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( Course Assignment Title Assignment ID HIST 1301: United States History I Analyzing an Historical Debate Electoral College-Was it necessary at the time it was developed and is it a valid process in the electoral process today? Outcomes/Rubrics to be Assessed by the Assignment Communication Critical Thinking Social Responsibility Personal Responsibility Assignment Description Analyzing an Historical Debate For this assignment, you will analyze the following historical issue from the first half of U.S. History (pre-1877). You will need to compare at least two opposing issues on that issue. Part I. Introduction Describe in general the issue that is debated: For example, you may analyze the importance of this issue important to the culture, economics, political system, or social structure at the time. Part II. Historical Debate What is the main argument in each perspective? On what points do they agree or disagree? Analyze the evidence that is provided to support each thesis: What types of evidence are used? Does the evidence support the thesis? Part III. Conclusion How did the reading(s) change the way in which you understood the subject? How are the issues presented in the reading(s) still relevant to you today? Please explain how your personal background and life experiences might influence your perspective on this topic. Imagine that you have been asked to tackle a current national or global issue . How would you use the readings to help you do so? )Signature Assignment ( Format: The paper must be a minimum of 500 words. Typed, double-spaced, using 12 point font. The assignment will be uploaded as a file on Blackboard. ) Chicago Style Formatting and Citations Basic Formatting Cover Page and First Page Bibliography Bibliography – title, centered – on first page only Starts on new page Continue page numbers from paper References – alphabetical, single-spaced, hanging indent Footnotes Appear on the page where information is cited Accompany a number in the text that corresponds to the number of the citation Indented 5 spaces (tab doesn’t work, have to hit space 5 times) First reference to a source: o Includes all information in the bibliography citation (formatted differently) plus a page number Second reference to a source: o Author Last name, Shortened Title, page. Footnote Tips: Differences with Bibliography Citation Names are not reversed (First Last instead of Last, First) Commas replace periods in the citation Parentheses around the publishing information (City: Publisher, Year) Includes page numbers at the end of the citation o Exception- web sources without page numbers Citations – Formatting for Notes and Bibliography Book Basic Format Note (N): 1. Author First Author Last, Titile in Italics (City: Publisher, yr), pg. Bib (B): Author Last, First. Title in Italics..
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References, Citations, APA Style. Research, Plagiarism
this presentation is about referencing style according to American Psychological Association referencing style. (APA).
Paper Format Approximately 1,500 words, typed, double-spaced,.docx
Paper Format: Approximately 1,500 words, typed, double-spaced, 1-inch
margins, twelve-point font
Prompt: Read and analyze the primary secondary documents on the U.S.
Civil Rights Movement discussed in this course. Your thesis should address
the following two questions: What were the goals of the civil rights
movement that developed in the 1950s and 1960s and why did this black
freedom struggle assume the characteristics that it did? Your essay
should analyze primary documents on the injustices the movement sought to
redress, including the diverse motivations that inspired individual
participation & interpret the strategies that guided organized activism. You
should also consider the interpretation posited in the secondary source, At
the Dark End of the Street, in your analysis of the primary documents of the
civil rights movement.
Your essay should answer these questions by providing a detailed
presentation of primary & secondary evidence in support of your thesis.
Your thesis should be focused on the question identified in BOLD print
above.
Conventions of Historical Writing: The following components are
essential to a historical essay: 1) An introductory paragraph that establishes
the scope of the argument – including the specific time period, geographic
area, & demographics of the group of people you’ll discuss. 2) A thesis
statement (located at the end of the introduction) in which you establish a
specific position that you will defend in the body of your essay. 3) A
detailed presentation of evidence to support your thesis derived from both
lecture & course readings, with particular emphasis on primary documents.
Each paragraph should begin with a topic sentence that advances your
argument and is supported, in the body of the paragraph, by at least one
primary source. 4) A concluding paragraph that restates your argument and
explains its significance. No bibliography is needed. However, please cite
readings in the body of your paper by indicating the editor or author’s name
and page number in the following format: (Taylor, 65). Please proofread
your paper before submitting it. Papers will be checked for plagiarism. So
PLEASE do not use sources from outside the course readings.
Thesis (and Introduction)
20 pts
Analysis of primary source evidence on goals of civil rights movement
35 pts
Analysis of primary source evidence on characteristics of civil rights movement
35 pts
Organization, clarity, writing conventions
10 pts
Total Points: 100
EX
1. Thesis:
Although Washington and DuBois shared the goal of social equality between African
Americans and whites, Washington’s ideas were better suited for the conditions of the
time.
vs.
Although both men envisioned eventual equality, Washington’s ideas were safer, and
therefore better responses to the discriminatory legislation and violence against African
Americans after the Reconstruction era.
or
Although both men envisioned event.
Recommended
References, Citations, APA Style. Research, Plagiarism
this presentation is about referencing style according to American Psychological Association referencing style. (APA).
Paper Format Approximately 1,500 words, typed, double-spaced,.docx
Paper Format: Approximately 1,500 words, typed, double-spaced, 1-inch
margins, twelve-point font
Prompt: Read and analyze the primary secondary documents on the U.S.
Civil Rights Movement discussed in this course. Your thesis should address
the following two questions: What were the goals of the civil rights
movement that developed in the 1950s and 1960s and why did this black
freedom struggle assume the characteristics that it did? Your essay
should analyze primary documents on the injustices the movement sought to
redress, including the diverse motivations that inspired individual
participation & interpret the strategies that guided organized activism. You
should also consider the interpretation posited in the secondary source, At
the Dark End of the Street, in your analysis of the primary documents of the
civil rights movement.
Your essay should answer these questions by providing a detailed
presentation of primary & secondary evidence in support of your thesis.
Your thesis should be focused on the question identified in BOLD print
above.
Conventions of Historical Writing: The following components are
essential to a historical essay: 1) An introductory paragraph that establishes
the scope of the argument – including the specific time period, geographic
area, & demographics of the group of people you’ll discuss. 2) A thesis
statement (located at the end of the introduction) in which you establish a
specific position that you will defend in the body of your essay. 3) A
detailed presentation of evidence to support your thesis derived from both
lecture & course readings, with particular emphasis on primary documents.
Each paragraph should begin with a topic sentence that advances your
argument and is supported, in the body of the paragraph, by at least one
primary source. 4) A concluding paragraph that restates your argument and
explains its significance. No bibliography is needed. However, please cite
readings in the body of your paper by indicating the editor or author’s name
and page number in the following format: (Taylor, 65). Please proofread
your paper before submitting it. Papers will be checked for plagiarism. So
PLEASE do not use sources from outside the course readings.
Thesis (and Introduction)
20 pts
Analysis of primary source evidence on goals of civil rights movement
35 pts
Analysis of primary source evidence on characteristics of civil rights movement
35 pts
Organization, clarity, writing conventions
10 pts
Total Points: 100
EX
1. Thesis:
Although Washington and DuBois shared the goal of social equality between African
Americans and whites, Washington’s ideas were better suited for the conditions of the
time.
vs.
Although both men envisioned eventual equality, Washington’s ideas were safer, and
therefore better responses to the discriminatory legislation and violence against African
Americans after the Reconstruction era.
or
Although both men envisioned event.
Turabian Cheat Sheet 2.0Download and save this document to you.docx
Turabian Cheat Sheet 2.0
Download and save this document to your hard drive - do it now!
There is certainly a great deal of confusion regarding the appropriate formatting of footnotes and bibliographies. Chicago, Turabian, APA, MLA - which style guide ought you to use? APUS requires what they call Chicago/Turabian style guides. The two style guides are similar but not the same. I have opted to use the Turabian style guide in all my classes at APUS and to assist you with this, I have created what I call the Turabian Cheat Sheet 2.0 - it is called 2.0 since it is actually my second attempt at such an undertaking!
The information provided here is taken from the 7th Edition of Kate L. Turabian, A Manual for Writers of Research Papers, Theses, and Dissertations (Chicago: University of Chicago Press, 2007), and while I make no claim to being comprehensive (you can buy Turabian at any bookstore), what I have included here seem to me to be the most common sort of formatting issues you will encounter in your writing.
One of the few things I learned in my Historical Methods class in graduate school (I say "few" because that course actually taught me very little) is that when it comes to footnotes and bibliographies - be consistent. The object of a footnote is to direct your reader to the exact location of a passage, idea, or piece of data you have obtained from another source in the most direct manner possible. Turabian suggests that writers cite sources for four reasons: (1) to give credit, (2) to assure readers about the accuracy of your facts, (3) to show readers the research tradition that informs your work - we could almost call this historiography, and (4) to help readers follow or extend your research (133-34). Which brings up the question, when do we use citations? Again, here's what Turabian has to say: when you quote exact words from a source, when you paraphrase ideas associated with a specific source, or when you use any idea, data, or method attributable to any source you may have consulted (134).
The examples used here are what Turabian calls "notes-bibliography style" or simply "bibliography style," which is the most common form in the humanities. You must keep a sharp eye to the elements of each notation/entry as well as spacing, and punctuation. Sample footnotes and bibliography appear at the end.
N = footnote B = bibliography
Book: Single Author
N
1 Morris Dickstein, Dancing in the Dark: A Cultural History of the Great Depression (New York: W. W. Norton & Company, 2009), 38.
B
Dickstein, Morris. Dancing in the Dark: A Cultural History of the Great Depression. New York: W. W. Norton & Company, 2009.
Book: Single Editor
N
1 Michael J. Hogan, ed., Paths to Power: The Historiography of American Foreign Relations to 1941 (New York: Cambridge University Press, 2000), 96-101.
B
Hogan, Michael J., ed. Paths to Power: The Historiography of American Foreign Relations to 1941. New York: Cambridge University Press, 2000.
Book: Two Aut ...
How to Cite Sources Using Harvard, Chicago, and MLA styles
Citations of journal articles, newspaper information, printed and edited books, and ebooks using Harvard, Chicago, and MLA referencing styles are presented.
APA Style Citation Guide This handout is based on the 6th .docx
APA Style Citation Guide
This handout is based on the 6th edition of the Publication Manual of the American Psychological
Association (APA), but is not a comprehensive guide. For all rules and requirements of APA citations,
please consult the 6th edition of the Publication Manual of the American Psychological Association.
APA requires that information be cited in 2 different ways—within the text and in a reference list at the
end of the paper. The reference list should be on a new page, double spaced, and use the hanging
indent method (all lines after the first one are indented). See also:
‐ Publication Manual of the American Psychological Association, 6th ed. Washington, DC:
American Psychological Association, 2010.
