Chapter 12 LeadershipChapter 13 Power and Politics.docx
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Chapter 12: Leadership Chapter 13: Power and Politics Provide at least a 150 word graduate level response to each of the following questions. 1. What is the connection between Leader-Member Exchange Theory and the idea of self-fulfilling prophesy? 2. How might the concept of scarcity affect you when you are looking for employment prior to or after graduation? Requirements: Provide at least a 150 word minimum response for each question. Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited. .
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CHAPTER 3Understanding Regulations, Accreditation Criteria, and .docx
CHAPTER 3
Understanding Regulations, Accreditation Criteria, and Other Standards ofPractice
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
2. Legal and Fiscal Management
· Knowledge and application of the advantages and disadvantages of different legal structures
· Knowledge of different codes and regulations as they relate to the delivery of early childhood program services
· Knowledge of child custody, child abuse, special education, confidentiality, anti-discrimination, insurance liability, contract, and laborlaws pertaining to program management
5. Program Operations and Facilities Management
· Knowledge and application of policies and procedures that meet state/local regulations and professional standards pertaining to thehealth and safety of young children
7. Marketing and public relations
· Skill in developing a business plan and effective promotional literature, handbooks, newsletters, and press releases
Early Childhood Knowledge and Skills
5. Children with Special Needs
· Knowledge of licensing standards, state and federal laws (e.g., ADA, IDEA) as they relate to services and accommodations for childrenwith special needs
10. Professionalism
· Knowledge of laws, regulations, and policies that impact professional conduct with children and families
· Knowledge of center accreditation criteria
Learning Outcomes
After studying this chapter, you will be able to:
1. Describe the purpose of regulations that apply to programs of early care and education and list several topics they address.
2. Identify several ways accreditation standards are different from child care regulations.
3. State the purpose of Quality Rating and Improvement Systems (QRIS).
4. List some ways qualifications for administrators and teachers are different for licensure, for accreditation, and in QRIS systems.
5. Identify laws that apply to the childcare workplace, such as those that govern the program’s financial management and employees’well-being.
Marie’s Experience
Marie has been successful over the years in keeping her center in compliance with all licensing regulations. She is proud of her teachers andconfident that the center consistently goes above and beyond licensing provisions designed simply to keep children healthy and safe. She knowsthat the center provides high-quality care to the children it serves, but has never pursued accreditation or participated in her state’s optionalQuality Rating and Improvement System (QRIS) because of the time and effort it would require. Her families have confidence in her program anddo not seem to need this additional assurance that it provides high-quality services day in and day out.
Large numbers of families rely on out-of-home care for their infants, toddlers, preschoolers, and school-age children during the workday. In2011, there were 312,254 licensed child care facilities with a capacity to serve almost 10.2 million children. About 34% of these facilitieswere child care center.
Chapter 3 Human RightsINTERNATIONAL HUMAN RIGHTS–BASED ORGANIZ.docx
Chapter 3 Human Rights
INTERNATIONAL HUMAN RIGHTS–BASED ORGANIZATIONS LIKE THE UN COMMISSION ON HUMAN RIGHTS HAVE MADE MONITORING HUMAN RIGHTS A GLOBAL ISSUE. The United Nations is headquartered in New York City.
Learning Objectives
1. 3.1Review the expansion of and the commitment to the human rights agenda
2. 3.2Evaluate the milestones that led to the current concerns around human rights
3. 3.3Evaluate some of the philosophical controversies over human rights
4. 3.4Recognize global, regional, national, and local institutions and rules designed to protect human rights across the globe
5. 3.5Report the efforts made globally in bringing violators of human rights to justice
6. 3.6Relate the need for stricter laws to protect women’s human rights across the globe.
7. 3.7Recognize the need to protect the human rights of the disabled
8. 3.8Distinguish between the Western and the Islamic beliefs on individual and community rights
9. 3.9Review the balancing act that needs to be played while fighting terrorism and protecting human rights
10. 3.10Report the controversy around issuing death penalty as punishment
When Muammar Qaddafi used military force to suppress people demonstrating in Libya for a transition to democracy, there was a general consensus that there was a global responsibility to protect civilians. However, when Bashar Assad used fighter jets, tanks, barrel bombs, chemical weapons, and a wide range of brutal methods, including torture, to crush the popular uprising against his rule in Syria, the world did not respond forcefully to protect civilians. The basic reason given for allowing Syria to descend into brutality and chaos was that it was difficult to separate Syrians favoring human rights from those who embraced terrorism. Although cultural values differ significantly from one society to another, our common humanity has equipped us with many shared ideas about how human beings should treat each other. Aspects of globalization, especially communications and migration, reinforce perceptions of a common humanity. In general, there is global agreement that human beings, simply because we exist, are entitled to at least three types of rights. First is civil rights, which include personal liberties such as freedom of speech, religion, and thought; the right to own property; and the right to equal treatment under the law. Second is political rights, including the right to vote, to voice political opinions, and to participate in the political process. Third is social rights, including the right to be secure from violence and other physical danger, the right to a decent standard of living, and the right to health care and education. Societies differ in terms of which rights they emphasize. Four types of human rights claims that dominate global politics are
1. The abuse of individual rights by governments
2. Demands for autonomy or independence by various groups
3. Demands for equality and privacy by groups with unconventional lifestyles
4. Cla.
CHAPTER 13Contributing to the ProfessionNAEYC Administrator Co.docx
CHAPTER 13
Contributing to the Profession
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
1. Personal and Professional Self-Awareness
· The ability to evaluate ethical and moral dilemmas based on a professional code of ethics
8. Leadership and Advocacy
· Knowledge of the legislative process, social issues, and public policy affecting young children and their families
· The ability to advocate on behalf of young children, their families and the profession
Early Childhood Knowledge and Skills
1. Historical and Philosophical Foundations
· Knowledge of research methodologies
10. Professionalism
· Knowledge of different professional organizations, resources, and issues impacting the welfare of early childhood practitioners
· Ability to make professional judgments based on the NAEYC “Code of Ethical Conduct and Statement of Commitment”
· Ability to work as part of a professional team and supervise support staff or volunteers
Learning Outcomes
After studying this chapter, you will be able to:
1. Describe how the field of early childhood education has made progress achieving two of the eight criteria of professional status.
2. Identify the advocacy tools that early childhood advocates should have at their disposal.
3. Discuss opportunities that program administrators have to contribute to the field’s future.
Grace’s Experience
Grace had found that working with children came naturally, and she considered herself to be a gifted teacher after only a short time in theclassroom. She thought she would spend her entire career working directly with children. She is now somewhat surprised how much she isenjoying the new responsibilities that come with being a program director. She is gaining confidence that she can work effectively with allfamilies, even when faced with difficult conversations; and her skills as a supervisor, coach, and mentor are increasing as well. She is nowcomfortable as a leader in her own center and is considering volunteering to fill a leadership role in the local early childhood professionalorganization. That would give her opportunities to refine her leadership skills while contributing to the quality of care provided for childrenthroughout her community.
Early childhood administrators are leaders. They contribute to the profession by making the public aware of the field’s emergingprofessionalism, including its reliance on a code of ethics; engaging in informed advocacy; becoming involved in research to increase whatwe know about how children learn, grow, and develop; and coaching and mentoring novices, experienced practitioners, and emergingleaders.
13.1 PROMOTING PROFESSIONALIZATION1
Lilian Katz, one of the most influential voices in the field of early care and education, began discussions about the professionalism of thefield in the mid-1980s. Her work extended a foundation that had been laid by sociologists, philosophers, and other scholars and continuesto influence how early childhoo.
Chapter 4Legal Construction of the Employment Environment©vi.docx
Chapter 4
Legal Construction of the Employment Environment
©vinnstock/123RF
Learning Objectives
After completing this chapter, you should be able to:
1. LO1
2. LO2
3. LO3
4. LO4
5. LO5
6. LO6
7. LO7
page 146
Opening Scenarios
SCENARIO 1
Ione is asked to fill two new positions at her company. The first requires complicated accounting knowledge; the second has no prerequisites but there is no opportunity for advancement without a college degree, preferably in advertising or English. Ione wants to hire younger workers so they will be more likely to have a long tenure at the firm. She places an advertisement in the local public university’s alumni magazine, requesting résumés from “recent college graduates,” Business or English degrees preferred. Ione’s co-worker suggested that she place the advertisement in their mutual alma matter’s magazine, since many of the current employees graduated from there and employees from that university have proven knowledgeable and hard working. Ione decides not to place advertisements at this time in the alumni magazines of the two local private universities, a Jesuit in-state and a historically black college that is very close to her offices, and which has a well-regarded business program. She figures she will get around to it if her first search is unsuccessful. Is Ione’s firm subject to any liability based on this advertisement?
SCENARIO 2
Wole Okri is the owner of a large apple orchard and hires about 50 young employees each season to work for him on a part-time basis to pick apples in his outdoor operation. During the past few weeks he has noticed a suspicious smell lingering around his orchard, which is recognizes as smoke from marijuana. Because the apple pickers are required to climb high ladders and drive trucks with wagons full of apples, the orchard has a zero tolerance policy for drugs and alcohol. The use of such substances could lead to serious injury.
Wole has no idea where to begin a search for suspects but the smell is stronger during and just after break times and in the area where his workers gather to rest during breaks and between shifts. Can Wole simply notify each of his employees that they will all be required to submit to a drug test to determine who has been smoking the marijuana, or should he figure out some way to narrow down the number of “suspects” and then use the drug test only as a means of confirmation of suspicion? How could he narrow down the number?
In addition, Wole has not yet purchased computerized checkout scanners for his large retail outlet where he sells apples and other local products to the public. Therefore all of the product prices must be input by hand to the store registers. Wole has found in the past that certain employees are able to perform this task at a much more rapid pace than others.
To maintain store efficiency, he decides to test all applicants relating to their ability to input prices into the register. After administering an on-site timed test, he .
Chapter 2 The Law of EducationIntroductionThis chapter describ.docx
Chapter 2 The Law of Education
Introduction
This chapter describes the various agencies and types of law that affect education. It also discusses the organization and functions of the various judicial bodies that have an impact on education. School leadership candidates are introduced to standards of review, significant federal civil rights laws, the contents of legal decisions, and a sample legal brief.
Focus Questions
1. How are federal courts organized, and what kind of decisions do they make?
2. What is law? How is law different from policy?
3. From what source does the authority of local boards of education emanate?
4. How can campus and district leaders remain current with changes in law and policy at the national and state level?
Key Terms
1.
2.
3.
4. En banc
5.
6.
7.
8.
9.
10.
11. Stare decisis
12.
13.
14.
15.
Case Study Confused Yet?
As far as Elise Daniels was concerned, the monthly meeting of the 20 River County middle school principals was the most informative and relaxing activity in her school year. Twice per year, the principals invited a guest to speak to the group. Elise was particularly interested in the fall special guest speaker, the attorney for the state school boards association. Elise had heard him speak several times, so she was aware of his deep knowledge of school law and emerging issues. As the attorney, spoke Elise found herself becoming more anxious. It was as if the attorney was speaking a foreign language. Tinker rules, due process, Title IX, Office of Civil Rights, and the state bullying law. Elise found herself thinking, “The Americans with Disabilities Act has been amended? How am I supposed to keep up with all of this?”
Leadership Perspectives
Middle School Principal Elise Daniels in the case study “Confused Yet?” is correct. School law can be confusing. Educators work in a highly regulated environment directly and indirectly impacted by a wide variety of local, state, and federal authorities. When P–12 educators refer to “the law,” they are often referring to state and/or federal statutes enacted by legislatures (). This understanding is correct. The U.S. Congress and 50 state legislatures are active in the law-making business. To make matters more difficult, the law is constantly changing and evolving as new situations arise. For example, 10 years ago few if any states had passed antibullying laws. By 2008, however, almost every state had some form of antibullying legislation on the books. Soon after, the phenomenon of cyberbullying emerged, and state legislators rushed to add cyberbullying and/or electronic bullying to their state education laws. One can only guess at what new real or perceived problem affecting public P–12 schools will be next.
P–12 educators also refer to school board policy as “law.” However, law and policy are not necessarily identical. , p. 4) defines policy as “one way through which a political system handles a public problem. It includes a government’s expressed inten.
CHAPTER 1 Legal Heritage and the Digital AgeStatue of Liberty,.docx
CHAPTER 1 Legal Heritage and the Digital Age
Statue of Liberty, New York Harbor
The Statue of Liberty stands majestically in New York Harbor. During the American Revolution, France gave the colonial patriots substantial support in the form of money for equipment and supplies, officers and soldiers who fought in the war, and ships and sailors who fought on the seas. Without the assistance of France, it is unlikely that the American colonists would have won their independence from Britain. In 1886, the people of France gave the Statue of Liberty to the people of the United States in recognition of friendship that was established during the American Revolution. Since then, the Statue of Liberty has become a symbol of liberty and democracy throughout the world.
Learning Objectives
After studying this chapter, you should be able to:
1. Define law.
2. Describe the functions of law.
3. Explain the development of the U.S. legal system.
4. List and describe the sources of law in the United States.
5. Discuss the importance of the U.S. Supreme Court’s decision in Brown v. Board of Education.
Chapter Outline
1. Introduction to Legal Heritage and the Digital Age
2. What Is Law?
1. Landmark U.S. Supreme Court Case • Brown v. Board of Education
3. Schools of Jurisprudential Thought
1. CASE 1.1 • U.S. Supreme Court Case • POM Wonderful LLC v. Coca-Cola Company
2. Global Law • Command School of Jurisprudence of Cuba
4. History of American Law
1. Landmark Law • Adoption of English Common Law in the United States
2. Global Law • Civil Law System of France and Germany
5. Sources of Law in the United States
1. Contemporary Environment • How a Bill Becomes Law
2. Digital Law • Law of the Digital Age
6. Critical Legal Thinking
1. CASE 1.2 • U.S. Supreme Court Case • Shelby County, Texas v. Holder
“ Where there is no law, there is no freedom.”
