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Effective Performance in a Diverse Marketplace 4pages Leaders who participate in international business engagements learn about their strengths and weaknesses and develop critical leadership skills that allow them to understand and appreciate other cultures. Within international business settings, leaders learn from others by sharing ideas and different perspectives necessary to innovatively solve problems and competitively conduct business in the global arena. Understanding diversity enhances a leader's conflict resolution, listening, interpersonal, decision-making, and problem-solving skills. Globalization has allowed organizations to capitalize on their diverse workforces to seek alternate ways to remain competitive. Organizations that embrace diversity may gain competitive advantages over organizations that do not. For this week's assignment, consider how understanding diversity in global settings leads to effective performance.Submit a report that includes responses to the following: What is cultural diversity and what are some of the challenges associated with it when engaging in international business activities? What are the potential benefits of cultural diversity? How can multinational companies gain a competitive advantage or a marketing edge by embracing cultural diversity as a major strategic initiative? Use an example to illustrate your point. Assess the role that international leaders play to ensure that an organization maintains a systematic, ongoing diversity program. Analyze at least three methods to increase the number of women leaders in international leadership roles. .
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Effective Performance in a Diverse MarketplaceLeaders who pa.docx
Effective Performance in a Diverse Marketplace
Leaders who participate in international business engagements learn about their strengths and weaknesses and develop critical leadership skills that allow them to understand and appreciate other cultures. Within international business settings, leaders learn from others by sharing ideas and different perspectives necessary to innovatively solve problems and competitively conduct business in the global arena. Understanding diversity enhances a leader's conflict resolution, listening, interpersonal, decision-making, and problem-solving skills. Globalization has allowed organizations to capitalize on their diverse workforces to seek alternate ways to remain competitive. Organizations that embrace diversity may gain competitive advantages over organizations that do not.
For this week's assignment, consider how understanding diversity in global settings leads to effective performance.
Submit a report that includes responses to the following:
What is cultural diversity and what are some of the challenges associated with it when engaging in international business activities?
What are the potential benefits of cultural diversity? How can multinational companies gain a competitive advantage or a marketing edge by embracing cultural diversity as a major strategic initiative? Use an example to illustrate your point.
Assess the role that international leaders play to ensure that an organization maintains a systematic, ongoing diversity program.
Analyze at least three methods to increase the number of women leaders in international leadership roles.
Submission Details:
Submit your paper as a 4-page Microsoft Word document, using APA style.
.
One implication of diverse cultures is that elements of one cult.docx
One implication of diverse cultures is that elements of one culture (e.g., values, attitudes, behaviors, perceptions) can create conflict with elements of another culture.
Prepare a report on cultural diversity and conflict. In your report, address the following:
**3-4 pages***
Evaluate the interaction of cultural diversity with conflict in international negotiations.
Assess the important indicators of diversity management in organizations. What is seen, heard, experienced when diversity management is or is not present?
Analyze some of the social and organizational consequences of not concentrating on diversity management, including negotiations and the organization in general.
Evaluate how organizations might capitalize on diversity in its negotiation party for producing better negotiated outcomes and organizational results.
Defend at least three ways that leaders might enhance diversity management in international activities to support larger goals. Defend your recommendations with research.
Research peer-reviewed articles on global leadership, diversity, diversity training, and industrial age.
Recommendation for the level one headings for the body of your paper:
Cultural Diversity and Conflict
Indicators of Diversity Management
Social and Organizational Consequences
Capitalizing on Diversity
Best Practices for Diversity Management
Book references but feel free to use other scholarly sources
Brett, J. M. (2014).
Negotiating Globally
, (3rd ed.). San Francisco, CA: Jossey-Bass. ISBN: 9781118602614
Lewicki, R. J., Saunders, D. M. and Barry, B. (2014).
Negotiation: Readings, Exercises, and Cases
. New York, NY: McGraw-Hill. ISBN: 9780077862428
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The work of HR part two the flow ofinformation and work.docx
The work of HR part two: the flow of
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STRATEGIC COMMENTARY
Laurent Jaquenoud
e-HR
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HOW TO...
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employee engagement
PRACTITIONER PROFILE
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September/October 2005
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PAGE 20
DEPARTMENTS
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FEATURES
by Dave Ulrich and Wayne Brockbank
32 Volume 4 Issue 6 September/October 2005
VER THE PAST DECADE, increasing
focus has been placed on the role that
businesses can – and should – play in
contributing to a sustainable global society.
Failure to face up to these challenges has significant costs.
Increasingly, a firm’s long-term competitiveness is
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• are able to span boundaries, listen to diverse
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• have the courage to make tough decisions in a way
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• are enriched, not overwhelmed, by complexity and
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• see the firm in a larger context, considering social and
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• move beyond solving specific problems or addressing
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Leaders who participate in international business engagements learn about their strengths and weaknesses and develop critical leadership skills that allow them to understand and appreciate other cultures. Within international business settings, leaders learn from others by sharing ideas and different perspectives necessary to innovatively solve problems and competitively conduct business in the global arena. Understanding diversity enhances a leader's conflict resolution, listening, interpersonal, decision-making, and problem-solving skills. Globalization has allowed organizations to capitalize on their diverse workforces to seek alternate ways to remain competitive. Organizations that embrace diversity may gain competitive advantages over organizations that do not.
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Submit a report that includes responses to the following:
What is cultural diversity and what are some of the challenges associated with it when engaging in international business activities?
What are the potential benefits of cultural diversity? How can multinational companies gain a competitive advantage or a marketing edge by embracing cultural diversity as a major strategic initiative? Use an example to illustrate your point.
Assess the role that international leaders play to ensure that an organization maintains a systematic, ongoing diversity program.
Analyze at least three methods to increase the number of women leaders in international leadership roles.
Submission Details:
Submit your paper as a 4-page Microsoft Word document, using APA style.
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One implication of diverse cultures is that elements of one cult.docx
One implication of diverse cultures is that elements of one culture (e.g., values, attitudes, behaviors, perceptions) can create conflict with elements of another culture.
Prepare a report on cultural diversity and conflict. In your report, address the following:
**3-4 pages***
Evaluate the interaction of cultural diversity with conflict in international negotiations.
Assess the important indicators of diversity management in organizations. What is seen, heard, experienced when diversity management is or is not present?
Analyze some of the social and organizational consequences of not concentrating on diversity management, including negotiations and the organization in general.
Evaluate how organizations might capitalize on diversity in its negotiation party for producing better negotiated outcomes and organizational results.
Defend at least three ways that leaders might enhance diversity management in international activities to support larger goals. Defend your recommendations with research.
Research peer-reviewed articles on global leadership, diversity, diversity training, and industrial age.
Recommendation for the level one headings for the body of your paper:
Cultural Diversity and Conflict
Indicators of Diversity Management
Social and Organizational Consequences
Capitalizing on Diversity
Best Practices for Diversity Management
Book references but feel free to use other scholarly sources
Brett, J. M. (2014).
Negotiating Globally
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32 Volume 4 Issue 6 September/October 2005
VER THE PAST DECADE, increasing
focus has been placed on the role that
businesses can – and should – play in
contributing to a sustainable global society.
Failure to face up to these challenges has significant costs.
Increasingly, a firm’s long-term competitiveness is
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manage at the intersection of financial, social and
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• have the courage to make tough decisions in a way
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values/expectations of these constituencies;
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diversity;
• build a team that is stronger than its individual parts;
• see the firm in a larger context, considering social and
environmental issues beyond the corporation’s gates;
• move beyond solving specific problems or addressing
particular needs ...
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Activity 6: Presentation - International Human Resources (15 Points)
Analyze International Human Resource Functions
Our nation’s economic development is intrinsically linked to our global neighbors. E-commerce, international trade and immigration have diversified both the workplace and who functions as strategic partners. Understanding other cultures and effectively implementing teamwork to accomplish mutual goals can be a challenge. For this activity, develop a PowerPoint presentation that analyzes the objectives of personnel administration and their impact in influencing international human resource management. Do the case studies in the assignment readings offer you a new perspective on this topic? Offer recommendations as to how human resource managers can train their employees to work with those from diverse cultures. Support your viewpoint with local data and include 3 to 4 scholarly references from the Northcentral Library.
Incorporate appropriate animations, transitions, and graphics as well as “speaker notes” for each slide. The speaker notes may be comprised of brief paragraphs or bulleted lists.
Length: 10-15 slides (with a separate reference slide)
Notes Length: 50-100 words for each slide
Be sure to include citations for quotations and paraphrases with references in APA format and style. Save the file as PPT with the correct course code information. Upload the completed assignment in the Activities area of the course.
Learning Outcomes: 6
Analyze the objectives of personnel administration and their impact in influencing international human
resource management.
Slides- Title
Overview
Quote
Define Cross Culture
Define Diversity
Define Cross Culture Awareness
Define diversity
Diversity Training
Benefits of Cross Culture Awareness
Activities (Questionnaire)
Group
Individual
Handouts
di·ver·si·ty
noun \də-ˈvər-sə-tē, dī-\
plural di·ver·si·ties
Definition of DIVERSITY
1
: the condition of having or being composed of differing elements : variety; especially : the inclusion of different types of people (as people of different races or cultures) in a group or organization <programs intended to promote diversity in schools>
2
: an instance of being composed of differing elements or qualities : an instance of being diverse <a diversity of opinion>
See diversity defined for English-language learners »
See diversity defined for kids »
How to Develop a Diversity Training Program
by Tara Duggan, Demand Media
Developing a diversity training program for your organization typically involves assessing your team’s needs, designing materials that reflect your training requirements, delivering workshops and reference materials and evaluating your efforts. Companies that implement diversity training programs to advocate workplace diversity tend to have higher employee retention rates, improved morale, reduced lawsuits and improved recruiting.
Spo.
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Physical Security Threats Case Study This case study builds upon your Unit VII Case Study assignment, which should be reviewed, along with the professor’s feedback, before completing this assignment.
