CompletarFill in the blanks with the indicated demonstrative a.docx
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Completar Fill in the blanks with the indicated demonstrative adjective or pronoun . 1. ¿Viste a ____________ aquellos chicas? (those over there) 2. ¿Vas a gastar dinero en _____________ aquellos botas rojas? (those over there) .
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CompletarFill in the blanks.El [removed] envía sangre (sends.docx
Completar
Fill in the blanks.
El [removed] envía sangre (
sends blood
) al resto del cuerpo.
Un [removed] trabaja en un hospital y ayuda (
helps
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El [removed] es la parte del cuerpo que está entre el pie y la pierna.
Si una persona está [removed], quiere decir que no sufre ninguna enfermedad.
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CompletarFill in the blanks.El [removed] envía sangre (sends.docx
Completar
Fill in the blanks.
El [removed] envía sangre (
sends blood
) al resto del cuerpo.
Un [removed] trabaja en un hospital y ayuda (
helps
) a los médicos.
El [removed] es la parte del cuerpo que está entre el pie y la pierna.
Si una persona está [removed], quiere decir que no sufre ninguna enfermedad.
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CompletarComplete the chart with the correct verb forms.infini.docx
Completar
Complete the chart with the correct verb forms.
infinitivo
conducir
(1)
[removed]
(blank)
(2)
[removed]
(blank)
yo
(3)
[removed]
(blank)
(4)
[removed]
(blank)
quise
usted
(5)
[removed]
(6)
[removed]
(7)
[removed]
nosotras
(8)
[removed]
(9)
[removed]
(10)
[removed]
ellos
(11)
[removed]
pudieron
(12)
[removed]
Completar
Fill in the blanks with the preterite form of the appropriate verbs.
Tú le
[removed]
(traer, estar) un regalo a Julián, ¿verdad?
Ayer
[removed]
(blank)
(traducir, haber) una boda en el Club Campestre.
El sábado pasado yo
[removed]
(blank)
(dar, saber) una fiesta en mi casa, pero no
[removed]
(poner, venir) nadie.
Alejandra y Cristian
[removed]
(decir, hacer) que quieren celebrar su aniversario en México.
Oraciones
Write sentences using the information provided. Use the preterite and make any necessary changes.
Modelo
nosotros / decir / verdad
Nosotros dijimos la verdad.
ustedes / darle / beso / recién casado
[removed]
(blank)
¿cuándo / saber / tú / fecha / de la graduación?
[removed]
(blank)
yo / poner / flan de caramelo / en / mesa
[removed]
(blank)
Antonio y yo / estar / Madrid / verano pasado
[removed]
(blank)
¿qué / hacer / Nicolás y Fernanda / después de / divorcio?
[removed]
(blank)
El cumpleaños
Fill in the blanks with the correct preterite form of the verbs from the box. Some verbs may be used more than once. Two verbs will not be used.
dar
estar
haber
hacer
jubilarse
poder
poner
saber
sonreír
tener
traducir
traer
El mes pasado mi esposo y yo
(1)
[removed]
(blank)
una gran fiesta para nuestra hija, quien cumplió tres años. Nosotros invitamos a treinta personas, pero en la fiesta sólo
(2)
[removed]
(blank)
veintiocho invitados porque la señora Casas y su hija no
(3)
[removed]
(blank)
venir. Mi madre
(4)
[removed]
(blank)
unas lasañas deliciosas y mis hermanas
(5)
[removed]
(blank)
flores (
flowers
) y globos (
balloons
) para decorar la casa. Después de comer pastel, mi hermano
(6)
[removed]
(blank)
música y todos bailamos. Los invitados se fueron a las cinco de la tarde. Luego mi esposo
(7)
[removed]
(blank)
que lavar los platos y yo
(8)
[removed]
(blank)
una lista de las tarjetas (
cards
) de agradecimiento (
gratitude
) que tenemos que escribir.
.
CompletarFill in the blanks with the correct present tense form .docx
Completar
Fill in the blanks with the correct present tense form of the verbs in parentheses. Include the indirect object pronoun.
A Ernesto y a Alejandro _____ el golf. (fascinar)
A la señora Robles _____ las ruinas de Machu Picchu. (interesar)
A ustedes _____ cantar y bailar. (aburrir)
A mí _____ la educación. (importar)
A nosotros _____ ducharnos con agua fría. (molestar)
Oraciones
Write sentences using the information provided. Use the preterite or the present tense as indicated and make any necessary changes.
(a ti) / molestar / despertarse / temprano (presente)
___________________________________________
(a José) / quedar / bien / zapatos / anaranjado (pretérito)
___________________________________________
¿(a ustedes) / encantar / sus vacaciones / playa? (pretérito)
___________________________________________
(a Carlos y a mí) / aburrir / clases de sociología (presente)
___________________________________________
En el cine
Complete the paragraph with the appropriate word(s).
Ayer mis amigos Esteban, Ana, Olivia y yo fuimos al cine a ver la nueva película de Javier Bardem. A mí me
______
la película porque Javier es uno de mis actores favoritos. Pero a
______
le
______
; él empezó a dormirse al final. A Ana y
______
Olivia les molestaron las escenas (
scenes
) violentas. Si tengo que criticar algo de la película, digo que le faltaron más escenas con Javier, pero entiendo que
______
director le importó más el argumento (
plot
). Y a
______
, ¿te interesan las películas extranjeras?
.
CompletarComplete the chart with the correct verb forms.infi.docx
Completar
Complete the chart with the correct verb forms.
infinitivo
conducir
(1) [removed]
(2) [removed]
yo
(3) [removed]
(4) [removed]
quise
usted
(5) [removed]
(6) [removed]
(7) [removed]
nosotras
(8) [removed]
(9) [removed]
(10) [removed]
ellos
(11) [removed]
pudieron
(12) [removed]
Completar
Fill in the blanks with the preterite form of the appropriate verbs.
Tú le [removed] (traer, estar) un regalo a Julián, ¿verdad?
Ayer [removed] (traducir, haber) una boda en el Club Campestre.
El sábado pasado yo [removed] (dar, saber) una fiesta en mi casa, pero no [removed] (poner, venir) nadie.
Alejandra y Cristian [removed] (decir, hacer) que quieren celebrar su aniversario en México.
Oraciones
Write sentences using the information provided. Use the preterite and make any necessary changes.
Modelo
nosotros / decir / verdad
Nosotros dijimos la verdad.
ustedes / darle / beso / recién casado
[removed]
¿cuándo / saber / tú / fecha / de la graduación?
[removed]
yo / poner / flan de caramelo / en / mesa
[removed]
Antonio y yo / estar / Madrid / verano pasado
[removed]
¿qué / hacer / Nicolás y Fernanda / después de / divorcio?
[removed]
El cumpleaños
Fill in the blanks with the correct preterite form of the verbs from the box. Some verbs may be used more than once. Two verbs will not be used.
dar
estar
haber
hacer
jubilarse
poder
poner
saber
sonreír
tener
traducir
traer
El mes pasado mi esposo y yo
(1) [removed]
una gran fiesta para nuestra hija, quien cumplió tres años. Nosotros invitamos a treinta personas, pero en la fiesta sólo
(2) [removed]
veintiocho invitados porque la señora Casas y su hija no
(3) [removed]
venir. Mi madre
(4) [removed]
unas lasañas deliciosas y mis hermanas
(5) [removed]
flores (
flowers
) y globos (
balloons
) para decorar la casa. Después de comer pastel, mi hermano
(6) [removed]
música y todos bailamos. Los invitados se fueron a las cinco de la tarde. Luego mi esposo
(7) [removed]
que lavar los platos y yo
(8) [removed]
una lista de las tarjetas (
cards
) de agradecimiento (
gratitude
) que tenemos que escribir.
.
Complet vector.dep.inc# This code depends on make tool being .docx
Complet vector/.dep.inc
# This code depends on make tool being used
DEPFILES=$(wildcard $(addsuffix .d, ${OBJECTFILES} ${TESTOBJECTFILES}))
ifneq (${DEPFILES},)
include ${DEPFILES}
endif
Complet vector/build/Debug/Cygwin-Windows/main.o
Complet vector/build/Debug/Cygwin-Windows/main.o.d
build/Debug/Cygwin-Windows/main.o: main.cpp SimpleVector.h
SimpleVector.h:
Complet vector/dist/Debug/Cygwin-Windows/complet_vector.exe
Complet vector/main.cppComplet vector/main.cpp/*
* File: main.cpp
* Author: Bebo
* Created on April 8, 2019, 6:18 PM
* Purpose:Complex Vector
*/
#include<cstdlib>
#include"SimpleVector.h"
//System Libraries
#include<iostream>//Input/Output Library
usingnamespace std;
//User Libraries
//Global Constants, no Global Variables are allowed
//Math/Physics/Conversions/Higher Dimensions - i.e. PI, e, etc...