—John Locke Second Treatise of Government, Sec. 57
Introduction to Legal Heritage and the Digital Age
In the words of Judge Learned Hand, “Without law we cannot live; only with it can we insure the future which by right is ours. The best of men’s hopes are enmeshed in its success.”1 Every society makes and enforces laws that govern the conduct of the individuals, businesses, and other organizations that function within it.
Although the law of the United States is based primarily on English common law, other legal systems, such as Spanish and French civil law, also influence it. The sources of law in this country are the U.S. Constitution, state constitutions, federal and state statutes, ordinances, administrative agency rules and regulations, executive orders, and judicial decisions by federal and state courts.
Human beings do not ever make laws; it is the accidents and catastrophes of all kinds happening in every conceivable way that make law for us.
Plato
Laws IV, 709
Businesses that are organized in the United States are subject to its laws. They are also subject to the laws of other countries in which they operate. Busin.
CHAPTER 1 BASIC CONCEPTS AND DEFINITIONS OF HUMAN SERVICESPAUL F.docx
This chapter provides definitions and concepts related to the field of human services. It discusses how human services aims to help individuals, families, and communities cope with problems and promote well-being. The chapter outlines three basic concepts in human services: intervention, professionalism, and education. It also discusses the generalist roles of human service workers in helping clients and delivering services. Finally, the chapter examines the social ideology of human services and how it relates to ideas about individual rights and responsibilities in society.
CHAPTER 20 Employment Law and Worker ProtectionWashington DC.docx
CHAPTER 20 Employment Law and Worker Protection
Washington DC
Federal and state laws provide workers’ compensation and occupational safety laws to protect workers in the United States.
Learning Objectives
After studying this chapter, you should be able to:
1. Explain how state workers’ compensation programs work and describe the benefits available.
2. Describe employers’ duty to provide safe working conditions under the Occupational Safety and Health Act.
3. Describe the minimum wage and overtime pay rules of the Fair Labor Standards Act.
4. Describe the protections afforded by the Family and Medical Leave Act.
5. Describe unemployment insurance and Social Security.
Chapter Outline
1. Introduction to Employment Law and Worker Protection
2. Workers’ Compensation
1. Case 20.1 • Kelley v. Coca-Cola Enterprises, Inc.
3. Occupational Safety
1. Case 20.2 • R. Williams Construction Company v. Occupational Safety and Health Review Commission
4. Fair Labor Standards Act
1. Case 20.3 U.S. SUPREME COURT Case • IBP, Inc. v. Alvarez
5. Family and Medical Leave Act
6. Consolidated Omnibus Budget Reconciliation Act and Employee Retirement Income Security Act
7. Government Programs
“ It is difficult to imagine any grounds, other than our own personal economic predilections, for saying that the contract of employment is any the less an appropriate subject of legislation than are scores of others, in dealing with which this Court has held that legislatures may curtail individual freedom in the public interest.”
—Stone, Justice Dissenting opinion, Morehead v. New York (1936)
Introduction to Employment Law and Worker Protection
Generally, the employer–employee relationship is subject to the common law of contracts and agency law. This relationship is also highly regulated by federal and state governments that have enacted myriad laws that protect workers from unsafe working conditions, require employers to provide workers’ compensation to employers injured on the job, prohibit child labor, require minimum wages and overtime pay to be paid to workers, require employers to provide time off to employees with certain family and medical emergencies, and provide other employee protections and rights.
Poorly paid labor is inefficient labor, the world over.
Henry George
This chapter discusses employment law, workers’ compensation, occupational safety, pay and hour rules, and other laws affecting employment.
Workers’ Compensation
Many types of employment are dangerous, and many workers are injured on the job each year. Under common law, employees who were injured on the job could sue their employers for negligence. This time-consuming process placed the employee at odds with his or her employer. In addition, there was no guarantee that the employee would win the case. Ultimately, many injured workers—or the heirs of deceased workers—were left uncompensated.
Workers’ compensation acts were enacted by states in response to the unfairness of that result. These acts crea.
Recommended
CHAPTER 3Understanding Regulations, Accreditation Criteria, and .docx
CHAPTER 3
Understanding Regulations, Accreditation Criteria, and Other Standards ofPractice
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
2. Legal and Fiscal Management
· Knowledge and application of the advantages and disadvantages of different legal structures
· Knowledge of different codes and regulations as they relate to the delivery of early childhood program services
· Knowledge of child custody, child abuse, special education, confidentiality, anti-discrimination, insurance liability, contract, and laborlaws pertaining to program management
5. Program Operations and Facilities Management
· Knowledge and application of policies and procedures that meet state/local regulations and professional standards pertaining to thehealth and safety of young children
7. Marketing and public relations
· Skill in developing a business plan and effective promotional literature, handbooks, newsletters, and press releases
Early Childhood Knowledge and Skills
5. Children with Special Needs
· Knowledge of licensing standards, state and federal laws (e.g., ADA, IDEA) as they relate to services and accommodations for childrenwith special needs
10. Professionalism
· Knowledge of laws, regulations, and policies that impact professional conduct with children and families
· Knowledge of center accreditation criteria
Learning Outcomes
After studying this chapter, you will be able to:
1. Describe the purpose of regulations that apply to programs of early care and education and list several topics they address.
2. Identify several ways accreditation standards are different from child care regulations.
3. State the purpose of Quality Rating and Improvement Systems (QRIS).
4. List some ways qualifications for administrators and teachers are different for licensure, for accreditation, and in QRIS systems.
5. Identify laws that apply to the childcare workplace, such as those that govern the program’s financial management and employees’well-being.
Marie’s Experience
Marie has been successful over the years in keeping her center in compliance with all licensing regulations. She is proud of her teachers andconfident that the center consistently goes above and beyond licensing provisions designed simply to keep children healthy and safe. She knowsthat the center provides high-quality care to the children it serves, but has never pursued accreditation or participated in her state’s optionalQuality Rating and Improvement System (QRIS) because of the time and effort it would require. Her families have confidence in her program anddo not seem to need this additional assurance that it provides high-quality services day in and day out.
Large numbers of families rely on out-of-home care for their infants, toddlers, preschoolers, and school-age children during the workday. In2011, there were 312,254 licensed child care facilities with a capacity to serve almost 10.2 million children. About 34% of these facilitieswere child care center.
Chapter 3 Human RightsINTERNATIONAL HUMAN RIGHTS–BASED ORGANIZ.docx
Chapter 3 Human Rights
INTERNATIONAL HUMAN RIGHTS–BASED ORGANIZATIONS LIKE THE UN COMMISSION ON HUMAN RIGHTS HAVE MADE MONITORING HUMAN RIGHTS A GLOBAL ISSUE. The United Nations is headquartered in New York City.
Learning Objectives
1. 3.1Review the expansion of and the commitment to the human rights agenda
2. 3.2Evaluate the milestones that led to the current concerns around human rights
3. 3.3Evaluate some of the philosophical controversies over human rights
4. 3.4Recognize global, regional, national, and local institutions and rules designed to protect human rights across the globe
5. 3.5Report the efforts made globally in bringing violators of human rights to justice
6. 3.6Relate the need for stricter laws to protect women’s human rights across the globe.
7. 3.7Recognize the need to protect the human rights of the disabled
8. 3.8Distinguish between the Western and the Islamic beliefs on individual and community rights
9. 3.9Review the balancing act that needs to be played while fighting terrorism and protecting human rights
10. 3.10Report the controversy around issuing death penalty as punishment
When Muammar Qaddafi used military force to suppress people demonstrating in Libya for a transition to democracy, there was a general consensus that there was a global responsibility to protect civilians. However, when Bashar Assad used fighter jets, tanks, barrel bombs, chemical weapons, and a wide range of brutal methods, including torture, to crush the popular uprising against his rule in Syria, the world did not respond forcefully to protect civilians. The basic reason given for allowing Syria to descend into brutality and chaos was that it was difficult to separate Syrians favoring human rights from those who embraced terrorism. Although cultural values differ significantly from one society to another, our common humanity has equipped us with many shared ideas about how human beings should treat each other. Aspects of globalization, especially communications and migration, reinforce perceptions of a common humanity. In general, there is global agreement that human beings, simply because we exist, are entitled to at least three types of rights. First is civil rights, which include personal liberties such as freedom of speech, religion, and thought; the right to own property; and the right to equal treatment under the law. Second is political rights, including the right to vote, to voice political opinions, and to participate in the political process. Third is social rights, including the right to be secure from violence and other physical danger, the right to a decent standard of living, and the right to health care and education. Societies differ in terms of which rights they emphasize. Four types of human rights claims that dominate global politics are
1. The abuse of individual rights by governments
2. Demands for autonomy or independence by various groups
3. Demands for equality and privacy by groups with unconventional lifestyles
4. Cla.
CHAPTER 13Contributing to the ProfessionNAEYC Administrator Co.docx
CHAPTER 13
Contributing to the Profession
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
1. Personal and Professional Self-Awareness
· The ability to evaluate ethical and moral dilemmas based on a professional code of ethics
8. Leadership and Advocacy
· Knowledge of the legislative process, social issues, and public policy affecting young children and their families
· The ability to advocate on behalf of young children, their families and the profession
Early Childhood Knowledge and Skills
1. Historical and Philosophical Foundations
· Knowledge of research methodologies
10. Professionalism
· Knowledge of different professional organizations, resources, and issues impacting the welfare of early childhood practitioners
· Ability to make professional judgments based on the NAEYC “Code of Ethical Conduct and Statement of Commitment”
· Ability to work as part of a professional team and supervise support staff or volunteers
Learning Outcomes
After studying this chapter, you will be able to:
1. Describe how the field of early childhood education has made progress achieving two of the eight criteria of professional status.
2. Identify the advocacy tools that early childhood advocates should have at their disposal.
3. Discuss opportunities that program administrators have to contribute to the field’s future.
Grace’s Experience
Grace had found that working with children came naturally, and she considered herself to be a gifted teacher after only a short time in theclassroom. She thought she would spend her entire career working directly with children. She is now somewhat surprised how much she isenjoying the new responsibilities that come with being a program director. She is gaining confidence that she can work effectively with allfamilies, even when faced with difficult conversations; and her skills as a supervisor, coach, and mentor are increasing as well. She is nowcomfortable as a leader in her own center and is considering volunteering to fill a leadership role in the local early childhood professionalorganization. That would give her opportunities to refine her leadership skills while contributing to the quality of care provided for childrenthroughout her community.
Early childhood administrators are leaders. They contribute to the profession by making the public aware of the field’s emergingprofessionalism, including its reliance on a code of ethics; engaging in informed advocacy; becoming involved in research to increase whatwe know about how children learn, grow, and develop; and coaching and mentoring novices, experienced practitioners, and emergingleaders.
13.1 PROMOTING PROFESSIONALIZATION1
Lilian Katz, one of the most influential voices in the field of early care and education, began discussions about the professionalism of thefield in the mid-1980s. Her work extended a foundation that had been laid by sociologists, philosophers, and other scholars and continuesto influence how early childhoo.
Chapter 4Legal Construction of the Employment Environment©vi.docx
Chapter 4
Legal Construction of the Employment Environment
©vinnstock/123RF
Learning Objectives
After completing this chapter, you should be able to:
1. LO1
2. LO2
3. LO3
4. LO4
5. LO5
6. LO6
7. LO7
page 146
Opening Scenarios
SCENARIO 1
Ione is asked to fill two new positions at her company. The first requires complicated accounting knowledge; the second has no prerequisites but there is no opportunity for advancement without a college degree, preferably in advertising or English. Ione wants to hire younger workers so they will be more likely to have a long tenure at the firm. She places an advertisement in the local public university’s alumni magazine, requesting résumés from “recent college graduates,” Business or English degrees preferred. Ione’s co-worker suggested that she place the advertisement in their mutual alma matter’s magazine, since many of the current employees graduated from there and employees from that university have proven knowledgeable and hard working. Ione decides not to place advertisements at this time in the alumni magazines of the two local private universities, a Jesuit in-state and a historically black college that is very close to her offices, and which has a well-regarded business program. She figures she will get around to it if her first search is unsuccessful. Is Ione’s firm subject to any liability based on this advertisement?
SCENARIO 2
Wole Okri is the owner of a large apple orchard and hires about 50 young employees each season to work for him on a part-time basis to pick apples in his outdoor operation. During the past few weeks he has noticed a suspicious smell lingering around his orchard, which is recognizes as smoke from marijuana. Because the apple pickers are required to climb high ladders and drive trucks with wagons full of apples, the orchard has a zero tolerance policy for drugs and alcohol. The use of such substances could lead to serious injury.
Wole has no idea where to begin a search for suspects but the smell is stronger during and just after break times and in the area where his workers gather to rest during breaks and between shifts. Can Wole simply notify each of his employees that they will all be required to submit to a drug test to determine who has been smoking the marijuana, or should he figure out some way to narrow down the number of “suspects” and then use the drug test only as a means of confirmation of suspicion? How could he narrow down the number?
In addition, Wole has not yet purchased computerized checkout scanners for his large retail outlet where he sells apples and other local products to the public. Therefore all of the product prices must be input by hand to the store registers. Wole has found in the past that certain employees are able to perform this task at a much more rapid pace than others.
To maintain store efficiency, he decides to test all applicants relating to their ability to input prices into the register. After administering an on-site timed test, he .
Chapter 2 The Law of EducationIntroductionThis chapter describ.docx
Chapter 2 The Law of Education
Introduction
This chapter describes the various agencies and types of law that affect education. It also discusses the organization and functions of the various judicial bodies that have an impact on education. School leadership candidates are introduced to standards of review, significant federal civil rights laws, the contents of legal decisions, and a sample legal brief.