Physical Security Threats Case Study
This case study builds upon your Unit VII Case Study assignment, which should be reviewed, along with the professor’s feedback, before completing this assignment.
Now that your client’s network is up and running, it is time to consider the threats. For the purpose of this assignment, assume the network is located in the area where you currently live (or have lived).
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· natural threats,
· human threats, and
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Next, discuss how you would secure the wireless communications component to the network.
Last, Identify two techniques and/or tools that should be used when developing a system solution for your client.
Your case study should be at least one page in length, not counting the title page and reference page. Your paper should be double-spaced, use 12-point size Times New Roman font, and contain one-inch margins. Section headings are encouraged to help organize your paper. Your paper must be written using APA format. You must cite at least one academic source.
BUS 303 Diversity and Leveraging Difference Worksheet
Create a WORD document and upload to the Black Board drop box under this week.
Step One:
After reading the article from Forbes Insight Global Diversity and Inclusion Fostering Innovation Through A Diverse Workforce answer the following questions. (Article File on Black Board under Week Twelve)
Question One: The Forbes Insight article presented two aspects of value related to diversity.
Describe each concept in your own words. Explain how each aspect of diversity is important to the success of a company.
Question Two: The Forbes Insight article concluded that progress has been made however barriers still exist.
According to the article, what are the areas that companies have done the best and progress has been made?
According to the article, what are the areas that there can be improvement?
Step Two:
Watch the video The End of Diversity: How Leaders Make Differences Really Matter
The video is assigned to assist you in completing this week’s assignment worksheet.
Topic: Diversity and Leveraging Differences
Author/Creator: Dr. Martin Davidson University of Virginia Darden School of Business
Watch only 10 minutes and 10 seconds. https://www.youtube.com/watch?v=Kp-G34ZnsPI
Step Three: Complete the worksheet on the second page of this assignment.
Directions: Fill in the chart (chart on next page). Either type in information or print out a copy of the page of the chart and fill in by hand. Upload the document or an image of the page to the drop box.
Comments from Dr. King about completing the chart: ...
Article: Diversity and Inclusion “D&I” in a Global Business Environment
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Lecture # 06 (diversity at workplace)
Lecture for M.Phil Students on the role of diversity in human resources management.
BUS 303 Diversity and Leveraging Difference WorksheetCreate a WO
BUS 303 Diversity and Leveraging Difference Worksheet
Create a WORD document and upload to the Black Board drop box under this week.
Step One:
After reading the article from Forbes Insight Global Diversity and Inclusion Fostering Innovation Through A Diverse Workforce answer the following questions. (Article File on Black Board under Week Twelve)
Question One: The Forbes Insight article presented two aspects of value related to diversity.
Describe each concept in your own words. Explain how each aspect of diversity is important to the success of a company.
Question Two: The Forbes Insight article concluded that progress has been made however barriers still exist.
According to the article, what are the areas that companies have done the best and progress has been made?
According to the article, what are the areas that there can be improvement?
Step Two:
Watch the video The End of Diversity: How Leaders Make Differences Really Matter
The video is assigned to assist you in completing this week’s assignment worksheet.
Topic: Diversity and Leveraging Differences
Author/Creator: Dr. Martin Davidson University of Virginia Darden School of Business
Watch only 10 minutes and 10 seconds. https://www.youtube.com/watch?v=Kp-G34ZnsPI
Step Three: Complete the worksheet on the second page of this assignment.
Directions: Fill in the chart (chart on next page). Either type in information or print out a copy of the page of the chart and fill in by hand. Upload the document or an image of the page to the drop box.
Comments from Dr. King about completing the chart:
It is acceptable to fill in the chart in the first two columns word for word what Dr. Davidson presents in the video related to the contrasting models of Managing Diversity and Leveraging Difference.
The third column will be in your own words. Describe what do you think would be the biggest challenge that company or organization would face in implementing this aspect of the leveraging difference model? Answer for each of the categories: Leadership Perspective, Strategic Focus, Scope of Difference Engaged, and Impact. A short sentence(s), bullet point phrases, or a paragraph are good for answering this section.
Leveraging Difference Worksheet
Managing Diversity Focus
Leveraging Difference Focus
In your own words…. What do you think would be the biggest challenge that company or organization would face in implementing this aspect of the Leveraging Difference model? (at least 25 words)
Leadership
Perspective
Strategic Focus
Scope of Difference Engaged
Impact
in association with:
Global Diversity anD inclusion
Fostering Innovation Through
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2
Key Findings 3
Methodology 4
Diversity and Inclusion: A Formula for Success 4
Diversity Is a Key Driver of Innovation 5
A Diverse Workforce Attracts Top Talent 7
Diversity and Inclusion Efforts Are a Given 11
Diversity Goals and Priorities 13
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Diversity progam
In the last decade or so, I have progressively noticed, studied and discovered that diversity in groups/organisations/social systems and dealing with the complexity of it as well as channelizing its potential is one of the greatest challenges of our times.
My work over the years in he field shows that the emotional competence and skills to deal with this challenge is far behind intellectual and philosophical understanding of this reality. And what we often find are experiences of exclusion, marginalisation, disempowerment, underutilisation of potential of people and loss of productivity.
I am offering a new programme “Leveraging Diversity for Building powerful Organisations: Utilising People’s Fullest Potential’’.
This programme is specially designed to develop the capabilities for the same amongst mangers, leaders, Human Resource professionals and other critical people who can make a difference. It is planned to fill the gap between the reality, concepts, values and emotional readiness.
Please write to me at umajain53@gmail.com or saharth@gmail.com for a brochure with more details.
Answer questions separately in 2 pages single spaced 12 font size..docx
Answer questions separately in 2 pages single spaced 12 font size.
Can put questions in and increase font size for questions to 25 and make it to two pages.
Questions are listed on the bottom of this page. There are 5 questions in total.
What is the role of an organization in Diversity?
Organizations that are committed to equality and inclusion must take steps to combat the examples of discrimination and harassment that have been covered in this chapter. And they must take steps to make diversity a goal in the pre-employment stages as well as in the post-employment stages. Anyone with managerial or supervisory responsibilities should pay careful attention to hiring and performance-rewarding practices, and make sure to rely on relevant information for making decisions and ignore race-based stereotypes. The following are examples of what leaders and organizations can do make sure employees feel valued.
Interview Selection Process
To ensure fairness for all applicants, organizations should use
highly structured interviews
during the selection process to avoid bias based on race or gender Highly structured interviews consists of the following 15 characteristics: “(1) job analysis, (2) same questions, (3) limited prompting, (4) better questions, (5) longer interviews, (6) control of ancillary information, (7) limited questions from candidates, (8) multiple rating scales, (9) anchored rating scales, (10) detailed notes, (11) multiple interviewers, (12) consistent interviewers, (13) no discussion between interviews, (14) training, and (15) statistical prediction.” Similarity bias can occur when interviewers prefer interviewees with whom they share similar traits. Organizations can mitigate this challenge if all 15 characteristics of a structured interview are used consistently with each job applicant.
Diversified Mentoring Relationships
Thanks to the rapid growth of international travel and globalization, managers are often called upon to manage a workforce that is increasingly diverse. Research has shown that racially and ethnically diverse firms have better financial performance than more homogeneous firms, because, as mentioned, employees from different backgrounds and with different experiences can give the firm a competitive advantage in various ways. It is necessary, however, that managers and those in positions of power are adequately equipped to manage diverse workforces in ways that are beneficial to all.
Diversified mentoring relationships
are relationships in which the mentor and the mentee differ in terms of their status within the company and within larger society. The differences could be in terms of race, gender, class, disability, sexual orientation, or other status. Research has found that these types of relationships are mutually beneficial and that the mentor and the mentee both have positive outcomes in terms of knowledge, empathy, and skills related to interactions with people from different power groups.
MANAGERI.
Build Inclusive and Diverse Workplaces in 2023 | The Enterprise World
Let's examines strategies for establishing inclusive and diverse workplaces: 1. The Value of Diversity 2. Fostering Inclusion 3. Crafting Inclusive Policies and Practices 4. Promoting Diversity At All Levels 5. Training and Education 6. Continuous Assessment
LEADERS WHO MAKE A DIFFERENCE_ CRITICAL SKILLS FOR LEADING A DIV.docx
LEADERS WHO MAKE A DIFFERENCE_ CRITICAL SKILLS FOR LEADING A DIVERSE WORKFORCE - CL.pdf
UV0414
This technical note was prepared by Martin N. Davidson, Associate Professor of Business Administration. It was
written as a basis for class discussion. Copyright © 2000 by the University of Virginia Darden School Foundation,
Charlottesville, VA. All rights reserved. The author thanks Rachel Bagby, James Clawson, Joseph Harder, C. V.
Harquail, and Heather Wishik for helpful comments. To order copies, send an e-mail to
[email protected] No part of this publication may be reproduced, stored in a retrieval system, used in a
spreadsheet, or transmitted in any form or by any means—electronic, mechanical, photocopying, recording, or
otherwise—without the permission of the Darden School Foundation. Rev. 12/00.
LEADERS WHO MAKE A DIFFERENCE:
CRITICAL SKILLS FOR LEADING A DIVERSE WORKFORCE
You can’t excel as a leader in today’s global economy if you can’t skillfully lead diverse
groups of people, many of whom are different from you in significant ways. As more traditional
organizations adapt to the demands of global business, the most successful leaders of these
organizations are adapting as well. Many of the traditional core competencies of leadership
remain central to the success of these leaders—articulating vision, inspiring and motivating
subordinates, and maintaining integrity in relationships. But the increasing diversity of the
people in these organizations is compelling leaders to grapple with questions they didn’t have to
deal with only a generation ago: How do I make my organization more diverse? How do I
leverage the benefits that are supposed to be a product of diverse perspectives? Is there an
“uneven playing field” in my organization? How do I manage diversity-related governmental
requirements such as affirmative action? How do I manage the conflicts that arise due to
differences?
