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For your first Hunt and Gather upload an image that relates to you. For example, if you love playing the didgeridoo you may want to upload an image of it and write about why you posted this image. Explain how long you've been playing, where you love playing the most and so on. the picture I will upload is me doing wake boarding. .
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Fundamentals of Risk and InsuranceEmmEtt J. Vaughan • .docx
Fundamentals of
Risk and Insurance
EmmEtt J. Vaughan • thErEsE m. Vaughan
11e
■
FUNDAMENTALS OF
RISK AND INSURANCE
■
■
FUNDAMENTALS OF
RISK AND INSURANCE
■
ELEVENTH EDITION
EMMETT J. VAUGHAN
THERESE M. VAUGHAN
VICE PRESIDENT & EXECUTIVE PUBLISHER George Hoffman
EXECUTIVE EDITOR Joel Hollenbeck
CONTENT EDITOR Jennifer Manias
ASSISTANT EDITOR Courtney Luzzi
SENIOR EDITORIAL ASSISTANT Erica Horowitz
DIRECTOR OF MARKETING Amy Scholz
ASSISTANT MARKETING MANAGER Puja Katariwala
MARKETING ASSISTANT Mia Brady
SENIOR PRODUCT DESIGNER Allison Morris
SENIOR PRODUCTION MANAGER Janis Soo
ASSOCIATE PRODUCTION MANAGER Joel Balbin
COVER DESIGNER Kenji Ngieng
COVER CREDIT Bart Sadowski/iStockphoto
This book was set in 10/12 Cheltenham Light by Aptara, Corp. and printed and bound
by Courier/Kendallville. The cover was printed by Courier/Kendallville.
The book is printed on acid-free paper ©∞.
Founded in 1807, John Wiley & Sons, Inc. has been a valued source of knowledge and
understanding for more than 200 years, helping people around the world meet their needs
and fulfill their aspirations. Our company is built on a foundation of principles that include
responsibility to the communities we serve and where we live and work. In 2008, we launched
a Corporate Citizenship Initiative, a global effort to address the environmental, social, economic,
and ethical challenges we face in our business. Among the issues we are addressing are carbon
impact, paper specifications and procurement, ethical conduct within our business and among
our vendors, and community and charitable support. For more information, please visit our
website: www.wiley.com/go/citizenship.
Copyright c© 2014, 2008, 2003, and 1999 John Wiley & Sons, Inc. All rights reserved.
No part of this publication may be reproduced, stored in a retrieval system or transmitted
in any form or by any means, electronic, mechanical, photocopying, recording, scanning
or otherwise, except as permitted under Sections 107 or 108 of the 1976 United States
Copyright Act, without either the prior written permission of the Publisher, or
authorization through payment of the appropriate per-copy fee to the Copyright
Clearance Center, Inc. 222 Rosewood Drive, Danvers, MA 01923, website www.copyright.com.
Requests to the Publisher for permission should be addressed to the Permissions Department,
John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030-5774, (201)748-6011,
fax (201)748- 6008, website http://www.wiley.com/go/permissions.
Evaluation copies are provided to qualified academics and professionals for review purposes
only, for use in their courses during the next academic year. These copies are licensed and may
not be sold or transferred to a third party. Upon completion of the review period, please return
the evaluation copy to Wiley. Return instructions and a free of charge return mailing label are
available at www.wiley.com/go/returnlabel. If you have chosen to adopt this textbook for us.
Fungi reproduce ___________________________ by fragmentation, buddin.docx
Fungi reproduce ___________________________ by fragmentation, budding, or producing spores.
10. In ___________________________ , pieces of hyphae grow into new mycelia.
11. The process of a parent cell undergoing mitosis and producing a new individual that pinches off,
matures, and separates from the parent is called ___________________________ .
12. When environmental conditions are right, a ___________________________ may germinate and
produce a threadlike ___________________________ that will grow into a mycelium.
13. Some hyphae grow away from the mycelium to produce a spore-containing structure called a
___________________________ .
14. In most fungi, the structures that support ___________________________ are the only part of the
fungus that can be seen.
15. Fungi may produce spores by ___________________________ or ___________________________ .
16. Many adaptations of fungi for survival involve ___________________________ .
17. ___________________________ protect spores and keep them from from drying out until they
are released.
18. A single puffball may produce a cloud containing as many as ___________________________ spores.
19. Producing a large number of spores increases a species’ chances of ___________________________ .
20. Fungal spores can be dispersed by ___________________________ , ___________________________ ,
and ___________________________ .
.
Full-Circle LearningMyLab™ Learning Full Circle for Mar.docx
Full-Circle Learning
MyLab™: Learning Full Circle for Marketing,
Management, Business Communication,
and Intro to Business
BEFORE
CLASS
AFTER
CLASS DURING
CLASS
Decision
Sims, Videos,
and Learning
Catalytics
DSMs,
pre-lecture
homework,
eText
Writing
Space, Video
Cases, Quizzes/
Tests
MyLab
Critical Thinking
MyManagementLab®: Improves Student
Engagement Before, During, and After Class
Decision Making
BREAKTHROUGH
Prep and
Engagement
BREAK
THRO
UGH
To better resultsTo better results
• NEW! VIDEO LIBRARY – Robust video library with over 100 new book-specific videos that include
easy-to-assign assessments, the ability for instructors to add YouTube or other sources, the ability for
students to upload video submissions, and the ability for polling and teamwork.
• Decision-making simulations – NEW and improved feedback for students. Place your students
in the role of a key decision-maker! Simulations branch based on the decisions students make, providing
a variation of scenario paths. Upon completion students receive a grade, as well as a detailed report of
the choices and the associated consequences of those decisions.
• Video exercises – UPDATED with new exercises. Engaging videos that bring business concepts to
life and explore business topics related to the theory students are learning in class. Quizzes then assess
students’ comprehension of the concepts covered in each video.
• Learning Catalytics – A “bring your own device”
student engagement, assessment, and classroom
intelligence system helps instructors analyze
students’ critical-thinking skills during lecture.
• Dynamic Study Modules (DSMs) – UPDATED
with additional questions. Through adaptive
learning, students get personalized guidance where
and when they need it most, creating greater
engagement, improving knowledge retention, and
supporting subject-matter mastery. Also available
on mobile devices.
• Writing Space – UPDATED with new commenting tabs, new prompts, and a new tool
for students called Pearson Writer. A single location to develop and assess concept mastery
and critical thinking, the Writing Space offers automatic graded, assisted graded, and create your own
writing assignments, allowing you to exchange personalized feedback with students quickly and easily.
Writing Space can also check students’ work for improper citation or plagiarism by comparing it
against the world’s most accurate text comparison database available from Turnitin.
• Additional Features – Included with the MyLab are a powerful homework and test manager, robust
gradebook tracking, Reporting Dashboard, comprehensive online course content, and easily scalable
and shareable content.
http://www.pearsonmylabandmastering.com
Strategic
ManageMent
concepts and cases
A Competitive AdvAntAge ApproACh
This page intentionally left blank
Fred r. David
Francis Marion University
Florence, South Carolina
Forest r. David
Strategic Planning C.
Functional Behavior Assessment ExampleStudent NameInes SalazarD.docx
Functional Behavior Assessment Example
Student Name:Ines SalazarDate: ____ 10-22-2017_______
Age: 5 yrs, 6 mosCase Manager: _______Yvonne Jackson____
Description of Behavior:
Student isolates herself from others during class, refuses to go to lunch in the cafeteria, and prefers to stay in class during scheduled breaks. Student’s academic production is minimal.
Settings in which Behavior Occurs:
All Classes
Frequency:
3-4 days in a row, 2-3 times a month.
Intensity (Consequences of problem behavior on student, peers, instructional environment):
Significant reduction in completed work and alienation from peers.
Previous Interventions:
Counseling, verbal redirection to complete work, medications, parent conferences, student conferences, classroom behavior management program.
Educational Impact:
Severe academic failure, disruption of group projects and activities, lack of appropriate socialization and development of peer relations.
Social/Emotional Development:
Student appears depressed. She has previously been diagnosed and expresses subjective feelings of depression when asked.
Cognitive Development:
Student makes frequent negative self-statements about her academic ability, her self-worth, and how other students and adults feel about her.
Reinforcement:
Student receives 1:1, and more frequent attention from the teacher.
Home Factors:
Parents frequently make critical statements about Ines. They expect academic performance that is unrealistic, given student’s cognitive and academic ability levels. They have difficulty accepting what appears to be age-appropriate behavior.
Communication:
Withdrawal; may tell others to leave her alone.
© 2017. Grand Canyon University. All Rights Reserved.
Behavior Intervention Plan
Student Name: ______________________________________ Date: ______________
DOB: __________________ Case Manager: _______________________________________
Behavior
Goals
Interventions and Frequency of Intervention
Person Responsible
Goal/Intervention Review Notes
© 2017. Grand Canyon University. All Rights Reserved.
Behavior Intervention Plan Example
Student Name: ______________________________________ Date: ______________
DOB: __________________ Case Manager: _______________________________________
Behavior
Goals
Interventions and Frequency of Intervention
Person Responsible
Goal/Intervention Review Notes
Student isolates himself from others during class, refuses to go to lunch in the cafeteria, and prefers to stay in class during scheduled breaks. Student’s academic production is minimal.
