Chapter 24 Palliative and End-of-Life CareThe hospice nur.docx

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Chapter 24 : Palliative and End-of-Life Care The hospice nurse has a unique role in the provision of end of life services. 1. Mention important roles (at least 3) of the nurse while providing quality end -of-life care to seriously ill persons and their families. Explain your answer. .

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Chapter 27: The purchase agreement 185 After reading this chapter, you’ll be able to: • describe the multiple functions of a purchase agreement form; • identify various types of purchase agreements; and • understand the sections and provisions that make up a purchase agreement. Learning Objectives The purchase agreement Chapter 27 A newcomer’s entry as a real estate agent into the vocation of soliciting and negotiating real estate transactions typically begins with the marketing and locating of single family residences (SFRs) as a seller’s agent or a buyer’s agent (also known as listing agents or selling agents, respectively). Other properties an agent might work with include: • one-to-four unit residential properties; • apartments; • commercial income properties (office buildings, commercial units and industrial space); • agricultural property; or • unimproved parcels of land. For real estate sales conveying ownership of a property, the primary document used to negotiate the transaction between a buyer and seller Types and variations equity purchase (EP) agreement purchase agreement Key Terms For a further discussion of this topic, see Chapter 51 of Real Estate Practice. 186 Real Estate Principles, Second Edition is a purchase agreement form. Different types of properties each require a different variety of purchase agreement. Various purchase agreement comprise provisions necessary to negotiate the sale of a particular type of property. Three basic categories of purchase agreements exist for the documentation of real estate sales. The categories are influenced primarily by legislation and court decisions addressing the handling of the disclosures and due diligence investigations in the marketing of properties The three categories of purchase agreements are for: • one-to-four unit residential property sales transactions; • other than one-to-four unit residential property sales transactions, such as for residential and commercial income properties and owner- occupied business/farming properties; and • land acquisition transactions. Within each category of purchase agreement, several variations exist. The variations cater to the specialized use of some properties, the diverse arrangements for payment of the price, and to the specific conditions which affect a property, particularly within the one-to-four unit residential property category. Purchase agreement variations for one-to-four unit residential sales transactions include purchase agreements for: • negotiating the conventional financing of the purchase price [See Figure 1, RPI Form 150 ]; • negotiating a short sale [See RPI Form 150-1]; • negotiating a cash to new or existing mortgage, or a seller carryback note [See RPI Form 150-2]; • negotiating for separate brokerage fees paid each broker by their client [See RPI Form 151]; • negotiating the government insured financing (FHA/VA) of t.

Chapter 27Gender and Media Content, Uses, and ImpactDar.docx

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Chapter 27 Gender and Media: Content, Uses, and Impact Dara N. Greenwood and Julia R. Lippman Although research offers compelling evidence to suggest that men and women are far more similar than they are different across a wide variety of domains, our perceptions of gender difference can lead us to believe that men and women do inhabit distinct gendered universes and can trigger self-fulfilling prophecies that confirm these expectations. These perceptions can even guide how academics choose to interpret the research literature. Hyde’s (2005) review of 46 meta-analyses supports a “gender similarities hypothesis,” namely, the magnitude of gender differences across these studies as measured by effect size is small or negligible in over three quarters of the cases assessed. Put differently, a “small” effect size (i.e., d < 0.35; Hyde, 2005) means that 85% of the distributions for women and men overlap. This is not to say that a 15% difference in distributions is an insignificant percentage, but it certainly illustrates that emphasizing difference to the exclusion of similarity paints an inaccurate picture. Further, where moderate or large gender differences did emerge, they were often the product of social context. For example, women are more likely than men to smile when they know they are being observed (LaFrance, Hecht, & Paluck, 2003, as cited in Hyde, 2005). The latter finding suggests that a given social situation may be of paramount importance in the apparent differences between men and women. The social environment can influence the manifestation of present attitudes and behaviors, but it is also a powerful shaping force throughout the lifespan. In their discussion of a social cognitive approach to gender development, Bussey and Bandura (2004) suggested that the mass media, in addition to ongoing input from parents and peers, offer a “pervasive cultural modeling of gender roles” (p. 108). It is not just children who assimilate cultural models, however; research on the phenomenon of “possible selves” (Markus & Nurius, 1986) suggests that over the course of our lives, we continue to draw hoped for as well as feared selves from “the categories made salient by the individual’s particular sociocultural and historical context and from the models, images, and symbols provided by the media and by the individual’s immediate social experiences” (p. 954, emphasis added). So how does the media environment contribute to our gendered perceptions and experiences? With a few exceptions, the basic cognitive and emotional processes by which media exert an impact tend to be similar for both men and women. The most robust gender differences exist at the level of media representation and content and the selective exposure patterns that are, in part, a response to gender-typed content. In order to understand how media affect women and men, it is crucial first to understand systematic gender differences in media content, as well as any gender difference.

CHAPTER 25Arab Unity and Disunity (since 1967)THE CRIS.docx

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CHAPTER 25 Arab Unity and Disunity (since 1967) THE CRISIS OF 1973 'Abd al-Nasir lived for three years after his defeat. His position in the world had been badly shaken by it; his relationships with the United States and Britain were soured by his accusation and belief that they had helped Israel militarily during the war, and by the American insistence that Israel would withdraw from conquered territories only in return for peace. His position in regard to other Arab rulers was weakened as the limitations of his power became clear. One immediate result of the war of 1967 was that he cut his losses in Yemen, and made an agreement with Saudi Arabia by which his forces were withdrawn. Inside Egypt, however, his position was still strong. At the end of the fateful week in June 1967 he announced his resignation, but this aroused widespread protests in Egypt and some other Arab countries, perhaps because of skilful organization, but perhaps because of a feeling that his resignation would be a deeper defeat and humiliation. His hold over popular sentiment in other Arab countries also remained strong. Both because of his own stature and because of the recognized position of Egypt, he was the indispensable broker between the Palestinians and those among whom they lived. In the years after 1967, the growth of Palestinian national feeling and the increasing strength of Fatah, which controlled the PLO from 1969, led to a number of incidents of guerilla action against Israel, and Israeli reprisals against the lands where the Palestinians had some freedom of action. In 1969, Egyptian intervention brought about an agreement between the Lebanese government and the PLO, which set the limits within which the PLO would be free to operate in southern Lebanon. In the next year, 1970, severe fighting broke out in Jordan between the army and Palestinian guerilla groups which seemed on the point of taking over power in the country. The Jordanian government was able to impose 416 ARAB UNITY AND DISUNITY (SINCE 1967) its authority and end the freedom of action of the Palestinian groups, and once more it was the mediation of 'Abd al-Nasir which made peace between them. Immediately after this, 'Abd al-Nasir suddenly died. The extraordinary scenes at his funeral, with millions weeping in the streets, certainly meant something; at least for the moment, it was difficult to imagine Egypt or the Arab world without him. His death was the end of an era of hope for an Arab world united and made new. 'Abd al-Nasir was succeeded by a colleague of long standing, Anwar Sadat (19 1 8-81). It seemed, at first, that Egypt would continue as before. In other Arab countries, too, changes in 1969 and 1970 brought to power people who seemed likely to follow a policy roughly similar to Nasirism or at least consistent with it. In Morocco and Tunisia, it is true, there was no basic change at this time; King Hasan and those around him, and Bourguiba .