//Function Prototypes
void fillVec(SimpleVector<int>&);
void addVec(SimpleVector<int>&);
void delVec(SimpleVector<int>&);
void prntVec(SimpleVector<int>&,int);
//Execution Begins Here!
int main(int argc,char** argv){
//Declare Variables
int size;
//Read in the size
cout<<"What size vector to test?"<<endl;
cin>>size;
SimpleVector<int> sv(size);
//Initialize or input i.e. set variable values
fillVec(sv);
//Display the outputs
prntVec(sv,10);
//Add and subtract from the vector
addVec(sv);
//Display the outputs
prntVec(sv,10);
//Add and subtract from the vector
delVec(sv);
//Display the outputs
prntVec(sv,10);
//Exit stage right or left!
return0;
}
void addVec(SimpleVector<int>&sv){
int add=sv.size()*0.1;
for(int i=1;i<=add;i++){
sv.push_front(i+add-1);
sv.push_back(i-add);
}
}
void delVec(SimpleVector<int>&sv){
int del=sv.size()*0.2;
for(int i=1;i<=del;i++){
sv.pop_front();
sv.pop_back();
}
}
void fillVec(SimpleVector<int>&sv){
for(int i=0;i<sv.size();i++){
sv[i]=i%10;
}
}
void prntVec(SimpleVector<int>&sv,int n){
cout<<endl;
for(int i=0;i<sv.size();i++){
cout<<sv[i]<<" ";
if(i%n==(n-1))cout<<endl;
}
cout<<endl;
}
Complet vector/Makefile
#
# There exist several targets which are by default empty and which can be
# used for execution of your targets. These targets are usually executed
# before and after some main targets. They are:
#
# .build-pre: called before 'build' target
# .build-post: called after 'build' target
# .clean-pre: called before 'clean' target
# .clean-post: called after 'clean' target
# .clobber-pre: called before 'clobber' target
# .clobber-post: called after 'clobber' target
# .all-pre: called before 'all' target
# .all-post: called after 'all' target
# .help-pre: called before 'help' target
# .help-post: called after 'help' target
#
# Targets beginning with '.' are not intended to be called on their own.
#
# Main targets can be executed dire.
Complementary Therapies in Medicine (2012) 20, 377—384Ava.docx
Complementary Therapies in Medicine (2012) 20, 377—384
Available online at www.sciencedirect.com
j o u r n a l h o m e p a g e : w w w . e l s e v i e r h e a l t h . c o m / j o u r n a l s / c t i m
Argentine tango dance compared to mindfulness
meditation and a waiting-list control: A randomised
trial for treating depression
Rosa Pinniger a,∗, Rhonda F. Brown a, Einar B. Thorsteinsson a,
Patricia McKinley b,c
a University of New England, Australia
b McGill University, Canada
c Centre Interdisciplinaire de recherché en réadaptation du Montréal metropolitain, Canada
Available online 3 August 2012
KEYWORDS
Depression;
Mindfulness;
Tango dancing;
Psychological stress
Summary
Objectives: To determine whether tango dancing is as effective as mindfulness meditation in
reducing symptoms of psychological stress, anxiety and depression, and in promoting well-being.
Design: This study employed analysis of covariance (ANCOVA) and multiple regression analysis.
Participants: Ninety-seven people with self-declared depression were randomised into tango
dance or mindfulness meditation classes, or to control/waiting-list.
Setting: classes were conducted in a venue suitable for both activities in the metropolitan area
of Sydney, Australia.
Interventions: Participants completed six-week programmes (1½ h/week of tango or medita-
tion). The outcome measures were assessed at pre-test and post-test.
Main outcome measures: Depression, Anxiety and Stress Scale; The Self Esteem Scale; Satisfac-
tion with Life Scale, and Mindful Attention Awareness Scale.
Results: Sixty-six participants completed the program and were included in the statistical anal-
ysis. Depression levels were significantly reduced in the tango (effect size d = 0.50, p = .010),
and meditation groups (effect size d = 0.54, p = .025), relative to waiting-list controls. Stress
levels were significantly reduced only in the tango group (effect size d = 0.45, p = .022). Attend-
ing tango classes was a significant predictor for the increased levels of mindfulness R2 = .10,
adjusted R2 = .07, F (2,59) = 3.42, p = .039.
Conclusion: Mindfulness-meditation and tango dance could be effective complementary
adjuncts for the treatment of depression and/or inclusion in stress management programmes.
Subsequent trials are called to explore the therapeutic mechanisms involved.
Crown Copyright © 2012 Publish
∗ Corresponding author at: School of Behavioural, Cognitive and Social
Tel.: +61 2 6773 2410; fax: +61 2 6773 3820.
E-mail address: [email protected] (R. Pinniger).
0965-2299/$ — see front matter. Crown Copyright © 2012 Published by E
http://dx.doi.org/10.1016/j.ctim.2012.07.003
ed by Elsevier Ltd. All rights reserved.
Sciences, University of New .
Compile and present the data that will inform your project. Examples.docx
Compile and present the data that will inform your project. Examples: pie charts, bar charts, line charts, column charts, poll results, survey results, trend graphs, timelines, raw data table, summary table, narrative summary table, etc. Briefly introduce your data, present your data, then write a 200-word explanation of the data type and why this type of data is beneficial for your project. Example data types: primary, secondary, qualitative, quantitative, categorical, mixed, cross-sectional, longitudinal, etc. Incorporate concepts and key terms from the course.
Examples:
· Compile various poll results into a bar graph.
· Compile multiple financial results to develop a trend graph.
· Annotate studies in a narrative summary table.
· Create a timeline graph of historical events.
· Develop a bar graph of demographics.
· Compile raw data into a table.
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Compiled by Jennifer Miros, MPT , Cynthia Frisina, MA, Gavin C.docx
Compiled by Jennifer Miros, MPT , Cynthia Frisina, MA, Gavin Colquitt, Ed.D
Updated September 2018. List is not inclusive.
Adaptive Sports Programs & Resources 2018
International & National Adaptive Sports Organizations:
Cerebral Palsy International Sport & Recreation Association (CPISRA) www.cpisra.org CPISRA is the
leading international sports organization governing and promoting sport and recreation for Cerebral Palsy
(CP) and related neurological conditions throughout the World. CPISRA is one of only four International
Organizations of Sport for the Disabled (IOSD) recognized by the International Paralympic Committee
(IPC) to represent impairment groups. CPISRA’s vision is that all people who have CP or related
neurological conditions have the opportunity to benefit from and participate in sport and recreation
throughout the World.
National Center on Health, Physical Activity and Disability (NCHPAD) http://www.nchpad.org
is positioned to effect change in health promotion/obesity management among people with disabilities
through its history of providing advocacy, services and programs to numerous organizations and people
throughout the country. The primary focus of the Center’s approach is to collaborate with the nation’s
leading health advocacy and disability organizations in linking them to the hundreds of program
initiatives ongoing across the nation, using this framework to build inclusion and integration into existing
programs.
US Paralympic Sport Clubs https://www.teamusa.org/us-paralympics/gateway-to-gold/paralympic-
sport-clubs U.S. Paralympics partners with community-based adaptive sport organizations from across
the US to create a network of Paralympic Sport Clubs providing local sport programming for individuals
with Paralympic-eligible impairments, including physical disabilities and visual impairments. While many
Paralympic Sport Clubs focus on grassroots programming, many also provide opportunities at the national
and international levels. By supporting Paralympic Sport Clubs with resources including coaching
education and program development courses, U.S. Paralympics and its National Governing Bodies/High
Performance Management Organizations have helped increase the availability of sport programming for
athletes with Paralympic-eligible impairments. Currently operating in 48 states and Washington, D.C.,
U.S. Paralympics is committed to partnering with organizations across the United States to ensure
Paralympic Sport Clubs are available in all 50 states.
Disabled Sports USA (DSUSA) http://www.disabledsportsusa.org - Disabled Sports USA’s mission is to
provide national leadership and opportunities for individuals with disabilities to develop independence,
confidence, and fitness through participation in community sports, recreation and educational programs.
Disabled Sports USA is a nation-wide network of community-based chapters offering a variety of
recreation programs. DSUSA sanct.
Compiled FRAMEWORK Framework for the Preparation and .docx
Compiled FRAMEWORK
Framework for the
Preparation and
Presentation of Financial
Statements
This compiled Framework applies to annual reporting periods beginning on
or after 1 July 2014. Early application is permitted. It incorporates relevant
amendments made up to and including 4 June 2014.
Prepared on 15 March 2016 by the staff of the Australian Accounting
Standards Board.
FRAMEWORK-compiled 2 COPYRIGHT
Obtaining Copies of the Framework
Compiled versions of the Framework, the original Framework and amending
pronouncements (see Compilation Details) are available on the AASB
website: www.aasb.gov.au.
Australian Accounting Standards Board
PO Box 204
Collins Street West Victoria 8007
AUSTRALIA
Phone: (03) 9617 7637
E-mail: [email protected]
Website: www.aasb.gov.au
Other Enquiries
Phone: (03) 9617 7600
E-mail: [email protected]
COPYRIGHT
© Commonwealth of Australia 2016
This compiled AASB Framework contains IFRS Foundation copyright
material. Reproduction within Australia in unaltered form (retaining this
notice) is permitted for personal and non-commercial use subject to the
inclusion of an acknowledgment of the source. Requests and enquiries
concerning reproduction and rights for commercial purposes within Australia
should be addressed to The Director of Finance and Administration,
Australian Accounting Standards Board, PO Box 204, Collins Street West,
Victoria 8007.
All existing rights in this material are reserved outside Australia.
Reproduction outside Australia in unaltered form (retaining this notice) is
permitted for personal and non-commercial use only. Further information
and requests for authorisation to reproduce for commercial purposes outside
Australia should be addressed to the IFRS Foundation at www.ifrs.org.
FRAMEWORK-compiled 3 CONTENTS
CONTENTS
COMPILATION DETAILS
COMPARISON WITH IASB FRAMEWORK
FRAMEWORK FOR THE PREPARATION AND PRESENTATION OF
FINANCIAL STATEMENTS
Paragraphs
Application Aus1.1 – Aus1.5
Introduction
Purpose and Status 1 – 4
Scope 5
Underlying Assumptions
Going Concern 23
The Elements of Financial Statements 47 – 48
Financial Position 49 – 52
Assets 53 – 59
Liabilities 60 – 64
Equity 65 – 68
Performance 69 – 73
Income 74 – 77
Expenses 78 – 80
Capital Maintenance Adjustments 81
Recognition of the Elements of Financial Statements 82 – 84
The Probability of Future Economic Benefit 85
Reliability of Measurement 86 – 88
Recognition of Assets 89 – 90
Recognition of Liabilities 91
Recognition of Income 92 – 93
Recognition of Expenses 94 – 98
Measurement of the Elements of Financial Statements 99 – 101
Concepts of Capital and Capital Maintenance
Concepts of Capital 102 – 103
Concepts of Capital Maintenance and the Determination
of Profit 104 – 110
FRAMEWORK-compiled 4 CONTENTS
Appendix: Objective and Qualitative Characteristics
Chapter 1: The Objective of General Purpose Finan.
