' ̂
Gwyneth Olofsson
International Communication
and Language
Gwyneth Olofsson owns Communico, an international framing and consulting firm based in
Sweden.
English has become the lingua franca of the business world, and people from
Amsterdam to Zanzibar use it every day as a "tool of the trade." They also
spend a lot of time and money trying to eliminate their language mistakes, not
realizing that the fewer they make the more dangerous the errors are likely to
[become, because people aren't expecting them. Furthermore, just because
jSomeone has mastered the grammar and vocabulary of a language and pro-
SGounces it better than some native speakers does not mean he or she uses it in
pie same way.
Communication is not only about what the words mean in the dictionary, it's
Bso about how you string them together. There is, after all, a certain difference
Between "Do that job tomorrow," "I'd appreciate it if you did that job tomor-
ipw," and "Do that job tomorrow or I'll have your guts for garters," even if all
•iree phrases are designed to achieve the same end. Those of us who are native
Bnglish speakers have a responsibility not to use expressions that are likely to
•Infuse non-native speakers (e.g., "Have you cottoned on, or do I have to spell
kt out to your"). We also have to ensure that when "born" English speakers
•counter a communication style that seems brusque, unfriendly, or arrogant in
taieone whose native language is not English, they will not assume that this is a
lie reflection of this person's personality or intention. It may well be that the
•taker hasn't mastered the many nuances of words and body language that a
Rtive speaker interprets without even thinking about it. So in an unfamiliar cul-
Ire, newcomers may find themselves wondering if the downcast eyes that accom-
Inv a statement are a sit^n of modesty or dishonesty.
90 PART TWO
Recently I ran an intereultural simulation, one part of which involved a
group of ten British participants "learning" to be members of a fictitious en]
ture. This made-up culture valued touch, and as part of the exercise participants
were encouraged to touch each other at every opportunity, especially when
communicating with each other. The simulation was a nightmare for everyone
involved. The older male members of the group in particular found it extremely
difficult to touch their colleagues at all. It wasn't surprising. Their physical con
tact with non-family members over the last forty years had been limited to a
handshake with customers and a quick elbow in the ribs from strangers on a
crowded subway, so to learn to communicate with colleagues in a tactile way
that is the norm for millions of people in Latin America or Africa was just too
much of a challenge.
Communication is about your facial expression, gestures, and actions. This
was brought home to me a few years ago when a young family moved in to the
next farm. My Swedish husband was born and brought up on a farm located on
an is ...
Stumbling
Intercultural
Communication
,LARAY 1\1. BARNA
Why is it that contact with persons from other cul-
tures so often is frustrating and fraught with misun-
derstanding? Good intentions, the use of what one
considers to be a friendly approach, and even the
possibility of mutual benefits don't seem to be suffi-
cient - to many people's surprise. A worse scenario
is when rejection occurs just because the group to
which a person belongs is "different." It's appropri-
ate at this time of major changes in the international
scene to take a hard look at S0111e of the reasons for
this, New proximity and new types of relationships
are presenting cornmurucation challenges that few
people are ready to meet.
THE SIX STUMBLING BLOCKS
I. Assumption of Similarities
One answer to the question of why misunderstand-
ing and/or rejection occurs is that many people na-
ively assume there are sufficient similarities among
peoples of the world to make communication easy.
They expect that simply being human, having com-
mon requirements of food, shelter, security, and so
on, makes everyone alike. Unfortunately they over-
look the fact that the forms of adaptation to these
Thisoriginal essay has been prepared especially for this book.
All rights reserved. Permission to reprint must be obtained
from the author and the publisher. Professor Barna is Associ-
ate Professor Emerita at Portland State University, Portland,
Oregon.
common biological and social needs and the
beliefs, and attitudes surrounding them are vastly
different from culture to culture. The biological
commonallties are not much help when it comes to
communication, where we need to ideas
and information, find ways to live and work to-
gether, or just make the kind of impression we want
to make,
Another reason many people are lured into
thinking that "people are people" is that it reduces
the discomfort of dealing with difference. If some-
one acts or looks "strange;' (different from them)
it's then possible to evaluate this as "wrong" and
treat everyone ethnocentrically.
The assumption of similarity does not often ex-
tend to the expectation of a COn11TlOn verbal lan-
guage but it does interfere with caution in decoding
nonverbal symbols, signs, and signals. No C1'085-
cultural studies have proven the existence of a corn-
man nonverbal language except those in support of
Darwin's theory that facial expressions are univer-
sal.' Ekman (1976) found that "the particular visible
pattern. on the face, the combination of muscles con-
tracted for anger, fear, surprise, sadness, disgust,
happiness (and probably also for interest) is the
same for all members of our species" (pp 19-20).
This seems helpful. until it is realized that a per-
son's cultural upbringing determines whether or
not the emotion will be displayed or suppressed, as
well as on which occasions and to what degree (Ek-
man & Friesen, 1969, p. 1). The situations that bring
about the emotional feeling also differ from culture
to cultu ...
Reading Questions for January 23rd Name Packet of short readi.docxsedgar5
Reading Questions for January 23rd Name:
Packet of short readings on code-switching, various authors.
Vocabulary: Code-switching, Crossing
1. Have you ever code-switched, even if it’s just between a more casual and a more formal way of speaking? If you do so often, pick one example and briefly describe it. What was your reason for doing so—does it match the reasons listed in the first article (‘Five Reasons Why People Code-Switch’)?
2. The third and fourth articles (from The Washington Post and the Guardian) both shed further light on the reasons why people might code-switch and also some of the perils. What are some of the downsides or social dangers of the practice?
3. In class I described crossing as the linguistic version of cultural appropriation, but Sociolinguist Ben Rampton, who coined the term, had a somewhat different – and perhaps more optimistic—take on the practice. How did he interpret the social meaning of crossing?
4. What is the social significance of the ‘white voice,’ according to Boots Riley, director of the film ‘Sorry to Bother You’? Is it meant to be a straightforward, accurate representation of how actual white people talk, or is there something more?
[From the NPR blog Code Switch:]
Five Reasons Why People Code-Switch
April 13, 201312:26 PM ET
Matt Thompson
Monday, April 8, marked the launch of Code Switch, our new blog covering race, ethnicity
and culture. To commemorate the blog's launch, all week we solicited stories about
code-switching — the practice of shifting the languages you use or the way you express
yourself in your conversations.
People sent us hundreds of stories illustrating the many ways we code-switch and the
many reasons for doing it. Five of those motivations came up again and again in the
stories we read:
1) Our lizard brains take over: The most common examples of code-switching were
completely inadvertent; folks would slip into a different language or accent without even
realizing it or intending to do it. One such story came from Lisa Okamoto, who told us
she was born and raised in Los Angeles by two parents from Japan, a place she's visited
all her life. This trip was particularly memorable (warning, profanity euphemisms
ahead):
If you ever watched the original Ring movie, I think you will understand this: the Japanese take horror stories
pretty seriously, but in a very creepy quiet way. I find Japanese horror movies and haunted houses to be ten
times scarier than the American counter-part.
I went back to Japan with a friend during the summer of 2009, the height of haunted house season in Japan.
(The Japanese have this concept that the summertime is the best time to tell scary stories, because the chill you
feel from fright will cool you down during the humid months.) My friend loves scary stories, and she wanted
to go into a haunted maze when we were visiting Yokohama. I protested and protested but eventually she
convinced me to go t.
How Do You Start A Descriptive Essay.pdfMary Ballek
FREE 9+ Descriptive Essay Examples in PDF | Examples. How to write a descriptive essay on a person - How to Write a .... How to Write a Descriptive Essay|Essay Writing and Presentation skills .... You can now write a descriptive essay with these tips.
Se creó un blog de aula con el objetivo de proporcionar a los alumnos de nivel avanzado de inglés de la escuela oficial de idiomas oportunidades de práctica de las destrezas de comprensión y expresión orales y escritas, traspasando las paredes del aula; así como la posibilidad de cooperar no solo en su propio aprendizaje, sino también en el de sus compañeros. Nuestros objetivos más específicos también incluían:
- desarrollar la competencia digital de alumnos adultos, en su mayoría inmigrantes digitales,
- potenciar la capacidad de aprender haciendo,
- fomentar el sentimiento de pertenecer a una comunidad de aprendizaje,
- ayudar a los alumnos a crear sus propios entornos de aprendizaje,
- tender un puente entre la cultura de habla inglesa y los alumnos,
- atender las necesidades de los alumnos de manera más individualizada,
- recopilar el trabajo realizado por los alumnos a modo de portfolio en el que ellos pudieran comparar sus producciones al principio del curso con las del final
Se lograron alcanzar en gran medida los objetivos y los alumnos participaron activamente, por lo que el resultado fue muy positivo. La metodología empleada fue principalmente comunicativa, el alumno aprende produciendo, buscando información útil e incluso generando ejercicios de comprensión para el resto de sus compañeros.
Stumbling
Intercultural
Communication
,LARAY 1\1. BARNA
Why is it that contact with persons from other cul-
tures so often is frustrating and fraught with misun-
derstanding? Good intentions, the use of what one
considers to be a friendly approach, and even the
possibility of mutual benefits don't seem to be suffi-
cient - to many people's surprise. A worse scenario
is when rejection occurs just because the group to
which a person belongs is "different." It's appropri-
ate at this time of major changes in the international
scene to take a hard look at S0111e of the reasons for
this, New proximity and new types of relationships
are presenting cornmurucation challenges that few
people are ready to meet.
THE SIX STUMBLING BLOCKS
I. Assumption of Similarities
One answer to the question of why misunderstand-
ing and/or rejection occurs is that many people na-
ively assume there are sufficient similarities among
peoples of the world to make communication easy.
They expect that simply being human, having com-
mon requirements of food, shelter, security, and so
on, makes everyone alike. Unfortunately they over-
look the fact that the forms of adaptation to these
Thisoriginal essay has been prepared especially for this book.
All rights reserved. Permission to reprint must be obtained
from the author and the publisher. Professor Barna is Associ-
ate Professor Emerita at Portland State University, Portland,
Oregon.
common biological and social needs and the
beliefs, and attitudes surrounding them are vastly
different from culture to culture. The biological
commonallties are not much help when it comes to
communication, where we need to ideas
and information, find ways to live and work to-
gether, or just make the kind of impression we want
to make,
Another reason many people are lured into
thinking that "people are people" is that it reduces
the discomfort of dealing with difference. If some-
one acts or looks "strange;' (different from them)
it's then possible to evaluate this as "wrong" and
treat everyone ethnocentrically.
The assumption of similarity does not often ex-
tend to the expectation of a COn11TlOn verbal lan-
guage but it does interfere with caution in decoding
nonverbal symbols, signs, and signals. No C1'085-
cultural studies have proven the existence of a corn-
man nonverbal language except those in support of
Darwin's theory that facial expressions are univer-
sal.' Ekman (1976) found that "the particular visible
pattern. on the face, the combination of muscles con-
tracted for anger, fear, surprise, sadness, disgust,
happiness (and probably also for interest) is the
same for all members of our species" (pp 19-20).
This seems helpful. until it is realized that a per-
son's cultural upbringing determines whether or
not the emotion will be displayed or suppressed, as
well as on which occasions and to what degree (Ek-
man & Friesen, 1969, p. 1). The situations that bring
about the emotional feeling also differ from culture
to cultu ...
Reading Questions for January 23rd Name Packet of short readi.docxsedgar5
Reading Questions for January 23rd Name:
Packet of short readings on code-switching, various authors.
Vocabulary: Code-switching, Crossing
1. Have you ever code-switched, even if it’s just between a more casual and a more formal way of speaking? If you do so often, pick one example and briefly describe it. What was your reason for doing so—does it match the reasons listed in the first article (‘Five Reasons Why People Code-Switch’)?
2. The third and fourth articles (from The Washington Post and the Guardian) both shed further light on the reasons why people might code-switch and also some of the perils. What are some of the downsides or social dangers of the practice?
3. In class I described crossing as the linguistic version of cultural appropriation, but Sociolinguist Ben Rampton, who coined the term, had a somewhat different – and perhaps more optimistic—take on the practice. How did he interpret the social meaning of crossing?
4. What is the social significance of the ‘white voice,’ according to Boots Riley, director of the film ‘Sorry to Bother You’? Is it meant to be a straightforward, accurate representation of how actual white people talk, or is there something more?
[From the NPR blog Code Switch:]
Five Reasons Why People Code-Switch
April 13, 201312:26 PM ET
Matt Thompson
Monday, April 8, marked the launch of Code Switch, our new blog covering race, ethnicity
and culture. To commemorate the blog's launch, all week we solicited stories about
code-switching — the practice of shifting the languages you use or the way you express
yourself in your conversations.
People sent us hundreds of stories illustrating the many ways we code-switch and the
many reasons for doing it. Five of those motivations came up again and again in the
stories we read:
1) Our lizard brains take over: The most common examples of code-switching were
completely inadvertent; folks would slip into a different language or accent without even
realizing it or intending to do it. One such story came from Lisa Okamoto, who told us
she was born and raised in Los Angeles by two parents from Japan, a place she's visited
all her life. This trip was particularly memorable (warning, profanity euphemisms
ahead):
If you ever watched the original Ring movie, I think you will understand this: the Japanese take horror stories
pretty seriously, but in a very creepy quiet way. I find Japanese horror movies and haunted houses to be ten
times scarier than the American counter-part.
I went back to Japan with a friend during the summer of 2009, the height of haunted house season in Japan.
(The Japanese have this concept that the summertime is the best time to tell scary stories, because the chill you
feel from fright will cool you down during the humid months.) My friend loves scary stories, and she wanted
to go into a haunted maze when we were visiting Yokohama. I protested and protested but eventually she
convinced me to go t.
How Do You Start A Descriptive Essay.pdfMary Ballek
FREE 9+ Descriptive Essay Examples in PDF | Examples. How to write a descriptive essay on a person - How to Write a .... How to Write a Descriptive Essay|Essay Writing and Presentation skills .... You can now write a descriptive essay with these tips.
Se creó un blog de aula con el objetivo de proporcionar a los alumnos de nivel avanzado de inglés de la escuela oficial de idiomas oportunidades de práctica de las destrezas de comprensión y expresión orales y escritas, traspasando las paredes del aula; así como la posibilidad de cooperar no solo en su propio aprendizaje, sino también en el de sus compañeros. Nuestros objetivos más específicos también incluían:
- desarrollar la competencia digital de alumnos adultos, en su mayoría inmigrantes digitales,
- potenciar la capacidad de aprender haciendo,
- fomentar el sentimiento de pertenecer a una comunidad de aprendizaje,
- ayudar a los alumnos a crear sus propios entornos de aprendizaje,
- tender un puente entre la cultura de habla inglesa y los alumnos,
- atender las necesidades de los alumnos de manera más individualizada,
- recopilar el trabajo realizado por los alumnos a modo de portfolio en el que ellos pudieran comparar sus producciones al principio del curso con las del final
Se lograron alcanzar en gran medida los objetivos y los alumnos participaron activamente, por lo que el resultado fue muy positivo. La metodología empleada fue principalmente comunicativa, el alumno aprende produciendo, buscando información útil e incluso generando ejercicios de comprensión para el resto de sus compañeros.
1 Evidence-Based Practices to Guide ClinicaSilvaGraf83
1
Evidence-Based Practices to Guide Clinical Practices
Marilaura Mieres
Miami Regional University
Dr.Mercedes
03/28/2021
Evidence-Based Practices to Guide Clinical Practices
2
Introduction
Evidence best practices is an approach that translates excellent scientific research
evidence to enhanced practical decisions aiming at improving health. EBP involves using
research findings obtained from systematic data collection that is achieved through observations
and analyzed experiments. The connection of research, theory, and EBP are interlinked in that
the delivery of one results in another aspect's discovery. Through research findings, a theory is
discovered, and through various experiments and observations, evidence-based practices are
identified.
Interrelationship Between the Theory, Research, and EBP.
According to Cannon & Boswell (2016), health professionals require standards to analyze
behavioral treatments in the behavioral sciences. Through complete incorporation and
implementation processes, health professionals must value EBP processes, health theories, and
research. Through experience, health practitioners must learn to integrate research results to
determine the best treatment plans suitable for patients. Through this research results,
experiments, and evidence, health practitioners with academicians ally to discover a theory. The
treatments are offered according to patients' values, interests, and preferences (Cannon &
Boswell 2016). The values increase practitioners' skills and knowledge to analyze research
outcomes effectively. Nurses are expected to think critically after being taught and encouraged,
which corresponds with evidence-based practices. Nurses' critical thinking skills require a
foundation on which proven research and tested data can be based. The proven research,
evidence-based practices, and a good foundation all connect to form a theory that research can
rely on and nurses can use to prove their practices.
3
Additionally, health professionals at all levels must identify challenges and arising
questions to address patients' needs and offer quality practices to discover appropriate
interventions suitable for every challenge. Health professionals are directly involved in research
projects that allow them to understand the best methods to publish for evidence-based practices.
