Chapter 4 – Review the section on Linear Development in Learning.docx
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Chapter 4 – Review the section on Linear Development in Learning Approaches. Discuss how learning changes over time impact organizational culture. What is the impact of this cultural change on the success of IT projects? (Information Technology and Organizational Learning) The above submission should be one -page in length and adhere to APA formatting standards. **Remember the page length does not include the APA cover page or any references** .
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Chapter 8 Religion and the Restoration of Health in Afric.docx
Chapter 8
Religion and the Restoration of Health in Africa: A
Case Study of the Traditional Akan People of Ghana
Samuel Awuah-Nyamekye
Introduction
Sound health, no doubt, is the soul of every human society, for no
human society can thrive if her people are afflicted with ill-health.
For this reason, the Akan of Ghana prioritise matters that border
on sound health. But among the Akan as is the case in traditional
African societies, the line between their secular and religious
activities is indistinguishable (Parrinder, 1961; Mbiti, 1969; Opoku,
1978.) This makes the hold of religion on the Akan and, for that
matter,traditional Africans, very strong.
In the worldview of the traditional Akan2 of Ghana, apote or
apomuden (health or well-being) is not only understood as the
absence of diseases and afflictions or misfortunes but also, it
includes the presence of good relationship between humans and the
spirit beings on one hand and good interpersonal relationship on
the other, for the Akan one cannot claim there is good health or
well-being while the people in the community are at each other’s
throat. That is, a good mental framework is inclusive of health in
the Akan milieu (Opoku, 1978, Kwame Gyekye, 1996; Awuah-
Nyamekye, 211). This mind-set is very common among many
African cultures (Gwyneth,. 1994; Makinde 1988:6). This worldview
thus, gives direction to the Akan in all their activities including
health and its restoration. This also explains the reason why usually
the etiology of almost all diseases has supernatural underpinnings
(Field, 1961; Foster, 1976). It must, however, be emphasised that in
2 By traditional Akan people, I mean those Akan who generally still keep and
live to the customs and traditions of their forebears, particularly their indigenous
spirituality (African Traditional Religion) in spite of the influence of impinging
religions such as Christianity and Islam
181
Mawere, Munyaradzi, and Awuah-Nyamekye, Samuel, eds. Between Rhetoric and Reality : The State and Use of Indigenous
Knowledge in Post-Colonial Africa. Cape Town: Langaa RPCIG, 2015. Accessed March 26, 2018. ProQuest Ebook Central.
Created from uwinnipeg on 2018-03-26 20:20:15.
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.
spite of the supernatural etiology of ill-health among the Akan, they
also at some point acknowledge the ‘Germ Theory’ or the
‘naturalistic’ causes of illneses as Foster (1976)puts it.
Notwithstanding this reality, and paradoxically, the Akan still
find it very difficult to de-couple spirituality and therapeutic
practices. It is against this background that this chapter argues that
among the traditional Akan, religion and medicine are inseparable
realities. Literature on health care delivery in Ghana is quite
extensive but those on how the local concepts of illness may affect
people’s choices of health care model are scarce. Th.
Chapter 8 - Children of alcoholics often display characteristic tr.docx
Chapter 8 - Children of alcoholics often display characteristic traits: (1) the "hero" who attempts to replace the dysfunctional parent by overachieving, or (2) the "jester" who compensates for a lack of parental guidance by being mischievous and unruly. Which role did Beethoven play in his family? What is the evidence for your choice? 100+ words
Chapter 9 - Discuss the way travel might have affected composers (for example, Mendelssohn). If you have been outside the U.S., or even taveled far within the U.S., what effect did it have on you? 100+ words
.
Chapter 8 - Review the Siemens AG case study. Note the importan.docx
Chapter 8 - Review the Siemens AG case study. Note the importance of understanding the interrelationships amongst all the senior leaders at every location. Pay special attention to Figure 8.1 and Figure 8.2. Note how the corporate CIO should engage with each of the regional leaders. Why is this important? (Information Technology and Organizational Learning)
The above submission should be one-page in length and adhere to APA formatting standards.
.
Chapter 7Victimology and Patterns of VictimizationThe a.docx
Chapter 7:
Victimology and Patterns of Victimization
The authors discuss the meaning of genocide, criminology’s aversion of the topic, and assertions of the United States’ own participation in it. Through reviewing a brief U.S. history, the authors argue that genocide stemming from the treatment of Native Americans throughout history should not be written off as radical conspiracy. Likening American Indian reservations to inner cities, a connection is made provoking questions between the historical treatment of African Americans and genocide.
Chapter 8: Lawmaking and the Administration of Criminal Law
This Chapter analyzes the impact that class, race, and gender have on shaping laws and the lawmaking process. Although criminal law is thought to be an objective measure of harm, it is instead the direct result of our political process headed by a powerful few, where money and privilege reign. The authors explain that the laws that shape our reality and perceptions of what is criminal serve the interests of the influential ruling class at the expense of the underclasses.
Discuss
one
of the following (Write Minimum of 250 words):
1. You learned in Chapter 7 that certain victims are valued above others. Why do you think that is? How do you think that impacts the U.S Criminal Justice System?
OR
2. According to Chapter 8, minorities are the labor pool that is regulated through punishment. How is this analysis relevant in criminal justice today?
.
Chapter 7Thinking and IntelligenceFigure 7.1 Thinking .docx
Chapter 7
Thinking and Intelligence
Figure 7.1 Thinking is an important part of our human experience, and one that has captivated people for centuries.
Today, it is one area of psychological study. The 19th-century Girl with a Book by José Ferraz de Almeida Júnior, the
20th-century sculpture The Thinker by August Rodin, and Shi Ke’s 10th-century painting Huike Thinking all reflect the
fascination with the process of human thought. (credit “middle”: modification of work by Jason Rogers; credit “right”:
modification of work by Tang Zu-Ming)
Chapter Outline
7.1 What Is Cognition?
7.2 Language
7.3 Problem Solving
7.4 What Are Intelligence and Creativity?
7.5 Measures of Intelligence
7.6 The Source of Intelligence
Introduction
Why is it so difficult to break habits—like reaching for your ringing phone even when you shouldn’t, such
as when you’re driving? How does a person who has never seen or touched snow in real life develop an
understanding of the concept of snow? How do young children acquire the ability to learn language with
no formal instruction? Psychologists who study thinking explore questions like these.
Cognitive psychologists also study intelligence. What is intelligence, and how does it vary from person
to person? Are “street smarts” a kind of intelligence, and if so, how do they relate to other types of
intelligence? What does an IQ test really measure? These questions and more will be explored in this
chapter as you study thinking and intelligence.
In other chapters, we discussed the cognitive processes of perception, learning, and memory. In this
chapter, we will focus on high-level cognitive processes. As a part of this discussion, we will consider
thinking and briefly explore the development and use of language. We will also discuss problem solving
and creativity before ending with a discussion of how intelligence is measured and how our biology
and environments interact to affect intelligence. After finishing this chapter, you will have a greater
appreciation of the higher-level cognitive processes that contribute to our distinctiveness as a species.
Chapter 7 | Thinking and Intelligence 217
7.1 What Is Cognition?
Learning Objectives
By the end of this section, you will be able to:
• Describe cognition
• Distinguish concepts and prototypes
• Explain the difference between natural and artificial concepts
Imagine all of your thoughts as if they were physical entities, swirling rapidly inside your mind. How is it
possible that the brain is able to move from one thought to the next in an organized, orderly fashion? The
brain is endlessly perceiving, processing, planning, organizing, and remembering—it is always active. Yet,
you don’t notice most of your brain’s activity as you move throughout your daily routine. This is only one
facet of the complex processes involved in cognition. Simply put, cognition is thinking, and it encompasses
the processes associated with perception, knowledge, problem solving, judgment, langu.
Chapter 7 2. How does a false positive alarm differ from a f.docx
Chapter 7
2. How does a false positive alarm differ from a false negative alarm? From a security perspective, which is less desirable?
3.
How does a network-based IDPS differ from a host-based IDPS?
14.
What is an open port? Why is it important to limit the number of open ports to those that are absolutely essential?
Chapter 8
3.
What is a cryptographic key, and what is it used for? What is a more formal name for a cryptographic key?
4.
What are the three basic operations in cryptography?
9.
What are the components of PKI?
.
Chapter 7 covers Corporate Information Security and Privacy Regu.docx
Chapter 7 covers Corporate Information Security and Privacy Regulation. Specifically, the Sarbanes Oxley Act of 2002 was passed as a result of the Enron scandal. Give a short synopsis of the Enron scandal and then provide a short synopsis of SOX.
Answer the question with a short paragraph, between 250 and 350 words. Brevity is a virtue. That is why you are limited to 350 words. If you can't present your hypothesis in 350 words or less then it is too complicated.
Remember that when you state a fact if you don't provide a reference, it is not a fact but rather an opinion.
submit it by 2/16/2020 at 4:59 PM EST
.
Chapter 7The Problem of EvilOf all the objections to theism pr.docx
Chapter 7
The Problem of Evil
Of all the objections to theism presented by atheists, the most celebrated and oft-rehearsed, by far, is the problem of evil and suffering. Debates about evolution and the like notwithstanding, most reflective theists would likely agree that objections to belief in God posed by the occurrence of evil and suffering present a far more serious challenge than do objections from science. (In fact, one of the most popular lines of objection to theistic evolution is really a version of the problem of evil; it asks, How could a perfectly loving God employ a means of creation that proceeds by way of the systematic destruction of the weakest and most vulnerable creatures?) A distinction must be drawn, however, between the problem of evil as a philosophical objection to religious belief and the problem as a concerned question.
Some philosophers have put forward arguments from evil which purport to show that God does not exist or that belief in God is unreasonable. To such philosophical attacks, philosophical responses are appropriate. However, many people—believers and nonbelievers alike—are bothered by evil. When they are faced with suffering, on their own part or on the part of others, they may pose an agonizing Why? A philosophical argument is often the last thing such a person wants to hear; such an argument may appear irritatingly superficial or even callous. The person wants compassion and empathy, and the proper response may simply be to listen and try to share the other’s grief and questions. At such times the problem of evil calls more for pastoral care than for philosophical debate.
The philosophical problem of evil, on the other hand, can be posed briefly and sharply. It appears to many people that a perfectly good, all-knowing and all-powerful being, were he to exist, would not allow the kinds or quantity of evil and suffering that exists in our world. The underlying assumption of this argument is the intuition—common to many atheists and theists alike—that a good being eliminates evil as far as it is able to. God, being omniscient, should be aware of every instance of evil and suffering; being perfectly good, he would presumably want to eliminate all evil; being omnipotent, he should be able to do just that. If there were a God, therefore, one would expect not to find any evil in the world. Since one does find evil—and quite a bit of it—God must not exist. In this way, the existence of evil and suffering is thought to undermine the rationality of belief in God.
Types of Evil, Versions of the Problem and Types of Responses
The evils in the world which this argument takes as its basis are usually divided into two types. Moral evil is all the evil which is due to the actions of free, morally responsible beings. Murders, rapes and the hunger caused by social injustice would be examples of moral evil. Natural evil (or nonmoral evil) is all the evil that is not (or at least does not appear to be) due to the actions.
Recommended
Chapter 8 Religion and the Restoration of Health in Afric.docx
Chapter 8
Religion and the Restoration of Health in Africa: A
Case Study of the Traditional Akan People of Ghana
Samuel Awuah-Nyamekye
Introduction
Sound health, no doubt, is the soul of every human society, for no
human society can thrive if her people are afflicted with ill-health.
For this reason, the Akan of Ghana prioritise matters that border
on sound health. But among the Akan as is the case in traditional
African societies, the line between their secular and religious
activities is indistinguishable (Parrinder, 1961; Mbiti, 1969; Opoku,
1978.) This makes the hold of religion on the Akan and, for that
matter,traditional Africans, very strong.
In the worldview of the traditional Akan2 of Ghana, apote or
apomuden (health or well-being) is not only understood as the
absence of diseases and afflictions or misfortunes but also, it
includes the presence of good relationship between humans and the
spirit beings on one hand and good interpersonal relationship on
the other, for the Akan one cannot claim there is good health or
well-being while the people in the community are at each other’s
throat. That is, a good mental framework is inclusive of health in
the Akan milieu (Opoku, 1978, Kwame Gyekye, 1996; Awuah-
Nyamekye, 211). This mind-set is very common among many
African cultures (Gwyneth,. 1994; Makinde 1988:6). This worldview
thus, gives direction to the Akan in all their activities including
health and its restoration. This also explains the reason why usually
the etiology of almost all diseases has supernatural underpinnings
(Field, 1961; Foster, 1976). It must, however, be emphasised that in
2 By traditional Akan people, I mean those Akan who generally still keep and
live to the customs and traditions of their forebears, particularly their indigenous
spirituality (African Traditional Religion) in spite of the influence of impinging
religions such as Christianity and Islam
181
Mawere, Munyaradzi, and Awuah-Nyamekye, Samuel, eds. Between Rhetoric and Reality : The State and Use of Indigenous
Knowledge in Post-Colonial Africa. Cape Town: Langaa RPCIG, 2015. Accessed March 26, 2018. ProQuest Ebook Central.
