Forum Discussion Values are established from a very young age and.docx
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Forum Discussion: Values are established from a very young age and can be influenced by people and environments. Most would agree that our values drive our behavior and our communication with others. Our behavior can be influenced by internal value conflicts. These conflicts shape our ethical instinct and attitudes toward right and wrong behavior. Attitude choices include decisions to be happy, sad, optimistic, open-minded, pessimistic, etc. With this said, there are a variety of factors that influence one's attitude, such as psychological, emotional, cognitive, and social needs being fulfilled. Based on your readings this week (see Lessons - Week 3 - Reading and Resources), it is clear that “Attitude” is a choice. Be creative in your answer! What responsibility do we have to ourselves and others in the workplace to ensure that our attitude and values have a positive and empowering effect in our personal and professional lives? .
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Personality is shaped by heredity, environment, and situation. It can be understood by analyzing one's behaviors, personality traits, attitudes, and perceptions. Developing self-awareness provides many benefits and allows one to understand themselves and how they relate to others. Gaining self-awareness involves self-analysis, seeking feedback from others, self-disclosure, having diverse experiences, and increasing emotional intelligence. Lack of self-awareness can lead to poor decisions and issues in personal and professional life.
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Lesson ObjectiveDefine the nature, purpose, and importance of.docx
Lesson Objective:
Define the nature, purpose, and importance of human relations in organizations.
Every individual has values and attitudes, and these influence whether they behave ethically. Every individual is motivated by certain things to behave in certain ways. To be successful, individuals need to have values, attitudes, and ethics that are acceptable to society, including the workplace. Organizations are comprised of individuals so for any organization to achieve success — whether a business, government, or nonprofit entity — it must be managed and staffed by individuals who possess the values, attitudes, and ethics needed to promote the organization’s mission and vision, helping it achieve its goals and objectives.
This lesson will explain how values and attitudes are developed and how these influence ethics. This lesson also will consider motivation, explaining how individuals are motivated and the techniques that organizations can use to ensure its managers and employees are motivated to support the organization in its endeavors.
Values are established from a very young age and can be influenced by people and environments. Most would agree that our values drive our behavior and our communication with others. Our behavior can be influenced by internal value conflicts. These conflicts shape our ethical instinct and attitudes toward right and wrong behavior. Attitude choices include decisions to be happy, sad, optimistic, open-minded, pessimistic, etc. With this said, there are a variety of factors that influence one's attitude, such as psychological, emotional, cognitive, and social needs being fulfilled.
Based on your readings, it is clear that “Attitude” is a choice.
Be creative in your answer!
What responsibility do we have to ourselves and others in the workplace to ensure that our attitude and values have a positive and empowering effect in our personal and professional lives?
350-400 words excluding references, APA style format and a minimum of 3 references.
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Life skills education aims to help students develop skills in areas like thinking, social interaction, and self-management. It covers 11 core skills: strong beliefs, decision making, critical thinking, creative thinking, communication, self-awareness, stress management, empathy, relationships, emotion handling, and problem solving. The document argues that life skills education contributes to students' well-being and prepares them for challenges in a changing world by enhancing abilities like stress management, decision making, and relationship building.
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1. The document discusses life skill education, which aims to teach students skills for dealing with daily life issues effectively. It covers 10 core life skills identified by WHO: self-awareness, critical thinking, problem-solving, effective communication, and others.
2. It describes methods for implementing life skill education in classrooms, like discussions, role-plays, games and case studies to develop skills like decision-making, stress management and interpersonal relationships.
3. The significance of life skill education is that it benefits students' social and mental health, and helps them manage pressures and expectations to become productive members of society. It should be integrated across the education system.
ROLE OF COLLEGE COUNSELLOR
The document discusses the roles of a college counsellor in providing life skills training and study skills training to students. It defines life skills as capabilities that empower young people to make positive decisions and develop healthy relationships and lifestyles. Some key life skills discussed are self-awareness, decision making, problem solving, effective communication and coping with stress. Study skills discussed include time management, note taking, active participation and effective reading strategies. The document also covers counsellors providing training to develop students' overall personalities by enhancing traits like responsibility, consideration, humility and empathy.
Perspective building on life skills development.pptx
The document discusses life skills and their importance for positive behavior and dealing with challenges. It defines life skills as abilities that help physical, mental and emotional well-being. Specific life skills mentioned include critical thinking, problem solving, decision making, relationship skills, self-awareness, communication. The document provides frameworks and explanations for different life skills like self-awareness, decision making, critical thinking, creative thinking, problem solving, relationships, empathy, communication, managing feelings. It discusses how developing life skills can help remove ignorance, create awareness, knowledge, motivation and readiness for change.
Lesson ObjectiveDefine the nature, purpose, and importance of.docx
Lesson Objective:
Define the nature, purpose, and importance of human relations in organizations.