A. During free time, interacts with other students and staff 90% of the time.
B. Goes to lunch in the cafeteria without supervision 90% of the time.
C. On task 90% of the time.
D. Completes assigned work 90% of the time.
A. Social work involvement for referral for family counseling focused on realistic expectations of student performance. Ongoing until counseling is started.
B. Daily monito.
Functional Requirements Document TemplateVersionDescription .docx
Functional Requirements Document
Template
Version
Description of Change
Author
Date
CONTENTS
41
INTRODUCTION
1.1
Purpose
4
1.2
Scope
4
1.3
Background
4
1.4
References
4
1.5
Assumptions and Constraints
4
1.6
Document Overview
5
2
METHODOLOGY
5
3
FUNCTIONAL REQUIREMENTS
5
4.1
Context
5
4.2
User Requirements
5
4.3
Data Flow Diagrams
6
4.4
Logical Data Model/Data Dictionary
6
4.5
Functional Requirements
6
5
OTHER REQUIREMENTS
6
5.1
Interface Requirements
6
5.2
Data Conversion Requirements
7
5.3
Hardware/Software Requirements
7
5.4
Operational Requirements
7
APPENDIX A - GLOSSARY
11
1 INTRODUCTION
[Provide an overview of the system and some additional information to place the system in context.]
1.1 Purpose
[Provide an overall description of the FRD, its purpose. Reference the system name and identifying information about the system to be implemented.]
1.2 Scope
[Discuss the scope of the document and how it accomplishes its purpose.]
1.3 Background
[Describe the organization and its overall responsibilities. Describe who is producing the document and why.]
1.4 References
[List references and controlling documents, including: meeting summaries, white papers, other deliverables, etc.]
1.5 Assumptions and Constraints
[Provide a list of contractual or task level assumptions and/or constraints that are preconditions to preparation of the FRD. Assumptions are future situations beyond the control of the project, whose outcomes influence the success of a project.]
1.5.1 Assumptions
Examples of assumptions include: availability of a technical platform, legal changes and policy decisions.
1.5.2 Constraints
Constraints are boundary conditions on how the system must be designed and constructed. Examples include: legal requirements, technical standards, strategic decisions.
· Constraints exist because of real business conditions. For example, a delivery date is a constraint only if there are real business consequences that will happen as a result of not meeting the date. If failing to have the subject application operational by the specified date places the organization in legal default, the date is a constraint.
· Preferences are arbitrary. For example, a date chosen arbitrarily is a preference. Preferences, if included in the FRD, should be noted as such.]
1.6 Document Overview
[Provide a description of the document organization.]
2 METHODOLOGY
[Describe the overall approach used in the determination of the FRD contents. Describe the modeling method(s) so non-technical readers can understand what they are conveying.]
3 FUNCTIONAL REQUIREMENTS
4.1 Context
[Provide a context diagram of the system, with explanations as applicable. The context of a system refers to the connections and relationships between the system and its environment.]Exhibit 2 - Generic Context Diagram
Data 6
Data 1
Data 3
Data 4
Data 7
Data 2
Data 8
System/
Application
Name
Interface
Name 2
Interface
Name 4
Interface
Name 1
(User)
Interface
Name 3
Da.
Fully answer any ONE of the following essay questions1. Is the.docx
Fully answer any ONE of the following essay questions:
1. Is there an obligation to promote the common good? Contrast the views of Bentham, Kant, and Ross on that question. Whose view do you think is best? Why?
2. What does it mean to claim that ethics is an
a priori
discipline? Who agrees with that view? What is Bentham's view of the nature of ethics (hint: empirical science)? How does Ross combine those views?
3. Both Kant and Ross are nonconsequentialists, yet they disagree about the role of consequences in determining the morally right act. Compare and contrast their views regarding the role of consequences. which view is preferable? Why?
.
Fully answer any ONE of the following essay questions1. Is t.docx
Fully answer any ONE of the following essay questions:
1. Is there an obligation to promote the common good? Contrast the views of Bentham, Kant, and Ross on that question. Whose view do you think is best? Why?
2. What does it mean to claim that ethics is an
a priori
discipline? Who agrees with that view? What is Bentham's view of the nature of ethics (hint: empirical science)? How does Ross combine those views?
3. Both Kant and Ross are nonconsequentialists, yet they disagree about the role of consequences in determining the morally right act. Compare and contrast their views regarding the role of consequences. which view is preferable? Why?
.
From the weeks chapter reading, we learn from the authors that,.docx
From the week's chapter reading, we learn from the authors that, the use of mobile devices in our society today has indeed become ubiquitous. In addition, CTIA asserted that over 326 million mobile devices were in use within The United States as of December 2012 – an estimated growth of more than 100 percent penetration rate with users carrying more than one device with notable continues growth. From this research, it’s evident that mobile computing has vastly accelerated in popularity over the last decade due to several factors noted by the authors in our chapter reading.
Q1: In consideration with this revelation, identify and name these factors, and provide a brief discussion about them?
.
Recommended
Fundamentals of Risk and InsuranceEmmEtt J. Vaughan • .docx
Fundamentals of
Risk and Insurance
EmmEtt J. Vaughan • thErEsE m. Vaughan
11e
■
FUNDAMENTALS OF
RISK AND INSURANCE
■
■
FUNDAMENTALS OF
RISK AND INSURANCE
■
ELEVENTH EDITION
EMMETT J. VAUGHAN
THERESE M. VAUGHAN
VICE PRESIDENT & EXECUTIVE PUBLISHER George Hoffman
EXECUTIVE EDITOR Joel Hollenbeck
CONTENT EDITOR Jennifer Manias
ASSISTANT EDITOR Courtney Luzzi
SENIOR EDITORIAL ASSISTANT Erica Horowitz
DIRECTOR OF MARKETING Amy Scholz
ASSISTANT MARKETING MANAGER Puja Katariwala
MARKETING ASSISTANT Mia Brady
SENIOR PRODUCT DESIGNER Allison Morris
SENIOR PRODUCTION MANAGER Janis Soo
ASSOCIATE PRODUCTION MANAGER Joel Balbin
COVER DESIGNER Kenji Ngieng
COVER CREDIT Bart Sadowski/iStockphoto
This book was set in 10/12 Cheltenham Light by Aptara, Corp. and printed and bound
by Courier/Kendallville. The cover was printed by Courier/Kendallville.
The book is printed on acid-free paper ©∞.
Founded in 1807, John Wiley & Sons, Inc. has been a valued source of knowledge and
understanding for more than 200 years, helping people around the world meet their needs
and fulfill their aspirations. Our company is built on a foundation of principles that include
responsibility to the communities we serve and where we live and work. In 2008, we launched
a Corporate Citizenship Initiative, a global effort to address the environmental, social, economic,
and ethical challenges we face in our business. Among the issues we are addressing are carbon
impact, paper specifications and procurement, ethical conduct within our business and among
our vendors, and community and charitable support. For more information, please visit our
website: www.wiley.com/go/citizenship.
Copyright c© 2014, 2008, 2003, and 1999 John Wiley & Sons, Inc. All rights reserved.
No part of this publication may be reproduced, stored in a retrieval system or transmitted
in any form or by any means, electronic, mechanical, photocopying, recording, scanning
or otherwise, except as permitted under Sections 107 or 108 of the 1976 United States
Copyright Act, without either the prior written permission of the Publisher, or
authorization through payment of the appropriate per-copy fee to the Copyright
Clearance Center, Inc. 222 Rosewood Drive, Danvers, MA 01923, website www.copyright.com.
Requests to the Publisher for permission should be addressed to the Permissions Department,
John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030-5774, (201)748-6011,
fax (201)748- 6008, website http://www.wiley.com/go/permissions.
Evaluation copies are provided to qualified academics and professionals for review purposes
only, for use in their courses during the next academic year. These copies are licensed and may
not be sold or transferred to a third party. Upon completion of the review period, please return
the evaluation copy to Wiley. Return instructions and a free of charge return mailing label are
available at www.wiley.com/go/returnlabel. If you have chosen to adopt this textbook for us.
Fungi reproduce ___________________________ by fragmentation, buddin.docx
Fungi reproduce ___________________________ by fragmentation, budding, or producing spores.
10. In ___________________________ , pieces of hyphae grow into new mycelia.
11. The process of a parent cell undergoing mitosis and producing a new individual that pinches off,
matures, and separates from the parent is called ___________________________ .
12. When environmental conditions are right, a ___________________________ may germinate and
produce a threadlike ___________________________ that will grow into a mycelium.
13. Some hyphae grow away from the mycelium to produce a spore-containing structure called a
___________________________ .
14. In most fungi, the structures that support ___________________________ are the only part of the
fungus that can be seen.
15. Fungi may produce spores by ___________________________ or ___________________________ .
16. Many adaptations of fungi for survival involve ___________________________ .
17. ___________________________ protect spores and keep them from from drying out until they
are released.
18. A single puffball may produce a cloud containing as many as ___________________________ spores.
19. Producing a large number of spores increases a species’ chances of ___________________________ .
20. Fungal spores can be dispersed by ___________________________ , ___________________________ ,
and ___________________________ .
.