Leaders who are effective in organizations that value (or aspire to value) diversity
possess a distinct set of characteristics and skills. This note describes some of those
characteristics and skills and culls the best practices of several leaders who are creating
competitive advantage from diversity.
Key Characteristics of Effective Leaders of Diversity
Ability to articulate the business case for diversity
Effective leaders embody and communicate a vision for the organization that is
compelling for the members of that organization. In diverse organizations,1 that vision has as
1 I will use the term “diverse organizations” to mean organizations comprised of individuals who differ from
one another along a variety of dimensions including but not limited to race, gender, sexual orientation, national
origin, age, and physical ability.
UV0414 -2-
part of its foundation an explicit understanding of the business case for diversity for that
organization. In their classic article on diversity as a competitive ...
Structure of the Written Report Different Instructors will req.docx
Structure of the Written Report
Different Instructors will require different formats for case reports, but they should all have roughly the same general content. For this course, the report should have the following sections in this order:
1. Title page
2. Table of contents
3. Executive summary
4. Problem (Issue) statement
5. Data analysis
6. Key Decision Criteria
7. Alternatives analysis
8. Recommendations
9. Action and Implementation Plan
10. Exhibits
Grading Rubric
HIGH SCORE:
Content and Subject: Easily identifiable, clear. Meets or exceeds page or word length requirement.
Structure: Apparent, understandable, and applicable. Good flow and well-structured.
Examples/Sources: Examples were used. Integration of external sources occurred.
Analysis: Interesting and novel. Provides different Marketing Principles based actions, recommendations & perspectives; demonstrates critical thinking and critical analysis at a high level.
Mechanics: Excellent APA format. Virtually devoid of errors in grammar, syntax, punctuation, and spelling.
Bulletin of Education and Research
June 2013, Vol. 35, No. 1 pp. 95-105
Competitive Branding & Development Model:
A Qualitative Case Study of UAE approach to Human Capital
Dr. Nadir Ali Kolachi *
_______________________________________________________________
Abstract
The paper reports on the branding and development factors. Countries are in need to brand
their activities to attract the coordination and business from other countries. The main focus of
this paper is related to competitive branding at individual & country level in order to develop
required human capital in next five to seven years. The paper investigates the parameters of
branding and competency through the proposed model named competitive branding and
development (CBD) model. The model reports on the important factors for branding and
competency. The paper is spread on two levels of branding based on the micro level
(individual) and macro level (country). The paper aims to investigate the competitive branding
of individuals and countries. This paper will report on UAE perspective. The branding is
discussed through the proposed model named Competitive Branding & Development (CBD)
in this paper. The study reports as a practical Case study limited to UAE only. The choice of
case study approach in this research was convenient and suitable in such types of studies. The
practical implication of this study is to identify the parameters to brand & develop individual
and countries at various domains. The parameters are organized into a model form named as
Competitive Branding & Development (CBD) Model. The countries can utilize such model to
evaluate their competency levels in comparison to other countries. This paper is academic,
research and practical type and may benefit students, teachers, researchers, managers, policy
makers from International Business, Individual development, Country developm.
Cultural Competence with Linguarama
This seminar provides a practical introduction to cultural competence and the relationship between culture and business. It is broad in approach and examples are given from many areas in the world in order to show the range of different values, attitudes and approaches to everyday business activities. Participants consider how their own cultural background influences the way they work and think about the world, before looking at other cultures. Various awareness-raising activities are used to:
Define and understand “culture“ and its implications for business success
Consider participants’ own values and how these affect business attitudes and behaviour Distinguish between cultures that participants encounter and how they are perceived
Examine different approaches to management, decision-making and communication
Consider how to communicate effectively and minimise misunderstanding
Outcome
Participants will be able to maximise their effectiveness in building
relationships and communicating with clients and colleagues in a range
of different business situations.
Elementary CurriculaBoth articles highlight the fact that middle.docx
Elementary Curricula
Both articles highlight the fact that middle-class students seem to benefit more from summer reading programs than their lower-SES peers. While we would hope that summer reading programs would have the same positive impact on all students, this information did not totally surprise me. Differences in funding, materials, and ability to recruit enough high-quality teachers for summer programs could be more difficult in lower-socioeconomic areas. In addition, the articles did not dive into other factors in the students’ lives that may be contributing to their performance such as attendance, how well-rested they are, trauma they have experiences that impacts their ability to focus during instruction, and the impact of being taught by a teacher who the students may not know or have a relationship with. Additionally, there could be a mismatch between the instructional practices and the specific needs of the students. Even though summer reading programs are only for a short time, I would challenge teachers to put energy into getting to know the students and building trust with them. This is a key foundation that is needed for learning to take place.
In challenging teachers during summer program and the regular school year to ”break out of the mold” to create better outcomes for students classified with low SES, in addition to building relationships with students, I would encourage them to build connections with their families. This may involve thinking outside the box and leaving their comfort zone. It could entail holding a parent-teacher conference off campus, closer to their home or in their community. It could also include providing resources and instructional videos to parents so they can help support their children at home. There are many parents who want to support their children academically, but they do not know how and may be uncomfortable asking the teacher for assistance. In addition, I would urge teachers to capitalize on the strengths and interests of their students to engage them in learning activities and provide them with opportunities to shine. We do not have to, and should not, be satisfied with the idea that low SES students will automatically not be able to perform. These students are capable of learning and growth just as much as any other student. I think data from test scores that demonstrate a gap between the performance of students classified as economically disadvantaged and not economically disadvantaged has led some people to hold the belief that students classified as low SES will not perform well. I think the way that school “report card” grades are published also perpetuates this belief, as it shows the test scores, but does not provide an explanation of or include any solutions for the many larger societal factors that contribute to those scores including high teacher turn over, lack of resources, child trauma, lack of sleep, lack of nutrition, crime & safety, and education level of parents.
It w.
Elementary Statistics (MATH220)Assignment Statistic.docx
Elementary Statistics (MATH220)
Assignment:
Statistical Project & Presentation
Purpose:
The purpose of this project is to supplement lecture material by having the students to do a case study on collecting, analyzing, and interpreting data.
***The best way to understand something is to experience it for yourself.
Guideline for Analyzing Data and Writing a Report
Below is a general outline of the topics that should be included in your report.
1.
Introduction.
State the topic of your study.
2.
Define Population.
Define the population that you intend for your study to represent.
3.
Define Variable.
Define clearly the variable that you obtained during your data collection; this should include information on how the variable is measured and what possible values this variable has.
4.
Data Collection.
Describe your data collection process, including your data source, your sampling strategy, and what steps you took to avoid bias.
5.
Study Design.
Describe the procedures you followed to analyze your data.
6.
Results: Descriptive Statistics.
Give the relevant descriptive statistics for the sample you collected.
7.
Results: Statistical Analysis.
Describe the results of your statistical analysis.
8.
Findings.
Interpret the results of your analysis in the context of your original research question. Was your hypothesis supported by your statistical analyses? Explain.
9.
Discussion.
What conclusions, if any, do you believe you can draw as a result of your study? If the results were not what you expected, what factors might explain your results? What did you learn from the project about the population you studied? What did you learn about the research variable? What did you learn about the specific statistical test you conducted?
.
More Related Content
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Activity 6 Presentation - International Human Resources (15 Poi.docx
Activity 6: Presentation - International Human Resources (15 Points)
Analyze International Human Resource Functions
Our nation’s economic development is intrinsically linked to our global neighbors. E-commerce, international trade and immigration have diversified both the workplace and who functions as strategic partners. Understanding other cultures and effectively implementing teamwork to accomplish mutual goals can be a challenge. For this activity, develop a PowerPoint presentation that analyzes the objectives of personnel administration and their impact in influencing international human resource management. Do the case studies in the assignment readings offer you a new perspective on this topic? Offer recommendations as to how human resource managers can train their employees to work with those from diverse cultures. Support your viewpoint with local data and include 3 to 4 scholarly references from the Northcentral Library.
Incorporate appropriate animations, transitions, and graphics as well as “speaker notes” for each slide. The speaker notes may be comprised of brief paragraphs or bulleted lists.
Length: 10-15 slides (with a separate reference slide)
Notes Length: 50-100 words for each slide
Be sure to include citations for quotations and paraphrases with references in APA format and style. Save the file as PPT with the correct course code information. Upload the completed assignment in the Activities area of the course.
Learning Outcomes: 6
Analyze the objectives of personnel administration and their impact in influencing international human
resource management.
Slides- Title
Overview
Quote
Define Cross Culture
Define Diversity
Define Cross Culture Awareness
Define diversity
Diversity Training
Benefits of Cross Culture Awareness
Activities (Questionnaire)
Group
Individual
Handouts
di·ver·si·ty
noun \də-ˈvər-sə-tē, dī-\
plural di·ver·si·ties
Definition of DIVERSITY
1
: the condition of having or being composed of differing elements : variety; especially : the inclusion of different types of people (as people of different races or cultures) in a group or organization <programs intended to promote diversity in schools>
2
: an instance of being composed of differing elements or qualities : an instance of being diverse <a diversity of opinion>
See diversity defined for English-language learners »
See diversity defined for kids »
How to Develop a Diversity Training Program
by Tara Duggan, Demand Media
Developing a diversity training program for your organization typically involves assessing your team’s needs, designing materials that reflect your training requirements, delivering workshops and reference materials and evaluating your efforts. Companies that implement diversity training programs to advocate workplace diversity tend to have higher employee retention rates, improved morale, reduced lawsuits and improved recruiting.
Spo.
Physical Security Threats Case Study This case study builds upon y.docx
Physical Security Threats Case Study This case study builds upon your Unit VII Case Study assignment, which should be reviewed, along with the professor’s feedback, before completing this assignment.
Physical Security Threats Case Study
This case study builds upon your Unit VII Case Study assignment, which should be reviewed, along with the professor’s feedback, before completing this assignment.