Created from uwinnipeg on 2018-03-26 20:20:15.
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2
01
5.
L
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a
R
P
C
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. A
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s
re
se
rv
ed
.
spite of the supernatural etiology of ill-health among the Akan, they
also at some point acknowledge the ‘Germ Theory’ or the
‘naturalistic’ causes of illneses as Foster (1976)puts it.
Notwithstanding this reality, and paradoxically, the Akan still
find it very difficult to de-couple spirituality and therapeutic
practices. It is against this background that this chapter argues that
among the traditional Akan, religion and medicine are inseparable
realities. Literature on health care delivery in Ghana is quite
extensive but those on how the local concepts of illness may affect
people’s choices of health care model are scarce. Th.
Chapter 8 - Children of alcoholics often display characteristic tr.docx
Chapter 8 - Children of alcoholics often display characteristic traits: (1) the "hero" who attempts to replace the dysfunctional parent by overachieving, or (2) the "jester" who compensates for a lack of parental guidance by being mischievous and unruly. Which role did Beethoven play in his family? What is the evidence for your choice? 100+ words
Chapter 9 - Discuss the way travel might have affected composers (for example, Mendelssohn). If you have been outside the U.S., or even taveled far within the U.S., what effect did it have on you? 100+ words
.
Chapter 8 - Review the Siemens AG case study. Note the importan.docx
Chapter 8 - Review the Siemens AG case study. Note the importance of understanding the interrelationships amongst all the senior leaders at every location. Pay special attention to Figure 8.1 and Figure 8.2. Note how the corporate CIO should engage with each of the regional leaders. Why is this important? (Information Technology and Organizational Learning)
The above submission should be one-page in length and adhere to APA formatting standards.
.
Chapter 7Victimology and Patterns of VictimizationThe a.docx
Chapter 7:
Victimology and Patterns of Victimization
The authors discuss the meaning of genocide, criminology’s aversion of the topic, and assertions of the United States’ own participation in it. Through reviewing a brief U.S. history, the authors argue that genocide stemming from the treatment of Native Americans throughout history should not be written off as radical conspiracy. Likening American Indian reservations to inner cities, a connection is made provoking questions between the historical treatment of African Americans and genocide.
Chapter 8: Lawmaking and the Administration of Criminal Law
This Chapter analyzes the impact that class, race, and gender have on shaping laws and the lawmaking process. Although criminal law is thought to be an objective measure of harm, it is instead the direct result of our political process headed by a powerful few, where money and privilege reign. The authors explain that the laws that shape our reality and perceptions of what is criminal serve the interests of the influential ruling class at the expense of the underclasses.
Discuss
one
of the following (Write Minimum of 250 words):
1. You learned in Chapter 7 that certain victims are valued above others. Why do you think that is? How do you think that impacts the U.S Criminal Justice System?
OR
2. According to Chapter 8, minorities are the labor pool that is regulated through punishment. How is this analysis relevant in criminal justice today?
.
Chapter 7Thinking and IntelligenceFigure 7.1 Thinking .docx
Chapter 7
Thinking and Intelligence
Figure 7.1 Thinking is an important part of our human experience, and one that has captivated people for centuries.
Today, it is one area of psychological study. The 19th-century Girl with a Book by José Ferraz de Almeida Júnior, the
20th-century sculpture The Thinker by August Rodin, and Shi Ke’s 10th-century painting Huike Thinking all reflect the
fascination with the process of human thought. (credit “middle”: modification of work by Jason Rogers; credit “right”:
modification of work by Tang Zu-Ming)
Chapter Outline
7.1 What Is Cognition?
7.2 Language
7.3 Problem Solving
7.4 What Are Intelligence and Creativity?
7.5 Measures of Intelligence
7.6 The Source of Intelligence
Introduction
Why is it so difficult to break habits—like reaching for your ringing phone even when you shouldn’t, such
as when you’re driving? How does a person who has never seen or touched snow in real life develop an
understanding of the concept of snow? How do young children acquire the ability to learn language with
no formal instruction? Psychologists who study thinking explore questions like these.
Cognitive psychologists also study intelligence. What is intelligence, and how does it vary from person
to person? Are “street smarts” a kind of intelligence, and if so, how do they relate to other types of
intelligence? What does an IQ test really measure? These questions and more will be explored in this
chapter as you study thinking and intelligence.
In other chapters, we discussed the cognitive processes of perception, learning, and memory. In this
chapter, we will focus on high-level cognitive processes. As a part of this discussion, we will consider
thinking and briefly explore the development and use of language. We will also discuss problem solving
and creativity before ending with a discussion of how intelligence is measured and how our biology
and environments interact to affect intelligence. After finishing this chapter, you will have a greater
appreciation of the higher-level cognitive processes that contribute to our distinctiveness as a species.
Chapter 7 | Thinking and Intelligence 217
7.1 What Is Cognition?
Learning Objectives
By the end of this section, you will be able to:
• Describe cognition
• Distinguish concepts and prototypes
• Explain the difference between natural and artificial concepts
Imagine all of your thoughts as if they were physical entities, swirling rapidly inside your mind. How is it
possible that the brain is able to move from one thought to the next in an organized, orderly fashion? The
brain is endlessly perceiving, processing, planning, organizing, and remembering—it is always active. Yet,
you don’t notice most of your brain’s activity as you move throughout your daily routine. This is only one
facet of the complex processes involved in cognition. Simply put, cognition is thinking, and it encompasses
the processes associated with perception, knowledge, problem solving, judgment, langu.
Chapter 7 2. How does a false positive alarm differ from a f.docx
Chapter 7
2. How does a false positive alarm differ from a false negative alarm? From a security perspective, which is less desirable?
3.
How does a network-based IDPS differ from a host-based IDPS?
14.
What is an open port? Why is it important to limit the number of open ports to those that are absolutely essential?
Chapter 8
3.
What is a cryptographic key, and what is it used for? What is a more formal name for a cryptographic key?
4.
What are the three basic operations in cryptography?
9.
What are the components of PKI?
.
Chapter 7 covers Corporate Information Security and Privacy Regu.docx
Chapter 7 covers Corporate Information Security and Privacy Regulation. Specifically, the Sarbanes Oxley Act of 2002 was passed as a result of the Enron scandal. Give a short synopsis of the Enron scandal and then provide a short synopsis of SOX.
Answer the question with a short paragraph, between 250 and 350 words. Brevity is a virtue. That is why you are limited to 350 words. If you can't present your hypothesis in 350 words or less then it is too complicated.
Remember that when you state a fact if you don't provide a reference, it is not a fact but rather an opinion.
submit it by 2/16/2020 at 4:59 PM EST
.
Chapter 7The Problem of EvilOf all the objections to theism pr.docx
Chapter 7
The Problem of Evil
Of all the objections to theism presented by atheists, the most celebrated and oft-rehearsed, by far, is the problem of evil and suffering. Debates about evolution and the like notwithstanding, most reflective theists would likely agree that objections to belief in God posed by the occurrence of evil and suffering present a far more serious challenge than do objections from science. (In fact, one of the most popular lines of objection to theistic evolution is really a version of the problem of evil; it asks, How could a perfectly loving God employ a means of creation that proceeds by way of the systematic destruction of the weakest and most vulnerable creatures?) A distinction must be drawn, however, between the problem of evil as a philosophical objection to religious belief and the problem as a concerned question.
Some philosophers have put forward arguments from evil which purport to show that God does not exist or that belief in God is unreasonable. To such philosophical attacks, philosophical responses are appropriate. However, many people—believers and nonbelievers alike—are bothered by evil. When they are faced with suffering, on their own part or on the part of others, they may pose an agonizing Why? A philosophical argument is often the last thing such a person wants to hear; such an argument may appear irritatingly superficial or even callous. The person wants compassion and empathy, and the proper response may simply be to listen and try to share the other’s grief and questions. At such times the problem of evil calls more for pastoral care than for philosophical debate.
The philosophical problem of evil, on the other hand, can be posed briefly and sharply. It appears to many people that a perfectly good, all-knowing and all-powerful being, were he to exist, would not allow the kinds or quantity of evil and suffering that exists in our world. The underlying assumption of this argument is the intuition—common to many atheists and theists alike—that a good being eliminates evil as far as it is able to. God, being omniscient, should be aware of every instance of evil and suffering; being perfectly good, he would presumably want to eliminate all evil; being omnipotent, he should be able to do just that. If there were a God, therefore, one would expect not to find any evil in the world. Since one does find evil—and quite a bit of it—God must not exist. In this way, the existence of evil and suffering is thought to undermine the rationality of belief in God.
Types of Evil, Versions of the Problem and Types of Responses
The evils in the world which this argument takes as its basis are usually divided into two types. Moral evil is all the evil which is due to the actions of free, morally responsible beings. Murders, rapes and the hunger caused by social injustice would be examples of moral evil. Natural evil (or nonmoral evil) is all the evil that is not (or at least does not appear to be) due to the actions.
Chapter 7Social Networking,Engagement, andSocial Metrics.docx
Chapter 7
Social Networking,
Engagement, and
Social Metrics
Prepared by Dr. Derek Sedlack, South University
Copyright © 2015 John Wiley & Sons, Inc. All rights reserved.
Learning Objectives
Social Networking Services and Communities
Engaging Consumers with Blogs and Microblogs
Mashups, Social Metrics, and Monitoring Tools
Knowledge Sharing in the Social Workplace
Web 2.0—The Social Web
Web 2.0—The Social Web
The Constantly Changing Web
Web 2.0 (the social web): a term used to describe a phase of World Wide Web evolution characterized by dynamic webpages, social media, mashup applications, broadband connectivity and user-generated content.
Social media: a collection of Web applications, based on Web 2.0 technology and culture that allows people to connect and collaborate with others by creating and sharing digital content.
Chapter 7
Copyright © 2015 John Wiley & Sons, Inc. All rights reserved.
Web 2.0—The Social Web
The Constantly Changing Web
World Wide Web (the Internet): a network of documents on the Internet, called webpages, constructed with HTML markup language that supports links to other documents and media (e.g. graphics, video, audio, etc.).
Broadband: refers to wide bandwidth technologies that create fast, high volume connections to the Internet and World Wide Web.
Chapter 7
Copyright © 2015 John Wiley & Sons, Inc. All rights reserved.
Web 2.0—The Social Web
Chapter 7
Copyright © 2015 John Wiley & Sons, Inc. All rights reserved.
Web 2.0—The Social Web
Setting the Stage for Web 2.0
Broad bandwidth (broadband)
Sustainable business models
New Web programming technologies
Application programming interface (API)
Plug-Ins
Chapter 7
Copyright © 2015 John Wiley & Sons, Inc. All rights reserved.
Web 2.0—The Social Web
Setting the Stage for Web 2.0
AJAX technologies, or asynchronous JavaScript and XML, is a term referring to a group of technologies and programming languages that make it possible for webpages to respond to users’ actions without requiring the entire page to reload.
JavaScript
Extendable Markup Language (XML)
Document Object Model (DOM)
HyperText Markup Language (HTML)
XMLHttpRequest
Cascading Style Sheets (CSS)
Chapter 7
Copyright © 2015 John Wiley & Sons, Inc. All rights reserved.
Web 2.0—The Social Web
Chapter 7
Copyright © 2015 John Wiley & Sons, Inc. All rights reserved.
Web 2.0—The Social Web
Social Media Applications and Services
Social Networking Service (SNS): an online platform or website that allows subscribers to interact and form communities or networks based on real-life relationships, shared interests, activities and so on.
Both YouTube and Facebook started as SNSs, but now span multiple application categories.
Chapter 7
Copyright © 2015 John Wiley & Sons, Inc. All rights reserved.
Web 2.0—The Social Web
More than Facebook, YouTube, & Twitter
Collaboration
Communication and Engagement with Customers (Marketing)
Image and Reputation Management (Public Relatio.
CHAPTER 7The CPU and MemoryThe Architecture of Comp.docx
CHAPTER 7:
The CPU and Memory
The Architecture of Computer Hardware, Systems Software & Networking:
An Information Technology Approach
5th Edition, Irv Englander
John Wiley and Sons 2013
PowerPoint slides authored by Angela Clark, University of South Alabama
PowerPoint slides for the 4th edition were authored by Wilson Wong, Bentley University
CPU and MemoryEvery instruction executed by the CPU requires memory accessPrimary memory holds program instructions and dataSecondary storage is used for long term storageData is moved from secondary storage to primary memory for CPU execution
Copyright 2013 John Wiley & Sons, Inc.
7-*
Copyright 2013 John Wiley & Sons, Inc.
