavery in 12 Years a Slave .... Slaves Essay | Essay on Slaves for Students and Children in English - A .... Essay on Slaves | Slaves Essay for Students and Children in English - A .... The slave trade essay - GCSE History - Marked by Teachers.com. Slavery essay. New Slavery Essay Examples Background - Essay. Write my Paper for Cheap in High Quality - essay on abolition of .... Slavery essay Fall 2014 Grade A - From 1775 to 1830, many African .... US History - Slavery Essay. Essay - 1788 on Slavery - Thomas Clarkson: NEN Gallery. Sample essay on slavery. Analytical Essay: Slavery essays. The Abolishment of the Slave Trade Essay - GCSE History - Marked by .... Essay on slavery in the us - dissertationideas.x.fc2.com.
BUS M02C – Managerial Accounting SLO Assessment project .docxhartrobert670
BUS M02C – Managerial Accounting
SLO Assessment project
Randy’s Kayaks, Inc. manufactures and sells one-person fiberglass kayaks. Randy’s balance sheet at the end
of 2011 was as follows:
RANDY’S KAYAKS, INC.
Balance Sheet
December 31, 2011
ASSETS LIABILITIES
Cash $ 52,000 Accounts payable $ 131,000
Accounts receivable 1,200,000
Raw materials inventory* 120,000 STOCKHOLDERS’EQUITY
Finished goods inventory** 287,500 Common Stock 1,600,000
Plant assets, net of accumulated Retained Earnings 2,063,500
Depreciation 2,135,000
Total Assets $ 3,794,500 Total Liabilities & SE $ 3,794,500
*40,000 pounds
**1,000 kayaks
The following additional data is available for use in preparing the budget for 2012:
Cash collections (all sales are on account):
Collected in the quarter of sale 40%
Collected in the quarter after sale 60%
(Bad debts are negligible and can be ignored)
Cash disbursements for raw materials (all purchases are on account):
Cash paid in the quarter of purchase 70%
Cash paid in the quarter after purchase 30%
Desired quarterly ending Raw materials inventory 40% of next quarter’s production needs
Desired quarterly ending Finished goods inventory 10% of next quarter’s sales
Budgeted sales:
1
st
quarter 2012 10,000 kayaks
2
nd
quarter 2012 15,000 kayaks
3
rd
quarter 2012 16,000 kayaks
4
th
quarter 2012 14,000 kayaks
1
st
quarter 2013 10,000 kayaks
2
nd
quarter 2013 12,000 kayaks
Anticipated equipment purchases:
1
st
quarter 2012 $30,000
2
nd
quarter 2012 $0
3
rd
quarter 2012 $0
4
th
quarter 2012 $150,000
Quarterly dividends to be paid each quarter in 2012 $4,000
Expected sales price per unit $400
Standard cost data:
Direct materials 10 pounds per kayak @ $3 per pound
Direct labor 10 hours per kayak @ $20 per hour
Variable manufacturing overhead $5 per direct labor hour
Fixed manufacturing overhead (includes $9,000 depreciation) $103,125 per quarter
Variable selling expenses $25 per kayak
Fixed selling and administrative expenses:
Insurance $45,000 per quarter
Sales salaries $30,000 per quarter
Depreciation $6,000 per quarter
Income tax rate 30%
Estimated income tax payments planned in 2012:
1
st
quarter $0
2
nd
quarter $50,000
3
rd
quarter $400,000
4
th
quarter $500,000
Randy’s desires to have a minimum cash balance at the end of each quarter of $50,000. In order to maintain
this minimum balance, Randy’s may borrow from its bank in $10,000 increments with an interest rate of 6%.
Money is borrowed at the beginning of the quarter in which a shortage is expected. Repayments of all or a
portion of the principle (plus accrued interest on the amount being repaid) are made at the end of any quarter
in which the cash balance exceeds the required minimum.
Requirements:
1. Use the above information to prepare the following components of th ...
78 Halloween Writing Ideas for Elementary Kids JournalBuddies.com. Halloween Persuasive Essay Task, Graphic Organizer, and Rubric TpT. VaultGirl.Com. Halloween essay. College Essay: Halloween essay. 2.6 Paragraph practice for Halloween! Informational writing, Type of .... Halloween Writing Prompts for Kids. Halloween Writing Prompts - Simple Simon and Company. Get ready for Halloween with these fun Would You Rather prompts! Eah .... Halloween Essay, Paragraph In English For Kids, Children Essay .... Halloween Information. Halloween descriptive paragraph. Halloween Descriptive Essay. 2019-02-14. Halloween Writing Prompts - Short Story or Poetry Writing Writing .... Halloween Writing Persuasive Essay by Lauermania TPT. Halloween Essay Writing Guide: Sample Essay 40 Topics. Pin on Happy Halloween Day 2018. Halloween Reading Passages Halloween reading passages, Reading .... Halloween Reading amp; Writing History essay, Love essay, Halloween history. English Learnamp;Fun: Halloween. How to Write a Halloween Essay - EssayVikings.com. Halloween Paragraph Promts Halloween writing prompts, Paragraph .... A Halloween Story Free Essay Example. The top 23 Ideas About Halloween Story Ideas Home, Family, Style and .... Halloween essay topics. Fun Halloween Lesson Plan Ideas. 2019-01-21. My students LOVE this! Halloween writing activities, Halloween .... How to Write a Spooky Essay on Halloween: Topics and Exam. 27 Halloween Writing Prompts for Kids JournalBuddies.com. The Crazy Students: Halloween competition: Write a ghost story!. Halloween Paragraph Writing activity by Julia Batog TpT. Halloween Essay. What is Halloween? Reading amp; Grammar Practice Halloween Lesson .... Halloween Reading Comprehension Halloween reading comprehension ... Halloween Essay Topics Halloween Essay Topics
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September 11th 2001 Attack - Free Essay Example | PapersOwl.com. 9/11 Cause and Effect | StudyHippo.com. 9/11 - Who's to blame? Summarising the conspiracy theories. - A-Level .... What were the motives of the terrorists who carried out the 9/11 .... 9 11 attack essay. Breathtaking 9 11 Essay ~ Thatsnotus. What were the motives of the terrorist who carried out the 9/11 attacks .... Myers Essay: The Legal Legacy of 9/11 – Journalism History journal. 9 11 research paper. Disaster of 9/11 Essay Example | Topics and Well Written Essays - 500 words. Ward churchill essay about 9 11. Astounding 9 11 Essay Conclusion ~ Thatsnotus. Impact Of 911. 9/11 Attacks Essay Sample | Order-Essay.org. Formidable How 9 11 Changed The World Essay ~ Thatsnotus. The Attack On 911 Essay Example | Topics and Well Written Essays - 1000 .... 911 Custom Essay : Top Essay Writing Services by Customers' Preferences. Addressing Terrorism before 9/11. - A-Level History - Marked by .... 911 essay help by essay writer service - Issuu. 911 intro paragraph for an essay. 9 11 essay conclusion.
Essays On Slavery In America. US History - Slavery EssayNoel Brooks
A History of Slavery in the United States - Free Essay Example .... The Portrayal of the Institution of Slavery in 12 Years a Slave .... Slaves Essay | Essay on Slaves for Students and Children in English - A .... Essay on Slaves | Slaves Essay for Students and Children in English - A .... The slave trade essay - GCSE History - Marked by Teachers.com. Slavery essay. New Slavery Essay Examples Background - Essay. Write my Paper for Cheap in High Quality - essay on abolition of .... Slavery essay Fall 2014 Grade A - From 1775 to 1830, many African .... US History - Slavery Essay. Essay - 1788 on Slavery - Thomas Clarkson: NEN Gallery. Sample essay on slavery. Analytical Essay: Slavery essays. The Abolishment of the Slave Trade Essay - GCSE History - Marked by .... Essay on slavery in the us - dissertationideas.x.fc2.com.
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BUS M02C – Managerial Accounting SLO Assessment project .docxhartrobert670
BUS M02C – Managerial Accounting
SLO Assessment project
Randy’s Kayaks, Inc. manufactures and sells one-person fiberglass kayaks. Randy’s balance sheet at the end
of 2011 was as follows:
RANDY’S KAYAKS, INC.
Balance Sheet
December 31, 2011
ASSETS LIABILITIES
Cash $ 52,000 Accounts payable $ 131,000
Accounts receivable 1,200,000
Raw materials inventory* 120,000 STOCKHOLDERS’EQUITY
Finished goods inventory** 287,500 Common Stock 1,600,000
Plant assets, net of accumulated Retained Earnings 2,063,500
Depreciation 2,135,000
Total Assets $ 3,794,500 Total Liabilities & SE $ 3,794,500
*40,000 pounds
**1,000 kayaks
The following additional data is available for use in preparing the budget for 2012:
Cash collections (all sales are on account):
Collected in the quarter of sale 40%
Collected in the quarter after sale 60%
(Bad debts are negligible and can be ignored)
Cash disbursements for raw materials (all purchases are on account):
Cash paid in the quarter of purchase 70%
Cash paid in the quarter after purchase 30%
Desired quarterly ending Raw materials inventory 40% of next quarter’s production needs
Desired quarterly ending Finished goods inventory 10% of next quarter’s sales
Budgeted sales:
1
st
quarter 2012 10,000 kayaks
2
nd
quarter 2012 15,000 kayaks
3
rd
quarter 2012 16,000 kayaks
4
th
quarter 2012 14,000 kayaks
1
st
quarter 2013 10,000 kayaks
2
nd
quarter 2013 12,000 kayaks
Anticipated equipment purchases:
1
st
quarter 2012 $30,000
2
nd
quarter 2012 $0
3
rd
quarter 2012 $0
4
th
quarter 2012 $150,000
Quarterly dividends to be paid each quarter in 2012 $4,000
Expected sales price per unit $400
Standard cost data:
Direct materials 10 pounds per kayak @ $3 per pound
Direct labor 10 hours per kayak @ $20 per hour
Variable manufacturing overhead $5 per direct labor hour
Fixed manufacturing overhead (includes $9,000 depreciation) $103,125 per quarter
Variable selling expenses $25 per kayak
Fixed selling and administrative expenses:
Insurance $45,000 per quarter
Sales salaries $30,000 per quarter
Depreciation $6,000 per quarter
Income tax rate 30%
Estimated income tax payments planned in 2012:
1
st
quarter $0
2
nd
quarter $50,000
3
rd
quarter $400,000
4
th
quarter $500,000
Randy’s desires to have a minimum cash balance at the end of each quarter of $50,000. In order to maintain
this minimum balance, Randy’s may borrow from its bank in $10,000 increments with an interest rate of 6%.
Money is borrowed at the beginning of the quarter in which a shortage is expected. Repayments of all or a
portion of the principle (plus accrued interest on the amount being repaid) are made at the end of any quarter
in which the cash balance exceeds the required minimum.
Requirements:
1. Use the above information to prepare the following components of th ...
BUS 409 – Student Notes(Prerequisite BUS 310)COURSE DESCR.docxhartrobert670
BUS 409 – Student Notes
(Prerequisite: BUS 310)
COURSE DESCRIPTION
Introduces and analyzes the basic concepts of compensation administration in organizations. Provides an intensive study of the wage system, methods of job evaluation, wage and salary structures, and the legal constraints on compensation programs.
INSTRUCTIONAL MATERIALS
Required Resources
Martocchio, J. J. (2013). Strategic compensation:A human resource management approach (7th ed.). Upper Saddle River, NJ: Prentice Hall / Pearson.
Supplemental Resources
Andersen, S. (2012). The keys to effective strategic account planning. Velocity, 14(1), 23-26.
Burkhauser, R. V., Schmeiser, M. D., & Weathers II, R. R. (2012). The importance of anti-discrimination and workers’ compensation laws on the provision of workplace accommodations following the onset of a disability. Industrial & Labor Relations Review, 65(1), 161-180.
Employee compensation: 12 trends for 2012. (2012). HR Specialist, 10(2), 1-2.
Survey of the Month: Companies Focus On Updating Compensation in 2012. (2011). Report on Salary Surveys, 18(12), 1-5.
The Society of Human Resources Management (2012). General format. Retrieved fromhttp://www.shrm.org
WorldatWork. (n.d.). General format. Retrieved fromhttp://www.worldatwork.org
COURSE LEARNING OUTCOMES
1. Analyze how compensation practice can be applied to positively impact an organization and its stakeholders.
2. Examine the ways in which laws, labor unions, and market factors impact companies’ compensation practices.
3. Evaluate the effectiveness of traditional bases for pay (seniority and merit) against incentive-based and person-focused compensation approaches.
4. Compare and contrast internally consistent and market-competitive compensation systems.
5. Analyze the fundamental principles of pay structure design.
6. Evaluate the role of benefits in strategic compensation.
7. Suggest viable options to current practices regarding executive compensation.
8. Make recommendations for leveraging flexible and contingent workers for any given organization.
9. Determine the best possible approach for the compensation of expatriates.
10. Analyze differences between compensation, benefits, and legal and regulatory influences in the United States and the rest of the world.
11. Use technology and information resources to research issues in compensation management.
12. Write clearly and concisely about compensation management using proper writing mechanics.
WEEKLY COURSE SCHEDULE
The standard requirement for a 4.5 credit hour course is for students to spend 13.5 hours in weekly work. This includes preparation, activities, and evaluation regardless of delivery mode.
Week
Preparation, Activities, and Evaluation
Points
1
Preparation
· Reading(s)
· Chapter 1: Strategic Compensation
· Chapter 1, Case: Competitive Strategy at Sportsman Shoes
Activities
· Introduction Discussion
· Discussions
Evaluation
· None
20
20
2
Preparation
· Reading(s)
· Chapter 2: Contextual Influe ...
BUS LAW2HRM Management Discussion boardDis.docxhartrobert670
BUS LAW 2
HRM Management Discussion board
Discuss what challenges an HR department may face when their company decides to expand into other countries. Do you think it would be beneficial if the company that is expanding is already affiliated with an international union? How would it affect the challenges that HR is already faced with?
References
Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P. M. (2011). Fundamentals of human resource management (4thed.). Chicago, IL: McGraw-Hill.
HRM Management Discussion board
Discuss what challenges an HR department may
face when their company decides to
expand into other countries. Do you think it would be beneficial if the company that is
expanding is already affiliated with an international union? How would it affect the
challenges that HR is already faced with
?
R
eferences
Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P. M. (2011).
Fundamentals of human
resource management
(4
th
ed.). Chicago, IL: McGraw
-
Hill.
HRM Management Discussion board
Discuss what challenges an HR department may face when their company decides to
expand into other countries. Do you think it would be beneficial if the company that is
expanding is already affiliated with an international union? How would it affect the
challenges that HR is already faced with?
References
Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P. M. (2011). Fundamentals of human
resource management (4
th
ed.). Chicago, IL: McGraw-Hill.
BILTRITE PRACTICE CASE
Module XV of the Biltrite audit practice case contains an audit report exercise.
This exercise may be completed at this time.
Module XV: Audit Report
The Denise Vaughan audit team completed its audit field work on February 15,
2010. A conference was held on that date involving members of the audit
firm and Biltrite management. Participants in the conference were Denise
Vaughan, partner in charge of the Biltrite engagement; Carolyn Volmar,
audit manager; Richard Derick, in-charge auditor; Trevor Lawton, Biltrite’s
CEO; Gerald Groth, Biltrite’s controller; and Marlene McAfee, Biltrite’s trea-
surer. The Biltrite representatives agreed to all of the audit adjustments and
reclassifications proposed by the audit team, and they agreed to reflect them
in the December 31, 2009, financial statements. They also agreed to modify
and/or add footnote disclosures as recommended by the audit team.
At the conclusion of the conference, the audit team obtained a client repre-
sentation letter from Biltrite management and presented management with a
copy of the “significant deficiencies” letter outlining discovered internal control
deficiencies. The original of this letter was sent to Biltrite’s audit committee.
The legal action initiated against Biltrite by Rollfast, a competitor, for
alleged patent infringement, was not yet settled as of February 15. Because the
letter obtained by Derick from Biltrite’s outside legal couns ...
BUS 571 Compensation and BenefitsCompensation Strategy Project.docxhartrobert670
BUS 571 Compensation and Benefits
Compensation Strategy Project
Techtron Corporation is a developer and manufacturer of electronic window systems for small and medium-size automobiles. It has several international customers, including Vauxhall Motors (UK) and General Motors Holden Ltd. (Port Melbourne, Australia). Techtron has recently landed a contract to produce electronic window systems for the Hyundai Sonata, manufactured in Montgomery, Alabama. They have nearly completed a manufacturing facility within the suburban perimeter of the largest city in your state, and the senior leadership and support staff are in place. The company is now ready to begin the recruiting and hiring process for production floor employees.
Here is the projected income statement for Techtron in its first year:
Revenues (from sales and all sources) $35,000,000
Manufacturing expenses:
Cost of materials (10,000,000)
Cost of manufacturing operations (2,000,000)
(includes all plant and equipment
maintenance and depreciation) (12,000,000)
Administrative Costs and Overhead
Administrative Overhead and Expense (1,000,000)
Research and Development (1,000,000)
Employee Expenses (10,500,000)
(target is 30% of sales over time) (12,500,000)
Capital Budget
Capital purchases (2,000,000)
Loans payable (4,000,000)
(for the first seven years, then
dependent on plant expansion) (6,000,000)
___________
Projected Pretax income for the first year of startup 4,500,000
Depending on tax policy of state and federal governments,
net income may be used for additional research and development,
capital purchases, reduction of debt, dividends, and/or retained earnings.
The company projects that sales for years 2-6 will increase by 2%, 4%. -3%, 3%, and 4%.
The company projects that materials and overhead costs will rise by approximately the current rate of inflation (about 2.4%) for years 2-6.
Techtron will require approximately 140 hourly production technicians, 3 production supervisors, 2 manufacturing engineers, 1 process engineer, and 1 computer technician for their floor operations. Minimum qualifications and job descriptions for these jobs are as follows:
Hourly production technicians: Responsible for production and assembly of electronic window system components and subassemblies. Responsible for quality control of manufactured products. Minimal educational requirement is an associate’s degree in business or manufacturing technology; applicants must have general mathematics skills and be able to interpret control charts and basic computer output. Prior experience valued but not required.