Focus Questions
1. How are federal courts organized, and what kind of decisions do they make?
2. What is law? How is law different from policy?
3. From what source does the authority of local boards of education emanate?
4. How can campus and district leaders remain current with changes in law and policy at the national and state level?
Key Terms
1.
2.
3.
4. En banc
5.
6.
7.
8.
9.
10.
11. Stare decisis
12.
13.
14.
15.
Case Study Confused Yet?
As far as Elise Daniels was concerned, the monthly meeting of the 20 River County middle school principals was the most informative and relaxing activity in her school year. Twice per year, the principals invited a guest to speak to the group. Elise was particularly interested in the fall special guest speaker, the attorney for the state school boards association. Elise had heard him speak several times, so she was aware of his deep knowledge of school law and emerging issues. As the attorney, spoke Elise found herself becoming more anxious. It was as if the attorney was speaking a foreign language. Tinker rules, due process, Title IX, Office of Civil Rights, and the state bullying law. Elise found herself thinking, “The Americans with Disabilities Act has been amended? How am I supposed to keep up with all of this?”
Leadership Perspectives
Middle School Principal Elise Daniels in the case study “Confused Yet?” is correct. School law can be confusing. Educators work in a highly regulated environment directly and indirectly impacted by a wide variety of local, state, and federal authorities. When P–12 educators refer to “the law,” they are often referring to state and/or federal statutes enacted by legislatures (). This understanding is correct. The U.S. Congress and 50 state legislatures are active in the law-making business. To make matters more difficult, the law is constantly changing and evolving as new situations arise. For example, 10 years ago few if any states had passed antibullying laws. By 2008, however, almost every state had some form of antibullying legislation on the books. Soon after, the phenomenon of cyberbullying emerged, and state legislators rushed to add cyberbullying and/or electronic bullying to their state education laws. One can only guess at what new real or perceived problem affecting public P–12 schools will be next.
P–12 educators also refer to school board policy as “law.” However, law and policy are not necessarily identical. , p. 4) defines policy as “one way through which a political system handles a public problem. It includes a government’s expressed inten.
CHAPTER 1 Legal Heritage and the Digital AgeStatue of Liberty,.docx
CHAPTER 1 Legal Heritage and the Digital Age
Statue of Liberty, New York Harbor
The Statue of Liberty stands majestically in New York Harbor. During the American Revolution, France gave the colonial patriots substantial support in the form of money for equipment and supplies, officers and soldiers who fought in the war, and ships and sailors who fought on the seas. Without the assistance of France, it is unlikely that the American colonists would have won their independence from Britain. In 1886, the people of France gave the Statue of Liberty to the people of the United States in recognition of friendship that was established during the American Revolution. Since then, the Statue of Liberty has become a symbol of liberty and democracy throughout the world.
Learning Objectives
After studying this chapter, you should be able to:
1. Define law.
2. Describe the functions of law.
3. Explain the development of the U.S. legal system.
4. List and describe the sources of law in the United States.
5. Discuss the importance of the U.S. Supreme Court’s decision in Brown v. Board of Education.
Chapter Outline
1. Introduction to Legal Heritage and the Digital Age
2. What Is Law?
1. Landmark U.S. Supreme Court Case • Brown v. Board of Education
3. Schools of Jurisprudential Thought
1. CASE 1.1 • U.S. Supreme Court Case • POM Wonderful LLC v. Coca-Cola Company
2. Global Law • Command School of Jurisprudence of Cuba
4. History of American Law
1. Landmark Law • Adoption of English Common Law in the United States
2. Global Law • Civil Law System of France and Germany
5. Sources of Law in the United States
1. Contemporary Environment • How a Bill Becomes Law
2. Digital Law • Law of the Digital Age
6. Critical Legal Thinking
1. CASE 1.2 • U.S. Supreme Court Case • Shelby County, Texas v. Holder
“ Where there is no law, there is no freedom.”
—John Locke Second Treatise of Government, Sec. 57
Introduction to Legal Heritage and the Digital Age
In the words of Judge Learned Hand, “Without law we cannot live; only with it can we insure the future which by right is ours. The best of men’s hopes are enmeshed in its success.”1 Every society makes and enforces laws that govern the conduct of the individuals, businesses, and other organizations that function within it.
Although the law of the United States is based primarily on English common law, other legal systems, such as Spanish and French civil law, also influence it. The sources of law in this country are the U.S. Constitution, state constitutions, federal and state statutes, ordinances, administrative agency rules and regulations, executive orders, and judicial decisions by federal and state courts.
Human beings do not ever make laws; it is the accidents and catastrophes of all kinds happening in every conceivable way that make law for us.
Plato
Laws IV, 709
Businesses that are organized in the United States are subject to its laws. They are also subject to the laws of other countries in which they operate. Busin.
CHAPTER 1 BASIC CONCEPTS AND DEFINITIONS OF HUMAN SERVICESPAUL F.docx
This chapter provides definitions and concepts related to the field of human services. It discusses how human services aims to help individuals, families, and communities cope with problems and promote well-being. The chapter outlines three basic concepts in human services: intervention, professionalism, and education. It also discusses the generalist roles of human service workers in helping clients and delivering services. Finally, the chapter examines the social ideology of human services and how it relates to ideas about individual rights and responsibilities in society.
CHAPTER 20 Employment Law and Worker ProtectionWashington DC.docx
CHAPTER 20 Employment Law and Worker Protection
Washington DC
Federal and state laws provide workers’ compensation and occupational safety laws to protect workers in the United States.
Learning Objectives
After studying this chapter, you should be able to:
1. Explain how state workers’ compensation programs work and describe the benefits available.
2. Describe employers’ duty to provide safe working conditions under the Occupational Safety and Health Act.
3. Describe the minimum wage and overtime pay rules of the Fair Labor Standards Act.
4. Describe the protections afforded by the Family and Medical Leave Act.
5. Describe unemployment insurance and Social Security.
Chapter Outline
1. Introduction to Employment Law and Worker Protection
2. Workers’ Compensation
1. Case 20.1 • Kelley v. Coca-Cola Enterprises, Inc.
3. Occupational Safety
1. Case 20.2 • R. Williams Construction Company v. Occupational Safety and Health Review Commission
4. Fair Labor Standards Act
1. Case 20.3 U.S. SUPREME COURT Case • IBP, Inc. v. Alvarez
5. Family and Medical Leave Act
6. Consolidated Omnibus Budget Reconciliation Act and Employee Retirement Income Security Act
7. Government Programs
“ It is difficult to imagine any grounds, other than our own personal economic predilections, for saying that the contract of employment is any the less an appropriate subject of legislation than are scores of others, in dealing with which this Court has held that legislatures may curtail individual freedom in the public interest.”
—Stone, Justice Dissenting opinion, Morehead v. New York (1936)
Introduction to Employment Law and Worker Protection
Generally, the employer–employee relationship is subject to the common law of contracts and agency law. This relationship is also highly regulated by federal and state governments that have enacted myriad laws that protect workers from unsafe working conditions, require employers to provide workers’ compensation to employers injured on the job, prohibit child labor, require minimum wages and overtime pay to be paid to workers, require employers to provide time off to employees with certain family and medical emergencies, and provide other employee protections and rights.
Poorly paid labor is inefficient labor, the world over.
Henry George
This chapter discusses employment law, workers’ compensation, occupational safety, pay and hour rules, and other laws affecting employment.
Workers’ Compensation
Many types of employment are dangerous, and many workers are injured on the job each year. Under common law, employees who were injured on the job could sue their employers for negligence. This time-consuming process placed the employee at odds with his or her employer. In addition, there was no guarantee that the employee would win the case. Ultimately, many injured workers—or the heirs of deceased workers—were left uncompensated.
Workers’ compensation acts were enacted by states in response to the unfairness of that result. These acts crea.
Chapter 1 Global Issues Challenges of GlobalizationA GROWING .docx
Chapter 1 Global Issues: Challenges of Globalization
A GROWING WORLDWIDE CONNECTEDNESS IN THE AGE OF GLOBALIZATION HAS GIVEN CITIZENS MORE OF A VOICE TO EXPRESS THEIR DISSATISFACTION. In Brazil, Protestors calling for a wide range of reforms marched toward the soccer stadium where a match would be played between Brazil and Uruguay.
Learning Objectives
1. 1.1Identify important terms in international relations
2. 1.2Report the need to adopt an interdisciplinary approach in understanding the impact of new world events
3. 1.3Examine the formation of the modern states with respect to the thirty years’ war in 1618
4. 1.4Recall the challenges to the four types of sovereignty
5. 1.5Report that the European Union was created by redefining the sovereignty of its nations for lasting peace and security
6. 1.6Recall the influence exerted by the Catholic church, transnational companies, and other NGOs in dictating world events
7. 1.7Examine how globalization has brought about greater interdependence between states
8. 1.8Record the major causes of globalization
9. 1.9Review the most important forms of globalization
10. 1.10Recount the five waves of globalization
11. 1.11Recognize reasons as to why France and the US resist globalization
12. 1.12Examine the three dominant views of the extent to which globalization exists
Revolutions in technology, finance, transportation, and communications and different ways of thinking that characterize interdependence and globalization have eroded the power and significance of nation-states and profoundly altered international relations. Countries share power with nonstate actors that have proliferated as states have failed to deal effectively with major global problems.
Many governments have subcontracted several traditional responsibilities to private companies and have created public-private partnerships in some areas. This is exemplified by the hundreds of special economic zones in China, Dubai, and elsewhere. Contracting out traditional functions of government, combined with the centralization of massive amounts of data, facilitated Edward Snowden’s ability to leak what seems to be an almost unlimited amount of information on America’s spying activities.
The connections between states and citizens, a cornerstone of international relations, have been weakened partly by global communications and migration. Social media enable people around the world to challenge governments and to participate in global governance. The prevalence of mass protests globally demonstrates growing frustration with governments’ inability to meet the demands of the people, especially the global middle class.
The growth of multiple national identities, citizenships, and passports challenges traditional international relations. States that played dominant roles in international affairs must now deal with their declining power as global power is more diffused with the rise of China, India, Brazil, and other emerging market countries. States are i.
CHAPTER 23 Consumer ProtectionRestaurantFederal and state go.docx
This chapter discusses various laws and government regulations regarding consumer protection. It covers regulations of food and drug safety, including the Food, Drug, and Cosmetic Act which is enforced by the Food and Drug Administration. The chapter also discusses laws providing protections for consumers in regards to products, automobiles, healthcare, unfair business practices, and consumer finances. The overall goal of consumer protection laws is to promote safety and prohibit abusive practices against consumers.
Chapter 18 When looking further into the EU’s Energy Security and.docx
Chapter 18
: When looking further into the EU’s Energy Security and ICT sustainable urban development, and government policy efforts:
Q2
– What are the five ICT enablers of energy efficiency identified by European strategic research Road map to ICT enabled Energy-Efficiency in Buildings and constructions, (REEB, 2010)?
identify and name those
five ICT enablers
,
provide a brief narrative for each enabler,
note:
Need 400 words. Need references
Please find the attached
.
CHAPTER 17 Investor Protection and E-Securities TransactionsNe.docx
CHAPTER 17 Investor Protection and E-Securities Transactions
New York Stock Exchange
This is the home of the New York Stock Exchange (NYSE) in New York City. The NYSE, nicknamed the Big Board, is the premier stock exchange in the world. It lists the stocks and securities of approximately 3,000 of the world’s largest companies for trading. The origin of the NYSE dates to 1792, when several stockbrokers met under a buttonwood tree on Wall Street. The NYSE is located at 11 Wall Street, which has been designated a National Historic Landmark. The NYSE is now operated by NYSE Euronext, which was formed when the NYSE merged with the fully electronic stock exchange Euronext.
Learning Objectives
After studying this chapter, you should be able to:
1. Describe the procedure for going public and how securities are registered with the Securities and Exchange Commission (SEC).
2. Describe e-securities transactions and public offerings.
3. Describe the requirements for qualifying for private placement, intrastate, and small offering exemptions from registration.
4. Describe insider trading that violates Section 10(b) of the Securities Exchange Act of 1934.
5. Describe the changes made to securities law by the Jumpstart Our Business Startups (JOBS) Act and its effect on raising capital by small businesses.
Chapter Outline
1. Introduction to Investor Protection and E-Securities Transactions
2. Securities Law
1. LANDMARK LAW • Federal Securities Laws
3. Definition of Security
4. Initial Public Offering: Securities Act of 1933
1. BUSINESS ENVIRONMENT • Facebook’s Initial Public Offering
2. CONTEMPORARY ENVIRONMENT • Jumpstart Our Business Startups (JOBS) Act: Emerging Growth Company
5. E-Securities Transactions
1. DIGITAL LAW • Crowdfunding and Funding Portals
6. Exempt Securities
7. Exempt Transactions
8. Trading in Securities: Securities Exchange Act of 1934
9. Insider Trading
1. Case 17.1 • United States v. Bhagat
2. Case 17.2 • United States v. Kluger
3. ETHICS • Stop Trading on Congressional Knowledge Act
10. Short-Swing Profits
11. State “Blue-Sky” Laws
“The insiders here were not trading on an equal footing with the outside investors.”
—Judge Waterman Securities and Exchange Commission v. Texas Gulf Sulphur Company 401 F.2d 833, 1968 U.S. App. Lexis 5796 (1968)
Introduction to Investor Protection and E-Securities Transactions
Prior to the 1920s and 1930s, the securities markets in this country were not regulated by the federal government. Securities were issued and sold to investors with little, if any, disclosure. Fraud in these transactions was common. To respond to this lack of regulation, in the early 1930s Congress enacted federal securities statutes to regulate the securities markets, including the Securities Act of 1933 and the Securities Exchange Act of 1934. The federal securities statutes were designed to require disclosure of information to investors, provide for the regulation of securities issues and trading, and prevent fraud. Today, many .