Competitive Forces Analysis Group Assignment Do some research to.docx
Competitive Forces Analysis Group Assignment
Do some research to find an organization that is selling a product or a service. Using the Five Forces Model, write an analysis of how Information Technology/Information Systems (IT/IS) is or could impact EACH of the 5 forces (positively or negatively) in your chosen organization. For a richer analysis, feel free to discuss and reference any other strategic models or material from the text, but remember you MUST analyze the firm with respect to IT/IS and each of the forces. A grading rubric is also posted on BB along with these instructions.
Choose an organization that allows for a robust discussion. This includes firms you may know about or can find information about (via interviews, readings, research etc.).
This work should show that you clearly understand each of the forces, you understand how each force is impacting your organization, and you understand the role IT/IS either is having or could have with respect to each force.
You should be specific; general statements without examples or detail will not be well received. You may find that your firm is not using IT/IS to impact a particular force (as far as you can tell). Stretch yourself to come up with possibilities as to how they COULD use IT/IS for positive impact. Again, be specific. Do not simply say “they need an information system for customers.” Rather, be certain to describe what type of system (or functionality of the system) you would recommend and why this system would make a difference.
This is a formal paper and should be free of grammar, word usage, and sentence structure errors. The paper must be well organized and free of typos. All work MUST be cited in both a Works Cited page and inside the text. All group members should proofread the final draft CAREFULLY prior to submission.
No page length rule. Just get the job done – well. Each team member should contribute equally Please do not assign a different person to write sections of the paper and expect to just tie them together. This will lead to a fragmented paper and will not earn a solid grade. You should discuss the material (that each member contributes to) and come up with a cohesive product that flows well and meets all requirements.
YOU MUST SUBMIT PEER Review statements IN CLASS or Your grade will be drastically reduced if the review is NOT received. The reviews should follow the guidelines of the peer reviews that accompanied your previous group work.
A WELL DEVELOPED SUBMISSION should include the following material/discussions:
I. Introduction./Description of the Firm (This section is mainly devoted to facts about the firm to the “what”) its industry, its market, its competitive position (in general) including but not limited to the following: What kind of firm located where? i.e. medium sized manufacturing firm in the Midwest. What are their products/services or type of products/services? (what do they sell?)
II. Analysis Section. (Bulk of paper. Develop d.
Competitive AnalysisCompany HighlightsDirect C.docx
Competitive Analysis
Company Highlights
Direct Competitors:
Company Highlights
Lovers and Friends
Raissa Gerona, and Mitch
Moseley launched the fashion
brand, Lovers and Friends, in
2010. Since then, the brand
has become a blogger
favorite. The brand prides itself
in its origins, and strives to
create content and product
that reflect it.
Competitive Advantage:
Lovers and Friends’
competitive advantage is
attached to the fact that they
are very much connected to
their L.A. origins. This pride,
which reflects in their brands’
image as a whole, has allowed
them to attract and develop
an L.A.-loving cult that is
devoted to sporting their
goods.
Shrimps
Shrimps is a fashion label
created by London-based
designer, Hannah Weiland. It
was launched in 2013, and has
grown immensely since then.
Originally gaining widespread
recognition as a result of the
faux fur coat, the label has
now also become
distinguished for its
accessories.
Competitive Advantage:
Shrimps’ competitive
advantage is the fact that it
has become known for leading
the conversation on
cruelty-free fashion. As a
result of this, they have gained
a niche and special market
that only they can cater to.
Indirect Competitors:
Company Highlights
Nasty Gal
Nasty Gal was founded in
2006 by Sophia Amoruso in
San Francisco, California. It is
an L.A. based brand that
began by selling vintage
pieces on Ebay, and thirteen
years later has grown into an
appealing fashion brand
directed at young adults; it
now sells clothing, shoes, and
accessories under its own
label.
Competitive Advantage:
Nasty Gal’s competitive
advantage lies in the fact that
it was founded by a person
whose story has inspired its
customers, and which has
created a loyal and special
following for the brand.
Asos
Asos is a British online fashion
retailer. The company was
founded in June of 2000, and
is directed at young adult
consumers. The brand sells its
own line of goods, and also
carries other brands.
Competitive Advantage:
Asos has a competitive
advantage in that it provides
the customer with various
options in regards to brands
and styles. Not only that, but
the brand is inclusive of all
shapes and sizes, and makes it
evident through their website
and content.
Market Information
Shrimps
Target Market:
★ Ages 25-45
★ Includes various ethnicities
★ Mature female professionals
★ Income: $90,000-$120,000
★ Location: City
★ Lead a sophisticated, luxurious lifestyle
★ Aware of the impact of their purchases
Direct Competitors:
Market Information
Market Share:
Since its emergence in 2013, it is evident that Shrimps has gained
immense market share, and continues to do so. This is evident
through the brand’s faux fur specialty, which has created a unique
set of customers for the brand that only they appeal to.
Marketing Strategy:
As for their marketing strategy, like other newer brands, it seems t.
Competition and Qualityin Health Care MarketsFull text.docx
Competition and Quality
in Health Care Markets
Full text available at: http://dx.doi.org/10.1561/0700000024
Competition and
Quality in Health
Care Markets
Martin Gaynor
H. John Heinz III School of Public Policy and
Management, Carnegie Mellon University and
National Bureau of Economic Research,
Leverhulme Centre for Market and Public Organisation
University of Bristol UK
[email protected]
Boston – Delft
Full text available at: http://dx.doi.org/10.1561/0700000024
Foundations and Trends R© in
Microeconomics
Published, sold and distributed by:
now Publishers Inc.
PO Box 1024
Hanover, MA 02339
USA
Tel. +1-781-985-4510
www.nowpublishers.com
[email protected]
Outside North America:
now Publishers Inc.
PO Box 179
2600 AD Delft
The Netherlands
Tel. +31-6-51115274
The preferred citation for this publication is M. Gaynor, Competition and Quality
in Health Care Markets, Foundations and Trends
R© in Microeconomics, vol 2, no 6,
pp 441–508, 2006
Printed on acid-free paper
ISBN: 978-1-60198-007-6
c© 2006 M. Gaynor
All rights reserved. No part of this publication may be reproduced, stored in a retrieval
system, or transmitted in any form or by any means, mechanical, photocopying, recording
or otherwise, without prior written permission of the publishers.
Photocopying. In the USA: This journal is registered at the Copyright Clearance Cen-
ter, Inc., 222 Rosewood Drive, Danvers, MA 01923. Authorization to photocopy items for
internal or personal use, or the internal or personal use of specific clients, is granted by
now Publishers Inc for users registered with the Copyright Clearance Center (CCC). The
‘services’ for users can be found on the internet at: www.copyright.com
For those organizations that have been granted a photocopy license, a separate system
of payment has been arranged. Authorization does not extend to other kinds of copy-
ing, such as that for general distribution, for advertising or promotional purposes, for
creating new collective works, or for resale. In the rest of the world: Permission to pho-
tocopy must be obtained from the copyright owner. Please apply to now Publishers Inc.,
PO Box 1024, Hanover, MA 02339, USA; Tel. +1 781 871 0245; www.nowpublishers.com;
[email protected]
now Publishers Inc. has an exclusive license to publish this material worldwide. Permission
to use this content must be obtained from the copyright license holder. Please apply to now
Publishers, PO Box 179, 2600 AD Delft, The Netherlands, www.nowpublishers.com; e-mail:
[email protected]
Full text available at: http://dx.doi.org/10.1561/0700000024
Foundations and Trends R© in
Microeconomics
Volume 2 Issue 6, 2006
Editorial Board
Editor-in-Chief:
W. Kip Viscusi
Vanderbilt University
Editors
Richard Carson, UC San Diego (environmental economics)
Joseph Harrington, Johns Hopkins University (industrial organization)
Tom Kniesner, Syracuse University (labor economics)
Mark V. Pauly, University of Pennsylvania (health economics)
David Wild.
CompetencyUse collaboration techniques to correct written do.docx
Competency
Use collaboration techniques to correct written documents.
Instructions
Show your ability to analyze, correct, and revise the
following rough draft
,
giving your input on the revision necessary to improve the quality of this essay. You will show successful completion of this deliverable by:
Providing feedback for corrections/alterations using the Comments feature in Word (Review tab).
Respond to the six questions at the end of the student rough draft linked above.
Use complete sentences in all of your responses.
.
CompetencyThis competency will allow you to dissect examples.docx
Competency
This competency will allow you to dissect examples of workplace communication and construct solutions using communication methodology.
Instructions
In your role as NoJax's organizational behavior consultant, you continue to focus on the area of communication. Before this company can expand into other markets, there are barriers within their communication processes that need to be addressed. To help NoJax build better-working relationships with their employees, some areas of communication will need to be changed.
Use what you learned about workplace communication in this module to write a report that assesses the following areas of NoJax based on the
company background document
.
Identify perceived barriers within the management structure that may hinder the process of communication.
What are potential problems that management may have when communicating with employees?
Based on the culture of the company and management backgrounds, what do you think may be obstructing communication? Support your thoughts with relevant evidence from the company background.
