Copyright 2010 Cengage Learning. All Rights Reserved.docxShiraPrater50
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
LETTER TO INSTRUCTORS
Essentials of Management, 9e
Dear Colleague,
Whether you are a previous adopter, a new adopter, or a professor consider-
ing this text for adoption, I wish to thank you for your interest in Essentials of
Management 9e. Essentials was the first relatively brief management text
that was not simply an abbreviated version of a longer text. We created the
path for a more concise, more understandable, and practical approach to the
vast body of knowledge referred to as “management.” We assume that the
study of management is not exclusively geared toward C-level executives,
and that our readers will not be directing large enterprises or divisions of
large enterprises in their first job. Instead, the vast majority of our readers will
first be engaged in work that will require some managerial skill and knowl-
edge, even though they are not working as executives.
Virtually all texts in management and related fields claim to be practical,
although many single sentences within them make six sweeping recommen-
dations for CEOs or list ten companies that use a particular technique. We
contend that Essentials of Management, unlike much of the competition, is
and always has been a text that enables the student to apply much of the
information. We support our conclusions with relevant research studies wher-
ever possible, but our intent is not to review most of the research on a given
topic. A case in point is our presentation of transformational and charismatic
leadership. We present some relevant research findings but also offer the stu-
dents concrete suggestions for becoming more charismatic, including devel-
oping a more effective handshake.
My writing has always emphasized application both in textbooks and
trade books, and most of this writing has been about management, organiza-
tional behavior, human relations, leadership, and career management. Even
the articles I have published in professional journals would be understandable
to readers who were not specialists in the subject under investigation. For
exa ...
Jessica m. utts seeing through statistics. 4th edition-cengage learning (2014)NajibSadik
https://www.clickfiles.net/d/bVLTGu
L'un des plus beaux livres que j'ai lu. Si vous souhaitez continuer à lire et télécharger le livre gratuitement, copiez le lien
Copyright 2012 Cengage Learning. All Rights Reserved. May AlleneMcclendon878
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
C O N C E P T S I N E N T E R P R I S E
R E S O U R C E P L A N N I N G
Fourth Edition
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
http://www.cengage.com/highered
C O N C E P T S I N E N T E R P R I S E
R E S O U R C E P L A N N I N G
Fourth Edition
Ellen F. Monk
University of Delaware
Bret J. Wagner
Western Michigan University
Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Concepts in Enterprise Resource Planning,
Fourth Edition
Ellen F. Monk and Bret J. Wagner
Editor-in-Chief: Joe Sabatino
Se ...
Australia • Brazil • Mexico • Singapore • United Kingdom • Uni.docxcelenarouzie
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
97364_fm_ptg01_i-xvi.indd 2 15/11/13 8:36 PM
Understanding
Arguments
97364_fm_ptg01_i-xvi.indd 1 15/11/13 8:36 PM
Copyright 2013 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights,
some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially
affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
97364_fm_ptg01_i-xvi.indd 2 15/11/13 8:36 PM
Copyright 2013 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights,
some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially
affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Understanding
Arguments
An Introduction to Informal Logic
NINTH EDITION
Walter Sinnott-Armstrong
Duke University
Robert J. Fogelin
Dartmouth College
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
97364_fm_ptg01_i-xvi.indd 3 15/11/13 8:36 PM
Copyright 2013 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights,
some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially
affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
97364_fm_ptg01_i-xvi.indd 2 15/11/13 8:36 PM
Copyright 2013 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights,
some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially
affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information .
Jessica m. utts seeing through statistics. 4th edition-cengage learning (20...AhmedMohamed223994
This document contains a list of 27 case studies that are used as examples throughout the textbook. The case studies cover a wide range of topics and are referenced in multiple chapters to illustrate key statistical concepts. They include examples related to medicine, psychology, politics, surveys, experiments, and more.
This document provides an overview of the website www.cengagebrain.com for purchasing college textbooks and course materials. It lists 5 key reasons to purchase from the site: 1) Prices are up to 75% off with daily coupons and free shipping on orders over $25. 2) Multiple format options are available including textbooks, eBooks, and eChapter rentals. 3) eBooks and eChapters can be accessed anytime, anywhere on mobile devices for convenience. 4) Free eBook access is provided while textbooks ship and instant access to online homework products is included. 5) Study tools and writing/career resources are available for some texts. The document encourages students to find their course materials and start saving at
This document provides an overview of 5 reasons to buy textbooks and course materials from a company called SAVINGS:
1. Prices are up to 75% off with daily coupons and free shipping on orders over $25, providing significant cost savings.
2. Multiple format options are available including textbooks, eBooks, and eChapter rentals, offering flexibility and choice in formats.
3. eBooks and eChapters can be accessed anytime, anywhere via mobile devices, providing convenience.
4. Free eBook access is provided while textbooks ship, and instant access to online homework products is included, enhancing the student experience.
5. Study tools and additional resources are available for some texts
Copyright 2010 Cengage Learning. All Rights Reserved.docxShiraPrater50
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
LETTER TO INSTRUCTORS
Essentials of Management, 9e
Dear Colleague,
Whether you are a previous adopter, a new adopter, or a professor consider-
ing this text for adoption, I wish to thank you for your interest in Essentials of
Management 9e. Essentials was the first relatively brief management text
that was not simply an abbreviated version of a longer text. We created the
path for a more concise, more understandable, and practical approach to the
vast body of knowledge referred to as “management.” We assume that the
study of management is not exclusively geared toward C-level executives,
and that our readers will not be directing large enterprises or divisions of
large enterprises in their first job. Instead, the vast majority of our readers will
first be engaged in work that will require some managerial skill and knowl-
edge, even though they are not working as executives.
Virtually all texts in management and related fields claim to be practical,
although many single sentences within them make six sweeping recommen-
dations for CEOs or list ten companies that use a particular technique. We
contend that Essentials of Management, unlike much of the competition, is
and always has been a text that enables the student to apply much of the
information. We support our conclusions with relevant research studies wher-
ever possible, but our intent is not to review most of the research on a given
topic. A case in point is our presentation of transformational and charismatic
leadership. We present some relevant research findings but also offer the stu-
dents concrete suggestions for becoming more charismatic, including devel-
oping a more effective handshake.
My writing has always emphasized application both in textbooks and
trade books, and most of this writing has been about management, organiza-
tional behavior, human relations, leadership, and career management. Even
the articles I have published in professional journals would be understandable
to readers who were not specialists in the subject under investigation. For
exa ...
Jessica m. utts seeing through statistics. 4th edition-cengage learning (2014)NajibSadik
https://www.clickfiles.net/d/bVLTGu
L'un des plus beaux livres que j'ai lu. Si vous souhaitez continuer à lire et télécharger le livre gratuitement, copiez le lien
Copyright 2012 Cengage Learning. All Rights Reserved. May AlleneMcclendon878
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
C O N C E P T S I N E N T E R P R I S E
R E S O U R C E P L A N N I N G
Fourth Edition
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
http://www.cengage.com/highered
C O N C E P T S I N E N T E R P R I S E
R E S O U R C E P L A N N I N G
Fourth Edition
Ellen F. Monk
University of Delaware
Bret J. Wagner
Western Michigan University
Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Concepts in Enterprise Resource Planning,
Fourth Edition
Ellen F. Monk and Bret J. Wagner
Editor-in-Chief: Joe Sabatino
Se ...
Australia • Brazil • Mexico • Singapore • United Kingdom • Uni.docxcelenarouzie
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
97364_fm_ptg01_i-xvi.indd 2 15/11/13 8:36 PM
Understanding
Arguments
97364_fm_ptg01_i-xvi.indd 1 15/11/13 8:36 PM
Copyright 2013 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights,
some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially
affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
97364_fm_ptg01_i-xvi.indd 2 15/11/13 8:36 PM
Copyright 2013 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights,
some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially
affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Understanding
Arguments
An Introduction to Informal Logic
NINTH EDITION
Walter Sinnott-Armstrong
Duke University
Robert J. Fogelin
Dartmouth College
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
97364_fm_ptg01_i-xvi.indd 3 15/11/13 8:36 PM
Copyright 2013 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights,
some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially
affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
97364_fm_ptg01_i-xvi.indd 2 15/11/13 8:36 PM
Copyright 2013 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights,
some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially
affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information .
Jessica m. utts seeing through statistics. 4th edition-cengage learning (20...AhmedMohamed223994
This document contains a list of 27 case studies that are used as examples throughout the textbook. The case studies cover a wide range of topics and are referenced in multiple chapters to illustrate key statistical concepts. They include examples related to medicine, psychology, politics, surveys, experiments, and more.
This document provides an overview of the website www.cengagebrain.com for purchasing college textbooks and course materials. It lists 5 key reasons to purchase from the site: 1) Prices are up to 75% off with daily coupons and free shipping on orders over $25. 2) Multiple format options are available including textbooks, eBooks, and eChapter rentals. 3) eBooks and eChapters can be accessed anytime, anywhere on mobile devices for convenience. 4) Free eBook access is provided while textbooks ship and instant access to online homework products is included. 5) Study tools and writing/career resources are available for some texts. The document encourages students to find their course materials and start saving at
This document provides an overview of 5 reasons to buy textbooks and course materials from a company called SAVINGS:
1. Prices are up to 75% off with daily coupons and free shipping on orders over $25, providing significant cost savings.
2. Multiple format options are available including textbooks, eBooks, and eChapter rentals, offering flexibility and choice in formats.
3. eBooks and eChapters can be accessed anytime, anywhere via mobile devices, providing convenience.
4. Free eBook access is provided while textbooks ship, and instant access to online homework products is included, enhancing the student experience.
5. Study tools and additional resources are available for some texts
Engaged with you.www.cengage.com Source Code 14M-AA.docxYASHU40
The document describes MindTap, an online learning platform. It is designed to help students master course material through interactive videos, activities, and self-quizzing tools. MindTap provides a personalized learning path for each student and monitors their progress. Students say MindTap keeps them engaged and organized, and helps them study effectively. The platform also shows students how their performance compares to the top students in the class.
Leadership research findings, practice, and skillseigRIYAN43
The document is a table of contents for a textbook on leadership by Andrew J. DuBrin. It lists 15 chapters that will cover topics such as traits of effective leaders, charismatic and transformational leadership styles, leadership behaviors and attitudes, contingency and situational leadership, developing teamwork, and international aspects of leadership. The table of contents provides an overview of the key concepts and models that will be discussed in each chapter to help readers understand different approaches to leadership.