Production supervisor: Responsible for supervision of manufacturing processes, including troubleshooting problems and interfacing between production technicians and other company functions such as HR, Information Systems, etc. Minimal educational requirement is a BA degree in industrial management or quality managemen ...
BUS 210 Exam Instructions.Please read the exam carefully and a.docxhartrobert670
BUS 210 Exam Instructions.
Please read the exam carefully and answer all of the questions.
When considering the legal issues, structure your answers as follows:
1. State the relevant issue;
2. Make the arguments of the parties involved;
3. State the applicable rule of law;
4. State your conclusion and the reasons therefore.
You may consult the text to answer the exam questions. However, your answers MUST be your own work and you may not consult with anyone in or outside of the class.
BUS 210
Be specific in your answers and state the applicable law used to reach your conclusions.
Question #1
Mike is a homeowner. Jill runs a snowplowing business. Mike asks Jill to provide an estimate for how much she would charge to snowplow Mike’s driveway. After Jill inspects Mike’s driveway, the parties have the following conversation on September 1, 2011:
Jill: “$50 each time I snowplow your driveway.”
Mike: “OK, sounds good. Please do so.”
Jill regularly snowplows Joe’s driveway during the 2011-12 season. In May 2012, Jill sends a bill to Mike for all visits she made in the 2011-12 season, and Mike promptly pays that bill in full without any other communication taking place between Jill and Mike.
• Jill regularly snowplows Mike’s driveway during the 2012-13 season and sends a bill for those visits in March 2013. What are the rights and responsibilities of the parties under contract law?
• Instead, assume that Jill does not come during the first major snowfall in 2012. Does Mike have any contractual rights against JILL? Explain fully.
• Ignore the previous bullets. Instead, assume Mike promptly pays the 2011-12 bill in full without any other communication. On September 1, 2012, Jill raises her prices 20% for all of her customers, and she notifies Mike of this fact. He does not respond. Jill regularly snowplows Mike’s driveway during the 2012-13 season and in March 2013 sends Mike a bill for those visits reflecting her increased prices. What are the right and responsibilities of the parties under contract law.
Question #2:
At the wedding of Tom and Mary, Tom’s father, Frank, told them that he wanted to live with them and to have them care for him for the rest of his life. He said, “If you agree to do this, I will deliver to you, within two years, a deed to my home.” Tom and Mary told Frank they accepted his offer and promised to look after Frank with loving care in Frank’s home. They immediately moved in with him.
Soon after moving into Frank’s home, Tom and Mary used their own money to add a new wing to the house, pay the outstanding property taxes, and pay off an existing mortgage of $25,000.
One year after Tom and Mary moved into the home, Tom reminded Frank of his promise to convey the property to them. Frank became angry, and refused to execute the deed and ordered Tom and Mary to leave the premises.
Answer the following questions by arguing both sides of the issues and applying ...
BUS 137S Special Topics in Marketing (Services Marketing)Miwa Y..docxhartrobert670
BUS 137S Special Topics in Marketing (Services Marketing)
Miwa Y. Merz, Ph.D.
Service Journal Entry Form
Your Name:
Name of Firm: T-Mobile
Type of Service (industry): Phone Company
Date of Encounter: September 27, 2015
Time of Encounter: 4PM
1. How did the encounter take place (e.g., in person, by phone, via a self-service technology)?
In person
2. What specific circumstances led to this encounter?
My girlfriend bought a new phone and she wanted to put a screen protector
3. Exactly what did the firm/employee say or do?
The employee directly showed us the different type of screen protector. He also explained in detailed about the advantage and disadvantage for each of the screen protector.
4. How would you rate your level of satisfaction with this encounter? (Circle the most appropriate number).
Very dissatisfied
1
2
3
4
5
6
7
Very satisfied
5. What exactly made you feel this way?
I was so surprised that the employee still remembered my girlfriend and I. A week ago we went to the T-Mobile to ask about the IPhone 6s.
6. What could the employee/firm have done to increase your level of satisfaction with the encounter?
Nothing because I am completely satisfied with their service
7. What improvements need to be made to this service system?
I don’t think they need to improve anything because the employees always ask the customer if they need help or not as soon as they saw the customers.
8. How likely is it that you will go back to this service firm?
Very Unlikely
1
2
3
4
5
6
7
Very Likely
Please provide the reason(s). I will definitely go back because the employees are so kind, patient and really helpful.
Service Journal Entry Form
Your Name:
Name of Firm: 99 Chickens
Type of Service (industry): Restaurant
Date of Encounter: September 19, 2015
Time of Encounter: 5 PM
1. How did the encounter take place (e.g., in person, by phone, via a self-service technology)?
In person
2. What specific circumstances led to this encounter?
We wanted to eat the chicken
3. Exactly what did the firm/employee say or do?
They didn’t say a single word. They just took our order and then directly leave.
4. How would you rate your level of satisfaction with this encounter? (Circle the most appropriate number).
Very dissatisfied
1
2
3
4
5
6
7
Very satisfied
5. What exactly made you feel this way?
Because the employee did not talk at all
6. What could the employee/firm have done to increase your level of satisfaction with the encounter?
They should treat the customer better. The service is seriously so bad. I feel that they are actually really rude.
7. What improvements need to be made to this service system?
Actually the service system is not bad because it is a self-service restaurant. But I think the company should tell the employees to have more interaction with the customers to make a good and friendly impression.
8. How likely is it that you will go back to this service firm?
Very Unlikely
1
2
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BUS 313 – Student NotesCOURSE DESCRIPTIONThis course intro.docxhartrobert670
BUS 313 – Student Notes
COURSE DESCRIPTION
This course introduces the students to the key components of entrepreneurship. Topics covered include identifying new venture opportunities, getting started in a new venture, creating a business plan, financing and marketing ideas, and organizing and managing a small business.
INSTRUCTIONAL MATERIALS
Required Resources
Kaplan, J. M., & Warren, A. C. (2013). Patterns of entrepreneurship management (4th ed.). Danvers, MA: John Wiley & Sons.
Supplemental Resources
Fast Company. (2013). General format. Retrieved from www.fastcompany.com
Hess, E. D. (2012). Grow to greatness: Smart growth for entrepreneurial businesses. Stanford, CA: Stanford University Press.
Inc. Magazine. (2013).General format. Retrieved from www.inc.com
Schweikart, L. & Pierson, D. L. (2010). American entrepreneur: The fascinating stories of the people who
defined business in the United States. New York, NY: American Management Association.
Stanford Graduate School of Business. (2013). Center for Entrepreneurial Studies. Retrieved from http://www.gsb.stanford.edu/ces/resources/links.html
COURSE LEARNING OUTCOMES
1. Examine entrepreneurship and different types of entrepreneurs.
2. Analyze the stages in the entrepreneurial process.
3. Examine the process of innovating and developing ideas and business opportunities.
4. Analyze different innovative business models to determine the best model for a specific venture.
5. Analyze the market, customers, and competition of entrepreneurs.
6. Examine the process of developing a business plan and setting up the company.
7. Analyze money sources for finding and managing funds.
8. Compare the different forms of intellectual property and how they differ.
9. Analyze the management of a successful innovative company.
10. Determine the most effective communication process to present the business to investors.
11. Analyze methods for exiting the venture.
12. Use technology and information resources to research issues in entrepreneurship.
13. Write clearly and concisely about entrepreneurship using proper writing mechanics.
WEEKLY COURSE SCHEDULE
The standard requirement for a 4.5 credit hour course is for students to spend 13.5 hours in weekly work. This includes preparation, activities, and evaluation regardless of delivery mode.
Week
Preparation, Activities, and Evaluation
Points
1
Preparation
· Reading(s)
· Chapter 1: Getting Started as an Entrepreneur
· Chapter 2: The Art of Innovation
Activities
· Introduction Discussion
· Discussions
Evaluation
· None
20
20
2
Preparation
· Reading(s)
· Chapter 3: Designing Business Models
· e-Activities
· Go to Minority Business Entrepreneur (MBE) Website and explore the organization’s offerings, located at http://www.mbemag.com/. Then, go to the MBE Business Resource Directory, located at http://www.mbemag.com/index.php/resources/mwbe-resource-directory, and consider two to three businesses that would be good partners for one another. Be ...
BUS 1 Mini Exam – Chapters 05 – 10 40 Points S.docxhartrobert670
BUS 1
Mini Exam – Chapters 05 – 10
40 Points
Short Answer – Mind your time
Answer four questions from #1 - #6. Must answer #3 and #6. Answer
the XC question for extra credit. Question point count weighted equally.
It is all about business, so make sure to demonstrate / synthesize the bigger picture of business in each and
every answer.
Like all essays, specifying an exacting target word count is rather problematic. I am thinking each answer
would be about 250 - 300 words each, depending upon writing style. If you tend to be descriptive and whatnot,
that number could be 350 - 450 words.
Sidebar: Gauge your knowledge level in this way. This exam should take about 90 – 120 minutes to complete.
Students taking much longer may want to work with me to assess / discuss ways to help master this material in
a future conference session.
1. Although most new firms start out as sole proprietorships, few large firms are organized this way. Why
is the sole proprietorship such a popular form of ownership for new firms? What features of the sole
proprietorship make it unattractive to growing firms?
2. List and discuss at least three causes of small business failure. Workarounds, fixes, or methods to avoid
failure should be discussed.
3. Describe three different leadership styles and give an example of a situation in which each style could be
most used effectively.
4. Discuss Max Weber's views on organization theory. Is there a few principles that particularly resonate
in business today?
5. How has the emphasis of quality control changed in recent years? Describe some of the modern quality
control techniques that illustrate this change in emphasis.
6. Explain how managers could motivate employees by using the principles outlined in expectancy
theory? Create a story/example of expectancy theory at work, incorporating the three questions that
according to expectancy theory employees will ask.
7. XC – What is selective perception? Can you describe a business-centric scenario where selective
perception may hinder a businessperson’s ability to respond to a customer need?
I
Fireworks, Manifesto, 1974.
The Architectural Paradox
1. Most people concerned with architecture feel some sort
of disillusion and dismay. None of the early utopian ideals
of the twentieth century has materialized! none of its social
aims has succeeded. Blurred by reality! the ideals have turned
into redevelopment nightmares and the aims into bureau
cratic policies. The split between social reality and utopian
dream has been total! the gap between economic constraints
and the illusion of all-solving technique absolute. Pointed
Space
out by critics who knew the limits of architectural remedies,
this historical split has now been bypassed by attempts to
reformulate the concepts of architecture. In the process, a
new split appears. More complex, it is not the symptom of
prof ...
BullyingIntroductionBullying is defined as any for.docxhartrobert670
Bullying
IntroductionBullying is defined as any form of severe physical or psychological consequences.Bullying has been identified as a social issue in schools, homes and communities.Bullying can lead to both short term and long negative side effects.
Bullying is defined as any form of severe physical or pervasive act that includes communication in writing, electronically that is aimed at a student, or a group of student and it could have the following effects on the target. Bullying has been identified as a social issue in schools, homes and communities. Bullying can lead to both short term and long negative side effects. Many people tend to develop psychological problems as a result of engaging in bullying activities. Adopting effective measures to prevent bullying would also help to deal with the problem once and for all.
*
Forms of BullyingMere teasing.Talking trash about other peopleTrading insults.Physical harassment
The following actions have been identified as physical conduct forms that demonstrate forms of bullying. They include; Mere teasing.
Talking trash about other people. This shows an example of bullying that is practiced by people. Trading insults has also been widely recognised as a form of bullying. Physical harassment
*
Effects of BullyingBullying can lead to both long term and short term side effects.Bullying can change personalities, psychological wellbeing and even lead to physical injuries.Negatively affecting the students’ mental or physical health
Bullying has serious negative consequences for the people who do practice it. Bullying can lead to both long term and short term side effects.
Bullying can change personalities, psychological wellbeing and even lead to physical injuries. People who have been bullied tend to development long term problems such as depression. Development of stress tends to happen once people have engaged in actions that lead to bullying. This is because the actions against bullying tend to overpower the minds and also brings in psychological problems,.
*
A graphic showing No to Bullying
All forms of bullying are not acceptable in the society.
*
How to Prevent BullyingTaking immediate action.Dealing with bullies physically.Criminalizing actions against bullying.
In order to deal with bullying effectively, several measures should be enacted to prevent any form of bullying. Measures such as taking immediate action upon any case of bullying would help to deter the action from ever arising again. The other solutions entail taking immediate forms of action would also help to prevent the act from ever occurring. Dealing with bullies physically and also criminalizing actions against bullying helps to prevent it at all costs. Social and emotional learning is a bullying prevention mechanism aimed at ensuring that students do not fall victim to bullying by equipping them with social and emotional skills. This technique is aimed at ensuring that students are equipp ...
BUS1001 - Integrated Business PerspectivesCourse SyllabusSch.docxhartrobert670
BUS1001 - Integrated Business Perspectives
Course Syllabus
School of Professional Studies
BUS1001- Integrated Business Perspectives
Note to Instructors: Items highlighted in yellow apply to on ground courses, those in blue apply to online courses, and those in green apply to blended courses. Please select the appropriate sections for your course (eliminate the highlighting), and delete the other sections. Items highlighted in magenta must be completed prior to publishing the syllabus. Items highlighted in grey are for your information only and should be removed before publishing the syllabus.
*All activities listed in the syllabus must be administered in order to meet the credit requirements for this course
Contents
Overview4
Course ID4
Course Name4
Department4
Credits4
Prerequisites4
Instructor4
Telephone4
E-mail4
Office4
Office Hours4
Class Meetings4
Classroom4
Learning Management System4
Course Description4
College Information5
Centenary Greater Expectation Learning Outcomes (CGEs)5
Business Department Learning Outcomes5
Classroom Conduct5
Academic Code6
Academic Honesty6
“Publication” of Written Work and Assignments6
Academic Assistance7
Accommodations7
Technical Support7
Course Information7
Course Material7
Reference Websites7
Instructional Techniques7
Course Objectives7
Student Evaluation7
Attendance9
Participation9
Assignments10
Late Assignments10
Course Schedule11
Session 111
Session 211
Session 311
Session 412
Session 512
Session 613
Session 713
Session 813
Activities and Rubrics15
Threaded Discussion Requirements15
Threaded Discussion Rubric15
Project and Teamwork Exercise16
Project and Teamwork Exercise Rubric16
Web Assignment17
Web Assignment Rubric17
Case Study Exercise18
Case Study Rubric18
Part Ending Project19
Part Ending Project Rubric19
Launching Your Career20
Launching Your Career Rubric20
Activities Calendar21
Overview
Course ID:BUS1001Course Name:Integrated Business PerspectivesDepartment:
Business - UndergraduateCredits:
4 CreditsPrerequisites:
None
Studentsshould be competent in Microsoft WordInstructor:
Jane ZhaoE-mail:
[email protected]Class Meetings:
Thursday 6:00 pm from January 14th to March 3rd Classroom:
TBALearning Management System:
Access the Moodle student tutorial at: http://www.centenarycollege.edu/cms/en/moodle-help-center/moodle-help-center/students/ for instructions on how to log in, navigate, and submit assignments.
Moodle accessibility versions are available for download; please contact the IT Help Desk at ext. 2362 or [email protected] for assistance.Course Description:
This Business course provides the student with the opportunity to discover the role of business in society and to explore career opportunities. The relations among different business disciplines are analyzed. Students learn team building and communication and apply that learning as they work in teams to create, implement, and assess projects.
College InformationCentenary Greater Expectation Learning Outcomes (CGEs):
In ...
BUMP implementation in Java.docxThe project is to implemen.docxhartrobert670
BUMP implementation in Java.docx
The project is to implement the BUMP client in java, with window size 1. Here is an overview of the three WUMP protocols (BUMP, HUMP, and CHUMP). Here are the files wumppkt.java, containing the packet format classes, and wclient.java, which contains an outline of the actual program. Only the latter file should be modified; you should not have to make changes to wumppkt.java.
What you are to do is the following, by modifying and extending the wclient.java outline file:
· Implement the basic transfer
· Add all appropriate packet sanity checks: timeouts, host/port, size, opcode, and block number
· Generate output. The transferred file is to be written to System.out. A status message about every packet (listing size and block number) is to be written to System.err. Do not confuse these!
· Terminate after a packet of size less than 512 is received
· Implement an appropriate "dallying" strategy
· send an ERROR packet if it receives a packet from the wrong port. The appropriate ERRCODE in this case is EBADPORT.
An outline of the program main loop is attached
recommended that you implement this in phases, as follows.
1. Latch on to the new port: save the port number from Data[1], and make sure all ACKs get sent to this port. This will mean that the transfer completes. You should also make sure the client stops when a packet with less than 512 bytes of data is received. Unless you properly record the source port for Data[1], you have no place to which to send ACK[1]!
2. For each data packet received, write the data to System.out. All status messages should go to System.err, so the two data streams are separate if stdout is redirected. To write to System.out, use System.out.write:
System.out.write(byte[] buf, int offset, int length);
For your program, offset will be 0, buf will typically be dpacket.data(), where dpacket is of type DATA (wumppkt.DATA). The length will be dpacket.size() - wumppkt.DHEADERSIZE (or, equivalently, dg.getLength() - wumppkt.DHEADERSIZE, where dg is a DatagramPacket object).
3. Add sanity checks, for (in order) host/port, packet size, opcode, and block number.
4. Handle timeouts, by retransmitting the most recently sent packet when the elapsed time exceeds a certain amount (4 seconds?). One way to do this is to keep a DatagramPacket variable LastSent, which can either be reqDG or ackDG, and just resend LastSent. Note that the response to an InterruptedIOException, a "true" timeout, will simply be to continue the loop again.