Full-Circle LearningMyLab™ Learning Full Circle for Mar.docx
Full-Circle Learning
MyLab™: Learning Full Circle for Marketing,
Management, Business Communication,
and Intro to Business
BEFORE
CLASS
AFTER
CLASS DURING
CLASS
Decision
Sims, Videos,
and Learning
Catalytics
DSMs,
pre-lecture
homework,
eText
Writing
Space, Video
Cases, Quizzes/
Tests
MyLab
Critical Thinking
MyManagementLab®: Improves Student
Engagement Before, During, and After Class
Decision Making
BREAKTHROUGH
Prep and
Engagement
BREAK
THRO
UGH
To better resultsTo better results
• NEW! VIDEO LIBRARY – Robust video library with over 100 new book-specific videos that include
easy-to-assign assessments, the ability for instructors to add YouTube or other sources, the ability for
students to upload video submissions, and the ability for polling and teamwork.
• Decision-making simulations – NEW and improved feedback for students. Place your students
in the role of a key decision-maker! Simulations branch based on the decisions students make, providing
a variation of scenario paths. Upon completion students receive a grade, as well as a detailed report of
the choices and the associated consequences of those decisions.
• Video exercises – UPDATED with new exercises. Engaging videos that bring business concepts to
life and explore business topics related to the theory students are learning in class. Quizzes then assess
students’ comprehension of the concepts covered in each video.
• Learning Catalytics – A “bring your own device”
student engagement, assessment, and classroom
intelligence system helps instructors analyze
students’ critical-thinking skills during lecture.
• Dynamic Study Modules (DSMs) – UPDATED
with additional questions. Through adaptive
learning, students get personalized guidance where
and when they need it most, creating greater
engagement, improving knowledge retention, and
supporting subject-matter mastery. Also available
on mobile devices.
• Writing Space – UPDATED with new commenting tabs, new prompts, and a new tool
for students called Pearson Writer. A single location to develop and assess concept mastery
and critical thinking, the Writing Space offers automatic graded, assisted graded, and create your own
writing assignments, allowing you to exchange personalized feedback with students quickly and easily.
Writing Space can also check students’ work for improper citation or plagiarism by comparing it
against the world’s most accurate text comparison database available from Turnitin.
• Additional Features – Included with the MyLab are a powerful homework and test manager, robust
gradebook tracking, Reporting Dashboard, comprehensive online course content, and easily scalable
and shareable content.
http://www.pearsonmylabandmastering.com
Strategic
ManageMent
concepts and cases
A Competitive AdvAntAge ApproACh
This page intentionally left blank
Fred r. David
Francis Marion University
Florence, South Carolina
Forest r. David
Strategic Planning C.
Functional Behavior Assessment ExampleStudent NameInes SalazarD.docx
Functional Behavior Assessment Example
Student Name:Ines SalazarDate: ____ 10-22-2017_______
Age: 5 yrs, 6 mosCase Manager: _______Yvonne Jackson____
Description of Behavior:
Student isolates herself from others during class, refuses to go to lunch in the cafeteria, and prefers to stay in class during scheduled breaks. Student’s academic production is minimal.
Settings in which Behavior Occurs:
All Classes
Frequency:
3-4 days in a row, 2-3 times a month.
Intensity (Consequences of problem behavior on student, peers, instructional environment):
Significant reduction in completed work and alienation from peers.
Previous Interventions:
Counseling, verbal redirection to complete work, medications, parent conferences, student conferences, classroom behavior management program.
Educational Impact:
Severe academic failure, disruption of group projects and activities, lack of appropriate socialization and development of peer relations.
Social/Emotional Development:
Student appears depressed. She has previously been diagnosed and expresses subjective feelings of depression when asked.
Cognitive Development:
Student makes frequent negative self-statements about her academic ability, her self-worth, and how other students and adults feel about her.
Reinforcement:
Student receives 1:1, and more frequent attention from the teacher.
Home Factors:
Parents frequently make critical statements about Ines. They expect academic performance that is unrealistic, given student’s cognitive and academic ability levels. They have difficulty accepting what appears to be age-appropriate behavior.
Communication:
Withdrawal; may tell others to leave her alone.
© 2017. Grand Canyon University. All Rights Reserved.
Behavior Intervention Plan
Student Name: ______________________________________ Date: ______________
DOB: __________________ Case Manager: _______________________________________
Behavior
Goals
Interventions and Frequency of Intervention
Person Responsible
Goal/Intervention Review Notes
© 2017. Grand Canyon University. All Rights Reserved.
Behavior Intervention Plan Example
Student Name: ______________________________________ Date: ______________
DOB: __________________ Case Manager: _______________________________________
Behavior
Goals
Interventions and Frequency of Intervention
Person Responsible
Goal/Intervention Review Notes
Student isolates himself from others during class, refuses to go to lunch in the cafeteria, and prefers to stay in class during scheduled breaks. Student’s academic production is minimal.
A. During free time, interacts with other students and staff 90% of the time.
B. Goes to lunch in the cafeteria without supervision 90% of the time.
C. On task 90% of the time.
D. Completes assigned work 90% of the time.
A. Social work involvement for referral for family counseling focused on realistic expectations of student performance. Ongoing until counseling is started.
B. Daily monito.
Functional Requirements Document TemplateVersionDescription .docx
Functional Requirements Document
Template
Version
Description of Change
Author
Date
CONTENTS
41
INTRODUCTION
1.1
Purpose
4
1.2
Scope
4
1.3
Background
4
1.4
References
4
1.5
Assumptions and Constraints
4
1.6
Document Overview
5
2
METHODOLOGY
5
3
FUNCTIONAL REQUIREMENTS
5
4.1
Context
5
4.2
User Requirements
5
4.3
Data Flow Diagrams
6
4.4
Logical Data Model/Data Dictionary
6
4.5
Functional Requirements
6
5
OTHER REQUIREMENTS
6
5.1
Interface Requirements
6
5.2
Data Conversion Requirements
7
5.3
Hardware/Software Requirements
7
5.4
Operational Requirements
7
APPENDIX A - GLOSSARY
11
1 INTRODUCTION
[Provide an overview of the system and some additional information to place the system in context.]
1.1 Purpose
[Provide an overall description of the FRD, its purpose. Reference the system name and identifying information about the system to be implemented.]
1.2 Scope
[Discuss the scope of the document and how it accomplishes its purpose.]
1.3 Background
[Describe the organization and its overall responsibilities. Describe who is producing the document and why.]
1.4 References
[List references and controlling documents, including: meeting summaries, white papers, other deliverables, etc.]
1.5 Assumptions and Constraints
[Provide a list of contractual or task level assumptions and/or constraints that are preconditions to preparation of the FRD. Assumptions are future situations beyond the control of the project, whose outcomes influence the success of a project.]
1.5.1 Assumptions
Examples of assumptions include: availability of a technical platform, legal changes and policy decisions.
1.5.2 Constraints
Constraints are boundary conditions on how the system must be designed and constructed. Examples include: legal requirements, technical standards, strategic decisions.
· Constraints exist because of real business conditions. For example, a delivery date is a constraint only if there are real business consequences that will happen as a result of not meeting the date. If failing to have the subject application operational by the specified date places the organization in legal default, the date is a constraint.
· Preferences are arbitrary. For example, a date chosen arbitrarily is a preference. Preferences, if included in the FRD, should be noted as such.]
1.6 Document Overview
[Provide a description of the document organization.]
2 METHODOLOGY
[Describe the overall approach used in the determination of the FRD contents. Describe the modeling method(s) so non-technical readers can understand what they are conveying.]
3 FUNCTIONAL REQUIREMENTS
4.1 Context
[Provide a context diagram of the system, with explanations as applicable. The context of a system refers to the connections and relationships between the system and its environment.]Exhibit 2 - Generic Context Diagram
Data 6
Data 1
Data 3
Data 4
Data 7
Data 2
Data 8
System/
Application
Name
Interface
Name 2
Interface
Name 4
Interface
Name 1
(User)
Interface
Name 3
Da.
Fully answer any ONE of the following essay questions1. Is the.docx
Fully answer any ONE of the following essay questions:
1. Is there an obligation to promote the common good? Contrast the views of Bentham, Kant, and Ross on that question. Whose view do you think is best? Why?
2. What does it mean to claim that ethics is an
a priori
discipline? Who agrees with that view? What is Bentham's view of the nature of ethics (hint: empirical science)? How does Ross combine those views?
3. Both Kant and Ross are nonconsequentialists, yet they disagree about the role of consequences in determining the morally right act. Compare and contrast their views regarding the role of consequences. which view is preferable? Why?
.
Fully answer any ONE of the following essay questions1. Is t.docx
Fully answer any ONE of the following essay questions:
1. Is there an obligation to promote the common good? Contrast the views of Bentham, Kant, and Ross on that question. Whose view do you think is best? Why?
2. What does it mean to claim that ethics is an
a priori
discipline? Who agrees with that view? What is Bentham's view of the nature of ethics (hint: empirical science)? How does Ross combine those views?
3. Both Kant and Ross are nonconsequentialists, yet they disagree about the role of consequences in determining the morally right act. Compare and contrast their views regarding the role of consequences. which view is preferable? Why?
.