Every individual has values and attitudes, and these influence whether they behave ethically. Every individual is motivated by certain things to behave in certain ways. To be successful, individuals need to have values, attitudes, and ethics that are acceptable to society, including the workplace. Organizations are comprised of individuals so for any organization to achieve success — whether a business, government, or nonprofit entity — it must be managed and staffed by individuals who possess the values, attitudes, and ethics needed to promote the organization’s mission and vision, helping it achieve its goals and objectives.
This lesson will explain how values and attitudes are developed and how these influence ethics. This lesson also will consider motivation, explaining how individuals are motivated and the techniques that organizations can use to ensure its managers and employees are motivated to support the organization in its endeavors.
Values are established from a very young age and can be influenced by people and environments. Most would agree that our values drive our behavior and our communication with others. Our behavior can be influenced by internal value conflicts. These conflicts shape our ethical instinct and attitudes toward right and wrong behavior. Attitude choices include decisions to be happy, sad, optimistic, open-minded, pessimistic, etc. With this said, there are a variety of factors that influence one's attitude, such as psychological, emotional, cognitive, and social needs being fulfilled.
Based on your readings, it is clear that “Attitude” is a choice.
Be creative in your answer!
What responsibility do we have to ourselves and others in the workplace to ensure that our attitude and values have a positive and empowering effect in our personal and professional lives?
350-400 words excluding references, APA style format and a minimum of 3 references.
.
Life skills education
Life skills education aims to help students develop skills in areas like thinking, social interaction, and self-management. It covers 11 core skills: strong beliefs, decision making, critical thinking, creative thinking, communication, self-awareness, stress management, empathy, relationships, emotion handling, and problem solving. The document argues that life skills education contributes to students' well-being and prepares them for challenges in a changing world by enhancing abilities like stress management, decision making, and relationship building.
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This document outlines 10 core life skills: self-awareness, coping with emotions, coping with stress, empathy, decision-making, problem solving, creative thinking, critical thinking, effective communication, and interpersonal relationship skills. It defines each life skill and provides examples of how each skill can help individuals positively tackle everyday challenges. The document emphasizes that life skills education empowers young people to take responsibility for their actions by teaching these adaptive skills.
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- Communication: They communicated effectively with each other about the mangoes.
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LIFE SKILL EDUCATION According to UNICEF, Life Skills is a behavior change or behavior development approach designed to address balance of three areas:
• Knowledge
• Attitude
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The document outlines the first module which defines terms like self, self-concept, and social identities. It also discusses the Philippines' Values Education Program and conceptual framework, which are meant as guides for implementing values education
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Fundamentals of Risk and InsuranceEmmEtt J. Vaughan • .docx
Fundamentals of
Risk and Insurance
EmmEtt J. Vaughan • thErEsE m. Vaughan
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FUNDAMENTALS OF
RISK AND INSURANCE
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FUNDAMENTALS OF
RISK AND INSURANCE
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ELEVENTH EDITION
EMMETT J. VAUGHAN
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Fungi reproduce ___________________________ by fragmentation, buddin.docx
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10. In ___________________________ , pieces of hyphae grow into new mycelia.
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are released.
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• Knowledge
• Attitude
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This document provides an overview of a course on Values Education, Ethics, and Moral Education. It discusses key concepts like self, self-concept, values, and values education.
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3. Social maturity develops over time through exposure to socially mature individuals and striving to meet the expectations of important social groups like family and peers. It involves gaining self-control, appropriately handling stress, and understanding one's social roles.
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This document provides guidance on conducting psychosocial support activities for children. It discusses the importance of prioritizing children's well-being by focusing on building protective factors like social connections and access to resources. It also outlines principles for psychosocial support, including safety, self-awareness, self-expression, self-regulation, problem solving, and self-confidence. Expressive arts are recommended as a way to engage children and help them process experiences in a fun, healing way through activities that stimulate learning and development. Guidelines emphasize establishing safety and routines to soothe emotions.
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This document provides guidance on conducting psychosocial support activities for children. It discusses the importance of building resilience in children through external supports, internal strengths, and interpersonal skills. It emphasizes prioritizing children's well-being by nurturing protective factors at the family, community, and societal levels. Examples of psychosocial support activities are described, including expressive arts, which help children reduce anxiety and build skills through fun and play. Principles for effective psychosocial support are outlined, focusing on safety, self-awareness, self-expression, self-regulation, problem-solving, and building self-confidence.
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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 ©∞.
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understanding for more than 200 years, helping people around the world meet their needs
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website: www.wiley.com/go/citizenship.
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Evaluation copies are provided to qualified academics and professionals for review purposes
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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
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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?
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Fully answer any ONE of the following essay questions1. Is t.docx
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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?
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From the weeks chapter reading, we learn from the authors that,.docx
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Q1: In consideration with this revelation, identify and name these factors, and provide a brief discussion about them?
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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.
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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
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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.
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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
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From your daily briefs, Kaiser Health News Morning Briefing or P.docx
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.
From the following terms Orthodox Judaism, Hassidic Judaism. Brief.docx
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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
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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
.
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From Chapter Seven How does horizontal growth differ from v.docx
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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
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
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The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
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significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
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land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
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