CPU: Major ComponentsALU (arithmetic logic unit)Performs calculations and comparisonsCU (control unit)Performs fetch/execute cycle
Accesses program instructions and issues commands to the ALU
Moves data to and from CPU registers and other hardware componentsSubcomponents:
Memory management unit: supervises fetching instructions and data from memory
I/O Interface: sometimes combined with memory management unit as Bus Interface Unit
Copyright 2013 John Wiley & Sons, Inc.
7-*
Copyright 2013 John Wiley & Sons, Inc.
*
System Block Diagram
Copyright 2013 John Wiley & Sons, Inc.
7-*
Copyright 2013 John Wiley & Sons, Inc.
*
The Little Man Computer
Copyright 2013 John Wiley & Sons, Inc.
7-*
Copyright 2013 John Wiley & Sons, Inc.
*
Concept of RegistersSmall, permanent storage locations within the CPU used for a particular purposeManipulated directly by the Control UnitWired for specific functionSize in bits or bytes (not in MB like memory) Can hold data, an address, or an instructionHow many registers does the LMC have?What are the registers in the LMC?
Copyright 2013 John Wiley & Sons, Inc.
7-*
Copyright 2013 John Wiley & Sons, Inc.
*
RegistersUse of RegistersScratchpad for currently executing program
Holds data needed quickly or frequentlyStores information about status of CPU and currently executing program
Address of next program instruction
Signals from external devicesGeneral Purpose RegistersUser-visible or program-visible registersHold intermediate results or data values, e.g., loop countersEquivalent to LMC’s calculatorTypically several dozen in current CPUs
Copyright 2013 John Wiley & Sons, Inc.
7-*
Copyright 2013 John Wiley & Sons, Inc.
*
Special-Purpose RegistersProgram Counter Register (PC)Also called instruction pointer (IP)Instruction Register (IR)Stores instruction fetched from memoryMemory Address Register (MAR)Memory Data Register (MDR) Status RegistersStatus of CPU and currently executing programFlags (one bit Boolean variable) to track conditions like arithmetic carry and overflow, power failure, internal computer error
Copyright 2013 John Wiley & Sons, Inc.
7-*
Copyright 2013 John Wiley & Sons, Inc.
*
Register OperationsStores values from other locations (registers and memory)Addition and subtractionShift or rotate dataT.
Chapter 7QUESTION 1. Which of the following is defin.docx
Chapter 7
QUESTION 1
.
Which of the following is defined as the persistnce of learning over time, through the encoding, storage and retrieval of memory?
.
memory
long-term memory
short-term memory
sensory memory
.
10 points
QUESTION 2
.
Which of the following refers to the processing of information outside of conscious awareness?
.
sensory memory
short-term memory
automatic processing
working memory
.
10 points
QUESTION 3
.
Behaviors such as texting and driving home would be considered...
.
explicit memories
automatic processing
implicit memories
working memory
.
10 points
QUESTION 4
.
Which of the following pieces of memory would you not process automatically?
.
Where your bed and dresser are in your room
A new acquaintances address
The location of your PSY110 classroom
How to spell your name
.
10 points
QUESTION 5
.
Cramming has actually been shown to be an effective method of learning new information.
.
True
.
False
.
10 points
QUESTION 6
.
Mood can be a retrieval cue.
.
True
.
False
.
10 points
QUESTION 7
.
Which of the following brain structures is responsible for temporarily holding memories until they can be moved to storage?
.
basal ganglia
frontal lobe
cerebellum
hippocampus
.
10 points
QUESTION 8
.
Which of the following brain structures is most involved with you learning motor movements such as how to ride a bike?
.
brain stem
basal ganglia
frontal lobe
hippocampus
.
10 points
QUESTION 9
.
If you have to take a foreign language at Valpo and you took a foreign language in high school, you would benefit from taking the same language at Valpo as you did in high school because you would benefit most from which of the following?
.
Recall
Relearning
Recognition
.
10 points
QUESTION 10
.
This very multiple choice question, which is asking you to identify previously learned material, requires you to make use of which of the following skills?
.
relearning
recall
recognition
.
Chapter 2
QUESTION 1
.
Neurons are...
.
basic building blocks of the nervous system
extensions of the cell body that receive messages
extensions of the cell body that send messages
a nerve impulse
.
10 points
QUESTION 2
.
Everything psychological is simultaneously biological
.
True
.
False
.
10 points
QUESTION 3
.
Brain plasticity allows us to adapt to new environments
.
True
.
False
.
10 points
QUESTION 4
.
The nervous system consists of...
.
the sympathetic and the parasympathetic nervous systems
the brain and spinal cord
the central nervous system and the peripheral nervous system
.
10 points
QUESTION 5
.
Neurotransmitters...
.
include serotonin and dopamine and affect behaviors and emotions
are electrical impulses in the brain
the form of communication between motor neurons and sensory neurons
are natural opiates released in response to pain
.
10 p.
Chapter 7One pageAPA stylePlease comment on the followin.docx
Chapter 7
One page
APA style
Please comment on the following statement regarding our current educational system and examples of practices
:
"
It
is a cardinal precept of the newer school of education that the
beginning of instruction shall be made with the experience learners
already have; that this experience and the capacities that have been
developed during its course provide the starting point for all further
learning" (Dewey, 1938, p. 88
).
(
one page- deadline will be
Friday
.
CHAPTER 7Managing Financial OperationsRevenue cycle (bil.docx
CHAPTER 7
Managing Financial Operations
Revenue cycle (billing and collections)
Receivables management
Cash and marketable securities management
Inventory (supply chain) management
Operational monitoring and control
Copyright 2009 Health Administration Press
7 - ‹#›
Financial Operations
Financial operations involves the day-to-day oversight of such tasks as billing and collections (revenue cycle), cash management, and inventory management.
The specifics are highly dependent on the type of provider (e.g., hospital versus medical practice versus nursing home).
Thus, the focus here is on fundamental concepts as opposed to details.
Copyright 2009 Health Administration Press
7 - ‹#›
The Revenue Cycle
The revenue cycle is defined as all activities associated with billing and collecting for services.
In general, revenue cycle management should ensure that
patients are properly categorized by payer,
correct and timely billing takes place, and
correct and timely payment is received.
The revenue cycle includes the activities listed on the next slide.
Copyright 2009 Health Administration Press
7 - ‹#›
The Revenue Cycle (cont.)
Before-service activities:
Insurance verification
Certification of managed-care patients
Patient financial counseling
At-service activities:
Insurance status verification
Service documentation/claims production
After-service activities:
Claims submission
Third-party follow-up (if needed)
Denials management
Payment receipt and posting
Monitoring and reporting:
Monitoring
Review and improvement
Copyright 2009 Health Administration Press
7 - ‹#›
The Revenue Cycle (cont.)
In revenue cycle management, each of the identified activities is closely monitored to ensure that
the correct amount of reimbursement is collected on each patient,
reimbursements are collected as quickly as possible, and
the costs associated with the revenue cycle are minimized consistently with rapid and correct collections.
Two important keys to good revenue cycle management are information technology and electronic claims processing.
Copyright 2009 Health Administration Press
7 - ‹#›
Receivables Management
If a service is provided for cash, the revenue is immediately received.
If the service is provided on credit, the revenue is not received until the receivable is collected.
Receivables management, which falls under the general umbrella of the revenue cycle, is extremely important to healthcare providers.
Why?
Copyright 2009 Health Administration Press
7 - ‹#›
Accumulation of Receivables
Suppose Valley Clinic contracts with an insurer whose patients use $2,000 in services daily and who pays in 40 days.
The clinic will accumulate receivables at a rate of $2,000 per day.
However, after 40 days, the receivables balance will stabilize at $80,000:
Receivables = Daily sales × Average collection period
= $2,000
× 40
= $80,000
Copyright 2009 Health Administration Press
7 - ‹#›
Cost of Carrying Receiva.
CHAPTER 7Primate BehaviorWhat is Meant By Behavior.docx
CHAPTER 7
Primate Behavior
What is Meant By Behavior?
• Anything organisms do that involves action in response to
internal or external stimuli.
• The response of an individual, group, or species to its
environment.
• Such responses may or may not be deliberate and they
aren't necessarily the results of conscious decision
making.
Ecological Perspective
• Pertains to relationships between organisms and
all aspects of their environment
• Temperature
• Predators
• Vegetation
• Availability of food and water
• Types of food
• Disease organisms
• Parasites
Behavioral Ecology
Focuses on the relationship between behaviors,
natural environment, and biological traits of the
species.
Based on the assumption that animals, plants, and
microorganisms evolved together.
Behaviors have evolved through the operation of
natural selection, or
Some behaviors are influenced by genes and are
subject to natural selection the same way physical
characteristics are.
The Evolution of Behavior
Behavior constitutes a phenotype
Individuals whose behavioral phenotypes increase
reproductive fitness pass on their genes at a faster
rate.
Genes do not code for specific behaviors, but they do
code for biological factors that impact behavior, i.e.
hormone levels, intelligence
Species vary in their limits and potentials for learning
and behavioral flexibility, set by genetic factors.
Natural selection acts on genetic factors shaped by
ecological, the same as it does physical
characteristics
Social Structure
• The composition, size, and sex ratio of a group of
animals.
• The social structure of a species is, in part, the
result of natural selection in a specific habitat, and
it guides individual interactions and social
relationships.
Why Are Primates Social?
• Group living exposes animals to competition with other group
members, so why not live alone?
• Costs of competition are offset by the benefits of predator
defense provided by associating with others.
• Group living evolved as an adaptive response to a number of
ecological variables.
Some Factors That Influence Social Structure
• Body Size
• Larger animals are better able to retain heat and their overall energy
requirements are less than for smaller animals
• This means they need fewer calories per unit of body weight.
Some Factors That Influence Social Structure
• Metabolism
• The chemical processes within cells that break down nutrients and release
energy for the body to use.
• Basal Metabolic Rate (BMR) and Diet
• Smaller animals generally have a higher BMR than larger ones.
• This means smaller primates require an energy-rich diet high in protein,
fats, and carbohydrates (fruit, and insects).
Some Factors That Influence Social Structure
• BMR and Diet
• Nutritional needs have evolved along with BMR and body size
• Benefits are considered in terms of energy (calories) obtained from food
.
Chapter 7Medical Care Production and Costs(c) 2012 Cengage.docx
Chapter 7
Medical Care Production and Costs
(c) 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, 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 for classroom use.
The Short-Run Production Function of the Representative Medical Firm
Assumptions of short-run production:
Medical firm produces a single output of medical services, q
Only two medical inputs exist: nurse-hours, n, and a composite capital good, k
Quantity of capital is fixed at some amount
(c) 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, 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 for classroom use.
The Short-Run Production Function of the Representative Medical Firm
Medical firm faces an incentive to produce as efficiently as possible
Medical firm possesses perfect information regarding the demands for its product
(c) 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, 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 for classroom use.
The Short-Run Production Function of the Representative Medical Firm
Production function:
Identifies different ways nurse-hours & capital can be combined
To produce various levels of medical services
(c) 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, 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 for classroom use.
The Short-Run Production Function of the Representative Medical Firm
Each level of output produced by -
Several different combinations of the nurse and capital inputs
Each combination – assumed to be technically efficient – maximum amount of output that is feasible given the state of technology
(c) 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, 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 for classroom use.
The Short-Run Production Function of the Representative Medical Firm
Law of diminishing marginal productivity
At first, total output increases at an increasing rate
After some point, it increases at a decreasing rate
Total product curve, TP
Depicts total output produced by different levels of the variable input, holding all other inputs constant
(c) 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, 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 for classro.
Chapter 7Evaluating HRD ProgramsWerner© 2017 Cengage Learn.docx
Chapter 7
Evaluating HRD Programs
Werner
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, 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 for classroom use.
Learning Objectives
Define evaluation and explain its role in HRD
Discuss the various types of evaluation information available and compare the methods of data collection
Explain the role of research design in HRD evaluation
Describe the ethical issues involved in conducting HRD evaluation
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, 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 for classroom use.
Learning Objectives (cont.)
Identify and explain the choices available for translating evaluation results into dollar terms
Calculate a utility estimate for a target organization.
Discuss how technology impacts HRD evaluation
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, 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 for classroom use.
Questions to Consider
How do you evaluate training and HRD?
What measures can be used to evaluate training?
Is there one best way to evaluate training?
What should be considered as one prepares to evaluate HRD?
What are the ethical issues involved in evaluating HRD?
How can the value of HRD be expressed in terms of costs and benefits, or dollars and cents?
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, 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 for classroom use.
Key Terms
Training effectiveness: benefits receive from training
Training evaluation: process of determining training effectiveness
Training outcomes: measures to evaluate training effectiveness
Evaluation design: data will be collected and which data will be collected for training evaluation
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
Training and HRD Process
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, 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 for classroom use.
Evaluation Can Help
identify a program’s strengths and weaknesses
assess what features of training content and context matter
identify which trainees benefited
gather information for marketing training
determine financial benefits and costs
© 2017 .