Chapter 28 presents historical challenges to creating a sense of pe.docx

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Chapter 24Tort Reform© 2014 Jones and Bartlett Pub.docx

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Chapter 24 Tort Reform © 2014 Jones and Bartlett Publishers LEARNING OBJECTIVES • Describe the meaning of defensive medicine. • Describe various programs designed to lower the cost of malpractice insurance. • Describe the various ways to manage and reduce the number of negligence claims. © 2014 Jones and Bartlett Publishers Reducing Costs & Risks – I • Arbitration & Mediation • Structured Awards • Pretrial Screening Panels • Collateral Source Rule © 2014 Jones and Bartlett Publishers Reducing Costs & Risks – II • Contingency Fee Limitations • Countersuits & Frivolous Claims • Joint & Several Liability • Malpractice Liability CAPS © 2014 Jones and Bartlett Publishers Reducing Costs & Risks – III • No-Fault System • Regulation of Insurance Practices • Physician Participation in Tort Reform © 2014 Jones and Bartlett Publishers The Answer - I • Malpractice Crisis Continues • Many Approaches – No “One” Proven Resolution • Will Require Variety of Reforms © 2014 Jones and Bartlett Publishers The Answer - II • Need to Include all in the Solution – Caregivers – Providers – Insurers – Private Industry – Regulatory Bodies © 2014 Jones and Bartlett Publishers Review Questions 1. Describe the various ways to reduce high malpractice awards. 2. Should there be limits placed on malpractice awards? Support your opinion. 2. How does a structured award work? 3. Which of the schemes for tort reform discussed previously do you consider most helpful in addressing the malpractice insurance crisis? © 2014 Jones and Bartlett Publishers Chapter 23 Employee Rights and Responsibilities LEARNING OBJECTIVES • Describe and understand the rights of employees. • Describe and understand the responsibilities of employees. • Explain what professionals can do to improve professional relationships between one another, as well as between caregivers and patients. Employee Rights - I • Equal Pay for Equal Work • Refuse to participate in care vs. Patient Rights – pharmacist refusal to fill a prescriptions • Question patient care – Suggest Changing Physicians • Freedom from sexual harassment • Treated with dignity and respect Employee Rights - II • Privacy and confidentiality • Whistle-blowing • Freedom from intimidation • Privacy Rights Employee Responsibilities - I • Compassion • Patient advocacy • Honor patient wishes • Maintain confidentiality • Adhere to Safe Practice – Comply with sterile technique protocols Employee Responsibilities - II • Adhere to Professional Standards • Protect Patients from Harm • Maintain Professional Relationships • Maintain employee privacy and confidentiality • Report unethical behavior • Participate in Continuing Education Helpful Advice - I • Do not blame others for your mistakes. • Do not say: “We are short staffed” • Do not say that the physician is not present when he or she is. • Do not say the physician will soon be h.

Chapter 24Mental HealthCopyright © 2018, Elsevie.docx

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Chapter 24 Mental Health Copyright © 2018, Elsevier Inc. All rights reserved. Copyright © 2018, Elsevier Inc. All rights reserved. Mental health is the same later in life as it is earlier in life except that the challenges may be greaterInterference can occur as a result ofDevelopmental transitionsLife eventsPhysical illnessCognitive impairmentSituations calling for psychic energy Mental Health Considerations Copyright © 2018, Elsevier Inc. All rights reserved. * Copyright © 2018, Elsevier Inc. All rights reserved. Copyright © 2018, Elsevier Inc. All rights reserved. * Copyright © 2018, Elsevier Inc. All rights reserved. Most older adults manage transitions and stressors through resilience, hardiness, and resourcefulnessThose who are not successful haveLack of social supportsAccumulated stressorsUnresolved griefPreexisting psychiatric illnessCognitive impairmentInadequate coping resourcesThose most at risk have life transitions and a loss of social support Mental Health Considerations (Cont.) Copyright © 2018, Elsevier Inc. All rights reserved. * Copyright © 2018, Elsevier Inc. All rights reserved. Adults 55 years of age and older will experience mental health disorders that are not typically part of normal agingLong-term consequences of military conflict20th century drug cultureMental health disorders are typically underreported and not well researched, especially among racially and culturally diverse people Mental Health Considerations (Cont.) Copyright © 2018, Elsevier Inc. All rights reserved. * Copyright © 2018, Elsevier Inc. All rights reserved. Attitudes and beliefs: Older people are reluctant to seek help becausePride of independenceStoic acceptance of difficultyUnawareness of resourcesFear of being “put away”Health providers’ lack of knowledgeCultureAvailability of mental health care Factors Influencing Mental Health Care Copyright © 2018, Elsevier Inc. All rights reserved. * Copyright © 2018, Elsevier Inc. All rights reserved. Wide range of settings, includingAcute and long-term inpatient psychiatric unitsPrimary careCommunity and institutional settingsResidential care in long-term careMust integrate mental health and substance abuse with other health servicesIn acute care, medical patients present with psychiatric disorders in 25% to 33% of cases Mental Health Care Settings Copyright © 2018, Elsevier Inc. All rights reserved. * Copyright © 2018, Elsevier Inc. All rights reserved. Shortage of trained personnelLimited availability and access for psychiatric servicesLack of staff training related to mental health and mental illnessInadequate Medicaid and Medicare reimbursement for mental health services Barriers to Mental Health Care Copyright © 2018, Elsevier Inc. All rights reserved. * Copyright © 2018, Elsevier Inc. All rights reserved. Anxiety is a normal human reaction and part of the fear responseWhen anxiety is prolonged, exaggerated, and interferes with function, a problem occursAnxiety disorders are.

Chapter 23Rural and Migrant HealthCopyright © 2015, 2011, 20.docx

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Chapter 23 Rural and Migrant Health Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. Rural Populations The largest rural population in history of United States is now. 75% of counties are classified as rural; they contain only 20% of the U.S. population Number/size of rural counties are highest … in the South (35%) in the Midwest and West (23%) in the Northeast (19%) Census data 20% of nation’s children under 18 15% of nation’s elderly More than 50% of nation’s poor Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 2 Rural Populations (Cont.) Economic base is shifting Agriculture is the “food and fiber system” All aspects of agriculture (core materials to wholesale and retail and food service sectors) are included Poverty in rural areas greater than in urban areas Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 3 Rural Populations (Cont.) Poverty continues to be greater in rural America than in urban areas. Aging-in-place, out-migration of young adults, and immigration of older persons from metro areas. Greater diversity among residents: a country of immigrants historically and today. Health disparities exist—rural population more likely to be older, less educated, live in poverty, lack health insurance, and experience a lack of available health care providers and access to health care Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 4 Health Disparities Among Rural Americans Only 10% of U.S. physicians practice in rural areas Ratio of physicians in rural population is 36:100,000 (nearly double in urban settings) More often assess their health as fair or poor More disability days resulting from acute conditions More negative health behaviors (untreated mental illness, obesity, alcohol, tobacco, and drug use) that contribute to excess deaths and chronic disease and disability rates Higher number of unintentional injuries Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 5 Defining Rural Populations Population size Rural = towns with population of less than 2500 or in open country [farm/nonfarm] Density Rural = fewer than 45 persons per square mile Frontier = less than 6 people per square mile Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 6 Defining Rural Populations (Cont.) The Rural-Urban Continuum uses population and adjacency to metropolitan areas Core Based Statistical Areas (CBSAs) Metropolitan areas = county with at least one urbanized area of 50,000 or more people Micropolitan area = area contains a cluster of 10,000 to 50,000 persons Outside CBSAs = noncare areas Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 7 Describing Rural Health and Populations Differ in complex geographical, social, and economic areas Disparit.