‐ Concise Rules of APA Style, 6th ed. Washington, DC: American Psychological Association, 2010.
CITATIONS IN THE TEXT:
APA uses the author‐date method of citation. The last name of the author and the date of publication
are inserted in the text in the appropriate place.
When referencing or summarizing a source, provide the author and year. When quoting or summarizing
a particular passage, include the specific page or paragraph number, as well.
When quoting in your paper, if a direct quote is less than 40 words, incorporate it into your text and use
quotation marks. If a direct quote is more than 40 words, make the quotation a free‐standing indented
block of text and DO NOT use quotation marks.
One work by one author:
• In one developmental study (Smith, 1990), children learned...
OR
• In the study by Smith (1990), primary school children...
OR
• In 1990, Smith’s study of primary school children…
Works by multiple authors:
When a work has 2 authors cite both names every time you reference the work in the text. When a work
has three to five authors cite all the author names the first time the reference occurs and then
subsequently include only the first author followed by et al. For 6 or more authors, cite only the name of
the first author followed by et al. and the year. For example:
• First citation: Masserton, Slonowski, and Slowinski (1989) state that...
• Subsequent citations: Masserton et al. (1989) state that...
Works by no identified author:
When a resource has no named author, cite the first few words of the reference entry (usually the title).
Use double quotation marks around the title of an article, chapter, or Web page. Italicize the title of a
periodical, book, brochure, or report. For example:
• The site seemed to indicate support for homeopathic drugs (“Medical Miracles,” 2009).
• The brochure argues for homeschooling (Education Reform, 2007).
• Treat reference to legal materials such as court cases, statutes, and legislation like works
with no author.
Two or more works in the same parenthetical citation:
Citations of two or more works in the same parentheses should be listed in the order they appear in the
reference list ( ...
Instructions for HIST 1305 EssayUsing 4 of the primary texts suppl.docx
Instructions for HIST 1305 Essay
Using 4 of the primary texts supplied IN THE FOLDERS ABOVE, write a 750-word essay that demonstrates how proponents and the opponents of slavery used
two
of the four analytical concepts that framed this course (Mobility, Democracy, Capitalism, and Difference). You should explain how these writers used American history to defend their positions. Your paper should conclude by explaining why some contemporaries of slavery may have found certain arguments compelling, while others found them offensive (to conclude effectively, you will need to explain the historical context in which these texts were written, based on what you have read in the Keene text and learned in class discussion). NB: you are not expected to incorporate all sources listed, just those relevant to your approach to paper prompt. Your paper must be submitted as a MS Word document, which can be attached and uploaded by clicking the red text, above.
Please note that the
proslavery
texts reflect the racism found in many quarters of nineteenth-century America. As historians, it is only right that we reject these views as we analyze how these writers constructed their defense of slavery. Other researchers have noted that the
proslavery
appeal to racism was intended to undermine the Abolitionist efforts to put forth "all men are created equal" as the core American value (see the antislavery texts). Please beware that the level of racism seen in these documents can be shocking and disturbing to modern readers.
No secondary sources, other than the Keene text, should be integrated into this paper's analysis.
Your paper should briefly introduce your paper's topic or question and provide a thesis statement. In a paper of this size, your introduction and thesis statement should appear on the first page, in the paper's first paragraph.
Your paper should show that you reasoned through the evidence in a fair-minded way. In other words, you should state (paraphrase) what your evidence says and not what you wish it said or think it should say. You need to state the evidence fairly, even if you think it wrong or offensive.
Your paper should use evidence to answer the historical question. You need to explain how the evidence answers the question. The easiest way to figure this is to think through your evidence and argument using one or more of the key concepts for this course.
Your paper should briefly explain an implication or limitation of your analysis. For an implication, you might consider how your analysis sheds light on one of the course's key terms. For a limitation, you might note which key concepts your analysis does not (or cannot) address.
Your paper should develop and organize your thoughts clearly and logically. Outlining is a necessary, but not required, step in writing a well-organized paper.
Your paper should draw a conclusion that addresses the paper's chief topic or question and that states your answer to the question or your contr.
1 ASA Format The American Sociological Associatio.docx
1
ASA Format
The American Sociological Association Style is intended for use by authors preparing
manuscripts for publication in ASA journals. This handout is intended for students who are
instructed to use ASA style when writing research papers. Consult the American Sociological
Association Style Guide for more detailed information (Ref Desk HM 569.A54 2007).
Manuscript Format
• All text (including footnotes & references) must be doubled spaced and in a
12 point type.
• Margins must be at least 1¼ inches on all four sides.
• A separate title page including title of paper, name(s) & institution(s) of authors,
word count for the manuscript (including footnotes and references), title footnote
(includes names, addresses of authors, acknowledgements, credits, and grants).
• If required, on a separate page provide a short (150-200 word) abstract headed
with the title.
• Begin the text of the paper on a separate page headed with the title of the paper.
Citations in Text
• If author’s name is in the text, follow it with the publication year in parentheses:
When Chu (1977) studied…
• If the author’s name is not in the text, enclose the last name and year in parentheses:
When the study was completed… (Jones 1994).
• If the page number is to be included, it follows the year of publication after a colon, with
no space between the colon and the page number:
…as reported by Chavez (1966:16).
• For three authors, give all last names in the first citation in the text. Afterwards use the
first name and “et al.” For more than three names, use the first author’s last name plus
“et al.” Examples as follow:
Three authors, first in-text citation = (Smith, Garcia and Lee 1954)
Three authors, later in-text citations = (Smith et al. 1954)
More than three authors = (Snow et al. 1999)
• Quotations in the text must begin and end with quotation marks. The citation follows the
end-quote mark and precedes the period, as follows:
“In the late 1990s, reported data shows that technologically oriented jobs paid better”
(Hildenbrand 1999:47).
2
Footnotes & Endnotes
• Try to avoid footnotes, but if necessary, use footnotes to cite material of limited
availability or to add information presented in a table.
• Footnotes should be numbered consecutively throughout the essay with superscript
Arabic numerals and included at the bottom of the manuscript page or in a separate
section headed "Endnotes."
Reference List
• References follow the text and endnotes in a separate section headed "References."
• All references cited in the text must be listed and vice-versa.
• Remember: Like all other parts of the manuscript, references should be
double-spaced.
• List references in alphabetical order by author’s last names.
• Use hanging indention (see examples below).
• Invert the author’s name (type it last name first). If there are two or more authors,
invert only the fir ...
CASE GS-65 DATE 021309 (REVISED 010311) .docx
CASE: GS-65
DATE: 02/13/09 (REVISED 01/03/11)
David Hoyt prepared this case under the supervision of Michael Marks, Lecturer in Operations, Information, and
Technology, and Professor Hau Lee as the basis for class discussion rather than to illustrate either effective or
ineffective handling of an administrative situation.
Copyright © 2011 by the Board of Trustees of the Leland Stanford Junior University. All rights reserved. To order
copies or request permission to reproduce materials, e-mail the Case Writing Office at: [email protected] or
write: Case Writing Office, Stanford Graduate School of Business, 518 Memorial Way, Stanford University,
Stanford, CA 94305-5015. No part of this publication may be reproduced, stored in a retrieval system, used in a
spreadsheet, or transmitted in any form or by any means –– electronic, mechanical, photocopying, recording, or
otherwise –– without the permission of the Stanford Graduate School of Business.
ZAPPOS.COM: DEVELOPING A SUPPLY CHAIN TO DELIVER
WOW!
Our decision was always to focus on service because we got instant feedback whenever we
upgraded delivery. Customers were wowed by the experience, and then they told a bunch of
people. And word of mouth works a lot faster on the Internet than it does person-to-person
because you can just e-mail out a bunch of your friends and say, 'hey I just had this amazing
experience.' That was one of the reasons that we wanted to keep upgrading shipping.
—Alfred Lin, Chairman, COO, and CFO of Zappos1
In late 2008, less than 10 years after its founding, Zappos anticipated reaching annual gross sales
of $1 billion. When its founder first proposed the idea of selling shoes online, the concept was
greeted with intense skepticism. Despite the challenges, the company had achieved dramatic
success. It was the world’s largest online retailer of shoes, was profitable, growing rapidly, and
had an outstanding reputation for customer service. Its employees were passionately, engaged in
their work. While shoes still provided the vast majority of revenues, Zappos had expanded its
product offerings based on feedback from customers and the enthusiasm of employees. There
was still a huge untapped customer base—only 3 percent of the U.S. population were Zappos
customers—suggesting that the company was not close to saturating its opportunities in the U.S.,
let alone other international regions.
However, the collapse of the financial markets, and the prospect of a prolonged recession,
created new challenges. Zappos had never been lavishly funded—it had always been intensely
conscious of cash. Unlike most retailers, it was continuing to grow, but early signs were that the
rate of growth was slowing. As the company’s leadership looked forward, it considered ways
that Zappos could sustain the high quality experience that it was known for—to deliver “wow” to
its customers, suppliers, and other affiliates. The company’s.
BBA 3551, Information Systems Management 1 Course Lea.docx
BBA 3551, Information Systems Management 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
4. Explain how information systems can be used to gain and sustain competitive advantage.
4.1 Discuss how collaboration IS can provide competitive advantages for a specific organization.
4.2 Explain why collaboration IS are important from the organization’s perspective.
7. Summarize the requirements for successful collaboration in information systems management.
7.1 Discuss how collaboration tools can improve team communication.
7.2 Identify the tools that will help create a successful collaboration IS.
Course/Unit
Learning Outcomes
Learning Activity
4.1
Unit Lesson
Chapter 2
Chapter 3
Unit II PowerPoint Presentation
4.2
Unit Lesson
Chapter 2
Chapter 3
Unit II PowerPoint Presentation
7.1
Unit Lesson
Chapter 2
Unit II PowerPoint Presentation
7.2
Unit Lesson
Chapter 2
Unit II PowerPoint Presentation
Reading Assignment
Chapter 2: Collaboration Information Systems
Chapter 3: Strategy and Information Systems, Q3-1 – Q3-8
Unit Lesson
Chapter 2 investigates ways that information systems (IS) can support collaboration. It defines collaboration
and discusses collaborative activities and criteria for successful collaboration. It also discusses the kind of
work that collaborative teams do, requirements for collaborative IS, and important collaborative tools for
improving communicating content. The chapter ends with a discussion of collaboration in 2024.