CHAPTER 7INTEREST RATES AND BOND VALUATIONCopyright © 2019 M.docx
CHAPTER 7
INTEREST RATES AND BOND VALUATION
Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
7-‹#›
6.1
Define important bond features and types of bond
Explain bond values and yields and why they fluctuate
Describe bond ratings and what they mean
Outline the impact of inflation on interest rates
Illustrate the term structure of interest rates and the determinants of bond yields
Key Concepts and Skills
Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
7-‹#›
6.2
Remember, as with any asset, the value of a bond is simply the present value of its future cash flows.
Bonds and Bond Valuation
More about Bond Features
Bond Ratings
Some Different Types of Bonds
Bond Markets
Inflation and Interest Rates
Determinants of Bond Yields
Chapter Outline
Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
7-‹#›
Par value (face value) = principal amount, repaid at maturity
Coupon = stated interest payment
Coupon rate = annual coupon divided by face value
Maturity date
Yield or Yield to maturity = rate of return required in the market for the bond
Bond Definitions
Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
7-‹#›
6.4
Section 7.1 (A)
Although the coupon is typically paid in cash, examples exist of firms paying investors with product.
Yield to maturity, required return, and market rate are used interchangeably.
Bond Value = PV of coupons + PV of par
Bond Value = PV of annuity + PV of lump sum
As interest rates increase, present values decrease.
So, as interest rates increase, bond prices decrease and vice versa.
Present Value of Cash Flows
as Rates Change
Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
7-‹#›
Section 7.1 (B)
6.5
Consider a bond with a coupon rate of 10% and annual coupons. The par value is $1,000, and the bond has 5 years to maturity. The yield to maturity is 11%. What is the value of the bond?
Using the formula:
B = PV of annuity + PV of lump sum
B = 100[1 – 1/(1.11)5] / .11 + 1,000 / (1.11)5
B = 369.59 + 593.45 = 963.04
Using the calculator:
N = 5; I/Y = 11; PMT = 100; FV = 1,000
CPT PV = -963.04
Valuing a Discount Bond with Annual Coupons
Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
7-‹#›
6.6
Section 7.1 (B)
Remember the sign convention on the calculator. The easy way to remember it with bonds is we pay the PV (-) so that we can receive the PMT (+) and th.
CHAPTER 7FriendshipTHE NATURE OF FRIENDSHIPFRIENDSHIP ACROSS T.docx
CHAPTER 7
Friendship
THE NATURE OF FRIENDSHIPFRIENDSHIP ACROSS THE LIFE CYCLEDIFFERENCES IN FRIENDSHIPFRIENDSHIP DIFFICULTIESFOR YOUR CONSIDERATIONCHAPTER SUMMARY
I get by with a little help from my friends. John Lennon
Take a moment and think about your two best friends. Why are they such close companions? Why do you think of them as friends? You probably like but don't love them. (Or, at least, you're not “in love” with them, or you'd probably think of them as more than just “friends.”) You've probably shared a lot of good times with them, and you feel comfortable around them; you know that they like you, too, and you feel that you can count on them to help you when you need it.
Indeed, the positive sentiments you feel toward your friends may actually be rather varied and complex. They annoy you sometimes, but you're fond of them, and because they're best friends, they know things about you that no one else may know. You like to do things with them, and you expect your relationship to continue indefinitely. In fact, if you look back at the features that define intimacy (way back on page 2), you may find that your connections to your best friends are quite intimate, indeed. You may have substantial knowledge of them, and you probably feel high levels of trust and commitment toward them; you may not experience as much caring, interdependence, responsiveness, and mutuality as you do with a romantic partner, but all three are present, nonetheless.
So, are friendships the same as but just less intimate than our romantic partnerships? Yes and no. Friendships are based on the same building blocks of intimacy as romances are, but the mix of components is usually different. Romances also have some ingredients that friendships typically lack, so their recipes do differ. But many of the elements of friendships and romances are quite similar, and this chapter will set the stage for our consideration of love (in chapter 8) by detailing what it means to like an intimate partner. Among other topics, I'll describe various features of friendship and question whether men and women can be “just friends.”
Page 214
THE NATURE OF FRIENDSHIP
Our friendships are indispensable sources of pleasure and support. One study of unmarried young adults found that over one-third of them (36 percent) considered a friendship to be their “closest, deepest, most involved, and most intimate” current relationship (Berscheid et al., 1989). A larger proportion (47 percent) identified a romantic relationship as their most important partnerships, but friendships were obviously significant connections to others. And they remain so, even after people marry. Another study that used an event-sampling procedure1 to track people's interactions found that they were generally having more fun when they were with friends than when they were alone or with family members, including their spouses. The best times occurred when both their spouses and their friends were present, but if it was one or.
Chapter 7Lean Thinking and Lean SystemsMcGraw-Hill Ed.docx
Chapter 7:
Lean Thinking and Lean Systems
McGraw-Hill Education
Copyright © 2018 by The McGraw-Hill Companies, Inc. All rights reserved.
*
Copyright © 2018 by The McGraw-Hill Companies, Inc. All rights reserved.
*
The lean systems chapter begins with a broad orientation to lean and its elements with an historical perspective of its development. Then each element is discussed in detail in separate sections. The discussion includes situations in which elements of lean have been successfully applied, as well as situations in which they may not be applicable (e.g. smoothing the master production schedule in services). The chapter concludes with discussion on implementation of lean systems and how lean concepts can be applied to all business disciplines (manufacturing, services, government, etc.).
Chapter 7 Learning ObjectivesLO 7.1 Describe the origins and evolution of lean thinking.LO 7.2 Describe the five tenets of lean thinking and the seven forms of waste in a lean system.LO 7.3 Explain how a stabilized master schedule is achieved for repetitive manufacturing.LO 7.4 Design a kanban system for a lean system.LO 7.5 Explain how setup time, lot size, layout and maintenance are related to lean thinking.LO 7.6 Differentiate how employees, quality, and suppliers are unique in lean systems.LO 7.7 Explain how to implement a lean system.
7-*
Here are our Learning Objectives for this course. Between these videos, the textbook, supplemental readings, assignments and Discussion Boards, you will end the course with some new skills and many new insights.
*
Evolution of LeanToyota Production System (TPS)Developed in Japan following WWII (limited resources)Also known as Just-in-Time (JIT) manufacturingCame to U.S.- 1981 at Kawasaki motorcycle plant in Lincoln, NebraskaLean ProductionTerm coined in late 1980sPopularized in 1990s by Womack, Jones & Roos’ “The Machine That Changed the World”
7-*
Copyright © 2018 by The McGraw-Hill Companies, Inc. All rights reserved.
Copyright © 2018 by The McGraw-Hill Companies, Inc. All rights reserved.
After WWII the U. S. system of mass production was the envy of the world. Mass production – the production of standardized discrete products in high volume by means of repetitive manufacturing technologies – was the norm. Materials were purchased in large batches, and machines were made to run faster to reduce unit costs.
*
Lean TenetsCreate product/service value from customer perspectiveReduce waste - mudaIdentify, study, improve the value streamObserve the process - gembaEnsure simple, smooth, error-free flowDetermine takt timeProduce only what is pulled by customerUse kanbansStrive for perfectionHold kaizen events, 5S, 5 Whys
7-*
Copyright © 2018 by The McGraw-Hill Companies, Inc. All rights reserved.
Copyright © 2018 by The McGraw-Hill Companies, Inc. All rights reserved.
Lean thinking is built around five tenets that include specific concepts, principles, and techniques to organize and deliver value t.
Chapter 7Food, Nutrition & Obesity PolicyEyler, Chriqui, M.docx
Chapter 7
Food, Nutrition & Obesity Policy
Eyler, Chriqui, Moreland-Russell & Brownson, 2016
1
Identifying the Problem: Obesity & Its Consequences
Obesity = excessive body fat/bodyweight
BMI—a ratio of weight to height, calculated as kilograms divided by meters squared
Categorize an individual as obese = BMI ≥30
In children, obesity refers to a BMI greater than, or equal to, the 95th percentile
Obesity is a major risk factor for:
Type 2 diabetes, cardiovascular disease, and hypertension
Greater risk for additional comorbid health conditions, including stroke, arthritis, nonalcoholic fatty liver disease, kidney disease, and mental health problems related to social stigma
Eyler, Chriqui, Moreland-Russell & Brownson, 2016
2
Identifying the Problem: Obesity & Its Consequences
Disparities
Eyler, Chriqui, Moreland-Russell & Brownson, 2016
3
Identifying the Problem: Obesity & Its Consequences
Disparities: Children
Between 1980 and 2004, obesity prevalence tripled among children aged 2 to 19 years increasing from 6% to 19%
Overall prevalence has remained fairly stable since 2004
2011–2012 = 17% of children obese
Hispanic children have the highest obesity prevalence, followed by: non-Hispanic Black and non-Hispanic White children
Black children are more likely to be severely obese than are White children
Trends indicate the most pronounced increase of severe obesity in White female and Black male children
Eyler, Chriqui, Moreland-Russell & Brownson, 2016
4
Identifying the Problem: Obesity & Its Consequences
Disparities: Adults
More prevalent in non-Hispanic Blacks and Hispanics
Exists at the highest rate among all adults aged 40 to 59 years
Gender- and income-based obesity-related disparities exist among all racial and ethnic groups
Most pronounced among non-Hispanic Black women across all age categories
Higher income non- Hispanic Black and Mexican American men have slightly higher obesity prevalence rates than those with lower incomes
Adults in rural areas are significantly more likely to be obese than those in urban areas
WHY?
Eyler, Chriqui, Moreland-Russell & Brownson, 2016
5
Eyler, Chriqui, Moreland-Russell & Brownson, 2016
6
Identifying the Problem: Obesity & Its Consequences
The Costs of Obesity
$315.8 billion was spent on adult obesity-related direct healthcare costs in 2010
Majority of expenses resulting from the treatment of comorbid health conditions, particularly type 2 diabetes
Medicare and Medicaid spending would see decreases of 8.5% and 11.8% if obesity-related costs were removed from the analysis
Obesity-related absenteeism translates to an estimated cost of $8.65 billion per year in lost productivity
Eyler, Chriqui, Moreland-Russell & Brownson, 2016
7
Identifying the Problem: Obesity & Its Consequences
Obesogenic Environment
Eyler, Chriqui, Moreland-Russell & Brownson, 2016
8
https://youtu.be/5Rm7E2e1Su8
Identifying the Problem: Obesity & Its Consequences
Obesogenic Environment.
Chapter 7Evaluating and Controlling TechnologyBased.docx
Chapter 7:
Evaluating and Controlling Technology
Based on slides prepared by Cyndi Chie, Sarah Frye and Sharon Gray.
Fifth edition updated by Timothy Henry
Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved
1
Evaluating Information
The “Digital Divide”
Neo-Luddite Views of Computers, Technology, and Quality of Life
Making Decisions About Technology
Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved
The Need for Responsible Judgment
Expert information or ‘wisdom of the crowd’?
Daunting amount of information on the web, much of this information is not correct
Search engines are replacing librarians, but Web sites are ranked by popularity, not by expert evaluation
Wisdom of the crowd - ratings by public of Web site
If millions participate, the results will be useful
Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved
The Need for Responsible Judgment
Wikipedia
Written by volunteers, some posts are biased and not accurate
Although anyone can write, most people do not
Those that do typically are educated and experts
Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved
The Need for Responsible Judgment
Wisdom of the crowd
Problems of unreliable information are not new
The Web magnifies the problems
Rating systems are easy to manipulate
Vulnerable viewers
Less educated individuals
Children
Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved
The Need for Responsible Judgment
Narrowing the information stream
Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved
Some critics see the web as significantly encouraging narrowness and political extremes by making it easy for people to avoid seeing alternative opinions.
Searching online “puts researchers in touch with prevailing opinions, but this may accelerate consensus and narrow the range of findings and ideas built upon.”8
6
The Need for Responsible Judgment
Abdicating responsibility
People willing to let computers do their thinking
Reliance on computer systems over human judgment may become institutionalized
Fear of having to defend your own judgment if something goes wrong
Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved
7
Computer Models
Evaluating Models
How well do the modelers understand the underlying science or theory?
Models necessarily involve assumptions and simplifications of reality.
How closely do the results or predictions correspond with the results from physical experiments or real experience?
Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved
Car crash analysis programs use a technique called the finite-element method. They superimpose a grid on the frame of a car, dividing the car into a finite number of small pieces, or elements. The grid is entered into the program, along with data describing the specifications of the materials making up each element (e.g., density, strengt.
Chapter 7. Organizing Your Information ©.docx
*
Chapter 7. Organizing Your Information © 2015 by Bedford/St. Martin's
*
Chapter 7 Overview:
Organizing Your Information
Understanding three principles for organizing technical informationUnderstanding conventional organizational patterns
*
*
Chapter 7. Organizing Your Information © 2015 by Bedford/St. Martin's
*
Understand three principles for
organizing technical information:
Analyze your audience and purpose.Use conventional patterns of organization.Display your organizational pattern prominently in the document.