5. Add support for an dallying and error packets. After the client has received the file, dallying means to wait 2.0 - 3.0 timeout intervals (or more) to see if the final data packet is retransmitted. If it is, it means that the final ACK was lost. The dally period gives the client an opportunity to resend the final ACK. Error packets are to be sent to any sender of an apparent data packet that comes from the wrong port.
vanilla Normal transfer
lose Lose ever ...
BUS 303 Graduate School and Further Education PlanningRead and w.docxhartrobert670
BUS 303 Graduate School and Further Education Planning
Read and watch pieces on Planning for Graduate School. Answer related questions and write an essay.
· Read about earning a Master’s Degree.
· https://www.gradschools.com/masters/business
· Choose and read about two Master’s degree programs from the left hand column of Subject Selection options (image below) found on the webpage https://www.gradschools.com/masters/business
1-Report - List two subject that you selected to read/research:
One: ____________________
Two: _____________________
2-Discover:
Conduct research on two Master’s degree programs related to your undergraduate major that are offered by Virginia, DC, or Maryland Universities. Choose programs at two separate universities. If you are interested in other universities outside of this area, please feel free to research them as alternatives.
Discover information such as: What are the application processes, preferred GPA, required entrance exams, or prerequisites. What are the options for study (full time study, part time study, face-to-face classes or online classes)? What is the typical timeframe for completing the graduate program? What are the typical career opportunities for graduates from the Master’s program?
Section One- First - University and Graduate Program:
List the university and graduate program that you researched. Answer the research questions with words, phrases, or sentences.
· University and graduate program that you researched
(Enter information here)
· What are the application processes, preferred GPA, required entrance exams, or prerequisites?
· What are the options for study (full time study, part time study, face-to-face classes or online classes)?
· What is the typical timeframe for completing the graduate program?
· What are the typical career opportunities for graduates from the Master’s program?
Section Two: Second - University and Graduate Program
List the university and graduate program that you researched. Answer the research questions with words, phrases, or sentences.
· University and graduate program that you researched
· What are the application processes, preferred GPA, required entrance exams, or prerequisites?
· What are the options for study (full time study, part time study, face-to-face classes or online classes)?
· What is the typical timeframe for completing the graduate program?
· What are the typical career opportunities for graduates from the Master’s program?
3-Write:
Questions to answer in an essay with at least 400 words. The expectation is that the essay in made up of flowing sentences that are organized in to paragraphs. WORD formatted document is required.
· What did you learn about Master’s degree programs and earning a Master’s degree? If you have researched graduate programs in the past, what are the most important aspects of information that you learned about graduate education opportunities?
(At least one paragraph)
· List and discu ...
Bulletin Board Submission 10 Points. Due by Monday at 900 a.m..docxhartrobert670
Bulletin Board Submission: 10 Points. Due by Monday at 9:00 a.m.
As you've learned, it is important to be able to determine the elements of a crime and there are several places to turn for assistance in doing so.
First - Look at the statute for the crime. For example, in New York, the statute for Petit Larceny is Penal Law 155.25.
Second - Check to see if any of the terms in the statute are defined in another statute. For example, in New York, Larceny is defined in Penal Law 155.05
Third - If the elements are not clear from the statute, you may want to research case law to see if the courts have established the elements for the crime.
Fourth - Always remember to check the Jury Instructions.
They are an excellent source for identifying the elements, as this is how the court explains the crime to the jury.
Many states are now posting their Jury Instructions on the internet.
Section One –
Keeping the above in mind, please provide the statute under which a Defendant in your state would be charged with Rape (1st Degree if your state breaks it down in that manner) In addition, provide any relevant statutory definitions and an overview of the Jury Instructions. Then, provide cases addressing at least one of the elements of the statute.
Section Two –
Discuss whether or not a woman can be charged with Rape in your state. If not, what could she be charged with?
...
BUS 371Fall 2014Final Exam – Essay65 pointsDue Monda.docxhartrobert670
BUS 371
Fall 2014
Final Exam – Essay
65 points
Due: Monday, December 9 at 11:59 p.m. EST (Blackboard submission)
Directions:
Part One (this part) of your final exam is to be just that – yours! I expect you will work independently of your classmates to complete the exam.
As always in BUS 371, your grade will be affected by the quality of your writing – clarity, spelling, grammar, syntax, etc.
1. How has this course changed your view and/or understanding of management and its role in contemporary organizations? In your answer, compare your understanding/perception of management at the beginning of the class with your current understanding/perception. Be specific and honest. (10 points)
2. Would you describe your experience with your class team in BUS 371 as better than most of your experiences with previous class teams, about the same as most of your experiences with previous class teams, or worse than most of your experiences with previous class teams? Be specific and explain what happened with your team for you to form your impression. (10 points)
Depending on your answer to question 2, you will answer EITHER question 3 or question 4.
3. If your experience with your class team was better than most of your experiences with previous class teams, what do you think contributed to the positive experience? From what you’ve learned in BUS 371 this semester, what can you do, as an individual student, in future class (and workplace) teams to contribute to their success? Be specific in your answer. (If your experience with your class team in BUS 371 this semester was about the same or worse than your previous experiences with class teams, skip this question and answer question 4.) Be specific in your answer, referring to course material as appropriate. (10 points)
4. If your experience with your class team was about the same or worse than your experiences with previous class teams, what can you do, as an individual student, in future class (and workplace) teams to increase their success? Be specific in your answer, referring to course material as appropriate. (10 points)
5. What do you consider to be your most important “take aways” from this course? In other words, what concepts and/or ideas have you found most interesting? What elements of the course do think will be most likely to be useful to you when you become a manager?
NOTE: Be sure to include both what you’ve found most interesting and most likely to be useful from the course. (10 points)
6. Define, compare and contrast content, process and reinforcement theories of motivation, giving and explaining an example of each. How could a manager apply each of the theories in the workplace? Your answer should be specific and clearly demonstrate your understanding of these motivation theories and their application. (25 points)
feedback for group work:
Business 371 - Fall 2014
Individual Assignment Five
Peer Assessment – Round Two
Due: Friday, December 5 (submitted i ...
BUS 305 SOLUTIONS TOPRACTICE PROBLEMS EXAM 21) B2) B3.docxhartrobert670
BUS 305: SOLUTIONS TO
PRACTICE PROBLEMS EXAM 2
1) B
2) B
3) No, fan pattern (heteroscedasticity)
4) No, nonlinear relationship between X and Y
5) The black line is the regression line because it get closest to the sample points (minimizes error between the points and the line). The red line has a larger error; that is, larger total distance from points to the line.
6) Because it is reasonable to suppose that costs are dependent on production volume (since units are produced, directly resulting in costs), then regression is more appropriate for this data since regression is appropriate when an cause-and-effect relationship is assumed.
7) C
8) a) r = 0.8;
b) T = 1.31;
c) p = 0.117
d) There is no evidence of a significant correlation between X and Y in the population because we did not reject the null of H0: = 0.
9) Note: the following are not complete answers to Question 11; they are just enough for you to know whether your short answer addressed the correct things.
a) 1 = population slope, b1 = sample slope. On exam, would also want to address what you know (or don’t know) about each of these and how each is found.
b) An outlier can “drag” the regression line toward it. On the exam, also think about how this would affect the quality of your regression model and the predictions.
10) Yes, there appears to be a straight line relationship between the variables. Linear regression appears to be appropriate. The regression output is:
11) a) T = -0.09, p = 0.929, do not reject Ho, conclude there is no evidence of a relationship
b) R2 = 0.002 = 0.2%, No because value is very close to zero
c) Correlation = r = -0.0421. No, there is not a strong relationship between these variables. The correlation is nearly 0.
d) Regression line is Y^ = 1.26 – 0.035X.
Y^ = 1.26 – 0.035(100) = 1.26 – 3.5 = -2.24. No this does not make sense because you cannot have a negative number of near misses. It is not wise to predict with this model. The R-squared value is extremely low (essentially 0%), which means that there is no relationship at all between near misses and flights in this data. Therefore, predicting misses from flights is meaningless.
e) b1 = -0.035. As Number of flights increases by 1, we expect number of near misses to go down by 0.035. Or, put another way, as flights increases by 1000, we expect number of near misses to go down by 35. No, this does not make sense. We would assume that as flights increase, so would near misses.
12) a. Multiple regression is a direct extension of simple regression, except that now we have more than one independent (X) variable.
b. Note: the following is not a complete answer; it is just enough for you to know whether your short answer addressed the correct things: Multicollinearity is when the independent variables are highly correlated with one another. On the exam, also indicate how this affects the model, how one can identify if it is present, and what can be done to correct it.
c. Dummy variables are us ...
Burgerville- Motivation Goals.
Peer-reviewed articles.
Here are some articles I found:
1) Employees Motivation in Organizations: An integrative literature
Review:
http://www.ipedr.com/vol10/106-
S10089.pdf
2) Impact of Employees Motivation on Organizational
Effectiveness:
http://iiste.org/Journals/index.php/EJBM/article/viewFile/265/150
3) Shareholders win when employees are motivated:
http://www.forbes.com/2009/08/23/employee-motivation-stocks-intelligent-investing-returns.html
1. THE THEORY OF PURPOSEFUL- WORK BEHAVIOR: THE ROLE OF PERSONALITY, HIGHER-ORDER GOALS, AND JOB CHARACTERISTICS
http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=fa02d089-2c07-4af2-8637-23192c8c3b1f%40sessionmgr4004&vid=14&hid=4209
0. Relative Importance and Utilityof Positive Worker States: A Reviewand Empirical Examination
http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=fa02d089-2c07-4af2-8637-23192c8c3b1f%40sessionmgr4004&vid=27&hid=4209
Cam Sommer
1. http://psycnet.apa.org/journals/apl/72/4/658/
Comparative analysis of goal setting theories across cultures
0. http://amj.aom.org/content/29/2/305.short
Effects of Team building and goal setting on productivity: A field Experiment
The first employee’s interview
Mr. Kay Nguyen is working at Burgerville for over 2 years. He said that working at Burgerville is only temporary while attending school. The hour he works is outside of his school time, so it helps pay for tuition. The work is very busy during high traffic hours, especially at the drive-through during dinnertime. His main responsibility is handling cashier, but he often help others where needed. He starts pay at minimum wages.
His supervisor encourages employees from time to time, but the wage is very low for employee to stay. He explains that turnover at Burgerville is below average compare to other place he has worked before.
Goal Setting:
What did you learn from this job? How does it impact your future? I encounter customers every day, I learn a lot about customer service in person. He dealt with all type of customers. He learned about servicing and created a friendly environment for customers
While studying and working, his self-motivation can encourage his learning and success, whatever be the scenario. He won’t stop staying here as a cashier. He will keep pushing himself to reach his goal setting
What are your obstacles? How do you deal with it? The most frustrate situation he endures during his tenure at Burgerville is the irresponsibility of other employees. They sometime either do not show up for work or call in. This creates a lot of pressure at work, as he has to cover for their shift. He usually has to stay extra hours to clean up and cover for other shifts.
Does BurgerVille create rewards or something to motivate its employee? Does it make you feel happy or comfortable when working there? Mr. Nguyen’s supervisor usually awards his employees with movie tickets for their performances. Also, they are a ...
Bullying Bullying in Schools PaperName.docxhartrobert670
Bullying
Bullying in Schools Paper
Name
Class
Date
Professor
Bullying in Schools Paper
Bullying is mean spirited and unwanted intimidation by another student. Bullying can come in many different forms but the result is an imbalance of power where one student suffers physical and verbal attacks as well as social exclusion. The bully repeatedly focuses in on their victims and subjects them to continued harassment and false rumors. Bullying causes the victims extreme emotional damage and lifelong pain but occurs most commonly in the school setting. In order to ensure that bullying is prevented the educational system will need to become more proactive and create programs and services designed to educate, reduce, deter and punish bullying.
Types and Extent of Bullying
The three types of bullying experienced by the youthful victim in the school setting consist of verbal and physical assaults as well as social exclusions. The types of verbal threats the victims of bullying suffer are name calling, false gossip, lewd sexual comments, taunts, and threats to cause harm. Physical assaults include hitting, kicking, pushing, tripping, pinching, and spitting on the victim. Social exclusions includes the bully taking steps to isolate the victim from peers by leaving them out of social events or gatherings and talking rudely about them to other peers. Other students will fear the bully and go along with their mean spirited actions. The victim will be isolated and the bully will take steps to embarrass the student in front of other peers. The bully will spread malicious rumors and make rude comments to the victim.
Adolescents are extremely sensitive to rejection and the opinions of peers, both of which can serve as catalysts for revenge (Booth, 2011). The result is the bullying becomes escalated and the victim takes revenge on the bully or physical altercations occur. Bullying is a major problem in society. While bullying occurs most in the school setting there are other places where bullying occurs. Bullies target victims using social networks and will bully them at social events. Victims of bullies are harassed and attacked on school buses and on school playgrounds as well as in the victim’s neighborhood. While bullying can happen anywhere it is most prevalent in schools making it the responsibility of educational systems to take steps to see it stopped.
In 2001 in a report conducted by the Bureau of Juvenile Justice Statistics it was discovered that 20% of all students will be bullied while in high school while the number creeps up to almost 30% when dealing with school children from second to sixth grade (DeVoe, 2009). This comes to one in seven students from kindergarten to twelfth grade being victims of bullying. Over half of the students surveyed have been witness to bullying in the school setting and over 70% find bullying is a real issue in their school as well as the report found girls where far more ...
Building Design and Construction FIRE 1102 – Principle.docxhartrobert670
Building Design and
Construction
FIRE 1102 – Principles of Fire Science
Reference: Chapter 4 of Cote, Fundamentals of Fire Protection
UAE Tamweel Tower
Objectives of Fire-Safe Building Design
1. Life Safety
2. Property Protection
3. Continuity of Operations
4. Environmental Protection
5. Historical Preservation
Life Safety
• Achieved by early warning of a fire, extinguishment
of a fire, proper egress for prompt escape
• Can the occupants get out before the room becomes
untenable?
– We know that flashover is a time when the room
is untenable,
– However there may be a time before flashover
where a room is untenable where concentration
of fire gases (CO) can create such a situation.
• We can do modeling of how long it takes for
occupants to evacuate out of a building and predict
when a room becomes untenable.
• Human Behavior Research
Fire Modeling of Station Night Club Fire
Human Behavior Research
Property Protection
• Materials that can be replaced which have a dollar
value assigned to them.
• Billions of dollars are lost due to fires each year.
• Achieved by installing proper fire extinguishing
systems, compartmentation features to limit spread
and construction of building materials.
Heritage Preservation
• Irreplaceable items and artifacts.
• Accomplished using appropriate fire
extinguishing systems.
Mona Lisa Original Copy of
Declaration of
Independence
Hand Written Quran
National Museum of Saudi Arabia
Continuity of Operations
• Getting back to business
• Accomplished by installation of proper fire
extinguishing systems
Environmental Preservation
• Protecting our environment from fire and/or
fire extinguishing agent.
• Installation of fire extinguishing systems that
limit fire size, minimize run-off from water,
using agents that do not adversely affect the
ozone layer.
Types of Building Construction
• NonCombustible Construction
– Type I
– Type II
• Combustible Construction
• Type III
• Type IV
• Type V
Type I Construction
Non-combustible
• Fire Resistive
• Constructed of concrete
and protected steel
• Columns and beams are
covered with fire resistive
spray on material.
• Primary hazard are the
contents in the structure.
• High-rise office buildings,
shopping centers
Type II Construction
Non-combustible
• Non-Combustible
• Lower degree of fire resistance than
Type I.
• Fire resistant rating on all exterior
and interior load bearing walls.
• May have combustible non-
loadbearing partition walls.
• Columns and beams are not
protected and will be exposed
during a fire.
• Office buildings, warehouses,
automobile repair shops.
Type III Construction
Combustible
• Ordinary Construction
• Office buildings, retail stores, mixed
occupancies with store on first
floor and dwelling on second floor.
• Exterior walls of the building have
2-hr fire resistance rating and non-
com ...
Building on your initial user interface (UI) design mock-up of the.docxhartrobert670
Building on your initial user interface (UI) design mock-up of the organization’s program UI, the interface now needs to present more information to the user. Complete the following for this assignment:
· The interface should present information visually with icons or graphics and text regarding critical issues related to the system, such as the following:
· New orders
· Change in employee status
· Updated pictures
· New products or services offered
· You must add at least 5 critical issue UI design items to your interface. Remember to ensure that these are easily understood by users.
· Submit a screenshot in Word or another functional application.
· Describe the items that you added to your interface design. Be specific with your descriptions, and identify the particular design features along with an explanation of why they are added in the way that they were.
...
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
BUS 409 – Student Notes(Prerequisite BUS 310)COURSE DESCR.docxhartrobert670
BUS 409 – Student Notes
(Prerequisite: BUS 310)
COURSE DESCRIPTION
Introduces and analyzes the basic concepts of compensation administration in organizations. Provides an intensive study of the wage system, methods of job evaluation, wage and salary structures, and the legal constraints on compensation programs.
INSTRUCTIONAL MATERIALS
Required Resources
Martocchio, J. J. (2013). Strategic compensation:A human resource management approach (7th ed.). Upper Saddle River, NJ: Prentice Hall / Pearson.
Supplemental Resources
Andersen, S. (2012). The keys to effective strategic account planning. Velocity, 14(1), 23-26.
Burkhauser, R. V., Schmeiser, M. D., & Weathers II, R. R. (2012). The importance of anti-discrimination and workers’ compensation laws on the provision of workplace accommodations following the onset of a disability. Industrial & Labor Relations Review, 65(1), 161-180.
Employee compensation: 12 trends for 2012. (2012). HR Specialist, 10(2), 1-2.
Survey of the Month: Companies Focus On Updating Compensation in 2012. (2011). Report on Salary Surveys, 18(12), 1-5.