From the weeks chapter reading, we learn from the authors that,.docx
From the week's chapter reading, we learn from the authors that, the use of mobile devices in our society today has indeed become ubiquitous. In addition, CTIA asserted that over 326 million mobile devices were in use within The United States as of December 2012 – an estimated growth of more than 100 percent penetration rate with users carrying more than one device with notable continues growth. From this research, it’s evident that mobile computing has vastly accelerated in popularity over the last decade due to several factors noted by the authors in our chapter reading.
Q1: In consideration with this revelation, identify and name these factors, and provide a brief discussion about them?
.
FTER watching the videos and reviewing the other materials in this.docx
FTER
watching the videos and reviewing the other materials in this Learning Unit, answer BOTH of the questions below.
1) Discuss the use of imagery in the poem "kitchenette building" by Gwendolyn Brooks. In your answer, make sure to identify specific images and explain how or why the poet uses them.
2) Discuss the use of diction in the poem "The Secretary Chant" by Marge Piercy. In your answer, make sure to identify specific word choices and explain how or why the poet uses them.
.
fter completing the reading this week, we reflect on a few key conce.docx
fter completing the reading this week, we reflect on a few key concepts this week and answer question number
How does culture impact leadership? Can culture be seen as a constraint on leadership?
Please be sure to answer all the questions above in the initial post.
Please ensure the initial post and two response posts are substantive. Substantive posts will do at least TWO of the following:
Ask an interesting, thoughtful question pertaining to the topic
Expand on the topic, by adding additional thoughtful information
Answer a question posted by another student in detail
Share an applicable personal experience
Provide an outside source
Make an argument
At least one scholarly (peer-reviewed) resource should be used in the initial discussion thread. Please ensure to use information from your readings and other sources from the UC Library. Use APA references and in-text citations.
.
FS-3FORD MOTOR COMPANY AND SUBSIDIARIESCONSOLIDATED INCO.docx
FS-3
FORD MOTOR COMPANY AND SUBSIDIARIES
CONSOLIDATED INCOME STATEMENT
(in millions, except per share amounts)
For the years ended December 31,
2016 2017 2018
Revenues
Automotive $ 141,546 $ 145,653 $ 148,294
Ford Credit 10,253 11,113 12,018
Mobility 1 10 26
Total revenues (Note 4) 151,800 156,776 160,338
Costs and expenses
Cost of sales 126,195 131,321 136,269
Selling, administrative, and other expenses 10,972 11,527 11,403
Ford Credit interest, operating, and other expenses 8,847 9,047 9,463
Total costs and expenses 146,014 151,895 157,135
Interest expense on Automotive debt 894 1,133 1,171
Interest expense on Other debt 57 57 57
Other income/(loss), net (Note 5) 169 3,267 2,247
Equity in net income of affiliated companies 1,780 1,201 123
Income before income taxes 6,784 8,159 4,345
Provision for/(Benefit from) income taxes (Note 7) 2,184 402 650
Net income 4,600 7,757 3,695
Less: Income/(Loss) attributable to noncontrolling interests 11 26 18
Net income attributable to Ford Motor Company $ 4,589 $ 7,731 $ 3,677
EARNINGS PER SHARE ATTRIBUTABLE TO FORD MOTOR COMPANY COMMON AND CLASS B STOCK (Note 8)
Basic income $ 1.16 $ 1.94 $ 0.93
Diluted income 1.15 1.93 0.92
CONSOLIDATED STATEMENT OF COMPREHENSIVE INCOME
(in millions)
For the years ended December 31,
2016 2017 2018
Net income $ 4,600 $ 7,757 $ 3,695
Other comprehensive income/(loss), net of tax (Note 21)
Foreign currency translation (1,024) 314 (523)
Marketable securities (8) (34) (11)
Derivative instruments 219 (265) 183
Pension and other postretirement benefits 56 37 (56)
Total other comprehensive income/(loss), net of tax (757) 52 (407)
Comprehensive income 3,843 7,809 3,288
Less: Comprehensive income/(loss) attributable to noncontrolling interests 10 24 18
Comprehensive income attributable to Ford Motor Company $ 3,833 $ 7,785 $ 3,270
The accompanying notes are part of the consolidated financial statements.
FS-4
FORD MOTOR COMPANY AND SUBSIDIARIES
CONSOLIDATED BALANCE SHEET
(in millions)
December 31,
2017
December 31,
2018
ASSETS
Cash and cash equivalents (Note 9) $ 18,492 $ 16,718
Marketable securities (Note 9) 20,435 17,233
Ford Credit finance receivables, net (Note 10) 52,210 54,353
Trade and other receivables, less allowances of $412 and $94 10,599 11,195
Inventories (Note 12) 11,176 11,220
Other assets 3,889 3,930
Total current assets 116,801 114,649
Ford Credit finance receivables, net (Note 10) 56,182 55,544
Net investment in operating leases (Note 13) 28,235 29,119
Net property (Note 14) 35,327 36,178
Equity in net assets of affiliated companies (Note 15) 3,085 2,709
Deferred income taxes (Note 7) 10,762 10,412
Other assets 8,104 7,929
Total assets $ 258,496 $ 256,540
LIABILITIES
Payables $ 23,282 $ 21,520
Other liabilities and deferred revenue (Note 16) 19,697 20,556
Automotive debt payable within one year (Note 18) 3,356 2,314
Ford Credit debt payable within one year (Note 18) 48,265 51,179
Total current liabilities 94,600 95,56.
Fromm’s concept of the syndrome of decay included three personality .docx
Fromm’s concept of the syndrome of decay included three personality disorders: (1) necrophilia, or love of death; (2) malignant narcissism, or extreme self-interest; and (3) incestuous symbiosis, or a passionate devotion to one’s mother or a mother substitute. Fromm identified Adolf Hitler as the most conspicuous example of a person with the syndrome of decay. If Fromm’s conception is valid, one would see the syndrome of decay traits in contemporary personalities. Identify recent examples of well-known people with the syndrome of decay, including serial killers or heads of state who manifest the love of death. Pay special attention to malignant narcissism and incestuous symbiosis.
.
From your readings in Chapter 4, choose one of the organizational sy.docx
From your readings in Chapter 4, choose one of the organizational systems such as social, ethical, religious, spiritual, educational, ecological/environmental, political, economic, technological, and legal systems. Discuss how this organizational system can prepare you to care for individuals from other cultures.
.
From your daily briefs, Kaiser Health News Morning Briefing or P.docx
From your daily briefs, Kaiser Health News Morning Briefing or POLITICO Pulse.
List the interest groups that are mentioned in the brief and what their interest is in the piece.
Categorize the issues in the brief according to the following—politics and politicians, access to health care, health care insurance, health care legislation, money, drugs, or other.
.
From the perspective of the public safety field youre in, aspire to.docx
From the perspective of the public safety field you're in, aspire to be in, or have researched, discuss what activity(s) performed by someone in that field are most likely to result in claims of civil liability against the individual, organization, or both. What, if any measures could be taken by the individual or organization to minimize those risks. What factors could leave an individual personally liable for damages related to the claim.
.
From the following terms Orthodox Judaism, Hassidic Judaism. Brief.docx
From the following terms: Orthodox Judaism, Hassidic Judaism. Briefly define these two terms, then explain their relationship to one another. How are they similar, and how are they different? What lead to their development?
The destruction of the 2nd Temple in Jerusalem marks a major shift in the history and character of Judaism. What characterizes Jewish practice before the destruction of the 2nd Temple, and what characterizes Jewish practice after the Temple's destruction? How are these practices different? What was maintained?
APA format minimum 2 scholarly articles
.
From the end of Chapter 14, complete Discussion Question 3 What are.docx
From the end of Chapter 14, complete Discussion Question 3: What are the main advantages of using a network-based approach to project management rather than a Gantt chart? Under what circumstances might a Gantt chart be preferable to a network-based approach?
Required Resources
Text
Bozarth, C. C., & Handfield, R. B. (2016).
Introduction to operations and supply chain management
(4th ed.). Upper Saddle River, NJ: Pearson.
Chapter 3: Process choice and layout decisions in manufacturing and services
Chapter 6: Managing capacity
Chapter 14: Managing projects
Chapter 15: Developing products and services
.
From the e-Activity, take a position on this statement People that .docx
From the e-Activity, take a position on this statement: People that resist using online social networks such as Facebook and Twitter are an unusual minority in this country. Support your position with one or two examples.
Discuss the value of seeing an issue from different, and often opposing, points of view and the skills and knowledge you gained from taking this course.
.
From Chapter Seven How does horizontal growth differ from v.docx
From Chapter Seven:
How does horizontal growth differ from vertical growth as a corporate strategy? From concentric diversification?
From Chapter Eight:
Are functional strategies interdependent, or can they be formulated independently of other functions?
.
From the e-Activity, determine the fundamental differences between t.docx
From the e-Activity, determine the fundamental differences between the Reid, Kinesic, and Peace Methods of interviewing and interrogating a suspect that are used as part of a criminal investigation. Provide one example of a situation or scenario (real or fictional) when each of these has been or should have been used. Provide a rationale to support your response and respond to no less than one of your peers.
.