Chapter 3Linking IT to Business Metrics From the first time IT.docx

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Chapter 3 Linking IT to Business Metrics From the first time IT started making a significant dent in corporate balance sheets, the holy grail of academics, consultants, and business and IT managers has been to show that what a company spends on IT has a direct impact on its performance. Early efforts to do this, such as those trying to link various measures of IT input (e.g., budget dollars, number of PCs, number of projects) with various measures of business performance (e.g., profit, productivity, stock value) all failed to show any relationship at all (Marchand et al. 2000). Since then, everyone has prop- erly concluded that the relationship between what is done in IT and what happens in the business is considerably more complex than these studies first supposed. In fact, many researchers would suggest that the relationship is so filtered through a variety of “conversion effects” (Cronk and Fitzgerald 1999) as to be practically impossible to demonstrate. Most IT managers would agree. They have long argued that technology is not the major stumbling block to achieving business performance; it is the business itself—the processes, the managers, the culture, and the skills—that makes the difference. Therefore, it is simply not realistic to expect to see a clear correlation between IT and business performance at any level. When technology is successful, it is a team effort, and the contributions of the IT and business components of an initiative cannot and should not be separated. Nevertheless, IT expenditures must be justified. Thus, most companies have concentrated on determining the “business value” that specific IT projects deliver. By focusing on a goal that matters to business (e.g., better information, faster transaction processing, reduced staff), then breaking this goal down into smaller projects that IT can affect directly, they have tried to “peel the onion” and show specifically how IT delivers value in a piecemeal fashion. Thus, a series of surrogate measures are usually used to demonstrate IT’s impact in an organization. (See Chapter 1 for more details.) More recently, companies are taking another look at business performance metrics and IT. They believe it is time to “put the onion back together” and focus on what 1 This chapter is based on the authors’ previously published article, Smith, H. A., J. D. McKeen, and C. Street. “Linking IT to Business Metrics.” Journal of Information Science and Technology 1, no. 1 (2004): 13–26. Reproduced by permission of the Information Institute. 1 27 28 Section I • Delivering Value with IT really matters to the enterprise. This perspective argues that employees who truly understand what their business is trying to achieve can sense the right ways to per- sonally improve performance that will show up at a business unit and organizational level. “People who understand the business and are informed will be proactive and ... have a disposition to create business value every day in many.

Chapter 23: The Skeletal System KEY TERMS Axial skeleton versus Hyoid bone Appendicular skeleton Pectoral girdle Pelvic girdle Ligament Tendon Shapes: 1. Long · Diaphysis · Compaact bone · Medullary cavity · Endosteum · Yellow bone marrow · Epiphysis · Spongy bone · Red bone marrow i. hematopoiesis · Articular cartilage · periosteum 2. Short 3. Flat 4. Irregular 5. Sesamoid Ossification Epiphyseal disk Osteoblast Osteocyte Osteoclast Articulation Foramen Process Crest Head Suture Fossa Fontanel Skull: A. Major Cranial bones: 1. Frontal 2. Parietal (2) 3. Occipital a. Foramen magnum 4. Temporal (2) a. External auditory meatus b. Mastoid process 5. Ear Ossicles a. Malleus b. Incus c. Stapes B. Major Facial bones: 1. Mandible 2. Maxillae (2) 3. Zygomatic (2) 4. Nasal (2) 5. Palatine Spinal Column: 1. Cervical 2. Thoracic 3. Lumbar 4. Sacral 5. Coccygeal Thoracic Cage Sternum True ribs Costal cartilage False ribs Floating ribs Pectoral girdle 1. Clavicles 2. Scapulae Upper extremity bones: · Humerus · Radius · Ulna · Carpal bones · Metacarpal bones · Phalanges Pelvic girdle: 1. Coxal bone (2) a. Ilium b. Ischium c. pubis 2. sacrum Lower extremity bones: · Femur · Acetabulum · Patella · Tibia · Fibula · Tarsal bones · Calcaneus · Metatarsal bones · Phalanges Articulations: 1. Fibrous a. suture 2. Cartilaginous a. Pubis symphysis b. Intervertebral disc 3. Synovial a. Knee · Joint capsule · Ligament · Synovial fluid · Joint cavity · Synovial membrane Diseases: Osteoarthritis Rheumatoid arthritis Bursitis Ewing sarcoma Fractures · Complete · Incomplete · Simple · Compound · Greenstick · Comminuted · Impacted · Spiral · Reduction o Closed o Open Gout Kyphosis Lordosis Scoliosis Osteogenesis imperfect Osteoporosis Bone density test versus bone scan Osteosarcoma Paget’s disease .

Chapter 4 A Tour of the CellChapter 4 A Tour of the CellName.docx

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Chapter 4: A Tour of the Cell Chapter 4: A Tour of the Cell Name ________________________ Period _________ Chapter 4: A Tour of the Cell Guided Reading Activities Chapter Content: The Microscopic World of Cells 1. The ____________ states that all cells come from existing cells and that organisms are made of cells. 2. Complete the table that compares prokaryotic to eukaryotic cells. Prokaryotes Eukaryotes Description of cells 3. A scientist discovers a cell in a sample of water from Utah’s Great Salt Lake. She discovers the cell has a cell wall, ribosomes, and a nucleoid region. Upon further microscopic observation the scientist notices the nucleoid region contains a single chromosome. Which of the following cells would it most likely be? A) Prokaryote B) Animal cell C) Plant cell D) Eukaryote 4. Complete the following table illustrating the differences between plant and animal cells. Plant cells Animal cells Shared features Unique features Chapter Content: Membrane Structure Complete the following questions as you read the fourth chapter content—Membrane Structure: 1. True or false: If false, please make it a correct statement. The plasma membrane regulates the movement of substances into and out of the cell. 2. Students, when asked to diagram a simple cell membrane, many times draw the structure below. What is wrong with this structure? In other words, briefly explain why it is incorrect. 3. Which of the following statements best describes the structure of a cell membrane? A) Proteins sandwiched between two layers of phospholipids B) Proteins embedded in two layers of phospholipids C) A layer of protein coating a layer of phospholipids D) Phospholipids sandwiched between two layers of protein 4. A cell’s plasma membrane is described as being a ______________ because it is composed of a variety of molecules that are constantly in motion around each other. 5. Figure 4.5b on page 60 of your textbook indicates that membrane proteins will have both hydrophilic and hydrophobic regions. Briefly explain why a membrane protein would need both regions. Refer to the figure to aid you in answering the question. 7. List three common bacterial targets of antibiotics. Chapter Content: The Nucleus and Ribosomes: Genetic Control of the Cell Complete the following questions as you read the fourth chapter content—The Nucleus and Ribosomes: Genetic Control of the Cell: 1. Complete the following table regarding the nucleus. Nuclear envelope Nuclear pores Nucleolus Nucleus Function 2. The nuclear envelope has passages for substances moving into and out of the nucleus. These passages are called nuclear pores and they are made by proteins that are inserted into the plasma membrane that makes up the nuclear envelope. These proteins would be assembled by: A) Free-floating ribosomes B) The nucleus C) Ribosomes bound to the endoplasmic reticulum D) Nuclear pores 3. What are the functions of a protein. 4. Does DNA lea.