Leadership research findings, practice, and skillseigsimba35
The document is a table of contents for a textbook on leadership by Andrew J. DuBrin. It lists 15 chapters that will cover topics such as traits of effective leaders, charismatic and transformational leadership styles, leadership behaviors and attitudes, contingency and situational leadership, developing teamwork, and international aspects of leadership. The table of contents provides an overview of the key concepts and models that will be discussed in each chapter to help readers understand different approaches to leadership.
book Vet medicine large animal procedure.pdfSamerPaser
Care has been taken in each chapter to present the material in a uniform, easyto-follow format. We have intentionally departed from the standard paragraph
prose format to introduce various techniques in a step-by-step manner along
with clear explanations and rationale for each action. Our intent? To concisely
answer the critical questions everyone has when learning a new procedure:
“What do I need, what do I do, and what can go wrong?” Ultimately, our goal was
to provide these answers in a clinically accessible format, eliminating the need
to wade through more traditional texts.
eBook PDF textbook - An Introduction to the Profession of Social Work, 6e Eli...EdwinPolack1
This document discusses the Council on Social Work Education's Educational Policy and Accreditation Standards. It lists the nine core competencies that all social work students must develop, along with 31 related component behaviors. The competencies cover areas like ethical and professional behavior, engaging diversity and difference, advancing human rights and social justice, engaging in practice-informed research, and engaging in policy practice. The document provides chapter references for where these competencies are connected to class materials. It also includes instructions for purchasing the full document and chapters.
Week 7 DiscussionThis week you learned about the role of an evalladonnacamplin
Week 7 Discussion
This week you learned about the role of an evaluator and the steps necessary to become an evaluator. Based on your learning, do you feel you would make a strong evaluator? What qualifications would you look for in choosing an evaluator for your organization? In addition, demonstrate the need for an evaluator within your current workplace. Justify how the addition of an evaluator might improve workplace productivity?
750 words or more with references
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
cengage.com/mindtap
Fit your coursework
into your hectic life.
Make the most of your time by learning
your way. Access the resources you need to
succeed wherever, whenever.
Study with digital flashcards, listen to audio
textbooks, and take quizzes.
Review your current course grade and compare
your progress with your peers.
Get the free MindTap Mobile App and learn
wherever you are.
Break Limitations. Create your
own potential, and be unstoppable
with MindTap.
MINDTAP. POWERED BY YOU.
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
Roger LeRoy Miller
Institute for University Studies
Arlington, Texas
William Eric Hollowell
Institute for University Studies
Arlington, Texas
and Member of Florida State Bar
Minnesota State Bar
United States Supreme Court Bar
Business Law
T e x T & e x e r c i s e s
N i N T H e d i T i o N
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to ...
Week 7 DiscussionThis week you learned about the role of an eval.docxhelzerpatrina
Week 7 Discussion
This week you learned about the role of an evaluator and the steps necessary to become an evaluator. Based on your learning, do you feel you would make a strong evaluator? What qualifications would you look for in choosing an evaluator for your organization? In addition, demonstrate the need for an evaluator within your current workplace. Justify how the addition of an evaluator might improve workplace productivity?
750 words or more with references
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
cengage.com/mindtap
Fit your coursework
into your hectic life.
Make the most of your time by learning
your way. Access the resources you need to
succeed wherever, whenever.
Study with digital flashcards, listen to audio
textbooks, and take quizzes.
Review your current course grade and compare
your progress with your peers.
Get the free MindTap Mobile App and learn
wherever you are.
Break Limitations. Create your
own potential, and be unstoppable
with MindTap.
MINDTAP. POWERED BY YOU.
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
Roger LeRoy Miller
Institute for University Studies
Arlington, Texas
William Eric Hollowell
Institute for University Studies
Arlington, Texas
and Member of Florida State Bar
Minnesota State Bar
United States Supreme Court Bar
Business Law
T e x T & e x e r c i s e s
N i N T H e d i T i o N
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to ...
Copyright 2013 Cengage Learning. All Rights Reserved. May AlleneMcclendon878
Copyright 2013 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
History of the American Economy
Copyright 2013 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Copyright 2013 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
History of the American
Economy
TWELFTH EDITION
G A R Y M . W A L T O N
University of California, Davis
H U G H R O C K O F F
Rutgers University
Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States
Copyright 2013 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
History of the American Economy,
Twelfth Edition
Gary M. Walton and Hugh Rockoff
Senior Vice President, LRS/Acquisitions &
Solution
s Planning: Jack W. Calhoun
Editorial Director, Business & Economics:
Erin Joyner
Publisher: Mike Schenk ...
Joseph walsh virginia commonwealth university theoriesADDY50
This document provides copyright information and contents for the third edition of the textbook "Theories for Direct Social Work Practice" by Joseph Walsh. It lists the chapter titles which focus on various theories for direct social work practice including person-centered theory, ego psychology, object relations, family emotional systems theory, behavior theory, cognitive theory, and structural family theory. It also provides publishing details such as the publisher, copyright dates, and international offices.
0306090120150
ANTA
CUBA
COLOMBIA
PERU
BOLIVIA
CHILE
CANADA
MEXICO
NIG
LIBERIA
GABO
EQUATORIAL
GUINEA
GUINEA
MALI
MAURITANIA
SENEGAL
NO
0306090120150
0
30
60
30
60
FRANCE
SPAIN
MOROCCO
PARAGUAY
ICELAND
UNITED
KINGDOM
IRELAND
BELGIUM
SWIT
UNITED STATES
BRAZIL
ALGERIA
NIGE
DENMAR
GERMAN
URUGUAY
ECUADOR
U.S.
ARGENTINA
PORTUGAL
VENEZUELA
GHANA
Greenland
(DENMARK)
'
S O U T H
A T L A N T I C
O C E A N
N O R T H
A T L A N T I C
O C E A N
N O R T H
P A C I F I C
O C E A N
S O U T H
P A C I F I C
O C E A N
BELIZE
GUATEMALA HONDURAS
NICARAGUAEL SALVADOR
COSTA RICA
PANAMA
GUYANA
SURINAME
CÔTE
D'IVOIRESIERRA LEONE
REP. OF THE CO
TOGO
BENIN
BURKINA
FASO
T
GUINEA-BISSAU
French Guiana
(FRANCE)
NETH.
SLOVAKIA
HUNGARY
WESTERN
SAHARA
A R C T I C
O C E A N A R C T I C
O C E A N
Copyright 2015 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
30 60 90 120 150 180
ARCTICA
PAPUA
NEW GUINEA
RUSSIA
CHINA
SWAZILAND
LESOTHO
ZIMBABWE
ZAMBIA
ANGOLA
TANZANIA
SOUTH
AFRICA
KENYA
UGANDA
YEMEN
ER
CAMEROON
ON
RWAY
30 60 90 120 150 180
0
30
60
30
60
SWEDEN FINLAND
LAOS
JAPAN
PHILIPPINES
SOLOMON
ISLANDS
FIJI
THAILAND
BANGLADESH
CAMBODIA
VIETNAM
SRI
LANKA
MALAYSIA
INDONESIA
AUSTRALIA
NEW
ZEALAND
NORTH KOREA
Z.
SYRIA
UZBEKISTAN
UKRAINE
IRANIRAQ AFGHANISTAN
PAKISTAN
BURMA
INDIA
NEPAL BHUTAN
TURKEY
LIBYA
EGYPT
RIA
RK
JORDAN
OMAN
NY
POLAND
MONGOLIA
BOTSWANA
NAMIBIA
TURKMENISTAN
ARMENIA
GEORGIA
AZERBAIJAN
KYRGYZSTAN
TAJIKISTAN
SAUDI
ARABIA
SOUTH
KOREA
GREECE
MADAGASCAR
CHAD
SUDAN
MOZAMBIQUE
ETHIOPIA
SOMALIA
DEMOCRATIC
REPUBLIC
OF THE CONGO
KAZAKHSTAN
'
N O R T H
P A C I F I C
O C E A N
I N D I A N
O C E A N
S O U T H
P A C I F I C
O C E A N
ROMANIA
BULGARIATALY
AUSTRIA
SINGAPORE
MARSHALL
ISLANDS
FEDERATED STATES
OF MICRONESIA
UNITED ARAB
EMIRATES
KUWAIT
QATAR
CZECH REP.
BELARUS
LAT.
LITH.
EST.
NGO
TUNISIA
CENTRAL
AFRICAN REPUBLIC
ISRAEL
LEB.
DJIBOUTI
ERITREA
MALAWI
BRUNEI
A R C T I C
O C E A N
MALDIVES
RWANDA
BURUNDI
Copyright 2015 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
International Economics
Copyright 2015 Cengage Learn.
Case Study Seniority in OrganizationPermaja Resources CorpMaximaSheffield592
Case Study
Seniority in Organization
Permaja Resources Corporation has the policy of promoting employees from within the organization on a company wide basis. Seniority is based on the length of service and the performance ratings.
Rod Santos was hired as mechanical engineer trainee on March 20,2017 and got a performance rating of very satisfactory. He was a trainee for six months before his promotion to Engineer I at Section A of the machine shop section.
Roger Santiago was hired in January 2018 as engineer trainee in Section B of the machine shop had a performance rating of very satisfactory for the last two years. Both Santos and Santiago are mechanical engineering graduates of a prestigious school.
The position of supervising engineer in Section B was left vacant with the promotion of Art Real to Plant Superintendent of both section A and B. Due to the seniority rule, Rod Santos was promoted to the post. While Art would like to recommend Roger Santiago to the post, the HR department policy on seniority rule had to be applied, hence the intention watered down when he talked to the HR manager. Art talked to Rod Santos about his case and Rod Santos understood that Roger Santiago was also interested in the position.
One month later, a major machine broke down and Roger Santiago single-handedly worked diligently on the machine and completed it in due time to meet the customers’ demand. During a break time after the successful repair of the machine, Rod Santos, in the presence of the other workers, complemented the efforts and expertise of Roger Santiago. “Roger, thanks for the excellent work you have done. You are the best engineer around here and I would like you to know that I appreciate your effort very much. You have the knowledge, skills and experience around here and you are the number one engineer along this line.”