From The Canterbury Tales General Prologue Here bygynneth t.docx
From The Canterbury Tales:
General Prologue
Here bygynneth the Book of the Tales of Caunterbury
Whan that Aprill, with his shoures soote
The droghte of March hath perced to the roote
And bathed every veyne in swich licour,
Of which virtue begotten is the flour;
5 Whan Zephirus eek with his sweete breeth
Inspired hath in every holt and heeth
The tender croppes, and the yonge ring
Hath in the Ram his halfe cours yronne,
And smale foweles maken melodye,
10 That slepen al the nyght with open eye-
(So priketh hem Nature in hir corages);
Thanne longen folk to goon on pilgrimages
And palmeres for to seken straunge strondes
To ferne halwes, kowthe in probry londes;
15 And specially from every shires ende
Of Engelond, to Caunterbury they wende,
The hooly blisful martir for to seke
That hem hath holpen, whan that they were seeke.
Bifil that in that seson, on a day,
20 In Southwerk at the Tabard as I lay
Redy to wenden on my pilgrymage
To Caunterbury with ful devout corage,
At nyght was come into that hostelrye
Wel nyne and twenty in a compaignye
25 Of Sondry folk, by aventure yfalle
In felaweshipe, and pilgrimes were they alle,
That toward Caunterbury wolden ryde.
The rooms and the stables weren wyde,
And wel we weren esed att beste;
30 And shortly, whan the sonne was to rest,
So hadde I spoken with hem everichon
That I was of hir felaweshipe anon,
And made forward erly for to ryse
To take our wey, ther as I yow devyse.
35 But nathelees, whil I have tyme and space,
Er that I ferther in this tale pace,
Me thynketh it acordaunt to resoun
To tel yow al the condicioun
Of ech of hem, so as it semed me,
40 And whiche they weren, and of what degree,
And eek in what array that they were inne;
And at a knyght than wol I first bigynne.
A KNYGHT ther was, and that a worthy man,
That fro the tyme that he first bigan
45 To riden out, he loved chivalrie,
Trouthe and honor, fredom and curteisie.
Ful worthy was he in his lordes werre,
And therto hadde he riden, no man ferre,
As wel in cristendom as in hethenesse,
50 And evere honored for his worthynesse.
At Alisaundre he was, whan it was wonne.
Ful ofte tyme he hadde the bord bigonne
Aboven alle nacions in Pruce;
In Lettow hadde he reysed, and in Ruce,
55 No Cristen man so ofte of his degree.
In Gernade at the seege eek hadde he be
Of Algezir, and riden in Belmarye.
At Lyeys was he and at Satalye,
Whan they were wonne; and in the Grete See
60 At many a noble army hadde he be.
At mortal battles hadde he been fiftene,
And foughten for oure feith at Tramyssene
In lystes thries, and ay slayn his foo.
This ilke worthy knyght hadde been also
65 Somtyme with the lord of Palatye
Agayn another hethen in Turkye.
And everemoore he hadde a sovereyn prys;
And though that he were worthy, he was wys,
And of his port as meeke as is a mayde.
70 He nevere yet no vileyny.
From the attached document belowWhat steps will you take n.docx
From the attached document below
What steps will you take next with this student as evidenced by assessment data? (strategies, instruction, focused intervention). What other assessment data might be valuable? What would you suggest for parent involvement? How would you get the major stakeholders of the school involved? (i.e. reading specialist, guidance counselor, principal, other teachers, etc.)
.
From Dennison, R. D., Rosselli, J., & Dempsey, A. (2015). Eva.docx
From: Dennison, R. D., Rosselli, J., & Dempsey, A. (2015). Evaluation beyond exams in nursing education. Designing
assignments and evaluating with rubrics. New York: Springer Publishing Company.
Week 2 Assignment Rubric
Criterion
(points possible)
Does not meet
expectation
Nearly meets
expectations
Meets expectations Exceeds
expectations
Score and
comments
<7 7 8.5 10
APA (10)
Title page
Headings
Citations (if
references
required)
Reference page
Font, layout,
margins
Major problems with
implementation of
APA in title page,
headings, citations,
and/or reference
page. Font, layout,
and/or margins do
not adhere to APA
format, which affect
overall flow and
readability of the
paper
Several errors in title
page, headings,
citations, reference
page, font, layout,
and/or margins that
are minimal distracts
but does not affect
overall flow and
readability of the
paper.
Minimal APA errors in
title page, headings,
citations, reference
page, font, layout,
and/or margins that
do not distract from
the content or
readability of the
paper.
Consistent
adherence to APA
criteria in title page,
headings, citations,
and/or reference
page. Font, layout,
and/or margins
adhere to APA
format.
<3.0 3.5 4 5
Introduction
(5)
Incomplete or
unfocused purpose
statement. There is
The introduction is
convoluted and not
engaging. The
The introduction
states the paper’s
purpose but it fails to
The introduction
clearly and concisely
states the paper’s
From: Dennison, R. D., Rosselli, J., & Dempsey, A. (2015). Evaluation beyond exams in nursing education. Designing
assignments and evaluating with rubrics. New York: Springer Publishing Company.
no clear introduction
of main topic and/or
the structure of the
paper is missing.
introduction does not
clearly state the topic
or preview the
structure and content
of the paper.
be engaging. The
introduction states
the main topic but
does not adequately
preview the structure
of the paper.
purpose and is
thought-provoking.
The introduction is
clearly states the
main topic and
previews the
structure and content
of the paper.
<3.5 3.5 4 5
Organization/
Structure (5)
No evidence of
structure or
organization.
Ideas are not fully
developed. Minimal
use of transitions
throughout the paper.
Logical organization;
but some ideas are
not fully or
consistently
developed.
Transitions are
awkward at times but
the flow is adequately
maintained.
Writer demonstrates
logical sequencing of
ideas through well-
developed
paragraphs;
transitions are
typically used to
enhance
organization.
Writer demonstrates
logical and subtle
sequencing of ideas
through well-
developed
paragraphs;
transitions are used
to enhance
organization.
<39 40 51 55
From: Dennison, R. D..
From Americas Democratic Republic book Chapters 1 & 2 & 3 Be.docx
From America's Democratic Republic book Chapters 1 & 2 & 3 :
Be able to define and briefly discuss the significance of the following terms as per lecture & assigned readings:
• Government
• Politics
• Social Contract Theory
• Declaration of Independence
• Tyranny
• Popular sovereignty
• Political equality
• Political liberty
• Inalienable (natural) rights
• Limited government
• Democratic Republic
• Direct Democracy
• Shay’s Rebellion
• Confederation
• Articles of Confederation
• Electoral College
• Supremacy Clause
• Elastic (“necessary & proper”) clause
• Bill of Rights
• Separation of Powers
• Bicameral Legislature
• Checks & Balance
• Judicial Review
• Full Faith & Credit Clause
• Extradition
• Privileges & Immunities Clause
• Federalism
• 10th Amendment
• Reserved powers
• Delegated powers
• Devolution
• Categorical grants
• Block grants
• Unfunded mandate
• McCulloch v. Maryland (1819)
• Great Society Programs (LBJ)
• The New Deal (FDR)
• Civil War
• Hurricane Katrina
• Medical Marijuana
Questions:
1. According to scholars (such as Locke), why is government necessary?
2. What conditions in the country convinced leading citizens that the Articles of
Confederation were not working and a new system of government was needed?
3. What were the “major flaws” in the Articles of Confederation that the delegates
sought to correct with a new constitution?
4. Identify the major challenges facing delegates attending the Constitutional
Convention. How did the delegates resolve these challenges?
5. Identify and briefly discuss the four (4) major compromises reached by delegates
at the Constitutional Convention. Why were such compromises necessary?
6. Why did the Founders create a Democratic Republic instead of a Direct
Democracy?
7. Respond to the claim that the American political system has become more
democratic. Be precise and illustrate with concrete examples.
8. What did the Founders do to guard against tyranny of the majority (the people)?
9. What did the Founders do to guard against tyranny by the elite (those in power)? 10. What did the Founders do to promote popular sovereignty?
11. What did the Founders do to create a document that would be sufficiently flexible
to serve the nation as a blueprint for government during the 21st century? Do you think they succeeded? In other words, do you believe that the U.S. Constitution is still viable?
12. To what goals or ends did the Founders commit the new government? How do you know?
13. The U.S. Constitution has been amended only 27 times. What have been the two (2) major themes of these amendments?
14. According to Charles Beard, the Constitution’s framers were mainly interested in protecting economic rights. Defend or challenge this position.
15. In what ways did the U.S Constitution give support to the institution of slavery? 16. What does the U.S. Cons.
Freedom of speech is the power or right to express ones opinions wi.docx
Freedom of speech is the power or right to express one's opinions without censorship, restraint, or legal penalty. While at work, employers can restrict what you say and do, however outside of work they do not have the right. Should employers have right to terminate employees contract for comments they post on social media that go against the views of the company?
1500 words
.
Freedom and security are not always compatible. Discuss what you hav.docx
Freedom and security are not always compatible. Discuss what you have learned about privacy, or the lack thereof, in today's technology. Is privacy at a comfortable level in general for you? Is it possible to have a privacy level you're comfortable with considering the threats that exist on the internet and elsewhere?
.
Frank Lloyd Wright (June 8, 1867 – April 9, 1959) --recognized i.docx
Frank Lloyd Wright (June 8, 1867 – April 9, 1959) --recognized in 1991 by the American Institute of Architects as "the greatest American architect of all time."