The Society of Human Resources Management (2012). General format. Retrieved fromhttp://www.shrm.org
WorldatWork. (n.d.). General format. Retrieved fromhttp://www.worldatwork.org
COURSE LEARNING OUTCOMES
1. Analyze how compensation practice can be applied to positively impact an organization and its stakeholders.
2. Examine the ways in which laws, labor unions, and market factors impact companies’ compensation practices.
3. Evaluate the effectiveness of traditional bases for pay (seniority and merit) against incentive-based and person-focused compensation approaches.
4. Compare and contrast internally consistent and market-competitive compensation systems.
5. Analyze the fundamental principles of pay structure design.
6. Evaluate the role of benefits in strategic compensation.
7. Suggest viable options to current practices regarding executive compensation.
8. Make recommendations for leveraging flexible and contingent workers for any given organization.
9. Determine the best possible approach for the compensation of expatriates.
10. Analyze differences between compensation, benefits, and legal and regulatory influences in the United States and the rest of the world.
11. Use technology and information resources to research issues in compensation management.
12. Write clearly and concisely about compensation management using proper writing mechanics.
WEEKLY COURSE SCHEDULE
The standard requirement for a 4.5 credit hour course is for students to spend 13.5 hours in weekly work. This includes preparation, activities, and evaluation regardless of delivery mode.
Week
Preparation, Activities, and Evaluation
Points
1
Preparation
· Reading(s)
· Chapter 1: Strategic Compensation
· Chapter 1, Case: Competitive Strategy at Sportsman Shoes
Activities
· Introduction Discussion
· Discussions
Evaluation
· None
20
20
2
Preparation
· Reading(s)
· Chapter 2: Contextual Influe ...
BUS LAW2HRM Management Discussion boardDis.docxhartrobert670
BUS LAW 2
HRM Management Discussion board
Discuss what challenges an HR department may face when their company decides to expand into other countries. Do you think it would be beneficial if the company that is expanding is already affiliated with an international union? How would it affect the challenges that HR is already faced with?
References
Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P. M. (2011). Fundamentals of human resource management (4thed.). Chicago, IL: McGraw-Hill.
HRM Management Discussion board
Discuss what challenges an HR department may
face when their company decides to
expand into other countries. Do you think it would be beneficial if the company that is
expanding is already affiliated with an international union? How would it affect the
challenges that HR is already faced with
?
R
eferences
Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P. M. (2011).
Fundamentals of human
resource management
(4
th
ed.). Chicago, IL: McGraw
-
Hill.
HRM Management Discussion board
Discuss what challenges an HR department may face when their company decides to
expand into other countries. Do you think it would be beneficial if the company that is
expanding is already affiliated with an international union? How would it affect the
challenges that HR is already faced with?
References
Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P. M. (2011). Fundamentals of human
resource management (4
th
ed.). Chicago, IL: McGraw-Hill.
BILTRITE PRACTICE CASE
Module XV of the Biltrite audit practice case contains an audit report exercise.
This exercise may be completed at this time.
Module XV: Audit Report
The Denise Vaughan audit team completed its audit field work on February 15,
2010. A conference was held on that date involving members of the audit
firm and Biltrite management. Participants in the conference were Denise
Vaughan, partner in charge of the Biltrite engagement; Carolyn Volmar,
audit manager; Richard Derick, in-charge auditor; Trevor Lawton, Biltrite’s
CEO; Gerald Groth, Biltrite’s controller; and Marlene McAfee, Biltrite’s trea-
surer. The Biltrite representatives agreed to all of the audit adjustments and
reclassifications proposed by the audit team, and they agreed to reflect them
in the December 31, 2009, financial statements. They also agreed to modify
and/or add footnote disclosures as recommended by the audit team.
At the conclusion of the conference, the audit team obtained a client repre-
sentation letter from Biltrite management and presented management with a
copy of the “significant deficiencies” letter outlining discovered internal control
deficiencies. The original of this letter was sent to Biltrite’s audit committee.
The legal action initiated against Biltrite by Rollfast, a competitor, for
alleged patent infringement, was not yet settled as of February 15. Because the
letter obtained by Derick from Biltrite’s outside legal couns ...
BUS 571 Compensation and BenefitsCompensation Strategy Project.docxhartrobert670
BUS 571 Compensation and Benefits
Compensation Strategy Project
Techtron Corporation is a developer and manufacturer of electronic window systems for small and medium-size automobiles. It has several international customers, including Vauxhall Motors (UK) and General Motors Holden Ltd. (Port Melbourne, Australia). Techtron has recently landed a contract to produce electronic window systems for the Hyundai Sonata, manufactured in Montgomery, Alabama. They have nearly completed a manufacturing facility within the suburban perimeter of the largest city in your state, and the senior leadership and support staff are in place. The company is now ready to begin the recruiting and hiring process for production floor employees.
Here is the projected income statement for Techtron in its first year:
Revenues (from sales and all sources) $35,000,000
Manufacturing expenses:
Cost of materials (10,000,000)
Cost of manufacturing operations (2,000,000)
(includes all plant and equipment
maintenance and depreciation) (12,000,000)
Administrative Costs and Overhead
Administrative Overhead and Expense (1,000,000)
Research and Development (1,000,000)
Employee Expenses (10,500,000)
(target is 30% of sales over time) (12,500,000)
Capital Budget
Capital purchases (2,000,000)
Loans payable (4,000,000)
(for the first seven years, then
dependent on plant expansion) (6,000,000)
___________
Projected Pretax income for the first year of startup 4,500,000
Depending on tax policy of state and federal governments,
net income may be used for additional research and development,
capital purchases, reduction of debt, dividends, and/or retained earnings.
The company projects that sales for years 2-6 will increase by 2%, 4%. -3%, 3%, and 4%.
The company projects that materials and overhead costs will rise by approximately the current rate of inflation (about 2.4%) for years 2-6.
Techtron will require approximately 140 hourly production technicians, 3 production supervisors, 2 manufacturing engineers, 1 process engineer, and 1 computer technician for their floor operations. Minimum qualifications and job descriptions for these jobs are as follows:
Hourly production technicians: Responsible for production and assembly of electronic window system components and subassemblies. Responsible for quality control of manufactured products. Minimal educational requirement is an associate’s degree in business or manufacturing technology; applicants must have general mathematics skills and be able to interpret control charts and basic computer output. Prior experience valued but not required.
Production supervisor: Responsible for supervision of manufacturing processes, including troubleshooting problems and interfacing between production technicians and other company functions such as HR, Information Systems, etc. Minimal educational requirement is a BA degree in industrial management or quality managemen ...
BUS 210 Exam Instructions.Please read the exam carefully and a.docxhartrobert670
BUS 210 Exam Instructions.
Please read the exam carefully and answer all of the questions.
When considering the legal issues, structure your answers as follows:
1. State the relevant issue;
2. Make the arguments of the parties involved;
3. State the applicable rule of law;
4. State your conclusion and the reasons therefore.
You may consult the text to answer the exam questions. However, your answers MUST be your own work and you may not consult with anyone in or outside of the class.
BUS 210
Be specific in your answers and state the applicable law used to reach your conclusions.
Question #1
Mike is a homeowner. Jill runs a snowplowing business. Mike asks Jill to provide an estimate for how much she would charge to snowplow Mike’s driveway. After Jill inspects Mike’s driveway, the parties have the following conversation on September 1, 2011:
Jill: “$50 each time I snowplow your driveway.”
Mike: “OK, sounds good. Please do so.”
Jill regularly snowplows Joe’s driveway during the 2011-12 season. In May 2012, Jill sends a bill to Mike for all visits she made in the 2011-12 season, and Mike promptly pays that bill in full without any other communication taking place between Jill and Mike.
• Jill regularly snowplows Mike’s driveway during the 2012-13 season and sends a bill for those visits in March 2013. What are the rights and responsibilities of the parties under contract law?
• Instead, assume that Jill does not come during the first major snowfall in 2012. Does Mike have any contractual rights against JILL? Explain fully.
• Ignore the previous bullets. Instead, assume Mike promptly pays the 2011-12 bill in full without any other communication. On September 1, 2012, Jill raises her prices 20% for all of her customers, and she notifies Mike of this fact. He does not respond. Jill regularly snowplows Mike’s driveway during the 2012-13 season and in March 2013 sends Mike a bill for those visits reflecting her increased prices. What are the right and responsibilities of the parties under contract law.
Question #2:
At the wedding of Tom and Mary, Tom’s father, Frank, told them that he wanted to live with them and to have them care for him for the rest of his life. He said, “If you agree to do this, I will deliver to you, within two years, a deed to my home.” Tom and Mary told Frank they accepted his offer and promised to look after Frank with loving care in Frank’s home. They immediately moved in with him.
Soon after moving into Frank’s home, Tom and Mary used their own money to add a new wing to the house, pay the outstanding property taxes, and pay off an existing mortgage of $25,000.
One year after Tom and Mary moved into the home, Tom reminded Frank of his promise to convey the property to them. Frank became angry, and refused to execute the deed and ordered Tom and Mary to leave the premises.
Answer the following questions by arguing both sides of the issues and applying ...
BUS 137S Special Topics in Marketing (Services Marketing)Miwa Y..docxhartrobert670
BUS 137S Special Topics in Marketing (Services Marketing)
Miwa Y. Merz, Ph.D.
Service Journal Entry Form
Your Name:
Name of Firm: T-Mobile
Type of Service (industry): Phone Company
Date of Encounter: September 27, 2015
Time of Encounter: 4PM
1. How did the encounter take place (e.g., in person, by phone, via a self-service technology)?
In person
2. What specific circumstances led to this encounter?
My girlfriend bought a new phone and she wanted to put a screen protector
3. Exactly what did the firm/employee say or do?
The employee directly showed us the different type of screen protector. He also explained in detailed about the advantage and disadvantage for each of the screen protector.
4. How would you rate your level of satisfaction with this encounter? (Circle the most appropriate number).
Very dissatisfied
1
2
3
4
5
6
7
Very satisfied
5. What exactly made you feel this way?
I was so surprised that the employee still remembered my girlfriend and I. A week ago we went to the T-Mobile to ask about the IPhone 6s.
6. What could the employee/firm have done to increase your level of satisfaction with the encounter?
Nothing because I am completely satisfied with their service
7. What improvements need to be made to this service system?
I don’t think they need to improve anything because the employees always ask the customer if they need help or not as soon as they saw the customers.
8. How likely is it that you will go back to this service firm?
Very Unlikely
1
2
3
4
5
6
7
Very Likely
Please provide the reason(s). I will definitely go back because the employees are so kind, patient and really helpful.
Service Journal Entry Form
Your Name:
Name of Firm: 99 Chickens
Type of Service (industry): Restaurant
Date of Encounter: September 19, 2015
Time of Encounter: 5 PM
1. How did the encounter take place (e.g., in person, by phone, via a self-service technology)?
In person
2. What specific circumstances led to this encounter?
We wanted to eat the chicken
3. Exactly what did the firm/employee say or do?
They didn’t say a single word. They just took our order and then directly leave.
4. How would you rate your level of satisfaction with this encounter? (Circle the most appropriate number).
Very dissatisfied
1
2
3
4
5
6
7
Very satisfied
5. What exactly made you feel this way?
Because the employee did not talk at all
6. What could the employee/firm have done to increase your level of satisfaction with the encounter?
They should treat the customer better. The service is seriously so bad. I feel that they are actually really rude.
7. What improvements need to be made to this service system?
Actually the service system is not bad because it is a self-service restaurant. But I think the company should tell the employees to have more interaction with the customers to make a good and friendly impression.
8. How likely is it that you will go back to this service firm?
Very Unlikely
1
2
3
4
5
6
7
Ver ...
BUS 313 – Student NotesCOURSE DESCRIPTIONThis course intro.docxhartrobert670
BUS 313 – Student Notes
COURSE DESCRIPTION
This course introduces the students to the key components of entrepreneurship. Topics covered include identifying new venture opportunities, getting started in a new venture, creating a business plan, financing and marketing ideas, and organizing and managing a small business.
INSTRUCTIONAL MATERIALS
Required Resources
Kaplan, J. M., & Warren, A. C. (2013). Patterns of entrepreneurship management (4th ed.). Danvers, MA: John Wiley & Sons.
Supplemental Resources
Fast Company. (2013). General format. Retrieved from www.fastcompany.com
Hess, E. D. (2012). Grow to greatness: Smart growth for entrepreneurial businesses. Stanford, CA: Stanford University Press.
Inc. Magazine. (2013).General format. Retrieved from www.inc.com
Schweikart, L. & Pierson, D. L. (2010). American entrepreneur: The fascinating stories of the people who
defined business in the United States. New York, NY: American Management Association.
Stanford Graduate School of Business. (2013). Center for Entrepreneurial Studies. Retrieved from http://www.gsb.stanford.edu/ces/resources/links.html
COURSE LEARNING OUTCOMES
1. Examine entrepreneurship and different types of entrepreneurs.
2. Analyze the stages in the entrepreneurial process.
3. Examine the process of innovating and developing ideas and business opportunities.
4. Analyze different innovative business models to determine the best model for a specific venture.
5. Analyze the market, customers, and competition of entrepreneurs.
6. Examine the process of developing a business plan and setting up the company.
7. Analyze money sources for finding and managing funds.
8. Compare the different forms of intellectual property and how they differ.
9. Analyze the management of a successful innovative company.
10. Determine the most effective communication process to present the business to investors.
11. Analyze methods for exiting the venture.
12. Use technology and information resources to research issues in entrepreneurship.
13. Write clearly and concisely about entrepreneurship using proper writing mechanics.
WEEKLY COURSE SCHEDULE
The standard requirement for a 4.5 credit hour course is for students to spend 13.5 hours in weekly work. This includes preparation, activities, and evaluation regardless of delivery mode.
Week
Preparation, Activities, and Evaluation
Points
1
Preparation
· Reading(s)
· Chapter 1: Getting Started as an Entrepreneur
· Chapter 2: The Art of Innovation
Activities
· Introduction Discussion
· Discussions
Evaluation
· None
20
20
2
Preparation
· Reading(s)
· Chapter 3: Designing Business Models
· e-Activities
· Go to Minority Business Entrepreneur (MBE) Website and explore the organization’s offerings, located at http://www.mbemag.com/. Then, go to the MBE Business Resource Directory, located at http://www.mbemag.com/index.php/resources/mwbe-resource-directory, and consider two to three businesses that would be good partners for one another. Be ...
BUS 1 Mini Exam – Chapters 05 – 10 40 Points S.docxhartrobert670
BUS 1
Mini Exam – Chapters 05 – 10
40 Points
Short Answer – Mind your time
Answer four questions from #1 - #6. Must answer #3 and #6. Answer
the XC question for extra credit. Question point count weighted equally.
It is all about business, so make sure to demonstrate / synthesize the bigger picture of business in each and
every answer.
Like all essays, specifying an exacting target word count is rather problematic. I am thinking each answer
would be about 250 - 300 words each, depending upon writing style. If you tend to be descriptive and whatnot,
that number could be 350 - 450 words.
Sidebar: Gauge your knowledge level in this way. This exam should take about 90 – 120 minutes to complete.
Students taking much longer may want to work with me to assess / discuss ways to help master this material in
a future conference session.
1. Although most new firms start out as sole proprietorships, few large firms are organized this way. Why
is the sole proprietorship such a popular form of ownership for new firms? What features of the sole
proprietorship make it unattractive to growing firms?
2. List and discuss at least three causes of small business failure. Workarounds, fixes, or methods to avoid
failure should be discussed.
3. Describe three different leadership styles and give an example of a situation in which each style could be
most used effectively.
4. Discuss Max Weber's views on organization theory. Is there a few principles that particularly resonate
in business today?
5. How has the emphasis of quality control changed in recent years? Describe some of the modern quality
control techniques that illustrate this change in emphasis.
6. Explain how managers could motivate employees by using the principles outlined in expectancy
theory? Create a story/example of expectancy theory at work, incorporating the three questions that
according to expectancy theory employees will ask.
7. XC – What is selective perception? Can you describe a business-centric scenario where selective
perception may hinder a businessperson’s ability to respond to a customer need?
I
Fireworks, Manifesto, 1974.
The Architectural Paradox
1. Most people concerned with architecture feel some sort
of disillusion and dismay. None of the early utopian ideals
of the twentieth century has materialized! none of its social
aims has succeeded. Blurred by reality! the ideals have turned
into redevelopment nightmares and the aims into bureau
cratic policies. The split between social reality and utopian
dream has been total! the gap between economic constraints
and the illusion of all-solving technique absolute. Pointed
Space
out by critics who knew the limits of architectural remedies,
this historical split has now been bypassed by attempts to
reformulate the concepts of architecture. In the process, a
new split appears. More complex, it is not the symptom of
prof ...
BullyingIntroductionBullying is defined as any for.docxhartrobert670
Bullying
IntroductionBullying is defined as any form of severe physical or psychological consequences.Bullying has been identified as a social issue in schools, homes and communities.Bullying can lead to both short term and long negative side effects.
Bullying is defined as any form of severe physical or pervasive act that includes communication in writing, electronically that is aimed at a student, or a group of student and it could have the following effects on the target. Bullying has been identified as a social issue in schools, homes and communities. Bullying can lead to both short term and long negative side effects. Many people tend to develop psychological problems as a result of engaging in bullying activities. Adopting effective measures to prevent bullying would also help to deal with the problem once and for all.
*
Forms of BullyingMere teasing.Talking trash about other peopleTrading insults.Physical harassment
The following actions have been identified as physical conduct forms that demonstrate forms of bullying. They include; Mere teasing.
Talking trash about other people. This shows an example of bullying that is practiced by people. Trading insults has also been widely recognised as a form of bullying. Physical harassment
*
Effects of BullyingBullying can lead to both long term and short term side effects.Bullying can change personalities, psychological wellbeing and even lead to physical injuries.Negatively affecting the students’ mental or physical health
Bullying has serious negative consequences for the people who do practice it. Bullying can lead to both long term and short term side effects.
Bullying can change personalities, psychological wellbeing and even lead to physical injuries. People who have been bullied tend to development long term problems such as depression. Development of stress tends to happen once people have engaged in actions that lead to bullying. This is because the actions against bullying tend to overpower the minds and also brings in psychological problems,.