Through different researches and publications, health professionals like advanced practice nurses
use research to solve health dilemmas. Nurses find platforms centered on tested clarifications
through nursing practices and methodical examinations from research to build a base for
procedures and care.
Moreover, research is a scientific procedure that anticipates outcomes through the use of
fundamental expertise. Research processes enhance the capacity of discipline through clarity and
visualized aspects. The discipline's ability to put i ...
1 Green Book Film Analysis Sugiarto MuljSilvaGraf83
1
Green Book Film Analysis
Sugiarto Muljadi
CSUN
COMS 321
Prof. Darla Anderson
12th May 2021
2
Green Book Analysis
Social stratification exists in almost every place that human’s dwell. Nonetheless, race
remains one of the most controversial elements of social stratification. The film Green Book
wants the audience to learn that there are no differences between humans regardless of their
race. While watching it, I was concerned that the script might have glossed over Shirley and
other African-Americans face. The newfound abundance of clean, inexpensive cars in the
1930s was more than a matter of convenience for middle-class Americans (IMDb, 2020). It
opened up new opportunities, giving them the freedom to fly across the world at their own
pace without having to rely on anyone. Also, in a constitutionally segregated world in some
areas and functionally segregated almost everywhere else, this was so for African Americans
(Lemire, 2018). However, while white travelers could travel with relative ease, stopping at
restaurants, bars, entertainment venues, and places to stay as they wished, African Americans
faced greater challenges. Staying in the wrong hotel or attempting to eat at the wrong
restaurant could result in you being ejected or worse.
The Negro Motorist Green Book was not the only travel guide for African-Americans,
but it was the most popular. Victor Hugo Green, an African-American mail carrier from
Harlem who served in Hackensack, New Jersey, designed it. Green worked on the effort for
almost three decades, from 1936 to 1966, soon after the Civil Rights Act was signed into law,
including a four-year pause during WWII (Diamond, 2018). The Green Book quickly
established itself as the most important document for black travelers in America, outlining
where they could eat, drink, and sleep without being abused or worse. Green Book depicts
various discriminatory prejudices that permeated American life in the early and mid-
twentieth centuries, ranging from snide remarks and racial epithets to outright hatred.
3
References
Diamond, A. (2018, November 20). The true story of the 'Green book' movie. Smithsonian
Magazine. https://www.smithsonianmag.com/arts-culture/true-story-green-book-
movie-180970728/
IMDb. (2020). Green book (2018). https://www.imdb.com/title/tt6966692/plotsummary
Lemire, C. (2018). Green book movie review & film summary (2018). Movie Reviews and
Ratings by Film Critic Roger Ebert | Roger Ebert.
https://www.rogerebert.com/reviews/green-book-2018
Week # 3 Case Study: Late and Later Documentation
Case Study: Late and Later Documentation
Based on the case study, critique the documentation presented by the healthcare provider and provide examples of whether the nurse follows or did not follow documentation requisites.
State what errors you found in the documentation and if you think the nurse followed the appropriate procedure ...
1
Film Essay 1
Film from 1940-1970
Garrett Lollis
ARTH 334
Professor Tom Fallows
April 04, 2021
2
Part 1
The film I chose was Ben-Hur (1959), which is an adventure/historical film by director
William Wyler. The film is a work of fiction based on the 1880 book Ben-Hur: A Tale of the
Christ by author Lee Wallace and is the third film adaption of multiple films based upon the
story of the fictional character Ben-Hur (Brayson, 2016). I personally enjoyed this 3 hour and
42-minute film due to the directors’ masterful work even though the film was made in 1959.
William Wyler utilized different cinematography and editing tools such as D.W.
Griffiths intercutting, panning, close-up, and dissolve techniques throughout the film to depict
each scene and enhance the quality of the film (Gutmann, 2010). With the use of D.W. Griffiths
cinematography/editing techniques, William Wyler managed to show different angles of a scene
better and pan for more use of the space because of newer technology unlike the straight on view
that had to be used in George Melies’s A Trip To The Moon (1902) due to the technology at
that time. Sound syncing really came a long way from the early 1900’s and this film perfectly
synced the sounds with what was happening in each scene (The History of Sound at the Movies,
2014). There is a scene about an ancient Roman naval battle taking place and I believe all parts
from sound, to editing, and cinematography come together during this battle scene. Before the
battle takes place the Admiral of the ship tests the boat rowers which were slaves by having them
run through different battle speeds of the ship. There is a drummer that helps keep the rowers in
sync, so as the Admiral yelled out “attack speed” the drummer started drumming and you can
hear the multitude of sounds from the music intensifying, the drummer drumming faster to the
changing ship speeds, to the exhaustion of the men as they row throughout this particular scene.
Once the battle begins, the battle music intensifies, and the director used cross-cutting to go
between the battle taking place outside the ship and back to the men under the deck rowing the
3
boat as the battle draws on. The director also used close-up shots to show the different
expressions on a few characters faces during the battle and finishes with the dissolve effect after
the battle is over to transition to Ben-Hur and the Admiral being stranded in the ocean. William
Wyler used the dissolve feature multiple time throughout the film to transition between locations
and nighttime and daytime, I really enjoy this feature because it makes the scenes flow smoothly
instead of just abruptly cutting off. Another interesting thing added into the film is an
intermission because the length of the film, this gives time to get a drink or more popcorn and
something I have only seen down in very few films. The dir ...
1 FIN 2063 INSURANCE FINANCIAL PLANNING Case AsSilvaGraf83
1
FIN 2063
INSURANCE FINANCIAL PLANNING
Case Assignment
Due Dates: Part I - Week 10 Part II - Week 12
Value: Part 1 – 10% Part II – 10% Total - 20% of final grade
1. This assignment represents a real client scenario. Create a report.
a. Read the case, the requirements and the marking rubric.
2. Your report must be typed, double-spaced in Times New Roman 12 or Arial/Calibri 11.
On the title page, include your name and student number.
3. As this is project is very similar in nature to a real life insurance planning scenario, present
your report just as you feel you would present a real life insurance planning
recommendation to a real life client.
4. The requirements at the end of the case indicate the expectations for your report, as does
the marking rubric.
Marks will be lost if your recommendations do not adequately meet or are not clearly
aligned with the clients’ goals. If due to lack of clarity or insufficient information you feel it
necessary to make an assumption, state the assumption in your report. That said, do not
assume the case away.
5. Although you may discuss this with other individual in the class, your report must be
unique. Any copying will result in a grade of zero.
2
Client Situation
You are a financial planner with a specialty in risk management. You’ve completed the LLQP and
are licensed to sell insurance products. You love your career and have built a successful practice
based mainly on referrals from your satisfied clients.
Jack, age 49, and Jill, age 48, are one of those referrals. Jack is Vice-President of Marketing at a
mid-sized systems firm. His salary is $190,000 + bonus. Last year his bonus was $40,000. Jill is
an accountant in private practice. She works from home and typically bills $150,000 a year
(roughly $100,000 after expenses). They feel pretty comfortable financially but have asked you to
flag any gaps that you can see in their risk management strategy. They also have specific questions
that they’d like you to address.
Jack and Jill are married with two children who live at home: Tracey, age 22 and Travis, age 17.
Jill’s mother, Lauren age 75, is widowed. Although she is financially independent, she moved in
with Jill and her family after the recent death of her husband. She contributes to the family’s
expenses and is especially devoted to her granddaughter, Tracey.
Tracey, a happy and outgoing woman, was born with Down Syndrome, a common genetic
disorder. Otherwise, Tracey is in good health and could easily live to age 60. Jack and Jill would
like to keep Tracey at home as long as possible but they are concerned about her ability to adapt if
one or both of them dies unexpectedly. As a result, they’re considering moving her into a group
home in their city. The group home provides full support to residents. The fee for this year is
$58,250. Tracey has seen the place and likes it, in no small part b ...
1 Faculty of Science, Engineering and ComputiSilvaGraf83
1
Faculty of Science, Engineering and Computing
CE7011 Management of Project, Risk, Quality and Safety
Reassessment Pack
April 2021
Content
Page No
Teaching Team 2
Assessment Summary 2
Health and Safety and Quality On line Test 3
Project Risk Management (PRM) Coursework 6
Assessment Submission and Feedback Form 12
Group Coursework Grade and Feedback Form 13
Individual Coursework Grade and Feedback Form 14
2
Faculty of Science, Engineering and Computing
Module Assessment Pack 2019/20
CE7011 Management of Project, Risk, Quality and Safety
Teaching Team
Staff Name Room Extension Contact: Email/Office hours
Module
Leader
Lecturer
Behrouz Zafari (BZ)
Diyana Binti Abd Razak (DR)
Illona Kusuma (IK)
Cliff Dansoh (CD)
Hasan Haroglu (HH)
PRMB1044
PRMB1057
PRMB1026
RV MB 212
PRMB1045
64820
[email protected]
Term-time office hours:
Tuesday: 16:00 – 17:30
Thursday: 16:00 – 17:30
[email protected]
[email protected][email protected][email protected]
Assessment Summary
Type Weight Set date Due date
Mark
by
Mark/work
return date
In-course
assessment
Examination
On-line test
(In-class)
30% 19 April
21
19 April
21
BZ 20 working
days after
submission
Written
assignment
70% 9 April 21
26 April
21
BZ 20 working
days after
submission
Examination No examination
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
3
Faculty of Science, Engineering & Computing
School of Natural and Built Environments
Department of Civil Engineering
CE7011 Management of Project, Risk, Quality and Safety
Assessments
Health and Safety and Quality On line Test
The online H&S and Quality test – will be available on Study Space under
assessments.
Date and Time of Test: Monday 19 April 2021, 9.00 am
Learning outcomes covered:
• Understand and contract toe roles of various parties in the successful
collaborative management of health and safety during both design and
construction phases of construction.
• Evaluate likelihood and impact of risk occurrence and procedures to manage
those risks, including health and safety risk.
• Appraise quality management techniques.
Instructions for taking the online test
The test is to be taken individually on-line, as per the timetable in the module
assessment pack. It will be available via Canvas/VLE. Once started, the test has to
be finished at one sitting. The maximum duration of the test is 80 minutes.
The test will be an open book test i.e. you can refer to notes books etc.
If your access to the University computer system is blocked or suspended for any
reason (e.g. financial) during the test tim ...
1
EARLY CHILDHOOD AND
CHILD DEVELOPMENT
Lesson Plan Handbook
Developed by Kristina Bodamer and Jennifer Zaur
September 2014
2
TABLE OF CONTENTS
About This Handbook 3
Lesson Plan Template 4
Goals 5
Objectives 6
Standards 7
Materials 11
Introduction 12
Lesson Development 14
Differentiation 16
Assessment 18
Closing 20
Sample Academic Lesson 21
Sample Developmental Lesson 23
Lesson Planning Resources 25
References 27
3
ABOUT THIS HANDBOOK
Purpose of the Handbook
This handbook was developed to provide Ashford University Early Childhood Education and
Child Development students with a resource to utilize when creating effective lesson plans.
Educators must be able to create an effective lesson plan so they can successfully teach
children the developmental and academic skills they need to grow, develop, and learn. As
Kostelnik, Rupiper, Soderman, & Whiren (2014) explain, “Planning is a mental process, and a
lesson plan is the written record of that process” (p. 81).
Design of the Handbook
“A lesson plan is the instructor’s road map of what students need to learn and how it will be
done effectively” (Milkova, 2014, para. 1). This handbook is your “road map” to creating
effective lesson plans. Each section of the handbook will serve as a different stop along your
journey. With each stop you make, you will gain important information about a component
of a lesson plan: what it is, its purpose, how to effectively develop each section of the lesson
plan, and concrete examples that model the individual sections. By the end of your trip, you
will be able to create effective lesson plans that will allow your students to learn the
developmental and academic skills they need to master. So, pack your bags and come along
for a fun and informative ride.
4
LESSON PLAN TEMPLATE
Content Area or Developmental Focus:
Age/Grade of Children:
Length of Lesson:
Goal
Objective
Standards Included
Materials
Introduction
Lesson Development
Differentiation
Assessment
(Practice/Check for
Understanding)
Closing
5
GOALS
What is a lesson goal?
A lesson goal guides the direction of the lesson. “Goals come from an outside source [such
as] a text, program goals, or state standards”(Kostelnik et al., 2014, p. 85 ). The goal is a
broad, general statement that tells you what you want your students to do when the lesson
is complete. Think of the goal of the lesson as a target that you are trying to reach. The goal
of the lesson should provide the framework for you to create a more detailed and
measurable learning objective.
Why are lesson goals important?
Lesson goals are important for s ...
1 Case Grading Procedure Your grade from each case SilvaGraf83
1
Case Grading Procedure
Your grade from each case analysis is determined using the following assessment rubrics:
Ethical Decision-Making Rubric - EDR
School of Business Writing Assessment Rubric – WAR
Review each of the rubrics below to see what is expected of you.
Your grade will be calculated as follows:
𝑃𝑒𝑟𝑐𝑒𝑛𝑡 𝐺𝑟𝑎𝑑𝑒 = 0.85 (
𝑃𝑜𝑖𝑛𝑡𝑠 𝑒𝑎𝑟𝑛𝑒𝑑 𝑜𝑛 𝑡ℎ𝑒 𝐸𝐷𝑅
50
) + 0.15 (
𝑃𝑜𝑖𝑛𝑡𝑠 𝑒𝑎𝑟𝑛𝑒𝑑 𝑜𝑛 𝑡ℎ𝑒 𝑊𝐴𝑅
70
)
The total case grade will be out of 50 points.
𝑇𝑜𝑡𝑎𝑙 𝑃𝑜𝑖𝑛𝑡𝑠 𝑜𝑛 𝐴𝑠𝑠𝑖𝑔𝑛𝑚𝑒𝑛𝑡 = 𝑃𝑒𝑟𝑐𝑒𝑛𝑡 𝐺𝑟𝑎𝑑𝑒 × 50
2
Ethical Decision-Making Rubric
Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet minimum performance levels.
Case Analysis Steps Standards Points
Ethical Issues:
Issue Identification All ethical issues are
properly identified (4
points)
Most ethical issues are
properly identified (3
points)
Some ethical issues are
properly identified (2 – 1
points)
No ethical issue is
properly identified (0
points)
Issue Definitions/Descriptions
and Factual Support
Of those ethical issues
identified, all are
adequately defined/
described and supported
by case facts (6 points)
Of those ethical issues
identified, most issues
identified are adequately
defined/ described and
supported by case facts (5
– 4 points)
Of those ethical issues
identified, some issues
identified are adequately
defined/ described and
supported by case facts (3
– 1 points)
No issue identified is
adequately
defined/described and
supported by case facts (0
points)
Stakeholder Analysis:
Stakeholder Identification All key stakeholders are
properly identified (6
points)
Most key stakeholders are
properly identified (5 – 4
points)
Some key stakeholders are
properly identified (3 – 1
points)
No key stakeholder is
properly identified (0
points)
Identification of Stakes Of those stakeholders
identified, all important
stakes are properly listed
(4 points)
Of those stakeholders
identified, most important
stakes are properly listed
(3 points)
Of those stakeholders
identified, some important
stakes are properly listed
(2 – 1 points)
Of those stakeholders
identified, no important
stakes are properly listed
(0 point)
Ethical Decisions
All short- and long-term
ethical issues are resolved
through the use of ethical
decisions (10 points)
Most short- and/or long-
term ethical issues are
resolved through the use
of ethical decisions (9 – 6
points)
Some short- and/or long-
term ethical issues are
resolved through the use
of ethical decisions (5 – 1
points)
Alternate decisions or
unethical decisions are
used to attempt to resolve
the ethical issues
identified (0 points)
Nonconsequentialist Analysis:
Subcharacteristic Identification
and Definition
Four of t
1 Kilimanjaro is a snow-covered mountain 19,710 feet hiSilvaGraf83
1
Kilimanjaro is a snow-covered mountain 19,710 feet high, and is said to be the highest mountain in Africa.
Its western summit is called the Masai "Ngaje Ngai," the House of God. Close to the western summit there
is the dried and frozen carcass of a leopard. No one has explained what the leopard was seeking at that
altitude.
The Snows of Kilimanjaro
By Ernest Hemingway, 1938
THE MARVELLOUS THING IS THAT IT S painless," he said. "Tha 's ho o kno
when it starts."
"Is it really?"
"Absolutely. I'm awfully sorry about the odor though. That must bother you."
"Don't! Please don't."
"Look at them," he said. "Now is it sight or is it scent that brings them like that?"
The cot the man lay on was in the wide shade of a mimosa tree and as he looked out past
the shade onto the glare of the plain there were three of the big birds squatted obscenely,
while in the sky a dozen more sailed, making quick-moving shadows as they passed.
"They've been there since the day the truck broke down," he said. "Today's the first time
any have lit on the ground. I watched the way they sailed very carefully at first in case I
ever wanted to use them in a story. That's funny now.""I wish you wouldn't," she said.
"I'm only talking," he said. "It's much easier if I talk. But I don't want to bother you."
"You know it doesn't bother me," she said. "It's that I've gotten so very nervous not being
able to do anything. I think we might make it as easy as we can until the plane comes."