Collaboration and Cooperation
Cooperation occurs when people work together toward a common goal. For example, in teamwork, each
team member is given a task to complete such as a project component. Collaboration occurs when people,
together or remotely, work together toward a common goal (Kroenke & Boyle, 2017). For example, a team
member in California and a team member in Texas might meet using Skype to discuss ideas for a project.
Figure 1 below illustrates collaboration in a team environment. In this illustration, the project manager is
responsible for collaborating with team members who are in different departments. For example, the project
manager may assign a project administrator who will document the various stages of project development,
UNIT II STUDY GUIDE
Collaboration Information Systems and
Strategy and Information Systems
BBA 3551, Information Systems Management 2
UNIT x STUDY GUIDE
Title
assign a person from software development to develop the software application, and assign a person from
operations to set up a testing environment. Each of these team members would work with the project
manager and with each other throughout the project; however, the project manager would be the main point
of contact.
Feedback and iteration are involved so that the
results of the collaborative effort are greater
than could be produced by any of the
individuals .
More Related Content
Similar to (Course Assignment Title Assignment IDHIST 1301 United States .docx
Turabian Cheat Sheet 2.0Download and save this document to you.docx
Turabian Cheat Sheet 2.0
Download and save this document to your hard drive - do it now!
There is certainly a great deal of confusion regarding the appropriate formatting of footnotes and bibliographies. Chicago, Turabian, APA, MLA - which style guide ought you to use? APUS requires what they call Chicago/Turabian style guides. The two style guides are similar but not the same. I have opted to use the Turabian style guide in all my classes at APUS and to assist you with this, I have created what I call the Turabian Cheat Sheet 2.0 - it is called 2.0 since it is actually my second attempt at such an undertaking!
The information provided here is taken from the 7th Edition of Kate L. Turabian, A Manual for Writers of Research Papers, Theses, and Dissertations (Chicago: University of Chicago Press, 2007), and while I make no claim to being comprehensive (you can buy Turabian at any bookstore), what I have included here seem to me to be the most common sort of formatting issues you will encounter in your writing.
One of the few things I learned in my Historical Methods class in graduate school (I say "few" because that course actually taught me very little) is that when it comes to footnotes and bibliographies - be consistent. The object of a footnote is to direct your reader to the exact location of a passage, idea, or piece of data you have obtained from another source in the most direct manner possible. Turabian suggests that writers cite sources for four reasons: (1) to give credit, (2) to assure readers about the accuracy of your facts, (3) to show readers the research tradition that informs your work - we could almost call this historiography, and (4) to help readers follow or extend your research (133-34). Which brings up the question, when do we use citations? Again, here's what Turabian has to say: when you quote exact words from a source, when you paraphrase ideas associated with a specific source, or when you use any idea, data, or method attributable to any source you may have consulted (134).
The examples used here are what Turabian calls "notes-bibliography style" or simply "bibliography style," which is the most common form in the humanities. You must keep a sharp eye to the elements of each notation/entry as well as spacing, and punctuation. Sample footnotes and bibliography appear at the end.
N = footnote B = bibliography
Book: Single Author
N
1 Morris Dickstein, Dancing in the Dark: A Cultural History of the Great Depression (New York: W. W. Norton & Company, 2009), 38.
B
Dickstein, Morris. Dancing in the Dark: A Cultural History of the Great Depression. New York: W. W. Norton & Company, 2009.
Book: Single Editor
N
1 Michael J. Hogan, ed., Paths to Power: The Historiography of American Foreign Relations to 1941 (New York: Cambridge University Press, 2000), 96-101.
B
Hogan, Michael J., ed. Paths to Power: The Historiography of American Foreign Relations to 1941. New York: Cambridge University Press, 2000.
Book: Two Aut ...
How to Cite Sources Using Harvard, Chicago, and MLA styles
Citations of journal articles, newspaper information, printed and edited books, and ebooks using Harvard, Chicago, and MLA referencing styles are presented.
APA Style Citation Guide This handout is based on the 6th .docx
APA Style Citation Guide
This handout is based on the 6th edition of the Publication Manual of the American Psychological
Association (APA), but is not a comprehensive guide. For all rules and requirements of APA citations,
please consult the 6th edition of the Publication Manual of the American Psychological Association.
APA requires that information be cited in 2 different ways—within the text and in a reference list at the
end of the paper. The reference list should be on a new page, double spaced, and use the hanging
indent method (all lines after the first one are indented). See also:
‐ Publication Manual of the American Psychological Association, 6th ed. Washington, DC:
American Psychological Association, 2010.
‐ Concise Rules of APA Style, 6th ed. Washington, DC: American Psychological Association, 2010.
CITATIONS IN THE TEXT:
APA uses the author‐date method of citation. The last name of the author and the date of publication
are inserted in the text in the appropriate place.
When referencing or summarizing a source, provide the author and year. When quoting or summarizing
a particular passage, include the specific page or paragraph number, as well.
When quoting in your paper, if a direct quote is less than 40 words, incorporate it into your text and use
quotation marks. If a direct quote is more than 40 words, make the quotation a free‐standing indented
block of text and DO NOT use quotation marks.
One work by one author:
• In one developmental study (Smith, 1990), children learned...
OR
• In the study by Smith (1990), primary school children...
OR
• In 1990, Smith’s study of primary school children…
Works by multiple authors:
When a work has 2 authors cite both names every time you reference the work in the text. When a work
has three to five authors cite all the author names the first time the reference occurs and then
subsequently include only the first author followed by et al. For 6 or more authors, cite only the name of
the first author followed by et al. and the year. For example:
• First citation: Masserton, Slonowski, and Slowinski (1989) state that...
• Subsequent citations: Masserton et al. (1989) state that...
Works by no identified author:
When a resource has no named author, cite the first few words of the reference entry (usually the title).
Use double quotation marks around the title of an article, chapter, or Web page. Italicize the title of a
periodical, book, brochure, or report. For example:
• The site seemed to indicate support for homeopathic drugs (“Medical Miracles,” 2009).
• The brochure argues for homeschooling (Education Reform, 2007).
• Treat reference to legal materials such as court cases, statutes, and legislation like works
with no author.
Two or more works in the same parenthetical citation:
Citations of two or more works in the same parentheses should be listed in the order they appear in the
reference list ( ...
Instructions for HIST 1305 EssayUsing 4 of the primary texts suppl.docx
Instructions for HIST 1305 Essay
Using 4 of the primary texts supplied IN THE FOLDERS ABOVE, write a 750-word essay that demonstrates how proponents and the opponents of slavery used
two
of the four analytical concepts that framed this course (Mobility, Democracy, Capitalism, and Difference). You should explain how these writers used American history to defend their positions. Your paper should conclude by explaining why some contemporaries of slavery may have found certain arguments compelling, while others found them offensive (to conclude effectively, you will need to explain the historical context in which these texts were written, based on what you have read in the Keene text and learned in class discussion). NB: you are not expected to incorporate all sources listed, just those relevant to your approach to paper prompt. Your paper must be submitted as a MS Word document, which can be attached and uploaded by clicking the red text, above.
Please note that the
proslavery
texts reflect the racism found in many quarters of nineteenth-century America. As historians, it is only right that we reject these views as we analyze how these writers constructed their defense of slavery. Other researchers have noted that the
proslavery
appeal to racism was intended to undermine the Abolitionist efforts to put forth "all men are created equal" as the core American value (see the antislavery texts). Please beware that the level of racism seen in these documents can be shocking and disturbing to modern readers.
No secondary sources, other than the Keene text, should be integrated into this paper's analysis.
Your paper should briefly introduce your paper's topic or question and provide a thesis statement. In a paper of this size, your introduction and thesis statement should appear on the first page, in the paper's first paragraph.
Your paper should show that you reasoned through the evidence in a fair-minded way. In other words, you should state (paraphrase) what your evidence says and not what you wish it said or think it should say. You need to state the evidence fairly, even if you think it wrong or offensive.
Your paper should use evidence to answer the historical question. You need to explain how the evidence answers the question. The easiest way to figure this is to think through your evidence and argument using one or more of the key concepts for this course.
Your paper should briefly explain an implication or limitation of your analysis. For an implication, you might consider how your analysis sheds light on one of the course's key terms. For a limitation, you might note which key concepts your analysis does not (or cannot) address.
Your paper should develop and organize your thoughts clearly and logically. Outlining is a necessary, but not required, step in writing a well-organized paper.
Your paper should draw a conclusion that addresses the paper's chief topic or question and that states your answer to the question or your contr.
1 ASA Format The American Sociological Associatio.docx
1
ASA Format
The American Sociological Association Style is intended for use by authors preparing
manuscripts for publication in ASA journals. This handout is intended for students who are
instructed to use ASA style when writing research papers. Consult the American Sociological
Association Style Guide for more detailed information (Ref Desk HM 569.A54 2007).
Manuscript Format
• All text (including footnotes & references) must be doubled spaced and in a
12 point type.
• Margins must be at least 1¼ inches on all four sides.
• A separate title page including title of paper, name(s) & institution(s) of authors,
word count for the manuscript (including footnotes and references), title footnote
(includes names, addresses of authors, acknowledgements, credits, and grants).
• If required, on a separate page provide a short (150-200 word) abstract headed
with the title.
• Begin the text of the paper on a separate page headed with the title of the paper.
Citations in Text
• If author’s name is in the text, follow it with the publication year in parentheses:
When Chu (1977) studied…
• If the author’s name is not in the text, enclose the last name and year in parentheses:
When the study was completed… (Jones 1994).
• If the page number is to be included, it follows the year of publication after a colon, with
no space between the colon and the page number:
…as reported by Chavez (1966:16).
• For three authors, give all last names in the first citation in the text. Afterwards use the
first name and “et al.” For more than three names, use the first author’s last name plus
“et al.” Examples as follow:
Three authors, first in-text citation = (Smith, Garcia and Lee 1954)
Three authors, later in-text citations = (Smith et al. 1954)
More than three authors = (Snow et al. 1999)
• Quotations in the text must begin and end with quotation marks. The citation follows the
end-quote mark and precedes the period, as follows:
“In the late 1990s, reported data shows that technologically oriented jobs paid better”
(Hildenbrand 1999:47).
2
Footnotes & Endnotes
• Try to avoid footnotes, but if necessary, use footnotes to cite material of limited
availability or to add information presented in a table.
• Footnotes should be numbered consecutively throughout the essay with superscript
Arabic numerals and included at the bottom of the manuscript page or in a separate
section headed "Endnotes."
Reference List
• References follow the text and endnotes in a separate section headed "References."