With the compliment, Roger Santiago resorted a little sarcastically, “I know how all these things run here as I am one of those who installed that machine. I know more about this whole thing than you do. If only the HR department knew how to recognize people with potential, you would not be here in the first place.”
Write the answers in essay format. You may, however, use bullet points, diagrams, tables, or any graphs to support your arguments.
The essay should be well organized, that is, it has an introduction, body, and conclusion (1200 words).
Referencing : Use Harvard referencing style for in-text citation and make a table of references at the end.
Research: Use a minimum of two additional sources of information.
Question 1An organization's compensation scheme is key to its ability to attract, motivate and retain essential staff members. A number of different compensation systems exist; choose organizations that apply the merit pay plan in compensating its employees. Explain how is the Traditional Compensation Approach Different from the modern one you choose?Question 2
Explain how a company can ...
Case Study Rubric Directly respond to each questi.docxdrennanmicah
Case Study Rubric
Directly respond to each question providing background to support your
response. (2 points)
Apply at least 2 concepts from the chapter material in the class text,
“Leadership; theory. Application and Skill Development.” Reference to,
“The Handbook of Leaders,” is a welcome addition. (2 points)
Apply your critical thinking skills. (2 points)
o A well cultivated critical thinker:
Raises vital questions and problems, formulating them
clearly and precisely;
Gathers and assesses relevant information, using abstract
ideas to interpret it effectively comes to well-reasoned
conclusions and solutions, testing them against relevant
criteria and standards;
Thinks open-mindedly within alternative systems of thought,
recognizing and assessing, as need be, their assumptions,
implications, and practical consequences; and
Communicates effectively with others in figuring out
solutions to complex problems.
o Taken from Richard Paul and Linda Elder, The Miniature Guide to
Critical Thinking Concepts and Tools, Foundation for Critical
Thinking Press, 2008
Case Studies must be submitted in the following format:
o Clearly title each in a word document with name, date, week etc.
o Must include clearly written and thoughtful narrative
o Post as a response in Blackboard
66352_FM_ptg01_i-xxviii.indd 4 10/21/14 12:16 AM
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
Robert N. Lussier, Ph.D.
Spring field College
Christopher F. Achua, D.B.A.
University of Virginia’s College at Wise
S I X T H E D I T I O N
Leadership
THEORY, APPLICATION,
& SKILL DE VELOPMENT
66352_FM_ptg01_i-xxviii.indd 1 10/21/14 12:16 AM
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
66352_FM_ptg01_i-xxviii.indd 4 10/21/14 12:16 AM
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
Important Notice: Media content referenced within the product description or the product
text may not be a.
9. Information Technology Project Management.pdfPedadaSaikumar
The document is the table of contents for a textbook on information technology project management. It lists 13 chapters that will cover topics such as project integration management, scope management, time management, cost management, quality management, human resource management, communications management, risk management, procurement management, and stakeholder management. It also includes an appendix on using Microsoft Project software and a glossary. The textbook aims to provide guidance on managing IT projects through applying the principles of project management.
BUSINESS AND SOCIAL MEDIA 2Business and SociVannaSchrader3
BUSINESS AND SOCIAL MEDIA 2
Business and Social Media
Jude G. Akassap
Rasmussen University
COURSE#: PSY3738
Instructor: MariaKarabekou
Assignment Due Date: 4/18/2021
The business idea: Formation of a private enterprise making fashionable baby clothes.
The private enterprise will be involved in the production of high-end fashionable baby clothes. The clothes will be manufactured in the United States, and they will be released in limited editions. In order to stay ahead of the competition, proper market research on market trends and designs will be conducted. The company will seek to sell baby clothes to young parents who have substantial disposable income and appreciate fashionable clothing for their children, a parental age of 25-35 years. The main focus will be on the United States population with possibilities of expansion into other regions in the future. The clothes will be produced depending on the season such that there will be a mix of both winter wear and summer wear. The overall product mix will include sweaters, rompers, and clothes targeting both genders. The business will seek partners such as button manufacturers and zip companies in order to have an effective supply chain for the production of the clothes.
Similar brands include Zooby Industrial company, Rockleigh Industries, and Longbehn companies. These companies specialize in the cutting, sewing, and fabrication of children and infants apparel such as bibs, gowns, and dresses. The companies use cotton, polyester, non-woven materials, and also nylon to manufacture their products. These companies market their products using several avenues. These include LinkedIn, where they promote their corporate brand and use it to attract people to their products. The companies also use Twitter for communication, especially to release important information and updates on their products. They also have a significant presence on Facebook, where they concentrate their marketing efforts. Other social media sites include Instagram, where they showcase their models and show the new products that they have released.
Our company will aim at selling to the cloth distributors and resellers in the US. This will be a Business-to-Business model. However, direct customers who may want to purchase from the factory will also have a chance to buy at the retail prices. To promote the clothing brand, the company will invest in a solid social media presence. The first one is Facebook which will be used to showcase all the products that are on offer. Facebook has a wide global reach, and therefore it will be critical for visibility purposes. The company will also have a strong presence on Instagram. Since the company will be in the fashion and allied industry, Instagram will especially be helpful to attract fashion-conscious customers. It is also an essential tool for connecting with the young parents who are in the 25-35 year group.
The company will also utilize Pinterest to showcase innovative des ...
Blog Week 11 Your Personal Language and Literacy Development JouChantellPantoja184
Blog: Week 11: Your Personal Language and Literacy Development Journey
Life can be understood backwards, but it must be lived forwards.
—Søren Kierkegaard, Danish philosopher
Throughout this course, you have examined the language development journeys of young children. You also created and documented the journey of a fictional child whom you created. You now consider your own language development journey by reflecting on a personal experience in which you were learning language and/or a time when you were supporting a young child in language development. You then apply what you have explored in this course to analyze and deepen your understanding of this memory.
Because this is your final activity in this course, be sure to take your time in your Blog interactions, supporting your community of practice colleagues as they share their final insights.
By Day 3 of Week 11
Post the following in your Blog: Describe a personal memory related to your own language development journey and/or a time when you fostered language development with a young child. Explain how this course has deepened your perspective of that memory and/or experience. Then, share an activity or resource from this course that has affected your current and/or future practice as an early childhood professional and why. Last, describe a topic or issue you would still like to learn more about and how this topic or issue might affect your future research as a scholar of change.
By Day 7 of Week 11
Interact with your community of practice, sharing additional insights, comparing experiences, and posing questions that promote further dialogue.
F i F t h e d i t i o n
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
Fundamentals of
Case
Management
Practice
Skills for the Human Services
N a N c y S u m m e r S
Harrisburg Area Community College
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
This is an electronic version of the print textbook. Due to electronic rights restrictions, some third party content may be suppressed. Editorial
review has deemed that any suppressed content does not materially affect the overall learning experience. The publisher reserves the right to
remove content from this title at any time if subsequent rights restrictions require it. For valuable information on pricing, previous
editions, changes to current editions, and alternate formats, please visit www.cengage.com/highered to search by
ISBN#, author, title, or keyword for materials in your areas of interest.
Important Notice: Media content referenced with ...
Does facial recognition violates our right to privacy Incl.docxpetehbailey729071
Does facial recognition violates our right to privacy ?
Include your own point of view in the research paper (be creative)
Your paper should include a summary of the topic (research question, method, findings and conclusions )
4-5 pages
2-4 references
APA style
.
Dont Blame the Eater By DAVID ZINCZENKO NOV. 23, 2002.docxpetehbailey729071
Don't Blame the Eater
By DAVID ZINCZENKO
NOV. 23, 2002
If ever there were a newspaper headline custom-made for Jay Leno's monologue, this
was it. Kids taking on McDonald's this week, suing the company for making them fat.
Isn't that like middle-aged men suing Porsche for making them get speeding tickets?
Whatever happened to personal responsibility?
I tend to sympathize with these portly fast-food patrons, though. Maybe that's because I
used to be one of them.
I grew up as a typical mid-1980's latchkey kid. My parents were split up, my dad off
trying to rebuild his life, my mom working long hours to make the monthly bills. Lunch
and dinner, for me, was a daily choice between McDonald's, Taco Bell, Kentucky Fried
Chicken or Pizza Hut. Then as now, these were the only available options for an
American kid to get an affordable meal. By age 15, I had packed 212 pounds of torpid
teenage tallow on my once lanky 5-foot-10 frame.
Then I got lucky. I went to college, joined the Navy Reserves and got involved with a
health magazine. I learned how to manage my diet. But most of the teenagers who live,
as I once did, on a fast-food diet won't turn their lives around: They've crossed under the
golden arches to a likely fate of lifetime obesity. And the problem isn't just theirs -- it's
all of ours.
Before 1994, diabetes in children was generally caused by a genetic disorder -- only
about 5 percent of childhood cases were obesity-related, or Type 2, diabetes. Today,
according to the National Institutes of Health, Type 2 diabetes accounts for at least 30
percent of all new childhood cases of diabetes in this country.
Not surprisingly, money spent to treat diabetes has skyrocketed, too. The Centers for
Disease Control and Prevention estimate that diabetes accounted for $2.6 billion in
health care costs in 1969. Today's number is an unbelievable $100 billion a year.
Shouldn't we know better than to eat two meals a day in fast-food restaurants? That's
one argument. But where, exactly, are consumers -- particularly teenagers -- supposed
to find alternatives? Drive down any thoroughfare in America, and I guarantee you'll see
one of our country's more than 13,000 McDonald's restaurants. Now, drive back up the
block and try to find someplace to buy a grapefruit.
Complicating the lack of alternatives is the lack of information about what, exactly, we're
consuming. There are no calorie information charts on fast-food packaging, the way
there are on grocery items. Advertisements don't carry warning labels the way tobacco
ads do. Prepared foods aren't covered under Food and Drug Administration labeling
laws. Some fast-food purveyors will provide calorie information on request, but even
that can be hard to understand.
For example, one company's Web site lists its chicken salad as containing 150 calories;
the almonds and noodles that come with it (an additional 190 calories) are listed
separately. Add a serving of t.
Domestic TravelVisit the Travel Facts and Statistics website.docxpetehbailey729071
Domestic Travel
Visit the
Travel Facts and Statistics
website.
Why do people travel and what is the % of each category?
What are the top leisure travel activities of domestic travelers?
What are the criteria for a person's trip?
How much is the economic output generated by visitors?
International Travel
Visit the
World Tourism council
web page. Summarize your answers.