Chapter 13 Law, Ethics, and Educational Leadership Making the Con.docx
Chapter 13 Law, Ethics, and Educational Leadership: Making the Connection
Introduction
This chapter presents examples from the ISLLC standards of the relationship between law and ethics. The chapter also provides examples of how knowledge of law and the application of ethical principles to decision making helps guide school leaders through the sometimes treacherous waters of educational leadership.
Focus Questions
1. How may ethical considerations and legal knowledge guide school leader decision making?
2. Why is it important to consider a balance between these two sometimes competing concepts?
Case Study So Many Detentions, So Little Time
Jefferson Middle School (JMS) was the most racially and culturally diverse of the three middle schools in Riverboat School District, a relatively affluent bedroom community within commuter distance of Capital City. Unfortunately, the culture of Jefferson Middle School was not going well. Over the past 5 years, assistant superintendent Sharon Grey had seen JMS become a school divided by an underlying animosity along racial and socioeconomic lines. This animosity was characterized by numerous clashes between student groups, between teachers and students, between campus administrators and teachers, and between teachers and parents. Sharon finally concluded that JMS was a “mess.”
After much thought and a few sleepless nights, Sharon as part of her job description made the recommendation to the Riverboat school board to not reemploy Jeremy Smith as principal of JMS. Immediately after the board decision, Sharon organized a search committee of teachers, parents, and campus administrators and began the process of finding the right principal for JMS. The committee finally agreed on Charleston Jones. Charleston was a relatively inexperienced campus administrator but had impressed the committee with his instructional leadership knowledge, intelligence, and youthful energy. However, the job of stabilizing JMS was proving to be more of a challenge than anyone had anticipated.
Charleston had instituted a schoolwide discipline plan and had insisted that teachers and school administrators not deviate from the plan. However, he could sense that things were still not right. Animosity among student and parent groups remained just below the surface, ready to erupt at the slightest provocation. Clashes between teachers and students were still relatively frequent. Teachers still blamed one another, school administrators, and the school resource officer for a lack of order in the school. Change was not coming quickly to RMS, and Charleston understood that although school management had improved, several aspects of school culture were less than desirable. Student suspension rates remained high, and parental support was waning. As one of the assistant principals remarked after the umpteenth student referral, “So many detentions, so little time!”
Charleston felt the need to talk. He reached for the phone and made an appointment with.
Chapter 12 presented strategic planning and performance with Int.docx
Chapter 12 presented strategic planning and performance with Intuit. Define Key Performance Indicators (KPI) and Key Risk Indicators (KRI)? How does an organization come up with these key indicators? Do you know of any top-down indicators? Do you know of any bottom-up indicators? Give some examples of both. In what way does identifying these indicators help an organization? Are there any other key indicators that would help an organization?
Requirements:
Initial posting by Wednesday
Reply to at least 2 other classmates by Sunday (Post a response on different days throughout the week)
Provide a minimum of 2 references on the initial post and one reference any response posts.
Proper APA Format (References & Citations)/No plagiarism
.
ChapterTool KitChapter 7102715Corporate Valuation and Stock Valu.docx
ChapterTool KitChapter 710/27/15Corporate Valuation and Stock Valuation7-4 Valuing Common Stocks—Introducing the Free Cash Flow (FCF) Valuation ModelData for B&B Corporation (Millions)Constant free cash flow (FCF) =$10Weighted average cost of capital (WACC) =10%Short-term investments =$2Debt =$28Preferred stock =$4Number of shares of common stock =5The first step is to estimate the value of operations, which is the present value of all expected free cash flows. Because the FCF's are expected to be constant, this is a perpetuity. The present value of a perpetuity is the cash flow divided by the cost of capital:Value of operations (Vop) =FCF/WACCValue of operations (Vop) =$100.00millionB&B's total value is the sum of value of operations and the short-term investments: Value of operations$100+ ST investments$2Estimated total intrinsic value$102The next step is to estimate the intrinsic value of equity, which is the remaining total value after accounting for the claims of debtholders and preferred stockholders: Value of operations$100+ ST investments$2Estimated total intrinsic value$102− All debt$28− Preferred stock$4Estimated intrinsic value of equity$70The final step is to estimate the intrinsic common stock price per share, which is the estimated intrinsic value of equity divided by the number of shares of common stock: Value of operations$100+ ST investments$2Estimated total intrinsic value$102− All debt$28− Preferred stock$4Estimated intrinsic value of equity$70÷ Number of shares5Estimated intrinsic stock price =$14.00The figure below shows a summary of the previous calculations.Figure 7-2B&B Corporation's Sources of Value and Claims on Value (Millions of Dollars except Per Share Data)Inputs:Valuation AnalysisConstant free cash flow (FCF) =$10Value of operations$100Weighted average cost of capital (WACC) =10%+ ST investments$2Short-term investments =$2Estimated total intrinsic value$102Debt =$28− All debt$28Preferred stock =$4− Preferred stock$4Number of shares of common stock =5Estimated intrinsic value of equity$70÷ Number of shares5Estimated intrinsic stock price$14.00Data for Pie ChartsShort-term investments =$2Value of operations =$100Total =$102Debt =$28Preferred stock =$4Estimated equity value =$70Total =$1027-5 The Constant Growth Model: Valuation when Expected Free Cash Flow Grows at a Constant RateCase 1: The expected free cash flow at t=1 and the expected constant growth rate after t=1 are known.First expected free cash flow (FCF1) =$105Weighted average cost of capital (WACC) =9%Constant growth rate (gL) =5%When free cash flows are expected to grow at a constant rate, the value of operations is:Value of operations (Vop) =FCF1 / [WACC-gL]Value of operations (Vop) =$2,625Case 2: Constant growth is expected to begin immediately.Most recent free cash flow (FCF0) =$200Weighted average cost of capital (WACC) =12%Constant growth rate (gL) =7%When free cash flows are expected to grow at a constant rate, the value of operations is:.
CHAPTER 12Working with Families and CommunitiesNAEYC Administr.docx
CHAPTER 12
Working with Families and Communities
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
6. Family Support
· Knowledge and application of family systems and different parenting styles
· The ability to implement program practices that support families of diverse cultural, ethnic, linguistic, and socio-economic backgrounds
· The ability to support families as valued partners in the educational process
3. Staff Management and Human Relations
· The ability to relate to staff and board members of diverse racial, cultural, and ethnic backgrounds
7. Marketing and Public Relations
· The ability to promote linkages with local schools
9. Oral and Written Communication
· Knowledge of oral communication techniques, including establishing rapport, preparing the environment, active listening, and voicecontrol
· The ability to communicate ideas effectively in a formal presentation
Early Childhood Knowledge and Skills
6. Family and Community Relationships
· Knowledge of the diversity of family systems, traditional, non-traditional and alternative family structures, family life styles, and thedynamics of family life on the development of young children
· Knowledge of socio-cultural factors influencing contemporary families including the impact of language, religion, poverty, race,technology, and the media
· Knowledge of different community resources, assistance, and support available to children and families
· Knowledge of different strategies to promote reciprocal partnerships between home and center
· Ability to communicate effectively with parents through written and oral communication
· Ability to demonstrate awareness and appreciation of different cultural and familial practices and customs
· Knowledge of child rearing patterns in other countries
10. Professionalism
· Ability to make professional judgments based on the NAEYC “Code of Ethical Conduct and Statement of Commitment”
Learning Outcomes
After studying this chapter, you will be able to:
1. Explain three approaches that programs of early care and education might take to working with families.
2. Identify some of the benefits enjoyed by children, families, and programs when families are engaged with the programs serving theiryoung children.
3. Describe some effective strategies for building trusting relationships with all families.
4. Identify the stakeholder groups and the kinds of expertise that should be represented on programs’ advisory committees and boardsof directors.
Grace’s Experience
The program that Grace directs has been an important part of the neighborhood for more than 20 years. She knows she is benefiting from thegoodwill it has earned over the years. It is respected because of its tradition of high-quality outreach projects, such as the sing-along the childrenpresent at the senior center in the spring. The program’s tradition of community involvement has meant that local businesses have always beenwilling to help out when asked fo.
Chapter 10. Political Socialization The Making of a CitizenLear.docx
Chapter 10. Political Socialization: The Making of a Citizen
Learning Objectives
· 1Describe the model citizen in democratic theory and explain the concept.
· 2Define socialization and explain the relevance of this concept in the study of politics.
· 3Explain how a disparate population of individuals and groups (families, clans, and tribes) can be forged into a cohesive society.
· 4Demonstrate how socialization affects political behavior and analyze what happens when socialization fails.
· 5Characterize the role of television and the Internet in influencing people’s political beliefs and behavior, and evaluate their impact on the quality of citizenship in contemporary society.
The year is 1932. The Soviet Union is suffering a severe shortage of food, and millions go hungry. Joseph Stalin, leader of the Communist Party and head of the Soviet government, has undertaken a vast reordering of Soviet agriculture that eliminates a whole class of landholders (the kulaks) and collectivizes all farmland. Henceforth, every farm and all farm products belong to the state. To deter theft of what is now considered state property, the Soviet government enacts a law prohibiting individual farmers from appropriating any grain for their own private use. Acting under this law, a young boy reports his father to the authorities for concealing grain. The father is shot for stealing state property. Soon after, the boy is killed by a group of peasants, led by his uncle, who are outraged that he would betray his own father. The government, taking a radically different view of the affair, extols the boy as a patriotic martyr.
Stalin considered the little boy in this story a model citizen, a hero. How citizenship is defined says a lot about a government and the philosophy or ideology that underpins it.
The Good Citizen
Stalin’s celebration of a child’s act of betrayal as heroic points to a distinction Aristotle originally made: The good citizen is defined by laws, regimes, and rulers, but the moral fiber (and universal characteristics) of a good person is fixed, and it transcends the expectations of any particular political regime.*
Good citizenship includes behaving in accordance with the rules, norms, and expectations of our own state and society. Thus, the actual requirements vary widely. A good citizen in Soviet Russia of the 1930s was a person whose first loyalty was to the Communist Party. The test of good citizenship in a totalitarian state is this: Are you willing to subordinate all personal convictions and even family loyalties to the dictates of political authority, and to follow the dictator’s whims no matter where they may lead? In marked contrast are the standards of citizenship in constitutional democracies, which prize and protect freedom of conscience and speech.
Where the requirements of the abstract good citizen—always defined by the state—come into conflict with the moral compass of actual citizens, and where the state seeks to obscure or obliterate t.
Chapters one and twoAnswer the questions in complete paragraphs .docx
Chapters one and two
Answer the questions in complete paragraphs (at least 3), APA style (citations/references) and make sure to separate/number the answers
1. Explain the differences between Classic Autism and Asperger Disorder according to the DSM-V (Diagnostic Statistical Manual of the American Psychiatric Association).
2. How is ASD identified and diagnosed? Name and describe some of the measurement tools.
3. Describe the characteristics of ASD under each criterion: a) language deficits, b) social differences, c) behavior, and d) motor deficits.
4. List and describe the evidence-base practices for educating ASD children discussed in chapter 2.
5. Describe the differences between a focused intervention and comprehensive treatment models.
6. What are the components of effective instruction for students with ASD?
.
ChapterTool KitChapter 1212912Corporate Valuation and Financial .docx
ChapterTool KitChapter 1212/9/12Corporate Valuation and Financial Planning12-2 Financial Planning at MicroDrive, Inc.The process used by MicroDrive to forecast the free cash flows from its operating plan is described in the sections below.Setting Up the Model to Forecast OperationsWe begin with MicroDrive's most recent financial statements and selected additional data.Figure 12-1 MicroDrive’s Most Recent Financial Statements (Millions, Except for Per Share Data)INCOME STATEMENTSBALANCE SHEETS20122013Assets20122013Net sales$ 4,760$ 5,000Cash$ 60$ 50COGS (excl. depr.)3,5603,800ST Investments40-Depreciation170200Accounts receivable380500Other operating expenses480500Inventories8201,000EBIT$ 550$ 500Total CA$ 1,300$ 1,550Interest expense100120Net PP&E1,7002,000Pre-tax earnings$ 450$ 380Total assets$ 3,000$ 3,550Taxes (40%)180152NI before pref. div.$ 270$ 228Liabilities and equityPreferred div.88Accounts payable$ 190$ 200Net income$ 262$ 220Accruals280300Notes payable130280Other DataTotal CL$ 600$ 780Common dividends$48$50Long-term bonds1,0001,200Addition to RE$214$170Total liabilities$ 1,600$ 1,980Tax rate40%40%Preferred stock100100Shares of common stock5050Common stock500500Earnings per share$5.24$4.40Retained earnings800970Dividends per share$0.96$1.00Total common equity$ 1,300$ 1,470Price per share$40.00$27.00Total liabs. & equity$ 3,000$ 3,550The figure below shows all the inputs required to project the financial statements for the scenario that has been selected with the Scenario Manager: Data, What-If Analysis, Scenario Manager. There are two scenarios. The first is named Status Quo because all operating ratios except the sales growth rate are assumed to remain unchanged. The initial sales growth rate was chosen by MicroDrive's managers based on the existing product lines. The growth rate declines over time until it eventually levels off at a sustainable rate. The other scenario is named Final because it is the set of inputs chosen by MicroDrive's management team.Section 1 shows the inputs required to estimate the items in an operating plan. For each of these inputs, Section 1 shows the industry averages, the actual values for the past two years for MicroDrive, and the forecasted values for the next five years. The managers assumed the inputs for future years (except the sales growth rate) would be equal to the inputs in the first projected year.MicroDrive's managers assume that sales will eventually level off at a sustaniable constant rate.Sections 2 and 3 show the data required to estimate the weighted average cost of capital. Section 4 shows the forecasted growth rate in dividends.Note: These inputs are linked throughout the model. If you want to change an input, do it here and not other places in the model.Figure 12-2MicroDrive's Forecast: Inputs for the Selected ScenarioStatus QuoIndustryMicroDriveMicroDriveInputsActualActualForecast1. Operating Ratios2013201220132014201520162017201.