*
A graphic showing No to Bullying
All forms of bullying are not acceptable in the society.
*
How to Prevent BullyingTaking immediate action.Dealing with bullies physically.Criminalizing actions against bullying.
In order to deal with bullying effectively, several measures should be enacted to prevent any form of bullying. Measures such as taking immediate action upon any case of bullying would help to deter the action from ever arising again. The other solutions entail taking immediate forms of action would also help to prevent the act from ever occurring. Dealing with bullies physically and also criminalizing actions against bullying helps to prevent it at all costs. Social and emotional learning is a bullying prevention mechanism aimed at ensuring that students do not fall victim to bullying by equipping them with social and emotional skills. This technique is aimed at ensuring that students are equipp ...
BUS1001 - Integrated Business PerspectivesCourse SyllabusSch.docxhartrobert670
BUS1001 - Integrated Business Perspectives
Course Syllabus
School of Professional Studies
BUS1001- Integrated Business Perspectives
Note to Instructors: Items highlighted in yellow apply to on ground courses, those in blue apply to online courses, and those in green apply to blended courses. Please select the appropriate sections for your course (eliminate the highlighting), and delete the other sections. Items highlighted in magenta must be completed prior to publishing the syllabus. Items highlighted in grey are for your information only and should be removed before publishing the syllabus.
*All activities listed in the syllabus must be administered in order to meet the credit requirements for this course
Contents
Overview4
Course ID4
Course Name4
Department4
Credits4
Prerequisites4
Instructor4
Telephone4
E-mail4
Office4
Office Hours4
Class Meetings4
Classroom4
Learning Management System4
Course Description4
College Information5
Centenary Greater Expectation Learning Outcomes (CGEs)5
Business Department Learning Outcomes5
Classroom Conduct5
Academic Code6
Academic Honesty6
“Publication” of Written Work and Assignments6
Academic Assistance7
Accommodations7
Technical Support7
Course Information7
Course Material7
Reference Websites7
Instructional Techniques7
Course Objectives7
Student Evaluation7
Attendance9
Participation9
Assignments10
Late Assignments10
Course Schedule11
Session 111
Session 211
Session 311
Session 412
Session 512
Session 613
Session 713
Session 813
Activities and Rubrics15
Threaded Discussion Requirements15
Threaded Discussion Rubric15
Project and Teamwork Exercise16
Project and Teamwork Exercise Rubric16
Web Assignment17
Web Assignment Rubric17
Case Study Exercise18
Case Study Rubric18
Part Ending Project19
Part Ending Project Rubric19
Launching Your Career20
Launching Your Career Rubric20
Activities Calendar21
Overview
Course ID:BUS1001Course Name:Integrated Business PerspectivesDepartment:
Business - UndergraduateCredits:
4 CreditsPrerequisites:
None
Studentsshould be competent in Microsoft WordInstructor:
Jane ZhaoE-mail:
[email protected]Class Meetings:
Thursday 6:00 pm from January 14th to March 3rd Classroom:
TBALearning Management System:
Access the Moodle student tutorial at: http://www.centenarycollege.edu/cms/en/moodle-help-center/moodle-help-center/students/ for instructions on how to log in, navigate, and submit assignments.
Moodle accessibility versions are available for download; please contact the IT Help Desk at ext. 2362 or [email protected] for assistance.Course Description:
This Business course provides the student with the opportunity to discover the role of business in society and to explore career opportunities. The relations among different business disciplines are analyzed. Students learn team building and communication and apply that learning as they work in teams to create, implement, and assess projects.
College InformationCentenary Greater Expectation Learning Outcomes (CGEs):
In ...
BUMP implementation in Java.docxThe project is to implemen.docxhartrobert670
BUMP implementation in Java.docx
The project is to implement the BUMP client in java, with window size 1. Here is an overview of the three WUMP protocols (BUMP, HUMP, and CHUMP). Here are the files wumppkt.java, containing the packet format classes, and wclient.java, which contains an outline of the actual program. Only the latter file should be modified; you should not have to make changes to wumppkt.java.
What you are to do is the following, by modifying and extending the wclient.java outline file:
· Implement the basic transfer
· Add all appropriate packet sanity checks: timeouts, host/port, size, opcode, and block number
· Generate output. The transferred file is to be written to System.out. A status message about every packet (listing size and block number) is to be written to System.err. Do not confuse these!
· Terminate after a packet of size less than 512 is received
· Implement an appropriate "dallying" strategy
· send an ERROR packet if it receives a packet from the wrong port. The appropriate ERRCODE in this case is EBADPORT.
An outline of the program main loop is attached
recommended that you implement this in phases, as follows.
1. Latch on to the new port: save the port number from Data[1], and make sure all ACKs get sent to this port. This will mean that the transfer completes. You should also make sure the client stops when a packet with less than 512 bytes of data is received. Unless you properly record the source port for Data[1], you have no place to which to send ACK[1]!
2. For each data packet received, write the data to System.out. All status messages should go to System.err, so the two data streams are separate if stdout is redirected. To write to System.out, use System.out.write:
System.out.write(byte[] buf, int offset, int length);
For your program, offset will be 0, buf will typically be dpacket.data(), where dpacket is of type DATA (wumppkt.DATA). The length will be dpacket.size() - wumppkt.DHEADERSIZE (or, equivalently, dg.getLength() - wumppkt.DHEADERSIZE, where dg is a DatagramPacket object).
3. Add sanity checks, for (in order) host/port, packet size, opcode, and block number.
4. Handle timeouts, by retransmitting the most recently sent packet when the elapsed time exceeds a certain amount (4 seconds?). One way to do this is to keep a DatagramPacket variable LastSent, which can either be reqDG or ackDG, and just resend LastSent. Note that the response to an InterruptedIOException, a "true" timeout, will simply be to continue the loop again.
5. Add support for an dallying and error packets. After the client has received the file, dallying means to wait 2.0 - 3.0 timeout intervals (or more) to see if the final data packet is retransmitted. If it is, it means that the final ACK was lost. The dally period gives the client an opportunity to resend the final ACK. Error packets are to be sent to any sender of an apparent data packet that comes from the wrong port.
vanilla Normal transfer
lose Lose ever ...
BUS 303 Graduate School and Further Education PlanningRead and w.docxhartrobert670
BUS 303 Graduate School and Further Education Planning
Read and watch pieces on Planning for Graduate School. Answer related questions and write an essay.
· Read about earning a Master’s Degree.
· https://www.gradschools.com/masters/business
· Choose and read about two Master’s degree programs from the left hand column of Subject Selection options (image below) found on the webpage https://www.gradschools.com/masters/business
1-Report - List two subject that you selected to read/research:
One: ____________________
Two: _____________________
2-Discover:
Conduct research on two Master’s degree programs related to your undergraduate major that are offered by Virginia, DC, or Maryland Universities. Choose programs at two separate universities. If you are interested in other universities outside of this area, please feel free to research them as alternatives.
Discover information such as: What are the application processes, preferred GPA, required entrance exams, or prerequisites. What are the options for study (full time study, part time study, face-to-face classes or online classes)? What is the typical timeframe for completing the graduate program? What are the typical career opportunities for graduates from the Master’s program?
Section One- First - University and Graduate Program:
List the university and graduate program that you researched. Answer the research questions with words, phrases, or sentences.
· University and graduate program that you researched
(Enter information here)
· What are the application processes, preferred GPA, required entrance exams, or prerequisites?
· What are the options for study (full time study, part time study, face-to-face classes or online classes)?
· What is the typical timeframe for completing the graduate program?
· What are the typical career opportunities for graduates from the Master’s program?
Section Two: Second - University and Graduate Program
List the university and graduate program that you researched. Answer the research questions with words, phrases, or sentences.
· University and graduate program that you researched
· What are the application processes, preferred GPA, required entrance exams, or prerequisites?
· What are the options for study (full time study, part time study, face-to-face classes or online classes)?
· What is the typical timeframe for completing the graduate program?
· What are the typical career opportunities for graduates from the Master’s program?
3-Write:
Questions to answer in an essay with at least 400 words. The expectation is that the essay in made up of flowing sentences that are organized in to paragraphs. WORD formatted document is required.
· What did you learn about Master’s degree programs and earning a Master’s degree? If you have researched graduate programs in the past, what are the most important aspects of information that you learned about graduate education opportunities?
(At least one paragraph)
· List and discu ...
Bulletin Board Submission 10 Points. Due by Monday at 900 a.m..docxhartrobert670
Bulletin Board Submission: 10 Points. Due by Monday at 9:00 a.m.
As you've learned, it is important to be able to determine the elements of a crime and there are several places to turn for assistance in doing so.
First - Look at the statute for the crime. For example, in New York, the statute for Petit Larceny is Penal Law 155.25.
Second - Check to see if any of the terms in the statute are defined in another statute. For example, in New York, Larceny is defined in Penal Law 155.05
Third - If the elements are not clear from the statute, you may want to research case law to see if the courts have established the elements for the crime.
Fourth - Always remember to check the Jury Instructions.
They are an excellent source for identifying the elements, as this is how the court explains the crime to the jury.
Many states are now posting their Jury Instructions on the internet.
Section One –
Keeping the above in mind, please provide the statute under which a Defendant in your state would be charged with Rape (1st Degree if your state breaks it down in that manner) In addition, provide any relevant statutory definitions and an overview of the Jury Instructions. Then, provide cases addressing at least one of the elements of the statute.
Section Two –
Discuss whether or not a woman can be charged with Rape in your state. If not, what could she be charged with?
...
BUS 371Fall 2014Final Exam – Essay65 pointsDue Monda.docxhartrobert670
BUS 371
Fall 2014
Final Exam – Essay
65 points
Due: Monday, December 9 at 11:59 p.m. EST (Blackboard submission)
Directions:
Part One (this part) of your final exam is to be just that – yours! I expect you will work independently of your classmates to complete the exam.
As always in BUS 371, your grade will be affected by the quality of your writing – clarity, spelling, grammar, syntax, etc.
1. How has this course changed your view and/or understanding of management and its role in contemporary organizations? In your answer, compare your understanding/perception of management at the beginning of the class with your current understanding/perception. Be specific and honest. (10 points)
2. Would you describe your experience with your class team in BUS 371 as better than most of your experiences with previous class teams, about the same as most of your experiences with previous class teams, or worse than most of your experiences with previous class teams? Be specific and explain what happened with your team for you to form your impression. (10 points)
Depending on your answer to question 2, you will answer EITHER question 3 or question 4.
3. If your experience with your class team was better than most of your experiences with previous class teams, what do you think contributed to the positive experience? From what you’ve learned in BUS 371 this semester, what can you do, as an individual student, in future class (and workplace) teams to contribute to their success? Be specific in your answer. (If your experience with your class team in BUS 371 this semester was about the same or worse than your previous experiences with class teams, skip this question and answer question 4.) Be specific in your answer, referring to course material as appropriate. (10 points)
4. If your experience with your class team was about the same or worse than your experiences with previous class teams, what can you do, as an individual student, in future class (and workplace) teams to increase their success? Be specific in your answer, referring to course material as appropriate. (10 points)
5. What do you consider to be your most important “take aways” from this course? In other words, what concepts and/or ideas have you found most interesting? What elements of the course do think will be most likely to be useful to you when you become a manager?
NOTE: Be sure to include both what you’ve found most interesting and most likely to be useful from the course. (10 points)
6. Define, compare and contrast content, process and reinforcement theories of motivation, giving and explaining an example of each. How could a manager apply each of the theories in the workplace? Your answer should be specific and clearly demonstrate your understanding of these motivation theories and their application. (25 points)
feedback for group work:
Business 371 - Fall 2014
Individual Assignment Five
Peer Assessment – Round Two
Due: Friday, December 5 (submitted i ...
BUS 305 SOLUTIONS TOPRACTICE PROBLEMS EXAM 21) B2) B3.docxhartrobert670
BUS 305: SOLUTIONS TO
PRACTICE PROBLEMS EXAM 2
1) B
2) B
3) No, fan pattern (heteroscedasticity)
4) No, nonlinear relationship between X and Y
5) The black line is the regression line because it get closest to the sample points (minimizes error between the points and the line). The red line has a larger error; that is, larger total distance from points to the line.
6) Because it is reasonable to suppose that costs are dependent on production volume (since units are produced, directly resulting in costs), then regression is more appropriate for this data since regression is appropriate when an cause-and-effect relationship is assumed.
7) C
8) a) r = 0.8;
b) T = 1.31;
c) p = 0.117
d) There is no evidence of a significant correlation between X and Y in the population because we did not reject the null of H0: = 0.
9) Note: the following are not complete answers to Question 11; they are just enough for you to know whether your short answer addressed the correct things.
a) 1 = population slope, b1 = sample slope. On exam, would also want to address what you know (or don’t know) about each of these and how each is found.
b) An outlier can “drag” the regression line toward it. On the exam, also think about how this would affect the quality of your regression model and the predictions.
10) Yes, there appears to be a straight line relationship between the variables. Linear regression appears to be appropriate. The regression output is:
11) a) T = -0.09, p = 0.929, do not reject Ho, conclude there is no evidence of a relationship
b) R2 = 0.002 = 0.2%, No because value is very close to zero
c) Correlation = r = -0.0421. No, there is not a strong relationship between these variables. The correlation is nearly 0.
d) Regression line is Y^ = 1.26 – 0.035X.
Y^ = 1.26 – 0.035(100) = 1.26 – 3.5 = -2.24. No this does not make sense because you cannot have a negative number of near misses. It is not wise to predict with this model. The R-squared value is extremely low (essentially 0%), which means that there is no relationship at all between near misses and flights in this data. Therefore, predicting misses from flights is meaningless.
e) b1 = -0.035. As Number of flights increases by 1, we expect number of near misses to go down by 0.035. Or, put another way, as flights increases by 1000, we expect number of near misses to go down by 35. No, this does not make sense. We would assume that as flights increase, so would near misses.
12) a. Multiple regression is a direct extension of simple regression, except that now we have more than one independent (X) variable.
b. Note: the following is not a complete answer; it is just enough for you to know whether your short answer addressed the correct things: Multicollinearity is when the independent variables are highly correlated with one another. On the exam, also indicate how this affects the model, how one can identify if it is present, and what can be done to correct it.
c. Dummy variables are us ...
Burgerville- Motivation Goals.
Peer-reviewed articles.
Here are some articles I found:
1) Employees Motivation in Organizations: An integrative literature
Review:
http://www.ipedr.com/vol10/106-
S10089.pdf
2) Impact of Employees Motivation on Organizational
Effectiveness:
http://iiste.org/Journals/index.php/EJBM/article/viewFile/265/150
3) Shareholders win when employees are motivated:
http://www.forbes.com/2009/08/23/employee-motivation-stocks-intelligent-investing-returns.html
1. THE THEORY OF PURPOSEFUL- WORK BEHAVIOR: THE ROLE OF PERSONALITY, HIGHER-ORDER GOALS, AND JOB CHARACTERISTICS
http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=fa02d089-2c07-4af2-8637-23192c8c3b1f%40sessionmgr4004&vid=14&hid=4209
0. Relative Importance and Utilityof Positive Worker States: A Reviewand Empirical Examination
http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=fa02d089-2c07-4af2-8637-23192c8c3b1f%40sessionmgr4004&vid=27&hid=4209
Cam Sommer
1. http://psycnet.apa.org/journals/apl/72/4/658/
Comparative analysis of goal setting theories across cultures
0. http://amj.aom.org/content/29/2/305.short
Effects of Team building and goal setting on productivity: A field Experiment
The first employee’s interview
Mr. Kay Nguyen is working at Burgerville for over 2 years. He said that working at Burgerville is only temporary while attending school. The hour he works is outside of his school time, so it helps pay for tuition. The work is very busy during high traffic hours, especially at the drive-through during dinnertime. His main responsibility is handling cashier, but he often help others where needed. He starts pay at minimum wages.
His supervisor encourages employees from time to time, but the wage is very low for employee to stay. He explains that turnover at Burgerville is below average compare to other place he has worked before.
Goal Setting:
What did you learn from this job? How does it impact your future? I encounter customers every day, I learn a lot about customer service in person. He dealt with all type of customers. He learned about servicing and created a friendly environment for customers
While studying and working, his self-motivation can encourage his learning and success, whatever be the scenario. He won’t stop staying here as a cashier. He will keep pushing himself to reach his goal setting
What are your obstacles? How do you deal with it? The most frustrate situation he endures during his tenure at Burgerville is the irresponsibility of other employees. They sometime either do not show up for work or call in. This creates a lot of pressure at work, as he has to cover for their shift. He usually has to stay extra hours to clean up and cover for other shifts.
Does BurgerVille create rewards or something to motivate its employee? Does it make you feel happy or comfortable when working there? Mr. Nguyen’s supervisor usually awards his employees with movie tickets for their performances. Also, they are a ...
Bullying Bullying in Schools PaperName.docxhartrobert670
Bullying
Bullying in Schools Paper
Name
Class
Date
Professor
Bullying in Schools Paper
Bullying is mean spirited and unwanted intimidation by another student. Bullying can come in many different forms but the result is an imbalance of power where one student suffers physical and verbal attacks as well as social exclusion. The bully repeatedly focuses in on their victims and subjects them to continued harassment and false rumors. Bullying causes the victims extreme emotional damage and lifelong pain but occurs most commonly in the school setting. In order to ensure that bullying is prevented the educational system will need to become more proactive and create programs and services designed to educate, reduce, deter and punish bullying.
Types and Extent of Bullying
The three types of bullying experienced by the youthful victim in the school setting consist of verbal and physical assaults as well as social exclusions. The types of verbal threats the victims of bullying suffer are name calling, false gossip, lewd sexual comments, taunts, and threats to cause harm. Physical assaults include hitting, kicking, pushing, tripping, pinching, and spitting on the victim. Social exclusions includes the bully taking steps to isolate the victim from peers by leaving them out of social events or gatherings and talking rudely about them to other peers. Other students will fear the bully and go along with their mean spirited actions. The victim will be isolated and the bully will take steps to embarrass the student in front of other peers. The bully will spread malicious rumors and make rude comments to the victim.