• All references cited in the text must be listed and vice-versa.
• Remember: Like all other parts of the manuscript, references should be
double-spaced.
• List references in alphabetical order by author’s last names.
• Use hanging indention (see examples below).
• Invert the author’s name (type it last name first). If there are two or more authors,
invert only the fir ...
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More from tarifarmarie
CASE GS-65 DATE 021309 (REVISED 010311) .docx
CASE: GS-65
DATE: 02/13/09 (REVISED 01/03/11)
David Hoyt prepared this case under the supervision of Michael Marks, Lecturer in Operations, Information, and
Technology, and Professor Hau Lee as the basis for class discussion rather than to illustrate either effective or
ineffective handling of an administrative situation.
Copyright © 2011 by the Board of Trustees of the Leland Stanford Junior University. All rights reserved. To order
copies or request permission to reproduce materials, e-mail the Case Writing Office at: [email protected] or
write: Case Writing Office, Stanford Graduate School of Business, 518 Memorial Way, Stanford University,
Stanford, CA 94305-5015. No part of this publication may be reproduced, stored in a retrieval system, used in a
spreadsheet, or transmitted in any form or by any means –– electronic, mechanical, photocopying, recording, or
otherwise –– without the permission of the Stanford Graduate School of Business.
ZAPPOS.COM: DEVELOPING A SUPPLY CHAIN TO DELIVER
WOW!
Our decision was always to focus on service because we got instant feedback whenever we
upgraded delivery. Customers were wowed by the experience, and then they told a bunch of
people. And word of mouth works a lot faster on the Internet than it does person-to-person
because you can just e-mail out a bunch of your friends and say, 'hey I just had this amazing
experience.' That was one of the reasons that we wanted to keep upgrading shipping.
—Alfred Lin, Chairman, COO, and CFO of Zappos1
In late 2008, less than 10 years after its founding, Zappos anticipated reaching annual gross sales
of $1 billion. When its founder first proposed the idea of selling shoes online, the concept was
greeted with intense skepticism. Despite the challenges, the company had achieved dramatic
success. It was the world’s largest online retailer of shoes, was profitable, growing rapidly, and
had an outstanding reputation for customer service. Its employees were passionately, engaged in
their work. While shoes still provided the vast majority of revenues, Zappos had expanded its
product offerings based on feedback from customers and the enthusiasm of employees. There
was still a huge untapped customer base—only 3 percent of the U.S. population were Zappos
customers—suggesting that the company was not close to saturating its opportunities in the U.S.,
let alone other international regions.
However, the collapse of the financial markets, and the prospect of a prolonged recession,
created new challenges. Zappos had never been lavishly funded—it had always been intensely
conscious of cash. Unlike most retailers, it was continuing to grow, but early signs were that the
rate of growth was slowing. As the company’s leadership looked forward, it considered ways
that Zappos could sustain the high quality experience that it was known for—to deliver “wow” to
its customers, suppliers, and other affiliates. The company’s.
BBA 3551, Information Systems Management 1 Course Lea.docx
BBA 3551, Information Systems Management 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
4. Explain how information systems can be used to gain and sustain competitive advantage.
4.1 Discuss how collaboration IS can provide competitive advantages for a specific organization.
4.2 Explain why collaboration IS are important from the organization’s perspective.
7. Summarize the requirements for successful collaboration in information systems management.
7.1 Discuss how collaboration tools can improve team communication.
7.2 Identify the tools that will help create a successful collaboration IS.
Course/Unit
Learning Outcomes
Learning Activity
4.1
Unit Lesson
Chapter 2
Chapter 3
Unit II PowerPoint Presentation
4.2
Unit Lesson
Chapter 2
Chapter 3
Unit II PowerPoint Presentation
7.1
Unit Lesson
Chapter 2
Unit II PowerPoint Presentation
7.2
Unit Lesson
Chapter 2
Unit II PowerPoint Presentation
Reading Assignment
Chapter 2: Collaboration Information Systems
Chapter 3: Strategy and Information Systems, Q3-1 – Q3-8
Unit Lesson
Chapter 2 investigates ways that information systems (IS) can support collaboration. It defines collaboration
and discusses collaborative activities and criteria for successful collaboration. It also discusses the kind of
work that collaborative teams do, requirements for collaborative IS, and important collaborative tools for
improving communicating content. The chapter ends with a discussion of collaboration in 2024.
Collaboration and Cooperation
Cooperation occurs when people work together toward a common goal. For example, in teamwork, each
team member is given a task to complete such as a project component. Collaboration occurs when people,
together or remotely, work together toward a common goal (Kroenke & Boyle, 2017). For example, a team
member in California and a team member in Texas might meet using Skype to discuss ideas for a project.
Figure 1 below illustrates collaboration in a team environment. In this illustration, the project manager is
responsible for collaborating with team members who are in different departments. For example, the project
manager may assign a project administrator who will document the various stages of project development,
UNIT II STUDY GUIDE
Collaboration Information Systems and
Strategy and Information Systems
BBA 3551, Information Systems Management 2
UNIT x STUDY GUIDE
Title
assign a person from software development to develop the software application, and assign a person from
operations to set up a testing environment. Each of these team members would work with the project
manager and with each other throughout the project; however, the project manager would be the main point
of contact.
Feedback and iteration are involved so that the
results of the collaborative effort are greater
than could be produced by any of the
individuals .
BUS 599 – Assignments and Rubrics © 2019 Strayer Unive.docx
BUS 599 – Assignments and Rubrics
© 2019 Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information
and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of
Strayer University.
BUS 599 FACULTY GUIDE 1194 (4-4-2019) Page 35 of 44
Assignment 3 Operation, Technology, and Management Plan with Financials
Due Week 8 and worth 100 points
Use the NAB Company Portfolio (see Required Course Files in Week 1).
Write a 3–6-page paper in which you provide the following information below.
Operations Plan (1–2 pages)
Note: Remember to assign a dollar amount to each operational cost you find, as you will need these
figures for your income statement and cash flow in Week 8.
1. Create an operations plan for your NAB company using the template in the text as a guide (p.
214 | Operations Plan Preparation Form). Extract appropriate information from the NAB
Company Portfolio, where applicable. Other required items in the template should be filled in
using your personal preferences.
• Note: Most of the research pertaining to the hints provided here can be found in the
NAB company portfolio.
• Hints: Consider whether you will rent or buy your facilities or outsource production to
an existing company.
• Hints: One of your biggest expenses as a startup non-alcoholic beverage company
will be transitioning from a small-batch prototype of your beverage to production on a
large scale. Research the equipment you will need (vats, refrigerators, burners,
ovens, bottling equipment, and so on), whether you will rent or buy, how you will
maintain and clean the equipment, and so forth. Consider how you will ensure quality
control. What capacity do you intend to reach?
• Hints: Deliberate your inventory control. Where do your supplies come from and what
is your turnaround time to produce your beverage once you have received an order?
• Hints: Consider your distribution method. Refer back to your notes for the SWOT
analysis assignment in Week 2 of the class.
• Hints: How will you stay abreast of new developments in your industry? What new
products do you have in development now, in addition to your flagship product?
2. Describe your research and development activities and explain how they will contribute to the
company.
Technology Plan (1–2 pages)
3. Create a technology plan for your NAB company using the template in the text as a guide (p. 227 |
Technology Plan Preparation Form). Extract appropriate information from the NAB Company
Portfolio, where applicable. Other required items in the template should be filled in using your
personal preferences.
• Hints: Consider the type of technology your company will use to conduct the following
activities: managing personnel; taking, fulfilling, and tracking orders; managing
inventory; communicating with customers and providing customer .
BEAUTY AND UGLINESS IN OLMEC MONUMENTAL SCULPTUREAuthor.docx
BEAUTY AND UGLINESS IN OLMEC MONUMENTAL SCULPTURE
Author(s): Claude-François BAUDEZ
Source: Journal de la Société des américanistes, Vol. 98, No. 2 (2012), pp. 7-31
Published by: Société des Américanistes
Stable URL: http://www.jstor.org/stable/24606519
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BEAUTY AND UGLINESS
IN OLMEC MONUMENTAL SCULPTURE
Claude-François BAUDEZ *
Since our Western art tradition has put such a prize on naturalism, we tend to think that
other civilizations valued it as much as we did and do. I contend that Olmec monumental
art illustrates the opposite, and suggest that the Olmecs most appreciated the
anthropomorphic statues that incorporated feline features, and disliked the very
naturalistic style of the colossal heads. The latter represented the severed heads of
opponents who probably were losers in ritual battles. Therefore they could not claim the
divine patronage of the jaguar, and had to appear just as « plain », ugly people. [Key
words: olmec sculpture, colossal heads, naturalism, beauty, ugliness.]
Du beau et du laid dans la statuaire monumentale olmèque. Dans la mesure où l'art
occidental a toujours valorisé le naturalisme, nous avons tendance à penser que cette
appréciation a été universelle. Je soutiens ici que l'art monumental olmèque illustre le
contraire et suggère que les Olmèques appréciaient les statues anthropomorphes qui
intégraient des traits félins, mais n'aimaient pas le style très naturaliste des têtes
colossales. Celles-ci représentaient les têtes coupées de rivaux malheureux aux batailles
rituelles. Pour cela, elles ne pouvaient se réclamer du divin patronage du jaguar, et
devaient se contenter de représenter des gens quelconques, sans beauté. [Mots-clés:
statuaire olmèque, têtes colossales, naturalisme, beau, laid.]
De lo bello y de lo feo en las esculturas monumentales olmecas. Ya que el arte occidental
ha siempre valorado el naturalismo, tenemos tendencia a creer que esta apreciaciôn ha
sido universal. Aqui sostengo que el arte monumental olmeca refleja lo contrario.
Propongo que los olmecas apreciaban las estatuas antropomorfas que incorporaban
rasgos del jaguar y despreciaban el estilo muy naturalista de las cabezas colosales. Estas
ultimas rep.
August 4, 2011 TAX FLIGHT IS A MYTH Higher State .docx
August 4, 2011
TAX FLIGHT IS A MYTH
Higher State Taxes Bring More Revenue, Not More Migration
By Robert Tannenwald, Jon Shure, and Nicholas Johnson1
Executive Summary
Attacks on sorely-needed increases in state tax revenues often include the unproven claim that tax
hikes will drive large numbers of households — particularly the most affluent — to other states.
The same claim also is used to justify new tax cuts. Compelling evidence shows that this claim is
false. The effects of tax increases on migration are, at most, small — so small that states that raise
income taxes on the most affluent households can be assured of a substantial net gain in revenue.