Architect
Interior Designer
Self-promoter
Experimentalist; designs often ahead of construction methods and materials;
Educator (Taliesen and Taliesen West still operate as architecture school)
Designed more than 1,000 structures and completed 500 works
Leader of the Prairie School movement of architecture and developed the concept of the Usonian home, his unique vision for urban planning in the United States.
Organic Architecture
"So here I stand before you preaching organic architecture: declaring organic architecture to be the modern ideal and the teaching so much needed if we are to see the whole of life, and to now serve the whole of life, holding no traditions essential to the great TRADITION. Nor cherishing any preconceived form fixing upon us either past, present or future, but instead exalting the simple laws of common sense or of super-sense if you prefer determining form by way of the nature of materials..." Frank Lloyd Wright, written in 1954
Materials, motifs, and basic ordering principles continue to repeat themselves throughout the building as a whole. The idea of organic architecture refers not only to the buildings' literal relationship to the natural surroundings, but how the buildings' design is carefully thought about as if it were a unified organism. Geometries throughout Wright’s buildings build a central mood and theme. Essentially organic architecture is also the literal design of every element of a building: From the windows, to the floors, to the individual chairs intended to fill the space. Everything relates to one another, reflecting the symbiotic ordering systems of nature.
Product of a broken home.
Playing with blocks as a child said to be significant.
Went to high school in Madison, WI, then to UW, dropped out without graduating. Received an honorary doctorate in 1955.
Migrated to Chicago in 1887.
Apprentice at Adler and Sullivan, 1889-1893.
Taliesen: family land, then home, then school; Spring Green, WI
Taliesen: family land, then home, then school; Spring Green, WI
SC Johnson World Headquarters in 1937:
FLW and Mr. Johnson during construction and
Testing the loads the columns could carry
Windgspread: Johnson family home in Racine, WI
Wingspread, completed in 1939; largest Prairie Style home built; 14,000 square feet
Designed by Frank Lloyd Wright in 1938 as a cultural, governmental and recreational building, he reworked the design several times between 1938 and 1958 before signing off on the final plans seven weeks before his death in 1959. His last project. After nearly 60 years of debate Monona Terrace opened in Madison, on Lake Monona, on July 18, 1997.
Monona Terrace
“Since opening its doors on October 21, 1959, the architectural icon has inspired countless.
Franchise relocation and sport introduction asports marke.docx
Franchise relocation and sport introduction: a
sports marketing case study of the Carolina
Hurricanes' fan adoption plan
Kelley, Scott W; Hoffman, K Douglas; Carter, Sheila . The Journal of Services Marketing ; Santa Barbara
Vol. 13, Iss. 6, (1999): 469-480.
ProQuest document link
ABSTRACT
Franchise relocation and sport introductions are becoming commonplace in professional sports. However, many
franchises have found that developing fan acceptance is often challenging. The fan adoption process is presented
as a systematic framework that guides strategy development from creating fan awareness through adoption.
FULL TEXT
Scott W. Kelley: Associate Professor of Marketing, School of Management, Gatton College of Business and
Economics, University of Kentucky, Lexington, Kentucky, USA
K. Douglas Hoffman: Associate Professor of Marketing, College of Business, Colorado State University, Fort
Collins, Colorado, USA
Sheila Carter: Marketing Manager, Carolina Hurricanes Hockey Club, Morrisville, North Carolina, USA
Introduction
Franchise relocation and sport introduction, the introduction of a sport to new markets, are becoming frequent
occurrences across sport categories. Fan acceptance of these new "home teams" is crucial to the success of
these multi-million dollar moves and introductions. The consumer adoption process provides sports marketers
with a systematic framework for the development of strategies that facilitate fan movement from the awareness
stage to the adoption stage. When implemented effectively, the fan adoption plan converts potential fans into avid
fans.
Case study methodology
In this paper, we utilize a case study methodology to investigate a sports franchise's marketing activities directed
toward the facilitation of fan adoption. Case study research methods have been advocated by a number of
researchers in the social sciences (e.g. Bonoma, 1985; Eisenhardt, 1989; Yin, 1989). Case study research is
particularly appropriate when the phenomenon under investigation does not lend itself to quantification and is
difficult to study outside of its natural setting (Bonoma, 1985). In general, these methods also offer the benefits of
currency and high generalizability (Bonoma, 1985). Consequently, the case study method utilized in this research
seems particularly appropriate and was designed and executed with the intent of shedding light on:
https://search.proquest.com/docview/212652751?accountid=8289
https://search.proquest.com/docview/212652751?accountid=8289
- the marketing of new and/or relocated sports franchises; and
- the introduction of a relatively "new" sport to locations that are unfamiliar with the sport being marketed.
Specifically, the marketing activities of the Carolina Hurricanes Hockey Club during their inaugural season (1997-
1998) are examined.
Strategic marketing activities
A case study of the Carolina Hurricanes marketing program provides.
MASS MEDIA STUDIES-835-CLASS XI Resource Material.pdf
mass media studies
CBSE
Full Book
for class 11th
More Related Content
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FTER watching the videos and reviewing the other materials in this.docx
FTER
watching the videos and reviewing the other materials in this Learning Unit, answer BOTH of the questions below.
1) Discuss the use of imagery in the poem "kitchenette building" by Gwendolyn Brooks. In your answer, make sure to identify specific images and explain how or why the poet uses them.
2) Discuss the use of diction in the poem "The Secretary Chant" by Marge Piercy. In your answer, make sure to identify specific word choices and explain how or why the poet uses them.
.
fter completing the reading this week, we reflect on a few key conce.docx
fter completing the reading this week, we reflect on a few key concepts this week and answer question number
How does culture impact leadership? Can culture be seen as a constraint on leadership?
Please be sure to answer all the questions above in the initial post.
Please ensure the initial post and two response posts are substantive. Substantive posts will do at least TWO of the following:
Ask an interesting, thoughtful question pertaining to the topic
Expand on the topic, by adding additional thoughtful information
Answer a question posted by another student in detail
Share an applicable personal experience
Provide an outside source
Make an argument
At least one scholarly (peer-reviewed) resource should be used in the initial discussion thread. Please ensure to use information from your readings and other sources from the UC Library. Use APA references and in-text citations.
.
FS-3FORD MOTOR COMPANY AND SUBSIDIARIESCONSOLIDATED INCO.docx
FS-3
FORD MOTOR COMPANY AND SUBSIDIARIES
CONSOLIDATED INCOME STATEMENT
(in millions, except per share amounts)
For the years ended December 31,
2016 2017 2018
Revenues
Automotive $ 141,546 $ 145,653 $ 148,294
Ford Credit 10,253 11,113 12,018
Mobility 1 10 26
Total revenues (Note 4) 151,800 156,776 160,338
Costs and expenses
Cost of sales 126,195 131,321 136,269
Selling, administrative, and other expenses 10,972 11,527 11,403
Ford Credit interest, operating, and other expenses 8,847 9,047 9,463
Total costs and expenses 146,014 151,895 157,135
Interest expense on Automotive debt 894 1,133 1,171
Interest expense on Other debt 57 57 57
Other income/(loss), net (Note 5) 169 3,267 2,247
Equity in net income of affiliated companies 1,780 1,201 123
Income before income taxes 6,784 8,159 4,345
Provision for/(Benefit from) income taxes (Note 7) 2,184 402 650
Net income 4,600 7,757 3,695
Less: Income/(Loss) attributable to noncontrolling interests 11 26 18
Net income attributable to Ford Motor Company $ 4,589 $ 7,731 $ 3,677
EARNINGS PER SHARE ATTRIBUTABLE TO FORD MOTOR COMPANY COMMON AND CLASS B STOCK (Note 8)
Basic income $ 1.16 $ 1.94 $ 0.93
Diluted income 1.15 1.93 0.92
CONSOLIDATED STATEMENT OF COMPREHENSIVE INCOME
(in millions)
For the years ended December 31,
2016 2017 2018
Net income $ 4,600 $ 7,757 $ 3,695
Other comprehensive income/(loss), net of tax (Note 21)
Foreign currency translation (1,024) 314 (523)
Marketable securities (8) (34) (11)
Derivative instruments 219 (265) 183
Pension and other postretirement benefits 56 37 (56)
Total other comprehensive income/(loss), net of tax (757) 52 (407)
Comprehensive income 3,843 7,809 3,288
Less: Comprehensive income/(loss) attributable to noncontrolling interests 10 24 18
Comprehensive income attributable to Ford Motor Company $ 3,833 $ 7,785 $ 3,270
The accompanying notes are part of the consolidated financial statements.