In the front, it tells you about what their purpose is, In your own words what do they stand for?
Describe the type of members
What is the economic impact of tourism?
Two pages and no references need it.
.
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eBook PDF textbook - An Introduction to the Profession of Social Work, 6e Eli...EdwinPolack1
This document discusses the Council on Social Work Education's Educational Policy and Accreditation Standards. It lists the nine core competencies that all social work students must develop, along with 31 related component behaviors. The competencies cover areas like ethical and professional behavior, engaging diversity and difference, advancing human rights and social justice, engaging in practice-informed research, and engaging in policy practice. The document provides chapter references for where these competencies are connected to class materials. It also includes instructions for purchasing the full document and chapters.
Week 7 DiscussionThis week you learned about the role of an evalladonnacamplin
Week 7 Discussion
This week you learned about the role of an evaluator and the steps necessary to become an evaluator. Based on your learning, do you feel you would make a strong evaluator? What qualifications would you look for in choosing an evaluator for your organization? In addition, demonstrate the need for an evaluator within your current workplace. Justify how the addition of an evaluator might improve workplace productivity?
750 words or more with references
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
cengage.com/mindtap
Fit your coursework
into your hectic life.
Make the most of your time by learning
your way. Access the resources you need to
succeed wherever, whenever.
Study with digital flashcards, listen to audio
textbooks, and take quizzes.
Review your current course grade and compare
your progress with your peers.
Get the free MindTap Mobile App and learn
wherever you are.
Break Limitations. Create your
own potential, and be unstoppable
with MindTap.
MINDTAP. POWERED BY YOU.
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
Roger LeRoy Miller
Institute for University Studies
Arlington, Texas
William Eric Hollowell
Institute for University Studies
Arlington, Texas
and Member of Florida State Bar
Minnesota State Bar
United States Supreme Court Bar
Business Law
T e x T & e x e r c i s e s
N i N T H e d i T i o N
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to ...
Week 7 DiscussionThis week you learned about the role of an eval.docxhelzerpatrina
Week 7 Discussion
This week you learned about the role of an evaluator and the steps necessary to become an evaluator. Based on your learning, do you feel you would make a strong evaluator? What qualifications would you look for in choosing an evaluator for your organization? In addition, demonstrate the need for an evaluator within your current workplace. Justify how the addition of an evaluator might improve workplace productivity?
750 words or more with references
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
cengage.com/mindtap
Fit your coursework
into your hectic life.
Make the most of your time by learning
your way. Access the resources you need to
succeed wherever, whenever.
Study with digital flashcards, listen to audio
textbooks, and take quizzes.
Review your current course grade and compare
your progress with your peers.
Get the free MindTap Mobile App and learn
wherever you are.
Break Limitations. Create your
own potential, and be unstoppable
with MindTap.
MINDTAP. POWERED BY YOU.
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
Roger LeRoy Miller
Institute for University Studies
Arlington, Texas
William Eric Hollowell
Institute for University Studies
Arlington, Texas
and Member of Florida State Bar
Minnesota State Bar
United States Supreme Court Bar
Business Law
T e x T & e x e r c i s e s
N i N T H e d i T i o N
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to ...
Copyright 2013 Cengage Learning. All Rights Reserved. May AlleneMcclendon878
Copyright 2013 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
History of the American Economy
Copyright 2013 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Copyright 2013 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
History of the American
Economy
TWELFTH EDITION
G A R Y M . W A L T O N
University of California, Davis
H U G H R O C K O F F
Rutgers University
Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States
Copyright 2013 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
History of the American Economy,
Twelfth Edition
Gary M. Walton and Hugh Rockoff
Senior Vice President, LRS/Acquisitions &
Solution
s Planning: Jack W. Calhoun
Editorial Director, Business & Economics:
Erin Joyner
Publisher: Mike Schenk ...
Joseph walsh virginia commonwealth university theoriesADDY50
This document provides copyright information and contents for the third edition of the textbook "Theories for Direct Social Work Practice" by Joseph Walsh. It lists the chapter titles which focus on various theories for direct social work practice including person-centered theory, ego psychology, object relations, family emotional systems theory, behavior theory, cognitive theory, and structural family theory. It also provides publishing details such as the publisher, copyright dates, and international offices.
0306090120150
ANTA
CUBA
COLOMBIA
PERU
BOLIVIA
CHILE
CANADA
MEXICO
NIG
LIBERIA
GABO
EQUATORIAL
GUINEA
GUINEA
MALI
MAURITANIA
SENEGAL
NO
0306090120150
0
30
60
30
60
FRANCE
SPAIN
MOROCCO
PARAGUAY
ICELAND
UNITED
KINGDOM
IRELAND
BELGIUM
SWIT
UNITED STATES
BRAZIL
ALGERIA
NIGE
DENMAR
GERMAN
URUGUAY
ECUADOR
U.S.
ARGENTINA
PORTUGAL
VENEZUELA
GHANA
Greenland
(DENMARK)
'
S O U T H
A T L A N T I C
O C E A N
N O R T H
A T L A N T I C
O C E A N
N O R T H
P A C I F I C
O C E A N
S O U T H
P A C I F I C
O C E A N
BELIZE
GUATEMALA HONDURAS
NICARAGUAEL SALVADOR
COSTA RICA
PANAMA
GUYANA
SURINAME
CÔTE
D'IVOIRESIERRA LEONE
REP. OF THE CO
TOGO
BENIN
BURKINA
FASO
T
GUINEA-BISSAU
French Guiana
(FRANCE)
NETH.
SLOVAKIA
HUNGARY
WESTERN
SAHARA
A R C T I C
O C E A N A R C T I C
O C E A N
Copyright 2015 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
30 60 90 120 150 180
ARCTICA
PAPUA
NEW GUINEA
RUSSIA
CHINA
SWAZILAND
LESOTHO
ZIMBABWE
ZAMBIA
ANGOLA
TANZANIA
SOUTH
AFRICA
KENYA
UGANDA
YEMEN
ER
CAMEROON
ON
RWAY
30 60 90 120 150 180
0
30
60
30
60
SWEDEN FINLAND
LAOS
JAPAN
PHILIPPINES
SOLOMON
ISLANDS
FIJI
THAILAND
BANGLADESH
CAMBODIA
VIETNAM
SRI
LANKA
MALAYSIA
INDONESIA
AUSTRALIA
NEW
ZEALAND
NORTH KOREA
Z.
SYRIA
UZBEKISTAN
UKRAINE
IRANIRAQ AFGHANISTAN
PAKISTAN
BURMA
INDIA
NEPAL BHUTAN
TURKEY
LIBYA
EGYPT
RIA
RK
JORDAN
OMAN
NY
POLAND
MONGOLIA
BOTSWANA
NAMIBIA
TURKMENISTAN
ARMENIA
GEORGIA
AZERBAIJAN
KYRGYZSTAN
TAJIKISTAN
SAUDI
ARABIA
SOUTH
KOREA
GREECE
MADAGASCAR
CHAD
SUDAN
MOZAMBIQUE
ETHIOPIA
SOMALIA
DEMOCRATIC
REPUBLIC
OF THE CONGO
KAZAKHSTAN
'
N O R T H
P A C I F I C
O C E A N
I N D I A N
O C E A N
S O U T H
P A C I F I C
O C E A N
ROMANIA
BULGARIATALY
AUSTRIA
SINGAPORE
MARSHALL
ISLANDS
FEDERATED STATES
OF MICRONESIA
UNITED ARAB
EMIRATES
KUWAIT
QATAR
CZECH REP.
BELARUS
LAT.
LITH.
EST.
NGO
TUNISIA
CENTRAL
AFRICAN REPUBLIC
ISRAEL
LEB.
DJIBOUTI
ERITREA
MALAWI
BRUNEI
A R C T I C
O C E A N
MALDIVES
RWANDA
BURUNDI
Copyright 2015 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
International Economics
Copyright 2015 Cengage Learn.
Case Study Seniority in OrganizationPermaja Resources CorpMaximaSheffield592
Case Study
Seniority in Organization
Permaja Resources Corporation has the policy of promoting employees from within the organization on a company wide basis. Seniority is based on the length of service and the performance ratings.
Rod Santos was hired as mechanical engineer trainee on March 20,2017 and got a performance rating of very satisfactory. He was a trainee for six months before his promotion to Engineer I at Section A of the machine shop section.
Roger Santiago was hired in January 2018 as engineer trainee in Section B of the machine shop had a performance rating of very satisfactory for the last two years. Both Santos and Santiago are mechanical engineering graduates of a prestigious school.
The position of supervising engineer in Section B was left vacant with the promotion of Art Real to Plant Superintendent of both section A and B. Due to the seniority rule, Rod Santos was promoted to the post. While Art would like to recommend Roger Santiago to the post, the HR department policy on seniority rule had to be applied, hence the intention watered down when he talked to the HR manager. Art talked to Rod Santos about his case and Rod Santos understood that Roger Santiago was also interested in the position.
One month later, a major machine broke down and Roger Santiago single-handedly worked diligently on the machine and completed it in due time to meet the customers’ demand. During a break time after the successful repair of the machine, Rod Santos, in the presence of the other workers, complemented the efforts and expertise of Roger Santiago. “Roger, thanks for the excellent work you have done. You are the best engineer around here and I would like you to know that I appreciate your effort very much. You have the knowledge, skills and experience around here and you are the number one engineer along this line.”
With the compliment, Roger Santiago resorted a little sarcastically, “I know how all these things run here as I am one of those who installed that machine. I know more about this whole thing than you do. If only the HR department knew how to recognize people with potential, you would not be here in the first place.”
Write the answers in essay format. You may, however, use bullet points, diagrams, tables, or any graphs to support your arguments.
The essay should be well organized, that is, it has an introduction, body, and conclusion (1200 words).
Referencing : Use Harvard referencing style for in-text citation and make a table of references at the end.
Research: Use a minimum of two additional sources of information.
Question 1An organization's compensation scheme is key to its ability to attract, motivate and retain essential staff members. A number of different compensation systems exist; choose organizations that apply the merit pay plan in compensating its employees. Explain how is the Traditional Compensation Approach Different from the modern one you choose?Question 2
Explain how a company can ...
