Grade: B-
Overall comments
· Please double-check that there is no unnecessary summarizing of the four articles/chapters. Ideally, per article/chapter, it’s best to state the causal claim you critique in 1-2 sentences in the very beginning of the paragraph, and then spend the rest of the paragraph explaining why/how the critical thinking tool at hand applies to the causal claim. As a result, your paper should have a total of four paragraphs.
· For each of the four paragraphs in your article, make sure that you state the claim first, and then talk about the critical thinking tool—not the other way around.
· The page limit is 2 pages. If you end up exceeding this as you revise your paper, you can cut down on paper length significantly by minimizing the amount of space you devote to summarizing the articles. Also, if you state your name, name of the course, and so on in the text of the paper, get rid of all of that and instead simply put down your full name in the header of the paper. Finally, remove any introduction and/or conclusion in the paper. It’s only necessary to have four paragraphs (one paragraph per article/chapter).
· Make sure that you use wording that implies less certainty (e.g., may, might, possibly, perhaps, likely), rather than stating that a claim is definitively wrong or misleading. For example, instead of stating “This claim is incorrect because it suffers from ambiguous causality,” state “This claim in potentially incorrect because it may suffer from ambiguous causality.” This is because you are not conducting your own studies to back up your claim or citing well-established studies. Rather, you are simply raising various possibilities as to why the claim per article/chapter might be wrong/misleading.
Specific comments for first article: “1. Ericsson et al. (2007, HBR) – Deliberate practice”
· Please double-check that the claim you are addressing for this article is the following: The author claims that deliberate practice can be adapted to developing business and leadership expertise.
· Please double-check that the critical thinking tool you are using for this article is the following: Lack of practical utility.
· Your paragraph about this first article should include one or more of the following discussion points (but not necessarily all of them):
· Have you considered the possibility that there are not many opportunities to engage in deliberate practice in certain jobs? The very long and stressful work hours in a job may not allow the individual to engage in much deliberate practice (e.g., investment banker).
· What if you are a working parent of multiple children, and your spouse works too? Would that impact your ability and/or motivation to engage in deliberate practice?
· Have you considered the possibility that deliberate practice in certain jobs would not be appropriate because it could lead to dire negative consequences? For example, a surgeon does not have the luxury of practicing deliberately on his patien ...
Writing your dissertation with clarity focus and purposeThe Free School
This document provides 14 suggestions for avoiding common pitfalls when writing a thesis or dissertation. Some key points include avoiding run-on sentences, circular arguments, repetition, and disconnected passages between paragraphs. Conceptual discussion grounded in theory is important. The writer should explicitly state the original contributions of their own work. Chapters should be similarly sized and examples should be used appropriately in introductory or data analysis chapters.
The draft addresses the question or issue in a way that ssuser774ad41
The document provides instructions and evaluation criteria for an argument essay assignment. Students must write a 3-4 page essay arguing one side of an issue related to climate change, universal healthcare, or employer access to social media. The essay must have an introduction with a thesis, 3 body paragraphs with evidence from sources, and a conclusion. It will be evaluated on the introduction and conclusion, organization, argument development, use of sources, length, writing quality, and following APA format.
Directions This may be done table format. APA format is requ.docxcuddietheresa
Directions: This may be done table format. APA format is required whichever format you choose. A title page, running head, page numbers and three references are required.
A. Identify the normal values for each of the following labs. Consider normal values across gender, race, and age, and pregnancy status, when applicable.
B. Identify clinical indications for obtaining the following labs.
1. List when indicated for routine screens if applicable (for example,the USPSTF recommends screening for chlamydia in sexually active women age 24 years and younger and in older women who are at increased risk for infection, or TSH screening is indicated for newborns. Indications for screening can also include risk factors. For example, ordering cholesterol levels on a patient with HTN or DM.
2. Besides screening,list 1-3 clinical indications for ordering the lab. For example, clinical indications of WBC include
Fever with associated symptoms, weight loss, bone pain with fever, etc.
C. Identify conditions associated with abnormal LOW levels of each of the following labs (if applicable)
D. Identify conditions associated with abnormal HIGH levels of each of the following labs (if applicable)
One good resources for screening recommendations is:
https://www.uspreventiveservicestaskforce.org/BrowseRec/Index/browse-recommendations
1. Components on a Comprehensive Metabolic Panel such as (but not limited to) sodium, chloride, potassium, glucose, CO2, Magnesium, Phosphorus, Calcium
2. Renal Function Tests: Blood Urea Nitrogen (BUN), Creatinine, BUN/Cr Ratio, Glomerular Filtration Rate (GFR)
3. Thyroid Function Tests
TSH, Free T4
4. Toxicology
Salicylate toxicity, Acetaminophen, Urine Drug Screen, Blood Alcohol, Carbon Monoxide (CO)
5. For your last category of test. Report screening indications for the chosen test, and some clinical indications for ordering them, normal values/results, and S/Sx associated with high/low or abnormal values when applicable
a. Mammography
On Writing an Ethical Argument Evaluation Paper (PHIL 302)
Topic is Racism between social Classes
Before you begin writing, it is crucial to pick a subject, topic, or a specific argument that interests you. Your paper will be a critical evaluation of the soundness of an argument. If you already have an argument, then you can go on to the next step. If not, you may choose to discuss one from an author you have read, or you may formulate your own. In some courses, you may consider a case study for your paper. In that case you will formulate an argument that purports to defend a resolution to the case. You should note that it is not crucial that you pick an argument with which you agree. It is about equally difficult (or easy) to write a paper opposing an argument as it is to write one supporting it, so you should probably choose an argument that is interesting first.
Your paper will have seven parts:
I. Introduction
II. Position
III. Argument
IV. Justification
A. V ...
Enc 1102 prompt and format for the argument essay s 2021.docxaman39650
This document provides instructions for students in an English Composition II class on writing an argument essay. It gives topics to choose from and outlines the required structure and formatting. Students must argue for or against a position on their chosen topic using at least 5 credible sources, including 2 scholarly articles. Direct quotations from sources are required. A sample outline is provided that describes what each paragraph should include, such as conceding opposing arguments in paragraph 2 before stating one's own thesis. Body paragraphs must explain reasons, cite evidence from sources, and anticipate objections. The conclusion must call readers to a specific action. References must be provided on a separate page.
This document outlines the method portion of a research manuscript. It provides an
overview of the key sections to include, such as research design and methodology,
population and sampling, data collection and analysis procedures. The researcher should
justify their chosen methods, describe the population and how samples were obtained,
explain the data collection and analysis processes, and provide a high-level overview of the
study findings.
Writing Assignment Illustration Essay You are required to s.docxbillylewis37150
Writing Assignment: Illustration Essay
You are required to submit the FINAL copy of this assignment, but you may first submit an optional
DRAFT. This will allow you to receive qualitative feedback that can inform your revision. You should
always avoid focusing solely on the grader’s DRAFT feedback; use the feedback as a supplement to the
course lessons and your own revision ideas. Always expect to revise beyond what the DRAFT grader
specifically notes.
In short, an illustration essay will use clear, interesting examples to show, explain, and
support a thesis statement (remember, your thesis is your main argument, or the main
point you’re trying to make). One key to an effective illustration essay is to use enough
details and specific examples to make your point effectively. In other words, descriptive
writing is key.
You have several options for this assignment, so you will need to choose one:
Illustrate the ideal work environment. If everything was perfect at work, what would
it be like? Describe everything in this environment—perhaps from the dispositions of
your coworkers and supervisors to what clothes you wear to work.
Illustrate what it means to be a “true friend.” What does being a “true friend” mean
to you? What “true friends” have you had, and how do their actions coincide with
being your definition of a “true friend?”
Illustrate how your favorite team or player received their current standing or
ranking. How did the team or player do in the most recent season? What qualities did
this team or player demonstrate to earn this ranking?
Look at your favorite poem or short story, and use illustration to explain what
makes it your favorite. Do you enjoy the author’s language? Do you enjoy the
storyline? What else do you enjoy that makes it your favorite?
Illustrate the purpose of props on the set of your favorite media production. What
props are there? Why are they important?
Illustrate how to create your favorite dish. What steps are required to create this
dish? Be sure that you take your audience through this process step by step!
Illustrate how to play your favorite game. What steps and/or actions are necessary
to play this game? Take your readers through the motions, step by step.
The questions above are designed to help you begin brainstorming ideas; however, you are
free to develop your own brainstorming questions and use them to develop your essay.
Since the purpose of this essay is to illustrate, you should have enough specific details and
examples for your essay to be considered an illustration essay.
Many illustrations may come from your personal experiences. However, even personal
experiences should be supported by research in college essays. Thus, you must cite at least
one credible1 source to earn maximum credit for this essay. This resource from the course
1 Please note: Basic dictionary s.
Argument paperEnglish 1 Spring 2014 Argument Assignment Paper.docxrossskuddershamus
Argument paper/English 1 Spring 2014 Argument Assignment Paper.doc
PAGE
English 1: Argumentative Essay Assignment
The Assignment: Write a six-to-ten page argument paper that addresses a current issue that will address our theme of the impact of technology on communication on ourselves, on our world and on what it means to be human (Barrios, 583). The topic and the issue for this paper is the same as your exploratory paper assignment. The purpose of this paper is to present your position on the issue and then argue why by presenting your own reasons and evidence to support your thesis statement.
Locating Sources for Research. The purpose of the exploratory paper was to explore different writers and their position, their perspective, and the types of evidence they used in order to form your own position and perspective. You have three sources that you may use in your paper. For this paper, you must include a variety of sources; they cannot all come from Web sites. Search SMC’s library online catalog, search for a book, search online databases, find newspaper articles, use the search engine Google scholar at www.google.com, or www.yahoo.com . In addition, observations or experience from your personal life are not allowable. Refer to the following handouts: “Research Guide for Papers,” “Sources Acceptable for Academic Papers.” Both of these handouts are on eCompanion. If you include an article from a Website, there must be a date and a sponsor/publisher. If this is not available you cannot use this source.
Thesis Statement and Claim: Does your thesis clearly include a claim? Is it arguable? Does it take a perspective on an issue? Is it narrow and specific enough for the length of this assignment? Is it focused on one subject? Is it a claim of policy where you argue that certainpolicies should be changed? Is it a claim of value where you argue that some action, belief, or policy is morally wrong, good, or bad? Once your claim is clear, you must develop reasons that match and correspond to the type of claim being made.
Audience/Point of View: An effective argument is tailored to its audience. The reasons and the types of evidence you offer, the needs and values to which you appeal, terms defined, all depend on your audience and the type of claim. Ask: What does your audience know or not know about your topic? The audience is your instructor and classmates. Never assume that the audience is familiar with your topic or terms. You may need to include definitions and relevant details to help the audience understand your position in the first body paragraph. For this argument essay, you will use only the third-person point of view. No, “I” “We” or “You.”
Content/Body Paragraphs. For the length of this assignment, you should have at least three-to-four distinct and relevant reasons to support your thesis. Follow the guidelines for writing the argument paper when developing your reasons. Use the “because” clause approach.
Writing your dissertation with clarity focus and purposeThe Free School
This document provides 14 suggestions for avoiding common pitfalls when writing a thesis or dissertation. Some key points include avoiding run-on sentences, circular arguments, repetition, and disconnected passages between paragraphs. Conceptual discussion grounded in theory is important. The writer should explicitly state the original contributions of their own work. Chapters should be similarly sized and examples should be used appropriately in introductory or data analysis chapters.
The draft addresses the question or issue in a way that ssuser774ad41
The document provides instructions and evaluation criteria for an argument essay assignment. Students must write a 3-4 page essay arguing one side of an issue related to climate change, universal healthcare, or employer access to social media. The essay must have an introduction with a thesis, 3 body paragraphs with evidence from sources, and a conclusion. It will be evaluated on the introduction and conclusion, organization, argument development, use of sources, length, writing quality, and following APA format.
Directions This may be done table format. APA format is requ.docxcuddietheresa
Directions: This may be done table format. APA format is required whichever format you choose. A title page, running head, page numbers and three references are required.
A. Identify the normal values for each of the following labs. Consider normal values across gender, race, and age, and pregnancy status, when applicable.
B. Identify clinical indications for obtaining the following labs.
1. List when indicated for routine screens if applicable (for example,the USPSTF recommends screening for chlamydia in sexually active women age 24 years and younger and in older women who are at increased risk for infection, or TSH screening is indicated for newborns. Indications for screening can also include risk factors. For example, ordering cholesterol levels on a patient with HTN or DM.
2. Besides screening,list 1-3 clinical indications for ordering the lab. For example, clinical indications of WBC include
Fever with associated symptoms, weight loss, bone pain with fever, etc.
C. Identify conditions associated with abnormal LOW levels of each of the following labs (if applicable)
D. Identify conditions associated with abnormal HIGH levels of each of the following labs (if applicable)
One good resources for screening recommendations is:
https://www.uspreventiveservicestaskforce.org/BrowseRec/Index/browse-recommendations
1. Components on a Comprehensive Metabolic Panel such as (but not limited to) sodium, chloride, potassium, glucose, CO2, Magnesium, Phosphorus, Calcium
2. Renal Function Tests: Blood Urea Nitrogen (BUN), Creatinine, BUN/Cr Ratio, Glomerular Filtration Rate (GFR)
3. Thyroid Function Tests
TSH, Free T4
4. Toxicology
Salicylate toxicity, Acetaminophen, Urine Drug Screen, Blood Alcohol, Carbon Monoxide (CO)
5. For your last category of test. Report screening indications for the chosen test, and some clinical indications for ordering them, normal values/results, and S/Sx associated with high/low or abnormal values when applicable
a. Mammography
On Writing an Ethical Argument Evaluation Paper (PHIL 302)
Topic is Racism between social Classes
Before you begin writing, it is crucial to pick a subject, topic, or a specific argument that interests you. Your paper will be a critical evaluation of the soundness of an argument. If you already have an argument, then you can go on to the next step. If not, you may choose to discuss one from an author you have read, or you may formulate your own. In some courses, you may consider a case study for your paper. In that case you will formulate an argument that purports to defend a resolution to the case. You should note that it is not crucial that you pick an argument with which you agree. It is about equally difficult (or easy) to write a paper opposing an argument as it is to write one supporting it, so you should probably choose an argument that is interesting first.
Your paper will have seven parts:
I. Introduction
II. Position
III. Argument
IV. Justification
A. V ...
Enc 1102 prompt and format for the argument essay s 2021.docxaman39650
This document provides instructions for students in an English Composition II class on writing an argument essay. It gives topics to choose from and outlines the required structure and formatting. Students must argue for or against a position on their chosen topic using at least 5 credible sources, including 2 scholarly articles. Direct quotations from sources are required. A sample outline is provided that describes what each paragraph should include, such as conceding opposing arguments in paragraph 2 before stating one's own thesis. Body paragraphs must explain reasons, cite evidence from sources, and anticipate objections. The conclusion must call readers to a specific action. References must be provided on a separate page.
This document outlines the method portion of a research manuscript. It provides an
overview of the key sections to include, such as research design and methodology,
population and sampling, data collection and analysis procedures. The researcher should
justify their chosen methods, describe the population and how samples were obtained,
explain the data collection and analysis processes, and provide a high-level overview of the
study findings.
Writing Assignment Illustration Essay You are required to s.docxbillylewis37150
Writing Assignment: Illustration Essay
You are required to submit the FINAL copy of this assignment, but you may first submit an optional
DRAFT. This will allow you to receive qualitative feedback that can inform your revision. You should
always avoid focusing solely on the grader’s DRAFT feedback; use the feedback as a supplement to the
course lessons and your own revision ideas. Always expect to revise beyond what the DRAFT grader
specifically notes.
In short, an illustration essay will use clear, interesting examples to show, explain, and
support a thesis statement (remember, your thesis is your main argument, or the main
point you’re trying to make). One key to an effective illustration essay is to use enough
details and specific examples to make your point effectively. In other words, descriptive
writing is key.
You have several options for this assignment, so you will need to choose one:
Illustrate the ideal work environment. If everything was perfect at work, what would
it be like? Describe everything in this environment—perhaps from the dispositions of
your coworkers and supervisors to what clothes you wear to work.
Illustrate what it means to be a “true friend.” What does being a “true friend” mean
to you? What “true friends” have you had, and how do their actions coincide with
being your definition of a “true friend?”