Adolescents are extremely sensitive to rejection and the opinions of peers, both of which can serve as catalysts for revenge (Booth, 2011). The result is the bullying becomes escalated and the victim takes revenge on the bully or physical altercations occur. Bullying is a major problem in society. While bullying occurs most in the school setting there are other places where bullying occurs. Bullies target victims using social networks and will bully them at social events. Victims of bullies are harassed and attacked on school buses and on school playgrounds as well as in the victim’s neighborhood. While bullying can happen anywhere it is most prevalent in schools making it the responsibility of educational systems to take steps to see it stopped.
In 2001 in a report conducted by the Bureau of Juvenile Justice Statistics it was discovered that 20% of all students will be bullied while in high school while the number creeps up to almost 30% when dealing with school children from second to sixth grade (DeVoe, 2009). This comes to one in seven students from kindergarten to twelfth grade being victims of bullying. Over half of the students surveyed have been witness to bullying in the school setting and over 70% find bullying is a real issue in their school as well as the report found girls where far more ...
Building Design and Construction FIRE 1102 – Principle.docxhartrobert670
Building Design and
Construction
FIRE 1102 – Principles of Fire Science
Reference: Chapter 4 of Cote, Fundamentals of Fire Protection
UAE Tamweel Tower
Objectives of Fire-Safe Building Design
1. Life Safety
2. Property Protection
3. Continuity of Operations
4. Environmental Protection
5. Historical Preservation
Life Safety
• Achieved by early warning of a fire, extinguishment
of a fire, proper egress for prompt escape
• Can the occupants get out before the room becomes
untenable?
– We know that flashover is a time when the room
is untenable,
– However there may be a time before flashover
where a room is untenable where concentration
of fire gases (CO) can create such a situation.
• We can do modeling of how long it takes for
occupants to evacuate out of a building and predict
when a room becomes untenable.
• Human Behavior Research
Fire Modeling of Station Night Club Fire
Human Behavior Research
Property Protection
• Materials that can be replaced which have a dollar
value assigned to them.
• Billions of dollars are lost due to fires each year.
• Achieved by installing proper fire extinguishing
systems, compartmentation features to limit spread
and construction of building materials.
Heritage Preservation
• Irreplaceable items and artifacts.
• Accomplished using appropriate fire
extinguishing systems.
Mona Lisa Original Copy of
Declaration of
Independence
Hand Written Quran
National Museum of Saudi Arabia
Continuity of Operations
• Getting back to business
• Accomplished by installation of proper fire
extinguishing systems
Environmental Preservation
• Protecting our environment from fire and/or
fire extinguishing agent.
• Installation of fire extinguishing systems that
limit fire size, minimize run-off from water,
using agents that do not adversely affect the
ozone layer.
Types of Building Construction
• NonCombustible Construction
– Type I
– Type II
• Combustible Construction
• Type III
• Type IV
• Type V
Type I Construction
Non-combustible
• Fire Resistive
• Constructed of concrete
and protected steel
• Columns and beams are
covered with fire resistive
spray on material.
• Primary hazard are the
contents in the structure.
• High-rise office buildings,
shopping centers
Type II Construction
Non-combustible
• Non-Combustible
• Lower degree of fire resistance than
Type I.
• Fire resistant rating on all exterior
and interior load bearing walls.
• May have combustible non-
loadbearing partition walls.
• Columns and beams are not
protected and will be exposed
during a fire.
• Office buildings, warehouses,
automobile repair shops.
Type III Construction
Combustible
• Ordinary Construction
• Office buildings, retail stores, mixed
occupancies with store on first
floor and dwelling on second floor.
• Exterior walls of the building have
2-hr fire resistance rating and non-
com ...
Building on your initial user interface (UI) design mock-up of the.docxhartrobert670
Building on your initial user interface (UI) design mock-up of the organization’s program UI, the interface now needs to present more information to the user. Complete the following for this assignment:
· The interface should present information visually with icons or graphics and text regarding critical issues related to the system, such as the following:
· New orders
· Change in employee status
· Updated pictures
· New products or services offered
· You must add at least 5 critical issue UI design items to your interface. Remember to ensure that these are easily understood by users.
· Submit a screenshot in Word or another functional application.
· Describe the items that you added to your interface design. Be specific with your descriptions, and identify the particular design features along with an explanation of why they are added in the way that they were.
...
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
2. spark that,
left unattended, may grow to an inferno that destroys Panem.
(Collins, Fire 27)
God gave Noah the rainbow sign,
No more water, the fire next time!
(Baldwin, The Fire Next Time 105)
The vision of the dead child is one of the most horrific images
in our
cultural imaginations. It is also one of the most pervasive. The
trope of
the burning, sacrificial son stretches back through time and
history: we
need only look to Abraham’s near-sacrifice of Isaac and Jesus’s
role as the
ultimate sacrificial body to see its cultural centrality (Miller). It
was this
vision that Freud explored and gave name to in his iconic
“Dream of the
Burning Child,” and Lacan reinterpreted in Seminar XI.
Central to Lacan’s interpretation of the dream is the “impotent
cry of
the son’s passion heard, but unheeded, before his death”
(Ragland 97). As
the dream recognizes the child’s identity and desires, it does so
through
the knowledge of his loss. This acknowledgment of the child,
made violent
in his death and the fact that he will never attain that which he
burns for,
makes his cry all the more powerful. The child’s wants will
never be sati-
3. ated, and this must always leave a void.
Lacan’s burning child lives today in multiple incarnations. The
burn-
ing child can be the “real” within ourselves, which must be
sacrificed in
order to reach the Symbolic—adulthood. It can be the ideal
child, frozen
Burn with Us: Sacrificing Childhood in The Hunger Games 55
in memory and time, or Jacqueline Rose’s constructed child: the
child who
only exists in the adult imagination. Indeed, coming-of-age
often involves a
recognition of a culturally defined childhood as well as loss:
loss of innocence,
loss of child-self. But as the “wounded child may symbolise a
damaged self
. . . it may equally stand for a damaged culture” (Reynolds 91).
As children
are often labelled our “hope,” so we must recognize that this
phantom—the
child who never existed, the child we wish we might have been,
the child
who was lost—is often indicative of fears for the future. Child
sacrifice is
a common trope in our society. And beneath it lurks questions
of desire,
identity, and humanity.
I begin with “The Dream of the Burning Child” because
Suzanne Collins’
The Hunger Games trilogy dreams the same dream, representing
4. a childhood
that is threatened, lost, and unheard. As Katniss Everdeen is
sent to the Hun-
ger Games, she is driven by a desire to survive. But, as
Katniss’s efforts to
preserve her life must come at the expense of other children’s
lives, desire
in all forms—the desire to survive, to eat, to love—is troubled.
Children are
lost and voices are silenced, and as Katniss fights against the
dictates of a
society that demands this sacrifice she becomes “the girl on
fire,” fighting
against the impotency of the burning child’s cry, demanding
that the adult
world take notice (Collins, Hunger 177). Katniss, a sacrificial
child, burns
with passion, desire, and eventually, with literal flames, as
children are forced
to become killers and technology and social pressures enable
the warping
of the human form and mind. The void that Lacan imagines so
intertwined
with the body of the burning child is made manifest: violence,
absence, and
trauma irrevocably enmeshed in conceptions of self.
This article explores the trope of sacrificial children in The
Hunger Games
trilogy and its impact on the development of mind, body, and
nation. Examin-
ing the book’s violence toward children, I will ultimately
explore the trilogy
as cultural critique. For, set in the ruins of America, the trilogy
forces us to
recognize aspects of our own, current culture within the
5. dystopian world of
Panem. Indeed, the power of the trilogy seems to lie in this
vision: in an
engagement with the uncomfortable tensions between real,
current culture,
and this all-destructive world.
The Hunger Games presents us with a future: with a society that
demands
children as sacrifice for entertainment. As we consume these
books, as we
thrill at their adventure, we must ask ourselves how different we
truly are
from this vision of society. For as we read, catharsis comes at
the expense
of the most vulnerable, reached through the destruction of
childhood and the
child-self as literal children burn and figurative children die to
make way
for bereaved, traumatized adults. Generations have dreamed of
the burning
child. And, as the popularity of The Hunger Games trilogy rages
on, we see
that perhaps, we still do.
Susan Shau Ming Tan56
The Sacrificial Self: A Child’s Screams and the Struggle for the
Symbolic
“I volunteer!” I gasp. “I volunteer as tribute!”
There’s some confusion on the stage. District 12 hasn’t had a
volunteer in
decades and the protocol has become rusty. . . . [I]n District 12,
6. where the
word tribute is pretty much synonymous with the word corpse,
volunteers are
all but extinct.
(Collins, Hunger 26–27)
Desire is death.
(Shakespeare, Sonnet 147 42)
The Hunger Games trilogy is ostensibly a bildungsroman. In
Panem, how-
ever, the physical process of maturation is dangerous: the
journey to adult-
hood less a process of coming-of-age than it is the result of
odds and luck.
Lacan writes that identity is only formed upon entry into the
Symbolic, a
stage marked by the acquisition of language (2). Crucial to this
develop-
ment is mirror-recognition, an acknowledgment of self and
other. And yet,
this recognition of “other” is denied on the most intimate of
levels within
Panem, as childhood and adolescence are characterized by
erasure, and the
ages of maturation constitute a time of perpetual threat. In terms
of adult
survival, however, the Hunger Games turn adolescents into
valuable assets.
An eligible child can re-enter their name in the lottery of the
Hunger Games
in exchange for tesserae—a “meagre year’s supply of grain and
oil for one
person”—and can do so for each member of their family
7. (Collins, Hunger
15). Thus, the system is constructed to turn children into agents
of their fam-
ily’s survival: adults cannot provide, but children can.
Childhood is stripped
away as families and adults offer up their children as potential
sacrifice. In
what will emerge as a common trope throughout the series,
survival is inti-
mately linked with death—in this case, adult survival meaning
child death.
All children in the districts of Panem live under this threat of
adult culture,
and one can imagine that when a child threatened by such
violence looks at
himself in Lacan’s mirror, a recognition of this vulnerability
must accompany
any recognition of self.
As violence is inscribed in the very act of growing up, it
invades home: one
of the most sacred and central spaces in children’s literature.
While Katniss is
devoted to her family, home is a space of alienation, which
reminds Katniss
of her father’s death and her mother’s neglect. Home not only
provides no
respite from the violence of Panem’s society, but in fact,
becomes one of
its most dangerous spaces. While the consequences of
expressing herself in
public would only put Katniss at risk, to be herself at home
would endanger
8. Burn with Us: Sacrificing Childhood in The Hunger Games 57
her younger sister, “the only person in the world” she’s
“certain” she loves
(Collins, Hunger 11). Thus, Katniss becomes an “indifferent
mask,” guarding
and repressing all thoughts and opinions both outside and within
the home
(Collins, Hunger 7). Articulation in Panem is denied—there is
no safe or
sanctioned space for any expressions of self or identity.
There is, however, one place where Katniss can escape the
restraints of her
society: the freeing, illegal space of the woods. Only in the
woods is there
freedom to “rant” (Collins, Hunger 16) or “yell” (Collins,
Hunger 17), and
the woods are the sole place where Katniss can formulate and
root a sense
of self, a process enacted in a literal moment of mirror-
recognition:
I was washing up in a pond when I noticed the plants growing
around me . . .
“Katniss” I said aloud. It’s the plant I was named for. And I
heard my father’s
voice joking, “As long as you can find yourself, you’ll never
starve.” . . . That
night, we feasted on fish and katniss roots until we were all, for
the first time
in months, full. (Collins, Hunger 63–64)
Gazing into the reflective surface of the pond, Katniss “finds
herself.”
Lacan writes that the mirror stage is “an identification, in the
9. full sense
that analysis gives to the term: namely, the transformation that
takes places
in the subject when [she] assumes an image” (2). And indeed, as
Katniss
gazes into the reflective surface of the pond and sees her
namesake, this
image cements identity. Looking into the mirror, Katniss
assumes her role
of provider, and, for the first time, satiates her family’s and her
own desire,
their hunger. Katniss has taken on a new place in her world, and
as she hears
her father’s voice, looks up from the proverbial mirror to “see”
the father
behind her, recognizing difference and acknowledging the
desires of others,
which Lacan argues are so crucial to the definition of self.
Katniss’s experiences in the woods immediately set her apart
from the
rest of her society. Her sense of self is characterized by inherent
rebellion,
by independence and self-sufficiency. At the same time,
however, “self” still
incorporates the violence implicit in Panem’s culture of
childhood. Katniss’s
vision of self cements her commitment to the woods—to danger,
to vio-
lence—solidifying her identity as protector of her family, and
with this, her
willingness to take out tesserae and her refusal to allow her
younger sister
Prim to do so. Indeed, that Katniss unhesitatingly sacrifices
herself to take
10. Prim’s place as tribute aligns completely with an identity that
has always
considered itself as a potential sacrificial object.
Katniss’s maturation, however, is not yet complete. It is not
enough that
the subject knows herself: the subject must be able to articulate
who she
is in relation to others, to recognize herself as a signifier, a
member of the
Symbolic order. In Panem this articulation, and the entry into
the greater
social order that it implies, is impossible. The adults of
Katniss’s world might
Susan Shau Ming Tan58
be termed prisoners of a “mute Symbolic”—stunted into silence
by their
society—without voice, recognition, and through them, true
identity. Indeed,
as children are forced into adulthood by the mechanisms of the
Games, we
see adults conversely infantilized as adult disempowerment
emerges as the
result of its own childhood traumas. If the adult world
impresses violence,
sacrifice, and objectification onto childhood, if children grow
up as tools of
their parents’ survival, if children are denied entry into the
Symbolic because
the adult world denies them voice, then those children will grow
into the
same adults, who can only sit by and enable as these same
11. ideologies are
impressed onto their children.
The pressurized space of the arena, however, unwittingly
provides Katniss
with a chance that no others have—to truly take her place in the
Symbolic
order. While the arena itself is a prison, it ironically acts as a
space of un-
precedented freedom between the tributes. Initially, Katniss’s
sole focus is
survival—a desire in line with her assumed identity of provider
and survivor.
Occupying Lacan’s “ideal I”—a narcissistic viewpoint in which
the child sees
only herself, and views others as wholly related to herself—
Katniss lacks
the ability to relate to the world outside of the confines of her
constructed
identity, focused solely on brute survival (2). In the arena,
however, Katniss
is forced into contact with others from outside her district. And,
as she finds
herself unable to ignore their humanity, Katniss is finally
allowed voice, able
to hear and be heard. Allying with Rue, a young tribute who
reminds her of
Prim, basic interaction with an “other” eventually makes way
for care and
love. As Rue forces Katniss to acknowledge the limitations of
her constructed
identity, Rue becomes the voice that calls her, quite literally,
into the Symbolic,
as Katniss hears: “[A] child’s scream, a young girl’s scream. . .
. And now
I’m running, knowing this may be a trap . . . but I can’t help
12. myself. There’s
another high-pitched cry, this time my name. ‘Katniss!
Katniss!’ ‘Rue!’ I
shout back . . . ‘Rue! I’m coming!’” (Collins, Hunger 280).
Rue’s death wrenches Katniss from the narcissistic impulse of
the ideal
I, as her concerns for survival fall away. As Rue calls and
Katniss answers,
Katniss is articulated into being. Recognizing Rue as “other,”
Katniss is al-
lowed to see herself as “other”—to see beyond basic
significations of hunter
and survivor. Jarred into a new impulse, Katniss “[wants] to do
something
. . . to show the Capitol that whatever they do . . . there is a part
of every
tribute they can’t own” (Collins, Hunger 286). And, as she
wreathes Rue’s
body in flowers, this recognition of Rue’s humanity asserts her
own.
Katniss has become a subject of the Symbolic, accepting her
desire to live
while acknowledging the more complicated desires that dwell
alongside this
most primeval one: the desire for others to live, the desire for
expression,
the desire to define herself. It is this self-knowledge, this voice,
that leads
Burn with Us: Sacrificing Childhood in The Hunger Games 59
to her own unexpected role as revolutionary symbol. Katniss
13. becomes a
figure of enormous power, a power nebulously described as an
“effect she
can have” (Collins, Hunger 111). No one is able to articulate
why Katniss is
so powerful, but as she assumes this new identity, her draw is
unmistakable.
Even moments after she honors Rue, this contact with an
“other” expands
exponentially as Rue’s district sends Katniss bread—an
unheard-of gesture of
solidarity, an unprecedented moment of communication between
the districts.
Robyn McCallum writes that adolescent novels often employ an
image
of a “double, or doppelganger,” a “motif . . . used to express the
idea that a
sense of personal identity is shaped by a relation with an other
and to rep-
resent a dialogue between different conceptions of the subject”
(19). While
there are no literal “doubles” in the trilogy, Katniss’s image
comes to serve
the same function. As Katniss and her actions are televised
across Panem,
this opportunity to see herself on-screen allows Katniss to
grapple with the
same questions of identity as McCallum’s doppelgangers.
Presented with
various images of herself, like the “parade of . . . phantasies”
before the
mirror, Katniss is ultimately able to choose which she will
accept (Payne 32).
The mirror stage is thus reimagined, as: “I see myself on the
14. television
screen. Clothed in black except for the white patches on my
sleeves. Or should
I say my wings. Because Cinna has turned me into a
mockingjay” (Collins,
Fire 304). Katniss recognizes her power as she accepts this
vision of herself,
understanding what she signifies: “the bird, the pin, the song,
the berries,
the watch, the cracker, the dress that burst into flames. I am the
mockingjay.
. . .The symbol of the rebellion” (Collins, Fire 466). This is
evoked again as
Katniss decides to join the rebellion, finally given the power to
determine who
she wants to be: “I take a deep breath. My arms rise slightly—as
if recalling
the black and white wings Cinna gave me—then come to rest at
my sides.