"Or until the plane doesn't come."
"Please tell me what I can do. There must be something I can do.
"You can take the leg off and that might stop it, though I doubt it. Or you can shoot me.
You're a good shot now. I taught you to shoot, didn't I?"
"Please don't talk that way. Couldn't I read to you?"
2
"Read what?"
"Anything in the book that we haven't read."
"I can't listen to it," he said." Talking is the easiest. We quarrel and that makes the time
pass."
"I don't quarrel. I never want to quarrel. Let's not quarrel any more. No matter how
nervous we get. Maybe they will be back with another truck today. Maybe the plane will
come."
"I don't want to move," the man said. "There is no sense in moving now except to make it
easier for you."
"That's cowardly."
"Can't you let a man die as comfortably as he can without calling him names? What's the
use of clanging me?"
"You're not going to die."
"Don't be silly. I'm dying now. Ask those bastards." He looked over to where the huge,
filthy birds sat, their naked heads sunk in the hunched feathers. A fourth planed down, to
run quick-legged and then waddle slowly toward the others.
"They are around every camp. You never notice them. You can't die if you don't give up."
"Where did you read that? You're such a bloody fool."
"You might think about some one else."
"For Christ's sake," he said, "that's been my trade."
He lay then and was quiet for a while and looked across the ...
1
Assignment 2 Winter 2022
Problem 1
Assume you have the option to buy one of three bonds. All have the same degree of default risk
and mature in 15 years. The first is a zero-coupon bond that pays $1,000 at maturity. The
second has a 7 percent coupon rate and pays the $70 coupon once per year. The third has a 9
percent coupon rate and pays the $90 coupon once per year.
a. If all three bonds are now priced to yield 8 percent to maturity, what are their prices?
b. If you expect their yields to maturity to be 8 percent at the beginning of next year, what will
their prices be then? What is your before-tax holding period return on each bond? If your tax
bracket is 30 percent on ordinary income and 20 percent on capital gains income, what will
your after-tax rate of return be on each? Assume you do not sell the bonds.
c. Recalculate your answer to (b) under the assumption that you expect the yields to maturity on
each bond to be 7 percent at the beginning of next year.
d. Re-do the calculations in parts b and c above, assuming you will sell the bonds at the end of the
year.
Problem 2
A University endowment fund has sought your advice on its fixed-income portfolio strategy.
The characteristics of the portfolios current holdings are listed below:
Market
Credit Maturity Coupon Modified Value of
Bond Rating (yrs.) Rate (%) Duration Convexity Position
A Cnd. Govt. 3 0 2.727 9.9 $30,000
B A1 10 8 6.404 56.1 $30,000
C Aa2 5 12 3.704 18.7 $30,000
D Agency 7 10 4.868 32.1 $30,000
E Aa3 12 0 10.909 128.9 $30,000
$150,000
a) Calculate the modified duration for this portfolio.
b) Suppose you learn that the modified duration of the endowment’s liabilities is 6.5 years.
Identify whether the bond portfolio is: i) immunized against interest rate risk, ii) exposed to net
price risk, or iii) exposed to net re-investment risk. Briefly explain what will happen to the net
position of the endowment fund if in the future there is a significant parallel upward shift in the
yield curve.
c) Your current active view for the fixed income market over the coming months is that Treasury
yields will decline and corporate credit spreads will also decrease. Briefly discuss how you
could restructure the existing portfolio to take advantage of this view.
2
Problem 3
A 20-year maturity bond with a 10% coupon rate (paid annually) currently sells at a yield to
maturity of 9%. A portfolio manager with a 2-year horizon needs to forecast the total return on
the bond over the coming 2 years. In 2 years, the bond will have an 18-year maturity. The analyst
forecasts that 2 years from now, 18-year bonds will sell at yield to maturity of 8%, and that
coupon payments can be reinvested in short-term securities over the coming 2 years at a rate of
7%.
a) What is the 2-year return on the bond
b) What will be the rate of return the manager forecasts that in 2 years the yiel ...
1
COU 680 Adult Psychosocial Assessment Sabrina
Date of appointment: Today Time of appointment: 5:00 pm
Client Name: Sabrina Hinajosa Age: 29 DOB: 3/23/89
Gender: Male Female Transgender Preferred Name/Nickname: N/A
Ethnicity: Hispanic Non‐Hispanic Race: Caucasian
Current Marital/Relationship Status: Single Married Divorced Widowed Domestic Partnership
Name of Person completing form: Sabrina Relationship to client: Self
PRESENTING PROBLEM (Briefly describe the issues/problems which led to your decision to seek therapy services):
I recently lost my mother-in-law to a sudden heart attack immediately prior to the recent hurricane. Within a matter
of a single day I lost the mother figure in my life, was evacuated from my home, and had a hurricane destroy parts
of my house. I’m completely overwhelmed, sad, and angry at the world.
How severe, on a scale of 1‐10 (with 1 being the most severe), do you rate your presenting problems?
MOST SEVERE 1 2 3 4 5 6 7 8 9 10 LEAST SEVERE
PRESENTING PROBLEM CATEGORIZATION: (Please check all the apply and circle the description of symptom)
Symptoms causing concern, distress or impairment:
Change in sleep patterns (please circle): sleeping more sleeping less difficulty falling asleep
difficulty staying asleep difficulty waking up difficulty staying awake
Concentration: Decreased concentration Increased or excessive concentration
Change in appetite: Increased appetite Decreased appetite
Increased Anxiety (describe): I have a lot of fear of the unknown. Everything feels out of my control.
Mood Swings (describe): I’m irritable all of the time. I go back and forth between extreme bouts of sadness
and complete anger and rage at the situation. The only place I feel calm is with my kids
and only because I really focus on making sure they are ok.
Behavioral Problems/Changes (describe): I struggle to stay focused on anything other than taking care of
my kids. I feel aimless and purposeless and have stopped putting forth much effort at work or in our home.
Everything just seems both overwhelming and pointless.
Victimization (please circle): Physical abuse Sexual abuse Elder abuse Adult molested as child
Robbery victim Assault victim Dating violence Domestic Violence
Human trafficking DUI/DWI crash Survivors of homicide victims
Other:
2
Other (Please describe other concerns):
How long has this problem been causing you distress? (please circle)
One week One month 1 – 6 Months 6 Months – 1 Year Longer than one year
How do you rate your current level of coping on a scale of 1 – 10 (with 1 being unable to cope)?
UNABLE TO COPE 1 2 3 4 5 6 7 8 9 10 ABLE TO COPE
EMPLOYMENT:
Currently Employed? Yes No If employed, what is your occupation? Bank teller
Where are you working? XYZ Bank
How long? 3 Days/Months/Years
Do you enjoy your current job? Yes No What do you like/ ...
1 Literature Review on How Biofilm Affect theSilvaGraf83
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Literature Review on How Biofilm Affect the Patient Recovery at the Hospital
Student’s Name
Professor’s Name
Course Name
Date
2
Introduction
Regulating biofilms for injury and insertion can have a variety of adverse effects on
patient well-being, including delayed recovery and implant evacuation. Biofilm drugs currently
do not completely destroy or prevent microbial colonization, indicating the need for further
research. The final review of drugs for biofilms focuses on components of nanotechnology-based
drug delivery, combination therapy, and coupling repair. Ultrasonic cleaning and hydrogels, as
well as recent improvements in incorporation, have great potential for use in discrete trauma and
medicine applications. This study reviews various literatures on the development of
microorganisms in biofilms and how it affects patient recovery at the hospital.
Patients with biofilms wounds excrete various microbes from their own skin and current
state, and if they receive hospitalization for treatment, they are likely to receive MRE and HAI
from surfaces, patients, staff, and emergency department equipment (Wu et al., 2018). This
literature states that such patients have high levels of biofilm contamination for biofilm reduction
applications in consuming patients include silver and various metals. Other elements indicating
this condition include disinfectants, hydrogels, light and sonic treatments to initiate atomic
sensitization to deliver dynamic oxygen (Wu et al., 2018). Small particles of these contaminants
allow penetration into the dividing layer of cells, glycans, lactobacilli and treatment with phages.
Other scholars such as Muhammad et al. (2020) and Barzegari et al. (2020) assert that the
accumulation of microorganisms can be immobile and live and attached to the surface. The
regimen of this group of people is not the same as that of planktonic development, where
microorganisms are isolated and flexible in environment (Muhammad et al., 2020). Cecillus cells
differ from planktonic cells in their morphology, physiology and qualitative articulation. The
ability to adhere to and thrive on surfaces such as biofilms is a gradual survival process that
3
allows microorganisms to colonize the zone (Muhammad et al., 2020). Microbes are constantly
changing from planktonic aggregates to sedentary ones. This variety of conditions is key for cells
as they allow rapid changes in their natural state.
Wound swelling can be characterized as the ability of microorganisms to thrive when
antimicrobial compounds are present in the climate. The obstructive component is hereditary and
prevents the antitoxin from working for its purpose (Barzegari et al., 2020). This literature
indicates that the term resistance should be used for microbes that may be caused by high-class
antibiotics but whose development is delayed. This element, which explicitly describes the life ...
1
Canterbury Tales
(c. 12th century)
What do I need to read?
“The Canterbury Tales General Prologue”
“The Miller’s Prologue and Tale”
“The Wife of Bath’s Prologue and Tale”
“The Pardoner’s Prologue and Tale”
Who is the author?
Geoffrey Chaucer (1343 – 1400). Called the Father of the English Language as well
as the Morning Star of Song, Geoffrey Chaucer, after six centuries, has retained
his status as one of the three or four greatest English poets. He was first to
commit to lines of universal and enduring appeal a vivid interest in nature, books,
and people.
As many-sided as Shakespeare, he did for English narrative what Shakespeare did
for drama. If he lacks the profundity of Shakespeare, he excels in playfulness of
2
mood and simplicity of expression. Though his language often seems quaint, he was
essentially modern. Familiarity with the language and with the literature of his
contemporaries persuades the most skeptical that he is nearer to the present than
many writers born long after he died.
---Courtesy of Compton’s Learning Company
Background Lecture
Chaucer’s father, an influential wine merchant, was able to secure Geoffrey a
position as a page in a household connected to King Edward III. Chaucer’s duties as
a page were humble, but they allowed him the opportunity to view the ruling
aristocracy, thus broadening his knowledge of the various classes of society. While
serving in the English army, Chaucer was captured and held prisoner in France.
After his release, he held a number of government positions.
While in his twenties, Chaucer began writing poetry, and he continued to write
throughout his life. Over the years, his writing showed increasing sophistication
and depth, and it is recognized as presenting penetrating insights into human
character. In The Canterbury Tales, critics say that the author shows an absolute
mastery of the art of storytelling.
The Canterbury Tales are also said to present “a cavalcade of fourteenth-century
English life” because on this pilgrimage to Canterbury the reader gets to meet a
cross-section of the people from Chaucer’s time.
Canterbury, located about fifty miles southeast of London, was a favorite
destination for pilgrims. In fact, Chaucer himself made a pilgrimage there. While
he did not set out on the pilgrimage looking for material to use in his writing, he
was so impressed by the mix of company that he had met at the Tabard Inn that
he was inspired to write what was to become his masterpiece.
3
Selected Canterbury Tales Terms and Definitions
Allegory - a story that represents abstract ideas or moral qualities. As such, an
allegory has both a literal level and a symbolic level of meaning. Example: Gulliver’s
Travels.
Allusion - a reference to a person, place, poem, book, or movie outside of the story
that the author expects the reader will recognize.
Fable - ...
1 Math 140 Exam 2 COC Spring 2022 150 Points SilvaGraf83
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Math 140 Exam 2
COC Spring 2022
150 Points
Question 1 (30 points)
Match the following vocabulary words in the table below with the corresponding definitions.
Confidence Interval Hypothesis Test Standard Error Alternative Hypothesis
Randomized Simulation Random Sample Random Assignment Random Chance
Population Sampling Variability Significance Level Type II Error
One-Population Mean
T-Test Statistic
Quantitative Data One-Population
Proportion Z-Test
Statistic
Categorical Data
Critical Value Statistic Parameter Census
Type I Error Bootstrap Distribution Margin of Error Beta Level
Bootstrapping Null Hypothesis P-value Point Estimate
a. A number we compare our test statistic to in order to determine significance. In a sampling
distribution or a theoretical distribution approximating the sampling distribution, the critical
value shows us where the tail or tails are. The test statistic must fall in the tail to be significant.
b. Also called the Alpha Level. If the P-value is lower than this number, then the sample data
significantly disagrees with the null hypothesis and is unlikely to have happened by random
chance. This is also the probability of making a type 1 error.
c. A statement about the population that does not involve equality. It is often a statement about a
“significant difference”, “significant change”, “relationship” or “effect”.
d. The collection of all people or objects you want to study.
e. A number calculated from sample data in order to understand the characteristics of the data.
f. When biased sample data leads you to support the alternative hypothesis when the alternative
hypothesis is actually wrong in the population.
g. Another word for sampling variability. The principle that random samples from the same
population will usually be different and give very different statistics.
h. Data in the form of numbers that measure or count something. They usually have units and
taking an average makes sense.
i. Taking many random samples values from one original real random sample with replacement.
j. Collecting data from everyone in a population.
2
k. Collecting data from a population in such a way that every person in the population has an
approximately equal chance of being chosen. This technique tends to give us data with less
sampling bias.
l. The probability of getting the sample data or more extreme because of sampling variability (by
random chance) if the null hypothesis is true.
m. The sample proportion is this many standard errors above or below the population proportion in
the null hypothesis.
n. Take a group of people or objects and randomly put them into two or more groups. This is a
technique used in experiments to create similar groups. Similar groups help to control
confounding variables so that the scientist can prove cause and effect.
o. Data in the form of labels that tell us something about the people ...
1 Lessons from the past How the deadly second waveSilvaGraf83
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Lessons from the past: How the deadly
second wave of the 1918 ‘Spanish flu’
caught Dallas and the U.S. by surprise
Health concerns about the 2020 coronavirus pandemic are rooted in the
catastrophic second wave of the 1918 pandemic, which hit between
September and November of that year.
By David Tarrant
9:00 AM on Jul 3, 2020
https://www.dallasnews.com/news/2020/07/03/lessons-from-the-past-how-the-deadly-second-
wave-of-the-1918-spanish-flu-caught-dallas-and-the-us-by-surprise/
Illustration by staff artist Michael Hogue.(Michael Hogue / Michael Hogue illustration)
As August gave way to September of 1918, few people were thinking about the
influenza that would soon sweep across Texas and the rest of the country with the speed and
deadly ferocity of a firestorm.
There had been a relatively mild version of the virus in the spring of that year, mostly
affecting troops mobilizing to go off to World War I over in Europe. But by summer the disease
known at the time as the Spanish flu had been largely forgotten.
The front pages of The Dallas Morning News were dominated by news of American troops
pouring into Europe for what would come to be known as World War I.
But that would quickly change. By the end of September, a second wave of the flu, far
deadlier, would sweep across the country, hitting Dallas and other large cities hard.
When health experts worry about the course of the 2020 coronavirus pandemic, they
often look back at the second wave of the 1918 pandemic, between September and November,
https://www.dallasnews.com/author/david-tarrant
2
when influenza cases overwhelmed hospitals and medical staffs across the country and the dead
piled up faster than they could be buried.
In Dallas that year, the city’s chief health officer, A.W. Carnes, waved off the fast-
approaching pandemic as not much more than the common cold. In a major blunder, he permitted
a patriotic parade in late September that attracted a cheering crowd of thousands jammed
together downtown.
Cases of influenza promptly spiked.
The second wave would produce most of the deaths of the pandemic, which experts now
estimate at 50 million to 100 million worldwide. In the United States, 675,000 people died from
the virus.
The Dallas Morning News on Sept. 27, 1918, reported the rapid spread of the Spanish flu. Despite the worsening
conditions, Dallas medical officials hesitated to impose restrictions on public gatherings for more than two weeks.
As it did then, the world is struggling with a virus for which there is no vaccine. COVID-19,
the sickness caused by the new coronavirus, has advanced unabated around the world since it first
appeared in China late last year. By the end of June, the number of deaths worldwide exceeded
500,000.
Like the Spanish flu in 1918, the new coronavirus isn’t showing signs of fading away
anytime soon. Texas ended June with alarm lights flashing as new COVID-19 cases set records
daily ...
1 Lockheed Martin Corporation Abdussamet Akca SilvaGraf83
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Lockheed Martin Corporation
Abdussamet Akca
Lockheed Martin Corporation
To: Jack Harris
From: vice president governmental affairs
Date:15 February 2021
Sub: under Lockheed Martin Corporation (overview)
2
I am here to state that this is the overview of Lockheed Martin Corporation and Jack
Harris is the CEO of the consulting firm consulted by the CEO of Lockheed Martin Corporation,
crisis consulting.