The basic facts, as this report explains, are as follows:
Migration is not common. Most people have strong ties to their current state, such as job,
home, family, friends, and community. On average, just 1.7 percent of U.S. residents moved
from one state to another per year between 2001 and 2010, and only about 30 percent of those
born in the United States change their state of residence over the course of their entire lifetime.
And when people do relocate, a large body of scholarly evidence shows that they do so
primarily for new jobs, cheaper housing, or a better climate. A person’s age, education, marital
status, and a host of other factors also affect decisions about moving.
The migration that’s occurring is much more likely to be driven by cheaper housing
than by lower taxes. A family might be able to cut its taxes by a few percentage points by
moving from one state to another, but housing costs are far more variable. The difference
between housing costs in two different states is often many times greater than the difference in
taxes. So what might look like migration in search of lower taxes is really often migration for
cheaper housing.
Consider Florida, often claimed as a state that attracts households because of its low taxes
(Florida has no income tax). In the latter half of the 2000s, the previously rapid influx of U.S.
migrants into Florida slowed and then reversed — Florida actually started losing population.
The state enacted no tax policy change that can explain this reversal. What did change was
1 Dylan Grundman, Anna Kawar, Eleni Orphinades, and Ashali Singham contributed to this report.
820 First Street NE, Suite 510
Washington, DC 20002
Tel: 202-408-1080
Fax: 202-408-1056
[email protected]
www.cbpp.org
2
housing prices. Previously, the state’s lower housing prices had enabled Northeastern
homeowners to increase their personal wealth by selling their pricey houses and purchasing a
comparable or better home in Florida at a lower price. But housing prices in Florida rose
sharply during the mid-2000s, narrowing opportunities for Northeasterners to “trade up” on
their expensive homes. And consider California: its loss of househ.
BHA 3202, Standards for Health Care Staff 1 Course Le.docx
BHA 3202, Standards for Health Care Staff 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
4. Discuss the impact personal skills have on the workplace.
4.1 Describe the various types of personal goals that can affect professional development.
Course/Unit
Learning Outcomes
Learning Activity
4
Unit Lesson
Chapter 11
Unit II Essay
4.1
Unit Lesson
Chapter 3
Unit II Essay
Reading Assignment
Chapter 3: Setting Goals and Time Management
Chapter 11: Professionalism in Action
Unit Lesson
José has decided to apply for the position of healthcare administrator at his clinic. Jane suggested that he
should think about where he wants his career to go from the short-term to the long-term before he interviews
for the position she will be vacating next month. She has stressed to him that professionalism, and all that the
term implies, is the key characteristic that the healthcare administration position requires. José will need to
reflect on his goals and the manner in which he presents himself to his colleagues at the clinic.
In Chapter 3 of your textbook, we look at how to set goals and utilize time management skills to enhance our
skills, knowledge, and abilities in the healthcare administration field. Let us look first at the different types of
goals we can set, starting with the types of goals to consider:
personal,
educational,
career, and
community.
Personal goals are the things that make life interesting. We may want to learn to ski or try skydiving one day.
Having personal goals enhances one's self-concepts and self-esteem. They can be as simple as going to a
new movie or planning for retirement.
Education and lifelong learning should be something all professionals keep in mind, and setting educational
goals is an important part of being a professional. Being in this program is clearly a part of an educational
goal that you have set for yourself. Being successful at meeting educational goals also tells others that you
are someone who can meet goals too.
UNIT II STUDY GUIDE
Goals and Professionalism
BHA 3202, Standards for Health Care Staff 2
Another type of goal the healthcare professional must address is the career goal. You have already
demonstrated that you have set a career goal by enrolling in this program and course. While these are clearly
educational goals, they actually are also career goals. As José is learning, advancing in his career at his
healthcare clinic is now a career goal of his and one that he needs to plan for carefully to ensure success.
José is wondering what exactly community goals are and if he has any and just does not know it. As Chapter
3 explains, we are all a part of a community, and we all contribute in some way to our communities. José is a
part of the healthcare clinic community because he and associates go out for dinner once a mo.
Assignment – 8600-341 (Leading and motivating a team effectiv.docx
Assignment – 8600-341 (Leading and motivating a team effectively) - Part A
This document is for guidance only – to be used in the classroom workshop. Your actual assignment must be completed on the electronic template you will find on Online Services.
Part A (AC 1.1, 1.2, 1.3, 2.1, 2.2,2.3) (800 to 1,500 words)
The assessment requirements for this unit are as follows:
Learning Outcome One - Know how to communicate the organisations vision and strategy to the team
AC1.1 Explain the importance of the team having a common sense of purpose that supports the overall
vision and strategy of the organisation
AC1.2 Explain the role that communication plays in establishing a common sense of purpose
AC1.3 Assess the effectiveness of own communication skills on the basis of the above
Learning Outcome Two - Know how to motivate and develop the team
AC2.1 Describe the main motivational factors in a work context and how these may apply to different
situations, teams and individuals
AC2.2 Explain the importance of a leader being able to motivate teams and individuals and gain their
commitment to objectives
AC2.3 Explain the role that the leader plays in supporting and developing the team and its members and
give practical examples of when this will be necessary
NAME:
Khalid aljohari
COHORT:
COMPANY:
WORD COUNT
LEARNING OUTCOME 1 – Know how to communicate the organisations vision and strategy to the team
AC1.1 Explain the importance of the team having a common sense of purpose that supports the overall vision and strategy of the organisation (approx. 200 words)
Type here:
· Talk about motivation
· Think team charter
· About DIB vision
AC1.2 Explain the role that communication plays in establishing a common sense of purpose
(pprox.. 200 words)
Type here:
· Task understanding
· Leader creditability
· Help positive environment
· Working together
· Better performance
· accuracy
· Less waste
· Less mistake
AC1.3 Assess the effectiveness of own communication skills on the basis of the above (approx. 200 words)
Type here:
· Active listening
· How to get feedback
· Communicate creatively
· Write side effect
LEARNING OUTCOME 2 - Know how to motivate and develop the team
AC2.1 Describe the main motivational factors in a work context and how these may apply to different situations, teams and individuals (approx. 200 words)
Type here:
· Range about main factors
· MOZ Lose and Mayo
· Mayo achievements
· Talk about bonus and achievement
AC2.2 Explain the importance of a leader being able to motivate teams and individuals and gain their commitment to objectives (approx. 200 words)
Type here:
· Details explanation
· Why is import for leader and motivate team
· Individual commitment and objective
AC2.3 Explain the role that the leader plays in supporting and developing the team and its members and give practical examples of when this will be necessary (pprox.. 200 words)
Type here:
·.
BIOEN 4250 BIOMECHANICS I Laboratory 4 – Principle Stres.docx
BIOEN 4250: BIOMECHANICS I
Laboratory 4 – Principle Stress and Strain
November 13– 16, 2018
TAs: Allen Lin ([email protected]), Kelly Smith ([email protected])
Lab Quiz: A 10-point lab quiz, accounting for 10% of the lap report grade, will be given at the beginning of
class. Be familiar with the entire protocol.
Objective: The objective of this experiment is to measure the strains along three different axes surrounding
a point on a cantilever beam, calculate the principal strains and stresses, and compare the result
with the stress calculated from the flexure formula for such a beam.
Background: The ability to measure strain is critical to materials testing as well as many other applications in
engineering. However, strain gages that adhere to a surface can alter the local strain environment
if the material (or tissue) of interest is less stiff than the gage itself. For this reason, contact strain
gages (or strain gages that attach directly to a surface) are not typically used for the testing of soft
tissues such as ligament, arteries, or skin. However, when the material is on the stiffer side, or
when the absolute value of the strain is less important than the detection of the mere presence of
strain itself, contact strain gages are very useful. An example of a stiffer biological material would
be bone. However, due to the porous nature of bone, one needs to be extremely careful that the
strain gage is properly adhered to the material’s surface. Other applications range from real world
stress analysis of a structure (e.g., a wing of an aircraft during flight) to strain gages incorporated
into medical equipment to ensure proper function (e.g., gages wrapped around the tubing in a
hospital infusion pump to detect blockages in the line – since the tube swells more than it should
when the fluid path is occluded).
One common engineering loading case that involves a planar stress field (i.e., the only non-zero
stresses are in the same plane), is that of beam bending. Beam bending will be covered in greater
detail during lecture. However, in order to ensure you know the basics of
what is going on in this
lab, we will cover some fundamental topics. The simplest case of beam loading is that of a
cantilever beam that
is completely anchored at one end and loaded at a point along its length
(Fig. 1). In Figure 1, 𝑃 is the applied load, ℎ is the thickness of the beam (with 𝑐 as the half-
thickness), 𝑥 is the distance from the fixed wall to the location where we want to measure stress
and strain (point 𝑎), and 𝐿 is the length of the beam. There are a couple key points to know about
this loading scenario:
1. As the beam bends downward, the material above the midline (the dashed line) is in
tension and the material below that line is in compression.
2. At the top and bottom free surfaces, there is only axial stress, and zero shear stress.
3. At the midline (dashed line, also referred to as neutral axis)
BHR 4680, Training and Development 1 Course Learning .docx
BHR 4680, Training and Development 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Discuss the training implications of behavioral and cognitive learning in the training environment.
1.1 Discuss the influences and learning in the workplace that contribute to training and
development.
2. Compare the relationship between human resources and human resource development functions in a
large global organization to the functions of a small global organization.
2.1 Explain the use of training and development as a contributing factor to business success.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit I Lesson
Chapter 1
Chapter 2
Unit I Assessment
2.1
Unit I Lesson
Chapter 1
Chapter 2
Unit I Assessment
Reading Assignment
Chapter 1: Introduction to Employee Training and Development, pp. 7-50
Chapter 2: Strategic Training, pp. 65-89, 104-105
Unit Lesson
Human Resource Management and Human Resource Development
Human resource management (HRM) consists of seven functions: strategy and planning, equal employment
opportunities (EEO), talent management, risk management and worker protection, recruitment and staffing,
rewards, and employee and labor relations (Mathis, Jackson, Valentine, & Meglich, 2017). HRM plays a vital
role in human resource development (HRD). In HRM, you have the human resource manager who is
responsible for all functions of human resources (HR), compared to an HRD manager who is solely
responsible for training and development and project management for HR. HRD is the use of training and
development, organizational development, and career development to improve overall effectiveness within
the organization (Noe, 2017). In creating the needed training and development plan for an organization, HRM
and HRD work collaboratively, or it can be an individual effort by each entity. According to Noe (2017),
organizations can allow training to be a part of HRM, but that can lead to less attention being provided and
less focus being applied than when allowing the training aspect to be handled by HRD. Regardless of the
choice, training and development requires a team effort from upper management, middle management,
frontline managers and workers, and others.