‘I’m going to be the Mockingjay’” (Collins, Mockingjay 37).
The conclusion of The Hunger Games trilogy indeed ends with
growth into
adulthood. But for Katniss, we see that “adulthood” in itself is
not a victory.
At the trilogy’s conclusion, as she gazes upon her own children,
Katniss
wonders how she will tell them about the past. But even amid
her fears, she
knows that: “it will be OK . . . we can make them understand in
a way that
will make them braver” (Collins, Mockingjay 455). Katniss has
won the right
“to explain about [her] nightmares. Why they came. Why they
won’t ever
really go away” (Collins, Mockingjay 455). The mute traumas
15. of the past are
gone. Subjects may speak, and as children are allowed
humanity, so too are
adults. While the subject may be scarred, while the subject may
suffer from
“flashbacks” and “nightmares of . . . lost children,” those
traumas and scars
are no longer passed down in silence, and the very fact of their
articulation
points to the potential for healing (Collins, Mockingjay 452–
53).
Susan Shau Ming Tan60
The Burning Body: Mutts, Mockingjays, and the Anatomy of
Punishment
I am on fire. The balls of flame that erupted from the parachutes
shot over the
barricades, through the snowy air, and landed in the crowd. I
was just turn-
ing away when one caught me, ran its tongue up the back of my
body and
transformed me into something new. A creature as unquenchable
as the sun.
(Collins, Mockingjay 407)
It is not accidental that in the torturers’ idiom the room in
which the brutality
occurs was called the “production room” in the Philippines, the
“cinema room”
in South Vietnam, and the “blue lit stage” in Chile: built on
these repeated acts
16. of display and having as its purpose the production of a
fantastic illusion of
power, torture is a grotesque piece of compensatory drama.
(Scarry, The Body in Pain 27–28)
To speak of sacrificial children is to speak of bodies: of
violence done to the
individual. Moving from the formation of the internal subject, I
will now
turn my attention to the physical, for as self is warped by the
Games, so too
are definitions of the body fragmented. The commodification of
children in
The Hunger Games is part of a Foucaultian ritual of
punishment, one that
represents “crime,” and the government’s power to see and
discipline crime,
within punishment itself. Demanding an audience to witness and
thus affirm
existing political structures, the Games wield public punishment
as an in-
strument of political control. While the Games are “justified” as
a means of
historical remembering, the Capitol’s “real message is clear.
‘Look how we
take your children and sacrifice them and there’s nothing you
can do. If you
lift a finger, we will destroy every last one of you’” (Collins,
Hunger 22).
This emphasis on the body of the child is telling. Indeed, while
Panem is a
world of routine violence to all, it is only violence toward
children that must
be brutally displayed. Thus, the child’s form becomes the locus
of government
17. supremacy, the destruction of the child’s body integral to
political dominance.
At the same time, this centrality of the child is enacted on a
cultural level, as
the traditions surrounding the Games elevate the child’s body,
transforming
children into commodities: objects of obsession, celebrity, and
veneration.
The elaborate rituals preceding the Games cement this emphasis
on the
child, or more specifically, on the child as object. From the
moment Katniss is
selected as tribute she becomes public property. Her body is not
her own, and
as she sees herself prepared for an interview her own image is
made strange,
“the creature standing before [her] in the full-length mirror has
come from
another world. Where skin shimmers and eyes flash and
apparently they make
their clothes from jewels” (Collins, Hunger 146). Katniss’s
commodification
has made her object, animal, and alien: inhuman, or perhaps,
posthuman.
Burn with Us: Sacrificing Childhood in The Hunger Games 61
The very idea of becoming a consumer item, of being changed
and de-
fined by the demands of an audience, is posthuman in a sense,
or at least
suggests the porousness of posthuman boundaries (Haraway).
Indeed, as the
18. ceremonies of the Games elevate the tributes and then reduce
them to items
of sport, Panem emerges as a posthuman world in the most
terrifying of ways:
where humanity is to be given and taken away. On stage,
Katniss can be a
compelling figure, an object of admiration and desire. But, in
the arena, she
is nothing but a source of bloody spectacle.
The dual violence and veneration surrounding the
objectification of the
child’s body cannot but strike us as familiar. Capitol culture
centers around a
fascination with youth, and all undergo “surgery in the Capitol,
to . . . appear
younger and thinner” (Collins, Hunger 150). Within this
glorification of youth,
and indeed, desire for youth, we can see underlying tensions
between the
body of the child and the adolescent. As the Games threaten
children between
the ages of twelve and eighteen, vulnerability to the Games
encompasses a
spectrum that includes definitions of both “child” and “adult.”
Thus, as tributes
are made objects of display, an attempt is made to differentiate
the child’s
body from the adolescent’s. One older tribute is presented as
“provocative in
a see-through gold gown. . . . [H]er body tall and lush . . . she’s
sexy all the
way” (Collins, Hunger 151). This extreme sexualization of an
adolescent is
contrasted with the presentation of the distinctly “child-like”
Rue, “dressed
19. in a gossamer gown complete with wings,” a “magical wisp of a
tribute”
(Collins, Hunger 152). Just as the adolescent tribute’s sexuality
is emphasized
and her body put on display, Rue’s “childness” is similarly
highlighted, the
child presented as an “inhuman” fairy, hearkening, ironically, to
Romantic
visions of childhood as a time of innocence and fantasy.
This division between the innocent child and the sexualized
adolescent,
however, is not as stable as we might like to believe. Reflecting
the liminal-
ity within the period of maturation, Katniss is represented as
both for dif-
ferent purposes, first made to look desirable as “an object of
love” (Collins,
Hunger 165) in a quest for sponsors, and then made to look
“very simply,
like a girl. A young one. Fourteen at the most. Innocent.
Harmless” as she
faces the Capitol’s wrath (Collins, Hunger 431). Thus, children
are made
into acceptable items of adult desire—admired for their
“magical innocence,”
their sexual potential, or even both. Indeed, this adult desire
manifests itself
physically, as Capitol residents literally “purchase” youth
through surgeries
and through child prostitution of the victors. The citizens of the
Capitol are
what Kimberley Reynolds might label “cultural necrophiliacs,”
adults who
“effectively prey on and feed off young people, surrounding
themselves with
20. the paraphernalia of youth at least in part because it gives the
illusion that
they are still young” (77).
Susan Shau Ming Tan62
Indeed, the label of the “necrophiliac” is disturbingly apt. For
of course, the
Capitol obsession with and desire for the child’s body is
intimately connected
with a literal desire to see it devoured. Consumer culture is
made manifest:
the corporeality of the body, and more specifically, the
limitations of the body,
implicit in entertainment. Posthumanism is brought to its most
nightmarish
conclusions as entertainment is located in the actual
deconstruction of hu-
man boundaries, in death and dismemberment. To watch a
tribute eaten alive
is “the final word in entertainment” (Collins, Hunger 412). It is
not simply
death that entertains: it is gory spectacle. Katniss remembers
one Hunger
Games where the tributes, trapped in a cold wasteland, simply
froze. Those
“quiet, bloodless deaths” were “considered very anticlimactic in
the Capitol”
(Collins, Hunger 48). The celebrity objects that the culture of
the Games
has created are now items that the audience demands be vividly
consumed.
The simultaneous cultures of hysteric celebration and sacrificial
21. violence
that surround the body of the child can be seen to carry a
religious valence.
Indeed, the notion of Christ’s sacrifice for humanity creates an
intimate link
between religious sacrifice and the culturally central body of
the child-as-
tribute. René Girard identifies a connection between communal
violence
and the sacred, arguing that in identifying and punishing a
“scapegoat,”
communities are defined (Girard, Scapegoat 3). This leads to a
veneration
of the victim, whose transgressive crimes are refigured as a
sacrificial act,
as “the apparent cause of disorder becomes the apparent cause
of order
. . . rebuild[ing] the terrified unity of a grateful community, at
first in op-
position to her, and finally around her” (Girard, Scapegoat 50).
For Girard,
this “sacrificial process requires a certain degree of
misunderstanding” (Vio-
lence 7). By inflicting communal violence upon a scapegoat,
communities
project and expel their own violent tendencies. This cathartic
and defining
act of violence can only operate, however, if the community
believes it is
somehow demanded by the sacrificed figure, or by inescapable
religious or
cultural dictates, rather than their own violent nature. Girard
points to Christ
as the first to break this pattern of communal violence. Through
an articula-
tion of the violent cycle that necessitated his willing sacrifice,
22. as he stated
that human beings “do not know what they are doing” (Girard,
Scapegoat
111), Christ removed the veil of “misunderstanding” in what
Girard terms
“the first definition of the unconscious in human history”
(Violence 111). In
doing so, Girard argues, Christ provided the first model for
human behavior
that presented an alternative to definition through violence.
Within The Hunger Games, we can see this equation of the
sacrificial
child with the sacrificial religious body in two rare rules, or
rule changes,
in the Games themselves. While the Games are ostensibly
without rules,
two exceptions emerge, both to do with the body and the most
intimate
Burn with Us: Sacrificing Childhood in The Hunger Games 63
aspects of the merging of the physical and the political. The
first, the taboo
of cannibalism, is twofold. It “doesn’t play well with the
Capitol audience,”
perhaps taking the Capitol lust for blood and gore too far
(Collins, Hunger
173). However, cannibalism comes dangerously close to
enacting political
realities. The consumption of another tribute’s body makes
literal the power
plays implicit in the Games, as districts are pitted against each
other to politi-
23. cally “consume,” sapping their own strength and identifying
each other as the
enemy rather than the Capitol. Evocative of the Eucharist,
cannibalism in the
arena functions much like Girard’s vision of removing
“misunderstanding,”
revealing the underlying power structures and impulses at play
within the
bloody ritual of the Games.
The second rule change—the exception that allows both Katniss
and Peeta
to live—demonstrates a similar emphasis on the power of the
sacrificial body,
and presents a similar problem in the political structures of the
Games. Love,
and with it, the willingness to sacrifice your life for another’s,
elides the power
of the Games altogether. As Katniss and Peeta prepare to die
together, they
demonstrate that their bodies are no longer a site of punishment,
denying
the Capitol the ability to exercise power through them and
denying Capitol
culture the ability to be “defined” through their deaths. Indeed,
Katniss’s
impact on her world, born of love and a willingness to sacrifice
and be sac-
rificed, positions Katniss as a savior. While I do not have space
here for an
in-depth analysis of Katniss as a Christ-like figure, this
connection between
the sacrificial body of Christ and the saving power of the body
of the child
through Katniss, is compelling. Like Girard’s vision of Christ,
Katniss’s
24. sacrifice disrupts the violence that has hitherto defined her
culture. Katniss’s
ability to act as a mouthpiece for her world, as I discussed in
my previous
section, becomes evocative of Girard’s vision of Christ’s
expression of the
human unconscious, and her willingness to sacrifice herself—
for Prim, for
Rue, for Peeta—is continually cited as catalyst for the rebellion.
Like Christ,
Katniss demonstrates the alternatives to simple submission to
the cycles of
communal violence. By offering her body as sacrifice, and
willingly making
herself vulnerable to physical destruction, but on her own terms,
Katniss
inspires her world to take action.
This denial of the body as punishment, however, opens
dangerous avenues,
as the government attempts to reclaim power through the
physical mutila-
tions of “mutts.” In a telling violation of its own rule against
cannibalism,
the Capitol unleashes genetic “muttations” against Katniss and
Peeta (Collins,
Hunger 52). All mutts “are meant to damage you,” and “the true
atrocities
. . . incorporate a perverse psychological twist”: the grotesque
inclusion of
human body parts (Collins, Mockingjay 364). Kaniss comes
face-to-face with
the possibilities of this genetic manipulation as she is attacked
by a mutation
25. Susan Shau Ming Tan64
designed to resemble Rue. Mutt-Rue again evokes nightmarish
visions of
posthumanism as humanity is challenged by this appropriation
of the body.
With the dismemberment of Rue, the Capitol undermines
Katniss’s earlier
reclamation of Rue, demonstrating that Rue is still a “piece in
their Games”
(Collins, Hunger 172). Rue’s body is vulnerable even in death,
still subject
to power and punishment.
Similarly, Katniss’s use of love for survival comes to reflect the
com-
mercialization of the adolescent, sexualized body. Unaware of
the political
implications of Katniss and Peeta’s act, Capitol audiences view
Katniss and
Peeta’s love as the ultimate consumer item. Katniss is shown
her mockingjay
symbol “on belt buckles, embroidered into silk lapels, even
tattooed in inti-
mate places,” as the obsession with Katniss as a love object is
brought into
the physical realm (Collins, Fire 96). “Everyone,” Katniss
reflects, “wants
to wear the winner’s token,” to “own” some part of her, to take
part in her
love (Collins, Fire 96).
With its visions of posthuman monstrosity, The Hunger Games
seems to fall
into the category of posthuman narratives that “point towards
26. the antihuman
and the apocalyptic” (Hayles 291). However, as the books draw
to a close,
attitudes toward the posthuman must change. As Katniss faces
the aftermath
of war, definitions of human become enmeshed in questions of
trauma. Almost
burned to death, Katniss, like the muttations that tormented her
in the arena,
must be genetically modified and melded with synthetic parts.
Bereaved and
scarred, Katniss no longer views herself as human, describing
her body as
“a bizarre patchwork quilt of skin” (Collins, Mockingjay 412),
and labelling
herself a “fire-mutt” (Collins, Mockingjay 407).
The ambiguities of Katniss’s self-image are reflected in a
realization of the
ambiguities of the rebellion and the future that they point to.
The bodies of
Capitol children are to be used in one final Hunger Games: the
exercise of
power through violence toward children to continue. And, in
another show
of power through public violence, Katniss is enlisted to execute
President
Snow—the symbol of the sacrificial child across Panem to be
used once more
to enforce political strength. As Katniss denies President Coin
this affirma-
tion, killing her instead of Snow, Katniss’s “symbolic” last
arrow, meant to
“[fire] the last shot of the war” truly reaches its mark, finally
pointing a way
forward (Collins, Mockingjay 428).
27. With Coin’s death, the public spectacle of the Hunger Games is
truly de-
stroyed, the child’s body no longer a target or means of
inscribing law and
punishment. And, as the body is freed, Katniss is freed. Like
Girard’s vision of
Christ, Katniss’s sacrifices have bought peace, ultimately
ending the cyclical
violence of the Games. Katniss has liberated her world, and is
finally able to
come-to-terms with her own hybridity, free to mourn and heal.
Katniss is no
Burn with Us: Sacrificing Childhood in The Hunger Games 65
longer an object or commodity, and while she will always
remain a symbol,
she is free to simply watch as the world is rebuilt around her—
this continu-
ation perhaps the ultimate triumph of “the Mockingjay.”
Indeed, the bird, evocative of the reincarnate and immortal
phoenix, truly
embodies this evolution. In a vision of technology reclaimed by
nature, the
hybrid mockingjay is a mutation that has become a symbol of
hope, beauty,
and the creation of a new world. However, with this hybridity
something
is undeniably lost. The punished body has been released, but it
will never
be the same, never quite be whole. Humanity has had to find
solutions in
28. a hybridization that requires a sacrifice: no longer the
sacrificial bodies of
children sent to the Games, but rather, the loss of the bodies, or
the whole-
ness of the bodies of the children and adolescents who fought
for this new
world. It is this that leads me to my final argument. For, as the
child’s body
is mutilated, and questions of adult humanity troubled alongside
it, so too is
nation—the ultimate body, the sovereign body—called into
question. As the
Hunger Games have destabilized notions of self and humanity, a
national self
and body are troubled. And this national vision is all-too
familiar, as we gaze
on Panem, the future body of the United States of America.
A Future on Fire: Silver Parachutes and the Playground of
Reality
There’s no going back. Gradually, I’m forced to accept who I
am. A badly
burned girl with no wings. With no fire. And no sister.
(Collins, Mockingjay 409)
On the aromatic hillsides of Santa Barbara, the villas are all like
funeral homes.
Between the . . . profusion of plant genuses and the monotony
of the human
species, lies the tragedy of the utopian dream made reality. In
the very heartland
of wealth and liberation, you always hear the same question:
“What are you
doing after the orgy?” What do you do when everything is
29. available—sex,
flowers, the stereotypes of life and death? This is America’s
problem and,
through America it has become the whole world’s problem.
(Baudrillard, America 30)
In 1630, standing before what would eventually become one of
the found-
ing thirteen colonies of the United States, John Winthrop
envisioned a “city
upon a hill,” a new nation based on religious principles and the
goodness of
its people: a utopia (31). At the same time, he cautioned: “The
eyes of all
people are upon us, so that if we shall deal falsely with our God
in this work
we have undertaken, and so cause Him to withdraw His present
help from
us, we shall be made a story and a byword through the world”
(31). From
its inception, America was aware that its utopian dream was
being watched,
and that succeed or fail, its fate would be broadcast throughout
the world.
Susan Shau Ming Tan66
In the same way, The Hunger Games trilogy broadcasts its own
vision
of America: of thirteen colonies that dwell in a parasitic union
of dystopian
control. This vision of the future is completely self-contained.
Winthrop wrote
30. of the eyes of the world. In Panem, however, there is no outside
world. No
mention is ever made of another nation, of any space outside of
the ruins of
America. Thus, as a similar focus on witnessing emerges within
the trilogy,
we realize that the only subjects to watch are the subjects of
Panem. Simi-
larly, as Winthrop spoke of a new nation, one that would break
away from
the oppression of an “old world,” the oppression of Panem
resides internally.
The stakes of America are removed from their global context—
there is no
colonizing force to be liberated from, no audience of nations to
watch and
follow. America oppresses itself, and American audiences watch
and broadcast
their own oppression.
Baudrillard writes of hyperreality, where all has been replaced
by “simula-
tions” (1). In this state, the difference between reality and
construction becomes
impossible to discern. The real world falls away, replaced by
facades and
simulations. Baudrillard brings hyperreality specifically to bear
on America
and American culture. Like Foucault’s public punishment,
hyperreality re-
volves around spectacle. Nation becomes drama: a pageant and
display that
demands audience.