Business profile
In the contemporary world, there are many challenges facing companies in different
industries in both developed countries and undeveloped countries. There is a great need to
understand the potential risks that may face the business to take care of the shareholder interests,
meet the legitimate consistency, and secure the required resources such as human resources
scholarly and reputational resources. Customers are helped with data by the shareholder value-
added. It also helps in another backup and preparation so that people in the organization are
ready to distinguish risk and so that they can quickly react to crisis consulting (Dove et al.,
2018). The SVAs problem consulting can work with customer administration to identify the
potential turmoil that Lockheed martin corporation is likely to face. The understanding of using
fitting systems and methodologies and the advancement of the same make it possible to oversee
and relieve emergencies through computerized systems. It is possible to utilize and outline
recreations by testing setups and arrangements. Through the operational reviews and the
preparation of potential crises in the Lockheed Martin Corporation, one’s status is also protected.
If the problem exceeds, then the SVAs group can react to the expansive scope of the crisis to
develop the best action to solve these crises.
Crisis consulting international has supplied security and crisis administration to different
organizations such as the Christian evangelist. The concern consulting international has been
helping these groups evaluate risk, improve policy creations, site overviews, and arrange training
staff, crisis administration group, meetings management of occasions, among others. Other
3
activities include risk assessment, prioritization of risks, evaluation, and comprehension of
corporate risk profile. Crisis consulting international uses scientific procedures to prepare
customers in perceiving and measuring risks to understand the effect of these risks so that they
can use the available methodologies to oversee risk and avoid it (Davies, 2019). SVA is used in
the business impact assessment process to break down the business with the end goal in mind.
That builds up top to bottom comprehension of recognizing the primary regions primarily
dependent on the company. This audit aims to establish more extensive deterrent ways of risk
arrangements and prepare programs. SVA can also be incorporated with working wit ...
1 Lab 9 Comparison of Two Field Methods in a ScienSilvaGraf83
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Lab 9: Comparison of Two Field Methods in a
Scientific Report/Paper Format
Minimum Content of the Scientific Report
Title
The title should be a brief summary statement about your paper. Your title will be what
is most commonly cited and will be the “target” of topical searches via the internet.
Choose your words carefully. As short and as concise a title as possible is best.
Each student will come up with the title! You might consider waiting until after
completing the report to finalize the title.
Abstract
Think of the abstract as a short summary of your paper that could stand-alone as a
publication. The abstract should include, in order: a summary of the introduction,
methods, results, and discussion. However, you may include only key results and key
discussion points in the abstract. Do not include reference to figures and tables, and
don’t use abbreviations. Don’t include references in the abstract. This is the hardest
section of the paper to write, and should be written after you complete the other
sections.
Minimum of 200 and maximum of 300 words in a single-paragraph format.
Introduction
The introduction should include a detailed explanation about why you are doing the
study, i.e., the basis for your study.
This section should include observations or results from previous studies that support
the basis for your study, but not the results or discussion or conclusions drawn from the
results of your project.
Follow these observations or results from previous studies with the questions or
hypotheses of your study.
The introduction should end with a brief paragraph that summarizes the setting, scope,
and justification or importance of the study. This is a lead-in paragraph to the rest of the
paper.
Minimum of 1/2 page of text in length with one or more paragraphs.
2
Methods
Write the methods in the past tense.
This should be a detailed, step-by-step, description of how you did the study.
Include details on the equipment and materials used (see list below).
Include the approach to data analysis and cite any statistical or other applications used
to input, manage, graph, or analyze the data.
Include citations for any standard or previously published methods used.
Write this section with enough detail that someone else could duplicate your study or
conduct a similar study with only your methods section available.
Include a map showing the location, sampling area, and plot and belt transect in the
sampling area.
Minimum of one page of text in length with multiple paragraphs.
Results
This the “what you got” section.
Write the results in the past tense.
This sections includes any data or results tables and graphs you have.
This is a summary of your key results from data, graphs, and/or results of statistical
analyses.
You are not required to include a statistical analysis(-es).
You ar ...
1 LAB MODULE 5 GLOBAL TEMPERATURE PATTERNS Note PSilvaGraf83
1
LAB MODULE 5: GLOBAL TEMPERATURE PATTERNS
Note: Please refer to the GETTING STARTED lab module to learn how to maneuver
through and answer the lab questions using the Google Earth ( ) component.
KEY TERMS
You should know and understand the following terms:
Air temperature Heat index Temperature anomalies
Altitude Kelvin (K) Temperature averages
Ambient temperature Latitude Thermopause
Axial Tilt Maritime effect Thermosphere
Celsius (C) Mesopause Tropopause
Continentality, or
Continental effect
Mesosphere Troposphere
Stratopause Urban heat island
Environmental Lapse Rate Stratosphere Urban heat island effect
Exosphere Structure of the atmosphere Wind chill
Fahrenheit (F) Surface temperature
LAB MODULE LEARNING OBJECTIVES
After successfully completing this module, you should be able to the following
tasks:
Describe the differences between air and surface temperature
Explain heat index and wind chill
Explain the urban heat island effect
Describe the structure of the atmosphere
Describe large scale factors influencing temperature
Describe local factors influencing temperature
2
INTRODUCTION
This lab module explores the global surface and air temperatures of Earth and
Earth’s atmosphere. Topics include the structure of the atmosphere, local and
global factors influencing temperature, and temperature anomalies. The modules
start with four opening topics, or vignettes, which are found in the accompanying
Google Earth file. These vignettes introduce basic concepts of the internal structure
of the Earth. Some of the vignettes have animations, videos, or short articles that
will provide another perspective or visual explanation for the topic at hand. After
reading the vignette and associated links, answer the following questions. Please
note that some links might take a while to download based on your Internet speed.
Expand the INTRODUCTION folder.
Read Topic 1: Surface and Air Temperature
Question 1: How do the surface temperatures of the countries in the
northern latitudes (for example, Canada, Iceland, Norway, and Russia)
compare to those of northern Africa (for example, Algeria, Egypt, Libya,
Morocco, and Sudan)?
A. The temperatures are higher in the northern latitudes during summer
months when net radiation is higher.
B. The temperatures are lower in north Africa during the summer months
when net radiation is higher in northern latitudes.
C. Temperatures are lower in northern latitudes year-round.
D. Temperatures are only lower in the northern latitudes during winter
months.
Read Topic 2: Measuring Temperature
Question 2: Considering water freezes (or alternatively, melts) at 0˚C,
determine from the map which countries or landmasses have an annual
mean temperature around 0˚C.
A. Canada and Norway
B. The United States and the United Kingdom
C. Greenland and Antarctica
D. Russia and Antarctica
3
...
1 Instructions for Coming of Age in Mississippi SilvaGraf83
1
Instructions for Coming of
Age in Mississippi
Due Sunday, April 25th, 2021
Late papers will be penalized. Failure to turn in this assignment will result in
the automatic failure of the class.
Anne Moody’s Coming of Age in Mississippi is an autobiographical presentation of
her life and experiences in the segregationist South during the middle third of the
20th Century. Although Moody was intensively involved in the civil rights
movement of the 1950’s and 1960’s, the real value of her autobiography is that she
describes what it was like to grow up in Mississippi long before she became a civil
rights activist.
Your book essay for Coming of Age in Mississippi should explore and discuss the
following topics and questions:
1. Begin with a brief overview of the book: in general, what is it about, who wrote
it, etc.
2. Moody’s decision to become engaged in the political activism central to the
Civil Rights Movement was a result of her experiences at both work and play
growing up in Mississippi. What kinds of incidents from her life led Moody to
become politically active in the movement? For example, what does she notice
about how she is treated as a black person in Southern white society?
3. Women played an important role in Moody’s life. Using examples from her
autobiography, discuss what Moody learned about race, class and sexual
orientation from the women around her. Who were the most important women in
her life? Discuss each and explain why that person was so important.
4. Moody was a participant and observer of some of the most important historical
events of the 1950’s and 1960’s. How did she view and describe these events – for
example, the murder of Emmitt Till, the sit-in protests, the voter registration drive
in Mississippi, Ku Klux Klan activities and the assassination of Medgar Evars and
2
others? In general, what do her descriptions tell you about the struggle for civil
rights?
5. What did you think of this book? Did you like it/ not like it? Explain why.
Writing Instructions:
1. Use the above questions/topics as your paper outline and answer them in the
order they are presented.
2. Use some common sense in how much you write on each topic. The general
overview of the book, for example, can be covered in one relatively brief
paragraph. Other topics may require more extensive coverage. The main body of
your paper should focus on topics 2-4. You should explore those thoroughly and
back up any general comments with specific details that illustrate and support
them. Topics 1 and 5 should be about a paragraph in length.
3. Although I don’t grade in terms of the length of the paper, under most
circumstances I would expect a paper somewhere within the range of 4-5 pages.
As a general rule, it’s better to write more than less.
4. The paper must be typed using a standard word processing program, double-
spaced using norm ...
1
Institutional Assessment Report
2012-13
The primary purpose for assessment is the assurance and improvement of student learning and
development; results are intended to inform decisions about course and program content, delivery,
and pedagogy. The Institutional Assessment Report summarizes annual assessment processes,
results and success indicators at the program, co-curricular, core and institutional levels.
I. Program assessment
A total of 117 degree and certificate programs and 13 co-curricular units assessed student learning
in 2012-13. Assessment reports reside in the Assessment Reporting Management System (ARMS).
Most programs measured multiple learning outcomes and used multiple measures. Direct measures
examine or observe student knowledge, skills, attitudes or behaviors. The most frequently used
direct measures in undergraduate programs are written assignments and locally developed exams,
tests or quizzes. Commonly used direct measures in graduate programs include oral presentations
or exhibition, research papers/projects, and locally-developed exams, tests or quizzes (Table 1).
Table 1: Percent of Academic Programs Reporting Direct Measures in ARMS
Undergraduate Graduate
N = 52 N = 65 (3 certificate)
Standardized instruments 29% 14%
Locally-developed
exam/test/quiz
40% 40%
Essay question on exam 29% 17%
Pre- and post-measures 10% 3%
Written assignment 42% 32%
Portfolio 4% 12%
In-class discussions 10% 11%
Oral presentation or
exhibition
23% 51%
Thesis / Dissertation 32%
Simulations 4% 2%
Formal evaluation of practical
skills
12% 22%
Research paper/project 25% 40%
Final Project 29% 14%
Other 17% 14%
2
Indirect measures evaluate perceived learning, and may be used to supplement direct measures.
Surveys are commonly used indirect measures; in graduate education, student self-assessments are
most frequently used (Table 2).
Table 2: Percent of Academic Programs Reporting Indirect Measures in ARMS
Undergraduate Graduate
Surveys 17% 11%
Interviews or focus groups 2% 2%
Data indicators (job
placement, admission to
graduate education)
4% 9%
Comparisons with peers 4% 3%
Student Self-Assessment 2% 15%
Other 4% 8%
Co-curricular programs, especially those in the Division of Student Affairs, are more likely to
assess student learning and development through self-report (surveys and student self-assessments)
than through direct measures (Tables 3 and 4).
Table 3: Percent of Co-curricular Units1 Reporting Direct Measures in ARMS
(N = 13)
Reflection 15%
Academic written assignment/Research
questions
23%
Exam 8%
Oral presentation 8%
Observations 23%
Supervisor ratings 15%
Performance reviews 8%
Other 31%
Table 4: Percent of Co-curricular Units1 Reporting Indirect Measures in ARMS
Surveys 69%
Student Self-Assessment 62%
Data Indicators 8%
Benchmarks/Compa ...
1 Evidence-Based Practices to Guide ClinicaSilvaGraf83
1
Evidence-Based Practices to Guide Clinical Practices
Marilaura Mieres
Miami Regional University
Dr.Mercedes
03/28/2021
Evidence-Based Practices to Guide Clinical Practices
2
Introduction
Evidence best practices is an approach that translates excellent scientific research
evidence to enhanced practical decisions aiming at improving health. EBP involves using
research findings obtained from systematic data collection that is achieved through observations
and analyzed experiments. The connection of research, theory, and EBP are interlinked in that
the delivery of one results in another aspect's discovery. Through research findings, a theory is
discovered, and through various experiments and observations, evidence-based practices are
identified.
Interrelationship Between the Theory, Research, and EBP.
According to Cannon & Boswell (2016), health professionals require standards to analyze
behavioral treatments in the behavioral sciences. Through complete incorporation and
implementation processes, health professionals must value EBP processes, health theories, and
research. Through experience, health practitioners must learn to integrate research results to
determine the best treatment plans suitable for patients. Through this research results,
experiments, and evidence, health practitioners with academicians ally to discover a theory. The
treatments are offered according to patients' values, interests, and preferences (Cannon &
Boswell 2016). The values increase practitioners' skills and knowledge to analyze research
outcomes effectively. Nurses are expected to think critically after being taught and encouraged,
which corresponds with evidence-based practices. Nurses' critical thinking skills require a
foundation on which proven research and tested data can be based. The proven research,
evidence-based practices, and a good foundation all connect to form a theory that research can
rely on and nurses can use to prove their practices.
3
Additionally, health professionals at all levels must identify challenges and arising
questions to address patients' needs and offer quality practices to discover appropriate
interventions suitable for every challenge. Health professionals are directly involved in research
projects that allow them to understand the best methods to publish for evidence-based practices.
Through different researches and publications, health professionals like advanced practice nurses
use research to solve health dilemmas. Nurses find platforms centered on tested clarifications
through nursing practices and methodical examinations from research to build a base for
procedures and care.
Moreover, research is a scientific procedure that anticipates outcomes through the use of
fundamental expertise. Research processes enhance the capacity of discipline through clarity and
visualized aspects. The discipline's ability to put i ...
1 Green Book Film Analysis Sugiarto MuljSilvaGraf83
1
Green Book Film Analysis
Sugiarto Muljadi
CSUN
COMS 321
Prof. Darla Anderson
12th May 2021
2
Green Book Analysis
Social stratification exists in almost every place that human’s dwell. Nonetheless, race
remains one of the most controversial elements of social stratification. The film Green Book
wants the audience to learn that there are no differences between humans regardless of their
race. While watching it, I was concerned that the script might have glossed over Shirley and
other African-Americans face. The newfound abundance of clean, inexpensive cars in the
1930s was more than a matter of convenience for middle-class Americans (IMDb, 2020). It
opened up new opportunities, giving them the freedom to fly across the world at their own
pace without having to rely on anyone. Also, in a constitutionally segregated world in some
areas and functionally segregated almost everywhere else, this was so for African Americans
(Lemire, 2018). However, while white travelers could travel with relative ease, stopping at
restaurants, bars, entertainment venues, and places to stay as they wished, African Americans
faced greater challenges. Staying in the wrong hotel or attempting to eat at the wrong
restaurant could result in you being ejected or worse.
The Negro Motorist Green Book was not the only travel guide for African-Americans,
but it was the most popular. Victor Hugo Green, an African-American mail carrier from
Harlem who served in Hackensack, New Jersey, designed it. Green worked on the effort for
almost three decades, from 1936 to 1966, soon after the Civil Rights Act was signed into law,
including a four-year pause during WWII (Diamond, 2018). The Green Book quickly
established itself as the most important document for black travelers in America, outlining
where they could eat, drink, and sleep without being abused or worse. Green Book depicts
various discriminatory prejudices that permeated American life in the early and mid-
twentieth centuries, ranging from snide remarks and racial epithets to outright hatred.
3
References
Diamond, A. (2018, November 20). The true story of the 'Green book' movie. Smithsonian
Magazine. https://www.smithsonianmag.com/arts-culture/true-story-green-book-
movie-180970728/
IMDb. (2020). Green book (2018). https://www.imdb.com/title/tt6966692/plotsummary
Lemire, C. (2018). Green book movie review & film summary (2018). Movie Reviews and
Ratings by Film Critic Roger Ebert | Roger Ebert.
https://www.rogerebert.com/reviews/green-book-2018
Week # 3 Case Study: Late and Later Documentation
Case Study: Late and Later Documentation
Based on the case study, critique the documentation presented by the healthcare provider and provide examples of whether the nurse follows or did not follow documentation requisites.
State what errors you found in the documentation and if you think the nurse followed the appropriate procedure ...
1
Film Essay 1
Film from 1940-1970
Garrett Lollis
ARTH 334
Professor Tom Fallows
April 04, 2021
2
Part 1
The film I chose was Ben-Hur (1959), which is an adventure/historical film by director
William Wyler. The film is a work of fiction based on the 1880 book Ben-Hur: A Tale of the
Christ by author Lee Wallace and is the third film adaption of multiple films based upon the
story of the fictional character Ben-Hur (Brayson, 2016). I personally enjoyed this 3 hour and
42-minute film due to the directors’ masterful work even though the film was made in 1959.
William Wyler utilized different cinematography and editing tools such as D.W.