*
*
Chapter 7. Organizing Your Information © 2015 by Bedford/St. Martin's
*
Ask four questions when you
study documents from other cultures:
Does the document follow expected organizational patterns?Do the introduction and conclusion present the kind of information you would expect?Does the document appear to be organized linearly?Does the document use headings? If so, does it use more than one level?
*
*
Chapter 7. Organizing Your Information © 2015 by Bedford/St. Martin's
*
Display your organizational
pattern prominently:
Create a detailed table of contents.Use headings liberally.Use topic sentences at the beginnings of your paragraphs.
*
*
Chapter 7. Organizing Your Information © 2015 by Bedford/St. Martin's
chronologicalspatialgeneral to specificmore important to less important comparison and contrast
classification or partitionproblem-methods-solutioncause and effect
Understand eight typical
patterns of organization:
*
*
Chapter 7. Organizing Your Information © 2015 by Bedford/St. Martin's
*
Follow these three guidelines for
organizing information chronologically:
Provide signposts.Consider using graphics to complement the text. Analyze events where appropriate.
*
*
Chapter 7. Organizing Your Information © 2015 by Bedford/St. Martin's
*
A graphic example of information organized chronologically
Source: University of Washington www.washington.edu/2y2d/about-2y2d/timeline/. Reprinted by permission.
*
*
Chapter 7. Organizing Your Information © 2015 by Bedford/St. Martin's
*
Follow these three guidelines for
organizing information spatially:
Provide signposts.Consider using graphics to complement the text. Analyze events where appropriate.
*
*
Chapter 7. Organizing Your Information © 2015 by Bedford/St. Martin's
*
A graphic example of
information organized spatially
Source: EnergyStar, 2014: http://www.energystar.gov/?c=home_sealing.hm_improvement_insulation_table.
*
*
Chapter 7. Organizing Your Information © 2015 by Bedford/St. Martin's
*
Follow these two guidelines for organizing information from general to specific:
Provide signposts.Consider using graphics to complement the text.
*
*
Chapter 7. Organizing Your Information © 2015 by Bedford/St. Martin's
*
Follow these .
Chapter 7. The Mind-Body ProblemChapter 7. The Mind-Body Pro.docx
Chapter 7. The Mind-Body Problem
Chapter 7. The Mind-Body Problem
Chapter 7
The Mind-Body Problem
During week 6 read the second half (Sections 6-end).
Copyright by Paul Herrick, 2020. For class use only. Not for distribution. This chapter: 32 pages of reading.
1. Are You Your Brain?
Sometimes we refer to our brains; other times we refer to our minds. BJ the Chicago Kid titled his second album In My Mind. But Screeching Weasel titled its third studio album My Brain Hurts. Are the mind and the brain two different things? Or are they one and the same? To put the question another way: Are thoughts, sensations, mental images, and such nothing more than physical events or processes of the physical brain? Are they just neurons (brain cells) firing or something like that? Or is the mind an immaterial, nonphysical entity distinct from the brain but interacting in some way with it? In philosophy, these and related questions make up the mind-body problem.
Since ancient times, the common view has been that the mind—the part of us that is conscious, that thinks, that makes choices, that bears moral responsibility—is immaterial and cannot be physically seen, touched, weighed, or otherwise directly detected by instruments. On this view, the mind--often called the “soul,” “spirit,” or “self”—is not the brain or any part of the body or any physical thing at all. However, since mind and body obviously interact, the common view has long been that the mind or soul can affect the body and the body can affect the mind. More specifically, the immaterial mind can cause changes in the physical body, through the interface of the physical brain, and the brain can cause changes in the mind.
In philosophy, this traditional view is called “mind-body dualism” (“dualism” for short) because it claims that mind and body are two distinct things. The common view is sometimes also called “mind-body interactionism” because it claims that mind and body, though distinct, interact. Philosophical dualists argue that the universe divides into two radically different kinds of substances—mindless matter and thinking mind or, as some prefer to put it, matter and spirit, or as still others put it, matter and consciousness.
Most religions of the world teach a dualist account of human nature. Each human being, they generally claim, is composed of an immaterial mind or soul joined to a material body. On the religious view, the mind, or soul, rather than the material body is the part that will be judged by God in the end. As the basis of moral responsibility, the soul is the root of one’s identity as a person. In other words, the soul is the true self; the material body is merely the soul’s temporary lodging place during its journey on earth. Most religions also teach a doctrine of immortality, or survival—the claim that the immaterial soul lives on in a higher realm after the death and disintegration of the material body.
If dualism is true and your immaterial mind, or soul, is the .
CHAPTER 7E-Commerce Applications and IssuesCHAP.docx
CHAPTER 7
E-Commerce: Applications and Issues
CHAPTER OUTLINE
7.1 Overview of E-Business & E-Commerce
7.2 Business-to-Consumer (B2C) E-Commerce
7.3 Business-to-Business (B2B) E-Commerce
7.4 Electronic Payments
7.5 Ethical and Legal Issues in E-Business
7.1 Overview of E-Business and E-Commerce
The dot-com era
Over 3 billion people are now connected to the
Internet
More than 130 million people are buying online
E-commerce began in 1995
Marketplace → Marketspace
*
Overview of E-Business and E-Commerce
E-Commerce (EC): describes the process of buying, selling, transferring or exchanging of products, services or information via computer networks, including the Internet.
E-business: is a broader definition of EC, including
buying and selling of goods and services
servicing customers
collaborating with partners
conducting e-learning
conducting electronic transactions within an organization.
*
Pure versus Partial EC depends on the degree of digitization involved:The product can be physical or digital.The process can be physical or digital.The delivery agent can be physical or digital
Brick-and-mortar: purely physical organizations
Click-and-mortar: organizations are those that conduct some EC activities, yet their business is primarily done in the physical world [multichannneling]
Pure Play: organizations that are engaged only in EC
Overview of E-Business and E-Commerce
*
Bricks and Mortar, Partial EC, and Pure EC
Buy books at Family Bookshop
bricks and mortar
Order physical book from Amazon:
partial EC
Order and download book from Amazon: pure EC
Types of E-Commerce
Business-to-Consumer (B2C): the sellers are organizations and the buyers are individuals
Business-to-Business (B2B): both the sellers and buyers are business organizations
Consumer-to-Consumer (C2C): both the sellers and buyers are individuals
*
Types of E-Commerce
Business-to-Employee (B2E): An organization uses e-commerce internally to provide information and services to its employees.
E-Government (E-Gov.): the use of Internet technology to deliver information about public services to citizens (Government-to-Citizen [G2C]), business partners and suppliers (called government-to-business [G2B]) and between governments [G2G].
Mobile Commerce (m-commerce): e-commerce that is conducted using a mobile phone
*
E-Commerce Business ModelsOnline Direct Marketing: manufacturers sell directly to
customers
Electronic Tendering System: businesses (or governments) request quotation from suppliers [uses B2B or G2B] -[Example: e-tendering The Tender Board ]
E-auction – an auction which is held over the Internet
www.ebay.com
Forward Auction: the highest bidder wins the auction
Reverse Auction: the lowest bidder wins the auction
*
E-Commerce Business ModelsName-your-own-price: customers decide how much they want to pay www.priceline.com
Find-the-best-price: customers specify a need and an intermediary comp.
Chapter 73 Property management licensing 479Afte.docx
Chapter 73: Property management licensing 479
After reading this chapter, you will be able to:
• identify conduct requiring licensing for property managers and
their employees;
• differentiate between activities which require a license and
activities which do not require a license; and
• distinguish state-mandated licensing from third-party marketing
designations.
Property management
licensing
Chapter
73
Consider an individual who owns and operates income-producing real
estate, called a landlord. As the owner-operator, they:
• locate and qualify tenants;
• prepare and sign occupancy agreements;
• deliver possession of the premises;
• contract for property maintenance;
• collect rent;
• pay expenses and mortgages; and
• serve any notices and initiate any unlawful detainer (UD) actions to
evict tenants.
Does the owner-operator need a California Bureau of Real Estate (CalBRE)
broker license to perform these activities?
When is
a CalBRE
license
required?
certified CID manager contingency fee
Learning
Objectives
Key Terms
For a more intensive study of this content, see Chapter 7 of Real Estate
Property Management.
480 Real Estate Principles, Second Edition
No! The owner of income-producing real estate does not need a real estate
broker license to operate as a principal. The owner-operator is not acting on
behalf of someone else as their agent when managing their own property.1
Editor’s note — Here, the generic term “agent” refers to anyone who acts on
behalf of another.
On the other hand, if the owner-operator decides to hire an individual to
take over the general management of the apartment complex, the individual
employed to act as property manager under normal business circumstances
is to be licensed by the CalBRE as a California real estate broker.
A broker has the authority to act in the capacity of a property manager on
behalf of the landlord by virtue of their CalBRE license alone. There is no
special “property management” license or endorsement required under
California law, other than a CalBRE broker license.
An individual or corporation is to hold a broker license if they perform or offer
to perform any of the following services on behalf of another in exchange for
a fee:
• listing real estate for rent or lease;
• marketing the property to locate prospective tenants;
• listing prospective tenants for the rental or lease of real estate;
• locating property to rent or lease;
• selling, buying or exchanging existing leasehold interests in real estate;
• managing income-producing properties; or
• collecting rents from tenants of real estate.2
An individual employed by a broker to perform any of the above services
will also be licensed by the CalBRE, either as a broker or sales agent.
Administrative and non-discretionary duties performed by a salaried
employee of a broker (or landlord) who manages transient housing or
apartment complexe.
Chapter 7According to the Comparative Analysis of Tools and Tec.docx
Chapter 7:
According to the Comparative Analysis of Tools and Technologies for Policy-Making theory, there are 11 possible main categories of Information Communications Technology (ICT) tools and technologies that can be used for policy-making purposes.
Q1:
What are the 11 possible main categories of ICT tools and technologies?
Identify and name the 11 ICT Tools and Technologies
provide a short and clear narrative for each tool to support your responses
According to Nyce (2007), Big data analytics tools have emerged due to the increasing volume and variety of open-source data that has become available on the web. The term Big data refers to the datasets so large and complex that are difficult to easily process using available traditional data management and processing techniques. From this research and revelation,
Q2:
What is the aim of Big data analytics tools? Identify the aim of Big data analytics tools
provide a short and clear narrative to support your response,
.
Chapter 7 – Review the section on dealing with multiple locations an.docx
Chapter 7 – Review the section on dealing with multiple locations and outsourcing. Review figure 7.2 and note how virtual team communications further reiterates the importance of this model.
(Information Technology and Organizational Learning)
Note: The above submission should be one-page in length and adhere to APA formatting standards.
.
Chapter 7 – Review the section on dealing with multiple location.docx
Chapter 7 – Review the section on dealing with multiple locations and outsourcing. Review figure 7.2 and note how virtual team communications further reiterates the importance of this model.
(Information Technology and Organizational Learning)
The above submission should be one-page in length and adhere to APA formatting standards.
**Remember the page length does not include the APA cover page or any references**
.
How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
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Chapter 7Social Networking,Engagement, andSocial Metrics.docx
Chapter 7
Social Networking,
Engagement, and
Social Metrics
Prepared by Dr. Derek Sedlack, South University
Copyright © 2015 John Wiley & Sons, Inc. All rights reserved.
Learning Objectives
Social Networking Services and Communities
Engaging Consumers with Blogs and Microblogs
Mashups, Social Metrics, and Monitoring Tools
Knowledge Sharing in the Social Workplace
Web 2.0—The Social Web
Web 2.0—The Social Web
The Constantly Changing Web
Web 2.0 (the social web): a term used to describe a phase of World Wide Web evolution characterized by dynamic webpages, social media, mashup applications, broadband connectivity and user-generated content.
Social media: a collection of Web applications, based on Web 2.0 technology and culture that allows people to connect and collaborate with others by creating and sharing digital content.
Chapter 7
Copyright © 2015 John Wiley & Sons, Inc. All rights reserved.
Web 2.0—The Social Web
The Constantly Changing Web
World Wide Web (the Internet): a network of documents on the Internet, called webpages, constructed with HTML markup language that supports links to other documents and media (e.g. graphics, video, audio, etc.).
Broadband: refers to wide bandwidth technologies that create fast, high volume connections to the Internet and World Wide Web.
Chapter 7
Copyright © 2015 John Wiley & Sons, Inc. All rights reserved.
Web 2.0—The Social Web
Chapter 7
Copyright © 2015 John Wiley & Sons, Inc. All rights reserved.
Web 2.0—The Social Web
Setting the Stage for Web 2.0
Broad bandwidth (broadband)
Sustainable business models
New Web programming technologies
Application programming interface (API)
Plug-Ins
Chapter 7
Copyright © 2015 John Wiley & Sons, Inc. All rights reserved.
Web 2.0—The Social Web
Setting the Stage for Web 2.0
AJAX technologies, or asynchronous JavaScript and XML, is a term referring to a group of technologies and programming languages that make it possible for webpages to respond to users’ actions without requiring the entire page to reload.