Now that your client’s network is up and running, it is time to consider the threats. For the purpose of this assignment, assume the network is located in the area where you currently live (or have lived).
First, briefly summarize the three physical threat categories based on your location and what techniques you could use to mitigate them for your client’s network:
· natural threats,
· human threats, and
· controlled access threats.
Next, discuss how you would secure the wireless communications component to the network.
Last, Identify two techniques and/or tools that should be used when developing a system solution for your client.
Your case study should be at least one page in length, not counting the title page and reference page. Your paper should be double-spaced, use 12-point size Times New Roman font, and contain one-inch margins. Section headings are encouraged to help organize your paper. Your paper must be written using APA format. You must cite at least one academic source.
BUS 303 Diversity and Leveraging Difference Worksheet
Create a WORD document and upload to the Black Board drop box under this week.
Step One:
After reading the article from Forbes Insight Global Diversity and Inclusion Fostering Innovation Through A Diverse Workforce answer the following questions. (Article File on Black Board under Week Twelve)
Question One: The Forbes Insight article presented two aspects of value related to diversity.
Describe each concept in your own words. Explain how each aspect of diversity is important to the success of a company.
Question Two: The Forbes Insight article concluded that progress has been made however barriers still exist.
According to the article, what are the areas that companies have done the best and progress has been made?
According to the article, what are the areas that there can be improvement?
Step Two:
Watch the video The End of Diversity: How Leaders Make Differences Really Matter
The video is assigned to assist you in completing this week’s assignment worksheet.
Topic: Diversity and Leveraging Differences
Author/Creator: Dr. Martin Davidson University of Virginia Darden School of Business
Watch only 10 minutes and 10 seconds. https://www.youtube.com/watch?v=Kp-G34ZnsPI
Step Three: Complete the worksheet on the second page of this assignment.
Directions: Fill in the chart (chart on next page). Either type in information or print out a copy of the page of the chart and fill in by hand. Upload the document or an image of the page to the drop box.
Comments from Dr. King about completing the chart: ...
Article: Diversity and Inclusion “D&I” in a Global Business Environment
Miguel Gurrola and Egbert Schram point out some guiding principles that can help you to gain more clarity around Diversity and Inclusion.
Lecture # 06 (diversity at workplace)
Lecture for M.Phil Students on the role of diversity in human resources management.
BUS 303 Diversity and Leveraging Difference WorksheetCreate a WO
BUS 303 Diversity and Leveraging Difference Worksheet
Create a WORD document and upload to the Black Board drop box under this week.
Step One:
After reading the article from Forbes Insight Global Diversity and Inclusion Fostering Innovation Through A Diverse Workforce answer the following questions. (Article File on Black Board under Week Twelve)
Question One: The Forbes Insight article presented two aspects of value related to diversity.
Describe each concept in your own words. Explain how each aspect of diversity is important to the success of a company.
Question Two: The Forbes Insight article concluded that progress has been made however barriers still exist.
According to the article, what are the areas that companies have done the best and progress has been made?
According to the article, what are the areas that there can be improvement?
Step Two:
Watch the video The End of Diversity: How Leaders Make Differences Really Matter
The video is assigned to assist you in completing this week’s assignment worksheet.
Topic: Diversity and Leveraging Differences
Author/Creator: Dr. Martin Davidson University of Virginia Darden School of Business
Watch only 10 minutes and 10 seconds. https://www.youtube.com/watch?v=Kp-G34ZnsPI
Step Three: Complete the worksheet on the second page of this assignment.
Directions: Fill in the chart (chart on next page). Either type in information or print out a copy of the page of the chart and fill in by hand. Upload the document or an image of the page to the drop box.
Comments from Dr. King about completing the chart:
It is acceptable to fill in the chart in the first two columns word for word what Dr. Davidson presents in the video related to the contrasting models of Managing Diversity and Leveraging Difference.
The third column will be in your own words. Describe what do you think would be the biggest challenge that company or organization would face in implementing this aspect of the leveraging difference model? Answer for each of the categories: Leadership Perspective, Strategic Focus, Scope of Difference Engaged, and Impact. A short sentence(s), bullet point phrases, or a paragraph are good for answering this section.
Leveraging Difference Worksheet
Managing Diversity Focus
Leveraging Difference Focus
In your own words…. What do you think would be the biggest challenge that company or organization would face in implementing this aspect of the Leveraging Difference model? (at least 25 words)
Leadership
Perspective
Strategic Focus
Scope of Difference Engaged
Impact
in association with:
Global Diversity anD inclusion
Fostering Innovation Through
a Diverse Workforce
2
Key Findings 3
Methodology 4
Diversity and Inclusion: A Formula for Success 4
Diversity Is a Key Driver of Innovation 5
A Diverse Workforce Attracts Top Talent 7
Diversity and Inclusion Efforts Are a Given 11
Diversity Goals and Priorities 13
The Buck Stops ...
The Diverse and Inclusive Workplace: Identifying and Assessing Required Compe...
“Strong soft skills”, “excellent communicator”, “takes initiative”, works well with others”, etc. These are just some of the expressions employers use to describe their skills requirements when they are recruiting, hiring and advancing talent. How can skills be accurately described and measured in order to mitigate bias when assessing the competencies of job candidates?
Diversity progam
In the last decade or so, I have progressively noticed, studied and discovered that diversity in groups/organisations/social systems and dealing with the complexity of it as well as channelizing its potential is one of the greatest challenges of our times.
My work over the years in he field shows that the emotional competence and skills to deal with this challenge is far behind intellectual and philosophical understanding of this reality. And what we often find are experiences of exclusion, marginalisation, disempowerment, underutilisation of potential of people and loss of productivity.
I am offering a new programme “Leveraging Diversity for Building powerful Organisations: Utilising People’s Fullest Potential’’.
This programme is specially designed to develop the capabilities for the same amongst mangers, leaders, Human Resource professionals and other critical people who can make a difference. It is planned to fill the gap between the reality, concepts, values and emotional readiness.
Please write to me at umajain53@gmail.com or saharth@gmail.com for a brochure with more details.
Answer questions separately in 2 pages single spaced 12 font size..docx
Answer questions separately in 2 pages single spaced 12 font size.
Can put questions in and increase font size for questions to 25 and make it to two pages.
Questions are listed on the bottom of this page. There are 5 questions in total.
What is the role of an organization in Diversity?
Organizations that are committed to equality and inclusion must take steps to combat the examples of discrimination and harassment that have been covered in this chapter. And they must take steps to make diversity a goal in the pre-employment stages as well as in the post-employment stages. Anyone with managerial or supervisory responsibilities should pay careful attention to hiring and performance-rewarding practices, and make sure to rely on relevant information for making decisions and ignore race-based stereotypes. The following are examples of what leaders and organizations can do make sure employees feel valued.
Interview Selection Process
To ensure fairness for all applicants, organizations should use
highly structured interviews
during the selection process to avoid bias based on race or gender Highly structured interviews consists of the following 15 characteristics: “(1) job analysis, (2) same questions, (3) limited prompting, (4) better questions, (5) longer interviews, (6) control of ancillary information, (7) limited questions from candidates, (8) multiple rating scales, (9) anchored rating scales, (10) detailed notes, (11) multiple interviewers, (12) consistent interviewers, (13) no discussion between interviews, (14) training, and (15) statistical prediction.” Similarity bias can occur when interviewers prefer interviewees with whom they share similar traits. Organizations can mitigate this challenge if all 15 characteristics of a structured interview are used consistently with each job applicant.
Diversified Mentoring Relationships
Thanks to the rapid growth of international travel and globalization, managers are often called upon to manage a workforce that is increasingly diverse. Research has shown that racially and ethnically diverse firms have better financial performance than more homogeneous firms, because, as mentioned, employees from different backgrounds and with different experiences can give the firm a competitive advantage in various ways. It is necessary, however, that managers and those in positions of power are adequately equipped to manage diverse workforces in ways that are beneficial to all.
Diversified mentoring relationships
are relationships in which the mentor and the mentee differ in terms of their status within the company and within larger society. The differences could be in terms of race, gender, class, disability, sexual orientation, or other status. Research has found that these types of relationships are mutually beneficial and that the mentor and the mentee both have positive outcomes in terms of knowledge, empathy, and skills related to interactions with people from different power groups.
MANAGERI.
Build Inclusive and Diverse Workplaces in 2023 | The Enterprise World
Let's examines strategies for establishing inclusive and diverse workplaces: 1. The Value of Diversity 2. Fostering Inclusion 3. Crafting Inclusive Policies and Practices 4. Promoting Diversity At All Levels 5. Training and Education 6. Continuous Assessment
LEADERS WHO MAKE A DIFFERENCE_ CRITICAL SKILLS FOR LEADING A DIV.docx
LEADERS WHO MAKE A DIFFERENCE_ CRITICAL SKILLS FOR LEADING A DIVERSE WORKFORCE - CL.pdf
UV0414
This technical note was prepared by Martin N. Davidson, Associate Professor of Business Administration. It was
written as a basis for class discussion. Copyright © 2000 by the University of Virginia Darden School Foundation,
Charlottesville, VA. All rights reserved. The author thanks Rachel Bagby, James Clawson, Joseph Harder, C. V.
Harquail, and Heather Wishik for helpful comments. To order copies, send an e-mail to
[email protected] No part of this publication may be reproduced, stored in a retrieval system, used in a
spreadsheet, or transmitted in any form or by any means—electronic, mechanical, photocopying, recording, or
otherwise—without the permission of the Darden School Foundation. Rev. 12/00.