Chapters 4-6 Preparing Written MessagesPrepari.docx
Chapters 4-6: Preparing Written Messages
Preparing Written Messages
Lesson Outline
Seven Steps to Preparing Written Messages
Effective Sentences and Coherent Paragraphs
Revise to Grab Your Audience’s Attention
Improve Readability
Proofread and Revise
Seven Steps to Preparing
Written Messages
Seven Preparation Steps
Step 1: Consider Contextual Forces
Step 2: Determine Purpose, Channel, and Medium
Step 3: Envision Audience
Step 4: Adapt Message to Audience Needs and Concerns
Step 5: Organize the Message
Step 6: Prepare First Draft
Step 7: Revise, Edit, and Proofread
Effective Sentences and
Coherent Paragraphs
Step 6: Prepare the First Draft
Proceed Deductively or Inductively
Know Logical Sequence of Minor Points
Write rapidly with Intent to Rewrite
Use Active More Than Passive Voice
Craft Powerful Sentences
Rely on Active Voice—Subject Doer of Action
(Passive—Subject Receiver of Action Sentence Is Less Emphatic)
Passive Voice Uses
Conceal the Doer/Avoid Finger Pointing
Doer Is Unknown
Place More Emphasis on What Was Done
(Receiver of Action)
5
Emphasize Important Ideas
Techniques
Sentence Structure—place important ideas in simple sentences/place in independent clauses (emphasis)
Repetition—repeat a word in a sentence
Labeling Words—use words that signal important
Position—position it first or last in a clause, sentence, paragraph, or presentation
Space and Format—use extraordinary amount of space for important items or use headings
Develop Coherent Paragraphs
Develop Deductive/Inductive Paragraphs Consistently
Link Ideas to Achieve Coherence
Keep Paragraphs Unified
Vary Sentence and Paragraph Length
Position Topic Sentences and
Link Ideas
Deductive—topic sentence precedes details
Inductive—topic sentence follows details
Link Ideas to Achieve Coherence (Cohesion)
Repeat Word from Preceding Sentence
Use a Pronoun for a Noun in Preceding Sentence
Use Connecting Words (e.g., Conjunctive Adverbs)
Link Paragraphs by Using Transition Words
Use Transition Sentences before Headings,
But Not Subheadings
Paragraph Unity
Keep Paragraphs Unified—support must be focused on topic sentences
Ensure Paragraphs Cover Topic Sentence, But Do Not Write Extraneous Materials
Arrange Paragraphs in a Logical and Systematic Sequence
Vary Sentence and
Paragraph Length
Vary Sentence Length (Average—Short)
Vary Sentence Structure (Sentence Variety)
Vary Paragraph Length (Average—Short
8-10 Lines)
Changes in Tense, Voice, and Person in Paragraphs Are Discouraged
Revise to Grab
Reader’s Attention
Cultivate a Frame of Mind (Mind-set) for Revising and Proofreading
Have Your Revising/Editing Space/Room
View from Audience Perspective (You Attitude)
Revise until No More Changes Would Improve the Document
Be Willing to Allow Others to Make Suggestions (Writer’s Pride of Ownership?)
Ensure Error-Free Messages
Use Visual Enhancements for More Readability
Add Only When They Aid Comprehension
Create an A.
Chapters 4,5 and 6Into policymaking and modeling in a comple.docx
The document provides information about modeling and simulation approaches to support policymaking. It discusses complexity in real-world systems and the limitations of simplistic models. It covers adaptive robust decision-making using systems modeling and compares microsimulation, agent-based, and other modeling approaches. Key topics include building models, incorporating uncertainty, and using models to design adaptive policies.
Chapters 9-10 Discussion TopicDiscuss the possible connectio.docx
Chapters 9-10 Discussion Topic
Discuss the possible connections, both negative and positive, between globalization and environmental change. Do you believe states are more likely to cooperate and enact visible and sustainable action regarding an environmental issue as opposed to a human rights issue? Why or why not?
You must post 1 initial responses (one 200+ word response) and two classmate responses (each classmate response must be 200+ words). Each response must include source citations and word count.
Please see the syllabus for additional information.
.
Chapters 15 & 16Short Term Scheduling & KanbanThe 3-18 m.docx
Chapters 15 & 16
Short Term Scheduling & Kanban
The 3-18 month aggregate plan is used to make the weekly master production plan.
The short term schedule assigns work to specific work centers.
Scheduling goals are:
Minimize completion time
Maximize equipment utilization
Minimize work-in-process (WIP) inventory
In manufacturing, we typically schedule the final operation 1st to meet the due date. Prior steps in the sequence of work (i.e. routing) are scheduled in reverse order.
In finite loading jobs are assigns to work centers only up to their capacity (customer due dates may need to be pushed out).
Finite loading depends on knowing capacity and actual work center performance to achieve Input-Output Control
Below is the input portion of an Input-Output Chart. We were supposed to receive 280 parts but actually only received 270. So our cumulative input deviation to plan is -10 pieces at the end of week 6/6.
The following week (6/13) we are supposed to receive 280 parts but only 250 show up. So, the cumulative input deviation from plan by week 6/13 is -40 (i.e. the 10 we were short in 6/6 week plus the 30 we were short in 6/13 week)
Of the 270 we actually receive, we output 270 (0 cumulative change in backlog)
Now lets look at the output portion of the chart. The plan was to make 320 parts. We only made 270 parts. So our cumulative output deviation to plan is -50 pieces at the end of week 6/6.
The following week (6/13) we are supposed to make 320 parts but only 270 were made. So, the cumulative output deviation from plan by week 6/13 is -100 (i.e. the 50 we were short in 6/6 week plus the 50 we were short in 6/13 week)
Now, let’s put the input and output charts together. In week 6/6 actual input (270 parts) matched out actually output (270), so the cumulative change in backlog was 0.
In week 6/13 actual input (250 parts) was exceeded by actually output (270), so the cumulative change in backlog reduced by -20.
In week 6/20, we received 280 parts and only output 270 parts. So our backlog increased +10. Considering our backlog was -20, the cumulative change -20..+10 is now -10
It is apparent from our Input-Output Chart,
Incoming delivery is supposed to be 280 every week but is actually sporadic (e.g. 250 to 285)
We consistently output 270 – but it’s not the 320 we always planned
One way to improve input- output performance is by using Gantt Load & Schedule Charts. These show loading, idle times & jobs in process
The assignment method allocates tasks to minimize cost (or time)
In this example, we have 3 typesetters (A-C) who can each do 3 different jobs (R-34, S-66 and T-50). Which way is the least costly?
Step 1a: Subtract the smallest number from each row
Step 1b: Subtract the smallest number from each column
-6 from 11,14 & 6
-8 from 8,10 & 11
-7 from 9,12 & 7
-0 from 5,0 & 2
-2 from 8,2 & 5
-0 from 0,3 & 0
3+2=5
Because three lines are.
Chapters 14 & 15the ending of relationshipsUncou.docx
Chapters 14 & 15
the ending of relationships
Uncoupling – the series of stages by which couples (whether married or cohabiting) move toward ending the relationship
Suggested stages:DissatisfactionAttempts at changeTurning elsewhere Further distancing ResolutionInforming the other partnerAcknowledging the ending
marital endings
4 ways a marriage can end:
Desertion – one spouse simply abandons the marriage and the family has no subsequent contact
Separation – married partners decide to no longer live together
Annulment – a pronouncement that declares that a couple never had a valid marriageReligiousCivil (usually for fraud)
Divorce – legal dissolution of a valid marriage
health effects of unhappy marriagesResearch has found that the unhappily married were worse off on heart disease risk factors like high blood pressure and cholesterol than both happily married and single women. One study found that couples in high-conflict marriages take longer than the happily married to heal from various wounds – from minor scrapes to surgery
societal and demographic factors associated with divorceFamily – many of the family’s traditional functions of child care, protection, and recreation have been taken over by outside institutionsReligion – people who are religious are less likely to divorce. Spouses with the same religion more likely to have stable marriagesLaw – legal assistance easier to obtain. Unclear if the prevalence of divorce has made legal proceedings easier, or if easier legal proceedings made divorce more common.
education, income & divorceGenerally, the lower the couple’s educational level and income, the higher the risk for divorceUS Census Bureau: about 36% of women 35-39, with less than 12 years education divorced, compared to about 28% of women with 17+ years of educationnote: the higher the education, the more difficult to marry. But are the marriages more stable if/when they do marry?However, people who have started toward, but failed to complete, a particular degree (regardless of its level), are more likely to divorce than those who complete the degree.Couples below the poverty line are 2x as likely to divorce within 2 years
ethnicity & cultureAfrican American couples are 2x as likely to end their marriages as white and Hispanic couples areLargely due to the fact that they are disproportionately poorAs income levels rise, divorce rates for blacks decrease, resembling those for whitesLatinos have relatively low divorce ratesPartly due to the fact that many are Catholic, and Catholicism frowns on divorce
personal factors associated with divorce
Communication problems
Infidelity
Constant conflict
Emotional abuse
Falling out of love
Unsatisfactory sex
Insufficient income
Physical abuse
Falling in love with someone else
Boredom
effects of divorce
“Divorce hangover” – an individual is unable to let go of the fact that they got a divorce, reorient themselves as single parents, or develop new friendshipsSeparation dist.
Chapters 1, 2, 3, and 6 of Blue OceanStrategyThree conse.docx
Chapters 1, 2, 3, and 6 of
Blue Ocean
Strategy
Three consecutive components
1. Summarize the chapters in sufficient but concise details.
* at least one and a half pages (Single-spaced) * main themes, main stories, main theories
/
concepts.
2. Personal reflections. (1.5 to 2 pages)
* your favorite/least favorite stories.
* How are some stories, theories, or concepts related to your personal or professional life?
* at least half a page. (at least .5 page)
3.Theory
/
concept applications. (at least .5 page)
Apply theories from Strategic Management chapter 5
No plagiarism
.
ChapterOneWhyAsianAmericanSexualPoliticsIn2000,t.docx
Chapter One
Why Asian American Sexual Politics?
In 2000, two white men and a white woman in Spokane, Washington, specifically targeted
Japanese women in an elaborately planned scheme to kidnap, rape, sodomize, and torture them
and to videotape the whole ordeal. According to police reports, the rapists had a sexual
fantasy about and fixation with young Japanese women. The three assailants believed that the
Japanese women were submissive.[1] In just one month, the predators abducted five Japanese
exchange students, ranging in age from eighteen to twenty. Motivated by their sexual biases
about Asian women, all three used both their bodies and objects to repeatedly rape—vaginally,
anally, and orally—two of the young women for over seven hours.[2] One of the attackers
immediately confessed to searching only for Japanese women to torture and rape; eventually,
all pled guilty and were convicted.[3]
In 2004, American Idol, the most watched TV series in the Nielsen ratings and the only
program to have been number one for seven consecutive seasons,[4] premiered the season with
an episode that showcased twenty-one-year-old William Hung singing a rendition of Ricky
Martin’s “She Bangs.” The episode was a collection of the most “talentless” of those who
auditioned, and it was if Hung was crowned the “king.” His inability to carry a tune, dance to
the beat, or exude any sex appeal made the video go viral on the Internet, and viewers were
laughing at him, not with him. He was a perfect fit for the unflattering racial stereotype of the
asexual, nerdy Asian American man. Across the blogosphere, race scholars and Asian
American men were bemoaning the perpetuation of the racist stereotyping and yet another
instance where Asian American men are emasculated in American media.
These two examples demonstrate the racial stereotyping of Asians and Asian Americans.
The perpetrators in Spokane, Washington, used racist stereotypes to pick their targets. While
both being racially “othered,” Asian and Asian American women have been constructed as
sexually exotic docile bodies while men have been racially “castrated.” These constructions
created a complicated racialized Asian American sexual politics affected by racist-gendered
constructions but also “home-culture” expectations. The vignettes and analysis shared in this
book are an attempt to look at the nuanced way that constructions can operate in the lives of
some Asian Americans.
Feminist scholars argue that women's sexuality is socially shaped in ways that sustain men's
social and political dominance. I extend this feminist scholarship and argue that Asian
American sexuality is socially shaped in ways that maintain social and political dominance for
whites, particularly white men. I want to set this stage with the assertions made by Patricia
Hill Collins in her seminal work, Black Sexual Politics.[5] Collins defines sexual politics as
Chou, Rosalind S.. Asian American Sexual Politics : The Construction of Race, G.
Chapter9AbortionCopyright © 2019 W. W. Norton &CompanyBack.docx
Chapter9
Abortion
Copyright © 2019 W. W. Norton &Company
BackgroundAbortion:also called induced abortion; the deliberate termination of a pregnancy by surgical or medical (with drugs) meansTherapeutic abortion:an abortion performed to protect the life or health of the motherConception:the merging of a sperm cell and an ovum into a single cell; also called fertilizationViability:the stage of fetal development at which the fetus is able to survive outside the uterus
Abortion: Moral or Legal?
Two types of questions:The moral question: Is abortion right?The legal question: What should the law allow?
Roe v. Wade (1973)In the first trimester, a woman’s right to an abortion is unrestricted.After the first trimester, a state may regulate (but not ban) abortion to protect the mother’s health.After the fetus becomes viable, the state may regulate or forbid abortions in the interests of “the potentiality of human life” except when abortion is necessary to preserve the woman’s life or health.