Case Study Rubric Directly respond to each questi.docxdrennanmicah
Case Study Rubric
Directly respond to each question providing background to support your
response. (2 points)
Apply at least 2 concepts from the chapter material in the class text,
“Leadership; theory. Application and Skill Development.” Reference to,
“The Handbook of Leaders,” is a welcome addition. (2 points)
Apply your critical thinking skills. (2 points)
o A well cultivated critical thinker:
Raises vital questions and problems, formulating them
clearly and precisely;
Gathers and assesses relevant information, using abstract
ideas to interpret it effectively comes to well-reasoned
conclusions and solutions, testing them against relevant
criteria and standards;
Thinks open-mindedly within alternative systems of thought,
recognizing and assessing, as need be, their assumptions,
implications, and practical consequences; and
Communicates effectively with others in figuring out
solutions to complex problems.
o Taken from Richard Paul and Linda Elder, The Miniature Guide to
Critical Thinking Concepts and Tools, Foundation for Critical
Thinking Press, 2008
Case Studies must be submitted in the following format:
o Clearly title each in a word document with name, date, week etc.
o Must include clearly written and thoughtful narrative
o Post as a response in Blackboard
66352_FM_ptg01_i-xxviii.indd 4 10/21/14 12:16 AM
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
Robert N. Lussier, Ph.D.
Spring field College
Christopher F. Achua, D.B.A.
University of Virginia’s College at Wise
S I X T H E D I T I O N
Leadership
THEORY, APPLICATION,
& SKILL DE VELOPMENT
66352_FM_ptg01_i-xxviii.indd 1 10/21/14 12:16 AM
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
66352_FM_ptg01_i-xxviii.indd 4 10/21/14 12:16 AM
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
Important Notice: Media content referenced within the product description or the product
text may not be a.
9. Information Technology Project Management.pdfPedadaSaikumar
The document is the table of contents for a textbook on information technology project management. It lists 13 chapters that will cover topics such as project integration management, scope management, time management, cost management, quality management, human resource management, communications management, risk management, procurement management, and stakeholder management. It also includes an appendix on using Microsoft Project software and a glossary. The textbook aims to provide guidance on managing IT projects through applying the principles of project management.
BUSINESS AND SOCIAL MEDIA 2Business and SociVannaSchrader3
BUSINESS AND SOCIAL MEDIA 2
Business and Social Media
Jude G. Akassap
Rasmussen University
COURSE#: PSY3738
Instructor: MariaKarabekou
Assignment Due Date: 4/18/2021
The business idea: Formation of a private enterprise making fashionable baby clothes.
The private enterprise will be involved in the production of high-end fashionable baby clothes. The clothes will be manufactured in the United States, and they will be released in limited editions. In order to stay ahead of the competition, proper market research on market trends and designs will be conducted. The company will seek to sell baby clothes to young parents who have substantial disposable income and appreciate fashionable clothing for their children, a parental age of 25-35 years. The main focus will be on the United States population with possibilities of expansion into other regions in the future. The clothes will be produced depending on the season such that there will be a mix of both winter wear and summer wear. The overall product mix will include sweaters, rompers, and clothes targeting both genders. The business will seek partners such as button manufacturers and zip companies in order to have an effective supply chain for the production of the clothes.
Similar brands include Zooby Industrial company, Rockleigh Industries, and Longbehn companies. These companies specialize in the cutting, sewing, and fabrication of children and infants apparel such as bibs, gowns, and dresses. The companies use cotton, polyester, non-woven materials, and also nylon to manufacture their products. These companies market their products using several avenues. These include LinkedIn, where they promote their corporate brand and use it to attract people to their products. The companies also use Twitter for communication, especially to release important information and updates on their products. They also have a significant presence on Facebook, where they concentrate their marketing efforts. Other social media sites include Instagram, where they showcase their models and show the new products that they have released.
Our company will aim at selling to the cloth distributors and resellers in the US. This will be a Business-to-Business model. However, direct customers who may want to purchase from the factory will also have a chance to buy at the retail prices. To promote the clothing brand, the company will invest in a solid social media presence. The first one is Facebook which will be used to showcase all the products that are on offer. Facebook has a wide global reach, and therefore it will be critical for visibility purposes. The company will also have a strong presence on Instagram. Since the company will be in the fashion and allied industry, Instagram will especially be helpful to attract fashion-conscious customers. It is also an essential tool for connecting with the young parents who are in the 25-35 year group.
The company will also utilize Pinterest to showcase innovative des ...
Blog Week 11 Your Personal Language and Literacy Development JouChantellPantoja184
Blog: Week 11: Your Personal Language and Literacy Development Journey
Life can be understood backwards, but it must be lived forwards.
—Søren Kierkegaard, Danish philosopher
Throughout this course, you have examined the language development journeys of young children. You also created and documented the journey of a fictional child whom you created. You now consider your own language development journey by reflecting on a personal experience in which you were learning language and/or a time when you were supporting a young child in language development. You then apply what you have explored in this course to analyze and deepen your understanding of this memory.
Because this is your final activity in this course, be sure to take your time in your Blog interactions, supporting your community of practice colleagues as they share their final insights.
By Day 3 of Week 11
Post the following in your Blog: Describe a personal memory related to your own language development journey and/or a time when you fostered language development with a young child. Explain how this course has deepened your perspective of that memory and/or experience. Then, share an activity or resource from this course that has affected your current and/or future practice as an early childhood professional and why. Last, describe a topic or issue you would still like to learn more about and how this topic or issue might affect your future research as a scholar of change.
By Day 7 of Week 11
Interact with your community of practice, sharing additional insights, comparing experiences, and posing questions that promote further dialogue.
F i F t h e d i t i o n
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
Fundamentals of
Case
Management
Practice
Skills for the Human Services
N a N c y S u m m e r S
Harrisburg Area Community College
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
This is an electronic version of the print textbook. Due to electronic rights restrictions, some third party content may be suppressed. Editorial
review has deemed that any suppressed content does not materially affect the overall learning experience. The publisher reserves the right to
remove content from this title at any time if subsequent rights restrictions require it. For valuable information on pricing, previous
editions, changes to current editions, and alternate formats, please visit www.cengage.com/highered to search by
ISBN#, author, title, or keyword for materials in your areas of interest.
Important Notice: Media content referenced with ...
Similar to Diversity inOrganizationsSECOND EDITIONMyrtl.docx (19)
Does facial recognition violates our right to privacy Incl.docxpetehbailey729071
Does facial recognition violates our right to privacy ?
Include your own point of view in the research paper (be creative)
Your paper should include a summary of the topic (research question, method, findings and conclusions )
4-5 pages
2-4 references
APA style
.
Dont Blame the Eater By DAVID ZINCZENKO NOV. 23, 2002.docxpetehbailey729071
Don't Blame the Eater
By DAVID ZINCZENKO
NOV. 23, 2002
If ever there were a newspaper headline custom-made for Jay Leno's monologue, this
was it. Kids taking on McDonald's this week, suing the company for making them fat.
Isn't that like middle-aged men suing Porsche for making them get speeding tickets?
Whatever happened to personal responsibility?
I tend to sympathize with these portly fast-food patrons, though. Maybe that's because I
used to be one of them.
I grew up as a typical mid-1980's latchkey kid. My parents were split up, my dad off
trying to rebuild his life, my mom working long hours to make the monthly bills. Lunch
and dinner, for me, was a daily choice between McDonald's, Taco Bell, Kentucky Fried
Chicken or Pizza Hut. Then as now, these were the only available options for an
American kid to get an affordable meal. By age 15, I had packed 212 pounds of torpid
teenage tallow on my once lanky 5-foot-10 frame.
Then I got lucky. I went to college, joined the Navy Reserves and got involved with a
health magazine. I learned how to manage my diet. But most of the teenagers who live,
as I once did, on a fast-food diet won't turn their lives around: They've crossed under the
golden arches to a likely fate of lifetime obesity. And the problem isn't just theirs -- it's
all of ours.
Before 1994, diabetes in children was generally caused by a genetic disorder -- only
about 5 percent of childhood cases were obesity-related, or Type 2, diabetes. Today,
according to the National Institutes of Health, Type 2 diabetes accounts for at least 30
percent of all new childhood cases of diabetes in this country.
Not surprisingly, money spent to treat diabetes has skyrocketed, too. The Centers for
Disease Control and Prevention estimate that diabetes accounted for $2.6 billion in
health care costs in 1969. Today's number is an unbelievable $100 billion a year.
Shouldn't we know better than to eat two meals a day in fast-food restaurants? That's
one argument. But where, exactly, are consumers -- particularly teenagers -- supposed
to find alternatives? Drive down any thoroughfare in America, and I guarantee you'll see
one of our country's more than 13,000 McDonald's restaurants. Now, drive back up the
block and try to find someplace to buy a grapefruit.
Complicating the lack of alternatives is the lack of information about what, exactly, we're
consuming. There are no calorie information charts on fast-food packaging, the way
there are on grocery items. Advertisements don't carry warning labels the way tobacco
ads do. Prepared foods aren't covered under Food and Drug Administration labeling
laws. Some fast-food purveyors will provide calorie information on request, but even
that can be hard to understand.
For example, one company's Web site lists its chicken salad as containing 150 calories;
the almonds and noodles that come with it (an additional 190 calories) are listed
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Visit the
Travel Facts and Statistics
website.
Why do people travel and what is the % of each category?
What are the top leisure travel activities of domestic travelers?
What are the criteria for a person's trip?
How much is the economic output generated by visitors?
International Travel
Visit the
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web page. Summarize your answers.
In the front, it tells you about what their purpose is, In your own words what do they stand for?
Describe the type of members
What is the economic impact of tourism?
Two pages and no references need it.
.
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.
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Address these questions in a paper of 8 pages, APA Format, place citations for work in the body and provide reference page
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Documentation of at least four initial scholarly sources from the .docxpetehbailey729071
Documentation of at least four initial scholarly sources from the library.
Expanded introduction to the organization.
Expanded description of the chosen problem.
Preliminary solution options (can be bullet points).
Preliminary analysis of leadership and organizational behavior concepts addressed in the paper.
I have to go deeper into Expanded Description of the Problem
I have to send you the proper
.
Documents of United States Indian Policy (Third Edition) Fra.docxpetehbailey729071
Documents of United States Indian Policy (Third Edition)
Francis Paul Prucha
Published by University of Nebraska Press
Prucha, Paul.
Documents of United States Indian Policy (Third Edition).
Lincoln: University of Nebraska Press, 2000.
Project MUSE., https://muse.jhu.edu/.