LEADERS WHO MAKE A DIFFERENCE:
CRITICAL SKILLS FOR LEADING A DIVERSE WORKFORCE
You can’t excel as a leader in today’s global economy if you can’t skillfully lead diverse
groups of people, many of whom are different from you in significant ways. As more traditional
organizations adapt to the demands of global business, the most successful leaders of these
organizations are adapting as well. Many of the traditional core competencies of leadership
remain central to the success of these leaders—articulating vision, inspiring and motivating
subordinates, and maintaining integrity in relationships. But the increasing diversity of the
people in these organizations is compelling leaders to grapple with questions they didn’t have to
deal with only a generation ago: How do I make my organization more diverse? How do I
leverage the benefits that are supposed to be a product of diverse perspectives? Is there an
“uneven playing field” in my organization? How do I manage diversity-related governmental
requirements such as affirmative action? How do I manage the conflicts that arise due to
differences?
Leaders who are effective in organizations that value (or aspire to value) diversity
possess a distinct set of characteristics and skills. This note describes some of those
characteristics and skills and culls the best practices of several leaders who are creating
competitive advantage from diversity.
Key Characteristics of Effective Leaders of Diversity
Ability to articulate the business case for diversity
Effective leaders embody and communicate a vision for the organization that is
compelling for the members of that organization. In diverse organizations,1 that vision has as
1 I will use the term “diverse organizations” to mean organizations comprised of individuals who differ from
one another along a variety of dimensions including but not limited to race, gender, sexual orientation, national
origin, age, and physical ability.
UV0414 -2-
part of its foundation an explicit understanding of the business case for diversity for that
organization. In their classic article on diversity as a competitive ...
Structure of the Written Report Different Instructors will req.docx
Structure of the Written Report
Different Instructors will require different formats for case reports, but they should all have roughly the same general content. For this course, the report should have the following sections in this order:
1. Title page
2. Table of contents
3. Executive summary
4. Problem (Issue) statement
5. Data analysis
6. Key Decision Criteria
7. Alternatives analysis
8. Recommendations
9. Action and Implementation Plan
10. Exhibits
Grading Rubric
HIGH SCORE:
Content and Subject: Easily identifiable, clear. Meets or exceeds page or word length requirement.
Structure: Apparent, understandable, and applicable. Good flow and well-structured.
Examples/Sources: Examples were used. Integration of external sources occurred.
Analysis: Interesting and novel. Provides different Marketing Principles based actions, recommendations & perspectives; demonstrates critical thinking and critical analysis at a high level.
Mechanics: Excellent APA format. Virtually devoid of errors in grammar, syntax, punctuation, and spelling.
Bulletin of Education and Research
June 2013, Vol. 35, No. 1 pp. 95-105
Competitive Branding & Development Model:
A Qualitative Case Study of UAE approach to Human Capital
Dr. Nadir Ali Kolachi *
_______________________________________________________________
Abstract
The paper reports on the branding and development factors. Countries are in need to brand
their activities to attract the coordination and business from other countries. The main focus of
this paper is related to competitive branding at individual & country level in order to develop
required human capital in next five to seven years. The paper investigates the parameters of
branding and competency through the proposed model named competitive branding and
development (CBD) model. The model reports on the important factors for branding and
competency. The paper is spread on two levels of branding based on the micro level
(individual) and macro level (country). The paper aims to investigate the competitive branding
of individuals and countries. This paper will report on UAE perspective. The branding is
discussed through the proposed model named Competitive Branding & Development (CBD)
in this paper. The study reports as a practical Case study limited to UAE only. The choice of
case study approach in this research was convenient and suitable in such types of studies. The
practical implication of this study is to identify the parameters to brand & develop individual
and countries at various domains. The parameters are organized into a model form named as
Competitive Branding & Development (CBD) Model. The countries can utilize such model to
evaluate their competency levels in comparison to other countries. This paper is academic,
research and practical type and may benefit students, teachers, researchers, managers, policy
makers from International Business, Individual development, Country developm.
Cultural Competence with Linguarama
This seminar provides a practical introduction to cultural competence and the relationship between culture and business. It is broad in approach and examples are given from many areas in the world in order to show the range of different values, attitudes and approaches to everyday business activities. Participants consider how their own cultural background influences the way they work and think about the world, before looking at other cultures. Various awareness-raising activities are used to:
Define and understand “culture“ and its implications for business success
Consider participants’ own values and how these affect business attitudes and behaviour Distinguish between cultures that participants encounter and how they are perceived
Examine different approaches to management, decision-making and communication
Consider how to communicate effectively and minimise misunderstanding
Outcome
Participants will be able to maximise their effectiveness in building
relationships and communicating with clients and colleagues in a range
of different business situations.
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group-3-–-business-management_orientation-ppt.pptx
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LEADERS WHO MAKE A DIFFERENCE_ CRITICAL SKILLS FOR LEADING A DIV.docx
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Both articles highlight the fact that middle-class students seem to benefit more from summer reading programs than their lower-SES peers. While we would hope that summer reading programs would have the same positive impact on all students, this information did not totally surprise me. Differences in funding, materials, and ability to recruit enough high-quality teachers for summer programs could be more difficult in lower-socioeconomic areas. In addition, the articles did not dive into other factors in the students’ lives that may be contributing to their performance such as attendance, how well-rested they are, trauma they have experiences that impacts their ability to focus during instruction, and the impact of being taught by a teacher who the students may not know or have a relationship with. Additionally, there could be a mismatch between the instructional practices and the specific needs of the students. Even though summer reading programs are only for a short time, I would challenge teachers to put energy into getting to know the students and building trust with them. This is a key foundation that is needed for learning to take place.
In challenging teachers during summer program and the regular school year to ”break out of the mold” to create better outcomes for students classified with low SES, in addition to building relationships with students, I would encourage them to build connections with their families. This may involve thinking outside the box and leaving their comfort zone. It could entail holding a parent-teacher conference off campus, closer to their home or in their community. It could also include providing resources and instructional videos to parents so they can help support their children at home. There are many parents who want to support their children academically, but they do not know how and may be uncomfortable asking the teacher for assistance. In addition, I would urge teachers to capitalize on the strengths and interests of their students to engage them in learning activities and provide them with opportunities to shine. We do not have to, and should not, be satisfied with the idea that low SES students will automatically not be able to perform. These students are capable of learning and growth just as much as any other student. I think data from test scores that demonstrate a gap between the performance of students classified as economically disadvantaged and not economically disadvantaged has led some people to hold the belief that students classified as low SES will not perform well. I think the way that school “report card” grades are published also perpetuates this belief, as it shows the test scores, but does not provide an explanation of or include any solutions for the many larger societal factors that contribute to those scores including high teacher turn over, lack of resources, child trauma, lack of sleep, lack of nutrition, crime & safety, and education level of parents.
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Assignment:
Statistical Project & Presentation
Purpose:
The purpose of this project is to supplement lecture material by having the students to do a case study on collecting, analyzing, and interpreting data.
***The best way to understand something is to experience it for yourself.
Guideline for Analyzing Data and Writing a Report
Below is a general outline of the topics that should be included in your report.
1.
Introduction.
State the topic of your study.
2.
Define Population.
Define the population that you intend for your study to represent.
3.
Define Variable.
Define clearly the variable that you obtained during your data collection; this should include information on how the variable is measured and what possible values this variable has.
4.
Data Collection.
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5.
Study Design.
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Give the relevant descriptive statistics for the sample you collected.
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Results: Statistical Analysis.
Describe the results of your statistical analysis.
8.
Findings.
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What a religious tradition says—its teachings, texts, doctrine, stories, myths, and others
What a religious tradition does—worship, prayer, pilgrimage, ritual, and so forth
How a religious tradition organizes—leadership, relationships among members, and so forth
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Pitch- relative highness or lowness that we hear in a sound.
Tone- sound that has a definite pitch.
(For example striking a bat against a ball does not produce a D# but striking a D#
on a piano does)
Dynamics- the degree of loudness or softness in music
pp pianissimo /very soft
p piano /soft
mp mezzo-piano /medium-soft
mf mezzo-forte /medium-loud
f forte /loud
ff fortissimo /very loud
When dynamics are altered in a piece of music, they are termed as follows:
decrescendo/ diminuendo gradually softer
crescendo gradually louder
Timbre/Tone Color- the character or quality of a sound.
dark, bright, mellow, cool, metallic, rich, brilliant, thin, etc.
Rhythm- a) the flow (or pattern) of music through time. b) the particular arrangement of
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Syncopation- An accent placed on a beat where it is not normally expected.
Beat- the steady pulse in a piece of music.
Downbeat- the first or stressed beat of a measure.
Meter- the pattern in which beats are organized within a piece of music.
Examples:
3/4= three beats per measure
4/4= four beats per measure
6/8= six beats per measure
*In some musics, meter is not present- this is termed non-metric.
(Ex: Chant, some 20th century genres, world musics).
Melody- a series of single notes that add up to a recognizable whole.
*A melodic line has a shape -it ascends and descends in a series of continuous pitches.
Sequence- a repetition of a pattern at a higher or lower pitch.
Phrase- A short unit of music within a melodic line.
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Harmony- A) How chords are constructed and how they follow each other. B) The
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Chord- a combination of three or more tones sounded at once.
Consonance- a stable tone combination in a chord
Dissonance- and unstable tone combination in a chord; usually, an expected
and stable resolution will follow.
Tonic- a) the main key of a piece of music. b) the first note of a scale
Key- the central tone or scale in a piece of music.
(example: A major, b minor)
Modulation- a shift from one key to another within the same piece of music.
Texture- layering of musical sounds or instruments within a piece of music.
Monophonic- single, unaccompanied melodic line.
Homophonic- a melody with an accompaniment of chords.
Polyphonic- th.
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Mona Hanna-Attisha, MD, MPH, Jenny LaChance, MS, Richard Casey Sadler, PhD, and Allison Champney Schnepp, MD
Objectives. We analyzed differences in pediatric elevated blood lead level incidence
before and after Flint, Michigan, introduced a more corrosive water source into an aging
water system without adequate corrosion control.
Methods. We reviewed blood lead levels for children younger than 5 years before
(2013) and after (2015) water source change in Greater Flint, Michigan. We assessed the
percentage of elevated blood lead levels in both time periods, and identified geo-
graphical locations through spatial analysis.