JavaScript
Extendable Markup Language (XML)
Document Object Model (DOM)
HyperText Markup Language (HTML)
XMLHttpRequest
Cascading Style Sheets (CSS)
Chapter 7
Copyright © 2015 John Wiley & Sons, Inc. All rights reserved.
Web 2.0—The Social Web
Chapter 7
Copyright © 2015 John Wiley & Sons, Inc. All rights reserved.
Web 2.0—The Social Web
Social Media Applications and Services
Social Networking Service (SNS): an online platform or website that allows subscribers to interact and form communities or networks based on real-life relationships, shared interests, activities and so on.
Both YouTube and Facebook started as SNSs, but now span multiple application categories.
Chapter 7
Copyright © 2015 John Wiley & Sons, Inc. All rights reserved.
Web 2.0—The Social Web
More than Facebook, YouTube, & Twitter
Collaboration
Communication and Engagement with Customers (Marketing)
Image and Reputation Management (Public Relatio.
CHAPTER 7The CPU and MemoryThe Architecture of Comp.docx
CHAPTER 7:
The CPU and Memory
The Architecture of Computer Hardware, Systems Software & Networking:
An Information Technology Approach
5th Edition, Irv Englander
John Wiley and Sons 2013
PowerPoint slides authored by Angela Clark, University of South Alabama
PowerPoint slides for the 4th edition were authored by Wilson Wong, Bentley University
CPU and MemoryEvery instruction executed by the CPU requires memory accessPrimary memory holds program instructions and dataSecondary storage is used for long term storageData is moved from secondary storage to primary memory for CPU execution
Copyright 2013 John Wiley & Sons, Inc.
7-*
Copyright 2013 John Wiley & Sons, Inc.
CPU: Major ComponentsALU (arithmetic logic unit)Performs calculations and comparisonsCU (control unit)Performs fetch/execute cycle
Accesses program instructions and issues commands to the ALU
Moves data to and from CPU registers and other hardware componentsSubcomponents:
Memory management unit: supervises fetching instructions and data from memory
I/O Interface: sometimes combined with memory management unit as Bus Interface Unit
Copyright 2013 John Wiley & Sons, Inc.
7-*
Copyright 2013 John Wiley & Sons, Inc.
*
System Block Diagram
Copyright 2013 John Wiley & Sons, Inc.
7-*
Copyright 2013 John Wiley & Sons, Inc.
*
The Little Man Computer
Copyright 2013 John Wiley & Sons, Inc.
7-*
Copyright 2013 John Wiley & Sons, Inc.
*
Concept of RegistersSmall, permanent storage locations within the CPU used for a particular purposeManipulated directly by the Control UnitWired for specific functionSize in bits or bytes (not in MB like memory) Can hold data, an address, or an instructionHow many registers does the LMC have?What are the registers in the LMC?
Copyright 2013 John Wiley & Sons, Inc.
7-*
Copyright 2013 John Wiley & Sons, Inc.
*
RegistersUse of RegistersScratchpad for currently executing program
Holds data needed quickly or frequentlyStores information about status of CPU and currently executing program
Address of next program instruction
Signals from external devicesGeneral Purpose RegistersUser-visible or program-visible registersHold intermediate results or data values, e.g., loop countersEquivalent to LMC’s calculatorTypically several dozen in current CPUs
Copyright 2013 John Wiley & Sons, Inc.
7-*
Copyright 2013 John Wiley & Sons, Inc.
*
Special-Purpose RegistersProgram Counter Register (PC)Also called instruction pointer (IP)Instruction Register (IR)Stores instruction fetched from memoryMemory Address Register (MAR)Memory Data Register (MDR) Status RegistersStatus of CPU and currently executing programFlags (one bit Boolean variable) to track conditions like arithmetic carry and overflow, power failure, internal computer error
Copyright 2013 John Wiley & Sons, Inc.
7-*
Copyright 2013 John Wiley & Sons, Inc.
*
Register OperationsStores values from other locations (registers and memory)Addition and subtractionShift or rotate dataT.
Chapter 7QUESTION 1. Which of the following is defin.docx
Chapter 7
QUESTION 1
.
Which of the following is defined as the persistnce of learning over time, through the encoding, storage and retrieval of memory?
.
memory
long-term memory
short-term memory
sensory memory
.
10 points
QUESTION 2
.
Which of the following refers to the processing of information outside of conscious awareness?
.
sensory memory
short-term memory
automatic processing
working memory
.
10 points
QUESTION 3
.
Behaviors such as texting and driving home would be considered...
.
explicit memories
automatic processing
implicit memories
working memory
.
10 points
QUESTION 4
.
Which of the following pieces of memory would you not process automatically?
.
Where your bed and dresser are in your room
A new acquaintances address
The location of your PSY110 classroom
How to spell your name
.
10 points
QUESTION 5
.
Cramming has actually been shown to be an effective method of learning new information.
.
True
.
False
.
10 points
QUESTION 6
.
Mood can be a retrieval cue.
.
True
.
False
.
10 points
QUESTION 7
.
Which of the following brain structures is responsible for temporarily holding memories until they can be moved to storage?
.
basal ganglia
frontal lobe
cerebellum
hippocampus
.
10 points
QUESTION 8
.
Which of the following brain structures is most involved with you learning motor movements such as how to ride a bike?
.
brain stem
basal ganglia
frontal lobe
hippocampus
.
10 points
QUESTION 9
.
If you have to take a foreign language at Valpo and you took a foreign language in high school, you would benefit from taking the same language at Valpo as you did in high school because you would benefit most from which of the following?
.
Recall
Relearning
Recognition
.
10 points
QUESTION 10
.
This very multiple choice question, which is asking you to identify previously learned material, requires you to make use of which of the following skills?
.
relearning
recall
recognition
.
Chapter 2
QUESTION 1
.
Neurons are...
.
basic building blocks of the nervous system
extensions of the cell body that receive messages
extensions of the cell body that send messages
a nerve impulse
.
10 points
QUESTION 2
.
Everything psychological is simultaneously biological
.
True
.
False
.
10 points
QUESTION 3
.
Brain plasticity allows us to adapt to new environments
.
True
.
False
.
10 points
QUESTION 4
.
The nervous system consists of...
.
the sympathetic and the parasympathetic nervous systems
the brain and spinal cord
the central nervous system and the peripheral nervous system
.
10 points
QUESTION 5
.
Neurotransmitters...
.
include serotonin and dopamine and affect behaviors and emotions
are electrical impulses in the brain
the form of communication between motor neurons and sensory neurons
are natural opiates released in response to pain
.
10 p.
Chapter 7One pageAPA stylePlease comment on the followin.docx
Chapter 7
One page
APA style
Please comment on the following statement regarding our current educational system and examples of practices
:
"
It
is a cardinal precept of the newer school of education that the
beginning of instruction shall be made with the experience learners
already have; that this experience and the capacities that have been
developed during its course provide the starting point for all further
learning" (Dewey, 1938, p. 88
).
(
one page- deadline will be
Friday
.
CHAPTER 7Managing Financial OperationsRevenue cycle (bil.docx
CHAPTER 7
Managing Financial Operations
Revenue cycle (billing and collections)
Receivables management
Cash and marketable securities management
Inventory (supply chain) management
Operational monitoring and control
Copyright 2009 Health Administration Press
7 - ‹#›
Financial Operations
Financial operations involves the day-to-day oversight of such tasks as billing and collections (revenue cycle), cash management, and inventory management.
The specifics are highly dependent on the type of provider (e.g., hospital versus medical practice versus nursing home).
Thus, the focus here is on fundamental concepts as opposed to details.
Copyright 2009 Health Administration Press
7 - ‹#›
The Revenue Cycle
The revenue cycle is defined as all activities associated with billing and collecting for services.
In general, revenue cycle management should ensure that
patients are properly categorized by payer,
correct and timely billing takes place, and
correct and timely payment is received.
The revenue cycle includes the activities listed on the next slide.
Copyright 2009 Health Administration Press
7 - ‹#›
The Revenue Cycle (cont.)
Before-service activities:
Insurance verification
Certification of managed-care patients
Patient financial counseling
At-service activities:
Insurance status verification
Service documentation/claims production
After-service activities:
Claims submission
Third-party follow-up (if needed)
Denials management
Payment receipt and posting
Monitoring and reporting:
Monitoring
Review and improvement
Copyright 2009 Health Administration Press
7 - ‹#›
The Revenue Cycle (cont.)
In revenue cycle management, each of the identified activities is closely monitored to ensure that
the correct amount of reimbursement is collected on each patient,
reimbursements are collected as quickly as possible, and
the costs associated with the revenue cycle are minimized consistently with rapid and correct collections.
Two important keys to good revenue cycle management are information technology and electronic claims processing.
Copyright 2009 Health Administration Press
7 - ‹#›
Receivables Management
If a service is provided for cash, the revenue is immediately received.
If the service is provided on credit, the revenue is not received until the receivable is collected.
Receivables management, which falls under the general umbrella of the revenue cycle, is extremely important to healthcare providers.
Why?
Copyright 2009 Health Administration Press
7 - ‹#›
Accumulation of Receivables
Suppose Valley Clinic contracts with an insurer whose patients use $2,000 in services daily and who pays in 40 days.
The clinic will accumulate receivables at a rate of $2,000 per day.
However, after 40 days, the receivables balance will stabilize at $80,000:
Receivables = Daily sales × Average collection period
= $2,000
× 40
= $80,000
Copyright 2009 Health Administration Press
7 - ‹#›
Cost of Carrying Receiva.
CHAPTER 7Primate BehaviorWhat is Meant By Behavior.docx
CHAPTER 7
Primate Behavior
What is Meant By Behavior?
• Anything organisms do that involves action in response to
internal or external stimuli.
• The response of an individual, group, or species to its
environment.
• Such responses may or may not be deliberate and they
aren't necessarily the results of conscious decision
making.
Ecological Perspective
• Pertains to relationships between organisms and
all aspects of their environment
• Temperature
• Predators
• Vegetation
• Availability of food and water
• Types of food
• Disease organisms
• Parasites
Behavioral Ecology
Focuses on the relationship between behaviors,
natural environment, and biological traits of the
species.
Based on the assumption that animals, plants, and
microorganisms evolved together.
Behaviors have evolved through the operation of
natural selection, or
Some behaviors are influenced by genes and are
subject to natural selection the same way physical
characteristics are.
The Evolution of Behavior
Behavior constitutes a phenotype
Individuals whose behavioral phenotypes increase
reproductive fitness pass on their genes at a faster
rate.
Genes do not code for specific behaviors, but they do
code for biological factors that impact behavior, i.e.
hormone levels, intelligence
Species vary in their limits and potentials for learning
and behavioral flexibility, set by genetic factors.
Natural selection acts on genetic factors shaped by
ecological, the same as it does physical
characteristics
Social Structure
• The composition, size, and sex ratio of a group of
animals.
• The social structure of a species is, in part, the
result of natural selection in a specific habitat, and
it guides individual interactions and social
relationships.
Why Are Primates Social?
• Group living exposes animals to competition with other group
members, so why not live alone?
• Costs of competition are offset by the benefits of predator
defense provided by associating with others.
• Group living evolved as an adaptive response to a number of
ecological variables.
Some Factors That Influence Social Structure
• Body Size
• Larger animals are better able to retain heat and their overall energy
requirements are less than for smaller animals
• This means they need fewer calories per unit of body weight.
Some Factors That Influence Social Structure
• Metabolism
• The chemical processes within cells that break down nutrients and release
energy for the body to use.
• Basal Metabolic Rate (BMR) and Diet
• Smaller animals generally have a higher BMR than larger ones.
• This means smaller primates require an energy-rich diet high in protein,
fats, and carbohydrates (fruit, and insects).
Some Factors That Influence Social Structure
• BMR and Diet
• Nutritional needs have evolved along with BMR and body size
• Benefits are considered in terms of energy (calories) obtained from food
.
Chapter 7Medical Care Production and Costs(c) 2012 Cengage.docx
Chapter 7
Medical Care Production and Costs
(c) 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, 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 for classroom use.
The Short-Run Production Function of the Representative Medical Firm
Assumptions of short-run production:
Medical firm produces a single output of medical services, q
Only two medical inputs exist: nurse-hours, n, and a composite capital good, k
Quantity of capital is fixed at some amount
(c) 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, 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 for classroom use.
The Short-Run Production Function of the Representative Medical Firm
Medical firm faces an incentive to produce as efficiently as possible
Medical firm possesses perfect information regarding the demands for its product
(c) 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, 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 for classroom use.
The Short-Run Production Function of the Representative Medical Firm
Production function:
Identifies different ways nurse-hours & capital can be combined
To produce various levels of medical services
(c) 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, 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 for classroom use.
The Short-Run Production Function of the Representative Medical Firm
Each level of output produced by -
Several different combinations of the nurse and capital inputs
Each combination – assumed to be technically efficient – maximum amount of output that is feasible given the state of technology
(c) 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, 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 for classroom use.