UNIT I STUDY GUIDE
Introduction to Training and Development
BHR 4680, Training and Development 2
UNIT x STUDY GUIDE
Title
What Is Learning?
Learning is when employees acquire “knowledge, skills, competencies, attitudes, or behaviors” (Noe, 2017,
p. 5). During the learning and training processes, you must consider your audience type(s) and the learning
style(s) of your audience members. Your audience types can consist of high-tech, low-tech, or lay audience
members or a combination of these types. With learning styles ranging from tactile learners to auditory
learners to visual learners, you, as the manager, must be able to deliver training .
Business Plan 2016 Owners Mick & Sheryl Dun.docx
Business Plan 2016
Owners Mick & Sheryl Dundee
6 Gumnut Road, DANDENONG, VIC, 3025
(03) 9600 7000 [email protected]
Confidentiality Agreement
The undersigned reader acknowledges that the information provided by National Camper Trailers in this
business plan is confidential; therefore, reader agrees not to disclose it without the express written
permission of National Camper Trailers.
It is acknowledged by reader that information to be furnished in this business plan is in all respects
confidential in nature, other than information which is in the public domain through other means and that
any disclosure or use of same by reader may cause serious harm or damage to National Camper Trailers.
Upon request, this document is to be immediately returned to National Camper Trailers.
___________________
Signature
___________________
Name (typed or printed)
___________________
Date
This is a business plan. It does not imply an offering of securities.
Table of Contents
Page 1
Contents
1.0 Objectives ................................................................................................................................. 2
1.1 Mission .................................................................................................................................. 2
1.2 Keys to Success..................................................................................................................... 2
2.0 Company Summary .................................................................................................................. 2
2.1 Company Ownership ............................................................................................................ 3
2.2 Company History .................................................................................................................. 3
2.3 Performance over the past 10 years ...................................................................................... 4
3.0 Company Structure ................................................................................................................... 6
3.1 Factory and Manufacturing ................................................................................................... 6
3.2 Assembly and Fitout ............................................................................................................. 6
3.3 Finance and administration. .................................................................................................. 6
3.3 Human Resources and WHS ................................................................................................. 7
3.4 Sales and Marketing .............................................................................................................. 7
4.0 SWOR Analysis ....................................................................................................................
Assignment Guidelines NR224 Fundamentals - Skills NR224 .docx
Assignment Guidelines NR224 Fundamentals - Skills
NR224 Safety Goals RUA.docx Revised 06/14/2016 BME 1
Required Uniform Assignment: National Patient Safety Goals
PURPOSE
This exercise is designed to increase the students' awareness of the National Patient Safety Goals developed
by The Joint Commission. Specifically, this assignment will introduce the Speak Up Initiatives, an award-
winning patient safety program designed to help patients promote their own safety by proactively taking
charge of their healthcare.
COURSE OUTCOMES
This assignment enables the student to meet the following course outcomes.
CO #2: Apply the concepts of health promotion and illness prevention in the laboratory setting. (PO #2)
CO #8: Explain the rationale for selected nursing interventions based upon current nursing literature. (PO
#8)
DUE DATE
Week 6
Campus: As directed by your faculty member
Online: As directed by your faculty member
POINTS
50 points
REQUIREMENTS
1. Select a Speak Up brochure developed by The Joint Commission. Follow this link to the proper
website: http://www.jointcommission.org/topics/speakup_brochures.aspx.
2. Write a short paper reviewing the brochure. Use the Grading Criteria (below) to structure your
critique, and include current nursing or healthcare research to support your critique.
a. The length of the paper is to be no greater than three pages, double spaced, excluding title
page and reference page. Extra pages will not be read and will not count toward your grade.
3. This assignment will be graded on quality of information presented, use of citations, and use of
Standard English grammar, sentence structure, and organization based on the required components.
4. Create the review using Microsoft Word 2007 (a part of Microsoft Office 2007), the required format for
all Chamberlain documents. You can tell that the document is saved as a MS Word 2007 document
because it will end in “.docx.”
5. Any questions about this paper may be discussed in the weekly Q & A Forum in your online course or
directly with your faculty member if you are taking NR224 on campus.
6. APA format is required with both a title page and reference page. Use the required components of the
review as Level 1 headers (upper- and lowercase, bold, centered).
a. Introduction
b. Summary of Brochure
c. Evaluation of Brochure
d. Conclusion
PREPARING THE PAPER
The following are the best practices in preparing this paper.
1) Read the brochure carefully and take notes. Highlighting important points has been helpful to many
students.
http://www.jointcommission.org/topics/speakup_brochures.aspx
Assignment Guidelines NR224 Fundamentals - Skills
NR224 Safety Goals RUA.docx Revised 06/14/2016 BME 2
2) Title page: Include title of your paper, your name, Chamberlain College of Nursing, NR224
Fundamentals—Skills, faculty name, and the date. Center all items between the .
Brand Extension Marketing Plan 8GB530 Brand Extension Marketi.docx
Brand Extension Marketing Plan 8
GB530 Brand Extension Marketing Plan: Guide
Introduction
Use this document as your guide to success. All Brand Extension Marketing Plan documents should use 1” margins, 12 pt. font, and include a cover page and a reference page.
For the Brand Extension Marketing Plan Assignments in this class you will not use the usual APA rules which require in-text citations as 1) no marketing plan ever uses direct quoting within its contents, 2) we are making an exception due to the nature of a Marketing Plan Assignment and 3) you will not use double-spacing but instead you will use this document’s formatting.
It is important that you write your Brand Extension Marketing Plan in third person (there is no “I” in a marketing plan), using your own words, and/or paraphrasing instead of direct quoting. Once deposited into the Dropbox for grading, Brand Extension Marketing Plan Assignments are submitted to Turnitin® for a potential plagiarism review, so it continues to be important for you never to use anyone else’s words verbatim.
For each of the Brand Extension Marketing Plan Assignments, you should list, on the reference page, all of the references you used when preparing your plan. Again, you do not need to include the in-text parentheses noting references and timeframes as normally required in our APA Assignments, but you do need to use APA to format your references list. If you have any questions on this exception to using APA, let me know.
All the components of the Marketing Plan are assessed using the following:
Subject Mastery Rubric: Knowledge (Can define major ideas) or Comprehension (Can discuss major ideas) or Application (Can apply major concepts to new situations).
A MARKETING PLAN IS THE FOUNDATION FOR ALL MARKETING EFFORTSBeginning your Brand Extension Marketing Plan: The Product Proposal
The major project in this course is to complete a Brand Extension Marketing Plan for one new product on the behalf of an existing for-profit organization.
As you begin your project, you need to first assume you have the role of a marketing manager for one,new, currently not available from your selected Brand Company, product on the behalf of a real, for-profit organization. Consider this a “brand extension”: you are adding a product to an existing company’s product line.
Think about your selection – the proposal is for a New Product for a New Market of consumers! Extend the Brand Name into new product markets by offering a “new to the company” product.
Companies may do this by buying an existing product, or importing a new product and putting their brand name on it – or they develop their own product to compete in the new market.
Module 1 BEMP Proposal - What will your project be about?
Submit your response to the following questions as a Product Proposal:
1. What is the brand name of your for-profit business/organization?
1. What is the new product, not currently in existence, that will generate revenue for .
Building a Dynamic Organization The Stanley Lynch Investme.docx
" Building a Dynamic Organization
The Stanley Lynch Investment Group is a large investment firm headquartered in New York. The firm has 12 major investment funds, each with analysts operating in a separate department. Along with knowledge of the financial markets and the businesses it analyzes, Stanley Lynch’s competitive advantage comes from its advanced and reliable computer systems. Thus an effective information technology (IT) divi-sion is a strategic necessity, and the company’s chief infor-mation officer (CIO) holds a key role at the firm.
When the company hired J. T. Kundra as a manager of technology, he learned that the IT division at Stanley Lynch consisted of 68 employees, most of whom specialized in serving the needs of a particular fund. The IT employees serving a fund operated as a distinct group, each of them led by a manager who supervised several employees. (Five employees reported to J. T.)
He also learned that each group set up its own computer system to store information about its projects. The problems with that arrangement quickly became evident. As J. T. tried to direct his group’s work, he would ask for documentation of one program or another. Sometimes, no one was sure where to find the documentation; often he would get three different responses from three different people with three versions of the documentation. And if he was interested in another group’s project or a software program used in another department, getting information was next to impos-sible. He lacked the authority to ask employees in another group to drop what they were doing to hunt down informa-tion he needed.
J. T. concluded that the entire IT division could serve the firm much better if all authorized people had easy access to the work that had already been done and the software that was available. The logical place to store that informa-tion was online. He wanted to get all IT projects set up in a cloud so that file sharing, and therefore knowledge sharing, would be more efficient and reliable. A challenge would be to get the other IT groups to buy in to the new system given that he had authority over so few of the IT workers.
J. T. started by working with his group to blueprint how the system would work. Then he met with two higher-level managers who report to the CIO. He showed them the plan and explained that fast access to information would improve the IT group’s quality and efficiency, thus increasing the pro-ductivity of the entire firm. He suggested that the managers require all IT employees to use the cloud system. He even persuaded them that their use of the system should be mea-sured for performance appraisals, which directly impacts annual bonuses.
The various IT groups quickly came to appreciate that the system would enhance performance. Adoption was swift, and before long, the IT employees came to think of it as one of their most important software systems.
DISCUSSION QUESTIONS
1. Give an example of differentiation in Stan.
BBA 4351, International Economics 1 Course Learning O.docx
BBA 4351, International Economics 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Appraise how globalization contributes to greater economic interdependence.
1.1 Explain the importance of globalization in terms of the law of comparative advantage.
2. Discuss how comparative advantages lead to gains from international trade.
2.1 Explain the principle of absolute and comparative advantage.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit I Lesson
Chapter 1
Unit I Essay
2.1
Unit I Lesson
Chapter 2
Unit I Essay
Reading Assignment
Chapter 1: The International Economy and Globalization
Chapter 2: Foundations of Modern Trade Theory: Comparative Advantage
Unit Lesson
Globalization
Today, every part of the world is connected, and no country can be completely secluded and stand by itself.