Chapter 4 Managing Disputes ADR and Litigation StrategiesI.docx

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Chapter 4 Managing Disputes: ADR and Litigation Strategies Its Legal, Ethical, and Global Environment Marianne M. Jennings Business 11th Ed. ©2017 Cengage Learning®. May not be scanned, copied or duplicated or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use. 0 4-1 Types of ADR Arbitration − Oldest Form of ADR Parties submit grievances and evidence to a third party expert in an informal setting American Arbitration Association provides many arbitrators and rules ©2017 Cengage Learning®. May not be scanned, copied or duplicated or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use. 1 4-2 Types of ADR Arbitration Advantages Less formality Handled privately Expert handles the cases Speed was once an advantage, but tends to move as slowly as court cases now ©2017 Cengage Learning®. May not be scanned, copied or duplicated or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use. 2 Types of ADR Arbitration Disadvantages Arbitrator may not have legal training and may not understand the significance of legal points Rules of evidence do not apply Expense and complexity has increased Cost has increased 4-3 ©2017 Cengage Learning®. May not be scanned, copied or duplicated or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use. Federal Arbitration Act Passed to stop judicial interference with arbitration Courts now rarely interfere with arbitration clauses in consumer contracts 4-4 ©2017 Cengage Learning®. May not be scanned, copied or duplicated or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use. Federal Arbitration Act Courts now rarely interfere with arbitration decisions CFPB has proposed eliminating arbitration requirement for consumer credit contract 4-5 ©2017 Cengage Learning®. May not be scanned, copied or duplicated or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise .

Chapter 4 Data Communications and Networking 1 of 40 .docx

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Chapter 4: Data Communications and Networking 1 of 40 ACCOUNTING INFORMATION SYSTEMS: A DATABASE APPROACH by: Uday S. Murthy, Ph.D., ACA and S. Michael Groomer, Ph.D., CPA, CISA Data Communications and Networking Learning Objectives After studying this chapter you should be able to: • identify the five components of a telecommunications network, • distinguish between terminals and workstations, • explain the various types of transmission links, including physical and “through the air” links, • differentiate between alternative transmission methods such as analog and digital transmission, circuit switching and packet switching, • describe in general terms the functioning of line sharing devices and switches, • explain the role of network architecture and standards, • explain the OSI telecommunications model, • distinguish between local area networks and wide area networks, • describe alternative computer network configurations including ring, star, and bus networks, • understand the various types of wide area networks, including the options for centralized data processing networks and distributed data processing networks, • explain the concept of a client/server system, • understand the architecture and functioning of the Internet, • distinguish between the Internet and Intranets, • describe the operation of electronic data interchange arrangements between organizations, • explain the concept of e-business and its emerging importance in the global economy. The dramatic technological advances that swept the computer industry in the seventies and eighties resulted in the development of extremely fast and powerful personal Chapter 4: Data Communications and Networking 2 of 40 computers. These personal computers made it possible to maximize individual productivity. However, most current hardware and software technological developments have been aimed at maximizing group productivity. Increasingly, personal computers are networked together to enable communication between users and to facilitate sharing of data and resources. This chapter is aimed at providing a basic understanding of a range of telecommunications concepts including local area and wide area networks. We also discuss some recent communications technologies affecting business such as client/server systems, the Internet, and electronic data interchange. Almost all computer systems in organizations today are networked, and these networked computer systems invariably house a wealth of accounting information. It is therefore important for accountants to have a working knowledge of data communications and networking concepts. Telecommunications concepts Telecommunications refers to the electronic transmission of information from a point of origin to a point of destination. A telecommunications network is composed of five components: (1) terminals and workstations, (2) transmission links, (3) tra.

Chapter 3 The APA Ethics Code and Ethical Decision MakingThe APA.docx

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Chapter 3 The APA Ethics Code and Ethical Decision Making The APA’s Ethics Code provides a set of aspirational principles and behavioral rules written broadly to apply to psychologists’ varied roles and the diverse contexts in which the science and practice of psychology are conducted. The five aspirational principles described in Chapter 2 represent the core values of the discipline of psychology that guide members in recognizing in broad terms the moral rightness or wrongness of an act. As an articulation of the universal moral values intrinsic to the discipline, the aspirational principles are intended to inspire right actions but do not specify what those actions might be. The ethical standards that will be discussed in later chapters of this book are concerned with specific behaviors that reflect the application of these moral principles to the work of psychologists in specific settings and with specific populations. In their everyday activities, psychologists will find many instances in which familiarity with and adherence to specific Ethical Standards provide adequate foundation for ethical actions. There will also be many instances in which (a) the means by which to comply with a standard are not readily apparent, (b) two seemingly competing standards appear equally appropriate, (c) application of a single standard or set of standards appears consistent with one aspirational principle but inconsistent with another, or (d) a judgment is required to determine whether exemption criteria for a particular standard are met. The Ethics Code is not a formula for solving these ethical challenges. Psychologists are not moral technocrats simply working their way through a decision tree of ethical rules. Rather, the Ethics Code provides psychologists with a set of aspirations and broad general rules of conduct that psychologists must interpret and apply as a function of the unique scientific and professional roles and relationships in which they are embedded. Successful application of the principles and standards of the Ethics Code involves a conception of psychologists as active moral agents committed to the good and just practice and science of psychology. Ethical decision making thus involves a commitment to applying the Ethics Code and other legal and professional standards to construct rather than simply discover solutions to ethical quandaries (APA, 2012f). This chapter discusses the ethical attitudes and decision-making strategies that can help psychologists prepare for, identify, and resolve ethical challenges as they continuously emerge and evolve in the dynamic discipline of psychology. An opportunity to apply these strategies is provided in the cases at the end of each chapter and the 10 case studies presented in Appendix A. Ethical Commitment and Virtues The development of a dynamic set of ethical standards for psychologists’ work-related conduct requires a personal commitment and lifelong effort to act ethically; to encourage ethical.

Chapter 3 3Plainchant Alleluia, Caro mea”Composed ca. 1275This.docx

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Chapter 3 3Plainchant Alleluia, “Caro mea” Composed: ca. 1275 This brief chant is from the Mass for the Feast of Corpus Christi. It is a responsorial chant in which a chorus “responds” to a solo singer. As is so often the case with medieval plainchant, we do not know the identity of the composer, though it was probably written by a monk or priest. This chapter's recording, by an all-male ensemble, reflects the way this chant would have been sung in a medieval monastery.Learning Objectives . 3.1Describe how the Alleluia functioned in the context of the Mass. . . 3.2Define responsorial chant. . . 3.3Identify the unison texture of plainchant as it is heard in “Caro mea” from the Mass for the Feast of Corpus Christi. . . 3.4Explain the use of contrast in the performance of “Caro mea.” . . 3.5Define melisma and identify melismas in “Caro mea.” . . 3.6Describe how plainchant assists in promoting calm and well-being. . Plainchant was an integral part of every service of worship in the Medieval church. The Alleluia “Caro mea” is one of many plainchants used during the Mass for the Feast of Corpus Christi (Latin for “Body of Christ”), which celebrates the Holy Sacrament, the body (bread) and blood (wine) of Christ. Like all Masses, the Mass for the Feast of Corpus Christi consists of a combination of elements that are unchanging (the “Ordinary”—the Kyrie, Gloria, Credo, Sanctus, and Agnus Dei) and elements that change according to the specific Sunday or feast day (the “Propers”—Introit, Gradual, Alleluia, Offertory, Communion). The texts for the Propers of the Mass for the Feast of Corpus Christi all deal in some way with the ritual of the Holy Sacrament. The text for the Alleluia for this feast day is taken from the Gospel of John, 6:55–56. These are the words Jesus spoke to his disciples and others at the synagogue at Caprenaum, and they foreshadow the words he would say at the Last Supper the night before his crucifixion, when he distributed bread and wine to his disciples as part of the traditional Passover meal. A priest (center) leads the celebration of Mass with the assistance of monks (left), who are singing from a notated manuscript.PERFORMANCEChilling to Chant Plainchant has long been recognized as an element that enhances meditation, prayer, and devotion: It figures prominently in many of the world's religions (see Expand Your Playlist: Chant, Chapter 1). The gentle flow of the melodies, the absence of repetitive rhythms, and the relatively narrow range of timbre all help create a sense of calm and well-being. Scientists are gradually discovering that there is a physiological factor at work here as well. Dr. Alan Watkins, a senior lecturer in neuroscience at Imperial College London, has noted that “the musical structure of chanting can have a significant and positive physiological impact . . . studies also demonstrate that such practices have been shown to lower blood pressure, increase levels of the performance hormone DHEA as.