Illustrate how your favorite team or player received their current standing or
ranking. How did the team or player do in the most recent season? What qualities did
this team or player demonstrate to earn this ranking?
Look at your favorite poem or short story, and use illustration to explain what
makes it your favorite. Do you enjoy the author’s language? Do you enjoy the
storyline? What else do you enjoy that makes it your favorite?
Illustrate the purpose of props on the set of your favorite media production. What
props are there? Why are they important?
Illustrate how to create your favorite dish. What steps are required to create this
dish? Be sure that you take your audience through this process step by step!
Illustrate how to play your favorite game. What steps and/or actions are necessary
to play this game? Take your readers through the motions, step by step.
The questions above are designed to help you begin brainstorming ideas; however, you are
free to develop your own brainstorming questions and use them to develop your essay.
Since the purpose of this essay is to illustrate, you should have enough specific details and
examples for your essay to be considered an illustration essay.
Many illustrations may come from your personal experiences. However, even personal
experiences should be supported by research in college essays. Thus, you must cite at least
one credible1 source to earn maximum credit for this essay. This resource from the course
1 Please note: Basic dictionary s.
Argument paperEnglish 1 Spring 2014 Argument Assignment Paper.docxrossskuddershamus
Argument paper/English 1 Spring 2014 Argument Assignment Paper.doc
PAGE
English 1: Argumentative Essay Assignment
The Assignment: Write a six-to-ten page argument paper that addresses a current issue that will address our theme of the impact of technology on communication on ourselves, on our world and on what it means to be human (Barrios, 583). The topic and the issue for this paper is the same as your exploratory paper assignment. The purpose of this paper is to present your position on the issue and then argue why by presenting your own reasons and evidence to support your thesis statement.
Locating Sources for Research. The purpose of the exploratory paper was to explore different writers and their position, their perspective, and the types of evidence they used in order to form your own position and perspective. You have three sources that you may use in your paper. For this paper, you must include a variety of sources; they cannot all come from Web sites. Search SMC’s library online catalog, search for a book, search online databases, find newspaper articles, use the search engine Google scholar at www.google.com, or www.yahoo.com . In addition, observations or experience from your personal life are not allowable. Refer to the following handouts: “Research Guide for Papers,” “Sources Acceptable for Academic Papers.” Both of these handouts are on eCompanion. If you include an article from a Website, there must be a date and a sponsor/publisher. If this is not available you cannot use this source.
Thesis Statement and Claim: Does your thesis clearly include a claim? Is it arguable? Does it take a perspective on an issue? Is it narrow and specific enough for the length of this assignment? Is it focused on one subject? Is it a claim of policy where you argue that certainpolicies should be changed? Is it a claim of value where you argue that some action, belief, or policy is morally wrong, good, or bad? Once your claim is clear, you must develop reasons that match and correspond to the type of claim being made.
Audience/Point of View: An effective argument is tailored to its audience. The reasons and the types of evidence you offer, the needs and values to which you appeal, terms defined, all depend on your audience and the type of claim. Ask: What does your audience know or not know about your topic? The audience is your instructor and classmates. Never assume that the audience is familiar with your topic or terms. You may need to include definitions and relevant details to help the audience understand your position in the first body paragraph. For this argument essay, you will use only the third-person point of view. No, “I” “We” or “You.”
Content/Body Paragraphs. For the length of this assignment, you should have at least three-to-four distinct and relevant reasons to support your thesis. Follow the guidelines for writing the argument paper when developing your reasons. Use the “because” clause approach.
ENG 130- Literature and Comp Literary Response for Setting.docxgidmanmary
ENG 130- Literature and Comp
Literary Response for Setting as a Device
Essay ENG 130: Literary Response for Setting
This assignment focuses on your ability to: learn how to interpret the literary device of
setting and how it affects all of the elements of the story.
The purpose of completing this assignment is: as a student, in your career, and
individual lives, you will often need to look beyond the plot and summary of what you are
reading, and put a different spin on it. An example of this might be interpreting data and the
varying components of how that data was created, as well as what to do with the data as you
move forward.
______________________________________________________________
Prompt (What are you writing about?):
How does Setting affect/contribute to the plot of your chosen story?
Note: Remember that Setting is not only the place in which a story occurs. It is also mood,
weather, time, and atmosphere. These things drive other parts of the story.
Instructions (how to get it done):
Read through all of the instructions of this assignment.
Read all of the unit resources.
Select one of the short stories to write about.
Your audience for this essay is people who have read the stories.
Decide in what three ways the setting contributes to the plot of your chosen story.
Formulate a thesis about setting and these three areas.
Your essay prompt is: How does Setting affect/contribute to the plot of your chosen story?
Your essay will have the following components:
o A title page
o An Introduction
o A thesis at the end of the introduction that clearly states how setting affects the story
o Supporting sections that defend your thesis/focus of the essay
o Text support with properly cited in-text citations
o A concluding paragraph
o A reference page
Requirements:
Length and format: 2-3 pages.
The title page and reference page are also required, but they should not be factored into the
2-3 page length of the essay.
It should also be double spaced, written in Times New Roman, in 12 point font and with 1 inch
margins. Essay should conform to APA formatting and citation style.
Use the third-person, objective voice, avoiding personal pronouns such as “I,” “you,” “we,” etc.
Please use the short story sources and any outside sources you need to create a properly-
formatted APA reference page.
Use APA format for in-text citations and references when using outside sources and textual
evidence.
Skills to be assessed with this assignment: creating effective thesis statements, incorporating
text, responding to literature.
Please be cautious about plagiarism. Make sure to use in-text citations for direct quotes,
paraphrases, and new information.
Sources: Choose one of the stories that you read in Unit 2/Setting Unit
“To Build a Fire” by Jack London
“The Storm” by Kate Chopin
“The Cask of Amontillado” b ...
9/23/15, 6:27 PM
Page 1 of 2https://tlc.trident.edu/content/enforced/63491-MGT516-SEP2015FT-1/Module…P.html?d2lSessionVal=fB1eCtqittZjVCDY86kb1xCP4&ou=63491&d2l_body_type=3
Module 1 - SLP
EQUAL EMPLOYMENT OPPORTUNITY & HRM
Before you start this assignment, be sure that you are familiar with the following
laws and their amendments:
Americans with Disabilities Act (Click on the link for a brief overview.)
Title VII—specifically Religious Accommodation in this module. (Click on the link
for a brief overview.)
"Reasonable Accommodation" and "Undue Hardship" (Click on the link for a brief
overview.)
EEOC Enforcement Guidance on Reasonable Accommodation and Undue
Hardship Under the Americans with Disabilities Act (Click on the link for a brief
overview.)
There are primarily two U.S. governmental agencies responsible for enforcing
EEO laws. They are the Equal Employment Opportunity Commission (EEOC) and
the Office of Federal Contract Compliance Programs (OFCCP). In this
assignment we will focus on the EEOC, and in Module 2 we will look at the
OFCCP.
Integrate your responses to the following as you prepare your paper:
Under law, employers must meet reasonable accommodation expectations
concerning religion and disability.
What, specifically and succinctly, are these expectations?
Who enforces these expectations?
Provide two specific private sector workplace examples of reasonable
accommodations from your readings/research (stating employers by name)
one for religion and one for disability.
Bring in at least 3 TUI library sources plus any applicable background readings to
help strengthen your discussion.
http://topics.hrhero.com/americans-with-disabilities-act-ada-and-ada-amendments-act-adaaa/
http://topics.hrhero.com/religious-accommodation/
http://www.adl.org/assets/pdf/civil-rights/religiousfreedom/religfreeres/ReligAccommodWPlace-docx.pdf
http://www.eeoc.gov/policy/docs/accommodation.html
9/23/15, 6:27 PM
Page 2 of 2https://tlc.trident.edu/content/enforced/63491-MGT516-SEP2015FT-1/Module…P.html?d2lSessionVal=fB1eCtqittZjVCDY86kb1xCP4&ou=63491&d2l_body_type=3
Privacy Policy | Contact
Submit your paper by the module due date. The paper should be 2-3 pages, not
counting the cover and reference pages.
SLP Assignment Expectations
Demonstrate critical thinking and analysis of the relevant issues and HRM
actions, drawing on your background reading and research.
Information Literacy: Evaluate resources and select only library/Web-based
resources that provide reliable, substantiated information.
Give authors credit for their work. Cite sources of borrowed information in the
body of your text as footnotes or numbered end notes, or use APA style of
referencing.
Prepare a paper that is professionally presented (including a cover page, a list of
references, headings/subheadings, and a strong introduction and conclusion).
Proofread carefully for grammar, spelling and word-usage errors.
http://www.trident.edu/privacy-policy
http://www.t.
How to use this template To use this template, replace the inst.docxwellesleyterresa
How to use this template:
To use this template, replace the instructions written in italic font with your own discussion text. Be sure to proofread your work and check it for completeness and accuracy. Delete any extra text/instructions/references that do not apply to your post. Then, copy your work and paste it into the discussion window in class.Week 1, Discussion 1: Initial Post
My personal communication style is…(Here, you should talk about the “reflect” part of the prompt. You can share your personal verbal style, writing style, and any concerns you have about your ability to develop a truly academic argument in this class.)
I have learned that an academic argument is…(Here, you should describe an academic argument in your own words, based upon the items you read in preparation for this discussion. Remember to describe the four basic elements of an argument.)
A recent argument that I experienced was…(Or, if you do not wish to outline an argument from your personal experience, describe the argument presented in the sample paper. Be sure to identify the four basic elements of the argument, whether analyzing one from your experience or the student paper.)
After reading the course materials, I have questions about…(Be sure to clearly state any questions or confusion you have regarding rhetoric, argument, or styles of argument. Your classmates can help you find the answers throughout the week.)
References
(If you reference the textbook, instructor guidance, or handout – which you should – be sure to cite them in-text and add the references to the end of your post. We are learning to master APA style in this class and this is a perfect opportunity to begin your practice. Remember: only items cited in-text should be listed as a reference. For more information: https://awc.ashford.edu/cd-in-text-citation-guide.html & https://awc.ashford.edu/cd-apa-reference-models.html)
Drown, E., & Sole, K. (2013). Writing college research papers (2nd ed.). San Diego, CA: Bridgepoint Education, Inc.
Flag Burning. (n.d.). Retrieved from https://cdmsmedia.bridgepointeducation.com/MediaService/MediaService.svc/constellation/book/AUWC.12.4/%7Bhandouts%7Da.8_sample_argument_paper.pdf
Garten, A. (n.d.). ENG122 week 1 Instructor guidance [Course materials].
Garten, A., & Wilson, J. (2014). An Introduction to Argument [PDF]. College of Liberal Arts, Ashford University, San Diego, CA.
ENG122: Composition II
An Introduction to Argument
P a g e | 1
English 122: Composition II
An Introduction to Argument
Argument and Rhetoric
An argument can take many forms. An academic argument, at its root, a method for
communicating a singular position with evidence, logic, and persuasion. There are essential
elements to all valid arguments, though they may take different forms.
1. Claim
2. Evidence
3. Counterargument
4. Rebuttal
A successful argument depends upon the delicate balance
between these elements. Imagine a teeter-totter at the
playground. The ...
The document provides guidance on writing Long Essay Questions (LEQs) for AP US History exams. It outlines the format, elements, and scoring rubric for LEQs. It also offers tips for writing a strong thesis statement, addressing the prompt, creating an outline, and general writing skills. Students are advised to analyze the prompt, understand what historical thinking skill is being tested, take a clear position in their thesis, and support it with specific evidence while synthesizing elements into a persuasive essay.
1 How to Write a Analytical Essay Writing an analyti.docxhoney725342
1
How to Write a Analytical Essay
Writing an analytical essay can seem daunting, especially if you've never done it before. Don't
worry! Take a deep breath, buy yourself a caffeinated beverage, and follow these steps to create
a well-crafted analytical essay.
What do you want to analyze?
Your analysis must have the following four sections:
Introduction
Summary
Analysis
Conclusion (optional)
Part 1: Prewriting your essay
1. Understand the objective of an analytical essay. An analytical essay means you will
need to present some type of argument, or claim, about what you are analyzing. Most
often you will have to analyze another piece of writing or a film, but you could also be
asked to analyze an issue, or an idea. To do this, you must break the topic down into parts
and provide evidence, either from the text/film or from your own research, that supports
your claim.
For example, "Stanley Kubrick's The Shining uses a repeating motif of Native American
culture and art to comment on America's history of colonizing Native Americans' lands" is an
analytical thesis. It is analyzing a particular text and setting forth an argument about it in the
form of a thesis statement.
2. Decide what to write about. If you are writing this for a class, your teacher will
generally assign you a topic (or topics) to write about. Read the prompt carefully. What is
the prompt asking you to do? However, sometimes you will have to come up with your
own topic.
If you're writing an analytical essay about a work of fiction, you could focus your
argument on what motivates a specific character or group of characters. Or, you could
argue why a certain line or paragraph is central to the work as a whole. For example:
Explore the concept of vengeance in the epic poem Beowulf.
If you're writing about a historical event, try focusing on the forces that contributed to
what happened.
If you're writing about scientific research or findings, analyze your results.
2
3. Brainstorm. You may not immediately know what your thesis statement should be, even
once you've chosen your topic. That's okay! Doing some brainstorming can help you
discover what you think about your topic. Consider it from as many angles as you can.
[2]
Look for repeated imagery, metaphors, phrases, or ideas. Things that repeat are often
important. See if you can decipher why these things are so crucial. Do they repeat in the
same way each time, or differently?
How does the text work? If you're writing a rhetorical analysis, for example, you might
analyze how the author uses logical appeals to support her argument and decide whether
you think the argument is effective. If you're analyzing a creative work, consider things
like imagery, visuals in a film, etc. If you're analyzing research, you may want to
consider the methods and results and analyze whether the experiment is a good design.
A mind map can be hel ...
Argumentative Essay (Outline) Assignment InstructionsFor this assi.docxjewisonantone
This document provides instructions for an argumentative essay assignment. Students must choose a topic from a list of approved topics where two credible sides have opposing positions. They must then write an outline arguing one side of the issue using 3 lines of reasoning supported by research, while also addressing the opposing viewpoints. The outline must follow a specific format and include an issue statement, 2-part thesis, claims from both sides with source summaries, and a conclusion. Students are provided with detailed requirements and a grading rubric for the outline. The document also includes examples of problems for students to practice calculating probabilities and areas for standard normal distributions.
PAGE Running head TYPE ABBREVIATED TITLE HERE 1Title of .docxalfred4lewis58146
This document provides a template for a research proposal with headings and descriptions of the expected content for each section. The sections include an introduction describing the social problem or phenomenon of interest, a literature review summarizing previous relevant studies, a research problem identifying a gap in the existing research, research purpose and questions, study variables and hypotheses, theoretical framework, research method, sampling strategy, procedures, ethical considerations, measurement and instruments, analysis plan, limitations and delimitations, significance of the study, and references. The document instructs the student to replace the instructions with their own research proposal content under each relevant section heading.
Critical Thinking Fall 2016 Essay AssignmentArgue one of t.docxannettsparrow
Critical Thinking
Fall 2016
Essay Assignment
Argue one of the following:
1. Drug legalization is morally acceptable.
2. Drug legalization is not morally acceptable.
3. Prostitution is morally acceptable.
4. Prostitution is not morally acceptable.
5. Abortion is morally acceptable.
6. Abortion is not morally acceptable.
7. Euthanasia is morally acceptable.
8. Euthanasia is not morally acceptable.
9. Capital punishment is morally acceptable.
10. Capital punishment is not morally acceptable.
11. Corporate social responsibility is a moral obligation.
12. Corporate social responsibility is not a moral obligation.
13. We are obligated to protect animal welfare.
14. We are not obligated to protect animal welfare.
15. Affirmative action is a moral obligation.
16. Affirmative action is not a moral obligation.
In making your argument, you are required to:
A. Include the following:
I. An introduction that includes your thesis statement
a. for example, say I’m writing an essay on the value of reading books and my thesis statement is about the value of reading books over watching movies. My introduction could simply be “In this essay, I argue that it is better to read a book than to watch a movie.”