In other words, countries in a global economy must be interdependent. Throughout this course, you will learn
how a nation interacts with other countries in the global economy. More specifically, you will understand how
principles of economics can be applied to the global economy where countries are interdependent.
There are a number of advantages and disadvantages to globalization as listed in the chart below from the
textbook.
The Unit l Lesson provides some new perspectives on various stages of globalization. Baldwin (2016) briefly
summarizes four important phases of globalization that occurred during the past 200,000 years. The textbook
stresses the fact that the third phase of globalization began with the steam engine and other significant
improvements in transportation, increasing trade in goods and services among different parts of the world
(Carbaugh, 2017). The fourth phase of globalization, which is not mentioned in our textbook, involves the
transfer of rich-country technologies to workers in poor countries. This, in turn, has increased productivity and
expedited industrialization in those poor countries. Baldwin (2016) argues that a reorientation of strategy and
policy in both rich and poor countries is necessary. Rich countries need to develop better rules for governing
foreign investment and intellectual property rights as well as concentrate on the training and welfare of
workers rather than the preservation of particular jobs.
UNIT I STUDY GUIDE
International Economy and
Comparative Advantage
BBA 4351, International Economics 2
UNIT x STUDY GUIDE
Title
Think about what the next stage of globalization will be. It is not going to be industrialization for sure. What
might it be? Some experts believe the next phase of globalization will be Big Data—a large volume of
complex datasets that can be used in decision-making in various fields.
The United States as an Open Economy
The U.S. economy is a part of the global economy and, therefore, has been integrated into global markets in
past decades. Duri.
BSL 4060, Team Building and Leadership 1 Course Learn.docx
BSL 4060, Team Building and Leadership 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Summarize the determinants of high-performance teams.
1.1 Discuss the four Cs of team performance.
1.2 Explain how each of the four Cs contributes to improved performance.
4. Explain the importance of teamwork in an organization.
4.1 Explain the two types of self-directed work teams and the three generic team types.
4.2 Discuss how an organization's context of culture, structure, and systems supports teamwork.
Reading Assignment
Chapter 1: The Search for the High-Performing Team
Chapter 2: Context: Laying the Foundation for Team Success
Please use the Business Source Complete database in the CSU Online Library to read the following article:
Warrick, D. D. (2014). What leaders can learn about teamwork and developing high performance teams
from organization development practitioners. OD Practitioner, 46(3), 68-75.
Unit Lesson
This unit begins with a brief history of team building. The first efforts to improve organizations came from T-
groups (training groups) and from the National Training Laboratories in Silver Spring, Maryland. Participants
in T-groups learned to communicate in a more open and honest manner, accept responsibility for their
behavior, and engage in relationships based on equality rather than on hierarchy or status. In 1968, Campbell
and Dunnette conducted a study of the impact of T-groups on organizational performance. They concluded
that while T-groups did help individuals become more comfortable with their ability to manage interpersonal
relationships, T-groups had virtually no impact on organization or team performance. The team-building
paradigm was created to shift from an unstructured T-group to a more focused and defined process for
training a group in collaborative work and problem solving.
UNIT I STUDY GUIDE
The Foundation for Team Success
BSL 4060, Team Building and Leadership 2
UNIT x STUDY GUIDE
Title
The four Cs of high-performing teams were developed as a platform to build effective teams. The first C is
context, or the organizational environment. According to Dyer, Dyer, and Dyer (2013), questions to consider
in relation to the first C include the following.
How important is effective teamwork to accomplishing this particular task?
What type of team (e.g., task team, decision team, self-directed team) do I need?
Do my organization's culture, structure, and processes support teamwork?
The second C is composition, or the skills, attitudes, and experience of the team members. According to
Dyer, et al. (2013), one should consider the following questions.
To what extent do individual members have the technical skills required to complete the task?
To what extent do they have the interpersonal and communication skills required to coordinate their
work with others?
To what .
BHA 3002, Health Care Management 1 Course Learning Ou.docx
BHA 3002, Health Care Management 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
6. Analyze the finance system in a healthcare organization.
6.1 Examine key differences between for-profit, not-for-profit, and public healthcare facilities.
6.2 Explain the process of creating and balancing a healthcare facility budget.
8. Evaluate ways to improve the quality and economy of patient care.
8.1 Describe the process of quality review and privileging for physicians.
8.2 Discuss the importance of quality initiatives, quality equipment and supplies, and quality
regulations.
8.3 Identify a management problem in a healthcare organization.
Course/Unit
Learning Outcomes
Learning Activity
6.1
Chapter 3 Reading
Unit Assessment
6.2
Chapter 3 Reading
Unit Assessment
8.1
Unit Lesson
Chapter 4 Reading
Unit Assessment
8.2
Unit Lesson
Chapter 4 Reading
Unit Assessment
8.3
Unit Lesson
Chapter 4 Reading
Unit II Project Topic
Reading Assignment
Chapter 3: Financing the Provision of Care
Chapter 4: Quality of Care
Unit Lesson
Evidence-Based Performance Measures
One of the hottest topics in healthcare administration today is evidence-based performance, and you certainly
need a solid understanding of this process in order to function effectively as a healthcare leader moving into
the future. American health care needs to improve. There is no doubt about that. Americans deserve more
bang for the buck that they spend on medical services. One of the most important initiatives to make that
happen is a move to more evidence-based practice.
What evidence-based performance is truly all about, first and foremost, is the patient (UT Health, 2015). In
particular, it is all about making sure that the patient receives care based upon the best and latest research
that is available for the patient’s own particular health problem or set of health problems. It is about giving the
right care, every time, for every patient. Other benefits of a solid evidence-based medicine program include
the ability to assure your own community that your hospital provides high quality care and that you are doing
your own quality review studies to make sure of this. Finally, evidence-based medicine makes sense because
UNIT II STUDY GUIDE
Financing and Quality for
Health Care
BHA 3002, Health Care Management 2
UNIT x STUDY GUIDE
Title
the Centers for Medicare Services (CMS) demands it of us. They will actually pay us more for our services if
we meet evidence-based performance criteria and goals, and they will financially penalize us if we do not
meet evidence-based goals. In short, there are many good reasons to implement evidence-based medicine in
your own medical facility.
Currently, there are several national focus areas for evidence-based medicine programs. These are heart
failure (HF), acute myocardial infarction (AMI), pneumonia (PN), and th.
BBA 3551, Information Systems Management Course Learn.docx
BBA 3551, Information Systems Management
Course Learning Outcomes for Unit III
Upon completion of this unit, students should be able to:
8. Evaluate major types of hardware and software used by organizations.
8.1 Describe the features of a chosen NoSQL database.
8.2 Discuss how the use of a NoSQL database will affect competitive strategies in this era of IoT
(Internet of Things).
Course/Unit
Learning Outcomes
Learning Activity
8.1
Unit Lesson
Chapter 5
Unit III PowerPoint Presentation
8.2
Unit Lesson
Chapter 4
Chapter 5
Unit III PowerPoint Presentation
Reading Assignment
Chapter 4: Hardware, Software, and Mobile Systems, Q4-1 – Q4-7
Chapter 5: Database Processing, Q5-1 – Q5-7
Unit Lesson
In Unit II, we investigated ways that information systems (IS) can support collaboration, and we reviewed
Porter’s five forces model. In this unit, we will discuss the basic concepts of hardware and software. We will
also discuss open source software development and database management systems and compare the
differences between native and thin-client applications. Lastly, we will explore mobile systems and the
characteristics of quality mobile user experiences.
It is important that business professionals understand hardware components, types of hardware, and
computer data. We will start with bits and bytes. Computers use bits to represent basic units of data such as
ones and zeros. You should know the difference between bits, bytes, kilobytes, megabytes, gigabytes,
terabytes, petabytes, and exabytes (see Figure 1).
Term Definition Abbreviation
Byte A group of binary bits
Kilobyte 1,024 bytes K
Megabyte 1,024 K or 1, 048, 576 bytes MB
Gigabyte 1,024 MB or 1,073,741,824 bytes GB
Terabyte 1,024 GB or 1,099,511,627,776 bytes TB
Petabyte 1024 TB or 1, 125,899,906,842,624 bytes PB
Exabyte 1,024 PB or 1,152,921,504,606,846,976 bytes EB
Figure 1: Storage capacity terminology
(Kroenke & Boyle, 2017)
UNIT III STUDY GUIDE
Hardware, Software, and Mobile
Systems and Database Processing
BBA 3551, Information Systems Management 2
UNIT x STUDY GUIDE
Title
A byte generally contains eight bits. A switch can be open or closed. An open switch represents 0 or off, and
a closed switch represents 1 or on. Bits are basic units of data, such as ones and zeros, while data can be
represented by variables such as numbers, images, graphics, and characters to name a few (Kroenke &
Boyle, 2017).
The categories of computer software are clients and servers. Personal computers (PCs) use non-mobile
operating systems (OSs) such as Microsoft (MS) Windows and Apple Macintosh (Mac) OS X. Remember that
OSs are developed for specific hardware and are often referred to as native applications. In other words, MS
Windows was created specifically for hardware-based PC systems, so you cannot install MS Windows on an
Apple Mac as a base OS, nor can you install the Apple OS on a PC-based.
Afro-Asian Inquiry and the Problematics of Comparative Cr.docx
Afro-Asian Inquiry and the Problematics of Comparative Critique
Author(s): Antonio T. Tiongson Jr.
Source: Critical Ethnic Studies, Vol. 1, No. 2 (Fall 2015), pp. 33-58
Published by: University of Minnesota Press
Stable URL: http://www.jstor.org/stable/10.5749/jcritethnstud.1.2.0033
Accessed: 07-08-2017 18:56 UTC
REFERENCES
Linked references are available on JSTOR for this article:
http://www.jstor.org/stable/10.5749/jcritethnstud.1.2.0033?seq=1&cid=pdf-
reference#references_tab_contents
You may need to log in to JSTOR to access the linked references.
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide
range of content in a trusted digital archive. We use information technology and tools to increase productivity and
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All use subject to http://about.jstor.org/terms
P 3 3 O
Afro-Asian Inquiry and the
Problematics of Comparative Critique
A N T O N I O T. T I O N G S O N J R .