chapter 3 Chapter 3 Managerial Decision Making1. Describ.docx

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Chapter 3What are GPNs and how do they function and operate W.docx

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Chapter 3 What are GPNs and how do they function and operate? Who are the GPN actors that are referred to in Chapter 3 and do they work with each other or against each other? Discuss extent to which capital is becoming reterritorialized or disembodied. What does this currently mean to international business which attempts to expand internationally? Discuss the extent to which TNCs and / or financialization affect process of globalization, and vice versa. Are Non-Government Production entities (NGOs) an effective way to curb excesses of YNCs, or part of the problems? Group #1 members will take the argument in support of this statement that NGOs are an effective way to curb excesses of TNCs. Chapter 4 Technological change is defined as a socially and institutionalized embedded process. Do you agree with this statement and why or why not? There are supposedly four types of technological change. List them and define what they mean. Are there more? List these as well. Which is more significant, communications technology or transportation technology? Group #2 members are to take the position in support of transportation technology. Conduct the trends identified by this chapter and where they might lead to the future, if at all. Book: ISBN:978146251955-2 GLOBAL SHIFT 7E .

CHAPTER 3the story of the slave ship, the Zong- in Novembe.docx

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CHAPTER 3 the story of the slave ship, the Zong: - in November of 1781, after 3 months at sea the Zong was nearing the ‘New World’ from the western coast of Africa - had started with 471 African individuals intended for the slave trade - fresh water was very low and disease had broken out - in accordance with the ‘economics’ of the slave trade and the norms of the time, the slaves were considered ‘cargo’ – no different from livestock - the ‘cargo’ had been insured at the beginning of the trip — slaves that died of natural causes (lack of water, disease) would not be covered by the insurance — however, if the slaves died from being thrown overboard while still alive, the ship owners’ insurance would cover the lose — hoping to save water and reduce the spread of disease, 54 sick slaves were chained together and thrown overboard — over 2 days, more live slaves were thrown overboard (total: 132 persons) at 1st the insurance company was going to pay, but a new freed slave, Equiano (living free in England now) made an abolitionist aware and a new trial determined the slaves were people, not cargo or livestock and the ship owners did not get the insurance foundations of US - beginning in 1600s and through 1700s the US is an agricultural society - land and labor are needed - to get land and labor 3 groups were made into minority status — these groups joined the colonies, then the US through colonization — these 3 groups are still having problems today (Native American, African American, Hispanic/Mexican American) two themes throughout this text 1) what the current subsistence technology is for a specific time period) (impacts majority – minority relations at that time (subsistence technology: how a society provides for basic goods, services (shelter, food, water) for its people) (see table) what’s important hunting / gathering / foraging human energy little stratification - dependent of what nature provides agriculture human energy and animal energy - more surplus - increased stratification - majority / minority relationship is likely to be patriarchal - land ownership - cheap, easily controllable workforce industrialization addition of other energy sources, culminating in electricity - even more surplus - even more stratification - capital to build factories, buy machinery and raw materials, pay workers post industrialization / information electricity human energy - high stratification education 2) what the contact situation is when 2 or more groups first make contact (impacts majority – minority relations at the time and later) the initial contact situation - application of the Noel and Blauner Hypotheses - they are not mutually exclusive; they look at similar, overlapping issues - much can be learned by applying both hypotheses — Noel hypothesis Noel Hypotheses at contact conditions result Noel Two or more groups come together if the following conditions exist - ethnocentrism - competition - power differential among the groups resul.

Chapter 3The Civilization of the GreeksCopyright © 2017 Ceng.docx

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Chapter 3 The Civilization of the Greeks Copyright © 2017 Cengage Learning. All Rights Reserved. 1 Learning Objectives (Slide 1 of 3) Explain how the geography of Greece affected Greek history Summarize the contributions of Homer and why his work was used as the basis for Greek education Identify the chief features of the polis, or city-state Compare the major city-states of Athens and Sparta Copyright © 2017 Cengage Learning. All Rights Reserved. 2 Learning Objectives (Slide 2 of 3) Describe the Greek ideal of democracy and the ways in which the Athenian political system was a democracy Discuss the effect of the two great fifth century B.C.E. conflicts – the Persian wars and the Peloponnesian War –- on Greek civilization Copyright © 2017 Cengage Learning. All Rights Reserved. 3 Learning Objectives (Slide 3 of 3) Describe the ideals upon which Greek art was based and how those ideals were expressed Debate the questions posed by Greek philosophers, as well as their own responses to these questions Copyright © 2017 Cengage Learning. All Rights Reserved. 4 Early Greece (Slide 1 of 2) Greek history has been shaped by its: Mountainous terrain: Separated independent Greek communities from one another Long seacoast: Enabled contact with outside world; later establishment of colonies Minoan Crete A Bronze Age civilization that used metals in making weapons Established by 2800 B.C.E. Not Greek in language or religion Copyright © 2017 Cengage Learning. All Rights Reserved. Early Greece (Slide 2 of 2) The first Greek state: Mycenae Flourished between 1600 and 1100 B.C.E. Warriors who prided themselves on their heroic deeds in battle The most famous of all their supposed military adventures: the epic poetry of Homer Invaded from the north by Greek-speaking people; torched around 1190 B.C.E Copyright © 2017 Cengage Learning. All Rights Reserved. The Greeks in a Dark Age (ca. 1100–ca. 750 B.C.E.) (Slide 1 of 2) Homer and Homeric Greece Illiad Epic poem of Trojan War The tale of the Greek hero Achilles and how the “wrath of Achilles” led to disaster Odyssey Epic journey of a Greek hero Tests Odysseus’ heroism until, by both cunning and patience, he prevails Copyright © 2017 Cengage Learning. All Rights Reserved. The Greeks in a Dark Age (ca. 1100–ca. 750 B.C.E.) (Slide 2 of 2) Homer’s enduring importance His Iliad and the Odyssey were regarded as authentic history Used as standard texts for the education of generations of Greek males’ striving for excellence, called arete In the Homeric world, aristocratic women were expected to pursue excellence Copyright © 2017 Cengage Learning. All Rights Reserved. The World of the Greek City-States (ca. 750–ca. 500 B.C.E.) (Slide 1 of 5) The polis The central institution in Greek life The acropolis, or hill, was the central point where the citizens of the polis could assemble for political, social, and religious activities A new military system: the Greek way of war Hoplites, Phalanx Co.