II. Reason(s) that support your thesis statement (In other words, what are the reasons why should we agree with your thesis statement?)
a. for example: “Reading books gives the reader an advantage of having more detail in exposition that simply watching a movie cannot. For example, a five-second pan of the camera in a movie scene loses all of the important detail—even occasionally the narrator’s inner monologue—that can be expounded on for several pages in a novel. All of this information can make a difference in both one’s understanding and one’s appreciation of the story being told. Movies all too often are incapable of capturing fully that information the way the artfully-crafted written word can.”
NOTE: The above is simply a brief example of what supporting reasons for a thesis might look like. This is not, however, an example of an appropriate or recommended length for this particular section of your essay. You want your essay to be as strong as possible—after all, you are trying to convince us of your position, right? Therefore, you should spend an ample amount of room explaining exactly why it is we should agree with you.
III. A strong objection to your thesis
a. for example: “Some may argue that watching a movie is better than reading a book because movies can present a story in around two hours, while reading a book usually takes much more time.”
IV. A response to that objection
a. For example: “Especially when so many of us have busy lives and are pressed for time, the idea of watching a two-hour movie may seem more appealing than taking the time to read a 450-page book. However, I will argue that the benefits of taking the time to read a book far outweigh any benefit gained from lazily watching a two-hour flick. For example, .
Case Analysis Guidelines by Dr. Dave Worrells and Mr. Scott B.docxcowinhelen
Case Analysis Guidelines by: Dr. Dave Worrells and Mr. Scott Burgess| ERAU, College of Aeronautics 1
ASCI 357 – Flight Physiology
Case Analysis Guidelines and Sample Format
Each week starting in week two, students will submit a case analysis that is a maximum of two
pages, with a reference page, (three total), double spaced, with citations and references that are
completed in APA format, using Times New Roman, 12 point font. For these activities, students
read and review all module objectives and materials, consume the information, and research the
internet to produce a case analysis. Each case analysis is directly related to the module learning
objectives (LOs). Once all of the module material is reviewed, find current (within the last six
months), scholarly internet sources, that directly relate to the case and module learning
objectives and conduct your case analysis. In-text citations serve to substantiate and validate your
statements.
If a source is not scholarly, it must be supported with other scholarly references. As an example;
information may be pulled from an article in the New York Times (not a scholarly source), which
will need a supported scholarly source that can be greater than six months but less than seven
years, in support of the information from the New York Times; such as the textbook. Please see
Table 1 below. Going beyond the text is highly encouraged and shows an understanding of
research and how to find valid and reliable sources.
These activities promote scholarly research targeting topics specific to the learning objectives.
They also require critical thinking throughout the entire case analysis process. Writing skills are
enhanced over the conduct of the course (work is graded weekly using APA formatting and the
Case Analysis Rubric) as you write two pages (with reference page) every week. The result is
improved writing, and research skills, which fulfils several Ignite Student learning outcomes
along the way. This process also provides a glimpse at the real world of organizational
operations.
Students are required to conduct three Peer Reviews (PR) on three of their peers CAs during the
course. Students will then defend their reviewed case analysis by responding to the PR from
another student. The PR process replicates the work environment in this way; when an employee
is given a task to complete and presents their position, their work is then reviewed by another co-
worker, supervisor, or company official who questions and, possibly, provides additional
alternatives. The peer reviewer of your CA is required to question and make comments on your
CA. You are required, to defend your CA by responding to the PR made by another student.
Your CA will be submitted to Turnitin, a plagiarism detection software, and again to the
discussion board for the PR and Response activities. The PR, and Response/Defense occurs in the
discussion bo.
The document provides guidance on writing an internal assessment (IA) for an IB Economics course. It discusses choosing an appropriate article, analyzing the content using economic concepts, and structuring a commentary. Evaluation is emphasized as the skill that distinguishes top students. Effective evaluation considers short and long-term impacts, different stakeholders, prioritizing arguments, and questioning assumptions. Students are advised to apply theory in a structured manner and connect topics, rather than taking a passive approach.
Module 7 Discussion Board Algebra1. What does it mean when s.docxmoirarandell
This document provides instructions for students to write a classical argument paper on an approved topic. It outlines the key elements of a classical argument, including: introducing the issue and opposing positions, presenting reasons and evidence to support the student's position, anticipating and refuting counterarguments, and concluding by emphasizing the importance of the issue. Students must write a minimum 1,200-1,500 word paper using at least 5 credible sources to both support their argument and refute opposing positions. The paper should follow standard argumentative structure and formatting guidelines provided.
This document provides guidance on how to write an effective introduction. An introduction should indicate the topic, explain the overall point or thesis, and outline the structure of the essay. It should prepare the reader for the body without being too long or overly detailed. The introduction frames the key elements - topic, thesis, and structure - in a clear and concise manner to properly set up the essay.
Database reports provide us with the ability to further analyze ou.docxwhittemorelucilla
Database reports provide us with the ability to further analyze our data, and provide it in a format that can be used to make business decisions. Discuss the steps that you would take to ensure that we create an effective report. What questions would you ask of the users?
Data presentation should be designed to display correct conclusions. What issues should we think about as we prepare data for presentation? Discuss the different methods that we can use to present data in a report. What role does the audience play in selecting how we present the data?
1 PAGE AND A HALF
.
DataInformationKnowledge1. Discuss the relationship between.docxwhittemorelucilla
Data/Information/Knowledge
1. Discuss the relationship between data, information, and knowledge. Support your discussion with at least 3 academically reviewed articles.
2. Why do organization have information deficiency problem? Suggest ways on how to overcome information deficiency problem.
.
DataHole 12 Score67575554555554555757756555656565556556565565666434686664656566664555575656546555557554556655655465555565546555655467555646457664545665556555644554585456546654565546664566665566666675675665665656766555565486555567676645645575555575665455554655556556575555555455654555655666667665654655556657656558536666536755465655455755755666665545656565655555545545666564656443545655646445567547565654565545565676456544455446455755645655665567565554465466665
State Legislatures
(Part I)
POLS 2212
Legislatures, Policy-Making, and Political Science
• Legislative process is only one part of policy-making
• States are better venue for understanding policy-making
process overall
• Interactions between components are more transparent
• Less ‘political theater’ than national level
• More cases, more variation, more data
• What role do legislatures play in the overall policy-making
process??
• How do legislative-executive relations affect policy outcomes??
Agenda Setting
Formulation /
Negotiation
Adoption /
Enactment
Implementation
Evaluation
Revision /
Termination
• Public attention is focused on an issue
• Collective recognition of problem
Agenda Setting
• Potential solutions are offered
• Some public discourse over options
Formulation / Negotiation
•
Solution
is agreed upon and made into official policy /
law
Adoption / Enactment
• Policy is converted into actionable rules
Implementation
• Fairness, effectiveness, efficiency of policy and rules are
evaluated
Evaluation
• Improvements or changes to policy are made
Revision / Termination
Agenda Setting
• Parties
• Public opinion
• Advocacy groups /
entrepreneurs
Formulation /
Negotiation
• Party leadership
• Interest groups
• Legislature type
• Legislative-executive
relations
Adoption / Enactment
• Legislative-executive
relations
Implementation
• Type of executive
• Bureaucracy
Evaluation
• Social scientists
• Advocacy groups
• Legislative
committees
• State courts
Revision / Termination
• State courts
• Federal courts
‘Professional’
Model
‘Citizen-
Legislator’
Model
Work Load
Nearly full-
time
Part-time
Session
Year-round,
annual
Short-term,
possibly
biannual
Compensation
Medium-high
(over median
for state
employees)
Fairly low
Staff
Large, semi-
permanent
Small, likely
shared
Conceptualizing State Legislatures
Professional Hybrid / Mixture Citizen
State Legislatures
• GA Legislature
• $17k base +per
diem
• $22k – $24k total
Discussion Question
• What are some of the potential benefits /
drawbacks of each of these two models??
State Legislatures and Political Careers (Peverill Squire)
• ‘Career’ Legislatures (Congress)
• Sufficiently high pay
• Minimal incentive to ‘move up’
• Expectation of long tenure
• Heavy time commitment
• ‘Springboard’ Legislatures
• Other positions have higher pay, more prestige
• Expectation of limited tenure
• May be term lim.
DataIDSalaryCompa-ratioMidpoint AgePerformance RatingServiceGenderRaiseDegreeGender1GradeDo not manipuilate Data set on this page, copy to another page to make changes154.50.956573485805.70METhe ongoing question that the weekly assignments will focus on is: Are males and females paid the same for equal work (under the Equal Pay Act)? 228.30.913315280703.90MBNote: to simplfy the analysis, we will assume that jobs within each grade comprise equal work.334.11.100313075513.61FB460.91.06857421001605.51METhe column labels in the table mean:549.21.0254836901605.71MDID – Employee sample number Salary – Salary in thousands 674.11.1066736701204.51MFAge – Age in yearsPerformance Rating - Appraisal rating (employee evaluation score)741.41.0344032100815.71FCService – Years of service (rounded)Gender – 0 = male, 1 = female 822.80.992233290915.81FAMidpoint – salary grade midpoint Raise – percent of last raise9731.089674910010041MFGrade – job/pay gradeDegree (0= BS\BA 1 = MS)1023.31.014233080714.71FAGender1 (Male or Female)Compa-ratio - salary divided by midpoint1124.31.05723411001914.81FA1259.71.0475752952204.50ME1341.81.0444030100214.70FC14251.08523329012161FA1522.60.983233280814.91FA1648.51.213404490405.70MC1763.11.1075727553131FE1836.21.1673131801115.60FB1923.91.039233285104.61MA2035.51.1443144701614.80FB2178.91.1786743951306.31MF2257.61.199484865613.81FD2322.20.964233665613.30FA2453.41.112483075913.80FD2523.61.0282341704040MA2622.30.971232295216.20FA2746.21.156403580703.91MC2874.41.111674495914.40FF2975.61.129675295505.40MF3047.50.9894845901804.30MD3122.90.995232960413.91FA3228.10.906312595405.60MB3363.71.117573590905.51ME3426.90.869312680204.91MB3522.70.987232390415.30FA3624.41.059232775314.30FA3723.81.034232295216.20FA3864.61.1335745951104.50ME3937.31.202312790615.50FB4023.71.031232490206.30MA4140.31.008402580504.30MC4224.41.0592332100815.71FA4372.31.0796742952015.50FF4465.91.1565745901605.21ME4549.91.040483695815.21FD4657.41.0075739752003.91ME47560.982573795505.51ME4868.11.1955734901115.31FE4966.21.1615741952106.60ME5061.71.0835738801204.60ME
Week 1Week 1: Descriptive Statistics, including ProbabilityWhile the lectures will examine our equal pay question from the compa-ratio viewpoint, our weekly assignments will focus onexamining the issue using the salary measure.The purpose of this assignmnent is two fold:1. Demonstrate mastery with Excel tools.2. Develop descriptive statistics to help examine the question.3. Interpret descriptive outcomesThe first issue in examining salary data to determine if we - as a company - are paying males and females equally for doing equal work is to develop somedescriptive statistics to give us something to make a preliminary decision on whether we have an issue or not.1Descriptive Statistics: Develop basic descriptive statistics for SalaryThe first step in analyzing data sets is to find some summary descriptive statistics for key variables. Suggestion: Copy the gender1 and salary columns from the Data tab t.
DataCity1997 Median Price1997 Change1998 Forecast1993-98 Annualize.docxwhittemorelucilla
This document provides a course syllabus for History 2030: Tennessee History at an unnamed university. The syllabus outlines key details about the course including the instructor's contact information, course description and purpose, learning outcomes, instructional methodology, evaluation procedures, course schedule, attendance policy, and accommodations for students with disabilities. The course surveys the geographical background, peoples, political life, economic and social development of Tennessee from its earliest beginnings to the present. Students will be evaluated based on exams, research assignments, and presentations to demonstrate their mastery of Tennessee history and ability to think critically about historical interpretations.
The document summarizes research on the harms of corporal punishment of children and argues that legal reform prohibiting it can be an effective strategy for changing social norms and practices. It describes experiences in Sweden and New Zealand, where legal bans on corporal punishment were accompanied by significant declines in support for the practice and reports of it occurring. While public opinion often lags legal changes initially, studies found dramatic shifts in attitudes and self-reported experiences of corporal punishment over time in both countries following prohibition.
Database Project Charter/Business Case
Khalia Hart
University of Maryland Global Campus
February 21, 2020
Introduction
A database is an electronic collection of data that is built by a user so that they can access, update particular information in the database coherently or rapidly. Today firms employ integrated technology to increase their capacity to serve more clients, keep information well or effectively, organize activities according to the urgency or priorities, accounting records (Tüttelmann F, 2015). Most of the integrated technology depends on multiple databases that supply information relevant in making the decision. Since the business started using databases, their performance increase because the business decisions they make are sound and practical.
Business Problem
The supply chain management is one of the most complicated processes in the business and often at times due to need of detail it gets hard for the supply chain manager to keep the record of the work covered effectively, have enough data to make the decision and also have enough data to monitor the chain of operation (William, 2019). The supply chain has been so crucial for the business because it determines the performance of the company in the industry by assessing the quality of the product produced in the organization, cost of production, the time and effectiveness of distribution network, and overall production operation of the organization.
Operation management has been named as the leading cause of business failure caused by a lack of a system, which the manager or the supervisor can use to monitor the whole system. This is the problem to solve using the database (William, 2019). Using a database, the manager can observe or watch the entire chain from their office, make better decisions by fore- planning approach of the database also make changes within the system when there is the need to cut costs or making the process effective.
Project Scope
Most business organizations are spread in operation, and this is the challenge that makes the supply chain management complex (Tüttelmann F, 2015). This is because the chain is in different localities, and therefore, coordination of operation among the user or the workers becomes a challenge. Through the database system, the business will enjoy proper coordination using the wide Area Network (LAN). Through the LAN network, the company can link computers and cost-effectively share data and communication. Through this system, the company will have a connection and coordination of the processes within the organization. The number of connected devices will range from 10 to 1000, depending on the type of tools and system that is set to facilitate this connection.
Goals and objectives of the system
The purpose of the system that I want to install in the supply chain management is to;
· Monitoring of the supply chain- the system will enable the manager to monitor the system and every process in the order (Gattor.
Databases selected Multiple databases...Full Text (1223 .docxwhittemorelucilla
Kraft reformed Oreo cookies to make them more successful in China. They made the cookies less sweet to suit Chinese tastes, sold them in smaller, cheaper packages, and marketed them with a "dunking" theme. This involved training student brand ambassadors to educate consumers about dipping cookies in milk. Kraft also introduced a Chinese-style Oreo wafer stick that surpassed regular Oreos in sales. These reforms helped Oreo become the best-selling biscuit in China.
More Related Content
Similar to Grade B-Overall comments· Please double-check that ther.docx
ENG 130- Literature and Comp Literary Response for Setting.docxgidmanmary
ENG 130- Literature and Comp
Literary Response for Setting as a Device
Essay ENG 130: Literary Response for Setting
This assignment focuses on your ability to: learn how to interpret the literary device of
setting and how it affects all of the elements of the story.
The purpose of completing this assignment is: as a student, in your career, and
individual lives, you will often need to look beyond the plot and summary of what you are
reading, and put a different spin on it. An example of this might be interpreting data and the
varying components of how that data was created, as well as what to do with the data as you
move forward.
______________________________________________________________
Prompt (What are you writing about?):
How does Setting affect/contribute to the plot of your chosen story?
Note: Remember that Setting is not only the place in which a story occurs. It is also mood,
weather, time, and atmosphere. These things drive other parts of the story.
Instructions (how to get it done):
Read through all of the instructions of this assignment.
Read all of the unit resources.
Select one of the short stories to write about.
Your audience for this essay is people who have read the stories.
Decide in what three ways the setting contributes to the plot of your chosen story.
Formulate a thesis about setting and these three areas.
Your essay prompt is: How does Setting affect/contribute to the plot of your chosen story?
Your essay will have the following components:
o A title page
o An Introduction
o A thesis at the end of the introduction that clearly states how setting affects the story
o Supporting sections that defend your thesis/focus of the essay
o Text support with properly cited in-text citations
o A concluding paragraph
o A reference page
Requirements:
Length and format: 2-3 pages.
The title page and reference page are also required, but they should not be factored into the
2-3 page length of the essay.
It should also be double spaced, written in Times New Roman, in 12 point font and with 1 inch
margins. Essay should conform to APA formatting and citation style.
Use the third-person, objective voice, avoiding personal pronouns such as “I,” “you,” “we,” etc.