Grading Rubric
FFCBA01234No PassNo PassCompetenceProficiencyMastery
Not SubmittedNo identification of barriers within structure and nothing about the process of communication.Identified barriers within structure and lack of communication process but no supporting evidence.Identified barriers and lack of process of communication but explanation is underdeveloped.Identified barriers and lack of process of communication and fully explains basic features.Not SubmittedNo identification of potential communication problems between management and employees.Identified potential communication problems between management and employees, but didn't explain them.Identified potential communication problems between management and employees, but only partially explained them.Identified potential communication problems between management and employees, and fully explained them.Not SubmittedNo obstructions identified in communication from the culture.Identified obstructions in communication from the culture but didn't provide supporting evidence.Identified obstructions in communication from the culture and provided some supporting evidence.Identified obstructions in communication from the culture and provided relevant supporting evidence.Not SubmittedNo obstructions identified in communication from management backgrounds.Identified some obstructions in communication from management backgrounds, but did not provide supporting evidence.Identified perceived obstructions in communication from management backgrounds, and provided some supporting evidence.Identified perceived obstructions in communication from management backgrounds, and provided relevant supporting evidence.
.
CompetencyThis competency will allow you to demonstrate your u.docx
Competency
This competency will allow you to demonstrate your understanding of prominent sociological theories and how they impact the digital world.
Instructions
You are working for a local department store in the Operations Department. You notice that their business practices and use of technology are not up to date. The Human Resources Department does not have adequate computer access and often requires employees to complete some business at home. They also require prospective employees to apply from home. You recognize that not all people have personal computers, and some might be accessing business and personal records from a public computer. There are two prominent sociological theories that can be used to easily examine computer usage for individuals and organizations. Those theories are Conflict Theory and Symbolic Interaction Theory.
At a staff meeting, you and your team are engaged in a discussion about the use of technology on both an individual and organizational level. You cite the digital divide as a major concern. Your store is considering an upgrade in some or all of their technological resources.
Recognizing that you are technologically savvy, your supervisor asks you to generate a visual comparison that considers the use of public computers versus a personal computer. You will rank concepts such as ease of use, time, and comfort in completing tasks, security factors, email management, and safety in conducting business that is typically completed on a computer that may lead someone to experience the digital divide (a difference between groups of people and their use of digital technology). You will also need to consider the sociological theories named above and explain how from a sociological perspective, it would benefit or hinder the store you work in to upgrade their technology.
Your comparison should consider various factors identified below and will illustrate the benefits and some potential limitations of utilizing technology. Your presentation will be presented to your supervisor and other members of the Operations Department in order to determine which, if any, components of the store's current technological operations will be updated. The visual comparison can be in any engaging format that you select.
For this comparison chart, you are to reflect upon and address the following sets of questions/information.
Define conflict theory.
Define symbolic interaction theory.
Discuss how each of these theories would explain the use of technology and the development of the digital world we now live.
Consider multiple ways that society has changed in the past several decades and what contributed to that change.
Provide examples of technological growth and change over the past several decades.
Make direct correlations between the technologies that exist and the changes that have occurred at the organizational and societal levels in the past several decades.
Define digital divide.
Consider factors that create the .
CompetencyPrepare and evaluate the use of media visuals to impr.docx
Competency
Prepare and evaluate the use of media visuals to improve persuasive and marketing communication.
Scenario
You are a visual communication expert for a company that creates and maintains websites for large businesses and organizations. They called a meeting a few days ago to bring various departments together for a "think tank" session. The goal of this session was to update the images and visual elements on the website of your newest client: a large medical facility's website. Currently, they are using the same website images across all websites in the following American locations: New York City, Miami, Phoenix, and Denver.
As the meeting progressed, several people posed several situational conversations. You took careful notes during the meeting, and as you review them at home, you decide to create a video to address all the issues discussed.
In less than seven minutes, your video will outline the importance of using cultural familiarity, perspective framing, and emotional appeal in order to visually persuade viewers in all of these different locations. For clarity, you decide to include specific visual images and examples that could replace current website images for each situation. During the video, you plan to include audio explanations to prove your points to the other "think tank" members.
You review the situational conversation notes:
Carol asks: "Why can't we just use the same images that are already being used for all the different locations? All the images of the medical staff look American enough."
Daniel states: "Let's use images of families in all of the images that scroll through the main website page. That will catch everyone's eye-everyone has a family somewhere."
Caleb questions: "The pictures we use should all be outdoors and of people having fun. Isn't that what all patients want to see when they visit the medical facilities website?"
Heather states: "Maybe we should think like the potential patients that might visit this website. What would those patients want to see regarding this facility?"
Samuel asks: "How can we use images to get people to feel like they will get better, or experience a miracle, or receive better treatment here than at some other facility?"
Instructions
The presentation must include a visual and an audio recording
.
CompetencySelect appropriate nursing interventions for clien.docx
Competency
Select appropriate nursing interventions for clients with lower gastrointestinal disorders.
Scenario
Patient and family education is important in increasing adherence. To provide education to patient and families, you are going to create a poster about a gastrointestinal disorder that will be displayed in a physician’s office.
Instructions
Please be sure to include the following in your poster design.
Overview of the disorder
Causes of the disorder
Diagnostic tests to diagnosis the disorder
Assessment findings
Multidimensional nursing care interventions for the disorder
Resources
For assistance with research, refer to the
Nursing Research Guide
.
.
CompetencyPoint out how Einstein’s special and general relat.docx
Competency
Point out how Einstein’s special and general relativity theories impact modern technology.
Instructions
In a two-page paper, identify the physics principles contained within the following scenario. Explain how these principals connect to Einstein's theory of relativity or in modern applications in physics. If you use a GPS option on your car or a mobile device, you are using Einstein's theory of relativity. Finally, provide another example from your own experience, then compare and contrast your scenario to the provided example below.
Scenario
Mandy took a trip to Rome, Italy. She gazed out over the open ocean 20,000 feet below as her airplane began its descent to her final destination of Rome. It had been a long flight from New York to Rome, but she as she stretched, and her bones creaked as though she was old, she knew that in fact, she was a tiny bit younger than her compatriots back home, thanks to traveling at hundreds of miles per hour. In fact, time for her was running differently compared to her friends in New York for two reasons: the speed at which she had traveled and the height of the airplane above the Earth. Neither, though, were noticeable.
.
CompetencyIdentify the role of music, poetry, prose, and vis.docx
Competency
Identify the role of music, poetry, prose, and visual art in the modern world and workplace.
Scenario
You have been asked to be on the town’s board of Cultural Affairs. When you step into your new role, you quickly realize that the organization is in trouble; the other board members have been on the board for a long time and haven’t done much in recent years. They explain that there is no money in the budget.You hear about a grant opportunity. Every year, a wealthy resident of your town, Mr. Brown, offers a grant of $10,000 to one local organization. In the past, he has never given this grant to an arts organization because, in the words of another board member, “Mr. Brown does not think the arts are important.”If you can change Mr. Brown’s mind about the importance of the arts in your community, you might just get the grant and be able to revitalize the town’s cultural arts scene!Write the grant proposal summary for review by a few board members to be sure you are on the right track for the grant.
Instructions
Compose this document in the format of a letter to Mr. Brown. Your letter should include:
two to three paragraphs using persuasive language.
concisely written paragraphs using bullet-points if possible.
a beginning paragraph that immediately captures the reader's attention, using a story, surprising fact, or insightful quote.
a complete but brief synopsis of the details in the proposal.
the reason for the proposal and how the grant money will be used.
NOTE
- Be sure the documents display proper grammar, spelling, punctuation, and sentence structure.
.
competencyFormulate, express, and support individual perspective.docx
competency
Formulate, express, and support individual perspectives on diverse works and issues.
For this assessment task, you are asked to act as a critic for one of the various subjects under the umbrella of the subject Humanities. Through a series of critiques, you will be demonstrating your background knowledge on these subjects and the themes studied in the Humanities. In general, a critic evaluates a work or piece based on a common language of a subject. For example, certain terminology is used in the film industry for aesthetic, whereas other terminology is used in architecture. Aside from a common language of art, each subject usually includes a history of influence-how a work was influenced by other works and how a work influence aspects of today's art and culture. Critics use this common body of history and aesthetic to offer critiques, or judgements on the validity of the importance of aesthetic (it's representation of beauty).
EDU734: Teaching and
Learning Environment
Week.2: Effective
Teaching
Topic goals:
Study different models relating to an effective teacher
Develop critical analysis about the attributes of
an effective teacher
Forum:
Identify the characteristics of an effective teacher and
support your arguments using some references sources and
examples.
Watch the video and provide an assessment on the
teaching process and explain if it can be considered
as effective teaching or not.
Task:
Choose an article for critical review and send the title
to your tutor.
EDU734: Teaching and Learning Environment Page 1
EDU734: Teaching and
Learning Environment
2. What are the attributes of an effective teacher?
2.1 The role model (1900-1930)
• An effective teacher was a person – an exemplar- who responds to the rules
of the community as a good citizen, a good parent and a good professional.
• The teacher had to be honest, hardworking, friendly, generous and polite.
Also they had to present these attributes in the classroom. Additional they
had to demonstrate these attributes in the classroom by being strict,
organized, disciplined, visionary and committed (Borich, 1992).
2.2.Presage- process -product studies (1930s-1940s)
These studies discriminated three variables:
1. The presage variable : the formative experience of the teacher
(experinece prior to entering the classroom) .
2. The process variables: related with actions that occurred in the
classroom, i.e. activities of the teacher and the students, were called
process variables.