For additional information about this book
Access provided at 25 Aug 2019 22:38 GMT from University of California @ Berkeley
https://muse.jhu.edu/book/11623
https://muse.jhu.edu
https://muse.jhu.edu/book/11623
57
the consent of the President of the U.S. but
should any prefer it, or omit to take a reser-
vation for the quantity he may be entitled
to, the U.S. will on his removing pay fifty
cents an acre, after reaching their new homes,
provided that before the first of January next
they shall adduce to the Agent, or some other
authorized person to be appointed, proof of
his claim and the quantity of it. Sixth; like-
wise children of the Choctaw Nation resid-
ing in the Nation, who have neither father
nor mother a list of which, with satisfactory
proof of Parentage and orphanage being filed
with Agent in six months to be forwarded to
the War Department, shall be entitled to a
quarter section of Land, to be located under
the direction of the President, and with his
consent the same may be sold and the pro-
ceeds applied to some beneficial purpose for
the benefit of said orphans.
Article XX. The U.S. agree and stipulate
as follows, that for the benefit and advantage
of the Choctaw people, and to improve their
condition, there shall be educated under the
direction of the President and at the expense
of the U.S. forty Choctaw youths for twenty
years. This number shall be kept at school,
and as they finish their education others, to
supply their places shall be received for the
period stated. The U.S. agree also to erect
a Council House for the Nation at some
convenient central point, after their people
shall be settled; and a House for each Chief,
also a Church for each of the three Districts,
to be used also as school houses, until the
Nation may conclude to build others; and for
these purposes ten thousand dollars shall be
appropriated; also fifty thousand dollars (viz.)
twenty-five hundred dollars annually shall be
given for the support of three teachers of
schools for twenty years. Likewise there shall
befurnishedtotheNation,threeBlacksmiths
one for each district for sixteen years, and
a qualified Mill Wright for five years; Also
thereshallbefurnishedthefollowingarticles,
twenty-one hundred blankets, to each war-
rior who emigrates a rifle, moulds, wipers and
ammunition. One thousand axes, ploughs,
hoes, wheels and cards each; and four hun-
dred looms. There shall also be furnished,
one ton of iron and two hundred weight of
steel annually to each District for sixteen
years.
Article XXI. A few Choctaw Warriors
yet survive who marched and fought in the
army with General Wayne, the whole num-
ber stated not to exceed twenty.
These it is agreed shall hereafter, wh.
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***Doctorate Level Questions*** No Plagiarism....Paraphrase the content, and provide Citations and References for each source provided....Please provide a substantive response for EACH question. Each question should each have a word count of 150 words or more....Please provide appropriate foundational knowledge, be factual, and enhance the dialogue….Please do not recite the same words just to provide word count….
Question One
How is sample size related to statistical tests and outcomes? Give a specific example. Why is it important to plan the sample size before collecting data?
Question Two
Fill in the following for a possible study with one independent variable (IV) with two conditions/treatments and a dependent variable (DV) that is measured on a continuous scale (interval or ratio):
Independent variable = ______________
Condition A = ______________
Condition B = ______________
Dependent variable = _______________
How do you know this DV is measured on a continuous scale?
How would you word the null hypothesis for your sample study?
How would you word the alternative hypothesis for your sample study?
What alpha level would you set to test your hypothesis? Why?
.
DOCUMENT-BASED QUESTION RUBRIC
5 4 3 2 1
· Thoroughly
addresses all
aspects of the task
by accurately
analyzing and
interpreting most
of the document
· Incorporates
relevant outside
information
· Richly supports
essay with relevant
facts, examples,
and details
· Writes a
well-developed
essay, consistently
demonstrating a
logical and clear
plan of organization
· Uses
information from
the documents in
the body of the
essay
· Includes a
strong introduction
and conclusion
· Addresses all
aspects of the task
by accurately
analyzing and
interpreting most
of the documents
· Incorporates
relevant outside
information
· Includes
relevant facts,
examples, and
details, but
discussion may be
more descriptive
than analytical
· Writes a
well-developed
essay,
demonstrating a
logical and clear
plan of organization
· Includes a
good introduction
and conclusion
· Addresses
most aspects of
the task or
addresses all
aspects in a limited
way; uses some of
the documents
· Incorporates
limited or no
relevant outside
information
· Uses some
facts, examples,
and details, but the
discussion is more
descriptive rather
than analytical
· Writes a
satisfactorily
developed essay,
demonstrating a
general plan of
organization
· Restates the
theme in the
introduction and
concludes with a
simple restatement
of the theme
· Attempts to
address some
aspects of the
task making
limited use of
the documents
· No relevant
outside
information is
presented
· Uses a few
facts, examples
and details and
discussion simply
restates
contents of the
documents
· Writes a
poorly organized
essay, lacking
focus
· Has vague or
missing
introduction
and/or conclusion
· Shows a
limited
understanding of
the task with
vague, unclear
references to the
documents
· No relevant
outside
information is
presented
· Attempts to
complete the task
but essay
demonstrates a
major weakness in
the organization
· Uses little or
no accurate or
relevant facts,
details, examples
· Has no
introduction or
conclusion
Name___________________________________________
Score___________________________________________
W. E. B. DuBois
WILLIAM EDWARD BURGHARDT DUBOIS was very angry with Booker T.
Washington. Although he admired Washington's intellect and
accomplishments, he strongly opposed the position set forth by Washington
in his Atlanta Exposition Address. He saw little future in agriculture as the
nation rapidly industrialized. DuBois felt that renouncing the goal of
complete integration and social equali.
DOCUMENT 4Dwight D. Eisenhower, Farewell Address to the Nation” (.docxpetehbailey729071
DOCUMENT 4
Dwight D. Eisenhower, “Farewell Address to the Nation” (1961)
Document Background: On January 17, 1961, President Dwight D. Eisenhower gave his farewell address to the nation. Over the previous two decades, the United States had undergone numerous significant changes, including World War II, the beginning of the Cold War, the Korean War, the emergence of nuclear weapons, a rapidly growing economy, and several substantial Civil Rights victories. Eisenhower, as a general and then as president, had been at the center of many of these. In his farewell address, Eisenhower focused on the Cold War with the Soviet Union and on the challenges facing the United States, including a warning about the growing power of the “military-industrial complex.”
Dwight D. Eisenhower:
I.
My fellow Americans:
Three days from now, after half a century in the service of our country, I shall lay down the responsibilities of office as, in traditional and solemn ceremony, the authority of the Presidency is vested in my successor.
This evening I come to you with a message of leave-taking and farewell, and to share a few final thoughts with you, my countrymen.
Like every other citizen, I wish the new President, and all who will labor with him, Godspeed. I pray that the coming years will be blessed with peace and prosperity for all.
Our people expect their President and the Congress to find essential agreement on issues of great moment, the wise resolution of which will better shape the future of the Nation.
My own relations with the Congress, which began on a remote and tenuous basis when, long ago, a member of the Senate appointed me to West Point, have since ranged to the intimate during the war and immediate post-war period, and, finally, to the mutually interdependent during these past eight years.
In this final relationship, the Congress and the Administration have, on most vital issues, cooperated well, to serve the national good rather than mere partisanship, and so have assured that the business of the Nation should go forward. So, my official relationship with the Congress ends in a feeling, on my part, of gratitude that we have been able to do so much together.
II.
We now stand ten years past the midpoint of a century that has witnessed four major wars among great nations. Three of these involved our own country. Despite these holocausts America is today the strongest, the most influential and most productive nation in the world. Understandably proud of this pre-eminence, we yet realize that America's leadership and prestige depend, not merely upon our unmatched material progress, riches and military strength, but on how we use our power in the interests of world peace and human betterment.
III.
Throughout America's adventure in free government, our basic purposes have been to keep the peace; to foster progress in human achievement, and to enhance liberty, dignity and integrity among people and among nations. To strive for less would be un.
Doc with options for readings and films attached.Option 1 - .docxpetehbailey729071
Doc with options for readings and films attached.
Option 1
- Write a 10-page paper (Times New Roman, 12, double-spaced) on one of the films from the syllabus, articulating concepts (i.e. techno-pessimism; techno-optimism; nuclear winter; boiling frog; idealism; scientific materialism; etc) drawn from at least two of the readings. The paper must have a clear argument, coherent structure, and include proper footnotes and bibliography.
Option 2
- Write a 10-page paper (Times New Roman, 12, double-spaced) around one of the concepts (i.e. techno-pessimism; techno-optimism; nuclear winter; boiling frog; idealism; scientific materialism; etc) drawn from the bibliography in relation to two or more movies from the syllabus. The paper must have a clear argument, coherent structure, and include proper footnotes and bibliography.
.
Do you support or oppose the death penaltyRequirementsYo.docxpetehbailey729071
Do you support or oppose the death penalty?
Requirements:
Your paper must be at least
1500
words.
Please double space your paper and use standard 12- point font.
Using Times New Roman.
Make sure to proofread your paper before submitting.
Please follow APA format when referencing information from outside sources.
Please include your word count at the end of your assignment.
Please include a title page and a reference page
.
Do you think it is possible that this pandemic might end up working .docxpetehbailey729071
Do you think it is possible that this pandemic might end up working as a psychological trigger for increasing our moral self-awareness going forward, so that we might start behaving more conscientiously as consumers, workers, citizens, and investors after 18 months of dealing with this crisis on one level or another? If so, can you describe one context in which this could happen?
.
Do you think that mandating the construction of such IA-centric or.docxpetehbailey729071
Do you think that mandating the construction of such IA-centric organizations is wise? Why or why not?
What are the potential benefits for policymakers in determining IA structures and networks and outlining the ways these will be used? What are the potential problems with this tack?
Provide examples or illustrations (real or hypothetical) that highlight the positive and negative potential of such constructs.
300 words minimum, discussion board question , interagency and homeland security class
.
Do you think there is a victimless crime, if so, what is it and what.docxpetehbailey729071
Do you think there is a victimless crime, if so, what is it and what makes it victimless?
2. Should those that commit financial crimes where many folks are swindled, and excessive amounts of money are stolen, be eligible for the Death Penalty? Why or why not?
Explain thoroughly
.