Please use the short story sources and any outside sources you need to create a properly-
formatted APA reference page.
Use APA format for in-text citations and references when using outside sources and textual
evidence.
Skills to be assessed with this assignment: creating effective thesis statements, incorporating
text, responding to literature.
Please be cautious about plagiarism. Make sure to use in-text citations for direct quotes,
paraphrases, and new information.
Sources: Choose one of the stories that you read in Unit 2/Setting Unit
“To Build a Fire” by Jack London
“The Storm” by Kate Chopin
“The Cask of Amontillado” b ...
9/23/15, 6:27 PM
Page 1 of 2https://tlc.trident.edu/content/enforced/63491-MGT516-SEP2015FT-1/Module…P.html?d2lSessionVal=fB1eCtqittZjVCDY86kb1xCP4&ou=63491&d2l_body_type=3
Module 1 - SLP
EQUAL EMPLOYMENT OPPORTUNITY & HRM
Before you start this assignment, be sure that you are familiar with the following
laws and their amendments:
Americans with Disabilities Act (Click on the link for a brief overview.)
Title VII—specifically Religious Accommodation in this module. (Click on the link
for a brief overview.)
"Reasonable Accommodation" and "Undue Hardship" (Click on the link for a brief
overview.)
EEOC Enforcement Guidance on Reasonable Accommodation and Undue
Hardship Under the Americans with Disabilities Act (Click on the link for a brief
overview.)
There are primarily two U.S. governmental agencies responsible for enforcing
EEO laws. They are the Equal Employment Opportunity Commission (EEOC) and
the Office of Federal Contract Compliance Programs (OFCCP). In this
assignment we will focus on the EEOC, and in Module 2 we will look at the
OFCCP.
Integrate your responses to the following as you prepare your paper:
Under law, employers must meet reasonable accommodation expectations
concerning religion and disability.
What, specifically and succinctly, are these expectations?
Who enforces these expectations?
Provide two specific private sector workplace examples of reasonable
accommodations from your readings/research (stating employers by name)
one for religion and one for disability.
Bring in at least 3 TUI library sources plus any applicable background readings to
help strengthen your discussion.
http://topics.hrhero.com/americans-with-disabilities-act-ada-and-ada-amendments-act-adaaa/
http://topics.hrhero.com/religious-accommodation/
http://www.adl.org/assets/pdf/civil-rights/religiousfreedom/religfreeres/ReligAccommodWPlace-docx.pdf
http://www.eeoc.gov/policy/docs/accommodation.html
9/23/15, 6:27 PM
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Privacy Policy | Contact
Submit your paper by the module due date. The paper should be 2-3 pages, not
counting the cover and reference pages.
SLP Assignment Expectations
Demonstrate critical thinking and analysis of the relevant issues and HRM
actions, drawing on your background reading and research.
Information Literacy: Evaluate resources and select only library/Web-based
resources that provide reliable, substantiated information.
Give authors credit for their work. Cite sources of borrowed information in the
body of your text as footnotes or numbered end notes, or use APA style of
referencing.
Prepare a paper that is professionally presented (including a cover page, a list of
references, headings/subheadings, and a strong introduction and conclusion).
Proofread carefully for grammar, spelling and word-usage errors.
http://www.trident.edu/privacy-policy
http://www.t.
How to use this template To use this template, replace the inst.docxwellesleyterresa
How to use this template:
To use this template, replace the instructions written in italic font with your own discussion text. Be sure to proofread your work and check it for completeness and accuracy. Delete any extra text/instructions/references that do not apply to your post. Then, copy your work and paste it into the discussion window in class.Week 1, Discussion 1: Initial Post
My personal communication style is…(Here, you should talk about the “reflect” part of the prompt. You can share your personal verbal style, writing style, and any concerns you have about your ability to develop a truly academic argument in this class.)
I have learned that an academic argument is…(Here, you should describe an academic argument in your own words, based upon the items you read in preparation for this discussion. Remember to describe the four basic elements of an argument.)
A recent argument that I experienced was…(Or, if you do not wish to outline an argument from your personal experience, describe the argument presented in the sample paper. Be sure to identify the four basic elements of the argument, whether analyzing one from your experience or the student paper.)
After reading the course materials, I have questions about…(Be sure to clearly state any questions or confusion you have regarding rhetoric, argument, or styles of argument. Your classmates can help you find the answers throughout the week.)
References
(If you reference the textbook, instructor guidance, or handout – which you should – be sure to cite them in-text and add the references to the end of your post. We are learning to master APA style in this class and this is a perfect opportunity to begin your practice. Remember: only items cited in-text should be listed as a reference. For more information: https://awc.ashford.edu/cd-in-text-citation-guide.html & https://awc.ashford.edu/cd-apa-reference-models.html)
Drown, E., & Sole, K. (2013). Writing college research papers (2nd ed.). San Diego, CA: Bridgepoint Education, Inc.
Flag Burning. (n.d.). Retrieved from https://cdmsmedia.bridgepointeducation.com/MediaService/MediaService.svc/constellation/book/AUWC.12.4/%7Bhandouts%7Da.8_sample_argument_paper.pdf
Garten, A. (n.d.). ENG122 week 1 Instructor guidance [Course materials].
Garten, A., & Wilson, J. (2014). An Introduction to Argument [PDF]. College of Liberal Arts, Ashford University, San Diego, CA.
ENG122: Composition II
An Introduction to Argument
P a g e | 1
English 122: Composition II
An Introduction to Argument
Argument and Rhetoric
An argument can take many forms. An academic argument, at its root, a method for
communicating a singular position with evidence, logic, and persuasion. There are essential
elements to all valid arguments, though they may take different forms.
1. Claim
2. Evidence
3. Counterargument
4. Rebuttal
A successful argument depends upon the delicate balance
between these elements. Imagine a teeter-totter at the
playground. The ...
The document provides guidance on writing Long Essay Questions (LEQs) for AP US History exams. It outlines the format, elements, and scoring rubric for LEQs. It also offers tips for writing a strong thesis statement, addressing the prompt, creating an outline, and general writing skills. Students are advised to analyze the prompt, understand what historical thinking skill is being tested, take a clear position in their thesis, and support it with specific evidence while synthesizing elements into a persuasive essay.
1 How to Write a Analytical Essay Writing an analyti.docxhoney725342
1
How to Write a Analytical Essay
Writing an analytical essay can seem daunting, especially if you've never done it before. Don't
worry! Take a deep breath, buy yourself a caffeinated beverage, and follow these steps to create
a well-crafted analytical essay.
What do you want to analyze?
Your analysis must have the following four sections:
Introduction
Summary
Analysis
Conclusion (optional)
Part 1: Prewriting your essay
1. Understand the objective of an analytical essay. An analytical essay means you will
need to present some type of argument, or claim, about what you are analyzing. Most
often you will have to analyze another piece of writing or a film, but you could also be
asked to analyze an issue, or an idea. To do this, you must break the topic down into parts
and provide evidence, either from the text/film or from your own research, that supports
your claim.
For example, "Stanley Kubrick's The Shining uses a repeating motif of Native American
culture and art to comment on America's history of colonizing Native Americans' lands" is an
analytical thesis. It is analyzing a particular text and setting forth an argument about it in the
form of a thesis statement.
2. Decide what to write about. If you are writing this for a class, your teacher will
generally assign you a topic (or topics) to write about. Read the prompt carefully. What is
the prompt asking you to do? However, sometimes you will have to come up with your
own topic.
If you're writing an analytical essay about a work of fiction, you could focus your
argument on what motivates a specific character or group of characters. Or, you could
argue why a certain line or paragraph is central to the work as a whole. For example:
Explore the concept of vengeance in the epic poem Beowulf.
If you're writing about a historical event, try focusing on the forces that contributed to
what happened.
If you're writing about scientific research or findings, analyze your results.
2
3. Brainstorm. You may not immediately know what your thesis statement should be, even
once you've chosen your topic. That's okay! Doing some brainstorming can help you
discover what you think about your topic. Consider it from as many angles as you can.
[2]
Look for repeated imagery, metaphors, phrases, or ideas. Things that repeat are often
important. See if you can decipher why these things are so crucial. Do they repeat in the
same way each time, or differently?
How does the text work? If you're writing a rhetorical analysis, for example, you might
analyze how the author uses logical appeals to support her argument and decide whether
you think the argument is effective. If you're analyzing a creative work, consider things
like imagery, visuals in a film, etc. If you're analyzing research, you may want to
consider the methods and results and analyze whether the experiment is a good design.
A mind map can be hel ...
Argumentative Essay (Outline) Assignment InstructionsFor this assi.docxjewisonantone
This document provides instructions for an argumentative essay assignment. Students must choose a topic from a list of approved topics where two credible sides have opposing positions. They must then write an outline arguing one side of the issue using 3 lines of reasoning supported by research, while also addressing the opposing viewpoints. The outline must follow a specific format and include an issue statement, 2-part thesis, claims from both sides with source summaries, and a conclusion. Students are provided with detailed requirements and a grading rubric for the outline. The document also includes examples of problems for students to practice calculating probabilities and areas for standard normal distributions.
PAGE Running head TYPE ABBREVIATED TITLE HERE 1Title of .docxalfred4lewis58146
This document provides a template for a research proposal with headings and descriptions of the expected content for each section. The sections include an introduction describing the social problem or phenomenon of interest, a literature review summarizing previous relevant studies, a research problem identifying a gap in the existing research, research purpose and questions, study variables and hypotheses, theoretical framework, research method, sampling strategy, procedures, ethical considerations, measurement and instruments, analysis plan, limitations and delimitations, significance of the study, and references. The document instructs the student to replace the instructions with their own research proposal content under each relevant section heading.
Critical Thinking Fall 2016 Essay AssignmentArgue one of t.docxannettsparrow
Critical Thinking
Fall 2016
Essay Assignment
Argue one of the following:
1. Drug legalization is morally acceptable.
2. Drug legalization is not morally acceptable.
3. Prostitution is morally acceptable.
4. Prostitution is not morally acceptable.
5. Abortion is morally acceptable.
6. Abortion is not morally acceptable.
7. Euthanasia is morally acceptable.
8. Euthanasia is not morally acceptable.
9. Capital punishment is morally acceptable.
10. Capital punishment is not morally acceptable.
11. Corporate social responsibility is a moral obligation.
12. Corporate social responsibility is not a moral obligation.
13. We are obligated to protect animal welfare.
14. We are not obligated to protect animal welfare.
15. Affirmative action is a moral obligation.
16. Affirmative action is not a moral obligation.
In making your argument, you are required to:
A. Include the following:
I. An introduction that includes your thesis statement
a. for example, say I’m writing an essay on the value of reading books and my thesis statement is about the value of reading books over watching movies. My introduction could simply be “In this essay, I argue that it is better to read a book than to watch a movie.”
II. Reason(s) that support your thesis statement (In other words, what are the reasons why should we agree with your thesis statement?)
a. for example: “Reading books gives the reader an advantage of having more detail in exposition that simply watching a movie cannot. For example, a five-second pan of the camera in a movie scene loses all of the important detail—even occasionally the narrator’s inner monologue—that can be expounded on for several pages in a novel. All of this information can make a difference in both one’s understanding and one’s appreciation of the story being told. Movies all too often are incapable of capturing fully that information the way the artfully-crafted written word can.”
NOTE: The above is simply a brief example of what supporting reasons for a thesis might look like. This is not, however, an example of an appropriate or recommended length for this particular section of your essay. You want your essay to be as strong as possible—after all, you are trying to convince us of your position, right? Therefore, you should spend an ample amount of room explaining exactly why it is we should agree with you.
III. A strong objection to your thesis
a. for example: “Some may argue that watching a movie is better than reading a book because movies can present a story in around two hours, while reading a book usually takes much more time.”
IV. A response to that objection
a. For example: “Especially when so many of us have busy lives and are pressed for time, the idea of watching a two-hour movie may seem more appealing than taking the time to read a 450-page book. However, I will argue that the benefits of taking the time to read a book far outweigh any benefit gained from lazily watching a two-hour flick. For example, .
Case Analysis Guidelines by Dr. Dave Worrells and Mr. Scott B.docxcowinhelen
Case Analysis Guidelines by: Dr. Dave Worrells and Mr. Scott Burgess| ERAU, College of Aeronautics 1
ASCI 357 – Flight Physiology
Case Analysis Guidelines and Sample Format
Each week starting in week two, students will submit a case analysis that is a maximum of two
pages, with a reference page, (three total), double spaced, with citations and references that are
completed in APA format, using Times New Roman, 12 point font. For these activities, students
read and review all module objectives and materials, consume the information, and research the
internet to produce a case analysis. Each case analysis is directly related to the module learning
objectives (LOs). Once all of the module material is reviewed, find current (within the last six
months), scholarly internet sources, that directly relate to the case and module learning
objectives and conduct your case analysis. In-text citations serve to substantiate and validate your
statements.
If a source is not scholarly, it must be supported with other scholarly references. As an example;
information may be pulled from an article in the New York Times (not a scholarly source), which
will need a supported scholarly source that can be greater than six months but less than seven
years, in support of the information from the New York Times; such as the textbook. Please see
Table 1 below. Going beyond the text is highly encouraged and shows an understanding of
research and how to find valid and reliable sources.
These activities promote scholarly research targeting topics specific to the learning objectives.
They also require critical thinking throughout the entire case analysis process. Writing skills are
enhanced over the conduct of the course (work is graded weekly using APA formatting and the
Case Analysis Rubric) as you write two pages (with reference page) every week. The result is
improved writing, and research skills, which fulfils several Ignite Student learning outcomes
along the way. This process also provides a glimpse at the real world of organizational
operations.
Students are required to conduct three Peer Reviews (PR) on three of their peers CAs during the
course. Students will then defend their reviewed case analysis by responding to the PR from
another student. The PR process replicates the work environment in this way; when an employee
is given a task to complete and presents their position, their work is then reviewed by another co-
worker, supervisor, or company official who questions and, possibly, provides additional
alternatives. The peer reviewer of your CA is required to question and make comments on your
CA. You are required, to defend your CA by responding to the PR made by another student.
Your CA will be submitted to Turnitin, a plagiarism detection software, and again to the
discussion board for the PR and Response activities. The PR, and Response/Defense occurs in the
discussion bo.
The document provides guidance on writing an internal assessment (IA) for an IB Economics course. It discusses choosing an appropriate article, analyzing the content using economic concepts, and structuring a commentary. Evaluation is emphasized as the skill that distinguishes top students. Effective evaluation considers short and long-term impacts, different stakeholders, prioritizing arguments, and questioning assumptions. Students are advised to apply theory in a structured manner and connect topics, rather than taking a passive approach.
Module 7 Discussion Board Algebra1. What does it mean when s.docxmoirarandell
This document provides instructions for students to write a classical argument paper on an approved topic. It outlines the key elements of a classical argument, including: introducing the issue and opposing positions, presenting reasons and evidence to support the student's position, anticipating and refuting counterarguments, and concluding by emphasizing the importance of the issue. Students must write a minimum 1,200-1,500 word paper using at least 5 credible sources to both support their argument and refute opposing positions. The paper should follow standard argumentative structure and formatting guidelines provided.
This document provides guidance on how to write an effective introduction. An introduction should indicate the topic, explain the overall point or thesis, and outline the structure of the essay. It should prepare the reader for the body without being too long or overly detailed. The introduction frames the key elements - topic, thesis, and structure - in a clear and concise manner to properly set up the essay.
Similar to Grade B-Overall comments· Please double-check that ther.docx (12)
Database reports provide us with the ability to further analyze ou.docxwhittemorelucilla
Database reports provide us with the ability to further analyze our data, and provide it in a format that can be used to make business decisions. Discuss the steps that you would take to ensure that we create an effective report. What questions would you ask of the users?
Data presentation should be designed to display correct conclusions. What issues should we think about as we prepare data for presentation? Discuss the different methods that we can use to present data in a report. What role does the audience play in selecting how we present the data?
1 PAGE AND A HALF
.
DataInformationKnowledge1. Discuss the relationship between.docxwhittemorelucilla
Data/Information/Knowledge
1. Discuss the relationship between data, information, and knowledge. Support your discussion with at least 3 academically reviewed articles.
2. Why do organization have information deficiency problem? Suggest ways on how to overcome information deficiency problem.
.