3. The product variables were the outcomes that most often related to
the progress ‘ results of the implementation of the process
4. At this period of time the studies attempted to identify the
psychological characteristics for effective teaching. Finally they
presented some characteristic which affects the teacher’s effectiveness
like personality traits (e.g..
CompetencyIdentify and create sensory elements of visual media.docx
Competency
Identify and create sensory elements of visual media communication to attract viewer attention.
Scenario
You are a member of a committee at your child's school. The committee has been assigned the task to design a flyer for the students to take home to their parents. The purpose of the flyer is to notify parents about the upcoming Field Day for all students. They have specified that it can only be one-page in length, and they have encouraged creativity to catch the eyes of the parents.
Several parents wish to participate, so the leader of the committee creates a fun flyer competition. She asks that each person creates his/her own flyer and create a screen share to persuade the committee to choose your flyer. The screen share should visually show the flyer and include a verbal explanation regarding why your flyer will best attract the eyes of the parents.
Since you are extremely creative, you know that in order to capture the parents' attention and win this competition, you will need to use color, lines, balance, and contrast visual elements.
1. Creates flyer which accurately analyze effects of color on specified audience.
2. detailed colorful flyer
3. explain why your flyer will atract parents on seperate word document
.
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance
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Completar
Complete the chart with the correct verb forms.
infinitivo
conducir
(1)
[removed]
(blank)
(2)
[removed]
(blank)
yo
(3)
[removed]
(blank)
(4)
[removed]
(blank)
quise
usted
(5)
[removed]
(6)
[removed]
(7)
[removed]
nosotras
(8)
[removed]
(9)
[removed]
(10)
[removed]
ellos
(11)
[removed]
pudieron
(12)
[removed]
Completar
Fill in the blanks with the preterite form of the appropriate verbs.
Tú le
[removed]
(traer, estar) un regalo a Julián, ¿verdad?
Ayer
[removed]
(blank)
(traducir, haber) una boda en el Club Campestre.
El sábado pasado yo
[removed]
(blank)
(dar, saber) una fiesta en mi casa, pero no
[removed]
(poner, venir) nadie.
Alejandra y Cristian
[removed]
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Write sentences using the information provided. Use the preterite and make any necessary changes.
Modelo
nosotros / decir / verdad
Nosotros dijimos la verdad.
ustedes / darle / beso / recién casado
[removed]
(blank)
¿cuándo / saber / tú / fecha / de la graduación?
[removed]
(blank)
yo / poner / flan de caramelo / en / mesa
[removed]
(blank)
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[removed]
(blank)
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El cumpleaños
Fill in the blanks with the correct preterite form of the verbs from the box. Some verbs may be used more than once. Two verbs will not be used.
dar
estar
haber
hacer
jubilarse
poder
poner
saber
sonreír
tener
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traer
El mes pasado mi esposo y yo
(1)
[removed]
(blank)
una gran fiesta para nuestra hija, quien cumplió tres años. Nosotros invitamos a treinta personas, pero en la fiesta sólo
(2)
[removed]
(blank)
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(3)
[removed]
(blank)
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(4)
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(blank)
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(blank)
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(8)
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(blank)
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CompletarFill in the blanks with the correct present tense form .docx
Completar
Fill in the blanks with the correct present tense form of the verbs in parentheses. Include the indirect object pronoun.
A Ernesto y a Alejandro _____ el golf. (fascinar)
A la señora Robles _____ las ruinas de Machu Picchu. (interesar)
A ustedes _____ cantar y bailar. (aburrir)
A mí _____ la educación. (importar)
A nosotros _____ ducharnos con agua fría. (molestar)
Oraciones
Write sentences using the information provided. Use the preterite or the present tense as indicated and make any necessary changes.
(a ti) / molestar / despertarse / temprano (presente)
___________________________________________
(a José) / quedar / bien / zapatos / anaranjado (pretérito)
___________________________________________
¿(a ustedes) / encantar / sus vacaciones / playa? (pretérito)
___________________________________________
(a Carlos y a mí) / aburrir / clases de sociología (presente)
___________________________________________
En el cine
Complete the paragraph with the appropriate word(s).
Ayer mis amigos Esteban, Ana, Olivia y yo fuimos al cine a ver la nueva película de Javier Bardem. A mí me
______
la película porque Javier es uno de mis actores favoritos. Pero a
______
le
______
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______
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scenes
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______
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.
CompletarComplete the chart with the correct verb forms.infi.docx
Completar
Complete the chart with the correct verb forms.
infinitivo
conducir
(1) [removed]
(2) [removed]
yo
(3) [removed]
(4) [removed]
quise
usted
(5) [removed]
(6) [removed]
(7) [removed]
nosotras
(8) [removed]
(9) [removed]
(10) [removed]
ellos
(11) [removed]
pudieron
(12) [removed]
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Fill in the blanks with the preterite form of the appropriate verbs.
Tú le [removed] (traer, estar) un regalo a Julián, ¿verdad?
Ayer [removed] (traducir, haber) una boda en el Club Campestre.
El sábado pasado yo [removed] (dar, saber) una fiesta en mi casa, pero no [removed] (poner, venir) nadie.
Alejandra y Cristian [removed] (decir, hacer) que quieren celebrar su aniversario en México.
Oraciones
Write sentences using the information provided. Use the preterite and make any necessary changes.
Modelo
nosotros / decir / verdad
Nosotros dijimos la verdad.
ustedes / darle / beso / recién casado
[removed]
¿cuándo / saber / tú / fecha / de la graduación?
[removed]
yo / poner / flan de caramelo / en / mesa
[removed]
Antonio y yo / estar / Madrid / verano pasado
[removed]
¿qué / hacer / Nicolás y Fernanda / después de / divorcio?
[removed]
El cumpleaños
Fill in the blanks with the correct preterite form of the verbs from the box. Some verbs may be used more than once. Two verbs will not be used.
dar
estar
haber
hacer
jubilarse
poder
poner
saber
sonreír
tener
traducir
traer
El mes pasado mi esposo y yo
(1) [removed]
una gran fiesta para nuestra hija, quien cumplió tres años. Nosotros invitamos a treinta personas, pero en la fiesta sólo
(2) [removed]
veintiocho invitados porque la señora Casas y su hija no
(3) [removed]
venir. Mi madre
(4) [removed]
unas lasañas deliciosas y mis hermanas
(5) [removed]
flores (
flowers
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balloons
) para decorar la casa. Después de comer pastel, mi hermano
(6) [removed]
música y todos bailamos. Los invitados se fueron a las cinco de la tarde. Luego mi esposo
(7) [removed]
que lavar los platos y yo
(8) [removed]
una lista de las tarjetas (
cards
) de agradecimiento (
gratitude
) que tenemos que escribir.
.
Complet vector.dep.inc# This code depends on make tool being .docx
Complet vector/.dep.inc
# This code depends on make tool being used
DEPFILES=$(wildcard $(addsuffix .d, ${OBJECTFILES} ${TESTOBJECTFILES}))
ifneq (${DEPFILES},)
include ${DEPFILES}
endif
Complet vector/build/Debug/Cygwin-Windows/main.o
Complet vector/build/Debug/Cygwin-Windows/main.o.d
build/Debug/Cygwin-Windows/main.o: main.cpp SimpleVector.h
SimpleVector.h:
Complet vector/dist/Debug/Cygwin-Windows/complet_vector.exe
Complet vector/main.cppComplet vector/main.cpp/*
* File: main.cpp
* Author: Bebo
* Created on April 8, 2019, 6:18 PM
* Purpose:Complex Vector
*/
#include<cstdlib>
#include"SimpleVector.h"
//System Libraries
#include<iostream>//Input/Output Library
usingnamespace std;
//User Libraries
//Global Constants, no Global Variables are allowed
//Math/Physics/Conversions/Higher Dimensions - i.e. PI, e, etc...
//Function Prototypes
void fillVec(SimpleVector<int>&);
void addVec(SimpleVector<int>&);
void delVec(SimpleVector<int>&);
void prntVec(SimpleVector<int>&,int);
//Execution Begins Here!
int main(int argc,char** argv){
//Declare Variables
int size;
//Read in the size
cout<<"What size vector to test?"<<endl;
cin>>size;
SimpleVector<int> sv(size);
//Initialize or input i.e. set variable values
fillVec(sv);
//Display the outputs
prntVec(sv,10);
//Add and subtract from the vector
addVec(sv);
//Display the outputs
prntVec(sv,10);
//Add and subtract from the vector
delVec(sv);
//Display the outputs
prntVec(sv,10);
//Exit stage right or left!
return0;
}
void addVec(SimpleVector<int>&sv){
int add=sv.size()*0.1;
for(int i=1;i<=add;i++){
sv.push_front(i+add-1);
sv.push_back(i-add);
}
}
void delVec(SimpleVector<int>&sv){
int del=sv.size()*0.2;
for(int i=1;i<=del;i++){
sv.pop_front();
sv.pop_back();
}
}
void fillVec(SimpleVector<int>&sv){
for(int i=0;i<sv.size();i++){
sv[i]=i%10;
}
}
void prntVec(SimpleVector<int>&sv,int n){
cout<<endl;
for(int i=0;i<sv.size();i++){
cout<<sv[i]<<" ";
if(i%n==(n-1))cout<<endl;
}
cout<<endl;
}
Complet vector/Makefile
#
# There exist several targets which are by default empty and which can be
# used for execution of your targets. These targets are usually executed
# before and after some main targets. They are:
#
# .build-pre: called before 'build' target
# .build-post: called after 'build' target
# .clean-pre: called before 'clean' target
# .clean-post: called after 'clean' target
# .clobber-pre: called before 'clobber' target
# .clobber-post: called after 'clobber' target
# .all-pre: called before 'all' target
# .all-post: called after 'all' target
# .help-pre: called before 'help' target
# .help-post: called after 'help' target
#
# Targets beginning with '.' are not intended to be called on their own.
#
# Main targets can be executed dire.
Complementary Therapies in Medicine (2012) 20, 377—384Ava.docx
Complementary Therapies in Medicine (2012) 20, 377—384
Available online at www.sciencedirect.com
j o u r n a l h o m e p a g e : w w w . e l s e v i e r h e a l t h . c o m / j o u r n a l s / c t i m
Argentine tango dance compared to mindfulness
meditation and a waiting-list control: A randomised
trial for treating depression
Rosa Pinniger a,∗, Rhonda F. Brown a, Einar B. Thorsteinsson a,
Patricia McKinley b,c
a University of New England, Australia
b McGill University, Canada
c Centre Interdisciplinaire de recherché en réadaptation du Montréal metropolitain, Canada
Available online 3 August 2012
KEYWORDS
Depression;
Mindfulness;
Tango dancing;
Psychological stress
Summary
Objectives: To determine whether tango dancing is as effective as mindfulness meditation in
reducing symptoms of psychological stress, anxiety and depression, and in promoting well-being.