Do you believe that people in South Florida have different sorts of .docxpetehbailey729071
This document asks three questions about race relations in South Florida and Miami specifically: 1) If people in South Florida experience different treatment due to race than other parts of the US, 2) If Miami offers any lessons the rest of the US could learn from regarding race relations, and 3) If Miami could be considered "post-racial" where race and ethnicity matter less than in other parts of the US due to greater mixing.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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For more information about PECB:
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
1. Diversity in
Organizations
SECOND EDITION
Myrtle P. Bell
UNIVERSITY OF TEXAS, ARLINGTON
Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain
• United Kingdom • United States
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Diversity in Organizations, Second Edition
Myrtle P. Bell
Vice President of Editorial, Business:
Jack W. Calhoun
Editor-in-Chief: Melissa Acuna
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Library of Congress Control Number: 2011923665
ISBN-13: 978-1-111-22130-0
ISBN-10: 1-111-22130-8
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Printed in the United States of America
1 2 3 4 5 6 7 15 14 13 12 11
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May not be copied, scanned, or duplicated, in whole or in part.
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To Earnest, so aptly named.
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6. not be copied, scanned, or duplicated, in whole or in part. Due
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Brief Contents
Preface xii
SECTION I INTRODUCTION, THEORIES, AND
LEGISLATION 1
Chapter 1 Introduction 3
Chapter 2 Theories and Thinking about Diversity 37
Chapter 3 Legislation 63
SECTION II EXAMINING SPECIFIC GROUPS AND
CATEGORIES 107
Chapter 4 Blacks/African Americans 109
Chapter 5 Latinos/Hispanics 147
Chapter 6 Asians/Asian Americans 187
Chapter 7 Whites/European Americans 223
Chapter 8 American Indians, Alaska Natives, and Multiracial
Group Members 257
Chapter 9 Sex and Gender 283
Chapter 10 Work and Family 321
Chapter 11 Sexual Orientation 353
Chapter 12 Religion 377
Chapter 13 Age 399
7. Chapter 14 Physical and Mental Ability 431
Chapter 15 Weight and Appearance 459
SECTION III GLOBAL VISION 489
Chapter 16 International Diversity and Facing the Future 491
Name Index 523
Subject Index 533
iv
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Table of Contents
Preface xii
SECTION I
INTRODUCTION, THEORIES,
AND LEGISLATION 1
CHAPTER 1 Introduction 3
Determining “Diversity” in an International
8. Context 5
Multiple Group Memberships and Permeability
of Boundaries 6
Terminology 8
The Stimulus for the Focus on Diversity:
Workforce 2000 9
DiversityandOrganizationalCompetitiveness 12
Cost 13
Resource Acquisition 15
Marketing 16
Creativity and Problem Solving 18
System Flexibility 19
Other Areas Where Diversity Can Be
Advantageous 20
Moral and Social Reasons for Valuing
Diversity 21
Difficulties Resulting from Increased Diversity
and Organizational Responses 22
The “Value in Diversity” Perspective versus
Negative Impacts of Diversity 23
Individual Benefits of Diversity 24
Diversity, Individual Outcomes, and
Organizational Effectiveness 25
Organization of the Book 26
Introduction and Overview 28
Population 29
Education 30
9. Employment, Unemployment, and
Participation Rates 30
Types of Employment and Income Levels 32
Focal Issues 32
Individual and Organizational
Recommendations 33
International Feature 33
Other Features 34
Summary 35
Key Terms 35
Questions to Consider 36
Actions and Exercises 36
CHAPTER 2 Theories and Thinking about
Diversity 37
What Is a “Minority”? 38
Identifiability 40
Differential Power 40
Discrimination 41
Group Awareness 41
Analysis of the Characteristics 41
Categorization and Identity 42
Social Categorization and Stereotyping 43
Consequences of Social Categorization and
Social Identity 45
Aversive Racism, Ambivalent Sexism, and
Other New Isms 53
Recommendations for Individuals and
10. Organizations 57
Summary 59
Key Terms 59
Questions to Consider 60
Actions and Exercises 61
v
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CHAPTER 3 Legislation 63
Historical Background 65
Major Federal Acts Related to Diversity
in Organizations 66
The Equal Pay Act of 1963 68
Title VII of the Civil Rights Act of 1964 71
Affirmative Action in Employment 82
The Age Discrimination in Employment
Act of 1967 88
The Pregnancy Discrimination Act
of 1978 89
EEOC Guidelines on Sexual Harassment
11. (1980) 90
Older Workers Benefit Protection Act of
1990 95
Americans with Disabilities Act of 1990 96
The Civil Rights Act of 1991 98
The Family and Medical Leave Act
of 1993 100
The Genetic Information Nondiscrimination
Act of 2008 101
Americans with Disabilities Act
Amendments Act of 2008 101
The Lilly Ledbetter Fair Pay Act of 2009 102
Other Relevant State, Local, and City
Ordinances 102
Future Federal Acts: What’s Ahead? 103
Effects of Diversity on the Judiciary and on
Judicial Decisions 103
Summary 104
Key Terms 105
Questions to Consider 105
Actions and Exercises 106
SECTION II
EXAMINING SPECIFIC GROUPS AND
CATEGORIES 107
CHAPTER 4 Blacks/African Americans 109
12. History of Blacks in the United States 111
Blacks in the Military 112
The Civil Rights Movement 115
Relevant Legislation 116
Population 117
Education, Employment, and Earnings 118
Education 118
Participation Rates 119
Earnings by Educational Attainment 120
Research on the Employment Experiences of
African Americans 124
Access Discrimination 124
Treatment Discrimination 128
The Glass Ceiling and Walls 129
Negative Health Effects of
Discrimination 130
Immigrant Blacks and Their Descendants
and Native-born Blacks—Similarities
and Differences 131
African American Women at Work 133
Discrimination against Customers 136
Recommendations 137
Recommendations for Blacks 139
Recommendations for Organizational
Change 140
Consumer/Customer Service
Recommendations 143
Summary 143
13. Key Terms 144
Questions to Consider 144
Actions and Exercises 145
CHAPTER 5 Latinos/Hispanics 147
History of Hispanics in the United States 148
Mexicans 149
Puerto Ricans 151
Cubans 152
Relevant Legislation 154
English-only Rules 154
Population 156
Population by Race for Hispanics and
Non-Hispanics 157
Education, Employment, and Earnings 158
Education 158
Employment 159
Earnings 162
vi Table of Contents
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to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).
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14. Organizational Experiences of Hispanics 162
Race and Hispanic Ethnicity and
Employment Outcomes 163
Access and Treatment Discrimination 163
Hispanic Immigrants at Work 166
Latinos and Blacks at Work 169
Latinas at Work 170
Bilingualism: An Uncompensated Skill 173
Racial Profiling, Police Misconduct, and
Differential Judicial Treatment against
Hispanics 175
Latinos as Customers 179
The Marketing Advantage 179
Discrimination against Hispanic
Customers 180
Recommendations for Individuals 181
Recommendations for Organizations 182
Summary 184
Key Terms 184
Questions to Consider 184
Actions and Exercises 184
CHAPTER 6 Asians/Asian Americans 187
History of Asians in the United States 189
Relevant Legislation 191
Asians and the Civil Rights Movement 192
Selected EEOC Cases 192
Population 195
Education, Employment, and Earnings 196
15. Participation and Occupations 200
Asians as the “Model Minority” 201
Asian American Entrepreneurs 206
Research on Experiences of Asian Americans
at Work 209
Asian American Women at Work 212
Focus on Selected Asian Americans: Chinese,
Indians, and Southeast Asians 215
Chinese 215
Asian Indians 217
Southeast Asians 218
Recommendations for Individuals and
Organizations 218
Summary 219
Key Terms 220
Questions to Consider 220
Actions and Exercises 221
CHAPTER 7 Whites/European Americans 223
History of Whites in the United States 225
The Past Transiency and Current Meaning
of “Race” for Whites 226
History of Whites as Allies of
Diversity 229
Relevant Legislation 231
Population 238
Education, Earnings, and Employment 239
Research on Whites and Diversity 241
16. Similarities and Differences in the
Experiences of White Women
and Men 241
The Meaning of Ethnicity for Whites 243
Perceptions of “Quotas” and “Reverse
Discrimination” 244
Effects of Increasing Diversity on Dominant
Group Members 248
Recommendations for Individuals 249
Recommendations for Organizations 250
Summary 253
Key Terms 253
Questions to Consider 253
Actions and Exercises 254
CHAPTER 8 American Indians, Alaska Natives,
and Multiracial Group
Members 257
History of American Indians in North
America 259
Population 262
Education, Employment, and Earnings 265
Relevant Legislation 267
Research on American Indians at Work 269
American Indian and Alaskan Native
Women 269
Multiracial Group Members 272
17. Introduction and History 272
Table of Contents vii
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to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).
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Blacks and Racial Determination 273
Population 276
Relevant Legislation 277
Amerasians 277
Recommendations for Individuals and
Organizations 278
American Indians and Alaska
Natives 278
Multiracial Group Members 279
Summary 280
Key Terms 280
Questions to Consider 281
Actions and Exercises 281
CHAPTER 9 Sex and Gender 283
Relevant Legislation 285
Population 286
18. Education 287
Participation and Earnings 287
Participation Rates 288
Sex Segregation 290
Income 292
Gender Role Socialization 293
Sex Discrimination 299
Sexual Harassment 302
Sexual Harassment of Women 303
Sexual Harassment of Men 305
The Glass Ceiling and Other
Boundaries 307
Sex, Race, and Ethnicity 310
White Women and Women of Color 310
Unique Gender Issues 312
Gender and Poverty 312
Negotiating Pay 313
Recommendations for Individuals and
Organizations 314
Curbing Sexual Harassment 316
Breaking the Glass Ceiling 317
Summary 318
Key Terms 318
Questions to Consider 318
Actions and Exercises 319
CHAPTER 10 Work and Family 321
History of Work and Family 323
Relevant Legislation 323
19. Equal Pay Act and Title VII 324
Pregnancy Discrimination Act of 1978 325
The Family and Medical Leave Act of
1993 328
Lilly Ledbetter Fair Pay Act of 2009 329
Population, Participation, and Education 329
Earnings 332
Part-time Work and Earnings 334
Flexible Schedules 335
Flexible Schedules for Singles 338
Unpaid and Paid Leaves 338
Career Outcomes for Employees Who Take
Leaves of Absence 339
Same-Sex Couples in Family Relationships 340
Men, Work, and Family 341
Beyond the Family: Society, Organizations,
and Family Issues 342
Family Policies in Selected Countries 343
Elder Care 345
Parenting Again: Grandparents Caring for
Grandchildren 346
Recommendations for Individuals 347
Recommendations for Organizations 348
Summary 350
Key Terms 350
Questions to Consider 350
Actions and Exercises 351
CHAPTER 11 Sexual Orientation 353
20. History of Gay Rights in the United States 355
Population 357
Education and Income Levels 357
Relevant Legislation 359
Partner Benefits 362
HIV/AIDS at Work: Unfounded Fears 364
Determinants of Attitudes toward Gays and
Lesbians 367
Codes of Silence: Not Just the U.S.