DataHole 12 Score67575554555554555757756555656565556556565565666434686664656566664555575656546555557554556655655465555565546555655467555646457664545665556555644554585456546654565546664566665566666675675665665656766555565486555567676645645575555575665455554655556556575555555455654555655666667665654655556657656558536666536755465655455755755666665545656565655555545545666564656443545655646445567547565654565545565676456544455446455755645655665567565554465466665
State Legislatures
(Part I)
POLS 2212
Legislatures, Policy-Making, and Political Science
• Legislative process is only one part of policy-making
• States are better venue for understanding policy-making
process overall
• Interactions between components are more transparent
• Less ‘political theater’ than national level
• More cases, more variation, more data
• What role do legislatures play in the overall policy-making
process??
• How do legislative-executive relations affect policy outcomes??
Agenda Setting
Formulation /
Negotiation
Adoption /
Enactment
Implementation
Evaluation
Revision /
Termination
• Public attention is focused on an issue
• Collective recognition of problem
Agenda Setting
• Potential solutions are offered
• Some public discourse over options
Formulation / Negotiation
•
Solution
is agreed upon and made into official policy /
law
Adoption / Enactment
• Policy is converted into actionable rules
Implementation
• Fairness, effectiveness, efficiency of policy and rules are
evaluated
Evaluation
• Improvements or changes to policy are made
Revision / Termination
Agenda Setting
• Parties
• Public opinion
• Advocacy groups /
entrepreneurs
Formulation /
Negotiation
• Party leadership
• Interest groups
• Legislature type
• Legislative-executive
relations
Adoption / Enactment
• Legislative-executive
relations
Implementation
• Type of executive
• Bureaucracy
Evaluation
• Social scientists
• Advocacy groups
• Legislative
committees
• State courts
Revision / Termination
• State courts
• Federal courts
‘Professional’
Model
‘Citizen-
Legislator’
Model
Work Load
Nearly full-
time
Part-time
Session
Year-round,
annual
Short-term,
possibly
biannual
Compensation
Medium-high
(over median
for state
employees)
Fairly low
Staff
Large, semi-
permanent
Small, likely
shared
Conceptualizing State Legislatures
Professional Hybrid / Mixture Citizen
State Legislatures
• GA Legislature
• $17k base +per
diem
• $22k – $24k total
Discussion Question
• What are some of the potential benefits /
drawbacks of each of these two models??
State Legislatures and Political Careers (Peverill Squire)
• ‘Career’ Legislatures (Congress)
• Sufficiently high pay
• Minimal incentive to ‘move up’
• Expectation of long tenure
• Heavy time commitment
• ‘Springboard’ Legislatures
• Other positions have higher pay, more prestige
• Expectation of limited tenure
• May be term lim.
DataIDSalaryCompa-ratioMidpoint AgePerformance RatingServiceGenderRaiseDegreeGender1GradeDo not manipuilate Data set on this page, copy to another page to make changes154.50.956573485805.70METhe ongoing question that the weekly assignments will focus on is: Are males and females paid the same for equal work (under the Equal Pay Act)? 228.30.913315280703.90MBNote: to simplfy the analysis, we will assume that jobs within each grade comprise equal work.334.11.100313075513.61FB460.91.06857421001605.51METhe column labels in the table mean:549.21.0254836901605.71MDID – Employee sample number Salary – Salary in thousands 674.11.1066736701204.51MFAge – Age in yearsPerformance Rating - Appraisal rating (employee evaluation score)741.41.0344032100815.71FCService – Years of service (rounded)Gender – 0 = male, 1 = female 822.80.992233290915.81FAMidpoint – salary grade midpoint Raise – percent of last raise9731.089674910010041MFGrade – job/pay gradeDegree (0= BS\BA 1 = MS)1023.31.014233080714.71FAGender1 (Male or Female)Compa-ratio - salary divided by midpoint1124.31.05723411001914.81FA1259.71.0475752952204.50ME1341.81.0444030100214.70FC14251.08523329012161FA1522.60.983233280814.91FA1648.51.213404490405.70MC1763.11.1075727553131FE1836.21.1673131801115.60FB1923.91.039233285104.61MA2035.51.1443144701614.80FB2178.91.1786743951306.31MF2257.61.199484865613.81FD2322.20.964233665613.30FA2453.41.112483075913.80FD2523.61.0282341704040MA2622.30.971232295216.20FA2746.21.156403580703.91MC2874.41.111674495914.40FF2975.61.129675295505.40MF3047.50.9894845901804.30MD3122.90.995232960413.91FA3228.10.906312595405.60MB3363.71.117573590905.51ME3426.90.869312680204.91MB3522.70.987232390415.30FA3624.41.059232775314.30FA3723.81.034232295216.20FA3864.61.1335745951104.50ME3937.31.202312790615.50FB4023.71.031232490206.30MA4140.31.008402580504.30MC4224.41.0592332100815.71FA4372.31.0796742952015.50FF4465.91.1565745901605.21ME4549.91.040483695815.21FD4657.41.0075739752003.91ME47560.982573795505.51ME4868.11.1955734901115.31FE4966.21.1615741952106.60ME5061.71.0835738801204.60ME
Week 1Week 1: Descriptive Statistics, including ProbabilityWhile the lectures will examine our equal pay question from the compa-ratio viewpoint, our weekly assignments will focus onexamining the issue using the salary measure.The purpose of this assignmnent is two fold:1. Demonstrate mastery with Excel tools.2. Develop descriptive statistics to help examine the question.3. Interpret descriptive outcomesThe first issue in examining salary data to determine if we - as a company - are paying males and females equally for doing equal work is to develop somedescriptive statistics to give us something to make a preliminary decision on whether we have an issue or not.1Descriptive Statistics: Develop basic descriptive statistics for SalaryThe first step in analyzing data sets is to find some summary descriptive statistics for key variables. Suggestion: Copy the gender1 and salary columns from the Data tab t.
DataCity1997 Median Price1997 Change1998 Forecast1993-98 Annualize.docxwhittemorelucilla
This document provides a course syllabus for History 2030: Tennessee History at an unnamed university. The syllabus outlines key details about the course including the instructor's contact information, course description and purpose, learning outcomes, instructional methodology, evaluation procedures, course schedule, attendance policy, and accommodations for students with disabilities. The course surveys the geographical background, peoples, political life, economic and social development of Tennessee from its earliest beginnings to the present. Students will be evaluated based on exams, research assignments, and presentations to demonstrate their mastery of Tennessee history and ability to think critically about historical interpretations.
The document summarizes research on the harms of corporal punishment of children and argues that legal reform prohibiting it can be an effective strategy for changing social norms and practices. It describes experiences in Sweden and New Zealand, where legal bans on corporal punishment were accompanied by significant declines in support for the practice and reports of it occurring. While public opinion often lags legal changes initially, studies found dramatic shifts in attitudes and self-reported experiences of corporal punishment over time in both countries following prohibition.
Database Project Charter/Business Case
Khalia Hart
University of Maryland Global Campus
February 21, 2020
Introduction
A database is an electronic collection of data that is built by a user so that they can access, update particular information in the database coherently or rapidly. Today firms employ integrated technology to increase their capacity to serve more clients, keep information well or effectively, organize activities according to the urgency or priorities, accounting records (Tüttelmann F, 2015). Most of the integrated technology depends on multiple databases that supply information relevant in making the decision. Since the business started using databases, their performance increase because the business decisions they make are sound and practical.
Business Problem
The supply chain management is one of the most complicated processes in the business and often at times due to need of detail it gets hard for the supply chain manager to keep the record of the work covered effectively, have enough data to make the decision and also have enough data to monitor the chain of operation (William, 2019). The supply chain has been so crucial for the business because it determines the performance of the company in the industry by assessing the quality of the product produced in the organization, cost of production, the time and effectiveness of distribution network, and overall production operation of the organization.
Operation management has been named as the leading cause of business failure caused by a lack of a system, which the manager or the supervisor can use to monitor the whole system. This is the problem to solve using the database (William, 2019). Using a database, the manager can observe or watch the entire chain from their office, make better decisions by fore- planning approach of the database also make changes within the system when there is the need to cut costs or making the process effective.
Project Scope
Most business organizations are spread in operation, and this is the challenge that makes the supply chain management complex (Tüttelmann F, 2015). This is because the chain is in different localities, and therefore, coordination of operation among the user or the workers becomes a challenge. Through the database system, the business will enjoy proper coordination using the wide Area Network (LAN). Through the LAN network, the company can link computers and cost-effectively share data and communication. Through this system, the company will have a connection and coordination of the processes within the organization. The number of connected devices will range from 10 to 1000, depending on the type of tools and system that is set to facilitate this connection.
Goals and objectives of the system
The purpose of the system that I want to install in the supply chain management is to;
· Monitoring of the supply chain- the system will enable the manager to monitor the system and every process in the order (Gattor.
Databases selected Multiple databases...Full Text (1223 .docxwhittemorelucilla
Kraft reformed Oreo cookies to make them more successful in China. They made the cookies less sweet to suit Chinese tastes, sold them in smaller, cheaper packages, and marketed them with a "dunking" theme. This involved training student brand ambassadors to educate consumers about dipping cookies in milk. Kraft also introduced a Chinese-style Oreo wafer stick that surpassed regular Oreos in sales. These reforms helped Oreo become the best-selling biscuit in China.
DATABASE SYSTEMS DEVELOPMENT & IMPLEMENTATION PLAN1DATABASE SYS.docxwhittemorelucilla
DATABASE SYSTEMS DEVELOPMENT & IMPLEMENTATION PLAN 1
DATABASE SYSTEMS DEVELOPMENT & IMPLEMENTATION PLAN 19
Table of Contents
1. Database System Overview 3
1.1 Business Environment 3
1.2 Database system goals and objective 4
2. Entity Relationship Model 7
2.1 Proposed entities 7
2.2 Business rules 8
2.3 Entity–Relationship Model 9
2.3.1 Relationship Types 9
2.3.2 Normalization form 12
2.3.3 Benefit of using database design 14
3. Structured Query Language (SQL) Scripts 15
3.1 Data definition language (DDL) 15
3.2 Data manipulation language (DML) 16
3.3 SQL report 17
3.4 Benefit of using database queries 19
4. Database Administration Plan 20
5. Future Database System Implementation Plan 21
6. References 22
1.
Database System Overview
1.1 Business Environment
Office Depot, Inc is an American retail store company founded in 1986 and headquartered in Florida, United States. The company provides office and school supplies with 1400 retail stores and e-commerce sites. The supply includes everything to their customer like latest technology, core school and office supplies, printing and documenting service, furniture and other services like cell phone repair, tech and marketing service etc.
Recently there were too many complaints from existing and new customer that the online site is super glitch and lagging. Another customer posted that the delivery did not come on the scheduled day. And they cannot track down the order because the website does not have tracking information. Also when the website is down, customer service cannot help to see the order details either and therefore, they feel it’s frustrating to order online and therefore want to cancel the order. One other customer posted in the website grievance section that the “label maker” showed available in the stock even though it was out of stock when verified with the customer service representative. With every product not in stock, we lose opportunity of sale which costs the store. This not only affect customer but also affect company. We are so dependent on the data, most of the time staff has to correct accounting report, sales estimates and invoice customer manually which is very time-consuming in an excel sheet.
In order to solve above issues and avoid sales loss, Office Depot must have a database to store and maintain correct count of the products. This database will help inventory management i.e. tracking products, update inventory, find popular or less popular item, loss prevention, track inventory status and perform data mining. The staff can access this database via a computerized database. (Gerald H., Importance of inventory database retail)1.2 Database system goals and objective
The mission of the company is to become number one retail company by creating inclusive environment and great shopping experience where both customer and employees are respected and valued. To achieve the retail store mission, we are committed to provide secure and robust data base system for ou.
Database Security Assessment Transcript You are a contracting office.docxwhittemorelucilla
Database Security Assessment Transcript You are a contracting officer's technical representative, a Security System Engineer, at a military hospital. Your department's leaders are adopting a new medical health care database management system. And they've tasked you to create a request for proposal for which different vendors will compete to build and provide to the hospital. A Request For Proposal, or RFP, is when an organization sends out a request for estimates on performing a function, delivering a technology, or providing a service or augmenting staff. RFPs are tailored to each endeavor but have common components and are important in the world of IT contracting and for procurement and acquisitions. To complete the RFP, you must determine the technical and security specifications for the system. You'll write the requirements for the overall system and also provide evaluation standards that will be used in rating the vendor's performance. Your learning will help you determine your system's requirements. As you discover methods of attack, you'll write prevention and remediation requirements for the vendor to perform. You must identify the different vulnerabilities the database should be hardened against.
Modern healthcare systems incorporate databases for effective and efficient management of patient healthcare. Databases are vulnerable to cyberattacks and must be designed and built with security controls from the beginning of the life cycle. Although hardening the database early in the life cycle is better, security is often incorporated after deployment, forcing hospital and healthcare IT professionals to play catch-up. Database security requirements should be defined at the requirements stage of acquisition and procurement.
System security engineers and other acquisition personnel can effectively assist vendors in building better healthcare database systems by specifying security requirements up front within the request for proposal (RFP). In this project, you will be developing an RFP for a new medical healthcare database management system.
Parts of your deliverables will be developed through your learning lab. You will submit the following deliverables for this project:
Deliverables
• An RFP, about 10 to 12 pages, in the form of a double-spaced Word document with citations in APA format. The page count does not include figures, diagrams, tables, or citations. There is no penalty for using additional pages. Include a minimum of six references. Include a reference list with the report.
• An MS-Excel spreadsheet with lab results.
There are 11 steps in this project. You will begin with the workplace scenario and continue with Step 1: "Provide an Overview for Vendors."
Step 1: Provide an Overview for Vendors
As the contracting officer's technical representative (COTR), you are the liaison between your hospital and potential vendors. It is your duty to provide vendors with an overview of your organization. To do so, identify infor.
Database Design Mid Term ExamSpring 2020Name ________________.docxwhittemorelucilla
Database Design Mid Term Exam
Spring 2020
Name: ____________________________
1. What is a data model?
A. method of storing files on a disk drive
B. simple representation of complex real-world data structures
C. name of system for designing software
D. method of designing invoices for customers
2. A Relationship Database system consists of 3 parts: a client front end for sending information to a command processor, a middle tier that interprets user commands, and a management frame work for storing, organizing and securing data.
a. True
b. False
3. What are the 3 components of a table:
A. Row, column, value
B. Row, top, bottom
C. Column, row, top
D. Top, middle, end
4. What does the column represent in a table?
a. Attribute of the table records
b. A complete record in the table
c. The system log from the database
d. A list of database tables
5. What does a row in the table represent?
a. A complete data record
b. List of system logs
c. A list of file systems on database server
d. The primary keys from all the tables.
6. Which of the following is an example of data definition language (DDL)?
a. UPDATE
b. V$SYSLOG
c. CREATE
d. DETAIN
7 . Which of the following is an example of data manipulation language (DML)?
A. SELECT
B. ABORT
C. GRANT
D. REVOKE
8. A _______ key is an attribute that uniquely identifies a record in a table.
9. A _______ key is an attribute that is a primary key in one table and is used as a reference in a second table to establish a relationship between the two tables.
10. When running a ‘SELECT’ join, what is returned from the table:
A. ROW
B. Column
C. single attribute
D. all tables in the database
11. When running a ‘PROJECT’ join, what is returned from the table:
A. COLUMN
B. ROW
C. Single Attribute
D. a list of tables in the database
12. What are the 3 types of relationships commonly shown on an entity relationship diagram?
A. 1 to 1
B. 1 to Many
C. Many to Many
D. All the above
E. None of the above
13. What is an entity relationship diagram (ERD)?
A. graphical representation of all entities in a database and how the entities are related
b. list of the log files in the database.
C. list of all the tablespace names in a database
D. A diagram that shows how data is written to a physical disk drive.
14. The definition of an attribute in a table that has no value is:
A. ZERO
b. NULL
c. ZILTCH
D. NONE
15. A ____________ attribute can either be stored on retrieve on an ad hoc basis.
16. Briefly describe the advantages and disadvantages of storing a derived attribute?
17. A database can process many types of data classifications. Which of the following is not a data classification or architecture that databases can process:
A. Structured
B. Semi-structured
C. undelimited
D. Unstructured
18. The process by which functional/partial dependency and transitive dependency is removed from a database table is called:
a. sharding
b. normalization
c. defragmentation
d. reallocation
.