Griffiths intercutting, panning, close-up, and dissolve techniques throughout the film to depict
each scene and enhance the quality of the film (Gutmann, 2010). With the use of D.W. Griffiths
cinematography/editing techniques, William Wyler managed to show different angles of a scene
better and pan for more use of the space because of newer technology unlike the straight on view
that had to be used in George Melies’s A Trip To The Moon (1902) due to the technology at
that time. Sound syncing really came a long way from the early 1900’s and this film perfectly
synced the sounds with what was happening in each scene (The History of Sound at the Movies,
2014). There is a scene about an ancient Roman naval battle taking place and I believe all parts
from sound, to editing, and cinematography come together during this battle scene. Before the
battle takes place the Admiral of the ship tests the boat rowers which were slaves by having them
run through different battle speeds of the ship. There is a drummer that helps keep the rowers in
sync, so as the Admiral yelled out “attack speed” the drummer started drumming and you can
hear the multitude of sounds from the music intensifying, the drummer drumming faster to the
changing ship speeds, to the exhaustion of the men as they row throughout this particular scene.
Once the battle begins, the battle music intensifies, and the director used cross-cutting to go
between the battle taking place outside the ship and back to the men under the deck rowing the
3
boat as the battle draws on. The director also used close-up shots to show the different
expressions on a few characters faces during the battle and finishes with the dissolve effect after
the battle is over to transition to Ben-Hur and the Admiral being stranded in the ocean. William
Wyler used the dissolve feature multiple time throughout the film to transition between locations
and nighttime and daytime, I really enjoy this feature because it makes the scenes flow smoothly
instead of just abruptly cutting off. Another interesting thing added into the film is an
intermission because the length of the film, this gives time to get a drink or more popcorn and
something I have only seen down in very few films. The dir ...
1 FIN 2063 INSURANCE FINANCIAL PLANNING Case AsSilvaGraf83
1
FIN 2063
INSURANCE FINANCIAL PLANNING
Case Assignment
Due Dates: Part I - Week 10 Part II - Week 12
Value: Part 1 – 10% Part II – 10% Total - 20% of final grade
1. This assignment represents a real client scenario. Create a report.
a. Read the case, the requirements and the marking rubric.
2. Your report must be typed, double-spaced in Times New Roman 12 or Arial/Calibri 11.
On the title page, include your name and student number.
3. As this is project is very similar in nature to a real life insurance planning scenario, present
your report just as you feel you would present a real life insurance planning
recommendation to a real life client.
4. The requirements at the end of the case indicate the expectations for your report, as does
the marking rubric.
Marks will be lost if your recommendations do not adequately meet or are not clearly
aligned with the clients’ goals. If due to lack of clarity or insufficient information you feel it
necessary to make an assumption, state the assumption in your report. That said, do not
assume the case away.
5. Although you may discuss this with other individual in the class, your report must be
unique. Any copying will result in a grade of zero.
2
Client Situation
You are a financial planner with a specialty in risk management. You’ve completed the LLQP and
are licensed to sell insurance products. You love your career and have built a successful practice
based mainly on referrals from your satisfied clients.
Jack, age 49, and Jill, age 48, are one of those referrals. Jack is Vice-President of Marketing at a
mid-sized systems firm. His salary is $190,000 + bonus. Last year his bonus was $40,000. Jill is
an accountant in private practice. She works from home and typically bills $150,000 a year
(roughly $100,000 after expenses). They feel pretty comfortable financially but have asked you to
flag any gaps that you can see in their risk management strategy. They also have specific questions
that they’d like you to address.
Jack and Jill are married with two children who live at home: Tracey, age 22 and Travis, age 17.
Jill’s mother, Lauren age 75, is widowed. Although she is financially independent, she moved in
with Jill and her family after the recent death of her husband. She contributes to the family’s
expenses and is especially devoted to her granddaughter, Tracey.
Tracey, a happy and outgoing woman, was born with Down Syndrome, a common genetic
disorder. Otherwise, Tracey is in good health and could easily live to age 60. Jack and Jill would
like to keep Tracey at home as long as possible but they are concerned about her ability to adapt if
one or both of them dies unexpectedly. As a result, they’re considering moving her into a group
home in their city. The group home provides full support to residents. The fee for this year is
$58,250. Tracey has seen the place and likes it, in no small part b ...
1 Faculty of Science, Engineering and ComputiSilvaGraf83
1
Faculty of Science, Engineering and Computing
CE7011 Management of Project, Risk, Quality and Safety
Reassessment Pack
April 2021
Content
Page No
Teaching Team 2
Assessment Summary 2
Health and Safety and Quality On line Test 3
Project Risk Management (PRM) Coursework 6
Assessment Submission and Feedback Form 12
Group Coursework Grade and Feedback Form 13
Individual Coursework Grade and Feedback Form 14
2
Faculty of Science, Engineering and Computing
Module Assessment Pack 2019/20
CE7011 Management of Project, Risk, Quality and Safety
Teaching Team
Staff Name Room Extension Contact: Email/Office hours
Module
Leader
Lecturer
Behrouz Zafari (BZ)
Diyana Binti Abd Razak (DR)
Illona Kusuma (IK)
Cliff Dansoh (CD)
Hasan Haroglu (HH)
PRMB1044
PRMB1057
PRMB1026
RV MB 212
PRMB1045
64820
[email protected]
Term-time office hours:
Tuesday: 16:00 – 17:30
Thursday: 16:00 – 17:30
[email protected]
[email protected][email protected][email protected]
Assessment Summary
Type Weight Set date Due date
Mark
by
Mark/work
return date
In-course
assessment
Examination
On-line test
(In-class)
30% 19 April
21
19 April
21
BZ 20 working
days after
submission
Written
assignment
70% 9 April 21
26 April
21
BZ 20 working
days after
submission
Examination No examination
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
3
Faculty of Science, Engineering & Computing
School of Natural and Built Environments
Department of Civil Engineering
CE7011 Management of Project, Risk, Quality and Safety
Assessments
Health and Safety and Quality On line Test
The online H&S and Quality test – will be available on Study Space under
assessments.
Date and Time of Test: Monday 19 April 2021, 9.00 am
Learning outcomes covered:
• Understand and contract toe roles of various parties in the successful
collaborative management of health and safety during both design and
construction phases of construction.
• Evaluate likelihood and impact of risk occurrence and procedures to manage
those risks, including health and safety risk.
• Appraise quality management techniques.
Instructions for taking the online test
The test is to be taken individually on-line, as per the timetable in the module
assessment pack. It will be available via Canvas/VLE. Once started, the test has to
be finished at one sitting. The maximum duration of the test is 80 minutes.
The test will be an open book test i.e. you can refer to notes books etc.
If your access to the University computer system is blocked or suspended for any
reason (e.g. financial) during the test tim ...
1
EARLY CHILDHOOD AND
CHILD DEVELOPMENT
Lesson Plan Handbook
Developed by Kristina Bodamer and Jennifer Zaur
September 2014
2
TABLE OF CONTENTS
About This Handbook 3
Lesson Plan Template 4
Goals 5
Objectives 6
Standards 7
Materials 11
Introduction 12
Lesson Development 14
Differentiation 16
Assessment 18
Closing 20
Sample Academic Lesson 21
Sample Developmental Lesson 23
Lesson Planning Resources 25
References 27
3
ABOUT THIS HANDBOOK
Purpose of the Handbook
This handbook was developed to provide Ashford University Early Childhood Education and
Child Development students with a resource to utilize when creating effective lesson plans.
Educators must be able to create an effective lesson plan so they can successfully teach
children the developmental and academic skills they need to grow, develop, and learn. As
Kostelnik, Rupiper, Soderman, & Whiren (2014) explain, “Planning is a mental process, and a
lesson plan is the written record of that process” (p. 81).
Design of the Handbook
“A lesson plan is the instructor’s road map of what students need to learn and how it will be
done effectively” (Milkova, 2014, para. 1). This handbook is your “road map” to creating
effective lesson plans. Each section of the handbook will serve as a different stop along your
journey. With each stop you make, you will gain important information about a component
of a lesson plan: what it is, its purpose, how to effectively develop each section of the lesson
plan, and concrete examples that model the individual sections. By the end of your trip, you
will be able to create effective lesson plans that will allow your students to learn the
developmental and academic skills they need to master. So, pack your bags and come along
for a fun and informative ride.
4
LESSON PLAN TEMPLATE
Content Area or Developmental Focus:
Age/Grade of Children:
Length of Lesson:
Goal
Objective
Standards Included
Materials
Introduction
Lesson Development
Differentiation
Assessment
(Practice/Check for
Understanding)
Closing
5
GOALS
What is a lesson goal?
A lesson goal guides the direction of the lesson. “Goals come from an outside source [such
as] a text, program goals, or state standards”(Kostelnik et al., 2014, p. 85 ). The goal is a
broad, general statement that tells you what you want your students to do when the lesson
is complete. Think of the goal of the lesson as a target that you are trying to reach. The goal
of the lesson should provide the framework for you to create a more detailed and
measurable learning objective.
Why are lesson goals important?
Lesson goals are important for s ...
1 Case Grading Procedure Your grade from each case SilvaGraf83
1
Case Grading Procedure
Your grade from each case analysis is determined using the following assessment rubrics:
Ethical Decision-Making Rubric - EDR
School of Business Writing Assessment Rubric – WAR
Review each of the rubrics below to see what is expected of you.
Your grade will be calculated as follows:
𝑃𝑒𝑟𝑐𝑒𝑛𝑡 𝐺𝑟𝑎𝑑𝑒 = 0.85 (
𝑃𝑜𝑖𝑛𝑡𝑠 𝑒𝑎𝑟𝑛𝑒𝑑 𝑜𝑛 𝑡ℎ𝑒 𝐸𝐷𝑅
50
) + 0.15 (
𝑃𝑜𝑖𝑛𝑡𝑠 𝑒𝑎𝑟𝑛𝑒𝑑 𝑜𝑛 𝑡ℎ𝑒 𝑊𝐴𝑅
70
)
The total case grade will be out of 50 points.
𝑇𝑜𝑡𝑎𝑙 𝑃𝑜𝑖𝑛𝑡𝑠 𝑜𝑛 𝐴𝑠𝑠𝑖𝑔𝑛𝑚𝑒𝑛𝑡 = 𝑃𝑒𝑟𝑐𝑒𝑛𝑡 𝐺𝑟𝑎𝑑𝑒 × 50
2
Ethical Decision-Making Rubric
Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet minimum performance levels.
Case Analysis Steps Standards Points
Ethical Issues:
Issue Identification All ethical issues are
properly identified (4
points)
Most ethical issues are
properly identified (3
points)
Some ethical issues are
properly identified (2 – 1
points)
No ethical issue is
properly identified (0
points)
Issue Definitions/Descriptions
and Factual Support
Of those ethical issues
identified, all are
adequately defined/
described and supported
by case facts (6 points)
Of those ethical issues
identified, most issues
identified are adequately
defined/ described and
supported by case facts (5
– 4 points)
Of those ethical issues
identified, some issues
identified are adequately
defined/ described and
supported by case facts (3
– 1 points)
No issue identified is
adequately
defined/described and
supported by case facts (0
points)
Stakeholder Analysis:
Stakeholder Identification All key stakeholders are
properly identified (6
points)
Most key stakeholders are
properly identified (5 – 4
points)
Some key stakeholders are
properly identified (3 – 1
points)
No key stakeholder is
properly identified (0
points)
Identification of Stakes Of those stakeholders
identified, all important
stakes are properly listed
(4 points)
Of those stakeholders
identified, most important
stakes are properly listed
(3 points)
Of those stakeholders
identified, some important
stakes are properly listed
(2 – 1 points)
Of those stakeholders
identified, no important
stakes are properly listed
(0 point)
Ethical Decisions
All short- and long-term
ethical issues are resolved
through the use of ethical
decisions (10 points)
Most short- and/or long-
term ethical issues are
resolved through the use
of ethical decisions (9 – 6
points)
Some short- and/or long-
term ethical issues are
resolved through the use
of ethical decisions (5 – 1
points)
Alternate decisions or
unethical decisions are
used to attempt to resolve
the ethical issues
identified (0 points)
Nonconsequentialist Analysis:
Subcharacteristic Identification
and Definition
Four of t
1 Kilimanjaro is a snow-covered mountain 19,710 feet hiSilvaGraf83
1
Kilimanjaro is a snow-covered mountain 19,710 feet high, and is said to be the highest mountain in Africa.
Its western summit is called the Masai "Ngaje Ngai," the House of God. Close to the western summit there
is the dried and frozen carcass of a leopard. No one has explained what the leopard was seeking at that
altitude.
The Snows of Kilimanjaro
By Ernest Hemingway, 1938
THE MARVELLOUS THING IS THAT IT S painless," he said. "Tha 's ho o kno
when it starts."
"Is it really?"
"Absolutely. I'm awfully sorry about the odor though. That must bother you."
"Don't! Please don't."
"Look at them," he said. "Now is it sight or is it scent that brings them like that?"
The cot the man lay on was in the wide shade of a mimosa tree and as he looked out past
the shade onto the glare of the plain there were three of the big birds squatted obscenely,
while in the sky a dozen more sailed, making quick-moving shadows as they passed.
"They've been there since the day the truck broke down," he said. "Today's the first time
any have lit on the ground. I watched the way they sailed very carefully at first in case I
ever wanted to use them in a story. That's funny now.""I wish you wouldn't," she said.
"I'm only talking," he said. "It's much easier if I talk. But I don't want to bother you."
"You know it doesn't bother me," she said. "It's that I've gotten so very nervous not being
able to do anything. I think we might make it as easy as we can until the plane comes."
"Or until the plane doesn't come."
"Please tell me what I can do. There must be something I can do.
"You can take the leg off and that might stop it, though I doubt it. Or you can shoot me.
You're a good shot now. I taught you to shoot, didn't I?"
"Please don't talk that way. Couldn't I read to you?"
2
"Read what?"
"Anything in the book that we haven't read."
"I can't listen to it," he said." Talking is the easiest. We quarrel and that makes the time
pass."
"I don't quarrel. I never want to quarrel. Let's not quarrel any more. No matter how
nervous we get. Maybe they will be back with another truck today. Maybe the plane will
come."
"I don't want to move," the man said. "There is no sense in moving now except to make it
easier for you."
"That's cowardly."
"Can't you let a man die as comfortably as he can without calling him names? What's the
use of clanging me?"
"You're not going to die."
"Don't be silly. I'm dying now. Ask those bastards." He looked over to where the huge,
filthy birds sat, their naked heads sunk in the hunched feathers. A fourth planed down, to
run quick-legged and then waddle slowly toward the others.
"They are around every camp. You never notice them. You can't die if you don't give up."
"Where did you read that? You're such a bloody fool."
"You might think about some one else."
"For Christ's sake," he said, "that's been my trade."
He lay then and was quiet for a while and looked across the ...
1
Assignment 2 Winter 2022
Problem 1
Assume you have the option to buy one of three bonds. All have the same degree of default risk
and mature in 15 years. The first is a zero-coupon bond that pays $1,000 at maturity. The
second has a 7 percent coupon rate and pays the $70 coupon once per year. The third has a 9
percent coupon rate and pays the $90 coupon once per year.
a. If all three bonds are now priced to yield 8 percent to maturity, what are their prices?
b. If you expect their yields to maturity to be 8 percent at the beginning of next year, what will
their prices be then? What is your before-tax holding period return on each bond? If your tax
bracket is 30 percent on ordinary income and 20 percent on capital gains income, what will
your after-tax rate of return be on each? Assume you do not sell the bonds.
c. Recalculate your answer to (b) under the assumption that you expect the yields to maturity on
each bond to be 7 percent at the beginning of next year.
d. Re-do the calculations in parts b and c above, assuming you will sell the bonds at the end of the
year.
Problem 2
A University endowment fund has sought your advice on its fixed-income portfolio strategy.
The characteristics of the portfolios current holdings are listed below:
Market
Credit Maturity Coupon Modified Value of
Bond Rating (yrs.) Rate (%) Duration Convexity Position
A Cnd. Govt. 3 0 2.727 9.9 $30,000
B A1 10 8 6.404 56.1 $30,000
C Aa2 5 12 3.704 18.7 $30,000
D Agency 7 10 4.868 32.1 $30,000
E Aa3 12 0 10.909 128.9 $30,000
$150,000
a) Calculate the modified duration for this portfolio.
b) Suppose you learn that the modified duration of the endowment’s liabilities is 6.5 years.
Identify whether the bond portfolio is: i) immunized against interest rate risk, ii) exposed to net
price risk, or iii) exposed to net re-investment risk. Briefly explain what will happen to the net
position of the endowment fund if in the future there is a significant parallel upward shift in the
yield curve.
c) Your current active view for the fixed income market over the coming months is that Treasury
yields will decline and corporate credit spreads will also decrease. Briefly discuss how you
could restructure the existing portfolio to take advantage of this view.
2
Problem 3
A 20-year maturity bond with a 10% coupon rate (paid annually) currently sells at a yield to
maturity of 9%. A portfolio manager with a 2-year horizon needs to forecast the total return on
the bond over the coming 2 years. In 2 years, the bond will have an 18-year maturity. The analyst
forecasts that 2 years from now, 18-year bonds will sell at yield to maturity of 8%, and that
coupon payments can be reinvested in short-term securities over the coming 2 years at a rate of
7%.
a) What is the 2-year return on the bond
b) What will be the rate of return the manager forecasts that in 2 years the yiel ...