Design: This study employed analysis of covariance (ANCOVA) and multiple regression analysis.
Participants: Ninety-seven people with self-declared depression were randomised into tango
dance or mindfulness meditation classes, or to control/waiting-list.
Setting: classes were conducted in a venue suitable for both activities in the metropolitan area
of Sydney, Australia.
Interventions: Participants completed six-week programmes (1½ h/week of tango or medita-
tion). The outcome measures were assessed at pre-test and post-test.
Main outcome measures: Depression, Anxiety and Stress Scale; The Self Esteem Scale; Satisfac-
tion with Life Scale, and Mindful Attention Awareness Scale.
Results: Sixty-six participants completed the program and were included in the statistical anal-
ysis. Depression levels were significantly reduced in the tango (effect size d = 0.50, p = .010),
and meditation groups (effect size d = 0.54, p = .025), relative to waiting-list controls. Stress
levels were significantly reduced only in the tango group (effect size d = 0.45, p = .022). Attend-
ing tango classes was a significant predictor for the increased levels of mindfulness R2 = .10,
adjusted R2 = .07, F (2,59) = 3.42, p = .039.
Conclusion: Mindfulness-meditation and tango dance could be effective complementary
adjuncts for the treatment of depression and/or inclusion in stress management programmes.
Subsequent trials are called to explore the therapeutic mechanisms involved.
Crown Copyright © 2012 Publish
∗ Corresponding author at: School of Behavioural, Cognitive and Social
Tel.: +61 2 6773 2410; fax: +61 2 6773 3820.
E-mail address: [email protected] (R. Pinniger).
0965-2299/$ — see front matter. Crown Copyright © 2012 Published by E
http://dx.doi.org/10.1016/j.ctim.2012.07.003
ed by Elsevier Ltd. All rights reserved.
Sciences, University of New .
Compile and present the data that will inform your project. Examples.docx
Compile and present the data that will inform your project. Examples: pie charts, bar charts, line charts, column charts, poll results, survey results, trend graphs, timelines, raw data table, summary table, narrative summary table, etc. Briefly introduce your data, present your data, then write a 200-word explanation of the data type and why this type of data is beneficial for your project. Example data types: primary, secondary, qualitative, quantitative, categorical, mixed, cross-sectional, longitudinal, etc. Incorporate concepts and key terms from the course.
Examples:
· Compile various poll results into a bar graph.
· Compile multiple financial results to develop a trend graph.
· Annotate studies in a narrative summary table.
· Create a timeline graph of historical events.
· Develop a bar graph of demographics.
· Compile raw data into a table.
.
Compiled by Jennifer Miros, MPT , Cynthia Frisina, MA, Gavin C.docx
Compiled by Jennifer Miros, MPT , Cynthia Frisina, MA, Gavin Colquitt, Ed.D
Updated September 2018. List is not inclusive.
Adaptive Sports Programs & Resources 2018
International & National Adaptive Sports Organizations:
Cerebral Palsy International Sport & Recreation Association (CPISRA) www.cpisra.org CPISRA is the
leading international sports organization governing and promoting sport and recreation for Cerebral Palsy
(CP) and related neurological conditions throughout the World. CPISRA is one of only four International
Organizations of Sport for the Disabled (IOSD) recognized by the International Paralympic Committee
(IPC) to represent impairment groups. CPISRA’s vision is that all people who have CP or related
neurological conditions have the opportunity to benefit from and participate in sport and recreation
throughout the World.
National Center on Health, Physical Activity and Disability (NCHPAD) http://www.nchpad.org
is positioned to effect change in health promotion/obesity management among people with disabilities
through its history of providing advocacy, services and programs to numerous organizations and people
throughout the country. The primary focus of the Center’s approach is to collaborate with the nation’s
leading health advocacy and disability organizations in linking them to the hundreds of program
initiatives ongoing across the nation, using this framework to build inclusion and integration into existing
programs.
US Paralympic Sport Clubs https://www.teamusa.org/us-paralympics/gateway-to-gold/paralympic-
sport-clubs U.S. Paralympics partners with community-based adaptive sport organizations from across
the US to create a network of Paralympic Sport Clubs providing local sport programming for individuals
with Paralympic-eligible impairments, including physical disabilities and visual impairments. While many
Paralympic Sport Clubs focus on grassroots programming, many also provide opportunities at the national
and international levels. By supporting Paralympic Sport Clubs with resources including coaching
education and program development courses, U.S. Paralympics and its National Governing Bodies/High
Performance Management Organizations have helped increase the availability of sport programming for
athletes with Paralympic-eligible impairments. Currently operating in 48 states and Washington, D.C.,
U.S. Paralympics is committed to partnering with organizations across the United States to ensure
Paralympic Sport Clubs are available in all 50 states.
Disabled Sports USA (DSUSA) http://www.disabledsportsusa.org - Disabled Sports USA’s mission is to
provide national leadership and opportunities for individuals with disabilities to develop independence,
confidence, and fitness through participation in community sports, recreation and educational programs.
Disabled Sports USA is a nation-wide network of community-based chapters offering a variety of
recreation programs. DSUSA sanct.
Compiled FRAMEWORK Framework for the Preparation and .docx
Compiled FRAMEWORK
Framework for the
Preparation and
Presentation of Financial
Statements
This compiled Framework applies to annual reporting periods beginning on
or after 1 July 2014. Early application is permitted. It incorporates relevant
amendments made up to and including 4 June 2014.
Prepared on 15 March 2016 by the staff of the Australian Accounting
Standards Board.
FRAMEWORK-compiled 2 COPYRIGHT
Obtaining Copies of the Framework
Compiled versions of the Framework, the original Framework and amending
pronouncements (see Compilation Details) are available on the AASB
website: www.aasb.gov.au.
Australian Accounting Standards Board
PO Box 204
Collins Street West Victoria 8007
AUSTRALIA
Phone: (03) 9617 7637
E-mail: [email protected]
Website: www.aasb.gov.au
Other Enquiries
Phone: (03) 9617 7600
E-mail: [email protected]
COPYRIGHT
© Commonwealth of Australia 2016
This compiled AASB Framework contains IFRS Foundation copyright
material. Reproduction within Australia in unaltered form (retaining this
notice) is permitted for personal and non-commercial use subject to the
inclusion of an acknowledgment of the source. Requests and enquiries
concerning reproduction and rights for commercial purposes within Australia
should be addressed to The Director of Finance and Administration,
Australian Accounting Standards Board, PO Box 204, Collins Street West,
Victoria 8007.
All existing rights in this material are reserved outside Australia.
Reproduction outside Australia in unaltered form (retaining this notice) is
permitted for personal and non-commercial use only. Further information
and requests for authorisation to reproduce for commercial purposes outside
Australia should be addressed to the IFRS Foundation at www.ifrs.org.
FRAMEWORK-compiled 3 CONTENTS
CONTENTS
COMPILATION DETAILS
COMPARISON WITH IASB FRAMEWORK
FRAMEWORK FOR THE PREPARATION AND PRESENTATION OF
FINANCIAL STATEMENTS
Paragraphs
Application Aus1.1 – Aus1.5
Introduction
Purpose and Status 1 – 4
Scope 5
Underlying Assumptions
Going Concern 23
The Elements of Financial Statements 47 – 48
Financial Position 49 – 52
Assets 53 – 59
Liabilities 60 – 64
Equity 65 – 68
Performance 69 – 73
Income 74 – 77
Expenses 78 – 80
Capital Maintenance Adjustments 81
Recognition of the Elements of Financial Statements 82 – 84
The Probability of Future Economic Benefit 85
Reliability of Measurement 86 – 88
Recognition of Assets 89 – 90
Recognition of Liabilities 91
Recognition of Income 92 – 93
Recognition of Expenses 94 – 98
Measurement of the Elements of Financial Statements 99 – 101
Concepts of Capital and Capital Maintenance
Concepts of Capital 102 – 103
Concepts of Capital Maintenance and the Determination
of Profit 104 – 110
FRAMEWORK-compiled 4 CONTENTS
Appendix: Objective and Qualitative Characteristics
Chapter 1: The Objective of General Purpose Finan.
Competitive Forces Analysis Group Assignment Do some research to.docx
Competitive Forces Analysis Group Assignment
Do some research to find an organization that is selling a product or a service. Using the Five Forces Model, write an analysis of how Information Technology/Information Systems (IT/IS) is or could impact EACH of the 5 forces (positively or negatively) in your chosen organization. For a richer analysis, feel free to discuss and reference any other strategic models or material from the text, but remember you MUST analyze the firm with respect to IT/IS and each of the forces. A grading rubric is also posted on BB along with these instructions.