Database Justification MemoCreate a 1-page memo for the .docxwhittemorelucilla
This document contains two proposed memos. The first recommends migrating from a static website to a database driven application system, noting the benefits of databases in managing dynamic content and data while also acknowledging potential drawbacks. The second memo advocates for using web services and highlights considerations around security, scalability to large volumes of traffic, and compatibility across different devices and platforms.
Database Dump Script(Details of project in file)Mac1) O.docxwhittemorelucilla
Database Dump Script
(Details of project in file)
Mac:
1) Open up the terminal, or if already in MySQL, get out by typing "exit" and pressing enter.
2) Type:
/usr/local/mysql/bin/mysqldump -u root -p [database name] > /tmp/filename.txt
...where [database name] is the name of the database you want to export. When prompted, type the password. Check the /tmp file for your output.
.
Database Design 1. What is a data model A. method of sto.docxwhittemorelucilla
Database Design
1. What is a data model?
A. method of storing files on a disk drive
B. simple representation of complex real-world data structures
C. name of system for designing software
D. method of designing invoices for customers
2. Which of the following are the most important elements of a security program for databases:
a. Integrity, referential index, user rights
b. Confidentiality. Integrity and Availability
c. Availability, multi-master replication, high-bandwidth
d. DBA, System Admin, and PMO
3. Suppose that you have a table with a number of product sales. The product code may repeat in the table as it is likely the same product could be sold multiple times. If you want to produce a list of the unique products that are sold, you could use which of the following keywords in the SELECT statement:
A. LIKE
B. ORDERED BY
C. DISTINCT
D. DIFFERENT
4. What does the column represent in a table?
a. Attribute of the table records
b. A complete record in the table
c. The system log from the database
d. A list of database tables
5. What does a row in the table represent?
a. A complete data record
b. List of system logs
c. A list of file systems on database server
d. The primary keys from all the tables.
6. Which of the following is an example of data definition language (DDL)?
a. UPDATE
b. V$SYSLOG
c. CREATE
d. DETAIN
7 . Which of the following is an example of data manipulation language (DML)?
A. SELECT
B. ABORT
C. GRANT
D. REVOKE
8. A _____________ key is an attribute that uniquely identifies a record in a table.
9. A _____________ key is an attribute that is a primary key in one table and is used as a reference in a second table to establish a relationship between the two tables.
10. When running a ‘SELECT’ join, what is returned from the table:
A. ROW
B. Column
C. single attribute
D. all tables in the database
11. When running a ‘PROJECT’ join, what is returned from the table:
A. COLUMN
B. ROW
C. Single Attribute
D. a list of tables in the database
12. What are the 3 types of relationships commonly shown on an entity relationship diagram?
A. 1 to 1
B. 1 to Many
C. Many to Many
D. All the above
E. None of the above
13. What is an entity relationship diagram (ERD)?
A. graphical representation of all entities in a database and how the entities are related
b. list of the log files in the database.
C. list of all the tablespace names in a database
D. A diagram that shows how data is written to a physical disk drive.
14. The definition of an attribute in a table that has no value is:
A. ZERO
b. NULL
c. ZILTCH
D. NONE
15. A __________ attribute can either be stored on retrieve on an ad hoc basis.
16. Which of the following is not considered a characteristic of distributed management systems:
a. Concurrency Control
b. Business intelligence
c. Transaction management
d. query optimization
17. A database can process many types of data classifications. Which of the following is not a data class.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...
Grade B-Overall comments· Please double-check that ther.docx
1. Grade: B-
Overall comments
· Please double-check that there is no unnecessary summarizing
of the four articles/chapters. Ideally, per article/chapter, it’s
best to state the causal claim you critique in 1-2 sentences in
the very beginning of the paragraph, and then spend the rest of
the paragraph explaining why/how the critical thinking tool at
hand applies to the causal claim. As a result, your paper should
have a total of four paragraphs.
· For each of the four paragraphs in your article, make sure that
you state the claim first, and then talk about the critical
thinking tool—not the other way around.
· The page limit is 2 pages. If you end up exceeding this as you
revise your paper, you can cut down on paper length
significantly by minimizing the amount of space you devote to
summarizing the articles. Also, if you state your name, name of
the course, and so on in the text of the paper, get rid of all of
that and instead simply put down your full name in the header
of the paper. Finally, remove any introduction and/or
conclusion in the paper. It’s only necessary to have four
paragraphs (one paragraph per article/chapter).
· Make sure that you use wording that implies less certainty
(e.g., may, might, possibly, perhaps, likely), rather than stating
that a claim is definitively wrong or misleading. For example,
instead of stating “This claim is incorrect because it suffers
from ambiguous causality,” state “This claim in potentially
incorrect because it may suffer from ambiguous causality.” This
is because you are not conducting your own studies to back up
your claim or citing well-established studies. Rather, you are
simply raising various possibilities as to why the claim per
article/chapter might be wrong/misleading.
2. Specific comments for first article: “1. Ericsson et al. (2007,
HBR) – Deliberate practice”
· Please double-check that the claim you are addressing for this
article is the following: The author claims that deliberate
practice can be adapted to developing business and leadership
expertise.
· Please double-check that the critical thinking tool you are
using for this article is the following: Lack of practical utility.
· Your paragraph about this first article should include one or
more of the following discussion points (but not necessarily all
of them):
· Have you considered the possibility that there are not many
opportunities to engage in deliberate practice in certain jobs?
The very long and stressful work hours in a job may not allow
the individual to engage in much deliberate practice (e.g.,
investment banker).
· What if you are a working parent of multiple children, and
your spouse works too? Would that impact your ability and/or
motivation to engage in deliberate practice?
· Have you considered the possibility that deliberate practice in
certain jobs would not be appropriate because it could lead to
dire negative consequences? For example, a surgeon does not
have the luxury of practicing deliberately on his patients. It
would be more important to successfully complete the surgery
by relying on the surgeon’s existing strengths rather than trying
to improve on his weaknesses (which likely lead to mistakes,
some of which can be fatal).
Specific comments for second article: “2. Gladwell (Dec 15,
2008) – Predicting performance”
· Please double-check that the claim you are addressing for this
article is the following: The author claims that predicting
quarterback performance in the NFL is inherently unpredictable
3. (i.e., the profession should keep the gates wide open).
· Please double-check that the critical thinking tool you are
using for this article is the following: Misinterpretation of
evidence
· Your paragraph about this second article should include one or
more of the following discussion points (but not necessarily all
of them)::
· Could it be that quarterback performance in the NFL only
seems unpredictable because scouts (such as Shonka) are
assessing college players in an unstructured manner? For
example, did the scout apply the same criteria (i.e., ask the
same questions) to each college player assessed? Did he exhibit
any instances of favoritism or favorable cognitive biases toward
certain players?
· Could it be that scouts incorrectly believe that NFL
quarterback performance is unpredictable because they are
ignoring the effects of range restriction? In the article, the scout
appears to only observe college players who have the potential
to join the NFL and, therefore, who are perhaps all similarly
leveled in their very high skills. At the same time, the scout is
overlooking those who may be less talented and not on most
teams’ scouting report. As a result of this range restriction, the
true correlation between college performance and NFL
performance is highly deflated from the scout’s perspective,
making it appear that NFL quarterback performance is
inherently unpredictable.
· Could it be that scouts were simply not fully using the
information available to them, and this is why they mistakenly
think that NFL quarterback performance is unpredictable? For
instance, the article states that when the spread offense broke
down and the college quarterback was under pressure, the
college player faced a similar situation that he would in the
NFL. So, scouts observe these types of plays to better predict
how one would perform under the pressure similar in the NFL.
Latest feed back for revised version:Regarding the paragraph
4. for the second article (where you are required to use the
misinterpretation of evidence argument), please incorporate and
further polish the range restriction argument. That is, please
make it clearer how in reality there could be a (strong) positive
correlation between X (college quarterback performance) and Y
(and NFL quarterback performance), such that there is a group
of data points scattered around a roughly 45-degree linear line.
But even if this is the case, zooming in on a small ucpper right
part of the scatterplot (thereby restricting the range of X and Y)
would misleadingly suggest a weak positive or zero correlation.
If this is what the scouts are doing by focusing only on the top,
elite, or cream-of-the-crop college quarterback players, then
their claim that NFL quarterback performance is unpredictable
may be suffering from range restriction. 4/26/2018
Specific comments for third article: “3. Gladwell (2008,
Outliers) – Practical intelligence”
· Please double-check that the claim you are addressing for this
article is the following: The author claims that IQ alone cannot
explain who succeeds and who does not and that job knowledge
also counts above and beyond IQ.
· Please double-check that the critical thinking tool you are
using for this article is the following: Narrative fallacy
· Your paragraph about this third article should include all of
the following discussion points:
· By telling a vivid and entertaining story, the author is leading
the readers to believe his claims are true because it applies to
the story.
· The author almost exclusively relies on story-telling
(involving two unusual individuals) rather than primarily
relying on rigorous scientific evidence (e.g., tables, numbers,
presentation of multiple studies, meta-analyses).
· The story presented in the article can be considered to be an
extreme case due to each individual’s high IQ and might not
apply to an average person with high or low (but still pretty
5. non-extreme) IQ. In other words, don't you think it's odd that he
just had to pick two super-duper geniuses (i.e., extreme
outliers) to tell his story?
Specific comments for fourth article: “4. Gladwell (2002) -
Talent myth”
· Please double-check that the claim you are addressing for this
article is the following: The author claims that the talent mind-
set caused Enron’s decline
· Please double-check that the critical thinking tool you are
using for this article is the following: Ambiguous causality—
specifically, the third/confound variable argument
· Your paragraph about this fourth/last article should include all
of the following discussion points:
· Discuss how the potential confound variable you identify led
to both the talent mindset and Enron’s decline. You need to
devote 2-3 sentences per linkage.
· Explicitly describe how “C” (a third/confound variable) might
have caused “A” (the talent mindset). For instance (you don’t
have to use this example by the way—it’s just an illustration),
poor leadership by top management could have caused the
company to focus on the (natural) talent of individuals. Instead
of rewarding their hardest workers, Enron highlighted people
who had a higher IQ or were better educated. With this
happening, the company stopped doing performance evaluations
based on pure performance; there was a lot of unnecessary
background information added to the equation.
· Explicitly describe how “C” (a third/confound variable) might
have caused “B” (the decline of Enron). For example (you don’t
have to use this example), poor leadership by top management
may have led to committing fraud and several acts of
corruption, which could have primarily led to the downfall of
Enron. Think about this, and I suggest you incorporate this
discussion into your paragraph here.
· If you argued that the potential confound variable (“C”) led to
6. the talent mindset (“A”), which in turn led to Enron’s decline
(“B”), then this is not the correct application of the
third/confound variable argument. Instead, you need to show
how C led to A and how C led to B, separately.
· I would suggest that you still acknowledge that A could have
had at least a small bit of effect on B. That is, the talent mind-
set could have had a small effect on the downfall of Enron. Just
because there is likely a “C” affecting both A and B, this does
not necessarily mean there is zero relationship between A and B
(A’s effect on B may be highly inflated, but not completely
explained away, by the presence of C).
Latest feed back for revised version : Regarding the paragraph
for the fourth article (where you are required to use the
confound variable argument), please make sure and double-
check that you’re devoting about 2-3 sentences to talk about
how the confound variable (“C”) could’ve led to the talent
mindset (“A”), and another separate 2-3 sentences discussing
how “C” could’ve led to Enron’s decline (“B”). These two
groups of sentences should be making separate/distinct
arguments; for example, it is incorrect to say that C could’ve
led to A, which in turn led to B.
Final comments
· In conclusion, the purpose of this key assignment is for you to
practice your critical thinking skills. That is, for each
article/chapter, your job is to write a paragraph where you
identify a causal claim and then critique the claim by using a
critical thinking tool.
· Once again, the written instructions for the assignment can be
found on the last seven slides in the “Personality (session
B).pptx” slide deck. And, for additional details on how to apply
each critical thinking tool we learned in class, please see the
slide deck named “2_Critical thinking.pptx.”
7. 3
Sheet1Group ProjectTimesheetName:Group
Leader:Project:Corporate / Individual(circle the project that
applies)Instructions:Each time you work on the project, keep
track of your time spent that day. If you performed multiple
tasks on the same day, use separate lines for each task.For
expample, if you spent an hour calculating depreciation on
February 2, and an hour on the balance sheet on that day, make
2 entries for February 2. By the due date of the project (end of
part 2 for corporate project), each student should submit his/her
timesheet to me by email. This will be part of your grade on the
project and is NOT optional.DateDescription of workTime spent
(Express in terms of hours - e.g. 40 minutes would be .67 hrs
(40/60)Total time- 0
Sheet2
Sheet3
ACCT 3531
Spring 2018
Ron Unger
Corporate Income Tax Project
Instructions:
Given the income statement and balance sheets of Fannie’s
Famous Fudge Inc. for calendar year 2017:
1. Use the book depreciation schedule to calculate the tax
depreciation and accumulated tax depreciation (cost recovery)
for each asset placed in service prior to 2017.
a. Calculate the tax gain/loss for each asset sold in 2017. Use
8. total tax accumulated depreciation calculated in #1. Assume
assets sold at same time as replacements are purchased.
b. Calculate the book/tax difference
c. Calculate tax depreciation expense for all assets placed in
service in 2017. Use section 179 depreciation for all assets
except for new vehicle and real estate. Business usage of new
vehicle is 80%. Total miles travelled in 2017 8,000, total
commuting miles 500. Van is 100% business use – total mileage
for 2017 = 21,100 miles.
d. Calculate the book/tax difference
2. Calculate all other permanent/temporary book/tax
differences. Note the following: direct bad debts write-offs for
2017 = $0. Officers’ salaries include $10,000 bonus accrued
on 12/31/16 to >50% shareholder which was paid to her on
January 5, 2018.
3. Calculate tax expense per book, tax to be paid this year with
the tax return and deferred tax liability/asset. Show your
calculations (refer to Deferred Tax Worksheet)
4. Revise income statement and balance sheet using additional
information calculated in #5.
5. Use the above information to complete Fannie’s income tax
return for 2017 using the following forms, available at
www.irs.gov :
a. Form 1120, Pp. 1 & 5 (complete Schedules L, M-1 and M-2
on p. 5)
b. Schedule D (MAKE SURE IT’S THE SCHEDULE D FOR
FORM 1120)
c. Form 4562 Pp. 1 & 2 (fill out sections A & B for both
vehicles)
d. Form 4797 (Pp. 1&2)
9. 6. Show supplementary schedules for the following:
a. Form 1120 page 1, line 25 “Other Deductions”
b. Any other item that you feel needs further detail display
Note:
Please form groups of 3-5 students and appoint one person as
group leader.
Due dates:
Friday 2/2/18 by midnight – Group leader to email to me list of
group members.
Friday 3/2/18 by midnight–Group leader to email to me
completed tax depreciation schedule, adjusted income statement
and balance sheet reflecting income tax accrual, expense and
deferred tax liability or asset (#1-6 above).
Friday 3/30/18 by midnight – Group leader to email to me
completed tax return (#7 and #8 above) and Group Member
Evaluation form.