FS-4
FORD MOTOR COMPANY AND SUBSIDIARIES
CONSOLIDATED BALANCE SHEET
(in millions)
December 31,
2017
December 31,
2018
ASSETS
Cash and cash equivalents (Note 9) $ 18,492 $ 16,718
Marketable securities (Note 9) 20,435 17,233
Ford Credit finance receivables, net (Note 10) 52,210 54,353
Trade and other receivables, less allowances of $412 and $94 10,599 11,195
Inventories (Note 12) 11,176 11,220
Other assets 3,889 3,930
Total current assets 116,801 114,649
Ford Credit finance receivables, net (Note 10) 56,182 55,544
Net investment in operating leases (Note 13) 28,235 29,119
Net property (Note 14) 35,327 36,178
Equity in net assets of affiliated companies (Note 15) 3,085 2,709
Deferred income taxes (Note 7) 10,762 10,412
Other assets 8,104 7,929
Total assets $ 258,496 $ 256,540
LIABILITIES
Payables $ 23,282 $ 21,520
Other liabilities and deferred revenue (Note 16) 19,697 20,556
Automotive debt payable within one year (Note 18) 3,356 2,314
Ford Credit debt payable within one year (Note 18) 48,265 51,179
Total current liabilities 94,600 95,56.
Fromm’s concept of the syndrome of decay included three personality .docx
Fromm’s concept of the syndrome of decay included three personality disorders: (1) necrophilia, or love of death; (2) malignant narcissism, or extreme self-interest; and (3) incestuous symbiosis, or a passionate devotion to one’s mother or a mother substitute. Fromm identified Adolf Hitler as the most conspicuous example of a person with the syndrome of decay. If Fromm’s conception is valid, one would see the syndrome of decay traits in contemporary personalities. Identify recent examples of well-known people with the syndrome of decay, including serial killers or heads of state who manifest the love of death. Pay special attention to malignant narcissism and incestuous symbiosis.
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From your readings in Chapter 4, choose one of the organizational sy.docx
From your readings in Chapter 4, choose one of the organizational systems such as social, ethical, religious, spiritual, educational, ecological/environmental, political, economic, technological, and legal systems. Discuss how this organizational system can prepare you to care for individuals from other cultures.
.
From your daily briefs, Kaiser Health News Morning Briefing or P.docx
From your daily briefs, Kaiser Health News Morning Briefing or POLITICO Pulse.
List the interest groups that are mentioned in the brief and what their interest is in the piece.
Categorize the issues in the brief according to the following—politics and politicians, access to health care, health care insurance, health care legislation, money, drugs, or other.
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From the perspective of the public safety field youre in, aspire to.docx
From the perspective of the public safety field you're in, aspire to be in, or have researched, discuss what activity(s) performed by someone in that field are most likely to result in claims of civil liability against the individual, organization, or both. What, if any measures could be taken by the individual or organization to minimize those risks. What factors could leave an individual personally liable for damages related to the claim.
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From the following terms Orthodox Judaism, Hassidic Judaism. Brief.docx
From the following terms: Orthodox Judaism, Hassidic Judaism. Briefly define these two terms, then explain their relationship to one another. How are they similar, and how are they different? What lead to their development?
The destruction of the 2nd Temple in Jerusalem marks a major shift in the history and character of Judaism. What characterizes Jewish practice before the destruction of the 2nd Temple, and what characterizes Jewish practice after the Temple's destruction? How are these practices different? What was maintained?
APA format minimum 2 scholarly articles
.
From the end of Chapter 14, complete Discussion Question 3 What are.docx
From the end of Chapter 14, complete Discussion Question 3: What are the main advantages of using a network-based approach to project management rather than a Gantt chart? Under what circumstances might a Gantt chart be preferable to a network-based approach?
Required Resources
Text
Bozarth, C. C., & Handfield, R. B. (2016).
Introduction to operations and supply chain management
(4th ed.). Upper Saddle River, NJ: Pearson.
Chapter 3: Process choice and layout decisions in manufacturing and services
Chapter 6: Managing capacity
Chapter 14: Managing projects
Chapter 15: Developing products and services
.
From the e-Activity, take a position on this statement People that .docx
From the e-Activity, take a position on this statement: People that resist using online social networks such as Facebook and Twitter are an unusual minority in this country. Support your position with one or two examples.
Discuss the value of seeing an issue from different, and often opposing, points of view and the skills and knowledge you gained from taking this course.
.
From Chapter Seven How does horizontal growth differ from v.docx
From Chapter Seven:
How does horizontal growth differ from vertical growth as a corporate strategy? From concentric diversification?
From Chapter Eight:
Are functional strategies interdependent, or can they be formulated independently of other functions?
.
From the e-Activity, determine the fundamental differences between t.docx
From the e-Activity, determine the fundamental differences between the Reid, Kinesic, and Peace Methods of interviewing and interrogating a suspect that are used as part of a criminal investigation. Provide one example of a situation or scenario (real or fictional) when each of these has been or should have been used. Provide a rationale to support your response and respond to no less than one of your peers.
.
From The Canterbury Tales General Prologue Here bygynneth t.docx
From The Canterbury Tales:
General Prologue
Here bygynneth the Book of the Tales of Caunterbury
Whan that Aprill, with his shoures soote
The droghte of March hath perced to the roote
And bathed every veyne in swich licour,
Of which virtue begotten is the flour;
5 Whan Zephirus eek with his sweete breeth
Inspired hath in every holt and heeth
The tender croppes, and the yonge ring
Hath in the Ram his halfe cours yronne,
And smale foweles maken melodye,
10 That slepen al the nyght with open eye-
(So priketh hem Nature in hir corages);
Thanne longen folk to goon on pilgrimages
And palmeres for to seken straunge strondes
To ferne halwes, kowthe in probry londes;
15 And specially from every shires ende
Of Engelond, to Caunterbury they wende,
The hooly blisful martir for to seke
That hem hath holpen, whan that they were seeke.
Bifil that in that seson, on a day,
20 In Southwerk at the Tabard as I lay
Redy to wenden on my pilgrymage
To Caunterbury with ful devout corage,
At nyght was come into that hostelrye
Wel nyne and twenty in a compaignye
25 Of Sondry folk, by aventure yfalle
In felaweshipe, and pilgrimes were they alle,
That toward Caunterbury wolden ryde.
The rooms and the stables weren wyde,
And wel we weren esed att beste;
30 And shortly, whan the sonne was to rest,
So hadde I spoken with hem everichon
That I was of hir felaweshipe anon,
And made forward erly for to ryse
To take our wey, ther as I yow devyse.
35 But nathelees, whil I have tyme and space,
Er that I ferther in this tale pace,
Me thynketh it acordaunt to resoun
To tel yow al the condicioun
Of ech of hem, so as it semed me,
40 And whiche they weren, and of what degree,
And eek in what array that they were inne;
And at a knyght than wol I first bigynne.
A KNYGHT ther was, and that a worthy man,
That fro the tyme that he first bigan
45 To riden out, he loved chivalrie,
Trouthe and honor, fredom and curteisie.
Ful worthy was he in his lordes werre,
And therto hadde he riden, no man ferre,
As wel in cristendom as in hethenesse,
50 And evere honored for his worthynesse.
At Alisaundre he was, whan it was wonne.
Ful ofte tyme he hadde the bord bigonne
Aboven alle nacions in Pruce;
In Lettow hadde he reysed, and in Ruce,
55 No Cristen man so ofte of his degree.
In Gernade at the seege eek hadde he be
Of Algezir, and riden in Belmarye.
At Lyeys was he and at Satalye,
Whan they were wonne; and in the Grete See
60 At many a noble army hadde he be.
At mortal battles hadde he been fiftene,
And foughten for oure feith at Tramyssene
In lystes thries, and ay slayn his foo.
This ilke worthy knyght hadde been also
65 Somtyme with the lord of Palatye
Agayn another hethen in Turkye.
And everemoore he hadde a sovereyn prys;
And though that he were worthy, he was wys,
And of his port as meeke as is a mayde.
70 He nevere yet no vileyny.
From the attached document belowWhat steps will you take n.docx
From the attached document below
What steps will you take next with this student as evidenced by assessment data? (strategies, instruction, focused intervention). What other assessment data might be valuable? What would you suggest for parent involvement? How would you get the major stakeholders of the school involved? (i.e. reading specialist, guidance counselor, principal, other teachers, etc.)
.
From Dennison, R. D., Rosselli, J., & Dempsey, A. (2015). Eva.docx
From: Dennison, R. D., Rosselli, J., & Dempsey, A. (2015). Evaluation beyond exams in nursing education. Designing
assignments and evaluating with rubrics. New York: Springer Publishing Company.
Week 2 Assignment Rubric
Criterion
(points possible)
Does not meet
expectation
Nearly meets
expectations
Meets expectations Exceeds
expectations
Score and
comments
<7 7 8.5 10
APA (10)
Title page
Headings
Citations (if
references
required)
Reference page
Font, layout,
margins
Major problems with
implementation of
APA in title page,
headings, citations,
and/or reference
page. Font, layout,
and/or margins do
not adhere to APA
format, which affect
overall flow and
readability of the
paper
Several errors in title
page, headings,
citations, reference
page, font, layout,
and/or margins that
are minimal distracts
but does not affect
overall flow and
readability of the
paper.
Minimal APA errors in
title page, headings,
citations, reference
page, font, layout,
and/or margins that
do not distract from
the content or
readability of the
paper.
Consistent
adherence to APA
criteria in title page,
headings, citations,
and/or reference
page. Font, layout,
and/or margins
adhere to APA
format.