1
COU 680 Adult Psychosocial Assessment Sabrina
Date of appointment: Today Time of appointment: 5:00 pm
Client Name: Sabrina Hinajosa Age: 29 DOB: 3/23/89
Gender: Male Female Transgender Preferred Name/Nickname: N/A
Ethnicity: Hispanic Non‐Hispanic Race: Caucasian
Current Marital/Relationship Status: Single Married Divorced Widowed Domestic Partnership
Name of Person completing form: Sabrina Relationship to client: Self
PRESENTING PROBLEM (Briefly describe the issues/problems which led to your decision to seek therapy services):
I recently lost my mother-in-law to a sudden heart attack immediately prior to the recent hurricane. Within a matter
of a single day I lost the mother figure in my life, was evacuated from my home, and had a hurricane destroy parts
of my house. I’m completely overwhelmed, sad, and angry at the world.
How severe, on a scale of 1‐10 (with 1 being the most severe), do you rate your presenting problems?
MOST SEVERE 1 2 3 4 5 6 7 8 9 10 LEAST SEVERE
PRESENTING PROBLEM CATEGORIZATION: (Please check all the apply and circle the description of symptom)
Symptoms causing concern, distress or impairment:
Change in sleep patterns (please circle): sleeping more sleeping less difficulty falling asleep
difficulty staying asleep difficulty waking up difficulty staying awake
Concentration: Decreased concentration Increased or excessive concentration
Change in appetite: Increased appetite Decreased appetite
Increased Anxiety (describe): I have a lot of fear of the unknown. Everything feels out of my control.
Mood Swings (describe): I’m irritable all of the time. I go back and forth between extreme bouts of sadness
and complete anger and rage at the situation. The only place I feel calm is with my kids
and only because I really focus on making sure they are ok.
Behavioral Problems/Changes (describe): I struggle to stay focused on anything other than taking care of
my kids. I feel aimless and purposeless and have stopped putting forth much effort at work or in our home.
Everything just seems both overwhelming and pointless.
Victimization (please circle): Physical abuse Sexual abuse Elder abuse Adult molested as child
Robbery victim Assault victim Dating violence Domestic Violence
Human trafficking DUI/DWI crash Survivors of homicide victims
Other:
2
Other (Please describe other concerns):
How long has this problem been causing you distress? (please circle)
One week One month 1 – 6 Months 6 Months – 1 Year Longer than one year
How do you rate your current level of coping on a scale of 1 – 10 (with 1 being unable to cope)?
UNABLE TO COPE 1 2 3 4 5 6 7 8 9 10 ABLE TO COPE
EMPLOYMENT:
Currently Employed? Yes No If employed, what is your occupation? Bank teller
Where are you working? XYZ Bank
How long? 3 Days/Months/Years
Do you enjoy your current job? Yes No What do you like/ ...
1 Literature Review on How Biofilm Affect theSilvaGraf83
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Literature Review on How Biofilm Affect the Patient Recovery at the Hospital
Student’s Name
Professor’s Name
Course Name
Date
2
Introduction
Regulating biofilms for injury and insertion can have a variety of adverse effects on
patient well-being, including delayed recovery and implant evacuation. Biofilm drugs currently
do not completely destroy or prevent microbial colonization, indicating the need for further
research. The final review of drugs for biofilms focuses on components of nanotechnology-based
drug delivery, combination therapy, and coupling repair. Ultrasonic cleaning and hydrogels, as
well as recent improvements in incorporation, have great potential for use in discrete trauma and
medicine applications. This study reviews various literatures on the development of
microorganisms in biofilms and how it affects patient recovery at the hospital.
Patients with biofilms wounds excrete various microbes from their own skin and current
state, and if they receive hospitalization for treatment, they are likely to receive MRE and HAI
from surfaces, patients, staff, and emergency department equipment (Wu et al., 2018). This
literature states that such patients have high levels of biofilm contamination for biofilm reduction
applications in consuming patients include silver and various metals. Other elements indicating
this condition include disinfectants, hydrogels, light and sonic treatments to initiate atomic
sensitization to deliver dynamic oxygen (Wu et al., 2018). Small particles of these contaminants
allow penetration into the dividing layer of cells, glycans, lactobacilli and treatment with phages.
Other scholars such as Muhammad et al. (2020) and Barzegari et al. (2020) assert that the
accumulation of microorganisms can be immobile and live and attached to the surface. The
regimen of this group of people is not the same as that of planktonic development, where
microorganisms are isolated and flexible in environment (Muhammad et al., 2020). Cecillus cells
differ from planktonic cells in their morphology, physiology and qualitative articulation. The
ability to adhere to and thrive on surfaces such as biofilms is a gradual survival process that
3
allows microorganisms to colonize the zone (Muhammad et al., 2020). Microbes are constantly
changing from planktonic aggregates to sedentary ones. This variety of conditions is key for cells
as they allow rapid changes in their natural state.
Wound swelling can be characterized as the ability of microorganisms to thrive when
antimicrobial compounds are present in the climate. The obstructive component is hereditary and
prevents the antitoxin from working for its purpose (Barzegari et al., 2020). This literature
indicates that the term resistance should be used for microbes that may be caused by high-class
antibiotics but whose development is delayed. This element, which explicitly describes the life ...
1
Canterbury Tales
(c. 12th century)
What do I need to read?
“The Canterbury Tales General Prologue”
“The Miller’s Prologue and Tale”
“The Wife of Bath’s Prologue and Tale”
“The Pardoner’s Prologue and Tale”
Who is the author?
Geoffrey Chaucer (1343 – 1400). Called the Father of the English Language as well
as the Morning Star of Song, Geoffrey Chaucer, after six centuries, has retained
his status as one of the three or four greatest English poets. He was first to
commit to lines of universal and enduring appeal a vivid interest in nature, books,
and people.
As many-sided as Shakespeare, he did for English narrative what Shakespeare did
for drama. If he lacks the profundity of Shakespeare, he excels in playfulness of
2
mood and simplicity of expression. Though his language often seems quaint, he was
essentially modern. Familiarity with the language and with the literature of his
contemporaries persuades the most skeptical that he is nearer to the present than
many writers born long after he died.
---Courtesy of Compton’s Learning Company
Background Lecture
Chaucer’s father, an influential wine merchant, was able to secure Geoffrey a
position as a page in a household connected to King Edward III. Chaucer’s duties as
a page were humble, but they allowed him the opportunity to view the ruling
aristocracy, thus broadening his knowledge of the various classes of society. While
serving in the English army, Chaucer was captured and held prisoner in France.
After his release, he held a number of government positions.
While in his twenties, Chaucer began writing poetry, and he continued to write
throughout his life. Over the years, his writing showed increasing sophistication
and depth, and it is recognized as presenting penetrating insights into human
character. In The Canterbury Tales, critics say that the author shows an absolute
mastery of the art of storytelling.
The Canterbury Tales are also said to present “a cavalcade of fourteenth-century
English life” because on this pilgrimage to Canterbury the reader gets to meet a
cross-section of the people from Chaucer’s time.
Canterbury, located about fifty miles southeast of London, was a favorite
destination for pilgrims. In fact, Chaucer himself made a pilgrimage there. While
he did not set out on the pilgrimage looking for material to use in his writing, he
was so impressed by the mix of company that he had met at the Tabard Inn that
he was inspired to write what was to become his masterpiece.
3
Selected Canterbury Tales Terms and Definitions
Allegory - a story that represents abstract ideas or moral qualities. As such, an
allegory has both a literal level and a symbolic level of meaning. Example: Gulliver’s
Travels.
Allusion - a reference to a person, place, poem, book, or movie outside of the story
that the author expects the reader will recognize.
Fable - ...
1 Math 140 Exam 2 COC Spring 2022 150 Points SilvaGraf83
1
Math 140 Exam 2
COC Spring 2022
150 Points
Question 1 (30 points)
Match the following vocabulary words in the table below with the corresponding definitions.
Confidence Interval Hypothesis Test Standard Error Alternative Hypothesis
Randomized Simulation Random Sample Random Assignment Random Chance
Population Sampling Variability Significance Level Type II Error
One-Population Mean
T-Test Statistic
Quantitative Data One-Population
Proportion Z-Test
Statistic
Categorical Data
Critical Value Statistic Parameter Census
Type I Error Bootstrap Distribution Margin of Error Beta Level
Bootstrapping Null Hypothesis P-value Point Estimate
a. A number we compare our test statistic to in order to determine significance. In a sampling
distribution or a theoretical distribution approximating the sampling distribution, the critical
value shows us where the tail or tails are. The test statistic must fall in the tail to be significant.
b. Also called the Alpha Level. If the P-value is lower than this number, then the sample data
significantly disagrees with the null hypothesis and is unlikely to have happened by random
chance. This is also the probability of making a type 1 error.
c. A statement about the population that does not involve equality. It is often a statement about a
“significant difference”, “significant change”, “relationship” or “effect”.
d. The collection of all people or objects you want to study.
e. A number calculated from sample data in order to understand the characteristics of the data.
f. When biased sample data leads you to support the alternative hypothesis when the alternative
hypothesis is actually wrong in the population.
g. Another word for sampling variability. The principle that random samples from the same
population will usually be different and give very different statistics.
h. Data in the form of numbers that measure or count something. They usually have units and
taking an average makes sense.
i. Taking many random samples values from one original real random sample with replacement.
j. Collecting data from everyone in a population.
2
k. Collecting data from a population in such a way that every person in the population has an
approximately equal chance of being chosen. This technique tends to give us data with less
sampling bias.
l. The probability of getting the sample data or more extreme because of sampling variability (by
random chance) if the null hypothesis is true.
m. The sample proportion is this many standard errors above or below the population proportion in
the null hypothesis.
n. Take a group of people or objects and randomly put them into two or more groups. This is a
technique used in experiments to create similar groups. Similar groups help to control
confounding variables so that the scientist can prove cause and effect.
o. Data in the form of labels that tell us something about the people ...
1 Lessons from the past How the deadly second waveSilvaGraf83
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Lessons from the past: How the deadly
second wave of the 1918 ‘Spanish flu’
caught Dallas and the U.S. by surprise
Health concerns about the 2020 coronavirus pandemic are rooted in the
catastrophic second wave of the 1918 pandemic, which hit between
September and November of that year.
By David Tarrant
9:00 AM on Jul 3, 2020
https://www.dallasnews.com/news/2020/07/03/lessons-from-the-past-how-the-deadly-second-
wave-of-the-1918-spanish-flu-caught-dallas-and-the-us-by-surprise/
Illustration by staff artist Michael Hogue.(Michael Hogue / Michael Hogue illustration)
As August gave way to September of 1918, few people were thinking about the
influenza that would soon sweep across Texas and the rest of the country with the speed and
deadly ferocity of a firestorm.
There had been a relatively mild version of the virus in the spring of that year, mostly
affecting troops mobilizing to go off to World War I over in Europe. But by summer the disease
known at the time as the Spanish flu had been largely forgotten.
The front pages of The Dallas Morning News were dominated by news of American troops
pouring into Europe for what would come to be known as World War I.
But that would quickly change. By the end of September, a second wave of the flu, far
deadlier, would sweep across the country, hitting Dallas and other large cities hard.
When health experts worry about the course of the 2020 coronavirus pandemic, they
often look back at the second wave of the 1918 pandemic, between September and November,
https://www.dallasnews.com/author/david-tarrant
2
when influenza cases overwhelmed hospitals and medical staffs across the country and the dead
piled up faster than they could be buried.
In Dallas that year, the city’s chief health officer, A.W. Carnes, waved off the fast-
approaching pandemic as not much more than the common cold. In a major blunder, he permitted
a patriotic parade in late September that attracted a cheering crowd of thousands jammed
together downtown.
Cases of influenza promptly spiked.
The second wave would produce most of the deaths of the pandemic, which experts now
estimate at 50 million to 100 million worldwide. In the United States, 675,000 people died from
the virus.
The Dallas Morning News on Sept. 27, 1918, reported the rapid spread of the Spanish flu. Despite the worsening
conditions, Dallas medical officials hesitated to impose restrictions on public gatherings for more than two weeks.
As it did then, the world is struggling with a virus for which there is no vaccine. COVID-19,
the sickness caused by the new coronavirus, has advanced unabated around the world since it first
appeared in China late last year. By the end of June, the number of deaths worldwide exceeded
500,000.
Like the Spanish flu in 1918, the new coronavirus isn’t showing signs of fading away
anytime soon. Texas ended June with alarm lights flashing as new COVID-19 cases set records
daily ...
1 Lockheed Martin Corporation Abdussamet Akca SilvaGraf83
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Lockheed Martin Corporation
Abdussamet Akca
Lockheed Martin Corporation
To: Jack Harris
From: vice president governmental affairs
Date:15 February 2021
Sub: under Lockheed Martin Corporation (overview)
2
I am here to state that this is the overview of Lockheed Martin Corporation and Jack
Harris is the CEO of the consulting firm consulted by the CEO of Lockheed Martin Corporation,
crisis consulting.
Business profile
In the contemporary world, there are many challenges facing companies in different
industries in both developed countries and undeveloped countries. There is a great need to
understand the potential risks that may face the business to take care of the shareholder interests,
meet the legitimate consistency, and secure the required resources such as human resources
scholarly and reputational resources. Customers are helped with data by the shareholder value-
added. It also helps in another backup and preparation so that people in the organization are
ready to distinguish risk and so that they can quickly react to crisis consulting (Dove et al.,
2018). The SVAs problem consulting can work with customer administration to identify the
potential turmoil that Lockheed martin corporation is likely to face. The understanding of using
fitting systems and methodologies and the advancement of the same make it possible to oversee
and relieve emergencies through computerized systems. It is possible to utilize and outline
recreations by testing setups and arrangements. Through the operational reviews and the
preparation of potential crises in the Lockheed Martin Corporation, one’s status is also protected.
If the problem exceeds, then the SVAs group can react to the expansive scope of the crisis to
develop the best action to solve these crises.
Crisis consulting international has supplied security and crisis administration to different
organizations such as the Christian evangelist. The concern consulting international has been
helping these groups evaluate risk, improve policy creations, site overviews, and arrange training
staff, crisis administration group, meetings management of occasions, among others. Other
3
activities include risk assessment, prioritization of risks, evaluation, and comprehension of
corporate risk profile. Crisis consulting international uses scientific procedures to prepare
customers in perceiving and measuring risks to understand the effect of these risks so that they
can use the available methodologies to oversee risk and avoid it (Davies, 2019). SVA is used in
the business impact assessment process to break down the business with the end goal in mind.
That builds up top to bottom comprehension of recognizing the primary regions primarily
dependent on the company. This audit aims to establish more extensive deterrent ways of risk
arrangements and prepare programs. SVA can also be incorporated with working wit ...
1 Lab 9 Comparison of Two Field Methods in a ScienSilvaGraf83
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Lab 9: Comparison of Two Field Methods in a
Scientific Report/Paper Format
Minimum Content of the Scientific Report
Title
The title should be a brief summary statement about your paper. Your title will be what
is most commonly cited and will be the “target” of topical searches via the internet.
Choose your words carefully. As short and as concise a title as possible is best.
Each student will come up with the title! You might consider waiting until after
completing the report to finalize the title.
Abstract
Think of the abstract as a short summary of your paper that could stand-alone as a
publication. The abstract should include, in order: a summary of the introduction,
methods, results, and discussion. However, you may include only key results and key
discussion points in the abstract. Do not include reference to figures and tables, and
don’t use abbreviations. Don’t include references in the abstract. This is the hardest
section of the paper to write, and should be written after you complete the other
sections.
Minimum of 200 and maximum of 300 words in a single-paragraph format.
Introduction
The introduction should include a detailed explanation about why you are doing the
study, i.e., the basis for your study.
This section should include observations or results from previous studies that support
the basis for your study, but not the results or discussion or conclusions drawn from the
results of your project.
Follow these observations or results from previous studies with the questions or
hypotheses of your study.
The introduction should end with a brief paragraph that summarizes the setting, scope,
and justification or importance of the study. This is a lead-in paragraph to the rest of the
paper.
Minimum of 1/2 page of text in length with one or more paragraphs.
2
Methods
Write the methods in the past tense.
This should be a detailed, step-by-step, description of how you did the study.
Include details on the equipment and materials used (see list below).
Include the approach to data analysis and cite any statistical or other applications used
to input, manage, graph, or analyze the data.
Include citations for any standard or previously published methods used.
Write this section with enough detail that someone else could duplicate your study or
conduct a similar study with only your methods section available.
Include a map showing the location, sampling area, and plot and belt transect in the
sampling area.
Minimum of one page of text in length with multiple paragraphs.
Results
This the “what you got” section.
Write the results in the past tense.
This sections includes any data or results tables and graphs you have.
This is a summary of your key results from data, graphs, and/or results of statistical
analyses.
You are not required to include a statistical analysis(-es).
You ar ...