Results. Incidence of elevated blood lead levels increased from 2.4% to 4.9% (P < .05)
after water source change, and neighborhoods with the highest water lead levels ex-
perienced a 6.6% increase. No significant change was seen outside the city. Geospatial
analysis identified disadvantaged neighborhoods as having the greatest elevated blood
lead level increases and informed response prioritization during the now-declared public
health emergency.
Conclusions. The percentage of children with elevated blood lead levels increased
after water source change, particularly in socioeconomically disadvantaged neighbor-
hoods. Water is a growing source of childhood lead exposure because of aging infra-
structure. (Am J Public Health. 2016;106:283–290. doi:10.2105/AJPH.2015.303003)
See also Rosner, p. 200.
In April 2014, the postindustrial city ofFlint, Michigan, under state-appointed
emergency management, changed its water
supply from Detroit-supplied Lake Huron
water to the Flint River as a temporary
measure, awaiting a new pipeline to Lake
Huron in 2016. Intended to save money, the
change in source water severed a half-
century relationship with the Detroit Water
and Sewage Department. Shortly after the
switch to Flint River water, residents voiced
concerns regarding water color, taste, and
odor, and various health complaints in-
cluding skin rashes.1 Bacteria, including
Escherichia coli, were detected in the distri-
bution system, resulting in Safe Drinking
Water Act violations.2 Additional disinfec-
tion to control bacteria spurred formation of
disinfection byproducts including total tri-
halomethanes, resulting in Safe Drinking
Water Act violations for trihalomethane
levels.2
Water from the Detroit Water and
Sewage Department had very low corrosivity
for lead as indicated by low chloride, low
chloride-to-sulfate mass ratio, and presence
of an orthophosphate corrosion inhibitor.3,4
By contrast, Flint River water had high
chloride, high chloride-to-sulfate mass ratio,
and no corrosion inhibitor.5 Switching
from Detroit’s Lake Huron to Flint River
water created a perfect storm for lead leach-
ing into drinking water.6 The aging Flint
water distribution system contains a hig.
Elev ent h EDIT IONREAL ESTATE PRINCIPLESCHARLES F. .docx
Elev ent h EDIT ION
REAL ESTATE
PRINCIPLES
CHARLES F. FLOYD and MARCUS T. ALLEN
00RePrinciples_BOOK.indb 1 11/25/2014 8:03:22 AM
This publication is designed to provide accurate and authoritative information
in regard to the subject matter covered. It is sold with the understanding that the
publisher is not engaged in rendering legal, accounting, or other professional
advice. If legal advice or other expert assistance is required, the services of a
competent professional should be sought.
President: Dr. Andrew Temte
Chief Learning Officer: Dr. Tim Smaby
Executive Director, Real Estate Education: Melissa Kleeman-Moy
Development Editor: Julia Marti
REAL ESTATE PRINCIPLES ELEVENTH EDITION
©2014 Kaplan, Inc.
Published by DF Institute, Inc., d/b/a Dearborn Real Estate Education
332 Front St. S., Suite 501
La Crosse, WI 54601
All rights reserved. The text of this publication, or any part thereof, may not be
reproduced in any manner whatsoever without written permission from the
publisher.
Printed in the United States of America
ISBN: 978-1-4754-2173-6 / 1-4754-2173-7
PPN: 1515-0111
00RePrinciples_BOOK.indb 2 11/25/2014 8:03:22 AM
DEDICATION
This book is dedicated to
R. W. Barber
a man of the land
and
C. O. Floyd
a man of business.
—Charles F. Floyd
This book is dedicated to
Rhonda, Melanie, and Issabella.
—Marcus T. Allen
00RePrinciples_BOOK.indb 3 11/25/2014 8:03:23 AM
00RePrinciples_BOOK.indb 4 11/25/2014 8:03:23 AM
v
c o n t e n t s
p r e f a c e x i i i
r e a l e s tat e t o d ay f e at u r e s x v i i
c h a p t e r 1
Why Study Real Estate? xx
Chapter Preview 1
The Role of Real Estate Studies in Business Education 2
Personal and Business-Related Real Estate Decisions 2
Organization of This Book 3
Special Characteristics of Real Estate 4
The Economic Importance of Real Estate 9
The Real Estate Industry: Career Opportunities 10
Chapter Review 13
Key Terms 14
p a r t o n e
Real Estate Legal Analysis 15
c h a p t e r 2
Property Rights and Legal Descriptions 16
Chapter Preview 17
Real versus Personal Property 18
Fixtures 18
Mineral and Air Rights 20
Water Rights 20
Estates in Land 23
Concurrent Estates 29
00RePrinciples_BOOK.indb 5 11/25/2014 8:03:23 AM
vi Contents
Condominium Ownership 31
Cooperative Ownership 32
Time-Shares 32
Legal Descriptions 32
Chapter Review 43
Key Terms 45
Study Exercises 46
Further Reading 47
c h a p t e r 3
Private Restrictions on Ownership 48
Chapter Preview 49
Covenants, Conditions, and Restrictions 50
Liens 54
Easements 58
A Relatively New Type of Easement 64
Profit a Prendre 64
Encroachments 64
Adverse Possession 66
Chapter Review 67
Key Terms 68
Study Exercises 68
c h a p t e r 4
Public Restrictions on Ownership 70
Chapter Preview 71
The Property Tax 72
Power of Eminent Domain 74
Police Power 75
The Comprehensive General Plan 76
Zoning 76
Chapter Review 94
Key Terms 96
Study Exercises 9.
Elements of the Communication ProcessIn Chapter One, we learne.docx
Elements of the Communication Process
In Chapter One, we learned communication is the process of creating or sharing meaning in informal conversation, group interaction, or public speaking. To understand how the process works, we described the essential elements in the process.
For the following interaction, identify the contexts, participants, channels. message, interference (noise), and feedback.
"Maria and Damien are meandering through the park, talking and drinking bottled water. Damien finishes his bottle, replaces the lid, and tosses the bottle into the bushes at the side of the path. Maria, who has been listening to Damien talk, comes to a stop, puts her hand on her hips, stares at Damien, and says angrily, " I can't believe what you just did! Damien blushes, averts his gaze, and mumbles, "Sorry, I'll get it- I just wasn't thinking." As the tension drains from Maria's face. she gives her head a playful toss, smiles, and says, Well, just see that it doesn't happen again.
1. Contexts
a. Physical
b. Social
c. Historical
d. Psychological
2. Participants
3. Channels
4. Message
5. Interference (Noise)
6. Feedback
.
Elements of Music #1 Handout1. Rhythm the flow of music in te.docx
Elements of Music #1 Handout
1. Rhythm
the flow of music in terms of time
2. Beat
the pulse that recurs regularly in music
3. Meter
the regular pattern of stressed and unstressed beats
4. Tempo
the speed of the beats in a piece of music
5. Polyrhythm
two or more rhythm patterns occurring simultaneously
6. Pitch
the perceived highness or lowness of a musical sound
7. Melody
a series of consecutive pitches that form a cohesive musical entity
8. Counterpoint
two or more independent lines with melodic character occurring at the same time
9. Harmony
the simultaneous sounds of several pitches, usually in accompanying a melody
10. Dynamics
the amount of loudness in music
11. Timbre
tone quality or tone color in music
12. Form
the pattern or plan of a musical work
Framework for Improving
Critical Infrastructure Cybersecurity
Version 1.1
National Institute of Standards and Technology
April 16, 2018
April 16, 2018 Cybersecurity Framework Version 1.1
This publication is available free of charge from: https://doi.org/10.6028/NIST.CSWP.04162018 ii
No t e t o Rea d er s o n t h e U p d a t e
Version 1.1 of this Cybersecurity Framework refines, clarifies, and enhances Version 1.0, which
was issued in February 2014. It incorporates comments received on the two drafts of Version 1.1.
Version 1.1 is intended to be implemented by first-time and current Framework users. Current
users should be able to implement Version 1.1 with minimal or no disruption; compatibility with
Version 1.0 has been an explicit objective.
The following table summarizes the changes made between Version 1.0 and Version 1.1.
Table NTR-1 - Summary of changes between Framework Version 1.0 and Version 1.1.
Update Description of Update
Clarified that terms like
“compliance” can be
confusing and mean
something very different
to various Framework
stakeholders
Added clarity that the Framework has utility as a structure and
language for organizing and expressing compliance with an
organization’s own cybersecurity requirements. However, the
variety of ways in which the Framework can be used by an
organization means that phrases like “compliance with the
Framework” can be confusing.
A new section on self-
assessment
Added Section 4.0 Self-Assessing Cybersecurity Risk with the
Framework to explain how the Framework can be used by
organizations to understand and assess their cybersecurity risk,
including the use of measurements.
Greatly expanded
explanation of using
Framework for Cyber
Supply Chain Risk
Management purposes
An expanded Section 3.3 Communicating Cybersecurity
Requirements with Stakeholders helps users better understand
Cyber Supply Chain Risk Management (SCRM), while a new
Section 3.4 Buying Decisions highlights use of the Framework
in understanding risk associated with commercial off-the-shelf
products and services. Additional Cyber SCRM criteria we.
Elements of Music Report InstrumentsFor the assignment on the el.docx
Elements of Music Report Instruments
For the assignment on the elements of music, students will write a report with a minimum of 300 words.
Students must select one element of music that they consider to be the most important element:
Melody
Rhythm
Harmony
Form
When writing the report, be sure you address the following questions:
Why did you select this element from among all the rest?
Do you think that all kinds of music could exist without your selected element? Elaborate on your view.
Describe a piece of music that highlights the use of your selected element.
I encourage students do research on their element of music in order to get ideas for their reports. All reports must be original works!
Do not quote any source or anybody’s thoughts. Quotes are not permitted in this Instruments Report. I am interested in your own personal thoughts, opinions, and the material you have learned from your research.
.