The citizens of Panem’s Capitol live in a world of Baudrillard’s
signs and
31. constructs, where the natural is unnatural, where the
“liquidation of all ref-
erentials” is made manifest in the liquidation of the body itself
(Baudrillard,
Simulacra 2). The human body is a simulation of perfection or
style, casu-
ally dyed, tattooed, and surgically altered with each new
fashion. As Capitol
citizens alter their bodies, they too are dehumanized. Katniss
reflects that the
members of her prep team are “so unlike people” that she views
them more
as “oddly coloured birds” or pets (Collins, Hunger 75–76).
Reflected in the construction of their bodies, the citizens of the
Capitol
are incapable of separating real from simulation, a worldview
with sinister
implications as they are similarly unable to separate the
realities of violence
from televised violence. Television is a central aspect of the
hyperreal, a
medium that enables and proliferates hyperreality by turning
real events into
distanced, filtered images. As television seeks only to
entertain—to leave an
impression rather than impress an image—these images lose
meaning. Like
Barthes’ “flat death” (92), the mediation of the screen reduces
child death
to “simulation,” and as Katniss listens to her prep team recount
her first
Hunger Games, she reflects that “it’s all about where they were
or what they
were doing or how they felt when a specific event occurred. . . .
Everything
32. is about them, not the dying boys and girls in the arena”
(Collins, Hunger
429–30). For her prep team, there is no connection between the
Katniss in
Burn with Us: Sacrificing Childhood in The Hunger Games 67
the arena and the physical Katniss; Katniss becomes simulacra
the moment
she enters the realm of the screen.
Indeed, Panem seems a nation based on scopophilia. Even as
Katniss herself
views footage of past Games, her experience is disturbingly
reminiscent of
entertainment: “[Peeta] puts in the tape and I curl up next to
him on the sofa
with my milk, which is really delicious with honey and spices,
and lose myself
in the Fiftieth Hunger Games” (Collins, Fire 235). Even for
citizens of the
districts, as “[they] grit [their] teeth and watch because [they]
must and try
to get back to business as soon as possible,” the Games become
nightmarish
routine, disturbingly normalized (Collins, Hunger 430). All are
united by
the viewing event of the Games. All are spectators, all bear
witness, and as
the Games are broadcast, culture becomes centred around the
hyperreality
of the televised image.
As Baudrillard’s critique of hyperreality is drawn from a
33. critique of modern
America, so too does scopophilia extend beyond the pages of
the trilogy. As
we read The Hunger Games, we are forced to confront our own
“pleasure in
looking” (Mulvey 16), the reality that we most resemble the
audiences of the
Capitol: remotely watching, and even enjoying, the book’s
violence, even as
we recognize its horror. Our shared scopophilia is perhaps best
embodied in
the silver parachutes of sponsorship, which Capitol audiences
send into the
arenas. The parachutes, which can mean a tribute’s survival,
allow Capitol
audiences to reach through medium, to touch a “fictional
world,” taking part
in the Games as they reach ever-so-slightly through the divide
of the screen.
In an era of reality television, we cannot help but see a
reflection of ourselves
in this desire for the scopophilic and beyond: in the desire to
lose ourselves
in a fictional world, to participate in one.
This critique of modern readers and society is broadened as the
trilogy
appropriates and distorts American traditions. Represented as a
“time for
repentance and a time for thanks,” the Games evoke the utopian
dreams of
founding America and the holiday of Thanksgiving (Collins,
Hunger 22).
This is brought into the arena itself with the central Cornucopia,
which like
its mythic counterpart “[spills] over with the things that will
34. give . . . life,”
brimming with “food, containers of water, weapons, medicine,
garments, fire
starters” (Collins, Hunger 179). However, this Cornucopia is
designed to force
the tributes to fight. The Cornucopia of Thanksgiving—in its
representation
of life, plenty, and the potential to live off the land—is
distorted beyond
recognition, as “around the Cornucopia, the ground appears to
be bleeding.
. . . Bodies lie on the ground and float in the sea” (Collins, Fire
331). The
Cornucopia also marks “one of the heaviest days of betting,” as
Capitol audi-
ences eagerly watch the narrowing pool of tributes (Collins,
Hunger 184).
Susan Shau Ming Tan68
This desire to follow and participate in the Games continues
after the
Games themselves are over, as the exotic arenas are opened to
the Capitol
public. The arenas are “historic sites,” and “popular
destinations for Capitol
residents to visit, to vacation,” where families can “rewatch the
Games, tour
the catacombs . . . even take part in re-enactments” (Collins,
Hunger 175).
Violence is not only made “unreal” through the watching of the
Hunger Games;
with these visions of “theme-park” atrocity, violence is made
fun, the arenas
35. a further step in the participatory fantasies of silver parachutes,
turned into
site of warped play. It is here, in the culturally central,
nationally central,
and almost mythic stature of the Games, that we see yet another
troubling
familiarity. What to the tributes is a “hell on earth” becomes
uncomfortably
reminiscent of the “happiest place on earth.” For the arenas of
the Hunger
Games bear a striking resemblance to our own version of a
world of unreal
tourism and plastic play: Disneyland.
Disneyland has long been recognized as an attempt to embody
the “es-
sence” of America. Its different components encompass
idealized versions of
nation—“the Pirates, the Frontier, the Future World, etc.”
(Baudrillard 12).
As Disneyland demonstrates power in terms of cultural memory
and history,
the Hunger Games emerge with this same function. All
knowledge of Panem
and its past comes from the Hunger Games. Like Disneyland,
the arenas
preserve landscapes long forgotten. And, as they preserve
history, the Hunger
Games are simultaneously some of the only accessible historical
recordings
and artifacts since the Dark Days. While the Dark Days are
evoked as the
meaning behind the Games, the Games—the resulting
simulation— have
surpassed the “real event”: an event so clouded in propaganda
that its facts
36. are never quite clear. The Hunger Games, however, are recorded
and often
rebroadcast for the public. It is not simply that the Hunger
Games denote a
time in history. The Hunger Games are history.
Baudrillard argues that Disney’s appeal lies in “the social
microcosm, the
religious, miniaturized pleasure of real America” that
Disneyland offers (Simu-
lacra 12). And indeed, Capitol audiences seem to endow the
Hunger Games
with a similar, almost religious valence, culture essentially
worshipping itself
(Durkheim). However, Baudrillard takes this idea further:
Disneyland is not
simply an America on a smaller scale, but rather “a cover for a
simulation of
the third order” (13). For Baudrillard, “Disneyland is presented
as imaginary
in order to make us believe that the rest is real” (13). Thus, the
facades of
Disneyland do not simply represent an attempt to recreate ideal
America.
Rather, it is in these plastic landscapes that we find ‘real’
America, for it is
only in Disneyland that we allow ourselves to acknowledge
constructed real-
ity. It is by losing ourselves in the fantasy of Disney that we are
able to deny
the hyperreality of our own society. Juxtaposed with the rest of
the world,
Burn with Us: Sacrificing Childhood in The Hunger Games 69
37. Disney grounds our denial: for if Disneyland is fake, and we
revel in its
“fakeness,” then the world outside of Disneyland, we reason,
must be “real.”
When brought to bear on Panem, Baudrillard’s critique is
horrifying in
its simplicity. As the Hunger Games emerge as Baudrillard’s
“reality,” these
same dangers emerge in the everyday. The Capitol is revealed to
be deadly,
laced with traps designed by the same Gamemakers who create
the arenas.
Violence once filtered through television screens is brought
intimately home
to the very city blocks of those who annually sent children to
their deaths.
Foucault writes: “is it surprising that prisons resemble factories,
schools,
barracks, hospitals, which all resemble prisons?” (228). And, as
punishment
has become entertainment, we see that nation has become a
space of punish-
ment. We should not be surprised that the Capitol city of Panem
is the Hunger
Games. Panem was an arena—a prison—all along.
As the hyperreal collides with the real, what Capitol audiences
viewed
as fiction comes to life with a vengeance. For it is not the
audiences of the
Hunger Games who are punished, but their children. As silver
parachutes
fall upon the children of the Capitol, the sins of their culture
literally rain
38. down upon them. Accepting these gifts, children once again pay
the price for
adult violence. And, as the parachutes explode, this violence,
like the Games
themselves, cannot be contained: for Katniss, the Mockingjay,
the fiery symbol
of rebellion, must watch her little sister “become a human
torch” (Collins,
Mockingjay 412). Prim is the innocent child, the protected
child, the future that
Katniss fights for. But with this, we see that those who are
protected, those
who are spared from Games, war, and first-hand violence are
denied a place
in the future world. The price of hyperreality is the future: is
the death of all
children, of all innocents. And indeed, the cycle of child death,
perpetuated
by a hyperreal culture that used children as its tools, draws to a
close with
the same violence. For Katniss discovers that the silver
parachutes are not
controlled by the Capitol, but by the rebels: the “human shield”
of children
orchestrated by the rebellion, not President Snow. The bombs
that consume
Prim are dropped in a strategic decision, one final “sacrifice,”
aired live on
television, designed to turn Capitol citizens against their
government. The
act that ends the war is one more act of hyperreality—of
televised death, of
the confusion between real and unreal—bought with the bodies
of children.
The ending of The Hunger Games trilogy is ostensibly positive.
39. Retreating
to District Twelve, Katniss and Peeta work together to accept
their traumas
and scars. However, as I have explored throughout this article,
“wholeness”
is no longer an option: the subject is fragmented, the body is
scarred, and the
reality of nation and world can never be wholly trusted. Katniss
and Peeta
have witnessed and been victims to a society that has lost sight
of reality,
and in doing so, has enabled the death of its children, pushing
humanity to
the brink of destruction, discovering death traps lurking beneath
its feet.
Susan Shau Ming Tan70
After his mental hijacking, Peeta devises a game—“Real or Not
Real”
(Collins, Mockingjay 317). Peeta plays his game to distinguish
between true
and implanted memories, questioning “real or not real?”
whenever he is in
doubt (Collins, Mockingjay 317). This game perhaps provides a
cue for us
all. The Hunger Games trilogy has emerged as a critique of us,
of modern
American culture, forcing us to recognize our complicity as
audience. We
are the “eyes of the world” that Winthrop envisioned, watching
as the uto-
pian dream has failed, has been warped not beyond recognition,
but more
40. terrifyingly, distorted yet utterly recognizable (31). Real or Not
Real? It is a
question we all must ask ourselves, a game we all must play.
Coda: Don’t You See I’m burning?
It’s time for the show. This will last exactly three hours and is
required viewing
for all of Panem. . . . I realize I’m unprepared for this. I do not
want to watch
my twenty-two fellow tributes die. I saw enough of them die the
first time. . .
.The first half-hour or so focuses on the pre-arena events. . . .
There’s this sort
of upbeat soundtrack playing under it that makes it twice as
awful because, of
course, almost everyone on screen is dead.
(Collins, Hunger 439–40)
Harry Potter has decades-long “Potterheads” and Twilight its
hardcore “Twi-
hards,” so it’s only natural that the vocal Hunger Games
followers would end
up with their own nickname now that the first movie’s release is
less than nine
months away. But after E! Online’s “The Awful Truth” referred
to Katniss
devotees as “Jabberjays” yesterday, fansite “Down With the
Capitol” launched
a campaign to get the fans themselves to decide what they’re
called and Lion-
sgate followed suit on the official Facebook page. Suggestions
on Twitter and
message-boards ranged from character-specific (“Peetaphiles,”
“Katniss-heads”)
41. to the obvious (“Tributes,” “Gamers”).
(“Hunger Games fans, what should we call ourselves?”)
The Hunger Games emerged one year after Rowling’s Harry
Potter series
concluded. Many have argued that as Harry Potter envisions a
future based
on magic, it suggests that peace and meaning are found in a
world that is
mainly void of technology (Reynolds 162). The Hunger Games
trilogy, then,
can perhaps be seen as the American response to Harry Potter.
As Harry
Potter draws on traditional British structures to create its world,
so too does
The Hunger Games trilogy draw upon specifically American
traditions as it
envisions a future. But this future could not be farther from the
world of Harry
Potter: the American imagination envisioning a dystopia, where
technology
rages uncontrollably, where meaning and humanity are
questioned. Harry
Potter and The Hunger Games share intriguing parallels, each
drawing on
Burn with Us: Sacrificing Childhood in The Hunger Games 71
a specific cultural-narrative to envision children “righting” the
future, and
each story resonating powerfully with its audiences. And,
following in the
footsteps of Harry Potter, The Hunger Games trilogy is
42. currently being turned
into a highly anticipated movie series, the three books broken
into four films.
But of course, this is where any connection between Harry
Potter and
The Hunger Games must end, for the adaptation of The Hunger
Games is
highly problematic. The troubling boundaries I have explored
are taken a
step further. Collins has written a book that condemns
consumerism, which
speaks with horror of a culture that makes spectacle of child
death. Yet, she
is caught in the very mechanisms she critiques, cowriting the
screenplay
to dramatize the very images of child death and violence, which
so distort
Panem. The burning children of The Hunger Games trilogy are
to be dreamed
once more, the horror of child death to be put on-screen,
inserted into the
culture of celebrity objectification, which Collins so closely
links with a loss
of humanity, with an objectification that can only end in the
fragmentation
of mind, body, and nation.
Before our eyes, the Hunger Games are beginning anew. “Burn
with us,”
the title of this article, is taken from Katniss’s words to those
who oppose
the rebellion: “If we burn, you burn with us” (Collins,
Mockingjay 118). It
is a threat, but also a plea: a plea for the districts to stand
united against the
43. barbarism and oppression of the Capitol and its culture. And, as
The Hunger
Games trilogy critiques and reflects our own society, it can and
should be
taken quite literally, perhaps even by Suzanne Collins herself.
As The Hunger
Games burn, as children burn, we must remember that we too
are at risk: for,
“fire,” as we are continually reminded, “is catching” (Collins,
Mockingjay 118).
Susan Shau Ming Tan is a Ph.D. student at the University of
Cambridge.
She studies under the supervision of Professor Maria
Nikolajeva, and her
doctoral dissertation focuses on violence in YA literature. She
received her
M.Phil. from the University of Cambridge and received her
undergraduate
degree from Williams College. She is a Dr. Herchel-Smith
Fellow and a
recipient of the Mellon-Mays Undergraduate Research
Fellowship.
Works Cited
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———. Simulacra and Simulation. 1981. Trans. Sheila Faria
44. Glaser. Ann Arbor: U
of Michigan P, 1994.
Susan Shau Ming Tan72
Collins, Suzanne. Catching Fire. London: Scholastic, 2009.
———. The Hunger Games. London: Scholastic, 2008.
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Freud, Sigmund. The Interpretation of Dreams. 1899. Trans.
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———. Violence and Sacred. Baltimore: Johns Hopkins UP,
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Hayles, N. Katherine. How We Became Posthuman. London: U
of Chicago P, 1999.
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25 June 2011. <www.starpulse.com>.
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Miller, David Lee. Dreams of the Burning Child: Sacrificial
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Witness. Ithaca: Cornell UP, 2003.
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Burn with Us: Sacrificing Childhood in The Hunger Games 73
Shakespeare, William. The Arden Shakespeare Complete Works.
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foot, Ann Thompson and David Scott Kastan. Walton-on-
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Project Text: Essay Assignment
For the third paper, I want you to choose an issue or theme in
the film The Hunger Games, explore it, using the film as the
“text” you are analyzing. You should engage with the ideas in
the film, not simply tell me what happens in it—I’m expecting
examples and brief quotes, notplot summary. I am also
expecting research that will link this book to a modern-day
issue.
How do the issues we see in Katniss’s world exist and function
in our own world? Even though The Hunger Games is fiction,
what can it tell us about issues (like war, love, gender,
47. entertainment, inequality) that exist in our world today?
Here are just some of the themes and ideas in the text:
1. War—many people have talked about this book as a story of
war, where people have to fight for their own survival. There
are alliances, betrayals, and death. Is The Hunger Games
primarily a story of war for adolescents? What is the story
trying to say about war and violence?
2. Love—while we may not know if Peeta really loves Katniss,
or if Katniss really loves Peeta, we do see love and hope as
huge aspects of this story. You can argue that the book is
ultimately a love story, but can it also been seen as challenging
ideas about romance and love stories in young adult literature
and film?
3. Reality television and entertainment—Many people have
observed that the book can be seen as a critique of “reality
television” and modern forms of competitive entertainment. Do
you see the film as a challenge or warning about “reality tv”?
4. Rebellion—you can talk about the story as a story of
rebellion and fighting back against what is forced upon these
characters. How does this connect to so-called “teenage
rebellion”? Do young adults respond better to stories about
rebellious characters? Is Katniss truly a rebellious character, or
is she a reluctant rebel pushed into her rebellion by
circumstances?
5. Economic Inequality—lately, everyone from politicians to
Occupy protesters have been talking about how wealth in our
country is extremely unequal. “The 99% vs the 1%” is a phrase
about the idea that the top one percent of Americans (in terms
of wealth) control about 42.2 percent of total financial wealth in
this country. How can this be seen as similar to society in
48. Panem, the fictional country where Katniss lives? Is The Hunger
Games a warning about extremely unfair distribution of wealth
in our own society?
Obviously, you may write about any specific aspect of the film,
not just the ones above. For example, you could consider the
inversion of the stereotypical gender expectations through the
characters of Katniss and Peeta, or examine the power of
fashion as seen through Cinna’s dresses and how the capture the
attention and send a message to the fashion obsessed citizens of
the Capitol. What did you find interesting or fascinating as you
watched the film or read the book? Look a little deeper into the
things that interested you and you may find something worth
writing about!
Basic Essay Requirements:
The essay must be at least 1000 words (more is better) and must
be written in size 12 font Times New Roman, with 1 inch
margins on all sides. Use MLA format for all citations and
annotated bibliography.
The Project Text Essay must include an Annotated Bibliography