Choose an organization that allows for a robust discussion. This includes firms you may know about or can find information about (via interviews, readings, research etc.).
This work should show that you clearly understand each of the forces, you understand how each force is impacting your organization, and you understand the role IT/IS either is having or could have with respect to each force.
You should be specific; general statements without examples or detail will not be well received. You may find that your firm is not using IT/IS to impact a particular force (as far as you can tell). Stretch yourself to come up with possibilities as to how they COULD use IT/IS for positive impact. Again, be specific. Do not simply say “they need an information system for customers.” Rather, be certain to describe what type of system (or functionality of the system) you would recommend and why this system would make a difference.
This is a formal paper and should be free of grammar, word usage, and sentence structure errors. The paper must be well organized and free of typos. All work MUST be cited in both a Works Cited page and inside the text. All group members should proofread the final draft CAREFULLY prior to submission.
No page length rule. Just get the job done – well. Each team member should contribute equally Please do not assign a different person to write sections of the paper and expect to just tie them together. This will lead to a fragmented paper and will not earn a solid grade. You should discuss the material (that each member contributes to) and come up with a cohesive product that flows well and meets all requirements.
YOU MUST SUBMIT PEER Review statements IN CLASS or Your grade will be drastically reduced if the review is NOT received. The reviews should follow the guidelines of the peer reviews that accompanied your previous group work.
A WELL DEVELOPED SUBMISSION should include the following material/discussions:
I. Introduction./Description of the Firm (This section is mainly devoted to facts about the firm to the “what”) its industry, its market, its competitive position (in general) including but not limited to the following: What kind of firm located where? i.e. medium sized manufacturing firm in the Midwest. What are their products/services or type of products/services? (what do they sell?)
II. Analysis Section. (Bulk of paper. Develop d.
Competitive AnalysisCompany HighlightsDirect C.docx
Competitive Analysis
Company Highlights
Direct Competitors:
Company Highlights
Lovers and Friends
Raissa Gerona, and Mitch
Moseley launched the fashion
brand, Lovers and Friends, in
2010. Since then, the brand
has become a blogger
favorite. The brand prides itself
in its origins, and strives to
create content and product
that reflect it.
Competitive Advantage:
Lovers and Friends’
competitive advantage is
attached to the fact that they
are very much connected to
their L.A. origins. This pride,
which reflects in their brands’
image as a whole, has allowed
them to attract and develop
an L.A.-loving cult that is
devoted to sporting their
goods.
Shrimps
Shrimps is a fashion label
created by London-based
designer, Hannah Weiland. It
was launched in 2013, and has
grown immensely since then.
Originally gaining widespread
recognition as a result of the
faux fur coat, the label has
now also become
distinguished for its
accessories.
Competitive Advantage:
Shrimps’ competitive
advantage is the fact that it
has become known for leading
the conversation on
cruelty-free fashion. As a
result of this, they have gained
a niche and special market
that only they can cater to.
Indirect Competitors:
Company Highlights
Nasty Gal
Nasty Gal was founded in
2006 by Sophia Amoruso in
San Francisco, California. It is
an L.A. based brand that
began by selling vintage
pieces on Ebay, and thirteen
years later has grown into an
appealing fashion brand
directed at young adults; it
now sells clothing, shoes, and
accessories under its own
label.
Competitive Advantage:
Nasty Gal’s competitive
advantage lies in the fact that
it was founded by a person
whose story has inspired its
customers, and which has
created a loyal and special
following for the brand.
Asos
Asos is a British online fashion
retailer. The company was
founded in June of 2000, and
is directed at young adult
consumers. The brand sells its
own line of goods, and also
carries other brands.
Competitive Advantage:
Asos has a competitive
advantage in that it provides
the customer with various
options in regards to brands
and styles. Not only that, but
the brand is inclusive of all
shapes and sizes, and makes it
evident through their website
and content.
Market Information
Shrimps
Target Market:
★ Ages 25-45
★ Includes various ethnicities
★ Mature female professionals
★ Income: $90,000-$120,000
★ Location: City
★ Lead a sophisticated, luxurious lifestyle
★ Aware of the impact of their purchases
Direct Competitors:
Market Information
Market Share:
Since its emergence in 2013, it is evident that Shrimps has gained
immense market share, and continues to do so. This is evident
through the brand’s faux fur specialty, which has created a unique
set of customers for the brand that only they appeal to.
Marketing Strategy:
As for their marketing strategy, like other newer brands, it seems t.
Competition and Qualityin Health Care MarketsFull text.docx
Competition and Quality
in Health Care Markets
Full text available at: http://dx.doi.org/10.1561/0700000024
Competition and
Quality in Health
Care Markets
Martin Gaynor
H. John Heinz III School of Public Policy and
Management, Carnegie Mellon University and
National Bureau of Economic Research,
Leverhulme Centre for Market and Public Organisation
University of Bristol UK
[email protected]
Boston – Delft
Full text available at: http://dx.doi.org/10.1561/0700000024
Foundations and Trends R© in
Microeconomics
Published, sold and distributed by:
now Publishers Inc.
PO Box 1024
Hanover, MA 02339
USA
Tel. +1-781-985-4510
www.nowpublishers.com
[email protected]
Outside North America:
now Publishers Inc.
PO Box 179
2600 AD Delft
The Netherlands
Tel. +31-6-51115274
The preferred citation for this publication is M. Gaynor, Competition and Quality
in Health Care Markets, Foundations and Trends
R© in Microeconomics, vol 2, no 6,
pp 441–508, 2006
Printed on acid-free paper
ISBN: 978-1-60198-007-6
c© 2006 M. Gaynor
All rights reserved. No part of this publication may be reproduced, stored in a retrieval
system, or transmitted in any form or by any means, mechanical, photocopying, recording
or otherwise, without prior written permission of the publishers.
Photocopying. In the USA: This journal is registered at the Copyright Clearance Cen-
ter, Inc., 222 Rosewood Drive, Danvers, MA 01923. Authorization to photocopy items for
internal or personal use, or the internal or personal use of specific clients, is granted by
now Publishers Inc for users registered with the Copyright Clearance Center (CCC). The
‘services’ for users can be found on the internet at: www.copyright.com
For those organizations that have been granted a photocopy license, a separate system
of payment has been arranged. Authorization does not extend to other kinds of copy-
ing, such as that for general distribution, for advertising or promotional purposes, for
creating new collective works, or for resale. In the rest of the world: Permission to pho-
tocopy must be obtained from the copyright owner. Please apply to now Publishers Inc.,
PO Box 1024, Hanover, MA 02339, USA; Tel. +1 781 871 0245; www.nowpublishers.com;
[email protected]
now Publishers Inc. has an exclusive license to publish this material worldwide. Permission
to use this content must be obtained from the copyright license holder. Please apply to now
Publishers, PO Box 179, 2600 AD Delft, The Netherlands, www.nowpublishers.com; e-mail:
[email protected]
Full text available at: http://dx.doi.org/10.1561/0700000024
Foundations and Trends R© in
Microeconomics
Volume 2 Issue 6, 2006
Editorial Board
Editor-in-Chief:
W. Kip Viscusi
Vanderbilt University
Editors
Richard Carson, UC San Diego (environmental economics)
Joseph Harrington, Johns Hopkins University (industrial organization)
Tom Kniesner, Syracuse University (labor economics)
Mark V. Pauly, University of Pennsylvania (health economics)
David Wild.
CompetencyUse collaboration techniques to correct written do.docx
Competency
Use collaboration techniques to correct written documents.
Instructions
Show your ability to analyze, correct, and revise the
following rough draft
,
giving your input on the revision necessary to improve the quality of this essay. You will show successful completion of this deliverable by:
Providing feedback for corrections/alterations using the Comments feature in Word (Review tab).
Respond to the six questions at the end of the student rough draft linked above.
Use complete sentences in all of your responses.
.
CompetencyThis competency will allow you to dissect examples.docx
Competency
This competency will allow you to dissect examples of workplace communication and construct solutions using communication methodology.
Instructions
In your role as NoJax's organizational behavior consultant, you continue to focus on the area of communication. Before this company can expand into other markets, there are barriers within their communication processes that need to be addressed. To help NoJax build better-working relationships with their employees, some areas of communication will need to be changed.
Use what you learned about workplace communication in this module to write a report that assesses the following areas of NoJax based on the
company background document
.
Identify perceived barriers within the management structure that may hinder the process of communication.
What are potential problems that management may have when communicating with employees?
Based on the culture of the company and management backgrounds, what do you think may be obstructing communication? Support your thoughts with relevant evidence from the company background.
Grading Rubric
FFCBA01234No PassNo PassCompetenceProficiencyMastery
Not SubmittedNo identification of barriers within structure and nothing about the process of communication.Identified barriers within structure and lack of communication process but no supporting evidence.Identified barriers and lack of process of communication but explanation is underdeveloped.Identified barriers and lack of process of communication and fully explains basic features.Not SubmittedNo identification of potential communication problems between management and employees.Identified potential communication problems between management and employees, but didn't explain them.Identified potential communication problems between management and employees, but only partially explained them.Identified potential communication problems between management and employees, and fully explained them.Not SubmittedNo obstructions identified in communication from the culture.Identified obstructions in communication from the culture but didn't provide supporting evidence.Identified obstructions in communication from the culture and provided some supporting evidence.Identified obstructions in communication from the culture and provided relevant supporting evidence.Not SubmittedNo obstructions identified in communication from management backgrounds.Identified some obstructions in communication from management backgrounds, but did not provide supporting evidence.Identified perceived obstructions in communication from management backgrounds, and provided some supporting evidence.Identified perceived obstructions in communication from management backgrounds, and provided relevant supporting evidence.