Military 367
viii Table of Contents
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Out at Work? 370
Recommendations for Individuals 372
Recommendations for Organizations 373
Summary 375
Key Terms 375
Questions to Consider 376
Actions and Exercises 376
CHAPTER 12 Religion 377
21. History of Religious Diversity in the
United States 379
Population and Variations among
Beliefs 379
Race, Ethnicity, and Religion 380
Relevant Legislation 381
EEOC Guidelines on Religious Exercise
and Religious Expression in the
Federal Workplace 382
Discrimination in Work Situations and
Harassment 382
Reasonable Accommodations 384
Claims and Selected Cases under
Title VII 386
The Diversity among Arab Americans and
Muslims in the United States 387
Racial Profiling of Arabs (or People
Who Look as though They Might
Be Arab) 387
Religion as an Invisible Identity 388
Women’s Roles in Organized
Religion 389
Religion and Diversity in Sexual Orientation
at Work 390
Conflicts between Religion and Sexual
22. Orientation: Two Cases with Different
Outcomes 392
Resolving Conflicts 394
Recommendations for Individuals 395
Recommendations for Organizations 396
Summary 397
Key Terms 397
Questions to Consider 398
Actions and Exercises 398
CHAPTER 13 Age 399
Historical Background 401
Relevant Legislation for Older Workers 401
Selected EEOC Cases Involving Older Age
Discrimination Claims 403
Legal Protections for Younger Workers 406
Population, Participation Rates, and
Employment 408
An Intergenerational Workforce 409
Education 410
Research on Employment Experiences of
Older Workers 413
Age, Accidents, and Injuries at
Work 414
Training and Development 414
Bridge Employment and Layoffs 416
Older Women at Work 418
Research on Employment Experiences of
Younger Workers 421
Sexual Harassment of Teen Workers
23. and the EEOC’s [email protected]
Initiative 422
Long-term Consequences of Harassment
of Young Workers 425
Recommendations for Individuals 426
Recommendations for Organizations 427
Summary 429
Key Terms 429
Questions to Consider 429
Actions and Exercises 430
CHAPTER 14 Physical and Mental
Ability 431
History 433
Relevant Legislation 433
Essential and Marginal Functions 436
Reasonable Accommodations 438
Medical Examinations 440
Population, Education, and Employment 440
Employment Experiences of People with
Disabilities 443
Intellectual Disabilities 443
Table of Contents ix
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to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).
24. Editorial review has deemed that any suppressed content does
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Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
The Glass Ceiling, Walls, and Secondary
Job Markets for People with
Disabilities 447
Perceptions of Performance
Inadequacies 447
When Employees Acquire
a Disability 448
DuPont and the Employment of People
with Disabilities 449
Customers with Disabilities 450
Recommendations for Individuals 451
Recommendations for Organizations 451
Changing Negative Attitudes at
Work 452
Human Resources Needs 452
Accommodations 456
Summary 456
Key Terms 456
Questions to Consider 457
Actions and Exercises 457
CHAPTER 15 Weight and Appearance 459
25. Population 463
Education, Employment Levels, Types,
and Income 466
Effects of Attractiveness of Appearance
on Employment and Income 467
Legislation Relevant to Weight and
Appearance 469
The ADA and Weight 469
State and Local Statutes Prohibiting
Weight and Appearance
Discrimination 471
Should Size Discrimination Be Prohibited
by Federal Law? 472
Effects of Weight on Health and on Costs
to Employers 473
Is It the Fat, the Health, or the Stigma of
Overweight? 476
Obesity Discrimination in Health
Care 478
Appearance: Cases and Legislation 479
Recommendations for Individuals and
Organizations 482
Considerations for Employers:
Weight 482
Considerations for Employees:
Weight 484
Recommendations to Individuals and
26. Organizations for Minimizing
Appearance Discrimination 485
Summary 486
Key Terms 486
Questions to Consider 486
Actions and Exercises 487
SECTION III
GLOBAL VISION 489
CHAPTER 16 International Diversity and
Facing the Future 491
Discrimination and Differential Treatment as
Worldwide Phenomena 495
Sex and Gender: The Status of Women
around the World 497
Population and Participation Rates 497
Sexual Harassment, Segregation,
Discrimination, and Other
Inequities 498
Wage Inequity and the Glass Ceiling 499
Focus: “Think Manager, Think Male”
Worldwide? 500
People with Disabilities 500
Population and Participation 503
Legislation 504
Focus: Disabled People’s Experiences
27. in the Workplace in England 504
Sexual Orientation 505
Legislation Prohibiting Sexual Orientation
Discrimination 505
Focus: Anti-Gay Sentiment among
Youth in Belgium and Canada 506
x Table of Contents
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to electronic rights, some third party content may be suppressed
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Poverty 506
Facing the Future: The Broad Reach of
Diversity in Organizations 509
Recommendations for Change at a
Societal Level 511
Recommendations for Change at an
Organizational Level 511
Management Commitment to Diversity
in Organizations 512
Changes in Human Resource
28. Practices 513
Other Employment Considerations 516
Diversity for Service Providers 516
The Role of the Media 518
Recommendations for Change at an
Individual Level 518
Capitalizing on the Strength of Diversity
in the United States 520
Summary 522
Key Terms 522
Questions to Consider 522
Actions and Exercises 522
Name Index 523
Subject Index 533
Table of Contents xi
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time if subsequent rights restrictions require it.
Preface
29. In the years since I wrote the first edition of
Diversity in Organizations, many significant
events related to diversity have occurred. In
2008, the United States elected its first Black
president, the man identified as “Barack
Obama, U.S. Senator” in the multiracial
chapter of the first edition. Although my
prescient Goolsby Leadership students in the
spring of 2006 referred to him as “the hope
of our generation,” when I wrote that feature
in 2005, I had no thought that Senator
Obama would be elected U.S. president. That
he was elected was momentous in and of itself,
as were the diverse backgrounds of the people
who voted for him.
Obama’s election led to claims of a
“postracial” America, which have not yet
been realized. Even so, the diversity of those
who voted for him does speak of immense
progress from the point where few believed,
even in a time of recession and two wars,
that a Black man would ever be elected U.S.
president or that women would also be
seriously considered candidates during the
election.
As I began writing the second edition and
investigating the status of each racial and
ethnic group, women and men, people with
disabilities, and other non-dominant group
members, it became even more clear that the
need for diversity research and study remains
strong. Blacks continue to have nearly twice
the unemployment rate of Whites—a problem
30. that persists even at the same education levels.
Residential segregation and the fact that
Blacks with similar credit histories, personal
backgrounds, and in similar residential loca-
tions were more likely to be given subprime
loans help explain the current higher foreclo-
sure rates among Black Americans.1 Although
women became the majority in the workforce
as men’s jobs were lost during the recession,
the wage gap remains tenacious. Sexual
harassment, discrimination, and segregation
continue to be severe and pervasive problems
for working women. Arizona passed a law
that seemed to support racial profiling of
Latinos. Employer targeting of Hispanics for
discrimination and harassment, while at the
same time preferring them to and discriminat-
ing against Blacks and Whites for some low-
wage, often exploitative jobs continues.
Although gays and lesbians have served
admirably in the military for years, “Don’t
Ask, Don’t Tell” continued to be the law until
very recently, and challenges to it continued to
be met with tenacious resistance. For every
non-dominant group some disparities persist,
and, in some cases, have worsened since the
first edition. It is no surprise that discrimination
1Rugh, J. S., & Massey, D. S. (2010). “Racial Segregation and
the American Foreclosure Crisis.” American Sociological
Review.
75(5): 629–651.
xii
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31. not be copied, scanned, or duplicated, in whole or in part. Due
to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
charges filed with the EEOC reached their
highest number ever, in multiple categories.2
Because most people who experience
discrimination do not sue, other motivations
for fair treatment, non-discrimination, and
diversity and inclusion remain important.
As a result, organizations are continuing to
emphasize diversity and inclusion in
recruiting and marketing, funding employee
resource groups, supporting diverse family
units, and in many other ways. There is still
much work to be done, but there is still
progress amid retrenchment and there is still
hope for a better, fairer, more just future.
CHANGES TO THIS EDITION
As was the first edition, this edition of
Diversity in Organizations is research-based,
using hundreds of articles, chapters, and
books from the fields of management, sociol-
ogy, psychology, economics, criminal justice,
and health as resources. This edition contains
a general updating of the content of all chap-
32. ters, including data on population, participa-
tion, and employment, legislation, litigation,
relevant research, and features. Objectives and
Key Facts in each chapter have been updated
as well. This edition emphasizes diversity and
inclusion and the degree to which “different
voices of a diverse workforce are respected
and heard”3 and offers more insight into
implications for organizations interspersed
throughout the chapters. Each chapter in-
cludes new examples of litigation under
diversity-related laws, including those recently
passed, and new relevant empirical research.
Chapter 7 now includes an interview of the
chief diversity executive at a major corpora-
tion. The discussion of theories has been
concentrated in Chapter 2, which includes
more psychological theories and processes
that affect diversity and research evidence
on reducing bias in selection. Section II has
been reorganized such that the topics of sex
and gender, work and family, and sexual
orientation follow each other, improving
flow and cohesion. Chapter 16, “International
Diversity and Facing the Future,” includes
more research on diversity issues in an
international context and contains a feature
essay focusing on the perspective of an inter-
national organization on global diversity and
inclusion.
Key changes in this edition include:
● Added an adaptation of Cox’s Interactional
Model of the Impact of Diversity on
33. Individual Career Outcomes and Organiza-
tional Effectiveness.
● New research on structured interviews
to reduce similarity bias.
● Discussions of new legislation, including
the Genetic Information Nondiscrimina-
tion Act (2008), Americans with Dis-
abilities Amendments Act (2008), and
Lilly Ledbetter Fair Pay Act (2009).
● The inclusion of …
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