1 LAB MODULE 5 GLOBAL TEMPERATURE PATTERNS Note PSilvaGraf83
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LAB MODULE 5: GLOBAL TEMPERATURE PATTERNS
Note: Please refer to the GETTING STARTED lab module to learn how to maneuver
through and answer the lab questions using the Google Earth ( ) component.
KEY TERMS
You should know and understand the following terms:
Air temperature Heat index Temperature anomalies
Altitude Kelvin (K) Temperature averages
Ambient temperature Latitude Thermopause
Axial Tilt Maritime effect Thermosphere
Celsius (C) Mesopause Tropopause
Continentality, or
Continental effect
Mesosphere Troposphere
Stratopause Urban heat island
Environmental Lapse Rate Stratosphere Urban heat island effect
Exosphere Structure of the atmosphere Wind chill
Fahrenheit (F) Surface temperature
LAB MODULE LEARNING OBJECTIVES
After successfully completing this module, you should be able to the following
tasks:
Describe the differences between air and surface temperature
Explain heat index and wind chill
Explain the urban heat island effect
Describe the structure of the atmosphere
Describe large scale factors influencing temperature
Describe local factors influencing temperature
2
INTRODUCTION
This lab module explores the global surface and air temperatures of Earth and
Earth’s atmosphere. Topics include the structure of the atmosphere, local and
global factors influencing temperature, and temperature anomalies. The modules
start with four opening topics, or vignettes, which are found in the accompanying
Google Earth file. These vignettes introduce basic concepts of the internal structure
of the Earth. Some of the vignettes have animations, videos, or short articles that
will provide another perspective or visual explanation for the topic at hand. After
reading the vignette and associated links, answer the following questions. Please
note that some links might take a while to download based on your Internet speed.
Expand the INTRODUCTION folder.
Read Topic 1: Surface and Air Temperature
Question 1: How do the surface temperatures of the countries in the
northern latitudes (for example, Canada, Iceland, Norway, and Russia)
compare to those of northern Africa (for example, Algeria, Egypt, Libya,
Morocco, and Sudan)?
A. The temperatures are higher in the northern latitudes during summer
months when net radiation is higher.
B. The temperatures are lower in north Africa during the summer months
when net radiation is higher in northern latitudes.
C. Temperatures are lower in northern latitudes year-round.
D. Temperatures are only lower in the northern latitudes during winter
months.
Read Topic 2: Measuring Temperature
Question 2: Considering water freezes (or alternatively, melts) at 0˚C,
determine from the map which countries or landmasses have an annual
mean temperature around 0˚C.
A. Canada and Norway
B. The United States and the United Kingdom
C. Greenland and Antarctica
D. Russia and Antarctica
3
...
1 Instructions for Coming of Age in Mississippi SilvaGraf83
1
Instructions for Coming of
Age in Mississippi
Due Sunday, April 25th, 2021
Late papers will be penalized. Failure to turn in this assignment will result in
the automatic failure of the class.
Anne Moody’s Coming of Age in Mississippi is an autobiographical presentation of
her life and experiences in the segregationist South during the middle third of the
20th Century. Although Moody was intensively involved in the civil rights
movement of the 1950’s and 1960’s, the real value of her autobiography is that she
describes what it was like to grow up in Mississippi long before she became a civil
rights activist.
Your book essay for Coming of Age in Mississippi should explore and discuss the
following topics and questions:
1. Begin with a brief overview of the book: in general, what is it about, who wrote
it, etc.
2. Moody’s decision to become engaged in the political activism central to the
Civil Rights Movement was a result of her experiences at both work and play
growing up in Mississippi. What kinds of incidents from her life led Moody to
become politically active in the movement? For example, what does she notice
about how she is treated as a black person in Southern white society?
3. Women played an important role in Moody’s life. Using examples from her
autobiography, discuss what Moody learned about race, class and sexual
orientation from the women around her. Who were the most important women in
her life? Discuss each and explain why that person was so important.
4. Moody was a participant and observer of some of the most important historical
events of the 1950’s and 1960’s. How did she view and describe these events – for
example, the murder of Emmitt Till, the sit-in protests, the voter registration drive
in Mississippi, Ku Klux Klan activities and the assassination of Medgar Evars and
2
others? In general, what do her descriptions tell you about the struggle for civil
rights?
5. What did you think of this book? Did you like it/ not like it? Explain why.
Writing Instructions:
1. Use the above questions/topics as your paper outline and answer them in the
order they are presented.
2. Use some common sense in how much you write on each topic. The general
overview of the book, for example, can be covered in one relatively brief
paragraph. Other topics may require more extensive coverage. The main body of
your paper should focus on topics 2-4. You should explore those thoroughly and
back up any general comments with specific details that illustrate and support
them. Topics 1 and 5 should be about a paragraph in length.
3. Although I don’t grade in terms of the length of the paper, under most
circumstances I would expect a paper somewhere within the range of 4-5 pages.
As a general rule, it’s better to write more than less.
4. The paper must be typed using a standard word processing program, double-
spaced using norm ...
1
Institutional Assessment Report
2012-13
The primary purpose for assessment is the assurance and improvement of student learning and
development; results are intended to inform decisions about course and program content, delivery,
and pedagogy. The Institutional Assessment Report summarizes annual assessment processes,
results and success indicators at the program, co-curricular, core and institutional levels.
I. Program assessment
A total of 117 degree and certificate programs and 13 co-curricular units assessed student learning
in 2012-13. Assessment reports reside in the Assessment Reporting Management System (ARMS).
Most programs measured multiple learning outcomes and used multiple measures. Direct measures
examine or observe student knowledge, skills, attitudes or behaviors. The most frequently used
direct measures in undergraduate programs are written assignments and locally developed exams,
tests or quizzes. Commonly used direct measures in graduate programs include oral presentations
or exhibition, research papers/projects, and locally-developed exams, tests or quizzes (Table 1).
Table 1: Percent of Academic Programs Reporting Direct Measures in ARMS
Undergraduate Graduate
N = 52 N = 65 (3 certificate)
Standardized instruments 29% 14%
Locally-developed
exam/test/quiz
40% 40%
Essay question on exam 29% 17%
Pre- and post-measures 10% 3%
Written assignment 42% 32%
Portfolio 4% 12%
In-class discussions 10% 11%
Oral presentation or
exhibition
23% 51%
Thesis / Dissertation 32%
Simulations 4% 2%
Formal evaluation of practical
skills
12% 22%
Research paper/project 25% 40%
Final Project 29% 14%
Other 17% 14%
2
Indirect measures evaluate perceived learning, and may be used to supplement direct measures.
Surveys are commonly used indirect measures; in graduate education, student self-assessments are
most frequently used (Table 2).
Table 2: Percent of Academic Programs Reporting Indirect Measures in ARMS
Undergraduate Graduate
Surveys 17% 11%
Interviews or focus groups 2% 2%
Data indicators (job
placement, admission to
graduate education)
4% 9%
Comparisons with peers 4% 3%
Student Self-Assessment 2% 15%
Other 4% 8%
Co-curricular programs, especially those in the Division of Student Affairs, are more likely to
assess student learning and development through self-report (surveys and student self-assessments)
than through direct measures (Tables 3 and 4).
Table 3: Percent of Co-curricular Units1 Reporting Direct Measures in ARMS
(N = 13)
Reflection 15%
Academic written assignment/Research
questions
23%
Exam 8%
Oral presentation 8%
Observations 23%
Supervisor ratings 15%
Performance reviews 8%
Other 31%
Table 4: Percent of Co-curricular Units1 Reporting Indirect Measures in ARMS
Surveys 69%
Student Self-Assessment 62%
Data Indicators 8%
Benchmarks/Compa ...
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
̂Gwyneth OlofssonInternational Communicationand La
1. ' ̂
Gwyneth Olofsson
International Communication
and Language
Gwyneth Olofsson owns Communico, an international framing
and consulting firm based in
Sweden.
English has become the lingua franca of the business world, and
people from
Amsterdam to Zanzibar use it every day as a "tool of the trade."
They also
spend a lot of time and money trying to eliminate their language
mistakes, not
realizing that the fewer they make the more dangerous the
errors are likely to
[become, because people aren't expecting them. Furthermore,
just because
jSomeone has mastered the grammar and vocabulary of a
language and pro-
SGounces it better than some native speakers does not mean he
or she uses it in
pie same way.
Communication is not only about what the words mean in the
dictionary, it's
Bso about how you string them together. There is, after all, a
certain difference
Between "Do that job tomorrow," "I'd appreciate it if you did
2. that job tomor-
ipw," and "Do that job tomorrow or I'll have your guts for
garters," even if all
•iree phrases are designed to achieve the same end. Those of us
who are native
Bnglish speakers have a responsibility not to use expressions
that are likely to
•Infuse non-native speakers (e.g., "Have you cottoned on, or do
I have to spell
kt out to your"). We also have to ensure that when "born"
English speakers
•counter a communication style that seems brusque, unfriendly,
or arrogant in
taieone whose native language is not English, they will not
assume that this is a
lie reflection of this person's personality or intention. It may
well be that the
•taker hasn't mastered the many nuances of words and body
language that a
Rtive speaker interprets without even thinking about it. So in an
unfamiliar cul-
Ire, newcomers may find themselves wondering if the downcast
eyes that accom-
Inv a statement are a sit^n of modesty or dishonesty.
90 PART TWO
Recently I ran an intereultural simulation, one part of which
involved a
group of ten British participants "learning" to be members of a
fictitious en]
ture. This made-up culture valued touch, and as part of the
exercise participants
3. were encouraged to touch each other at every opportunity,
especially when
communicating with each other. The simulation was a nightmare
for everyone
involved. The older male members of the group in particular
found it extremely
difficult to touch their colleagues at all. It wasn't surprising.
Their physical con
tact with non-family members over the last forty years had been
limited to a
handshake with customers and a quick elbow in the ribs from
strangers on a
crowded subway, so to learn to communicate with colleagues in
a tactile way
that is the norm for millions of people in Latin America or
Africa was just too
much of a challenge.
Communication is about your facial expression, gestures, and
actions. This
was brought home to me a few years ago when a young family
moved in to the
next farm. My Swedish husband was born and brought up on a
farm located on
an island off the Swedish coast, and the new family had moved
there from an
outlying island and had two young children, as we did.
The four kids started to play together one day and were having a
wonderful
time when it started to rain. I went out and asked them, in
Swedish, if they
wanted to come into the house to play.The two new children
looked at me and
said nothing, then suddenly turned tail and ran as fast as they
could in the direc-
4. tion of their home.
I couldn't make any sense of this, but when I went in and told
my husband
what had happened he showed no surprise. Without looking up
from his newspa-
per he said, "They've gone home to ask their mother if they can
come in." I was
amazed. How did he know? He'd never even met them. But sure
enough, in a
couple of minutes there was a knock at the door and there they
stood. Thinking
about it, there were two things that surprised me. The first was
that the two chil-
dren hadn't said a word when I'd asked them a question, and the
second was that
my husband had understood the whole situation without even
having seen what
had happened.
The explanation was, of course, that he and the two children
shared the same
cultural roots. He had grown up, as they had, in a community
where everyone
knew everyone else; a homogenous community where people
understood what
their neighbors would do before they did it. If you grow up in a
society like this
you don't need to spell things out. Communication takes place
without words
because the situation is familiar and is governed by a set of
unwritten rules that
everyone understands.
If, on the other hand, you look at a country with an entirely
different profile,
5. like the U.S., for example, a relatively new country where
enormous numbers of
people immigrated from other cultures, communication patterns
developed quite
differently. With high levels of mobility as thousands of people
headed west
across the continent, individuals were forced to get to know one
another quickly
and establish their own rules as they went along. It's clear that
in such a situation
good communication skills were vital, because you couldn't
expect the people
INTERNATIONAL COMMUNICATION AND LANGUAGE 91
you met to share your background or assumptions, so your
communications with
your peers had to be clear, unambiguous, and explicit. This
explains why today
many people in the U.S. have a very different communication
style than the
natives of the small island off the west coast of Sweden—and
many other places
where people have known each other all their lives.
MORAL
The way we communicate, and what we do or do not say, may
be entirely mystify-
ing to people from other cultures, even though we believe we
have made ourselves
perfectly clear.
WHAT TO SAY AND HOW TO SAY IT
Even those of us who pride ourselves on being direct don't
6. always say what we
i mean. If English speakers were to phone a colleague's
secretary and ask "Is David
in?" we would be surprised if she answered, "Yes" and put the
phone down. We
assume she would answer the question we didn't ask, "May I
speak to David?"
Different cultures have different attitudes to directness. I
remember a time
several years ago when I was in England and having problems
with my car. I
drove to a garage, parked the car in front, and went inside to
report the problem.
There was a long line, and as I waited a truck driver came in
and addressed the
woman waiting behind me in a broad Newcastle accent. "Thanks
for moving
your car, pet. The other wife just walked away and blocked me
in."
In fact, "the other wife" was me. I hadn't seen the truck arrive
behind me,
and by leaving my car where I did had managed to block his
exit. We're talking
here about a Newcastle-upon-Tyne truck driver, with tattoos,
beer belly, and
shaven head, wearing a T-shirt with a picture of a man, not
unlike himself, stran-
gling a big snake. But because of the way he had been brought
up, this poor guy
could not bring himself to speak to me directly and tell me I
was blocking his
exit, but had to speak to the woman behind me to give him a
pretext to tell the
7. world of my stupidity. I mean, it wasn't as if he looked like he
was afraid ofcon-
pict or had spent his formative years at Eton with Prince
William learning how to
conduct himself correctly in court circles. But somewhere in his
cultural soft-
wiring he'd learned that in certain situations, and addressing a
certain type of
person (e.g., a middle-aged woman, as opposed to a young
man), he should use
an indirect communication style.
Your own personal communication style will be affected by
many factors.
Obviously, the culture you come from plays a large part, as does
your own native
language. Even climate may have a role to play in how we
express ourselves. One
interesting (although not entirely serious) observation on this
theme was made
by the English writer Ford Madox Ford who wrote, "You cannot
be dumb
[silent] when you live with a person, unless you are an
inhabitant of the North of
England or the State of Maine." As someone with roots in the
North of England
I don't know if I can agree wholeheartedly with his conclusion
that the colder the
92 PART TWO
climate, the more taciturn the people. However, he's not alone
in his conclusion:
in both Italy and France the people of the south regard those in
8. the cooler north
as reserved and antisocial.
Other considerations affect both what we say and how we say it.
For exam-
ple, the CEO of a large corporation might mutter to a few
friends over a drink at
the club. "Well, guys, we really made a balls up of the last
year's sales, didn't
we?" However, he probably wouldn't make the same comment at
the annual
general meeting (although it might wake up the shareholders).
He is more likely
to say, "Due to circumstances beyond our control, our sales
performance in the
last year was disappointing." No matter where we come from,
we all know that
how we speak depends on the audience we are speaking to.
And speaking of audiences, if you gave a presentation and asked
for ques-
tions, would you be pleased or worried if there weren't any?
Would you take the
silence to mean that you had made your point so clearly that
everyone under-
stood everything or as a warning sign that trouble was brewing?
Would you
assume that the audience had found your talk so boring they'd
all dropped off to
sleep? Or would [you] expect questions to emerge later during
the informality of
the coffee break? It depends, among other things, on whether
the audience was
comfortable with silence and whether they came from a culture
where asking
questions in public is about losing face. Or perhaps they all
9. came from the State
of Maine or the North of England. . . .
Letters 1-2
Many of us ask questions ifwe don't understand something.
However, in some cultures
this is not a step to be taken lightly.
Asking Questions
From the U.S. about MEXICO
Letter 1
The company is introducing a complicated new process in one
of its workshops in
Mexico. We know it's difficult, and we have a training and
support package we can offer if
needed. I strongly suspect that they're having problems down
there, but we haven't
received a single request tor advice or support. Why not?
As you know the process is a complicated one, why don't you
provide the
support package automatically instead of waiting for a request?
Admitting you
need help can be a difficult thing to do no matter what culture
you come from.
Questions of prestige and fear of losing face can mean that
people are unwilling
to expose themselves to possible criticism. Also, if in your
culture you hav<-'
learned that good employees know all the answers, you may
well hesitate to tell
your bosses that you don't! This problem can be compounded i f
headquarters is
located abroad, especially in a country that is bigger or richer
10. than your own; this
can make national sensitivities even worse.
INTERNATIONAL COMMUNICATION AND LANGUAGE 93
He Asked What? Letter 2
from CANADA about CHINA
I enjoyed my trip to China, but I was very surprised by some
questions business acquain-
tances I hardly knew asked me. Two questions they asked me
during a meal were how much
my watch cost and how old my wife was. (I'm just glad she
wasn't there to hear it!)
It's odd what different cultures regard as acceptable questions.