.
CompetencyThis competency will allow you to demonstrate your u.docx
Competency
This competency will allow you to demonstrate your understanding of prominent sociological theories and how they impact the digital world.
Instructions
You are working for a local department store in the Operations Department. You notice that their business practices and use of technology are not up to date. The Human Resources Department does not have adequate computer access and often requires employees to complete some business at home. They also require prospective employees to apply from home. You recognize that not all people have personal computers, and some might be accessing business and personal records from a public computer. There are two prominent sociological theories that can be used to easily examine computer usage for individuals and organizations. Those theories are Conflict Theory and Symbolic Interaction Theory.
At a staff meeting, you and your team are engaged in a discussion about the use of technology on both an individual and organizational level. You cite the digital divide as a major concern. Your store is considering an upgrade in some or all of their technological resources.
Recognizing that you are technologically savvy, your supervisor asks you to generate a visual comparison that considers the use of public computers versus a personal computer. You will rank concepts such as ease of use, time, and comfort in completing tasks, security factors, email management, and safety in conducting business that is typically completed on a computer that may lead someone to experience the digital divide (a difference between groups of people and their use of digital technology). You will also need to consider the sociological theories named above and explain how from a sociological perspective, it would benefit or hinder the store you work in to upgrade their technology.
Your comparison should consider various factors identified below and will illustrate the benefits and some potential limitations of utilizing technology. Your presentation will be presented to your supervisor and other members of the Operations Department in order to determine which, if any, components of the store's current technological operations will be updated. The visual comparison can be in any engaging format that you select.
For this comparison chart, you are to reflect upon and address the following sets of questions/information.
Define conflict theory.
Define symbolic interaction theory.
Discuss how each of these theories would explain the use of technology and the development of the digital world we now live.
Consider multiple ways that society has changed in the past several decades and what contributed to that change.
Provide examples of technological growth and change over the past several decades.
Make direct correlations between the technologies that exist and the changes that have occurred at the organizational and societal levels in the past several decades.
Define digital divide.
Consider factors that create the .
CompetencyPrepare and evaluate the use of media visuals to impr.docx
Competency
Prepare and evaluate the use of media visuals to improve persuasive and marketing communication.
Scenario
You are a visual communication expert for a company that creates and maintains websites for large businesses and organizations. They called a meeting a few days ago to bring various departments together for a "think tank" session. The goal of this session was to update the images and visual elements on the website of your newest client: a large medical facility's website. Currently, they are using the same website images across all websites in the following American locations: New York City, Miami, Phoenix, and Denver.
As the meeting progressed, several people posed several situational conversations. You took careful notes during the meeting, and as you review them at home, you decide to create a video to address all the issues discussed.
In less than seven minutes, your video will outline the importance of using cultural familiarity, perspective framing, and emotional appeal in order to visually persuade viewers in all of these different locations. For clarity, you decide to include specific visual images and examples that could replace current website images for each situation. During the video, you plan to include audio explanations to prove your points to the other "think tank" members.
You review the situational conversation notes:
Carol asks: "Why can't we just use the same images that are already being used for all the different locations? All the images of the medical staff look American enough."
Daniel states: "Let's use images of families in all of the images that scroll through the main website page. That will catch everyone's eye-everyone has a family somewhere."
Caleb questions: "The pictures we use should all be outdoors and of people having fun. Isn't that what all patients want to see when they visit the medical facilities website?"
Heather states: "Maybe we should think like the potential patients that might visit this website. What would those patients want to see regarding this facility?"
Samuel asks: "How can we use images to get people to feel like they will get better, or experience a miracle, or receive better treatment here than at some other facility?"
Instructions
The presentation must include a visual and an audio recording
.
CompetencySelect appropriate nursing interventions for clien.docx
Competency
Select appropriate nursing interventions for clients with lower gastrointestinal disorders.
Scenario
Patient and family education is important in increasing adherence. To provide education to patient and families, you are going to create a poster about a gastrointestinal disorder that will be displayed in a physician’s office.
Instructions
Please be sure to include the following in your poster design.
Overview of the disorder
Causes of the disorder
Diagnostic tests to diagnosis the disorder
Assessment findings
Multidimensional nursing care interventions for the disorder
Resources
For assistance with research, refer to the
Nursing Research Guide
.
.
CompetencyPoint out how Einstein’s special and general relat.docx
Competency
Point out how Einstein’s special and general relativity theories impact modern technology.
Instructions
In a two-page paper, identify the physics principles contained within the following scenario. Explain how these principals connect to Einstein's theory of relativity or in modern applications in physics. If you use a GPS option on your car or a mobile device, you are using Einstein's theory of relativity. Finally, provide another example from your own experience, then compare and contrast your scenario to the provided example below.
Scenario
Mandy took a trip to Rome, Italy. She gazed out over the open ocean 20,000 feet below as her airplane began its descent to her final destination of Rome. It had been a long flight from New York to Rome, but she as she stretched, and her bones creaked as though she was old, she knew that in fact, she was a tiny bit younger than her compatriots back home, thanks to traveling at hundreds of miles per hour. In fact, time for her was running differently compared to her friends in New York for two reasons: the speed at which she had traveled and the height of the airplane above the Earth. Neither, though, were noticeable.
.
CompetencyIdentify the role of music, poetry, prose, and vis.docx
Competency
Identify the role of music, poetry, prose, and visual art in the modern world and workplace.
Scenario
You have been asked to be on the town’s board of Cultural Affairs. When you step into your new role, you quickly realize that the organization is in trouble; the other board members have been on the board for a long time and haven’t done much in recent years. They explain that there is no money in the budget.You hear about a grant opportunity. Every year, a wealthy resident of your town, Mr. Brown, offers a grant of $10,000 to one local organization. In the past, he has never given this grant to an arts organization because, in the words of another board member, “Mr. Brown does not think the arts are important.”If you can change Mr. Brown’s mind about the importance of the arts in your community, you might just get the grant and be able to revitalize the town’s cultural arts scene!Write the grant proposal summary for review by a few board members to be sure you are on the right track for the grant.
Instructions
Compose this document in the format of a letter to Mr. Brown. Your letter should include:
two to three paragraphs using persuasive language.
concisely written paragraphs using bullet-points if possible.
a beginning paragraph that immediately captures the reader's attention, using a story, surprising fact, or insightful quote.
a complete but brief synopsis of the details in the proposal.
the reason for the proposal and how the grant money will be used.
NOTE
- Be sure the documents display proper grammar, spelling, punctuation, and sentence structure.
.
competencyFormulate, express, and support individual perspective.docx
competency
Formulate, express, and support individual perspectives on diverse works and issues.
For this assessment task, you are asked to act as a critic for one of the various subjects under the umbrella of the subject Humanities. Through a series of critiques, you will be demonstrating your background knowledge on these subjects and the themes studied in the Humanities. In general, a critic evaluates a work or piece based on a common language of a subject. For example, certain terminology is used in the film industry for aesthetic, whereas other terminology is used in architecture. Aside from a common language of art, each subject usually includes a history of influence-how a work was influenced by other works and how a work influence aspects of today's art and culture. Critics use this common body of history and aesthetic to offer critiques, or judgements on the validity of the importance of aesthetic (it's representation of beauty).
EDU734: Teaching and
Learning Environment
Week.2: Effective
Teaching
Topic goals:
Study different models relating to an effective teacher
Develop critical analysis about the attributes of
an effective teacher
Forum:
Identify the characteristics of an effective teacher and
support your arguments using some references sources and
examples.
Watch the video and provide an assessment on the
teaching process and explain if it can be considered
as effective teaching or not.
Task:
Choose an article for critical review and send the title
to your tutor.
EDU734: Teaching and Learning Environment Page 1
EDU734: Teaching and
Learning Environment
2. What are the attributes of an effective teacher?
2.1 The role model (1900-1930)
• An effective teacher was a person – an exemplar- who responds to the rules
of the community as a good citizen, a good parent and a good professional.
• The teacher had to be honest, hardworking, friendly, generous and polite.
Also they had to present these attributes in the classroom. Additional they
had to demonstrate these attributes in the classroom by being strict,
organized, disciplined, visionary and committed (Borich, 1992).
2.2.Presage- process -product studies (1930s-1940s)
These studies discriminated three variables:
1. The presage variable : the formative experience of the teacher
(experinece prior to entering the classroom) .
2. The process variables: related with actions that occurred in the
classroom, i.e. activities of the teacher and the students, were called
process variables.
3. The product variables were the outcomes that most often related to
the progress ‘ results of the implementation of the process
4. At this period of time the studies attempted to identify the
psychological characteristics for effective teaching. Finally they
presented some characteristic which affects the teacher’s effectiveness
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CompetencyIdentify and create sensory elements of visual media.docx
Competency
Identify and create sensory elements of visual media communication to attract viewer attention.
Scenario
You are a member of a committee at your child's school. The committee has been assigned the task to design a flyer for the students to take home to their parents. The purpose of the flyer is to notify parents about the upcoming Field Day for all students. They have specified that it can only be one-page in length, and they have encouraged creativity to catch the eyes of the parents.
Several parents wish to participate, so the leader of the committee creates a fun flyer competition. She asks that each person creates his/her own flyer and create a screen share to persuade the committee to choose your flyer. The screen share should visually show the flyer and include a verbal explanation regarding why your flyer will best attract the eyes of the parents.
Since you are extremely creative, you know that in order to capture the parents' attention and win this competition, you will need to use color, lines, balance, and contrast visual elements.
1. Creates flyer which accurately analyze effects of color on specified audience.
2. detailed colorful flyer
3. explain why your flyer will atract parents on seperate word document
.
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