<3.0 3.5 4 5
Introduction
(5)
Incomplete or
unfocused purpose
statement. There is
The introduction is
convoluted and not
engaging. The
The introduction
states the paper’s
purpose but it fails to
The introduction
clearly and concisely
states the paper’s
From: Dennison, R. D., Rosselli, J., & Dempsey, A. (2015). Evaluation beyond exams in nursing education. Designing
assignments and evaluating with rubrics. New York: Springer Publishing Company.
no clear introduction
of main topic and/or
the structure of the
paper is missing.
introduction does not
clearly state the topic
or preview the
structure and content
of the paper.
be engaging. The
introduction states
the main topic but
does not adequately
preview the structure
of the paper.
purpose and is
thought-provoking.
The introduction is
clearly states the
main topic and
previews the
structure and content
of the paper.
<3.5 3.5 4 5
Organization/
Structure (5)
No evidence of
structure or
organization.
Ideas are not fully
developed. Minimal
use of transitions
throughout the paper.
Logical organization;
but some ideas are
not fully or
consistently
developed.
Transitions are
awkward at times but
the flow is adequately
maintained.
Writer demonstrates
logical sequencing of
ideas through well-
developed
paragraphs;
transitions are
typically used to
enhance
organization.
Writer demonstrates
logical and subtle
sequencing of ideas
through well-
developed
paragraphs;
transitions are used
to enhance
organization.
<39 40 51 55
From: Dennison, R. D..
From Americas Democratic Republic book Chapters 1 & 2 & 3 Be.docx
From America's Democratic Republic book Chapters 1 & 2 & 3 :
Be able to define and briefly discuss the significance of the following terms as per lecture & assigned readings:
• Government
• Politics
• Social Contract Theory
• Declaration of Independence
• Tyranny
• Popular sovereignty
• Political equality
• Political liberty
• Inalienable (natural) rights
• Limited government
• Democratic Republic
• Direct Democracy
• Shay’s Rebellion
• Confederation
• Articles of Confederation
• Electoral College
• Supremacy Clause
• Elastic (“necessary & proper”) clause
• Bill of Rights
• Separation of Powers
• Bicameral Legislature
• Checks & Balance
• Judicial Review
• Full Faith & Credit Clause
• Extradition
• Privileges & Immunities Clause
• Federalism
• 10th Amendment
• Reserved powers
• Delegated powers
• Devolution
• Categorical grants
• Block grants
• Unfunded mandate
• McCulloch v. Maryland (1819)
• Great Society Programs (LBJ)
• The New Deal (FDR)
• Civil War
• Hurricane Katrina
• Medical Marijuana
Questions:
1. According to scholars (such as Locke), why is government necessary?
2. What conditions in the country convinced leading citizens that the Articles of
Confederation were not working and a new system of government was needed?
3. What were the “major flaws” in the Articles of Confederation that the delegates
sought to correct with a new constitution?
4. Identify the major challenges facing delegates attending the Constitutional
Convention. How did the delegates resolve these challenges?
5. Identify and briefly discuss the four (4) major compromises reached by delegates
at the Constitutional Convention. Why were such compromises necessary?
6. Why did the Founders create a Democratic Republic instead of a Direct
Democracy?
7. Respond to the claim that the American political system has become more
democratic. Be precise and illustrate with concrete examples.
8. What did the Founders do to guard against tyranny of the majority (the people)?
9. What did the Founders do to guard against tyranny by the elite (those in power)? 10. What did the Founders do to promote popular sovereignty?
11. What did the Founders do to create a document that would be sufficiently flexible
to serve the nation as a blueprint for government during the 21st century? Do you think they succeeded? In other words, do you believe that the U.S. Constitution is still viable?
12. To what goals or ends did the Founders commit the new government? How do you know?
13. The U.S. Constitution has been amended only 27 times. What have been the two (2) major themes of these amendments?
14. According to Charles Beard, the Constitution’s framers were mainly interested in protecting economic rights. Defend or challenge this position.
15. In what ways did the U.S Constitution give support to the institution of slavery? 16. What does the U.S. Cons.
Freedom of speech is the power or right to express ones opinions wi.docx
Freedom of speech is the power or right to express one's opinions without censorship, restraint, or legal penalty. While at work, employers can restrict what you say and do, however outside of work they do not have the right. Should employers have right to terminate employees contract for comments they post on social media that go against the views of the company?
1500 words
.
Freedom and security are not always compatible. Discuss what you hav.docx
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.
Frank Lloyd Wright (June 8, 1867 – April 9, 1959) --recognized i.docx
Frank Lloyd Wright (June 8, 1867 – April 9, 1959) --recognized in 1991 by the American Institute of Architects as "the greatest American architect of all time."
Architect
Interior Designer
Self-promoter
Experimentalist; designs often ahead of construction methods and materials;
Educator (Taliesen and Taliesen West still operate as architecture school)
Designed more than 1,000 structures and completed 500 works
Leader of the Prairie School movement of architecture and developed the concept of the Usonian home, his unique vision for urban planning in the United States.
Organic Architecture
"So here I stand before you preaching organic architecture: declaring organic architecture to be the modern ideal and the teaching so much needed if we are to see the whole of life, and to now serve the whole of life, holding no traditions essential to the great TRADITION. Nor cherishing any preconceived form fixing upon us either past, present or future, but instead exalting the simple laws of common sense or of super-sense if you prefer determining form by way of the nature of materials..." Frank Lloyd Wright, written in 1954
Materials, motifs, and basic ordering principles continue to repeat themselves throughout the building as a whole. The idea of organic architecture refers not only to the buildings' literal relationship to the natural surroundings, but how the buildings' design is carefully thought about as if it were a unified organism. Geometries throughout Wright’s buildings build a central mood and theme. Essentially organic architecture is also the literal design of every element of a building: From the windows, to the floors, to the individual chairs intended to fill the space. Everything relates to one another, reflecting the symbiotic ordering systems of nature.
Product of a broken home.
Playing with blocks as a child said to be significant.
Went to high school in Madison, WI, then to UW, dropped out without graduating. Received an honorary doctorate in 1955.
Migrated to Chicago in 1887.
Apprentice at Adler and Sullivan, 1889-1893.
Taliesen: family land, then home, then school; Spring Green, WI
Taliesen: family land, then home, then school; Spring Green, WI
SC Johnson World Headquarters in 1937:
FLW and Mr. Johnson during construction and
Testing the loads the columns could carry
Windgspread: Johnson family home in Racine, WI
Wingspread, completed in 1939; largest Prairie Style home built; 14,000 square feet
Designed by Frank Lloyd Wright in 1938 as a cultural, governmental and recreational building, he reworked the design several times between 1938 and 1958 before signing off on the final plans seven weeks before his death in 1959. His last project. After nearly 60 years of debate Monona Terrace opened in Madison, on Lake Monona, on July 18, 1997.
Monona Terrace
“Since opening its doors on October 21, 1959, the architectural icon has inspired countless.
Franchise relocation and sport introduction asports marke.docx
Franchise relocation and sport introduction: a
sports marketing case study of the Carolina
Hurricanes' fan adoption plan
Kelley, Scott W; Hoffman, K Douglas; Carter, Sheila . The Journal of Services Marketing ; Santa Barbara
Vol. 13, Iss. 6, (1999): 469-480.
ProQuest document link
ABSTRACT
Franchise relocation and sport introductions are becoming commonplace in professional sports. However, many
franchises have found that developing fan acceptance is often challenging. The fan adoption process is presented
as a systematic framework that guides strategy development from creating fan awareness through adoption.
FULL TEXT
Scott W. Kelley: Associate Professor of Marketing, School of Management, Gatton College of Business and
Economics, University of Kentucky, Lexington, Kentucky, USA
K. Douglas Hoffman: Associate Professor of Marketing, College of Business, Colorado State University, Fort
Collins, Colorado, USA
Sheila Carter: Marketing Manager, Carolina Hurricanes Hockey Club, Morrisville, North Carolina, USA
Introduction
Franchise relocation and sport introduction, the introduction of a sport to new markets, are becoming frequent
occurrences across sport categories. Fan acceptance of these new "home teams" is crucial to the success of
these multi-million dollar moves and introductions. The consumer adoption process provides sports marketers
with a systematic framework for the development of strategies that facilitate fan movement from the awareness
stage to the adoption stage. When implemented effectively, the fan adoption plan converts potential fans into avid
fans.
Case study methodology
In this paper, we utilize a case study methodology to investigate a sports franchise's marketing activities directed
toward the facilitation of fan adoption. Case study research methods have been advocated by a number of
researchers in the social sciences (e.g. Bonoma, 1985; Eisenhardt, 1989; Yin, 1989). Case study research is
particularly appropriate when the phenomenon under investigation does not lend itself to quantification and is
difficult to study outside of its natural setting (Bonoma, 1985). In general, these methods also offer the benefits of
currency and high generalizability (Bonoma, 1985). Consequently, the case study method utilized in this research
seems particularly appropriate and was designed and executed with the intent of shedding light on:
https://search.proquest.com/docview/212652751?accountid=8289
https://search.proquest.com/docview/212652751?accountid=8289
- the marketing of new and/or relocated sports franchises; and
- the introduction of a relatively "new" sport to locations that are unfamiliar with the sport being marketed.
Specifically, the marketing activities of the Carolina Hurricanes Hockey Club during their inaugural season (1997-
1998) are examined.
Strategic marketing activities
A case study of the Carolina Hurricanes marketing program provides.
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