Elements of GenreAfter watching three of the five .docx
Elements of Genre
After watching three of the five movie clips listed in the
Multimedia
section, above, describe how they fit into a specific genre (or subgenre) as explained in the text. What elements of the film are characteristic of that genre? How does it fulfill the expectations of that genre? How does it play against these expectations?
Your initial post should be at least 150 words in length. Support your claims with examples from required material(s) and/or other scholarly resources, and properly cite any references.
.
Elements of DesignDuring the process of envisioning and designing .docx
Elements of Design
During the process of envisioning and designing a film, the director, production designer, and art director (in collaboration with the cinematographer) are concerned with several major spatial and temporal elements. These design elements punctuate and underscore the movement of figures within the frame, including the following: setting, lighting, costuming, makeup, and hairstyles. Choose a scene from movieclips.com. In a three to five page paper, (excluding the cover and reference pages) analyze the mise-en-scène.
Respond to the following prompts with at least one paragraph per bulleted topic:
Identify the names of the artists involved in the film’s production: the director, the production designer, and the art director. Describe in separate paragraphs each artist’s role in the overall design process. Conduct additional research if necessary, citing your book, film, and other external sources correctly in APA format.
Explain how the artists utilize lighting in the scene. How does the lighting affect our emotional understanding of certain characters? What sort of mood does the lighting evoke? How does lighting impact the overall story the filmmaker is attempting to tell?
Describe the setting, including the time period, location, and culture in which the film takes place.
Explain what costuming can tell us about a character. In what ways can costuming be used to reflect elements of the film's plot?
Explain how hairstyle and makeup can help tell the story. What might hairstyle and makeup reveal about the characters?
Discuss your opinion regarding the mise-en-scène. Do the elements appear to work together in a harmonious way? Does the scene seem discordant? Do you think the design elements are congruent with the filmmaker’s vision for the scene?
.
Elements of Critical Thinking [WLOs 2, 3, 4] [CLOs 2, 3, 4]P.docx
Elements of Critical Thinking [WLOs: 2, 3, 4] [CLOs: 2, 3, 4]
Prepare:
Prior to beginning work on this discussion forum, in preparation for discussing the importance of critical thinking skills,
Read the articles
Common Misconceptions of Critical Thinking
Combating Fake News in the Digital Age
6 Critical Thinking Skills You Need to Master Now (Links to an external site.)
Teaching and Learning in a Post-Truth world: It’s Time for Schools to Upgrade and Reinvest in Media Literacy Lessons
Critical Thinking and the Challenges of Internet (Links to an external site.)
Watch the videos
Fake News: Part 1 (Links to an external site.)
Critical Thinking
(Links to an external site.)
Review the resources
Critical Thinking Skills (Links to an external site.)
Valuable Intellectual Traits (Links to an external site.)
Critical Thinking Web (Links to an external site.)
Reflect:
Reflect on the characteristics of a critical thinker. Critical thinking gets you involved in a dialogue with the ideas you read from others in this class. To be a critical thinker, you need to be able to summarize, analyze, hypothesize, and evaluate new information that you encounter.
Write:
For this discussion, you will address the following prompts. Keep in mind that the article or video you’ve chosen should not be about critical thinking, but should be about someone making a statement, claim, or argument related to your Final Paper topic. One source should demonstrate good critical thinking skills and the other source should demonstrate the lack or absence of critical thinking skills. Personal examples should not be used.
Explain at least five elements of critical thinking that you found in the reading material.
Search the Internet, media, or the Ashford University Library, and find an example in which good critical thinking skills are being demonstrated by the author or speaker. Summarize the content and explain why you think it demonstrates good critical thinking skills.
Search the Internet, media, or the Ashford University Library, and find an example in which the author or speaker lacks good critical thinking skills. Summarize the content and explain why you think it demonstrates the absence of good, critical thinking skills.
Your initial post should be at least 250 words in length, which should include a thorough response to each prompt. You are required to provide in-text citations of applicable required reading materials and/or any other outside sources you use to support your claims. Provide full reference entries of all sources cited at the end of your response. Please use correct APA format when writing in-text citations (see
In-Text Citation Helper (Links to an external site.)
) and references (see
Formatting Your References List (Links to an external site.)
).
Reflecting on General Education and Career [WLOs: 2, 3, 4] [CLOs: 2, 3, 4]
Prepare:
Prior to beginning work on this discussion forum, read the articles
Teaching Writing S.
Elements of DesignDuring the process of envisioning and design.docx
Elements of Design
During the process of envisioning and designing a film, the director, production designer, and art director (in collaboration with the cinematographer) are concerned with several major spatial and temporal elements. These design elements punctuate and underscore the movement of figures within the frame, including the following: setting, lighting, costuming, makeup, and hairstyles. Choose a scene from movieclips.com. In a three to five page paper, (excluding the cover and reference pages) analyze the mise-en-scène.
Respond to the following prompts with at least one paragraph per bulleted topic:
Identify the names of the artists involved in the film’s production: the director, the production designer, and the art director. Describe in separate paragraphs each artist’s role in the overall design process. Conduct additional research if necessary, citing your book, film, and other external sources correctly in APA format.
Explain how the artists utilize lighting in the scene. How does the lighting affect our emotional understanding of certain characters? What sort of mood does the lighting evoke? How does lighting impact the overall story the filmmaker is attempting to tell?
Describe the setting, including the time period, location, and culture in which the film takes place.
Explain what costuming can tell us about a character. In what ways can costuming be used to reflect elements of the film's plot?
Explain how hairstyle and makeup can help tell the story. What might hairstyle and makeup reveal about the characters?
Discuss your opinion regarding the mise-en-scène. Do the elements appear to work together in a harmonious way? Does the scene seem discordant? Do you think the design elements are congruent with the filmmaker’s vision for the scene?
.
Elements of a contact due 16 OctRead the Case Campbell Soup Co. v..docx
Elements of a contact due 16 Oct
Read the Case Campbell Soup Co. v. Wentz in the text. Answer the following questions:
1. What were the terms of the contract between Campbell and the Wentzes?
2. Did the Wentzes perform under the contract?
3. Did the court find specific performance to be an adequate legal remedy in this case?
4. Why did the court refuse to help Campbell in enforcing its legal contract?
5. How could Campbell change its contract in the future so as to avoid the unconsionability problem?
Facts:
Per
a
written
contract
between
Campbell
Soup
Company
(a
New
Jersey
company)
and
the
Wentzes
(carrot
farmers
in
Pennsylvania),
the
Wentzes
would
deliver
to
Campbell
all
the
Chantenay
red
cored
carrots
to
be
grown
on
the
Wentz
farm
during
the
1947
season.
The
contract
price
for
the
carrots
was
$30
per
ton.
The
contract
between
Campbell
Soup
and
all
sellers
of
carrots
was
drafted
by
Campbell
and
it
had
a
provision
that
prohibited
farmers/sellers
from
selling
their
carrots
to
anyone
else,
except
those
carrots
that
were
rejected
by
Campbell.
The
contract
also
had
a
liquidated
damages
provision
of
$50
per
ton
if
the
seller
breached,
but
it
had
no
similar
provision
in
the
event
Campbell
breached.
The
contract
not
only
allowed
Campbell
to
reject
nonconforming
carrots,
but
gave
Campbell
the
right
to
determine
who
could
buy
the
carrots
it
had
rejected.
The
Wentzes
harvested
100
tons
of
carrots,
but
because
the
market
price
at
the
time
of
harvesting
was
$90
per
ton
for
these
rare
carrots,
the
Wentzes
refused
to
deliver
them
to
Campbell
and
sold
62
tons
of
their
carrots
to
a
farmer
who
sold
some
of
those
carrots
to
Campbell.
Campbell
sued
the
Wentzes,
asking
for
the
court's
order
to
stop
further
sale
of
the
contracted
carrots
to
others
and
to
compel
specific
performance
of
the
contract.
The
trial
court
ruled
for
the
Wentzes
and
Campbell
appealed.
Issues:
Is
specific
performance
an
appropriate
legal
remedy
in
this
case
or
is
the
contract
unconscionable?
Discussion:
In
January
1948,
it
was
virtually
impossible
to
obtain
Chantenay
carrots
in
the
open
market.
Campbell
used
Chantenay
carrots
(which
are
easier
to
process
for
soup
making
than
other
carrots)
in
large
quantities
and
furnishes
the
seeds
to
farmers
with
whom
it
contracts.
Campbell
contracted
for
carrots
long
ahead,
and
farmers
entered
into
the
contract
willingly.
If
the
facts
of
this
case
were
this
simple,
specific
performance
should
have
been
granted.
However,
the
problem
is
with
the
contract
itself,
which
was
one-sided.
According
to
the
appellate
court,
the
most
direct
example
of
unconscionability
was
the
provision
that,
under
certain
.
Elements for analyzing mise en sceneIdentify the components of.docx
Elements for analyzing mise en scene
Identify the components of the shot, but explaining the meaning or significance behind those components and connecting the shot to the themes of the film
1. Dominant: Where is the eye attracted first? Why?
2. Lighting key: High key? Low key? High contrast? Some combination of these?
3. Shot and camera proxemics: What type of shot? How far away is the camera from the action?
4. Angle: Is the viewer (through the eye of the camera) looking up or down on the subject? Or is the camera neutral (eye level)?
5. Color values: What is the dominant color? Are there contrasting foils? Is there color symbolism?
6. Lens/filter/stock: How do these distort or comment on the
photographed materials?
7. Subsidiary contrasts: What are the main eye-stops after taking in the dominant?
8. Density: How much visual information is packed into the image? Is the texture stark, moderate, or highly detailed?
9. Composition: How is the two-dimensional space segmented and organized? What is the underlying design?
10. Form: Open or closed? Does the image suggest a window that arbitrarily isolates a fragment of the scene? Or a proscenium arch, in which the visual elements are carefully arranged and held in balance?
11. Framing: Tight or loose? Do characters have little to no room to move, or can they move freely without impediments?
12. Depth: On how many planes is the image composed? Does the background or foreground comment in any way on the midground?