Depreciation (BOOK)Dep ExpAccumulated depreciationDep
ExpAccumulated depreciationDep ExpAccumulated
depreciationDep ExpAccumulated depreciationNBVAssetDate
placed in
ServiceCostLifeMethod201412/31/14201512/31/15201612/31/16
201712/31/17Computers08/01/1438,5004SL4,0104,0109,62513,
6359,62523,2603,20826,46912,031Store
fixtures08/01/1412,60015SL3503508401,1908402,0308402,8709
,730Chevy S-10
van08/01/1448,2006SL3,3473,3478,03311,3818,03319,4148,033
27,44720,753Stoves and
ovens08/01/1416,1008SL8398392,0132,8512,0134,8641,1746,0
3810,063New computers05/01/1745,3004SL- 0- 0-
07,5507,55037,750Worktables02/01/173,0007SL- 0- 0-
10. 03933932,607New stoves and ovens08/01/1722,4008SL- 0- 0-
01,1671,16721,233Tesla X06/01/17125,0006SL- 0- 0-
09,7229,722115,278New
Warehouse09/01/17200,00030SL22222,222197,778New
Land09/01/1730,00030,000Building08/01/14425,00030SL5,903
5,90314,16720,06914,16734,23614,16748,403376,597Land08/0
1/1450,000- 0- 0- 0-
050,000Warehouse08/01/1488,00030SL1,2221,2222,9334,1562,
9337,0892,4449,53378,467Land08/01/1412,00012,0001,116,100
15,67115,67137,61153,28237,61190,89350,921141,814974,286
SOLD IN 2017(154,600)(42,040)Balance @
12/31/17961,50099,774861,726Sale of assets (per
books)ComputersStoves and ovensWarehouseLandTotalSales
price8,00015,000110,00018,000151,000Net book
value12,03110,06378,46712,000112,560Gain/loss(4,031)4,9383
1,5336,00038,440
&LBOOK DEPRECIATION
Depreciation (TAX)*NOTE: YOU NEED TO CHOOSE
RECOVERY PERIODS AND DEPRECIATION METHODS
BASED ON TYPE OF ASSET. THEN, CALCULATE TAX
DEPRECIATION FOR THE LIFE OF EACH ASSET.Dep
ExpAccumulated depreciationDep ExpAccumulated
depreciationDep ExpAccumulated depreciationDep
ExpAccumulated depreciationNBVAssetDate placed in
ServiceCostRecovery
Period*Method*201412/31/14201512/31/15201612/31/1620171
2/31/17Computers08/01/1438,500- 0- 0- 0- 038,500Store
fixtures08/01/1412,600- 0- 0- 0- 012,600Chevy S-10
van08/01/1448,200- 0- 0- 0- 048,200Stoves and
ovens08/01/1416,100- 0- 0- 0- 016,100New
computers05/01/1745,300- 0- 0- 0-
045,300Worktables02/01/173,000- 0- 0- 0- 03,000New stoves
and ovens08/01/1722,400- 0- 0- 0- 022,400Tesla
X06/01/17125,000- 0- 0- 0- 0125,000New
Warehouse09/01/17200,000- 0200,000New
Land09/01/1730,00030,000Building08/01/14425,000- 0- 0- 0-
11. 0425,000Land08/01/1450,000- 0- 0- 0-
050,000Warehouse08/01/1488,000- 0- 0- 0-
088,000Land08/01/1412,00012,0001,116,100- 0- 0- 0- 0- 0- 0-
0- 01,116,100SOLD IN 2017(154,600)- 0Balance @
12/31/17961,500- 0961,500SALE OF ASSETS (PER TAX
RETURN)ComputersStoves and
ovensWarehouseLandTotalSales
price8,00015,000110,00018,000151,000Net book
value38,50016,10088,00012,000154,600Gain/loss(30,500)(1,10
0)22,0006,000(3,600)
<AX DEPRECIATION
Income statementFanny's Famous Fudge IncStatement of
incomeYear ended 12/31/17RevenuesSales revenue$
2,100,000Cost of Goods Sold$ (1,260,000)Gross Profit$
840,000Phila School District-Bond interest income12,000Gain
on sale of fixed assets38,440Total
revenue890,440ExpensesSalaries, officers225,000Salaries,
other120,000Advertising8,100Repairs and
maintenance3,200Taxes and licenses55,600Interest
expense7,500Depreciation expense50,921Political contributions
- Fudge Makers Lobby5,000Officers' life insurance5,500Bad
debt expense3,600Meals and
entertainment4,800Accounting6,000Automobile and truck
expense18,500Bank charges600Insurance15,200Janitorial
expense3,200Legal fees10,000Office
expense4,650Telephone5,200Utilities9,800Security6,500Oven
repair2,100Shipping2,000Total expenses572,971Net income
before income taxes317,469Income tax expenseNet income$
317,469USE SPACE BELOW TO CALCULATE BOOK/TAX
DIFFERENCES, TAX EXPENSE PER BOOKS, TAX PAYABLE
AND DEFERRED TAX LIABILITY OR ASSET.
Ron Unger:
Calculate tax expense in space below and fill in here.
Balance sheetsFanny's Famous Fudge IncBalance
SheetsDecember 31, 2017 and 201620172016Assets:Current
assetsCash$ 229,950$ 275,000Accounts
12. receivable122,50086,000Less: allowance for doubtful
accounts(6,550)(5,000)115,95081,000Merchandise
Inventory177,000125,000Total current
assets522,900481,000Fixed assetsProperty and equipment, net
of accumulated depreciation861,726599,507Other
assets:Deferred Tax Asset- 0Total assets$ 1,384,626$
1,080,507Liabilities and Shareholders' EquityLiabilities:Current
liabilities:Accounts payable$ 61,750$ 34,600Current
maturities of long-term debt85,50066,000Income taxes payable-
0Deferred taxes payableOfficer salaries payable10,000- 0Total
current liabilities157,250100,600Mortgage
payable125,000195,000Total
liabilities282,250295,600Shareholders' EquityCommon
stock5,0005,000Retained earnings1,097,376779,907Total
shareholders' equity1,102,376784,907Total libilities and
shareholders' equity$ 1,384,626$ 1,080,50700NOTE: ONCE
YOU CALCULATE INCOME TAX EXPENSE, TAX
LIABILITY AND DEFERRED TAX (ASSET OR LIABILTY),
YOU WILL NEED TO ADJUST ALL OR SOME OF THE 2017
BALANCE SHEET ITEMS THAT ARE HIGHLIGHTED.
Grade: B-
Overall comments
· Please double-check that there is no unnecessary summarizing
of the four articles/chapters. Ideally, per article/chapter, it’s
best to state the causal claim you critique in 1-2 sentences in
the very beginning of the paragraph, and then spend the rest of
the paragraph explaining why/how the critical thinking tool at
hand applies to the causal claim. As a result, your paper should
have a total of four paragraphs.
· For each of the four paragraphs in your article, make sure that
you state the claim first, and then talk about the critical
thinking tool—not the other way around.
13. · The page limit is 2 pages. If you end up exceeding this as you
revise your paper, you can cut down on paper length
significantly by minimizing the amount of space you devote to
summarizing the articles. Also, if you state your name, name of
the course, and so on in the text of the paper, get rid of all of
that and instead simply put down your full name in the header
of the paper. Finally, remove any introduction and/or
conclusion in the paper. It’s only necessary to have four
paragraphs (one paragraph per article/chapter).
· Make sure that you use wording that implies less certainty
(e.g., may, might, possibly, perhaps, likely), rather than stating
that a claim is definitively wrong or misleading. For example,
instead of stating “This claim is incorrect because it suffers
from ambiguous causality,” state “This claim in potentially
incorrect because it may suffer from ambiguous causality.” This
is because you are not conducting your own studies to back up
your claim or citing well-established studies. Rather, you are
simply raising various possibilities as to why the claim per
article/chapter might be wrong/misleading.
Specific comments for first article: “1. Ericsson et al. (2007,
HBR) – Deliberate practice”
· Please double-check that the claim you are addressing for this
article is the following: The author claims that deliberate
practice can be adapted to developing business and leadership
expertise.
· Please double-check that the critical thinking tool you are
using for this article is the following: Lack of practical utility.
· Your paragraph about this first article should include one or
more of the following discussion points (but not necessarily all
of them):
· Have you considered the possibility that there are not many
opportunities to engage in deliberate practice in certain jobs?
The very long and stressful work hours in a job may not allow
the individual to engage in much deliberate practice (e.g.,
14. investment banker).
· What if you are a working parent of multiple children, and
your spouse works too? Would that impact your ability and/or
motivation to engage in deliberate practice?
· Have you considered the possibility that deliberate practice in
certain jobs would not be appropriate because it could lead to
dire negative consequences? For example, a surgeon does not
have the luxury of practicing deliberately on his patients. It
would be more important to successfully complete the surgery
by relying on the surgeon’s existing strengths rather than trying
to improve on his weaknesses (which likely lead to mistakes,
some of which can be fatal).
Specific comments for second article: “2. Gladwell (Dec 15,
2008) – Predicting performance”
· Please double-check that the claim you are addressing for this
article is the following: The author claims that predicting
quarterback performance in the NFL is inherently unpredictable
(i.e., the profession should keep the gates wide open).
· Please double-check that the critical thinking tool you are
using for this article is the following: Misinterpretation of
evidence
· Your paragraph about this second article should include one or
more of the following discussion points (but not necessarily all
of them)::
· Could it be that quarterback performance in the NFL only
seems unpredictable because scouts (such as Shonka) are
assessing college players in an unstructured manner? For
example, did the scout apply the same criteria (i.e., ask the
same questions) to each college player assessed? Did he exhibit
any instances of favoritism or favorable cognitive biases toward
certain players?
· Could it be that scouts incorrectly believe that NFL
quarterback performance is unpredictable because they are
ignoring the effects of range restriction? In the article, the scout
15. appears to only observe college players who have the potential
to join the NFL and, therefore, who are perhaps all similarly
leveled in their very high skills. At the same time, the scout is
overlooking those who may be less talented and not on most
teams’ scouting report. As a result of this range restriction, the
true correlation between college performance and NFL
performance is highly deflated from the scout’s perspective,
making it appear that NFL quarterback performance is
inherently unpredictable.
· Could it be that scouts were simply not fully using the
information available to them, and this is why they mistakenly
think that NFL quarterback performance is unpredictable? For
instance, the article states that when the spread offense broke
down and the college quarterback was under pressure, the
college player faced a similar situation that he would in the
NFL. So, scouts observe these types of plays to better predict
how one would perform under the pressure similar in the NFL.
Specific comments for third article: “3. Gladwell (2008,
Outliers) – Practical intelligence”
· Please double-check that the claim you are addressing for this
article is the following: The author claims that IQ alone cannot
explain who succeeds and who does not and that job knowledge
also counts above and beyond IQ.
· Please double-check that the critical thinking tool you are
using for this article is the following: Narrative fallacy
· Your paragraph about this third article should include all of
the following discussion points:
· By telling a vivid and entertaining story, the author is leading
the readers to believe his claims are true because it applies to
the story.
· The author almost exclusively relies on story-telling
(involving two unusual individuals) rather than primarily
relying on rigorous scientific evidence (e.g., tables, numbers,
presentation of multiple studies, meta-analyses).
16. · The story presented in the article can be considered to be an
extreme case due to each individual’s high IQ and might not
apply to an average person with high or low (but still pretty
non-extreme) IQ. In other words, don't you think it's odd that he
just had to pick two super-duper geniuses (i.e., extreme
outliers) to tell his story?
Specific comments for fourth article: “4. Gladwell (2002) -
Talent myth”
· Please double-check that the claim you are addressing for this
article is the following: The author claims that the talent mind-
set caused Enron’s decline
· Please double-check that the critical thinking tool you are
using for this article is the following: Ambiguous causality—
specifically, the third/confound variable argument
· Your paragraph about this fourth/last article should include all
of the following discussion points:
· Discuss how the potential confound variable you identify led
to both the talent mindset and Enron’s decline. You need to
devote 2-3 sentences per linkage.
· Explicitly describe how “C” (a third/confound variable) might
have caused “A” (the talent mindset). For instance (you don’t
have to use this example by the way—it’s just an illustration),
poor leadership by top management could have caused the
company to focus on the (natural) talent of individuals. Instead
of rewarding their hardest workers, Enron highlighted people
who had a higher IQ or were better educated. With this
happening, the company stopped doing performance evaluations
based on pure performance; there was a lot of unnecessary
background information added to the equation.
· Explicitly describe how “C” (a third/confound variable) might
have caused “B” (the decline of Enron). For example (you don’t
have to use this example), poor leadership by top management
may have led to committing fraud and several acts of
corruption, which could have primarily led to the downfall of
17. Enron. Think about this, and I suggest you incorporate this
discussion into your paragraph here.
· If you argued that the potential confound variable (“C”) led to
the talent mindset (“A”), which in turn led to Enron’s decline
(“B”), then this is not the correct application of the
third/confound variable argument. Instead, you need to show
how C led to A and how C led to B, separately.
· I would suggest that you still acknowledge that A could have
had at least a small bit of effect on B. That is, the talent mind-
set could have had a small effect on the downfall of Enron. Just
because there is likely a “C” affecting both A and B, this does
not necessarily mean there is zero relationship between A and B
(A’s effect on B may be highly inflated, but not completely
explained away, by the presence of C).
Final comments
· In conclusion, the purpose of this key assignment is for you to
practice your critical thinking skills. That is, for each
article/chapter, your job is to write a paragraph where you
identify a causal claim and then critique the claim by using a
critical thinking tool.
· Once again, the written instructions for the assignment can be
found on the last seven slides in the “Personality (session
B).pptx” slide deck. And, for additional details on how to apply
each critical thinking tool we learned in class, please see the
slide deck named “2_Critical thinking.pptx.”
3
Critical thinking training
1
37. For example, Le, Schmidt, Lauver, and Harter (2007) showed
that after the appropriate corrections for measurement error, the
lower bound correlation between job satisfaction and
organizational commitment was .92, and this value was the
same whether the corrections were made via structural equations
modeling methods or a newer method derived from
generalizability theory. Moreover, Harrison, Newman, and Roth
(2006) pointed out that the pattern of correlations found in
individual studies and in meta-analyses makes it ‘‘reasonable to
treat job satisfaction and attitudinal [organizational]
commitment as specific reflections of a general attitude, as each
is a fundamental evaluation of one’s work experiences’’
(emphasis in original). Also see Harter & Schmidt (2008)
published in Industrial and Organizational Psychology.
For counterproductive work behaviors, see Hershcovis (2011,
JOB).
Pop quiz on critical thinking tools (not graded)
“Playing the computer game Starcraft increases one’s IQ. That
is, we found that people with higher IQs tend to play more
Starcraft. Thus, we recommend that employees play more
Starcraft to boost their IQ and therefore their job performance.”
This is potentially a misleading statement because it ignores the
possibility of ____ caused by ____. Fill in the two blanks by
choosing two of the following options:
(a) Lack of practical utility; (b) misinterpretation of evidence;
(c) self-selection; (d) trivial magnitude; (e) reverse causality;
(f) redundancy
What is the general effect of range restriction on correlations?
(a) inflation; (b) deflation; (c) more practical; (d) less practical;
(e) none of the above.
“I’d recommend that you smile less as a leader. One time, I had
a leader who never smiled, and he was super effective.” This is
38. a dubious claim because it relies on:
(a) Trivial magnitude; (b) one study only; (c) anecdote; (d)
intuition; (e) goal-setting theory.
Z302 – Spring 2013 Time Management Fundamentals
Pop quiz on critical thinking tools (not graded) [continued]
Which of the following is NOT one of the main critical thinking
tools that you should apply to a claim put in front of you?
(a) Trivial magnitude; (b) misinterpretation of evidence; (c)
lack of practical utility; (d) ambiguous causality; (e) value
compatibility.
“In our research, we found a .30 correlation between managerial
feedback and employee job satisfaction.” This is traditionally
seen as a _____ correlation, and it means that managerial
feedback explains _____% of the variance in employee job
satisfaction. Fill in the two blanks by choosing two of the
following options:
(a) weak; (b) strong; (c) moderate; (d) trivial; (e) 30; (f) 9; (g)
3; (h) .30
Draw a figure to represent heteroskedasticity.
Z302 – Spring 2013 Time Management Fundamentals
39. Pop quiz on critical thinking tools (not graded) [continued]
Joe said, “The consultant talked a lot about the importance of
creating new policies to reduce workplace incivility. But I read
this meta-analysis showing that workplace incivility has a .91
correlation with with workplace aggression, against which we
already have company policies.” Joe’s concern is essentially
based on _______
(a) redundancy with prior research; (b) self-selection; (c)
confound (i.e., “third”) variable; (d) vague findings; (e) obvious
findings.
Which of the following correctly uses the confound variable
argument to critique the claim that A causes B?
(a) C causes A; (b) C causes A and B; (c) C causes B; (d) C
causes A, which in turn causes B; (e) all of the above.
True or false: The typical correlation in the social sciences is
around .40 to .50.
True or false: A meta-analysis is a study of studies conducted to
summarize the findings (e.g., correlations) in a research area.
Z302 – Spring 2013 Time Management Fundamentals
Why do people (i.e., consumers of research) buy into sloppy
arguments?