Chapter 3What is the basic accounting equation Give an exampl.docx

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Chapter 3 What is the basic accounting equation? Give an example of how a business transaction would effect the basic accounting equation. Give an example of a journal entry using at least two accounts. Give one example each of asset, liability, equity, revenue and expense accounts and the normal balance of debit or credit. Give an example that shows the basic steps in the recording process. What is the purpose of a trial balance? Define cash activities as operating, investing, or financing and give one example of each. Please rephrase for student A and student B. Attachments below is their answers. .

Chapter 3Understanding FinancialStatements and Cash Flow.docx

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Chapter 3 Understanding Financial Statements and Cash Flows © 2017 Pearson Education, Inc. All rights reserved. 3-‹#› Learning Objectives Compute a company’s profits as reflected by its income statement. Determine a firm’s financial position at a point in time based on its balance sheet. Measure a company’s cash flows. Explain the difference between GAAP and IRFS. © 2017 Pearson Education, Inc. All rights reserved. 3-‹#› 2 2 Learning Objectives Compute taxable income and income taxes owed. Describe the limitations of financial statements. Calculate a firm’s free cash flows and financing cash flows. © 2017 Pearson Education, Inc. All rights reserved. 3-‹#› 3 3 THE INCOME STATEMENT © 2017 Pearson Education, Inc. All rights reserved. 3-‹#› The Income Statement It is also known as Profit/Loss Statement It measures the results of firm’s operation over a specific period. The bottom line of the income statement shows the firm’s profit or loss for a period. Sales – Expenses = Profits © 2017 Pearson Education, Inc. All rights reserved. 3-‹#› 5 5 Income Statement Terms Revenue (Sales) Money derived from selling the company’s product or service Cost of Goods Sold (COGS) The cost of producing or acquiring the goods or services to be sold Operating Expenses Expenses related to marketing and distributing the product or service, general administrative expenses and depreciation expense Financing Costs The interest paid to creditors Tax Expenses Amount of taxes owed, based upon taxable income © 2017 Pearson Education, Inc. All rights reserved. 3-‹#› 6 6 © 2017 Pearson Education, Inc. All rights reserved. 3-‹#› 7 7 Common-Sized Income Statement Common-sized income statement restates the income statement items as a percentage of sales. Common-sized income statement makes it easier to compare trends over time and across firms in the industry. See Table 3.1 © 2017 Pearson Education, Inc. All rights reserved. 3-‹#› © 2017 Pearson Education, Inc. All rights reserved. 3-‹#› Profit-to-Sales Analysis from Common-Sized Income Statement See Table 3.1 Gross profit margin (or percentage of sales going towards gross profit) is 61.1% Operating profit margin (or percentage of sales going towards operating profit) is 21.1% Net profit margin (or percentage of sales going towards net profit) is 15.4% © 2017 Pearson Education, Inc. All rights reserved. 3-‹#› THE BALANCE SHEET © 2017 Pearson Education, Inc. All rights reserved. 3-‹#› The Balance Sheet The balance sheet provides a snapshot of a firm’s financial position at a particular date. It includes three main items: assets, liabilities, and owner-supplied capital (shareholders’ equity). Assets (A) are resources owned by the firm. Liabilities (L) and owner’s equity (E) indicate how those resources are financed: A = L + E The transactions in balance sheet are recorded at cost price, so the book value of a firm may be very different from .

Chapter 3Public Health Data and Communications.docx

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Chapter 3 Public Health Data and Communications Learning Objectives Identify six basic types of public health data Explain the meaning, use, and limitations of the infant mortality rate and life expectancy measurements Explain the meanings and uses of HALEs and DALYs Identify criteria for evaluating the quality of information presented on a website Explain ways that perceptions affect how people interpret information Learning Objectives Explain the roles of probabilities, utilities, and the timing of events in combining public health data Explain the basic principles for the construction of decision trees and their uses Explain how attitudes, such as risk-taking attitudes, may affect decision making Identify three different approaches to clinical decision making and their advantages and disadvantages Vignette 1 You read that the rate of use of cocaine among teenagers has fallen by 50% in the last decade. You wonder where that information might come from. Vignette 2 You hear that life expectancy in the United States is now approximately 80 years. You wonder what that implies about how long you will live and what that means for your grandmother, who is 82 and in good health. Vignette 3 You hear on the news the gruesome description of a shark attack on a young boy from another state and decide to keep your son away from the beach. While playing at a friend’s house, your son nearly drowns after falling into the backyard pool. You ask why so many people think that drowning in a backyard pool is unusual when it is far more common than shark attacks. Vignette 4 “Balancing the harms and benefits is essential to making decisions,” your clinician says. The treatment you are considering has an 80% chance of working, but there is also a 20% chance of side effects. “What do I need to consider when balancing the harms and the benefits?” you ask. Vignette 5 You are faced with a decision to have a medical procedure. One physician tells you there’s no other choice and you must undergo the procedure, another tells you about the harms and benefits and advises you to go ahead and the third lays out the options and tells you it’s your decision. Why are there such different approaches to making decisions these days? Questions-to-Ask (1) What is the scope of health communications? Where does public health data come from? How is public health information compiled to measure the health of a population? How can we evaluate the quality of the presentation of health information? What factors affect how we perceive public health information? Questions-to-Ask (2) What type of information needs to be combined to make health decisions? What other data needs to be included in decision making? How do we utilize information to make health decisions? How can we use health information to make healthcare decisions? Table 3-1 The 6 Ss of Quantitative Sources of Public Health Data (1/3)Type ExamplesUsesAdvantages/ DisadvantagesSingle case or small seriesC.

Chapter 3Systems Documentation TechniquesCopyright © 2012 Pe.docx

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Chapter 3 Systems Documentation Techniques Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 3-1 What Is Documentation? Set of documents and models Narratives, data flow models, flowcharts Describe who, what, why, when, and where of systems: Input, process, storage, output, and controls Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 3-2 Why Should You Learn Documentation? You need to be able to read documentation in all its forms: narratives, diagrams, models. You need to be able to evaluate the quality of systems, such as internal control based in part on documentation. SAS 94 requires independent auditors to understand all internal control procedures. Documentation assists in auditor understanding and documentation of their understanding Sarbanes-Oxley states that management: Is responsible for internal control system Is responsible for assessing the effectiveness of the IC System Both management and external auditors need to document and test IC System Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 3-3 Data Flow Diagrams Graphically describes the flow of data within a system Four basic elements Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 3-4 Entity Process Data Flow Data Store Entity Represents a source of data or input into the system or Represents a destination of data or output from the system Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 3-5 Data Flows Movement of data among: Entities (sources or destinations) Processes Data stores Label should describe the information moving Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 3-6 Process Represents the transformation of data Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 3-7 Data Store Represents data at rest Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 3-8 Data Flow Diagram Levels Context Highest level (most general) Purpose: show inputs and outputs into system Characteristics: one process symbol only, no data stores Level-0 Purpose: show all major activity steps of a system Characteristics: processes are labeled 1.0, 2.0, and so on Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 3-9 Flowcharts Use symbols to logically depict transaction processing and the flow of data through a system. Using a pictorial representation is easier to understand and explain versus a detailed narrative. Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 3-10 Types of Flowcharts Document Illustrates the flow of documents through an organization Useful for analyzing internal control procedures System Logical representation of system inputs, processes, and outputs Useful in systems analysis and design Program Represent the logical sequence of program logic Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 3-11 .