The Short-Run Production Function of the Representative Medical Firm
Law of diminishing marginal productivity
At first, total output increases at an increasing rate
After some point, it increases at a decreasing rate
Total product curve, TP
Depicts total output produced by different levels of the variable input, holding all other inputs constant
(c) 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, 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 for classro.
Chapter 7Evaluating HRD ProgramsWerner© 2017 Cengage Learn.docx
Chapter 7
Evaluating HRD Programs
Werner
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, 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 for classroom use.
Learning Objectives
Define evaluation and explain its role in HRD
Discuss the various types of evaluation information available and compare the methods of data collection
Explain the role of research design in HRD evaluation
Describe the ethical issues involved in conducting HRD evaluation
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, 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 for classroom use.
Learning Objectives (cont.)
Identify and explain the choices available for translating evaluation results into dollar terms
Calculate a utility estimate for a target organization.
Discuss how technology impacts HRD evaluation
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, 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 for classroom use.
Questions to Consider
How do you evaluate training and HRD?
What measures can be used to evaluate training?
Is there one best way to evaluate training?
What should be considered as one prepares to evaluate HRD?
What are the ethical issues involved in evaluating HRD?
How can the value of HRD be expressed in terms of costs and benefits, or dollars and cents?
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, 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 for classroom use.
Key Terms
Training effectiveness: benefits receive from training
Training evaluation: process of determining training effectiveness
Training outcomes: measures to evaluate training effectiveness
Evaluation design: data will be collected and which data will be collected for training evaluation
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
Training and HRD Process
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, 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 for classroom use.
Evaluation Can Help
identify a program’s strengths and weaknesses
assess what features of training content and context matter
identify which trainees benefited
gather information for marketing training
determine financial benefits and costs
© 2017 .
CHAPTER 7INTEREST RATES AND BOND VALUATIONCopyright © 2019 M.docx
CHAPTER 7
INTEREST RATES AND BOND VALUATION
Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
7-‹#›
6.1
Define important bond features and types of bond
Explain bond values and yields and why they fluctuate
Describe bond ratings and what they mean
Outline the impact of inflation on interest rates
Illustrate the term structure of interest rates and the determinants of bond yields
Key Concepts and Skills
Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
7-‹#›
6.2
Remember, as with any asset, the value of a bond is simply the present value of its future cash flows.
Bonds and Bond Valuation
More about Bond Features
Bond Ratings
Some Different Types of Bonds
Bond Markets
Inflation and Interest Rates
Determinants of Bond Yields
Chapter Outline
Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
7-‹#›
Par value (face value) = principal amount, repaid at maturity
Coupon = stated interest payment
Coupon rate = annual coupon divided by face value
Maturity date
Yield or Yield to maturity = rate of return required in the market for the bond
Bond Definitions
Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
7-‹#›
6.4
Section 7.1 (A)
Although the coupon is typically paid in cash, examples exist of firms paying investors with product.
Yield to maturity, required return, and market rate are used interchangeably.
Bond Value = PV of coupons + PV of par
Bond Value = PV of annuity + PV of lump sum
As interest rates increase, present values decrease.
So, as interest rates increase, bond prices decrease and vice versa.
Present Value of Cash Flows
as Rates Change
Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
7-‹#›
Section 7.1 (B)
6.5
Consider a bond with a coupon rate of 10% and annual coupons. The par value is $1,000, and the bond has 5 years to maturity. The yield to maturity is 11%. What is the value of the bond?
Using the formula:
B = PV of annuity + PV of lump sum
B = 100[1 – 1/(1.11)5] / .11 + 1,000 / (1.11)5
B = 369.59 + 593.45 = 963.04
Using the calculator:
N = 5; I/Y = 11; PMT = 100; FV = 1,000
CPT PV = -963.04
Valuing a Discount Bond with Annual Coupons
Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
7-‹#›
6.6
Section 7.1 (B)
Remember the sign convention on the calculator. The easy way to remember it with bonds is we pay the PV (-) so that we can receive the PMT (+) and th.
CHAPTER 7FriendshipTHE NATURE OF FRIENDSHIPFRIENDSHIP ACROSS T.docx
CHAPTER 7
Friendship
THE NATURE OF FRIENDSHIPFRIENDSHIP ACROSS THE LIFE CYCLEDIFFERENCES IN FRIENDSHIPFRIENDSHIP DIFFICULTIESFOR YOUR CONSIDERATIONCHAPTER SUMMARY
I get by with a little help from my friends. John Lennon
Take a moment and think about your two best friends. Why are they such close companions? Why do you think of them as friends? You probably like but don't love them. (Or, at least, you're not “in love” with them, or you'd probably think of them as more than just “friends.”) You've probably shared a lot of good times with them, and you feel comfortable around them; you know that they like you, too, and you feel that you can count on them to help you when you need it.
Indeed, the positive sentiments you feel toward your friends may actually be rather varied and complex. They annoy you sometimes, but you're fond of them, and because they're best friends, they know things about you that no one else may know. You like to do things with them, and you expect your relationship to continue indefinitely. In fact, if you look back at the features that define intimacy (way back on page 2), you may find that your connections to your best friends are quite intimate, indeed. You may have substantial knowledge of them, and you probably feel high levels of trust and commitment toward them; you may not experience as much caring, interdependence, responsiveness, and mutuality as you do with a romantic partner, but all three are present, nonetheless.
So, are friendships the same as but just less intimate than our romantic partnerships? Yes and no. Friendships are based on the same building blocks of intimacy as romances are, but the mix of components is usually different. Romances also have some ingredients that friendships typically lack, so their recipes do differ. But many of the elements of friendships and romances are quite similar, and this chapter will set the stage for our consideration of love (in chapter 8) by detailing what it means to like an intimate partner. Among other topics, I'll describe various features of friendship and question whether men and women can be “just friends.”
Page 214
THE NATURE OF FRIENDSHIP
Our friendships are indispensable sources of pleasure and support. One study of unmarried young adults found that over one-third of them (36 percent) considered a friendship to be their “closest, deepest, most involved, and most intimate” current relationship (Berscheid et al., 1989). A larger proportion (47 percent) identified a romantic relationship as their most important partnerships, but friendships were obviously significant connections to others. And they remain so, even after people marry. Another study that used an event-sampling procedure1 to track people's interactions found that they were generally having more fun when they were with friends than when they were alone or with family members, including their spouses. The best times occurred when both their spouses and their friends were present, but if it was one or.
Chapter 7Lean Thinking and Lean SystemsMcGraw-Hill Ed.docx
Chapter 7:
Lean Thinking and Lean Systems
McGraw-Hill Education
Copyright © 2018 by The McGraw-Hill Companies, Inc. All rights reserved.
*
Copyright © 2018 by The McGraw-Hill Companies, Inc. All rights reserved.
*
The lean systems chapter begins with a broad orientation to lean and its elements with an historical perspective of its development. Then each element is discussed in detail in separate sections. The discussion includes situations in which elements of lean have been successfully applied, as well as situations in which they may not be applicable (e.g. smoothing the master production schedule in services). The chapter concludes with discussion on implementation of lean systems and how lean concepts can be applied to all business disciplines (manufacturing, services, government, etc.).
Chapter 7 Learning ObjectivesLO 7.1 Describe the origins and evolution of lean thinking.LO 7.2 Describe the five tenets of lean thinking and the seven forms of waste in a lean system.LO 7.3 Explain how a stabilized master schedule is achieved for repetitive manufacturing.LO 7.4 Design a kanban system for a lean system.LO 7.5 Explain how setup time, lot size, layout and maintenance are related to lean thinking.LO 7.6 Differentiate how employees, quality, and suppliers are unique in lean systems.LO 7.7 Explain how to implement a lean system.
7-*
Here are our Learning Objectives for this course. Between these videos, the textbook, supplemental readings, assignments and Discussion Boards, you will end the course with some new skills and many new insights.
*
Evolution of LeanToyota Production System (TPS)Developed in Japan following WWII (limited resources)Also known as Just-in-Time (JIT) manufacturingCame to U.S.- 1981 at Kawasaki motorcycle plant in Lincoln, NebraskaLean ProductionTerm coined in late 1980sPopularized in 1990s by Womack, Jones & Roos’ “The Machine That Changed the World”
7-*
Copyright © 2018 by The McGraw-Hill Companies, Inc. All rights reserved.
Copyright © 2018 by The McGraw-Hill Companies, Inc. All rights reserved.
After WWII the U. S. system of mass production was the envy of the world. Mass production – the production of standardized discrete products in high volume by means of repetitive manufacturing technologies – was the norm. Materials were purchased in large batches, and machines were made to run faster to reduce unit costs.
*
Lean TenetsCreate product/service value from customer perspectiveReduce waste - mudaIdentify, study, improve the value streamObserve the process - gembaEnsure simple, smooth, error-free flowDetermine takt timeProduce only what is pulled by customerUse kanbansStrive for perfectionHold kaizen events, 5S, 5 Whys
7-*
Copyright © 2018 by The McGraw-Hill Companies, Inc. All rights reserved.
Copyright © 2018 by The McGraw-Hill Companies, Inc. All rights reserved.
Lean thinking is built around five tenets that include specific concepts, principles, and techniques to organize and deliver value t.
Chapter 7Food, Nutrition & Obesity PolicyEyler, Chriqui, M.docx
Chapter 7
Food, Nutrition & Obesity Policy
Eyler, Chriqui, Moreland-Russell & Brownson, 2016
1
Identifying the Problem: Obesity & Its Consequences
Obesity = excessive body fat/bodyweight
BMI—a ratio of weight to height, calculated as kilograms divided by meters squared
Categorize an individual as obese = BMI ≥30
In children, obesity refers to a BMI greater than, or equal to, the 95th percentile
Obesity is a major risk factor for:
Type 2 diabetes, cardiovascular disease, and hypertension
Greater risk for additional comorbid health conditions, including stroke, arthritis, nonalcoholic fatty liver disease, kidney disease, and mental health problems related to social stigma
Eyler, Chriqui, Moreland-Russell & Brownson, 2016
2
Identifying the Problem: Obesity & Its Consequences
Disparities
Eyler, Chriqui, Moreland-Russell & Brownson, 2016
3
Identifying the Problem: Obesity & Its Consequences
Disparities: Children
Between 1980 and 2004, obesity prevalence tripled among children aged 2 to 19 years increasing from 6% to 19%
Overall prevalence has remained fairly stable since 2004
2011–2012 = 17% of children obese
Hispanic children have the highest obesity prevalence, followed by: non-Hispanic Black and non-Hispanic White children
Black children are more likely to be severely obese than are White children
Trends indicate the most pronounced increase of severe obesity in White female and Black male children
Eyler, Chriqui, Moreland-Russell & Brownson, 2016
4
Identifying the Problem: Obesity & Its Consequences
Disparities: Adults
More prevalent in non-Hispanic Blacks and Hispanics
Exists at the highest rate among all adults aged 40 to 59 years
Gender- and income-based obesity-related disparities exist among all racial and ethnic groups
Most pronounced among non-Hispanic Black women across all age categories
Higher income non- Hispanic Black and Mexican American men have slightly higher obesity prevalence rates than those with lower incomes
Adults in rural areas are significantly more likely to be obese than those in urban areas
WHY?
Eyler, Chriqui, Moreland-Russell & Brownson, 2016
5
Eyler, Chriqui, Moreland-Russell & Brownson, 2016
6
Identifying the Problem: Obesity & Its Consequences
The Costs of Obesity
$315.8 billion was spent on adult obesity-related direct healthcare costs in 2010
Majority of expenses resulting from the treatment of comorbid health conditions, particularly type 2 diabetes
Medicare and Medicaid spending would see decreases of 8.5% and 11.8% if obesity-related costs were removed from the analysis
Obesity-related absenteeism translates to an estimated cost of $8.65 billion per year in lost productivity
Eyler, Chriqui, Moreland-Russell & Brownson, 2016
7
Identifying the Problem: Obesity & Its Consequences
Obesogenic Environment
Eyler, Chriqui, Moreland-Russell & Brownson, 2016
8
https://youtu.be/5Rm7E2e1Su8
Identifying the Problem: Obesity & Its Consequences
Obesogenic Environment.
Chapter 7Evaluating and Controlling TechnologyBased.docx
Chapter 7:
Evaluating and Controlling Technology
Based on slides prepared by Cyndi Chie, Sarah Frye and Sharon Gray.
Fifth edition updated by Timothy Henry
Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved
1
Evaluating Information
The “Digital Divide”
Neo-Luddite Views of Computers, Technology, and Quality of Life
Making Decisions About Technology
Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved
The Need for Responsible Judgment
Expert information or ‘wisdom of the crowd’?