This article represents a critical engagement with the “comparative turn” in ethnic studies; that is, an interrogation of the broader implications of
the ascendancy and valorization of comparative critique as a central cate-
gory of analysis and an index of contemporary ethnic studies scholarship
through a critical consideration of a select body of writing predicated on a
comparative approach. Spurred by the perceived inadequacies of a biracial
framing and theorizing of race and racialization (i.e., the so-called black/
white paradigm), thinking comparatively has become an imperative to the
project of ethnic studies, heralding a paradigmatic and analytic shift and
inaugurating what one cultural analyst describes as a new stage in the evo-
lution of ethnic studies, “one long postponed by a standoff between a mul-
tiracial model limited by a national horizon and a diasporic model that
lacked historical ground for conducting cross-racial analysis.”1
As a number of race and ethnic studies scholars posit, comparative anal-
ysis is increasingly viewed as indispensable to the project of ethnic studies.
In an edited volume titled Black and Brown in Los Angeles: Beyond Con-
flict and Coalition, for example, Josh Kun and Laura Pulido make the point
that comparative ethnic studies has emerged “as a substantive field within
the discipline of ethnic studies itself,” generating a fairly robust and rapidly
expanding archive of comparative scholarship.2 Echoing these remarks,
Marta E. Sanchez speaks of “the renaissance of comparative studies of race
and.
BBA 2201, Principles of Accounting I 1 Course Learnin.docx
BBA 2201, Principles of Accounting I 1
Course Learning Outcomes for Unit VIII
Upon completion of this unit, students should be able to:
1. Examine the accounting cycle.
2. Identify business transactions.
3. Generate inventory systems and costing methods.
4. Appraise the classes and transactions of liabilities.
4.1 Describe the three main characteristics of liabilities.
4.2 Explain why it is important to classify liabilities into short and long term.
6. Analyze financial statements to inform decision makers.
8. Compare International Financial Reporting Standards (IFRS) to Generally Accepted Accounting
Principles (GAAP).
Course/Unit
Learning Outcomes
Learning Activity
1 Final Exam
2 Final Exam
3 Final Exam
4
Unit Lesson
Chapter 11
Chapter 14
4.1
Unit Lesson
Chapter 11
Chapter 14
Unit VIII Essay
4.2
Unit Lesson
Chapter 11
Chapter 14
Unit VIII Essay
6 Final Exam
7 Final Exam
8 Final Exam
Reading Assignment
Chapter 11: Current Liabilities and Payroll
Chapter 14: Long-Term Liabilities
UNIT VIII STUDY GUIDE
Liabilities
BBA 2201, Principles of Accounting I 2
UNIT x STUDY GUIDE
Title
Unit Lesson
Liabilities
In the accounting equation, assets = liabilities + equity, we can see that there are two claims to the assets of a
business—creditors and owners. The accounting equation can also be written as: assets – liabilities = equity.
In this equation, we can see that the liabilities of a business require the use of assets to satisfy the amount
owed.
A liability is an amount owed to lenders, suppliers, or government agencies and requires the use of assets or
future revenues to satisfy the debt. There are two categories of liabilities—current and long term. A current
liability is the amount owed that must be paid within one year or within the company’s operating cycle,
whichever is longer (Miller-Nobles, Mattison, & Matsumura, 2018).
The most common current liability is accounts payable. An account payable is an amount due a vendor or
supplies for products, supplies or services (Miller-Nobles et al., 2018). Retail businesses will also have sales
tax payable. Sales tax payable is the amount of sales tax collected by the retailer that must be remitted to the
tax agencies (Miller-Nobles et al., 2018). Because the accounts payable and sales tax payable are due within
one year (generally due within 30 days) they are a current liability.
Some businesses will receive cash payments in advance of providing a service, which is referred to as
unearned revenue (or deferred revenue). Many gyms and fitness centers will have deferred revenue. If you
have ever paid for a year’s membership at the beginning of the year to receive a discount, then you were
involved in a transaction with unearned revenue. The gym does not earn the revenue until they have provided
you with the monthly membership.
For example: If you were to purchase a one year.
ARH2000 Art & Culture USF College of the Arts 1 .docx
ARH2000 Art & Culture
USF College of the Arts
1
Art & Identity Research Project
15 points / 15% of final grade
Submit via the link provided in Canvas.
OVERVIEW
For this final project you will research two (2) contemporary artists who deal with the theme of
identity. In addition, you will reflect upon and propose an imagined artwork that relates to your own
concept of identity. (Do not worry if you are not artistically inclined, you are NOT expected to create an
actual finished art piece; it is merely a proposal for something you imagine.). The final project will be
presented as a well-researched PowerPoint presentation. Scholarly research and a Works Cited
page/slide are important components of this project.
HOW TO PREPARE
1. Engage with the presentation: “Art & Identity”
2. Read/review the following from the textbook: Chapter 4.9 (The Body in Art) and 4.10 (Identity, Race, &
Gender in Art); pp. 189 (grey box); 357-359
ARTIST RESEARCH
1. Choose two (2) artists from the list on page three of these instructions. Research your
chosen artists in relation to their interest in a theme of “Identity”.
2. You must use at least three different types of sources in your research project: The artwork
itself will be one source – the most important primary source. Therefore, you must research and
find at least two (2) other types of sources (interview with the artists, scholarly articles, books,
museum website etc.) to use in your study. Most will need to exceed this minimum for a robust
presentation. See page 189 of your textbook for a list of possible primary and secondary sources.
Further resources on how to get started are found in the subheading “Resources” below. You can
find many sources in the library or in one of the library’s databases.
3. Your selection of artists should be intentional and surround a specific sub-topic of identity.
Your research should not focus on identity in only a broad and general way. Clearly identify the sub-
topic that relates to your artists. For example, you may find artists that are similarly interested in
any of the following sub-topics below:
the fluidity of identity
deconstructing cultural, social, or political difference
feminist critique
diversity or artists who create work that explores related cultures, groups, or societies
You may consider choosing artists that work in the same medium (for example, performance
art, painting, or installation) and how that material choice imparts meaning to their work.
4. After selecting your sub-topic and artists, you must decide on a title for your project.
ARH2000 Art & Culture
USF College of the Arts
2
5. Your research into the artists should include biographical information and an examination of the
artists’ approaches. In a PowerPoint presentation of your research, include the following:
a. Biographies of each artist:
i. Image of the artist (photo, sketch, etc.)
ii. Brief biography:.
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- 3. ( Format: The paper must be a minimum of 500 words. Typed, double-
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- 5. number of the citation times) o Includes all information in the bibliography citation (formatted differently) plus a page number o Author Last name, Shortened Title, page. Footnote Tips: Differences with Bibliography Citation t, First) Publisher, Year) o Exception- web sources without page numbers Citations – Formatting for Notes and Bibliography
- 6. Book Basic Format Note (N): 1. Author First Author Last, Titile in Italics (City: Publisher, yr), pg. Bib (B): Author Last, First. Title in Italics. City: Publisher, yr. Examples Note (N): 1. Leslie Marmon Silko, Yellow Woman and a Beauty of the Spirit: Essays on Native American Life Today (New York: Simon & Schuster Paperbacks, 1996), 10. Bib (B): Silko, Leslie Marmon. Yellow Woman and a Beauty of the Spirit: Essays on Native American Life Today. New York: Simon & Shuster Paperbacks, 1996. ╫ If you have more than one author for a source, the first author’s name is reversed, but other author’s names are not.
- 7. Example: (N) Dawn Shedd and Erika Hernandez; (B) Shedd, Dawn, and Erika Hernandez Work from an Anthology, Chapter of a Book Basic Format Note (N): 1. Author First Author Last, “Chapter/Article Title,” in Titile in Italics, ed. Editor First Editor Last (City: Publisher, yr), pg. Bib (B): Author Last, First. “Chapter/Article Title.” In Title in Italics, edited by Editor First Editor Last, page range of chapter/article. City: Publisher, yr. Examples Note (N): 1. Minavavana, “Although You Have Conquered the French, You Have Not Yet Conquered Us,” in Native American Voices: A History and Anthology, ed. Steven Mintz (New York:
- 8. Brandywine Press, 2000), 93. Bib (B): Minavavana. “Although You Have Conquered the French, You Have Not Yet Conquered Us.” In Native American Voices: A History and Anthology, edited by Steven Mintz, 93-94. New York: Brandywine Press, 2000. ╫ This should be used when you are citing a chapter or article that has a different author than the book or collection. It should also be used for books with chapters by different authors and an editor instead of an author for the overall work. Journal Article Basic Format Note (N): 1. Author First Last, “Article Title,” Journal Title in Italics volume, no. x (year): pg, accessed date, url or doi. Bib (B): Author Last, First. “Article Title.” Journal Title in Italics volume, no. x (year): page range.
- 9. Accessed date. url or doi. Examples Note (N): 1. Walter H. Conser, “John Ross and the Cherokee Resistance Campaign, 1833-1838,” The Journal of Southern History 44, no. 2 (1978): 205, accessed March 19, 2013, http://www.jstor.org/stable/2208301. Bib (B): Conser, Walter H. “John Ross and the Cherokee Resistance Campaign, 1833-1838.” The Journal of Southern History 44, no. 2 (1975): 191-212. Accessed March 19, 2013. http://www.jstor.org/stable/2208301. Online Newspaper or Magazine Article Basic Format Note (N): 1. Author First Last, “Article Title,” Newspaper in Italics, Month day, year, accessed date, url.
- 10. Bib (B): Author Last, First. “Article Title.” Newspaper in Italics, Month day, year. Accessed date. url. Example Note (N): 1. Christopher D. Shea, “Brit Awards Attempt to Address Lack of Diversity,” New York Times, November 7, 2016, accessed November 8, 2016, http://www.nytimes.com/2016/11/08/arts/music/brit-awards- attempt-to-address-lack-of- diversity.html?ref=todayspaper. Bib (B): Shea, Christopher D. “Brit Awards Attempt to Address Lack of Diversity.” New York Times, November 7, 2016. Accessed November 8, 2016. http://www.nytimes.com/2016/11/08/arts/music/brit-awards- attempt-to-address-lack-of- diversity.html?ref=todayspaper.
- 11. Website Examples Note (N): 1. “About Yale: Yale Facts,” Yale University, accessed May 1, 2017, https://www.yale.edu/about-yale/yale-facts. 2. “The Defiance of Chief Black Hawk,” The History Engine, The University of Richmond, accessed November 10, 2017, https://historyengine.richmond.edu/episodes/view/4638. Bib (B): Yale University. “About Yale: Yale Facts.” Accessed May 1, 2017. https://www.yale.edu/about- yale/yale-facts. The University of Richmond. “The Defiance of Chief Black Hawk.” The History Engine. Accessed November 10, 2017. https://historyengine.richmond.edu/episodes/view/4638.