Chapter 3Systems Considerations in the Design of an HRIS Pl.docx

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Chapter 3 Systems Considerations in the Design of an HRIS: Planning for Implementations 1 HRIS CUSTOMERS/USERS Employees Managers Analysts (power users) Technicians (HRIS experts) Clerical employees Organizational employees Nonemployees Job seekers Sourcing partner organizations Kavanagh, Human Resource Information Systems 4e. SAGE Publications, 2018. 2 2 CATEGORIES OF DATA Information about people Information about the organization Data that are created as a result of the interaction of the first two categories Kavanagh, Human Resource Information Systems 4e. SAGE Publications, 2018. 3 3 TWO-TIER (CLIENT–SERVER) ARCHITECTURE Kavanagh, Human Resource Information Systems 4e. SAGE Publications, 2018. 4 4 THREE-TIER ARCHITECTURE Kavanagh, Human Resource Information Systems 4e. SAGE Publications, 2018. 5 5 N-TIER ARCHITECTURE Kavanagh, Human Resource Information Systems 4e. SAGE Publications, 2018. 6 6 HRIS ARCHITECTURE One-tier architecture (Mainframe) All software functionality accessed via the mainframe Two-tier architecture (client–server) Spread of low-powered processing power through PCs and high-powered processing through mainframe Separation of application technology from database technology Kavanagh, Human Resource Information Systems 4e. SAGE Publications, 2018. 7 7 HRIS ARCHITECTURE Three-tier architecture (middleware) Middleware is a software that manages data and transactions prior to being saved to the database N-tier architecture Expandable to multiple Web and application servers that can be geographically dispersed for load balancing and worldwide access Additional print servers and process schedulers Kavanagh, Human Resource Information Systems 4e. SAGE Publications, 2018. 8 8 CLOUD COMPUTING “Server cloud” operated off-site – Applications are delivered or accessed over the Web, anyplace, anytime, with multiple choices of devices, especially iPhone and iPad Cloud computing technology allows businesses to use applications without having to install software Cloud computing can be sold on demand, by the minute or the hour, and is elastic—meaning that an enterprise can consume as much or as little of a service as it wants at any given time. Kavanagh, Human Resource Information Systems 4e. SAGE Publications, 2018. 9 External Web Services 9 CLOUD COMPUTING There exist three general service categories commonly recognized in cloud computing. Infrastructure as a service (IaaS) Platform as a service (PaaS) Software as a service (SaaS) Reduces software and equipment capital outlays Evaluation process must include a thorough security analysis Kavanagh, Human Resource Information Systems 4e. SAGE Publications, 2018. 10 External Web Services 10 BEST OF BREED Architecture that combines products from multiple vendors Plug-and-play technology based on universally agreed guidelines and common computer language Kavanagh, Human Resource Information S.

Chapter 3Ross, Westerfield, and Jordans Excel MasterEssentials of.docx

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Chapter 3Ross, Westerfield, and Jordan's Excel MasterEssentials of Corporate Finance, 9th editionby Brad Jordan and Joe SmoliraVersion 9.0Chapter 3In these spreadsheets, you will learn how to use the following Excel functions:The following conventions are used in these spreadsheets:1) Given data in blue2) Calculations in redNOTE: Some functions used in these spreadsheets may require that the "Analysis ToolPak" or "Solver Add-In" be installed in Excel.To install these, click on the File button then "Options," "Add-Ins" and select"Go." Check "Analysis ToolPak" and "Solver Add-In," then click "OK." SUMIF/xl/drawings/drawing1.xml#'Section%203.1'!A57 Absolute references/xl/drawings/drawing1.xml#'Section%203.1'!A26 Text boxes/xl/drawings/drawing1.xml#'Section%203.3'!A65 Shapes and lines/xl/drawings/drawing1.xml#'Section%203.3'!A65 Conditional formatting/xl/drawings/drawing1.xml#'Section%203.5'!A10 IF/xl/drawings/drawing1.xml#'Section%203.2'!A51 Section 3.1Chapter 3 - Section 1Standardized Financial StatementsThe balance sheets for Prufrock Corporation are:Prufrock Corporation2015 and 2016 Balance Sheets ($ millions)2015201620152016Current assetsCurrent liabilities Cash$ 84$ 98 Accounts payable$ 312$ 344 Accounts receivable165188 Notes payable231196 Inventory393422 Total$ 543$ 540 Total$ 642$ 708Long-term debt$ 531$ 457Owners' equityFixed assets Common stock and Net plant and equipment$ 2,731$ 2,880 paid-in surplus$ 500$ 550 Retained earnings1,799$ 2,041 Total$ 2,299$ 2,591Total assets$ 3,373$ 3,588Total liabilities and equity$ 3,373$ 3,588To construct the common-size balance sheet, we need to divide each asset account by the total assets and each liabilities and equity account by the total liabilities and equity. Once we enter the formula, we can copy and paste the formula instead of inserting in an equation in each cell. One problem with copying and pasting is that Excel keeps the formula in relation to the previous cells. For example, if you copy and paste a formula in cell B5 that references cell B2, wherever you paste the equation, it will always reference 3 cells above where you pasted it. For example, if you paste a formula from cell B5 that references cell B2 into cell D12, in the new position it will reference cell D9. A solution is to use absolute references in your formula.RWJ Excel TipTo use an absolute reference, use the $ before the column letter and row number. For example, to reference cell E21 when you copy and paste a formula, you would enter it as $E$21. A quick way to do this is just enter E21, then hit the F4 key. Wherever copied and pasted, this equation will always reference cell E21. If you want to reference the column and not the row, you would enter $E21, or if you want to reference the row and not the column, you would enter it as E$21.Using absolute references and the balance sheet from the previous worksheet, the common-sized balance sheet is:Prufrock Corp.

Chapter 3Team Communication and Difficult Conversations.docx

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Chapter 3 Team Communication and Difficult Conversations ©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. Team Assignment This Photo by Unknown Author is licensed under CC BY-NC ©McGraw-Hill Education. 2 Your Team and Roles Each of you must assume one of the following roles for the meeting 1. -- Marketing Manager - to represent the customers and the messaging/branding of the company 2– Finance Manager – to represent the financial interests of the company 3– Human Resources Manager – to represent the employees of the company and their needs Also, each member must take assume one of the following roles: Meeting facilitator and coordinator Create and distribute agenda via email before the meeting. Create and distribute meeting minutes after the meeting ©McGraw-Hill Education. Practicing Team Communication Business Meetings The scenario: Your boss has come to you and asked for a solution to the following problem: Your company's email contact list is down by 30% over the past year because your customers are opting out. You must develop a plan to address the problem. Plan a meeting. Design an agenda and a team to address the problem. You can choose your company together. Source: https://www.usbusiness-news.com/2018-consumers-more-aware-than-ever-of-ability-to-opt-out-of-marketing-communications-new-research-finds. ©McGraw-Hill Education. Your Assignment 1. Create a team. 2. Assign team roles. 3. Via email, the team must find and agree on a meeting time outside of class when you can all participate. 4. Create and send out an agenda out before the meeting 5. Meet to develop a response to the case study scenario. Be sure to represent your position’s interests within the meeting. Develop a list of potential solutions to the problem for the CEO. 6. Develop and send minutes out after the meeting. ©McGraw-Hill Education. Your Assignment By the assignment due date, you need to submit the following items, as a team. Team participants and roles Meeting agenda(s) Meeting minutes Meeting email invitations and scheduling email (screenshoot). If any team member doesn’t attend the meeting, or participate in the allocation of duties, he/she will not receive credit for the assignment. ©McGraw-Hill Education. TEAM FACILITATORS Tips and Advice ©McGraw-Hill Education. Barriers to Team Effectiveness Ineffective communication Lack of effective chartering and goal setting Lack of clarity and understanding of roles Low morale Low productivity Lack of trust ©McGraw-Hill Education. In a recent survey, business professionals cited ineffective communication (66 percent) as the biggest barrier to team effectiveness. Other major barriers included lack of effective chartering and goal setting (56 percent), .