Moral Theories –1Act-utilitarianism: An abortion is morally right if it results in the greatest overall happiness, everyone considered. If not, an abortion is wrong.Rule-utilitarianism: Generally following a rule, such as “Abortion is not morally permissible except to save the mother’s life,” will maximize happiness. Or, alternatively, the rule could be "Abortion is morally permissible in most cases."
Moral Theories –2Kant’s theory (if the fetus is a person): The fetus has rights, and these rights cannot be overridden merely for utility’s sake. In this view, abortion would seem to be rarely justified.Kant’s theory (if the fetus is not a person):The fetus—like any other nonperson—can be used as a means to an end, whereas the mother must be treated as an end in herself.
Moral Theories –3Traditional natural law theory: The fetus is a person with full moral rights; it is always morally wrong to directly, intentionally kill the innocent.Doctrine of double effect: An action that has the unintendedside effect of aborting the fetus may be morally acceptable.
Moral Arguments –1
A conservative argument:The unborn is an innocent person from conception.It is wrong to kill an innocent person.Abortion is the killing of an innocent person.Therefore, abortion is wrong.
To evaluate this argument, we must determine (1) whether the conclusion follows from the premises and (2) whether the premises are true.
Moral Arguments –2
A conservative argument that the unborn is an innocent person from conception:
No unambiguous point of personhood can be located in fetal development, so the most reasonable option is to identify personhood with conception.
Moral Arguments –3
Another conservative argument for personhood at conception:At conception, there is a dramatic increase in the probability that a mature human will result. This boost in probabilitiescomes from the appearance of complete human genetic code (DNA).Therefore, the most plausible view is that personhood begins at conce.
ChapterClimate Change 2014Synthesis Report Summary.docx
Chapter
Climate Change 2014
Synthesis Report
Summary for Policymakers
Summary for Policymakers
2
SPM
Introduction
This Synthesis Report is based on the reports of the three Working Groups of the Intergovernmental Panel on Climate Change
(IPCC), including relevant Special Reports. It provides an integrated view of climate change as the final part of the IPCC’s
Fifth Assessment Report (AR5).
This summary follows the structure of the longer report which addresses the following topics: Observed changes and their
causes; Future climate change, risks and impacts; Future pathways for adaptation, mitigation and sustainable development;
Adaptation and mitigation.
In the Synthesis Report, the certainty in key assessment findings is communicated as in the Working Group Reports and
Special Reports. It is based on the author teams’ evaluations of underlying scientific understanding and is expressed as a
qualitative level of confidence (from very low to very high) and, when possible, probabilistically with a quantified likelihood
(from exceptionally unlikely to virtually certain)1. Where appropriate, findings are also formulated as statements of fact with-
out using uncertainty qualifiers.
This report includes information relevant to Article 2 of the United Nations Framework Convention on Climate Change
(UNFCCC).
SPM 1. Observed Changes and their Causes
Human influence on the climate system is clear, and recent anthropogenic emissions of green-
house gases are the highest in history. Recent climate changes have had widespread impacts
on human and natural systems. {1}
SPM 1.1 Observed changes in the climate system
Warming of the climate system is unequivocal, and since the 1950s, many of the observed
changes are unprecedented over decades to millennia. The atmosphere and ocean have
warmed, the amounts of snow and ice have diminished, and sea level has risen. {1.1}
Each of the last three decades has been successively warmer at the Earth’s surface than any preceding decade since 1850. The
period from 1983 to 2012 was likely the warmest 30-year period of the last 1400 years in the Northern Hemisphere, where
such assessment is possible (medium confidence). The globally averaged combined land and ocean surface temperature
data as calculated by a linear trend show a warming of 0.85 [0.65 to 1.06] °C 2 over the period 1880 to 2012, when multiple
independently produced datasets exist (Figure SPM.1a). {1.1.1, Figure 1.1}
In addition to robust multi-decadal warming, the globally averaged surface temperature exhibits substantial decadal and
interannual variability (Figure SPM.1a). Due to this natural variability, trends based on short records are very sensitive to the
beginning and end dates and do not in general reflect long-term climate trends. As one example, the rate of warming over
1 Each finding is grounded in an evaluation of underlying evidence and agreement. In many cases, a synthesis of evidence and agreement suppo.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
HYPERTENSION - SLIDE SHARE PRESENTATION.
IT WILL BE HELPFULL FOR THE NUSING STUDENTS
IT FOCUSED ON MEDICAL MANAGEMENT AND NURSING MANAGEMENT.
HIGHLIGHTS ON HEALTH EDUCATION.
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Chapter 1 Global Issues: Challenges of Globalization
A GROWING WORLDWIDE CONNECTEDNESS IN THE AGE OF GLOBALIZATION HAS GIVEN CITIZENS MORE OF A VOICE TO EXPRESS THEIR DISSATISFACTION. In Brazil, Protestors calling for a wide range of reforms marched toward the soccer stadium where a match would be played between Brazil and Uruguay.
Learning Objectives
1. 1.1Identify important terms in international relations
2. 1.2Report the need to adopt an interdisciplinary approach in understanding the impact of new world events
3. 1.3Examine the formation of the modern states with respect to the thirty years’ war in 1618
4. 1.4Recall the challenges to the four types of sovereignty
5. 1.5Report that the European Union was created by redefining the sovereignty of its nations for lasting peace and security
6. 1.6Recall the influence exerted by the Catholic church, transnational companies, and other NGOs in dictating world events
7. 1.7Examine how globalization has brought about greater interdependence between states
8. 1.8Record the major causes of globalization
9. 1.9Review the most important forms of globalization
10. 1.10Recount the five waves of globalization
11. 1.11Recognize reasons as to why France and the US resist globalization
12. 1.12Examine the three dominant views of the extent to which globalization exists
Revolutions in technology, finance, transportation, and communications and different ways of thinking that characterize interdependence and globalization have eroded the power and significance of nation-states and profoundly altered international relations. Countries share power with nonstate actors that have proliferated as states have failed to deal effectively with major global problems.
Many governments have subcontracted several traditional responsibilities to private companies and have created public-private partnerships in some areas. This is exemplified by the hundreds of special economic zones in China, Dubai, and elsewhere. Contracting out traditional functions of government, combined with the centralization of massive amounts of data, facilitated Edward Snowden’s ability to leak what seems to be an almost unlimited amount of information on America’s spying activities.
The connections between states and citizens, a cornerstone of international relations, have been weakened partly by global communications and migration. Social media enable people around the world to challenge governments and to participate in global governance. The prevalence of mass protests globally demonstrates growing frustration with governments’ inability to meet the demands of the people, especially the global middle class.
The growth of multiple national identities, citizenships, and passports challenges traditional international relations. States that played dominant roles in international affairs must now deal with their declining power as global power is more diffused with the rise of China, India, Brazil, and other emerging market countries. States are i.
CHAPTER 23 Consumer ProtectionRestaurantFederal and state go.docx
This chapter discusses various laws and government regulations regarding consumer protection. It covers regulations of food and drug safety, including the Food, Drug, and Cosmetic Act which is enforced by the Food and Drug Administration. The chapter also discusses laws providing protections for consumers in regards to products, automobiles, healthcare, unfair business practices, and consumer finances. The overall goal of consumer protection laws is to promote safety and prohibit abusive practices against consumers.
Chapter 18 When looking further into the EU’s Energy Security and.docx
Chapter 18
: When looking further into the EU’s Energy Security and ICT sustainable urban development, and government policy efforts:
Q2
– What are the five ICT enablers of energy efficiency identified by European strategic research Road map to ICT enabled Energy-Efficiency in Buildings and constructions, (REEB, 2010)?
identify and name those
five ICT enablers
,
provide a brief narrative for each enabler,
note:
Need 400 words. Need references
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.
CHAPTER 17 Investor Protection and E-Securities TransactionsNe.docx
CHAPTER 17 Investor Protection and E-Securities Transactions
New York Stock Exchange
This is the home of the New York Stock Exchange (NYSE) in New York City. The NYSE, nicknamed the Big Board, is the premier stock exchange in the world. It lists the stocks and securities of approximately 3,000 of the world’s largest companies for trading. The origin of the NYSE dates to 1792, when several stockbrokers met under a buttonwood tree on Wall Street. The NYSE is located at 11 Wall Street, which has been designated a National Historic Landmark. The NYSE is now operated by NYSE Euronext, which was formed when the NYSE merged with the fully electronic stock exchange Euronext.
Learning Objectives
After studying this chapter, you should be able to:
1. Describe the procedure for going public and how securities are registered with the Securities and Exchange Commission (SEC).
2. Describe e-securities transactions and public offerings.
3. Describe the requirements for qualifying for private placement, intrastate, and small offering exemptions from registration.
4. Describe insider trading that violates Section 10(b) of the Securities Exchange Act of 1934.
5. Describe the changes made to securities law by the Jumpstart Our Business Startups (JOBS) Act and its effect on raising capital by small businesses.
Chapter Outline
1. Introduction to Investor Protection and E-Securities Transactions
2. Securities Law
1. LANDMARK LAW • Federal Securities Laws
3. Definition of Security
4. Initial Public Offering: Securities Act of 1933
1. BUSINESS ENVIRONMENT • Facebook’s Initial Public Offering
2. CONTEMPORARY ENVIRONMENT • Jumpstart Our Business Startups (JOBS) Act: Emerging Growth Company
5. E-Securities Transactions
1. DIGITAL LAW • Crowdfunding and Funding Portals
6. Exempt Securities
7. Exempt Transactions
8. Trading in Securities: Securities Exchange Act of 1934
9. Insider Trading
1. Case 17.1 • United States v. Bhagat
2. Case 17.2 • United States v. Kluger
3. ETHICS • Stop Trading on Congressional Knowledge Act
10. Short-Swing Profits
11. State “Blue-Sky” Laws
“The insiders here were not trading on an equal footing with the outside investors.”
—Judge Waterman Securities and Exchange Commission v. Texas Gulf Sulphur Company 401 F.2d 833, 1968 U.S. App. Lexis 5796 (1968)
Introduction to Investor Protection and E-Securities Transactions
Prior to the 1920s and 1930s, the securities markets in this country were not regulated by the federal government. Securities were issued and sold to investors with little, if any, disclosure. Fraud in these transactions was common. To respond to this lack of regulation, in the early 1930s Congress enacted federal securities statutes to regulate the securities markets, including the Securities Act of 1933 and the Securities Exchange Act of 1934. The federal securities statutes were designed to require disclosure of information to investors, provide for the regulation of securities issues and trading, and prevent fraud. Today, many .
Chapter 13 Law, Ethics, and Educational Leadership Making the Con.docx
Chapter 13 Law, Ethics, and Educational Leadership: Making the Connection
Introduction
This chapter presents examples from the ISLLC standards of the relationship between law and ethics. The chapter also provides examples of how knowledge of law and the application of ethical principles to decision making helps guide school leaders through the sometimes treacherous waters of educational leadership.
Focus Questions
1. How may ethical considerations and legal knowledge guide school leader decision making?
2. Why is it important to consider a balance between these two sometimes competing concepts?
Case Study So Many Detentions, So Little Time
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After much thought and a few sleepless nights, Sharon as part of her job description made the recommendation to the Riverboat school board to not reemploy Jeremy Smith as principal of JMS. Immediately after the board decision, Sharon organized a search committee of teachers, parents, and campus administrators and began the process of finding the right principal for JMS. The committee finally agreed on Charleston Jones. Charleston was a relatively inexperienced campus administrator but had impressed the committee with his instructional leadership knowledge, intelligence, and youthful energy. However, the job of stabilizing JMS was proving to be more of a challenge than anyone had anticipated.
Charleston had instituted a schoolwide discipline plan and had insisted that teachers and school administrators not deviate from the plan. However, he could sense that things were still not right. Animosity among student and parent groups remained just below the surface, ready to erupt at the slightest provocation. Clashes between teachers and students were still relatively frequent. Teachers still blamed one another, school administrators, and the school resource officer for a lack of order in the school. Change was not coming quickly to RMS, and Charleston understood that although school management had improved, several aspects of school culture were less than desirable. Student suspension rates remained high, and parental support was waning. As one of the assistant principals remarked after the umpteenth student referral, “So many detentions, so little time!”
Charleston felt the need to talk. He reached for the phone and made an appointment with.
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Chapter 12 presented strategic planning and performance with Intuit. Define Key Performance Indicators (KPI) and Key Risk Indicators (KRI)? How does an organization come up with these key indicators? Do you know of any top-down indicators? Do you know of any bottom-up indicators? Give some examples of both. In what way does identifying these indicators help an organization? Are there any other key indicators that would help an organization?
Requirements:
Initial posting by Wednesday
Reply to at least 2 other classmates by Sunday (Post a response on different days throughout the week)
Provide a minimum of 2 references on the initial post and one reference any response posts.