13. Character placement: What part of the framed space do the characters occupy? Center? Top? Bottom? Edges? Why?
14. Staging positions: Which way do the characters look vis-à-vis the camera?
15. Character proxemics: How much space is between the
characters?
What are the 4 distinct formal elements that make up a film's mise en scene?
• staging of the action
• physical setting and decor
• the manner in which these materials are framed
• the manner in which they are photographed
.
Elements in the same row have the same number of () levelsWhi.docx
Elements in the same row have the same number of (*) levels
Which elements in B O U L A N would be in the same family? Which would have the same number of energy levels? Highest mass? Lowest mass?
Which is more reactive? Uranium or Lithium
Will elements B and U lose electrons in a chemical reactor?
Will elements B and U form positive or negative ions?
Thanks so much (:
.
ELEG 421 Control Systems Transient and Steady State .docx
ELEG 421
Control Systems
Transient and Steady State
Response Analyses
Dr. Ashraf A. Zaher
American University of Kuwait
College of Arts and Science
Department of Electrical and Computer Engineering
Layout
2
Objectives
This chapter introduces the analysis of the time response of different
control systems under different scenarios. Only first and second order
systems will be considered in details using analytical and numerical
methods. Extension to higher order systems will be developed. Both
transient and steady state responses will be evaluated. Stability analysis
will be analyzed for different kinds of feedback, while investigating the
effect of both proportional and derivative control actions on the
performance of the closed-loop system. Finally systems types and
steady state errors will be calculated for unity feedback.
Outcomes
By the end of this chapter, students will be able to:
evaluate both transient/steady state responses for control systems,
analyze the stability of closed-loop LTI systems,
investigate the effect of P and I control actions on performance, and
understand dominant dynamics of higher order systems.
Dr. Ashraf Zaher
Introduction
3
Test signals
Transient response
Steady state response
Analytical techniques, and
Numerical (simulation) techniques.
Stability (definition and analysis methods),
Relative stability, and
Effect of P/I control actions on stability and performance.
Summary of the used systems:
First order systems,
Second order systems, and
Higher order systems.
Dr. Ashraf Zaher
Test Signals
4 Dr. Ashraf Zaher
Impulse function:
Used to simulate shock inputs,
Laplace transform: 1.
Step function:
Used to simulate sudden disturbances,
Laplace transform: 1/s.
Ramp function:
Used to simulate gradually changing inputs,
Laplace transform: 1/s2.
Sinusoidal function(s):
Used to test response to a certain frequency,
Laplace transform: s/(s2+ω2) for cos(ωt) and ω/(s2+ω2) for sin(ωt).
White noise function:
Used to simulate random noise,
It is a stochastic signal that is easier to deal with in the time domain.
Total response:
C(s) = R(s)*TF(s) = Ctr(s) + Css(s) → c(t) = ctr(t) + css(t)
Fundamentals
5 Dr. Ashraf Zaher
Definitions:
Zeros (Z) of the TF
Poles (P) of the TF
Transient Response (Natural)
Steady State Response (Forced)
Total Response
Limits:
Initial values
Final values
Systems (?Zs):
First order (one P)
Second order (two Ps)
Higher order!
More:
Stability and relative stability
Steady state errors (unity feedback)
First Order Systems
6 Dr. Ashraf Zaher
TF:
T: time constant
Unit Step Response:
1
1
)(
)(
+
=
TssR
sC
)/1(
11
1
1
1
11
)(
TssTs
T
sTss
sC
+
−=
+
−=
+
=
Ttetc /1)( −−=
632.01)( 1 =−== −eTtc
T
e
Tdt
tdc Tt
t
11)( /
0
== −
=
01)0( 0 =−== etc
11)( =−=∞= −∞etc
First Order Systems.
Element 010 ASSIGNMENT 3000 WORDS (100)Task Individual assign.docx
Element 010 ASSIGNMENT: 3000 WORDS (100%)
Task: Individual assignment (3000 words)
Weighting: 100%
Assessment Case Study:
Greenland Garden Centre
[1]
Jon Smith spread his arms widely as he surveyed his garden centre.
‘Of course the whole market for leisure products and services, especially garden-related products, has been expanding over the last few years. Even so, we have been particularly successful. Partly this is because we are conveniently located, but it is also because we have developed a reputation for excellent service. Customers like coming to us for advice. We have also been successful in attracting some of the ‘personality gardeners’ from television to make special appearances. My main ambition now is to fully develop all of our twelve hectares to make the centre a place people will want to visit in its own right. I envisage the centre developing into almost a mini gardening theme park with special gardens, beautiful grounds and special events.’
Greenland is a large village situated in the Cotswolds, a popular tourist area of the UK. It has an interesting range of shops and restaurants, mainly catering for the tourist trade. About half a mile outside the village is the Greenland Garden Centre. The garden centre is served by a good network of main roads but is inaccessible by public transport.
Growth over the last five years has been dramatic and the garden centre now sells many other goods as well as gardening requisites. It also has a restaurant. It is open seven days a week, only closing on Christmas Day. Its opening hours are Monday– Saturday 9 a.m. to 6 p.m. and Sunday 10 a.m. to 5 p.m. all year round.
Outside the centre
The centre has a large car park which can accommodate about 350 cars. Outside the entrance a map indicates the various areas in the garden centre. Most customers walk round the grounds before making their purchases. The length of time people spend in the centre varies but, according to a recent study, averages 53 minutes during the week and 73 minutes at weekends.
The same study shows the extent to which the number of customers arriving at the garden centre varies depending on the time of year, day of the week, and time of day. There are two peaks in customer numbers, one during the late spring/early summer period and another in the build up to Christmas, as Greenland puts on particularly good Christmas displays.
Indoor sales area
The range of goods has increased dramatically over the past few years and now includes items such as:
pets and aquatics
seeds
fertilisers
indoor pots and plants
gardening equipment
garden lighting
conservatory-style furniture
outdoor clothing
picture gallery
books and toys
delicatessen
wine
kitchen equipment
soft furnishing
outdoor eating equipment
gifts, stationery, cards, aromatherapy products
freshly cut flowers
dried flowers.
Outside sales area
In the open air and in large glasshouses there is a complete range of plants, shrubs and trees. Gre.
ELEG 320L – Signals & Systems Laboratory Dr. Jibran Khan Yous.docx
ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4
1
LAB 4: CONVOLUTION
Background & Concepts
Convolution is denoted by:
𝑦[𝑛] = 𝑥[𝑛] ∗ ℎ[𝑛]
Your book has described the "flip and shift" method for performing convolution. First, we
set up two signals 𝑥[𝑘] and ℎ[𝑘]:
Flip one of the signals, say ℎ[𝑘], to form ℎ[−𝑘]:
ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4
2
Shift ℎ[−𝑘] by n to form ℎ[𝑛 − 𝑘]. For each value of 𝑛, form 𝑦[𝑛] by multiplying and
summing all the element of the product of𝑥[𝑘]ℎ[𝑛 − 𝑘], −∞ < 𝑘 < ∞. The figure
below shows an example of the calculation of𝑦[1]. The top panel shows𝑥[𝑘]. The
middle panel showsℎ[1 − 𝑘]. The lower panel shows𝑥[𝑘]𝑦[1 − 𝑘]. Note that this is a
sequence on a 𝑘 axis. The sum of the lower sequence over all k gives 𝑦[1] = 2.
We repeat this shifting, multiplication and summing for all values of 𝑛 to get the
complete sequence 𝑦[𝑛]:
ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4
3
The conv Command
conv(x,h) performs a 1-D convolution of vectors 𝑥 and ℎ. The resulting vector 𝑦
has length length(𝑦) = length(𝑥) + length(ℎ) − 1. Imagine vector 𝑥 as being
stationary and the flipped version of ℎ is slid from left to right. Note that conv(x,h) =
conv(h,x). An example of the convolution of two signals and plotting the result is
below:
>> x = [0.5 0.5 0.5]; %define input signal x[n]
>> h = [3.0 2.0 1.0]; %unit-pulse response h[n]
>> y = conv(x,h); %compute output y[n] via convolution
>> n = 0:(length(y)-1); %for plotting y[n]
>> stem(n,y) % plot y[n]
>> grid;
>> xlabel('n');
>> ylabel('y[n]');
>> title('Output of System via Convolution');
ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4
4
Deconvolution
The command [q,r] = deconv(v,u), deconvolves vector u out of vector v, using long
division. The quotient is returned in vector q and the remainder in vector r such that
v = conv(u,q)+r. If u and v are vectors of polynomial coefficients, convolving them is
equivalent to multiplying the two polynomials, and deconvolution is polynomial
division. The result of dividing v by u is quotient q and remainder r. An examples is
below:
If
>> u = [1 2 3 4];
>> v = [10 20 30];
The convolution is:
>> c = conv(u,v)
c =
10 40 100 160 170 120
Use deconvolution to recover v.
>> [q,r] = deconv(c,u)
q =
10 20 30
r =
0 0 0 0 0 0
This gives a quotient equal to v and a zero remainder.
Structures
Structures in Matlab are just like structures in C. They are basically containers that
allow one
Electronic Media PresentationChoose two of the following.docx
Electronic Media Presentation
Choose
two of the following types of electronic media:
Radio
Sound recording
Motion pictures
Broadcast television
Research
the history of the media types your team selected. Include the following information in your presentation:
Introduction
Notable founders and parent organizations of your electronic media types
Notable historical dates
Dates of mergers with other radio stations, record production companies, motion picture companies, or television networks to form a large media conglomerate
Date the media types launched their websites, became active on the Internet, or became active in social media integration
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How do these challenges affect advertising in these organizations--outside companies advertising--and advertising for these media--companies promoting themselves to others? What are innovative advertising strategies these media have engaged in?
What are two similarities and two differences between the two media types?
Conclusion
Present your Electronic Media Presentation.
These are 10- to 12-slideMicrosoft
®
PowerPoint
®
presentations with notes.
.
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