Daunting amount of information on the web, much of this information is not correct
Search engines are replacing librarians, but Web sites are ranked by popularity, not by expert evaluation
Wisdom of the crowd - ratings by public of Web site
If millions participate, the results will be useful
Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved
The Need for Responsible Judgment
Wikipedia
Written by volunteers, some posts are biased and not accurate
Although anyone can write, most people do not
Those that do typically are educated and experts
Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved
The Need for Responsible Judgment
Wisdom of the crowd
Problems of unreliable information are not new
The Web magnifies the problems
Rating systems are easy to manipulate
Vulnerable viewers
Less educated individuals
Children
Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved
The Need for Responsible Judgment
Narrowing the information stream
Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved
Some critics see the web as significantly encouraging narrowness and political extremes by making it easy for people to avoid seeing alternative opinions.
Searching online “puts researchers in touch with prevailing opinions, but this may accelerate consensus and narrow the range of findings and ideas built upon.”8
6
The Need for Responsible Judgment
Abdicating responsibility
People willing to let computers do their thinking
Reliance on computer systems over human judgment may become institutionalized
Fear of having to defend your own judgment if something goes wrong
Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved
7
Computer Models
Evaluating Models
How well do the modelers understand the underlying science or theory?
Models necessarily involve assumptions and simplifications of reality.
How closely do the results or predictions correspond with the results from physical experiments or real experience?
Copyright © 2018, 2013, 2008 Pearson Education, Inc. All Rights Reserved
Car crash analysis programs use a technique called the finite-element method. They superimpose a grid on the frame of a car, dividing the car into a finite number of small pieces, or elements. The grid is entered into the program, along with data describing the specifications of the materials making up each element (e.g., density, strengt.
Chapter 7. Organizing Your Information ©.docx
*
Chapter 7. Organizing Your Information © 2015 by Bedford/St. Martin's
*
Chapter 7 Overview:
Organizing Your Information
Understanding three principles for organizing technical informationUnderstanding conventional organizational patterns
*
*
Chapter 7. Organizing Your Information © 2015 by Bedford/St. Martin's
*
Understand three principles for
organizing technical information:
Analyze your audience and purpose.Use conventional patterns of organization.Display your organizational pattern prominently in the document.
*
*
Chapter 7. Organizing Your Information © 2015 by Bedford/St. Martin's
*
Ask four questions when you
study documents from other cultures:
Does the document follow expected organizational patterns?Do the introduction and conclusion present the kind of information you would expect?Does the document appear to be organized linearly?Does the document use headings? If so, does it use more than one level?
*
*
Chapter 7. Organizing Your Information © 2015 by Bedford/St. Martin's
*
Display your organizational
pattern prominently:
Create a detailed table of contents.Use headings liberally.Use topic sentences at the beginnings of your paragraphs.
*
*
Chapter 7. Organizing Your Information © 2015 by Bedford/St. Martin's
chronologicalspatialgeneral to specificmore important to less important comparison and contrast
classification or partitionproblem-methods-solutioncause and effect
Understand eight typical
patterns of organization:
*
*
Chapter 7. Organizing Your Information © 2015 by Bedford/St. Martin's
*
Follow these three guidelines for
organizing information chronologically:
Provide signposts.Consider using graphics to complement the text. Analyze events where appropriate.
*
*
Chapter 7. Organizing Your Information © 2015 by Bedford/St. Martin's
*
A graphic example of information organized chronologically
Source: University of Washington www.washington.edu/2y2d/about-2y2d/timeline/. Reprinted by permission.
*
*
Chapter 7. Organizing Your Information © 2015 by Bedford/St. Martin's
*
Follow these three guidelines for
organizing information spatially:
Provide signposts.Consider using graphics to complement the text. Analyze events where appropriate.
*
*
Chapter 7. Organizing Your Information © 2015 by Bedford/St. Martin's
*
A graphic example of
information organized spatially
Source: EnergyStar, 2014: http://www.energystar.gov/?c=home_sealing.hm_improvement_insulation_table.
*
*
Chapter 7. Organizing Your Information © 2015 by Bedford/St. Martin's
*
Follow these two guidelines for organizing information from general to specific:
Provide signposts.Consider using graphics to complement the text.
*
*
Chapter 7. Organizing Your Information © 2015 by Bedford/St. Martin's
*
Follow these .
Chapter 7. The Mind-Body ProblemChapter 7. The Mind-Body Pro.docx
Chapter 7. The Mind-Body Problem
Chapter 7. The Mind-Body Problem
Chapter 7
The Mind-Body Problem
During week 6 read the second half (Sections 6-end).
Copyright by Paul Herrick, 2020. For class use only. Not for distribution. This chapter: 32 pages of reading.
1. Are You Your Brain?
Sometimes we refer to our brains; other times we refer to our minds. BJ the Chicago Kid titled his second album In My Mind. But Screeching Weasel titled its third studio album My Brain Hurts. Are the mind and the brain two different things? Or are they one and the same? To put the question another way: Are thoughts, sensations, mental images, and such nothing more than physical events or processes of the physical brain? Are they just neurons (brain cells) firing or something like that? Or is the mind an immaterial, nonphysical entity distinct from the brain but interacting in some way with it? In philosophy, these and related questions make up the mind-body problem.
Since ancient times, the common view has been that the mind—the part of us that is conscious, that thinks, that makes choices, that bears moral responsibility—is immaterial and cannot be physically seen, touched, weighed, or otherwise directly detected by instruments. On this view, the mind--often called the “soul,” “spirit,” or “self”—is not the brain or any part of the body or any physical thing at all. However, since mind and body obviously interact, the common view has long been that the mind or soul can affect the body and the body can affect the mind. More specifically, the immaterial mind can cause changes in the physical body, through the interface of the physical brain, and the brain can cause changes in the mind.
In philosophy, this traditional view is called “mind-body dualism” (“dualism” for short) because it claims that mind and body are two distinct things. The common view is sometimes also called “mind-body interactionism” because it claims that mind and body, though distinct, interact. Philosophical dualists argue that the universe divides into two radically different kinds of substances—mindless matter and thinking mind or, as some prefer to put it, matter and spirit, or as still others put it, matter and consciousness.
Most religions of the world teach a dualist account of human nature. Each human being, they generally claim, is composed of an immaterial mind or soul joined to a material body. On the religious view, the mind, or soul, rather than the material body is the part that will be judged by God in the end. As the basis of moral responsibility, the soul is the root of one’s identity as a person. In other words, the soul is the true self; the material body is merely the soul’s temporary lodging place during its journey on earth. Most religions also teach a doctrine of immortality, or survival—the claim that the immaterial soul lives on in a higher realm after the death and disintegration of the material body.
If dualism is true and your immaterial mind, or soul, is the .
CHAPTER 7E-Commerce Applications and IssuesCHAP.docx
CHAPTER 7
E-Commerce: Applications and Issues
CHAPTER OUTLINE
7.1 Overview of E-Business & E-Commerce
7.2 Business-to-Consumer (B2C) E-Commerce
7.3 Business-to-Business (B2B) E-Commerce
7.4 Electronic Payments
7.5 Ethical and Legal Issues in E-Business
7.1 Overview of E-Business and E-Commerce
The dot-com era
Over 3 billion people are now connected to the
Internet
More than 130 million people are buying online
E-commerce began in 1995
Marketplace → Marketspace
*
Overview of E-Business and E-Commerce
E-Commerce (EC): describes the process of buying, selling, transferring or exchanging of products, services or information via computer networks, including the Internet.
E-business: is a broader definition of EC, including
buying and selling of goods and services
servicing customers
collaborating with partners
conducting e-learning
conducting electronic transactions within an organization.
*
Pure versus Partial EC depends on the degree of digitization involved:The product can be physical or digital.The process can be physical or digital.The delivery agent can be physical or digital
Brick-and-mortar: purely physical organizations
Click-and-mortar: organizations are those that conduct some EC activities, yet their business is primarily done in the physical world [multichannneling]
Pure Play: organizations that are engaged only in EC
Overview of E-Business and E-Commerce
*
Bricks and Mortar, Partial EC, and Pure EC
Buy books at Family Bookshop
bricks and mortar
Order physical book from Amazon:
partial EC
Order and download book from Amazon: pure EC
Types of E-Commerce
Business-to-Consumer (B2C): the sellers are organizations and the buyers are individuals
Business-to-Business (B2B): both the sellers and buyers are business organizations
Consumer-to-Consumer (C2C): both the sellers and buyers are individuals
*
Types of E-Commerce
Business-to-Employee (B2E): An organization uses e-commerce internally to provide information and services to its employees.
E-Government (E-Gov.): the use of Internet technology to deliver information about public services to citizens (Government-to-Citizen [G2C]), business partners and suppliers (called government-to-business [G2B]) and between governments [G2G].
Mobile Commerce (m-commerce): e-commerce that is conducted using a mobile phone
*
E-Commerce Business ModelsOnline Direct Marketing: manufacturers sell directly to
customers
Electronic Tendering System: businesses (or governments) request quotation from suppliers [uses B2B or G2B] -[Example: e-tendering The Tender Board ]
E-auction – an auction which is held over the Internet
www.ebay.com
Forward Auction: the highest bidder wins the auction
Reverse Auction: the lowest bidder wins the auction
*
E-Commerce Business ModelsName-your-own-price: customers decide how much they want to pay www.priceline.com
Find-the-best-price: customers specify a need and an intermediary comp.
Chapter 73 Property management licensing 479Afte.docx
Chapter 73: Property management licensing 479
After reading this chapter, you will be able to:
• identify conduct requiring licensing for property managers and
their employees;
• differentiate between activities which require a license and
activities which do not require a license; and
• distinguish state-mandated licensing from third-party marketing
designations.
Property management
licensing
Chapter
73
Consider an individual who owns and operates income-producing real
estate, called a landlord. As the owner-operator, they:
• locate and qualify tenants;
• prepare and sign occupancy agreements;
• deliver possession of the premises;
• contract for property maintenance;
• collect rent;
• pay expenses and mortgages; and
• serve any notices and initiate any unlawful detainer (UD) actions to
evict tenants.
Does the owner-operator need a California Bureau of Real Estate (CalBRE)
broker license to perform these activities?
When is
a CalBRE
license
required?
certified CID manager contingency fee
Learning
Objectives
Key Terms
For a more intensive study of this content, see Chapter 7 of Real Estate
Property Management.
480 Real Estate Principles, Second Edition
No! The owner of income-producing real estate does not need a real estate
broker license to operate as a principal. The owner-operator is not acting on
behalf of someone else as their agent when managing their own property.1
Editor’s note — Here, the generic term “agent” refers to anyone who acts on
behalf of another.
On the other hand, if the owner-operator decides to hire an individual to
take over the general management of the apartment complex, the individual
employed to act as property manager under normal business circumstances
is to be licensed by the CalBRE as a California real estate broker.
A broker has the authority to act in the capacity of a property manager on
behalf of the landlord by virtue of their CalBRE license alone. There is no
special “property management” license or endorsement required under
California law, other than a CalBRE broker license.
An individual or corporation is to hold a broker license if they perform or offer
to perform any of the following services on behalf of another in exchange for
a fee:
• listing real estate for rent or lease;
• marketing the property to locate prospective tenants;
• listing prospective tenants for the rental or lease of real estate;
• locating property to rent or lease;
• selling, buying or exchanging existing leasehold interests in real estate;
• managing income-producing properties; or
• collecting rents from tenants of real estate.2
An individual employed by a broker to perform any of the above services
will also be licensed by the CalBRE, either as a broker or sales agent.
Administrative and non-discretionary duties performed by a salaried
employee of a broker (or landlord) who manages transient housing or
apartment complexe.
Chapter 7According to the Comparative Analysis of Tools and Tec.docx
Chapter 7:
According to the Comparative Analysis of Tools and Technologies for Policy-Making theory, there are 11 possible main categories of Information Communications Technology (ICT) tools and technologies that can be used for policy-making purposes.
Q1:
What are the 11 possible main categories of ICT tools and technologies?
Identify and name the 11 ICT Tools and Technologies
provide a short and clear narrative for each tool to support your responses
According to Nyce (2007), Big data analytics tools have emerged due to the increasing volume and variety of open-source data that has become available on the web. The term Big data refers to the datasets so large and complex that are difficult to easily process using available traditional data management and processing techniques. From this research and revelation,
Q2:
What is the aim of Big data analytics tools? Identify the aim of Big data analytics tools
provide a short and clear narrative to support your response,
.
Chapter 7 – Review the section on dealing with multiple locations an.docx
Chapter 7 – Review the section on dealing with multiple locations and outsourcing. Review figure 7.2 and note how virtual team communications further reiterates the importance of this model.
(Information Technology and Organizational Learning)
Note: The above submission should be one-page in length and adhere to APA formatting standards.
.
Chapter 7 – Review the section on dealing with multiple location.docx
Chapter 7 – Review the section on dealing with multiple locations and outsourcing. Review figure 7.2 and note how virtual team communications further reiterates the importance of this model.
(Information Technology and Organizational Learning)
The above submission should be one-page in length and adhere to APA formatting standards.
**Remember the page length does not include the APA cover page or any references**
.
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