Proper APA Format (References & Citations)/No plagiarism
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ChapterTool KitChapter 710/27/15Corporate Valuation and Stock Valuation7-4 Valuing Common Stocks—Introducing the Free Cash Flow (FCF) Valuation ModelData for B&B Corporation (Millions)Constant free cash flow (FCF) =$10Weighted average cost of capital (WACC) =10%Short-term investments =$2Debt =$28Preferred stock =$4Number of shares of common stock =5The first step is to estimate the value of operations, which is the present value of all expected free cash flows. Because the FCF's are expected to be constant, this is a perpetuity. The present value of a perpetuity is the cash flow divided by the cost of capital:Value of operations (Vop) =FCF/WACCValue of operations (Vop) =$100.00millionB&B's total value is the sum of value of operations and the short-term investments: Value of operations$100+ ST investments$2Estimated total intrinsic value$102The next step is to estimate the intrinsic value of equity, which is the remaining total value after accounting for the claims of debtholders and preferred stockholders: Value of operations$100+ ST investments$2Estimated total intrinsic value$102− All debt$28− Preferred stock$4Estimated intrinsic value of equity$70The final step is to estimate the intrinsic common stock price per share, which is the estimated intrinsic value of equity divided by the number of shares of common stock: Value of operations$100+ ST investments$2Estimated total intrinsic value$102− All debt$28− Preferred stock$4Estimated intrinsic value of equity$70÷ Number of shares5Estimated intrinsic stock price =$14.00The figure below shows a summary of the previous calculations.Figure 7-2B&B Corporation's Sources of Value and Claims on Value (Millions of Dollars except Per Share Data)Inputs:Valuation AnalysisConstant free cash flow (FCF) =$10Value of operations$100Weighted average cost of capital (WACC) =10%+ ST investments$2Short-term investments =$2Estimated total intrinsic value$102Debt =$28− All debt$28Preferred stock =$4− Preferred stock$4Number of shares of common stock =5Estimated intrinsic value of equity$70÷ Number of shares5Estimated intrinsic stock price$14.00Data for Pie ChartsShort-term investments =$2Value of operations =$100Total =$102Debt =$28Preferred stock =$4Estimated equity value =$70Total =$1027-5 The Constant Growth Model: Valuation when Expected Free Cash Flow Grows at a Constant RateCase 1: The expected free cash flow at t=1 and the expected constant growth rate after t=1 are known.First expected free cash flow (FCF1) =$105Weighted average cost of capital (WACC) =9%Constant growth rate (gL) =5%When free cash flows are expected to grow at a constant rate, the value of operations is:Value of operations (Vop) =FCF1 / [WACC-gL]Value of operations (Vop) =$2,625Case 2: Constant growth is expected to begin immediately.Most recent free cash flow (FCF0) =$200Weighted average cost of capital (WACC) =12%Constant growth rate (gL) =7%When free cash flows are expected to grow at a constant rate, the value of operations is:.
CHAPTER 12Working with Families and CommunitiesNAEYC Administr.docx
CHAPTER 12
Working with Families and Communities
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
6. Family Support
· Knowledge and application of family systems and different parenting styles
· The ability to implement program practices that support families of diverse cultural, ethnic, linguistic, and socio-economic backgrounds
· The ability to support families as valued partners in the educational process
3. Staff Management and Human Relations
· The ability to relate to staff and board members of diverse racial, cultural, and ethnic backgrounds
7. Marketing and Public Relations
· The ability to promote linkages with local schools
9. Oral and Written Communication
· Knowledge of oral communication techniques, including establishing rapport, preparing the environment, active listening, and voicecontrol
· The ability to communicate ideas effectively in a formal presentation
Early Childhood Knowledge and Skills
6. Family and Community Relationships
· Knowledge of the diversity of family systems, traditional, non-traditional and alternative family structures, family life styles, and thedynamics of family life on the development of young children
· Knowledge of socio-cultural factors influencing contemporary families including the impact of language, religion, poverty, race,technology, and the media
· Knowledge of different community resources, assistance, and support available to children and families
· Knowledge of different strategies to promote reciprocal partnerships between home and center
· Ability to communicate effectively with parents through written and oral communication
· Ability to demonstrate awareness and appreciation of different cultural and familial practices and customs
· Knowledge of child rearing patterns in other countries
10. Professionalism
· Ability to make professional judgments based on the NAEYC “Code of Ethical Conduct and Statement of Commitment”
Learning Outcomes
After studying this chapter, you will be able to:
1. Explain three approaches that programs of early care and education might take to working with families.
2. Identify some of the benefits enjoyed by children, families, and programs when families are engaged with the programs serving theiryoung children.
3. Describe some effective strategies for building trusting relationships with all families.
4. Identify the stakeholder groups and the kinds of expertise that should be represented on programs’ advisory committees and boardsof directors.
Grace’s Experience
The program that Grace directs has been an important part of the neighborhood for more than 20 years. She knows she is benefiting from thegoodwill it has earned over the years. It is respected because of its tradition of high-quality outreach projects, such as the sing-along the childrenpresent at the senior center in the spring. The program’s tradition of community involvement has meant that local businesses have always beenwilling to help out when asked fo.
Chapter 10. Political Socialization The Making of a CitizenLear.docx
Chapter 10. Political Socialization: The Making of a Citizen
Learning Objectives
· 1Describe the model citizen in democratic theory and explain the concept.
· 2Define socialization and explain the relevance of this concept in the study of politics.
· 3Explain how a disparate population of individuals and groups (families, clans, and tribes) can be forged into a cohesive society.
· 4Demonstrate how socialization affects political behavior and analyze what happens when socialization fails.
· 5Characterize the role of television and the Internet in influencing people’s political beliefs and behavior, and evaluate their impact on the quality of citizenship in contemporary society.
The year is 1932. The Soviet Union is suffering a severe shortage of food, and millions go hungry. Joseph Stalin, leader of the Communist Party and head of the Soviet government, has undertaken a vast reordering of Soviet agriculture that eliminates a whole class of landholders (the kulaks) and collectivizes all farmland. Henceforth, every farm and all farm products belong to the state. To deter theft of what is now considered state property, the Soviet government enacts a law prohibiting individual farmers from appropriating any grain for their own private use. Acting under this law, a young boy reports his father to the authorities for concealing grain. The father is shot for stealing state property. Soon after, the boy is killed by a group of peasants, led by his uncle, who are outraged that he would betray his own father. The government, taking a radically different view of the affair, extols the boy as a patriotic martyr.
Stalin considered the little boy in this story a model citizen, a hero. How citizenship is defined says a lot about a government and the philosophy or ideology that underpins it.
The Good Citizen
Stalin’s celebration of a child’s act of betrayal as heroic points to a distinction Aristotle originally made: The good citizen is defined by laws, regimes, and rulers, but the moral fiber (and universal characteristics) of a good person is fixed, and it transcends the expectations of any particular political regime.*
Good citizenship includes behaving in accordance with the rules, norms, and expectations of our own state and society. Thus, the actual requirements vary widely. A good citizen in Soviet Russia of the 1930s was a person whose first loyalty was to the Communist Party. The test of good citizenship in a totalitarian state is this: Are you willing to subordinate all personal convictions and even family loyalties to the dictates of political authority, and to follow the dictator’s whims no matter where they may lead? In marked contrast are the standards of citizenship in constitutional democracies, which prize and protect freedom of conscience and speech.
Where the requirements of the abstract good citizen—always defined by the state—come into conflict with the moral compass of actual citizens, and where the state seeks to obscure or obliterate t.
Chapters one and twoAnswer the questions in complete paragraphs .docx
Chapters one and two
Answer the questions in complete paragraphs (at least 3), APA style (citations/references) and make sure to separate/number the answers
1. Explain the differences between Classic Autism and Asperger Disorder according to the DSM-V (Diagnostic Statistical Manual of the American Psychiatric Association).
2. How is ASD identified and diagnosed? Name and describe some of the measurement tools.
3. Describe the characteristics of ASD under each criterion: a) language deficits, b) social differences, c) behavior, and d) motor deficits.
4. List and describe the evidence-base practices for educating ASD children discussed in chapter 2.
5. Describe the differences between a focused intervention and comprehensive treatment models.
6. What are the components of effective instruction for students with ASD?
.
ChapterTool KitChapter 1212912Corporate Valuation and Financial .docx
ChapterTool KitChapter 1212/9/12Corporate Valuation and Financial Planning12-2 Financial Planning at MicroDrive, Inc.The process used by MicroDrive to forecast the free cash flows from its operating plan is described in the sections below.Setting Up the Model to Forecast OperationsWe begin with MicroDrive's most recent financial statements and selected additional data.Figure 12-1 MicroDrive’s Most Recent Financial Statements (Millions, Except for Per Share Data)INCOME STATEMENTSBALANCE SHEETS20122013Assets20122013Net sales$ 4,760$ 5,000Cash$ 60$ 50COGS (excl. depr.)3,5603,800ST Investments40-Depreciation170200Accounts receivable380500Other operating expenses480500Inventories8201,000EBIT$ 550$ 500Total CA$ 1,300$ 1,550Interest expense100120Net PP&E1,7002,000Pre-tax earnings$ 450$ 380Total assets$ 3,000$ 3,550Taxes (40%)180152NI before pref. div.$ 270$ 228Liabilities and equityPreferred div.88Accounts payable$ 190$ 200Net income$ 262$ 220Accruals280300Notes payable130280Other DataTotal CL$ 600$ 780Common dividends$48$50Long-term bonds1,0001,200Addition to RE$214$170Total liabilities$ 1,600$ 1,980Tax rate40%40%Preferred stock100100Shares of common stock5050Common stock500500Earnings per share$5.24$4.40Retained earnings800970Dividends per share$0.96$1.00Total common equity$ 1,300$ 1,470Price per share$40.00$27.00Total liabs. & equity$ 3,000$ 3,550The figure below shows all the inputs required to project the financial statements for the scenario that has been selected with the Scenario Manager: Data, What-If Analysis, Scenario Manager. There are two scenarios. The first is named Status Quo because all operating ratios except the sales growth rate are assumed to remain unchanged. The initial sales growth rate was chosen by MicroDrive's managers based on the existing product lines. The growth rate declines over time until it eventually levels off at a sustainable rate. The other scenario is named Final because it is the set of inputs chosen by MicroDrive's management team.Section 1 shows the inputs required to estimate the items in an operating plan. For each of these inputs, Section 1 shows the industry averages, the actual values for the past two years for MicroDrive, and the forecasted values for the next five years. The managers assumed the inputs for future years (except the sales growth rate) would be equal to the inputs in the first projected year.MicroDrive's managers assume that sales will eventually level off at a sustaniable constant rate.Sections 2 and 3 show the data required to estimate the weighted average cost of capital. Section 4 shows the forecasted growth rate in dividends.Note: These inputs are linked throughout the model. If you want to change an input, do it here and not other places in the model.Figure 12-2MicroDrive's Forecast: Inputs for the Selected ScenarioStatus QuoIndustryMicroDriveMicroDriveInputsActualActualForecast1. Operating Ratios2013201220132014201520162017201.
Chapters 4-6 Preparing Written MessagesPrepari.docx
Chapters 4-6: Preparing Written Messages
Preparing Written Messages
Lesson Outline
Seven Steps to Preparing Written Messages
Effective Sentences and Coherent Paragraphs
Revise to Grab Your Audience’s Attention
Improve Readability
Proofread and Revise
Seven Steps to Preparing
Written Messages
Seven Preparation Steps
Step 1: Consider Contextual Forces
Step 2: Determine Purpose, Channel, and Medium
Step 3: Envision Audience
Step 4: Adapt Message to Audience Needs and Concerns
Step 5: Organize the Message
Step 6: Prepare First Draft
Step 7: Revise, Edit, and Proofread
Effective Sentences and
Coherent Paragraphs
Step 6: Prepare the First Draft
Proceed Deductively or Inductively
Know Logical Sequence of Minor Points
Write rapidly with Intent to Rewrite
Use Active More Than Passive Voice
Craft Powerful Sentences
Rely on Active Voice—Subject Doer of Action
(Passive—Subject Receiver of Action Sentence Is Less Emphatic)
Passive Voice Uses
Conceal the Doer/Avoid Finger Pointing
Doer Is Unknown
Place More Emphasis on What Was Done
(Receiver of Action)
5
Emphasize Important Ideas
Techniques
Sentence Structure—place important ideas in simple sentences/place in independent clauses (emphasis)
Repetition—repeat a word in a sentence
Labeling Words—use words that signal important
Position—position it first or last in a clause, sentence, paragraph, or presentation
Space and Format—use extraordinary amount of space for important items or use headings
Develop Coherent Paragraphs
Develop Deductive/Inductive Paragraphs Consistently
Link Ideas to Achieve Coherence
Keep Paragraphs Unified
Vary Sentence and Paragraph Length
Position Topic Sentences and
Link Ideas
Deductive—topic sentence precedes details
Inductive—topic sentence follows details
Link Ideas to Achieve Coherence (Cohesion)
Repeat Word from Preceding Sentence
Use a Pronoun for a Noun in Preceding Sentence
Use Connecting Words (e.g., Conjunctive Adverbs)
Link Paragraphs by Using Transition Words
Use Transition Sentences before Headings,
But Not Subheadings
Paragraph Unity
Keep Paragraphs Unified—support must be focused on topic sentences
Ensure Paragraphs Cover Topic Sentence, But Do Not Write Extraneous Materials
Arrange Paragraphs in a Logical and Systematic Sequence
Vary Sentence and
Paragraph Length
Vary Sentence Length (Average—Short)
Vary Sentence Structure (Sentence Variety)
Vary Paragraph Length (Average—Short
8-10 Lines)
Changes in Tense, Voice, and Person in Paragraphs Are Discouraged
Revise to Grab
Reader’s Attention
Cultivate a Frame of Mind (Mind-set) for Revising and Proofreading
Have Your Revising/Editing Space/Room
View from Audience Perspective (You Attitude)
Revise until No More Changes Would Improve the Document
Be Willing to Allow Others to Make Suggestions (Writer’s Pride of Ownership?)
Ensure Error-Free Messages
Use Visual Enhancements for More Readability
Add Only When They Aid Comprehension
Create an A.
Chapters 4,5 and 6Into policymaking and modeling in a comple.docx
The document provides information about modeling and simulation approaches to support policymaking. It discusses complexity in real-world systems and the limitations of simplistic models. It covers adaptive robust decision-making using systems modeling and compares microsimulation, agent-based, and other modeling approaches. Key topics include building models, incorporating uncertainty, and using models to design adaptive policies.
Chapters 9-10 Discussion TopicDiscuss the possible connectio.docx
Chapters 9-10 Discussion Topic
Discuss the possible connections, both negative and positive, between globalization and environmental change. Do you believe states are more likely to cooperate and enact visible and sustainable action regarding an environmental issue as opposed to a human rights issue? Why or why not?