28
57. 68
CHAPTER THREE
The Trouble with
Geniuses, Part 1
"KNOWLEDGE OF A BOY'S IQ IS OF
LITTLE HELP IF yc)u ARE FACED WITH
A FORMFUL OF CLEVER BOYS."
1.
In the fifth episode of the 2008 season, the American tele-
vision quiz show I vs. loo had as its special guest a man
named Christopher Langan.
The television show l vs. loo is one of many that
sprang up in the wake of the phenomenal success of Who
Wants to Be a Millionaire. It features a permanent gallery
of one hundred ordinary people who serve as what is called
the "mob." Each week they match wits with a special
invited guest. At stake is a million dollars. The guest has
to be smart enough to answer more questions correctly
than his or her one hundred adversaries-and by that
standard, few have ever seemed as superbly qualified as
Christopher Langan.
"Tonight the mob takes on their fiercest competition
yet," the voice-over began. "Meet Chris Langan, who many
58. OUTLIERS
call the smartest man in America." The camera did a slow
pan of a stocky, muscular man in his fifties. "The aver-
age person has an IQ of one hundred," the voice-over
continued. "Einstein one fifty. Chris has an IQ of one
ninety-five. He's currently wrapping his big brain around
a theory of the universe. But will his king-size cranium
be enough to take down the mob for one million dollars?
Find out right now on One versus One Hundred."
Out strode Langan onto the stage amid wild applause.
"You don't think you need to have a high intellect to
do well on One versus One Hundred, do you?" the show's
host, Bob Sager, asked him. Sager looked at Langan oddly,
as if he were some kind of laboratory specimen.
"Actually, I think it could be a hindrance," Langan
replied. He had a deep, certain voice. "To have a high
IQ, you tend to specialize, think deep thoughts. You
avoid trivia. But now that I see these people" -he glanced
at the mob, the amusement in his eyes betraying just how
ridiculous he found the proceedings- "I think I'll do
okay."
Over the past decade, Chris Langan has achieved a
strange kind of fame. He has become the public face of
genius in American life, a celebrity outlier. He gets invited
on news shows and profiled in magazines, and he has been
the subject of a documentary by the filmmaker Errol Mor-
ris, all because of a brain that appears to defy description.
59. The television news show 20/20 once hired a neuro-
psychologist to give Langan an IQ test, and Langan's score
was literally off the charts-too high to be accurately
measured. Another time, Langan took an IQ test specially
designed for people too smart for ordinary IQ tests. He
THE TROUBLE WITH GENIUSES, PART I
got all the questions right except one.'' He was speaking
at six months of age. When he was three, he would listen
to the radio on Sundays as the announcer read the comics
aloud, and he would follow along on his own until he had
taught himself to read. At five, he began questioning his
grandfather about the existence of God-and remembers
being disappointed in the answers he got.
In school, Langan could walk into a test in a foreign-
language class, not having studied at all,. and if there
were two or three minutes before the instructor arrived,
he could skim through the textbook and ace the test. In .
his early teenage years, while working as a farmhand, he
started to read widely in the area of theoretical physics. At
sixteen, he made his way through Bertrand Russell and
Alfred North Whitehead's famously abstruse masterpiece
Principia Mathematica. He got a perfect score ·on his SAT,
even though he fell asleep at one point during the test.
"He did math for an hour," his brother Mark says of
Langan's summer routine in high school. "Then he did
French for an hour. Then he studied Russian. Then he
would read philosophy. He did that religiously, every day."
Another of his brothers, Jeff, says, "You know, when
Christopher was fourteen or fifteen, he would draw things
just as a joke, and it would be like a photograph. When he
was fifteen, he could match Jimi Hendrix lick for lick on
60. a guitar. Boom. Boom. Boom. Half the time, Christopher
didn't attend school at all. He would just show up for tests
:.<The super IQ test was created by Ronald K. Hoeflin, who is
himself
someone with an unusually high IQ. Here's a sample question,
from
the verbal analogies section. "Teeth is to Hen as Nest is to ?" If
you
want to know the answer, I'm afraid I have no idea.
71
OUTLIERS
and there was nothing they could do about it. To us, it was
hilarious. He could brief a semester's worth of textbooks
in two days, and take care of whatever he had to take care
of, and then get back to whatever he was doing in the first
place."'' ·
On the set of 1 vs. 100, Langan was poised and confi-
dent. His voice was deep. His eyes were small and fiercely
bright. He did not circle about topics, searching for the
right phrase, or double back to restate a previous sentence.
* To get a sense of what Chris Langan must hive been like
growing
up, consider the following description of a child named "L,"
who had
an IQ in the same 200 range as Langan's. It's from a study by
Leta
Stetter Hollingworth, who was one of the first psychologists to
study
61. exceptionally gifted children. As the description makes obvious,
an
IQ of 200 is really, really high: "Young L's erudition was
astonishing.
His passion for scholarly accuracy and thoroughness set a high
stand-
ard for accomplishment. He was relatively large, robust and
impres-
sive, and was fondly dubbed 'Professor.' His attitudes and
abilities
were appreciated by both pupils and teachers. He was often
allowed
to lecture (for as long as an hour) on some special topic, such as
the
history of timepieces, ancient theories of engine construction,
math-
ematics, and history. He constructed out of odds and ends
(typewriter
ribbon spools, for example) a homemade clock of the pendular
type to
illustrate some of the principles of chronometry, and this clock
was
set up before the class during the enrichment unit on 'Time and
Time
Keeping' to demonstrate some of the principles of chronometry.
His
notebooks were marvels of scholarly exposition.
"Being discontented with what he considered the inadequate
treatment of land travel in a class unit on 'Transportation,' he
agreed
that time was too limited to do justice to everything. But he
insisted
that 'at least they should have covered ancient theory.' As an
extra and
voluntary project, 'he brought in elaborate drawings and
62. accounts
of the ancient theories of engines, locomotives etc.' ... He was
at that
time ro years of age."
72
THE TROUBLE WITH GENIUSES, PART I
For that matter, he did not say um, or ah, or use any form
of conversational mitigation: his sentences came marching
out, one after another, polished and crisp, like soldiers on
a parade ground. Every question Saget threw at him, he
tossed aside, as if it were a triviality. When his winnings
reached $150,000, he appeared to make a mental calcula-
tion that the risks of losing everything were at that point
greater than the potential benefits of staying in. Abruptly,
he stopped. "I'll take the cash," he said. He shook Saget's
hand firmly and was finished- exiting on top as, we like
to think, geniuses invariably do.
73
OUTLIERS
63. CHAPTER FOUR
The Trouble with
Geniuses, Part 2
''AFTER PROTRACTED NEGOTIATIONS,
IT WAS AGREED THAT ROBERT WOULD BE
PUT ON PROBATION."
1.
Chris Langan's mother was from San Francisco and was
estranged from her family. She had four sons, each with
a different father. Chris was the eldest. His father disap-
peared b_efore Chris was born; he was said to have died in
Mexico. His mother's second husband was murdered. Her
third committed suicide. Her fourth was a failed journal-
ist named Jack Langan.
"To this day I haven't met anybody who was as poor
when they were kids as our family was," Chris Langan
says. "We didn't have a pair of matched socks. Our shoes
had holes in them. Our pants had holes in them. We only
had one set of clothes. I remember my brothers and I going
into the bathroom and using the bathtub to wash our only
set of clothes and we were bare-assed naked when we were
doing that because we didn't have anything to wear.''
Jack Langan would go on drinking sprees and disappear.
64. 9 I
OUTLIERS
He would lock the kitchen cabinets so the boys couldn't get
to the food. He used a bullwhip to keep the boys in line.
He would get jobs and then lose them, moving the family
on to the next town. One summer the family lived on an
Indian reservation in a teepee, subsisting on government-
surplus peanut butter and cornmeal. For a time, they lived
in Virginia City, Nevada. "There was only one law offi-
cer in town, and when the Hell's Angels came to town, he
would crouch down in the back of his office," Mark Langan
remembers. "There was a bar there, I'll always remember. It
was called the Bucket of Blood Saloon."
When the boys were in grade school, the family moved
to Bozeman, Montana. One of Chris's brothers spent time
in a foster home. Another was sent to reform school.
"I don't think the school ever understood just how
gifted Christopher was," his brother Jeff says. "He sure as
hell didn't play it up. This was Bozeman. It wasn't like it is
today. It was a small hick town when we were growing up.
We weren't treated well there. They'd just decided that my
family was a bunch of deadbeats." To stick up for himself
and his brothers, Chris started to lift weights. One.day,
when Chris was fourteen, Jack Langan got rough with the
boys, as he sometimes did, and Chris knocked him out
cold. Jack left, never to return. Upon graduation from
high school, Chris was offered two full scholarships, one
to Reed College in Oregon and the other to the Univer-
sity of Chicago. He chose Reed.
65. "It was a huge mistake," Chris recalls. "I had a real
case of culture shock. I was a crew-cut kid who had been
working as a ranch hand in the summers in Montana,
and there I was, with a whole bunch of long-haired city
92
THE TROUBLE WITH GENIUSES, PART 2
kids, most of them from New York. And these kids had
a whole different style than I was used to. I couldn't get
a word in edgewise at class. They were very inquisitive.
Asking questions all the time. I was crammed into a dorm
room. There were four of us, and the other three guys had
a whole different other lifestyle. They were smoking pot.
They would bring their girlfriends into the room. I had
never smoked pot before. So basically I took to hiding in
the library."
He continued: "Then I lost that scholarship .... My
mother was supposed to fill out a parents' financial state-
ment for the renewal of that scholarship. She neglected to
do so. She was confused by the requirements or whatever.
At some point, it came to my attention that my scholar-
ship had not been renewed. So I went to the office to ask
why, and they told me, Well, no one sent us the financial
statement, and we allocated all the scholarship money and
it's all gone, so I'm afraid that you don't have a scholar-
ship here ,anymore. That was the style of the place. They
simply didn't care. They didn't give a shit about their stu-
dents. There was no counseling, no mentoring, nothing."
Chris left Reed before the final set of exams, leaving
him with a row of Fs on his transcript. In the first semes-
ter, he had earned As. He went back to Bozeman and
66. worked in construction and as a forest services firefighter
for a year and a half. Then he enrolled at Montana State
University.
"I was taking math and philosophy classes," he recalled.
"And then in the winter quarter, I was living thirteen miles
out of town, out on Beach Hill Road, and the transmis-
sion fell out of my car. My brothers had used it when I was
93
OUTLIERS
gone that summer. They were working for the railroad
and had driven it on the railroad tracks. I didn't have the
money to repair it. So I went to my adviser and the dean in
sequence and said, I have a problem. The transmission fell
out of my car, and you have me in a seven-thirty a.m. and
eight-thirty a.m. class. If you could please just transfer me
to the afternoon sections of these classes, I would appreci-
ate it because of this car problem. There was a neighbor
who was a rancher who was going to take me in at eleven
o'clock. My adviser was this cowboy-looking guy with a
handlebar mustache, dressed in a tweed jacket. He said,
'Well, son, after looking at your transcript at Reed Col-
lege, I see that you have yet to learn that everyone has to
make sacrifices to get an education. Request denied.' So
then I went to the dean. Same treatment.''
His voice grew tight. He was describing things that
had happened more than thirty years ago, but the mem-
ory still made him angry. "At that point I realized, here
I was, knocking myself out to make the money to make
my way back to school, and it's the middle of the Montana
67. winter. I am willing to hitchhike into town every day, do
whatever I had to do, just to get into school and back, and
they are unwilling to do anything for me. So bananas.
And that was the point I decided I could do without the
higher-education system. Even if I couldn't do without it,
it was sufficiently repugnant to me that I wouldn't do it
anymore. So I dropped out of college, simple as that."
Chris Langan's experiences at Reed and Montana State
represented a turning point in his life. As a child, he had
dreamt of becoming an academic. He should have gotten a
PhD; universities are institutions structured, in large part,
94
THE TROUBLE WITH GENIUSES, PART 2
for people with his kind of deep intellectual interests and
curiosity. "Once he got into the university environment, I
thought he would prosper, I really did," his brother Mark
says. "I thought he would somehow find a niche. It made
absolutely no sense to me when he left that."
Without a degree, Langan floundered. He worked in
construction. One frigid winter he worked on a clam boat
on Long Island. He took factory jobs and minor civil ser-
vice positions and eventually became a bouncer in a bar
on Long Island, which was his principal occupation for
much of his adult years. Through it all, he continued to
read deeply in philosophy, mathematics, and physics as he
worked on a sprawling treatise he calls the "CTMU" -the
"Cognitive Theoretic Model of the Universe.'' But without
academic credentials, he despairs of ever getting published
in a scholarly journal.
"I am a guy who has a year and a half of college," he
68. says, with a shrug. "And at some point this will come to
the attention of the editor, as he is going to take the paper
and send ,it off to the referees, and these referees are going
to try and look me up, and they are not going to find me.
And they are going to say, This guy has a year and a half
of college. How can he know what he's talking about?"
I tis a heartbreaking story. At one point I asked Langan-
hypothetically-whether he would take a job at Harvard
University were it offered to him. "Well, that's a difficult
question," he replied. "Obviously, as a full professor at
Harvard I would count. My ideas would have weight and
I could use my position, my affiliation at Harvard, to pro-
mote my ideas. An institution like that is a great source of
intellectual energy, and if I were at a place like that, I could
9 5
OUTLIERS
absorb the vibration in the air." It was suddenly clear how
lonely his life has been. Here he was, a man with an insa-
tiable appetite for learning, forced for most of his adult life
to live in intellectual isolation. "I even noticed that kind of
intellectual energy in the year and a half I was in college,"
he said, almost wistfully. "Ideas are in the air constantly.
It's such a stimulating place to be.
"On the other hand," he went on, "Harvard is basically
a glorified corporation, operating with a profit incentive.
That's what makes it tick. It has an endowment in the bil-
lions of dollars. The people running it are not necessarily
searching for truth and knowledge. They want to be big
69. shots, and when you accept a paycheck from these people,
it is going to come down to what you want to do and what
you feel is right versus what the man says you can do to
receive another paycheck. When you're there, they got a
thumb right on you. They are out to make sure you don't
step out of line."
2.
What does the story of Chris Langan tell us? His explana-
tions, as heartbreaking as they are, are also a little strange.
His mother forgets to sign his financial aid form and-just
like that-no scholarship. He tries to move from a morn-
ing to an afternoon class, something students do every
day, and gets stopped cold. And why were Langan's teach-
ers at Reed and Montana State so indifferent to his plight?
Teachers typically delight in minds as brilliant as his.
Langan talks about dealing with Reed and Montana State
as if they were some kind of vast and unyielding govern-
THE TROUBLE WITH GENIUSES, PART 2
ment bureaucracy. But colleges, particularly small liberal
arts colleges like Reed, tend not to be rigid bureaucracies.
Making allowances in the name of helping someone stay
in school is what professors do all the time.
Even in his discussion of Harvard, it's as if Langan has
no conception of the culture and particulars of the institu-
tion he's talking about. When you accept a paycheck from
these people, it is going to come down to what you want
to do and what you feel is right versus what .the man says
you can do to receive another paycheck. What? One of the
main reasons college professors accept a lower paycheck
than they could get in private industry is that university
life gives them the freedom to do what they want to do and
70. what they feel is right. Langan has Harvard backwards.
When Langan told me his life story, I couldn't help
thin_king of the life of Robert Oppenheimer, the physicist
who famously headed the American effort to develop the
nuclear bomb during World War II. Oppenheimer, by all
accounts, was a child with a mind very much like Chris
Langan''s. His parents considered him a genius. One of
his teachers recalled that "he received every new idea as
perfectly beautiful." He was doing lab experiments by
the third grade and studying physics and chemistry by
the fifth grade. When he was nine, he once told one of his
cousins, "Ask me a question in Latin and I will answer
you in Greek."
Oppenheimer went to Harvard and then on to Cam-
bridge University to pursue a doctorate in physics. There,
Oppenheimer, who struggled with depression his entire
life, grew despondent. His gift was for theoretical physics,
and his tutor, a man named Patrick Blackett (who would
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OUTLIERS
win a Nobel Prize in 1948), was forcing him to attend to
the minutiae of experimental physics, which he hated. He
grew more and more emotionally unstable, and then, in
an act so strange that to this day no one has properly made
sense of it, Oppenheimer took some chemicals from the
laboratory and tried to poison his tutor.
Blackett, luckily, found out that something was amiss.