Chapter 3RecessionThrown into disorder by the crisis, the.docx

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Chapter 3 Recession Thrown into disorder by the crisis, the social reproduction process spends several years in a period of recession preparing for recovery by passing through a process that organizes excess capital. According to Spiethoff, the crisis of 1825 lasted six years, until 1831; the 1836 crisis extended to 1842, also six years; the 1847 crisis spanned four years, until 1851; and the 1857 crisis lasted until 1861, passing through four years of recession before entering a new period of prosperity. The organizing of excess capital that is carried out in these definite periods is not a simple matter, however. By lowering production costs through improvements and upgrades to production methods, the organization of excess capital takes place by creating new relations between capitalists and workers. This is the sole reason why periods of recession exhibit definite durations of so many years. It is a process that proceeds by way of the tough competition between individual capitals, and by the sacrifices of workers. It is here, moreover, that loan capital plays a special role. 1. The stagnation of the reproduction process In a period of recession that constitutes the opposite of the period of prosperity, a fall in commodity prices resulting from crisis brings about a complete end to speculative activities, and in the wake of the destruction resulting from the crisis, the reproduction process continues to contract. This hardly means, of course, that individual capitals undergo these reductions uniformly. Industries in which large increases in prices occurred in periods of prosperity will be forced to make even bigger reductions and contractions in the period of recession, but this does not necessarily mean that these contractions and reductions can be carried off easily. Rather, the opposite is true. This point sheds light on the way the heavy-chemical industries, such as iron works, developed into such large scale operations along with, and as part of, the development of capitalism. It especially sheds light on the monopolistic organizations of cartels and trusts that gave birth to the so-called mixed industries (gōdō jigyō) that produce both raw materials and semi-manufactured goods. In any case, in the period of recession, the contraction of the reproduction process of individual industries and individual capitals assumes different shapes and forms, precisely because of the resiliency and resistance of capital. Generally speaking, however, along with the stagnation of the reproduction process, the growing amount of idle capital cannot but push down the profit rate, and even for capitals that can boast of favorable conditions and an impressive resiliency, even for these capitals, the fall in prices makes the contraction of production unavoidable. But even if it has become technologically possible to improve production methods, or to introduce entirely new production methods, this does not mean that the existing production facilities .

CHAPTER 3PROJECT MANAGEMENTT.docx

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CHAPTER 3 PROJECT MANAGEMENT THE ESSENCE OF PROJECT MANAGEMENT “First, have a definite, clear practical ideal; a goal, an objective. Second, have the necessary means to achieve your ends; wisdom, money, materials, and methods. Third, adjust all your means to that end.” —Aristotle, ancient Greek philosopher and scientist THE BBC DIGITAL MEDIA INITIATIVE In 2007, the British Broadcasting Corporation (BBC) launched the Digital Media Initiative, an IT project meant to digitize media production and media asset management across the organization. Originally estimated at a cost of £80 million ($128 million), DMI was intended to introduce a tape- less workflow—from raw footage to finished programs—and give BBC staff immediate desktop access to the entire BBC archive. It was predicted that the DMI would save the company 2.5 percent in media production costs per hour, bringing a return of £100 million ($160 million) by 2015. In 2008, the BBC awarded the contract to Siemens, its long-time technology partner; however, that partnership broke down in 2009, with neither company taking direct responsibility for the failure. Rather, the two companies issued a statement saying, “The media environment has changed a great deal since the DMI project began, and both organizations have been in discussions about the way forward. The BBC and Siemens have reached an agreement that allows the BBC to complete the Chapter 3 project in-house.” DMI was dubbed the “Don’t Mention It” project and delegated to the BBC’s chief 62 technical architect and executive producer. Once in-house, however, DMI ran into a series of obstacles. Behind schedule, the IT team struggled to get end users to commit to firm project requirements and priorities. “Throughout the project, the team informed me that the biggest single challenge facing the project was the changes to requirements requested by the business,” said the former chief technology officer John Linwood. The result was a constantly fluctuating project scope. In addition, the technology team sought to adopt an agile development approach, so that the software would be produced bit-by-bit, with the business units exploring each incremental release as it was developed. Linwood claims, however, that the business units did not want to take the time to test the releases. Eventually, the IT team simply developed major system components with minimal business unit testing. Meanwhile, the project was falling further and further behind schedule. In addition, the BBC did not assign anyone the responsibility or the authority to oversee the adoption of the program by the business units, depriving the DMI of effective project integration management. Because the transition from tape-based production and asset management to digital production and asset management necessitated a significant shift in work processes, management of the adoption and integration of the DMI into business units was essential. In May 2013, the B.

CHAPTER 3Individual Differences and Emotions©McGraw-Hill.docx

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CHAPTER 3 Individual Differences and Emotions ©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. 1 Major Questions You Should Be Able to Answer 3.1 How does understanding the relative stability of individual differences benefit me? 3.2 How do multiple intelligences affect my performance? 3.3 How does my personality affect my performance at school and work? 3.4 How do self-evaluations affect my performance at work? 3.5 What is emotional intelligence and how does it help me? 3.6 How can understanding emotions make me more effective at work? ©McGraw-Hill Education. 2 How Does Who I Am Affect My Performance? We all differ along a vast number of personal attributes. How we differ has been shown to influence how we approach each of the following: Work Solving problems Conflict Interactions with co-workers ©McGraw-Hill Education. Individual differences (IDs): the many attributes, such as traits and behaviors that describe each of us as a person. As shown in Figure 3.2, individual differences can be arranged on a continuum of their relative stability. At one extreme are relatively fixed traits (like intelligence), and at the other extreme are more flexible states (like emotions). Relatively fixed differences are stable over time and across situations and are difficult to change. Relatively flexible differences, such as emotions, change over time, from situation to situation, and can be altered more easily. 3 The Differences Matter Which individual differences do you think managers can influence? Jump to Appendix 1 for description ©McGraw-Hill Education. 4 Test Your OB Knowledge (1 of 6) Maria is a manager for Greens and Grits. Maria would like to improve job satisfaction for her employees. She can accomplish this by implementing different policies dealing with personality. intelligence. cognitive ability. emotions and attitudes. All of the above. ©McGraw-Hill Education. The answer is D. Emotions and attitudes, as these are relatively flexible. 5 Intelligence: There Is More to the Story Than IQ (1 of 2) Gardner’s theory of multiple intelligences (MI) Linguistic Logical-mathematical Musical Bodily-kinesthetic Spatial Interpersonal Intrapersonal Naturalist ©McGraw-Hill Education. Howard Gardner, a professor at Harvard’s Graduate School of Education, investigated this issue for years and summarized his findings in his 1983 book Frames of Mind: The Theory of Multiple Intelligences. The eight different intelligences he identified include not only mental abilities, but social and physical abilities and skills as well. 6 Intelligence: There Is More to the Story than IQ (2 of 2) We also have practical intelligence The ability to solve everyday problems by utilizing knowledge gained from experience in order to purposefully adapt to, shape, and sel.

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