You must post 1 initial responses (one 200+ word response) and two classmate responses (each classmate response must be 200+ words). Each response must include source citations and word count.
Please see the syllabus for additional information.
.
Chapters 15 & 16Short Term Scheduling & KanbanThe 3-18 m.docx
Chapters 15 & 16
Short Term Scheduling & Kanban
The 3-18 month aggregate plan is used to make the weekly master production plan.
The short term schedule assigns work to specific work centers.
Scheduling goals are:
Minimize completion time
Maximize equipment utilization
Minimize work-in-process (WIP) inventory
In manufacturing, we typically schedule the final operation 1st to meet the due date. Prior steps in the sequence of work (i.e. routing) are scheduled in reverse order.
In finite loading jobs are assigns to work centers only up to their capacity (customer due dates may need to be pushed out).
Finite loading depends on knowing capacity and actual work center performance to achieve Input-Output Control
Below is the input portion of an Input-Output Chart. We were supposed to receive 280 parts but actually only received 270. So our cumulative input deviation to plan is -10 pieces at the end of week 6/6.
The following week (6/13) we are supposed to receive 280 parts but only 250 show up. So, the cumulative input deviation from plan by week 6/13 is -40 (i.e. the 10 we were short in 6/6 week plus the 30 we were short in 6/13 week)
Of the 270 we actually receive, we output 270 (0 cumulative change in backlog)
Now lets look at the output portion of the chart. The plan was to make 320 parts. We only made 270 parts. So our cumulative output deviation to plan is -50 pieces at the end of week 6/6.
The following week (6/13) we are supposed to make 320 parts but only 270 were made. So, the cumulative output deviation from plan by week 6/13 is -100 (i.e. the 50 we were short in 6/6 week plus the 50 we were short in 6/13 week)
Now, let’s put the input and output charts together. In week 6/6 actual input (270 parts) matched out actually output (270), so the cumulative change in backlog was 0.
In week 6/13 actual input (250 parts) was exceeded by actually output (270), so the cumulative change in backlog reduced by -20.
In week 6/20, we received 280 parts and only output 270 parts. So our backlog increased +10. Considering our backlog was -20, the cumulative change -20..+10 is now -10
It is apparent from our Input-Output Chart,
Incoming delivery is supposed to be 280 every week but is actually sporadic (e.g. 250 to 285)
We consistently output 270 – but it’s not the 320 we always planned
One way to improve input- output performance is by using Gantt Load & Schedule Charts. These show loading, idle times & jobs in process
The assignment method allocates tasks to minimize cost (or time)
In this example, we have 3 typesetters (A-C) who can each do 3 different jobs (R-34, S-66 and T-50). Which way is the least costly?
Step 1a: Subtract the smallest number from each row
Step 1b: Subtract the smallest number from each column
-6 from 11,14 & 6
-8 from 8,10 & 11
-7 from 9,12 & 7
-0 from 5,0 & 2
-2 from 8,2 & 5
-0 from 0,3 & 0
3+2=5
Because three lines are.
Chapters 14 & 15the ending of relationshipsUncou.docx
Chapters 14 & 15
the ending of relationships
Uncoupling – the series of stages by which couples (whether married or cohabiting) move toward ending the relationship
Suggested stages:DissatisfactionAttempts at changeTurning elsewhere Further distancing ResolutionInforming the other partnerAcknowledging the ending
marital endings
4 ways a marriage can end:
Desertion – one spouse simply abandons the marriage and the family has no subsequent contact
Separation – married partners decide to no longer live together
Annulment – a pronouncement that declares that a couple never had a valid marriageReligiousCivil (usually for fraud)
Divorce – legal dissolution of a valid marriage
health effects of unhappy marriagesResearch has found that the unhappily married were worse off on heart disease risk factors like high blood pressure and cholesterol than both happily married and single women. One study found that couples in high-conflict marriages take longer than the happily married to heal from various wounds – from minor scrapes to surgery
societal and demographic factors associated with divorceFamily – many of the family’s traditional functions of child care, protection, and recreation have been taken over by outside institutionsReligion – people who are religious are less likely to divorce. Spouses with the same religion more likely to have stable marriagesLaw – legal assistance easier to obtain. Unclear if the prevalence of divorce has made legal proceedings easier, or if easier legal proceedings made divorce more common.
education, income & divorceGenerally, the lower the couple’s educational level and income, the higher the risk for divorceUS Census Bureau: about 36% of women 35-39, with less than 12 years education divorced, compared to about 28% of women with 17+ years of educationnote: the higher the education, the more difficult to marry. But are the marriages more stable if/when they do marry?However, people who have started toward, but failed to complete, a particular degree (regardless of its level), are more likely to divorce than those who complete the degree.Couples below the poverty line are 2x as likely to divorce within 2 years
ethnicity & cultureAfrican American couples are 2x as likely to end their marriages as white and Hispanic couples areLargely due to the fact that they are disproportionately poorAs income levels rise, divorce rates for blacks decrease, resembling those for whitesLatinos have relatively low divorce ratesPartly due to the fact that many are Catholic, and Catholicism frowns on divorce
personal factors associated with divorce
Communication problems
Infidelity
Constant conflict
Emotional abuse
Falling out of love
Unsatisfactory sex
Insufficient income
Physical abuse
Falling in love with someone else
Boredom
effects of divorce
“Divorce hangover” – an individual is unable to let go of the fact that they got a divorce, reorient themselves as single parents, or develop new friendshipsSeparation dist.
Chapters 1, 2, 3, and 6 of Blue OceanStrategyThree conse.docx
Chapters 1, 2, 3, and 6 of
Blue Ocean
Strategy
Three consecutive components
1. Summarize the chapters in sufficient but concise details.
* at least one and a half pages (Single-spaced) * main themes, main stories, main theories
/
concepts.
2. Personal reflections. (1.5 to 2 pages)
* your favorite/least favorite stories.
* How are some stories, theories, or concepts related to your personal or professional life?
* at least half a page. (at least .5 page)
3.Theory
/
concept applications. (at least .5 page)
Apply theories from Strategic Management chapter 5
No plagiarism
.
ChapterOneWhyAsianAmericanSexualPoliticsIn2000,t.docx
Chapter One
Why Asian American Sexual Politics?
In 2000, two white men and a white woman in Spokane, Washington, specifically targeted
Japanese women in an elaborately planned scheme to kidnap, rape, sodomize, and torture them
and to videotape the whole ordeal. According to police reports, the rapists had a sexual
fantasy about and fixation with young Japanese women. The three assailants believed that the
Japanese women were submissive.[1] In just one month, the predators abducted five Japanese
exchange students, ranging in age from eighteen to twenty. Motivated by their sexual biases
about Asian women, all three used both their bodies and objects to repeatedly rape—vaginally,
anally, and orally—two of the young women for over seven hours.[2] One of the attackers
immediately confessed to searching only for Japanese women to torture and rape; eventually,
all pled guilty and were convicted.[3]
In 2004, American Idol, the most watched TV series in the Nielsen ratings and the only
program to have been number one for seven consecutive seasons,[4] premiered the season with
an episode that showcased twenty-one-year-old William Hung singing a rendition of Ricky
Martin’s “She Bangs.” The episode was a collection of the most “talentless” of those who
auditioned, and it was if Hung was crowned the “king.” His inability to carry a tune, dance to
the beat, or exude any sex appeal made the video go viral on the Internet, and viewers were
laughing at him, not with him. He was a perfect fit for the unflattering racial stereotype of the
asexual, nerdy Asian American man. Across the blogosphere, race scholars and Asian
American men were bemoaning the perpetuation of the racist stereotyping and yet another
instance where Asian American men are emasculated in American media.
These two examples demonstrate the racial stereotyping of Asians and Asian Americans.
The perpetrators in Spokane, Washington, used racist stereotypes to pick their targets. While
both being racially “othered,” Asian and Asian American women have been constructed as
sexually exotic docile bodies while men have been racially “castrated.” These constructions
created a complicated racialized Asian American sexual politics affected by racist-gendered
constructions but also “home-culture” expectations. The vignettes and analysis shared in this
book are an attempt to look at the nuanced way that constructions can operate in the lives of
some Asian Americans.
Feminist scholars argue that women's sexuality is socially shaped in ways that sustain men's
social and political dominance. I extend this feminist scholarship and argue that Asian
American sexuality is socially shaped in ways that maintain social and political dominance for
whites, particularly white men. I want to set this stage with the assertions made by Patricia
Hill Collins in her seminal work, Black Sexual Politics.[5] Collins defines sexual politics as
Chou, Rosalind S.. Asian American Sexual Politics : The Construction of Race, G.
Chapter9AbortionCopyright © 2019 W. W. Norton &CompanyBack.docx
Chapter9
Abortion
Copyright © 2019 W. W. Norton &Company
BackgroundAbortion:also called induced abortion; the deliberate termination of a pregnancy by surgical or medical (with drugs) meansTherapeutic abortion:an abortion performed to protect the life or health of the motherConception:the merging of a sperm cell and an ovum into a single cell; also called fertilizationViability:the stage of fetal development at which the fetus is able to survive outside the uterus
Abortion: Moral or Legal?
Two types of questions:The moral question: Is abortion right?The legal question: What should the law allow?
Roe v. Wade (1973)In the first trimester, a woman’s right to an abortion is unrestricted.After the first trimester, a state may regulate (but not ban) abortion to protect the mother’s health.After the fetus becomes viable, the state may regulate or forbid abortions in the interests of “the potentiality of human life” except when abortion is necessary to preserve the woman’s life or health.
Moral Theories –1Act-utilitarianism: An abortion is morally right if it results in the greatest overall happiness, everyone considered. If not, an abortion is wrong.Rule-utilitarianism: Generally following a rule, such as “Abortion is not morally permissible except to save the mother’s life,” will maximize happiness. Or, alternatively, the rule could be "Abortion is morally permissible in most cases."
Moral Theories –2Kant’s theory (if the fetus is a person): The fetus has rights, and these rights cannot be overridden merely for utility’s sake. In this view, abortion would seem to be rarely justified.Kant’s theory (if the fetus is not a person):The fetus—like any other nonperson—can be used as a means to an end, whereas the mother must be treated as an end in herself.
Moral Theories –3Traditional natural law theory: The fetus is a person with full moral rights; it is always morally wrong to directly, intentionally kill the innocent.Doctrine of double effect: An action that has the unintendedside effect of aborting the fetus may be morally acceptable.
Moral Arguments –1
A conservative argument:The unborn is an innocent person from conception.It is wrong to kill an innocent person.Abortion is the killing of an innocent person.Therefore, abortion is wrong.
To evaluate this argument, we must determine (1) whether the conclusion follows from the premises and (2) whether the premises are true.
Moral Arguments –2
A conservative argument that the unborn is an innocent person from conception:
No unambiguous point of personhood can be located in fetal development, so the most reasonable option is to identify personhood with conception.
Moral Arguments –3
Another conservative argument for personhood at conception:At conception, there is a dramatic increase in the probability that a mature human will result. This boost in probabilitiescomes from the appearance of complete human genetic code (DNA).Therefore, the most plausible view is that personhood begins at conce.
ChapterClimate Change 2014Synthesis Report Summary.docx
Chapter
Climate Change 2014
Synthesis Report
Summary for Policymakers
Summary for Policymakers
2
SPM
Introduction
This Synthesis Report is based on the reports of the three Working Groups of the Intergovernmental Panel on Climate Change
(IPCC), including relevant Special Reports. It provides an integrated view of climate change as the final part of the IPCC’s
Fifth Assessment Report (AR5).
This summary follows the structure of the longer report which addresses the following topics: Observed changes and their
causes; Future climate change, risks and impacts; Future pathways for adaptation, mitigation and sustainable development;
Adaptation and mitigation.
In the Synthesis Report, the certainty in key assessment findings is communicated as in the Working Group Reports and
Special Reports. It is based on the author teams’ evaluations of underlying scientific understanding and is expressed as a
qualitative level of confidence (from very low to very high) and, when possible, probabilistically with a quantified likelihood
(from exceptionally unlikely to virtually certain)1. Where appropriate, findings are also formulated as statements of fact with-
out using uncertainty qualifiers.
This report includes information relevant to Article 2 of the United Nations Framework Convention on Climate Change
(UNFCCC).
SPM 1. Observed Changes and their Causes
Human influence on the climate system is clear, and recent anthropogenic emissions of green-
house gases are the highest in history. Recent climate changes have had widespread impacts
on human and natural systems. {1}
SPM 1.1 Observed changes in the climate system
Warming of the climate system is unequivocal, and since the 1950s, many of the observed
changes are unprecedented over decades to millennia. The atmosphere and ocean have
warmed, the amounts of snow and ice have diminished, and sea level has risen. {1.1}
Each of the last three decades has been successively warmer at the Earth’s surface than any preceding decade since 1850. The
period from 1983 to 2012 was likely the warmest 30-year period of the last 1400 years in the Northern Hemisphere, where
such assessment is possible (medium confidence). The globally averaged combined land and ocean surface temperature
data as calculated by a linear trend show a warming of 0.85 [0.65 to 1.06] °C 2 over the period 1880 to 2012, when multiple
independently produced datasets exist (Figure SPM.1a). {1.1.1, Figure 1.1}
In addition to robust multi-decadal warming, the globally averaged surface temperature exhibits substantial decadal and
interannual variability (Figure SPM.1a). Due to this natural variability, trends based on short records are very sensitive to the
beginning and end dates and do not in general reflect long-term climate trends. As one example, the rate of warming over
1 Each finding is grounded in an evaluation of underlying evidence and agreement. In many cases, a synthesis of evidence and agreement suppo.
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