In France and
many other European countries, they regard the North American
exchange of
personal information (Do you have any children? What do you
do in your free
time?) as rather intrusive, though the French will quite happily
discuss matters of
religion, which are regarded as taboo by, for example, many
people from the
Middle East. Canadians and North Americans, of course, simply
see such inquiries
as a friendly way of building a relationship, and they expect to
answer the same
questions themselves. At the same time, North Americans
usually find questions
about money and age too personal to ask business
acquaintances. However, for
many Chinese, whether in China or elsewhere in Asia, and for
11. people in the Middle
East these questions form part of ordinary conversation and are
just one way of
getting to know you better. Indeed, such questions are seen as a
natural way to
show you're interested in your new acquaintance. People in
countries as far apart
as China, India, and Mexico might even think it rather
unfriendly if people they
met did not show any interest in their personal concerns.
Letters 3-4
The way people communicate with each other at work is
affected by the structure of the
organization they work for and by the expectations of fellow
employees.
Communication Stop Letter 3
From SWEDEN about GERMANY
I work for a multinational company and am involved in a
project that requires a lot of tech-
nical input. I contacted a German colleague I'd met at a
conference for a little help. When I
spoke to him on the phone he was quite pleased to help us, but
the next day my manager got
an e-mail from the German guy's boss saying that my colleague
was too busy to help me.
I think the problem here is that you didn't use the "correct"
channels of
communication, according to the German company, anyway. In
Germany, and
mdeed in the majority of European and American companies,
the manager wants
to be informed of what his or her department members are
12. doing, as it's an
important part of his or her role to co-ordinate their efforts.
What you should
have done first was to contact the manager and ask if you could
approach your
German colleague for some assistance. Not doing so might be
interpreted by his
°r her manager as very rude, and even a bit underhanded.
94 PART TWO
I understand that you come from a country, Sweden, where it's
the norm to
delegate an enormous amount of power to non-managerial staff
and give them a
high degree of independence, especially if they are technical
specialists. However,
this is certainly not the case in most countries, which tend to be
much more hier-
archical. Indeed, most managers from the U.K. to the United
Arab Emirates, by
way of the U.S., would want to be informed of such an approach
to a subordinate.
I suggest your manager make a formal request to his German
counterpart ask-
ing if you may contact the specialist. You should include a
description of the kind of
questions to be tackled, and a description of the benefits your
project will make to
the company. And be very polite. After all, you are asking the
manager for a favor—
to be allowed to use the valuable time of one of the
department's members.
13. Communication Breakdown
From NEW ZEALAND about FRANCE
Letter 4
We're having real problems with our French subsidiary. We
want a couple of depart-
ments in the French head office to collaborate in preparing a
program for some visiting
customers who want to see production operations. Naturally,
this will involve consulta-
tion with the factory staff to see what is practicable. However,
arrangements seem to be at
a standstill. We can't understand what the problem can be.
What you have asked your French managers to do is to
communicate in ways
they may not be used to. First, you are asking your managers to
operate across
departmental boundaries; hence, it's not clear who is
responsible for what. Sec-
ond, they are being asked to communicate across hierarchical
boundaries, because
the managers will not be able to arrange a trip to see production
facilities without
some collaboration and discussion with the factory personnel.
The French, as well as Latin American and Southern European
business cul-
tures, tend to have very clear hierarchies where each person's
responsibilities are
spelled out. The same applies to cultures with a Confucian
heritage like Japan,
China, and South Korea, where respect is awarded to age,
education, and rank in
14. the company. The French also have rather compartmentalized
communication
patterns, and information is not freely shared as a matter of
course, but tends to
remain the property of those higher up the ladder. "Knowledge
is power" is the
name of the game, and one likely to hinder interdepartmental
collaboration. Your
culture (which is more tolerant of uncertainty) is more like that
of the Scandina-
vians, the British, and Irish in your belief in a free flow of
information, but many
other cultures find this difficult to deal with. You are more
likely to get a positive-
result if you give one of the managers responsibility for
arranging the visit, and
instruct him or her to involve the factory in the plans.
Letters 5-6
You may like to have things out in the open, or prefer to leave
them unsaid.
INTERNATIONAL COMMUNICATION AND LANGUAGE 95
A Major Error Letter 5
from MEXICO about GERMANY
We have a new German manager who is making
himself"extremely unpopular here. He
has introduced a new quality control system that is complicated
and takes time to learn.
Inevitably mistakes are made. However, when he finds an error,
he seems to delight in
pointing this out to the person involved in front of everyone.
15. Several people arc already
thinking of handing in their notices.
Your new manager is certainly not trying to offend people
intentionally. In
his own direct way, a way shared by U.S. Americans who also
believe that it is
better to "tell it like it is," he might even be trying to help by
identifying the
problem. He obviously does not understand that Mexicans
regard this very
direct approach as fault-finding, confrontational, and
aggressive. Mexicans,
like most Central and South Americans and East Asians, are
skilled at avoiding
confrontations and situations that involve a loss of face, but this
is still some-
thing your new manager has to learn. Until he does, try not to
take his criti-
cism personally.
No No Letter 6
From the U.S. about INDONESIA
I found it very difficult working in Indonesia because I couldn't
get a straight answer
to a straight question, and this often led to misunderstandings.
As far as I could see, they
often said yes when they meant no. Why?
Most Indonesians find it hard to give a straightforward no to a
request. If
you ask for something to be done that is difficult or even
impossible your
Indonesian colleague, instead of saying no or sorry, may say
instead that he will
16. try. Also, a promise to do something that keeps getting
postponed can be
another indirect way of refusing a request. There is no intention
to deceive, but
simply a wish to avoid situations leading to open disagreement
or disappoint-
ment that would cause you to lose face. And bear in mind that
people from cul-
tures with this indirect communication style are perfectly well
understood by
each other. They are simply tuned in to "reading between the
lines" in a way
you are not.
This communication pattern is not confined to Indonesia. In
countries as far
away from Indonesia as Pakistan, India, and lapan the word no
is regarded as
impolite and is rarely heard in a business context. In Mexico
and South America,
too, politeness and diplomacy are valued as useful ways of
avoiding conflict.
But bear in mind that speakers of English can be indirect
sometimes too. If
invited to a party they don't want to attend, the vast majority of
English speakers
will say they have a cold rather than admit that they're planning
to spend the
evening in front of the TV. This is just another variation on the
"white lie"
theme, and as such is remarkably similar to the indirect
response you mentioned
in your question.
17. 96 PART TWO
Letters 7-9
It's easy to create the wrong impression it" you choose an
inappropriate communication
style—and what is inappropriate is in the ear of the listener.
Aggressive
From SWEDEN about FRANCE
Letter 7
I find it extremely difficult to discuss business with the French.
It is impossible to talk
about things with them calmly and sensibly. They are very
critical of any ideas that they
have not originated themselves, but take any criticism of their
own plans personally and
get angry.
If you come from a country like Sweden, where open conflict is
frowned on,
you may find the French debating style very aggressive. For the
French, a love of
words is combined with a liking for verbal combat, and they are
used to organiz-
ing their case logically and presenting their arguments with
force and conviction,
not necessarily because they believe in them, but because they
consider that it is
through argument and counter-argument that you will eventually
arrive at the
truth or the best solution to a problem. And if you don't, the
debate has been an
18. enjoyable chance to flex your intellectual muscles anyway!
However, the bad feelings that may result from such spectacular
clashes will
usually quickly be forgotten, which is also hard for people from
more low-key
cultures to understand. Of course, the French are not alone in
their love of dis-
cussion. Greeks, Israelis, Argentineans, and Poles all enjoy a
good debate too,
and North Americans and Australians are no shrinking violets
when it comes to
putting their points forward. For the French and Australians in
particular, debate-
is a way of taking the measure of a new acquaintance.
In your particular case, at a meeting with the French you should
emphasize
the most important points of your argument and repeat them
patiently. Don't
get tied up with details or try to score debating points. Instead,
focus on the
most important points you want to achieve and keep the meeting
focused on
them. Be very well prepared, and if in a corner, be ready to use
a weapon to
which the French have no defense—silence.
Patronizing Pommie
From A USTRALIA about the U.K.
Letter 8
We have a new boss from the U.K. with one of the most
affected upper-class English
19. accents I have ever heard. Every time he opens his mouth I can
just see him at the
Queen's garden party in a tuxedo and top hat. I just can't take
him seriously, and I won
der how he expects to communicate with the other guys in the
company.
For historical reasons an upper-class English accent in Australia
is associated
with money and power, and the use and misuse of both.
Australia is a proud new
INTERNATIONAL COMMUNICATION AND LANGUAGE 97
multiethnic country and many Aussics find reminders of their
colonial past, that
includes the accent of the former ruling class, embarrassing and
even painful.
But it's true that this particular type of British accent (RP,
which is short for
Received Pronunciation) is linked to a certain powerful social
group in a way that
different U.S. regional accents are not. It also continues to be
an accent that
dominates the boardrooms of many companies. Even in England
itself people
with strong regional accents may associate RP with snobbery
and privilege,
which is why younger members of the upper classes try to tone
it down a bit. But
give your boss a chance. It would be unfair to judge how well
he's likely to do his
job on the basis of his vowel sounds!
20. Just Making Conversation Letter 9
From BRITAIN about JAPAN
I met several Japanese businesspeople who visited Britain
recently, and I tried to be
pleasant and help them relax. I told a few jokes that seemed to
go down well, but I later
heard that they hadn't been appreciated. Yet at the time
everyone laughed!
Your mistake was to treat your visitors as if they were from
your own country.
I'm sure this was done from the best of motives, but it is a
mistake to assume that
every culture shares the same kind of humor. Just because your
Japanese visitors
laughed didn't necessarily mean that they found your joke
funny—people from
different cultures tend to laugh at different things. Research
about what people
of different nationalities find funny concluded that the Irish,
British, Australians,
and New Zealanders thought that jokes involving word play
were funniest.
Canadians and U.S. Americans preferred jokes where there was
a sense of superi-
ority—either because a person looked stupid or was made to
look stupid by another
person. Many European countries, like France, Denmark, and
Belgium, liked rather
surreal jokes and jokes about serious topics like death and
illness.
You don't say whether you told your jokes during a business
meeting or after
21. work in the pub. However, in many countries humor is confined
to non-work sit-
uations, and joking in an important meeting, for example, is
seen as a sign that
you are not treating the subject (or the individual) with respect.
This would cer-
tainly apply to Germany and Finland as well as Japan, where
humor when busi-
ness matters were being discussed would be regarded as
inappropriate. And of
course it might well be that your visitors didn't understand your
English but did
not want to lose face by showing it, because even if you are
fluent in a foreign
language, jokes are always the last things you understand.
Finally, you need to know that people from East Asian countries
as widely
apart as Japan, South Korea, and Thailand may laugh if
embarrassed or nervous
as well as when they're happy.
Letters 10-11
Rudeness may be what the listener hears, rather than what the
speaker intends.
98 PART TWO
Rude, or Just Informal?
From DEN MARK about DENMARK
Letter 10
In Denmark we tend to communicate in an informal way and
22. consequently leave out
titles like "Mr." or "Dr." We also like to communicate directly
rather than "beating about
the bush." But I know this isn't the case in other cultures and
wondered just how rude we
are perceived to be.
It depends where you're going and who you're meeting. In
Northern
Europe, Australia, and the U.S., communication styles are quite
relaxed and
informal, and people take pride in talking to both manual
workers and top man-
agers in more or less the same way. They also tend to be rather
pragmatic in their
understanding of what language is for—generally it's to get
things done. So they
say clearly what they mean so the message comes over loud and
clear. This group
won't regard your informal and direct style as at all rude.
In other cultures, however, what you say may be secondary to
how you say
it, and the British, along with the Arabs and people from many
Asian cultures,
put a lot of weight on how the message is delivered. Words are
regarded as an
important way of establishing and building relationships, not
simply a tool for
getting things done. If your "tone" is wrong and you are
perceived as rude, peo-
ple from these cultures can take offense, and, for example, not
using the right
titles for an individual can be regarded as a sign of disrespect.
As a general rule, it's better to err on the side of formality when
23. communi-
cating with people of other nationalities, even if you've worked
together for
quite some time. Words define your relationship with an
individual, and if you
want to ensure that the relationship is one of mutual respect,
your communica-
tion style must reflect that.
Let Me Finish!
From SOUTH AFRICA about ITALY
Letter 11
I travel often in Italy and in other Mediterranean countries, and
I find it very irritating
to be constantly interrupted. What can I do to stop this?
The short answer is—not a lot. What you as a South African
would call a
rude interruption, nationals from Southern European countries
may regard as
perfectly acceptable. They may instead see an interruption as an
expression ot
interest and involvement in what the speaker is saying and in
his or her ideas. In
short, in countries such as Italy, if you wait for a pause in the
conversation i'1
order to present your own point of view, you'll never open your
mouth! You H
find that the nationals of these countries interrupt each other
too, so don't take it
personally. This is because silence does not have an important
role in the com-
munication patterns of most Latin countries. Indeed, the tempo
of conversation
24. may simply be too fast to allow for a pause between speakers.
If you are interrupted in the middle of a presentation, don't
show annoyance
but say that you'll deal with the points raised at the end of your
talk; don't M
INTERNATIONAL COMMUNICATION AND LANGUAGE 99
vourself be thrown off track. If the interruption occurs in the
middle of an infor-
mal meeting, accept that this is regarded as a legitimate way of
raising relevant
points and practice your debating skills.
Letters 12-13
When to remain silent is a decision we make almost
unconsciously when operating in
our own culture. But in another culture this decision may be
interpreted in a way we
don't expect.
Stuck Dumb Letter 12
from POLA ND about SOUTH KOREA
During my recent trips to South Korea I have built up a good
relationship with an
engineer of about my own age who works in my own area of
expertise. He speaks good
English, and we have had a number of informal meetings where
we've made tentative
decisions about some technical developments. However, when
his boss is present he
hardly ever opens his mouth, even though this manager has to
25. use an interpreter and does
not have a technical background.
It is quite usual in South Korea, and neighboring Japan, that a
younger
employee will be quiet in front of older managers as a sign of
respect. It would be
regarded as immodest to display his superior knowledge of
English or the techni-
cal matter at hand in front of his boss. This manager will not be
directly involved
in the technical side of things, but will want to know a little
about you personally
and see you "in action" so he can come to some conclusion
about whether you
and the company you represent are likely to make good working
partners.
Small Talk Versus Silence Letter 13
From FINLAND about tin U.K.
We hear a lot about the importance of "small talk" when doing
business with the
British. But if you don't have anything particular to say, why
should you keep on talking?
Surely it makes more sense to keep your mouth shut.
In cultures where conversation is an art form, as in France and
Italy, a firmly
shut mouth may be equated with a firmly shut mind. You may
be regarded as
rude if you are not prepared to make an effort to get to know
your counterparts
|On a personal rather than simply on a business level. However,
26. you are not the
°nly one to find this need for "small talk" difficult. In addition
to Finns, Swedes
and Norwegians also have a problem with it. In your cultures
silence is accepted as
a part of conversation in a way it is not in many others
(although the Japanese are
Ittiore like you in their acceptance of silence). To many
Europeans and Americans,
general social conversation is a prelude to more serious
discussions and is regarded
as a way of getting to know your colleague before you get down
to brass tacks.
100 PART TWO
If you are stuck about what to talk about, non-controversial
topics are best
to start with. In 1758, Samuel Johnson wrote, "It is commonly
observed that
when two Englishmen meet, their first talk is of the weather."
Some things just
don't change, and not only the English find this subject a useful
"icebreaker" with
strangers. Other useful subjects are the journey to the meeting,
sports, and ques-
tions about your visitor's hometown or area, but the real secret
is to relax and allow
yourself to show you are interested in your partner and what he
or she has to say.
Feel free to ask questions, as long as they don't get too
personal. People usually
enjoy talking about themselves. Neither should you be afraid to
27. talk about yourself
and your own interests. Conversation is like dancing the tango
(surprisingly, per-
haps, this is very popular in Finland) in that it needs practice. It
also requires sensi-
tivity to what your "partner" is feeling and anticipation of the
next move.
Letter 14
Giving presentations at home can he bad enough, but speaking
to people of other
cultures can be even harder.
Political Correctness
From A USTRALIA about the U.S.
Letter 14
I've just returned from the U.S. where I gave a number of
lectures on a technical
matter. During one of my talks I used the expression "to call a
spade a spade." One of
my listeners raised his hand and said that he found the
expression offensive—he had
taken it as a racist comment! Is this political correctness run
wild?
To put it bluntly, yes it is. The expression "to call a spade a
spade" simply
means to describe something truthfully and honestly. However,
in the U.S. spade
is a derogatory term for a black person; it comes from the
expression "as black as
the ace of spades." Your listener obviously confused the two.
When you speak in public on any subject, it is simple good
28. manners to
ensure that what you say does not unintentionally offend any
particular group,
hurt their feelings, or show them disrespect, especially if this
group has been
given a hard time by society at large over the years; women,
black people, homo
sexuals, and handicapped people are some groups that spring to
mind. It's obvi
ous that people belonging to these groups are just as deserving
of consideration
and courtesy as the traditional top dogs—white heterosexual
able-bodied males.
However, this respect for the dignity of others should not stop
you from
getting your own message across. The term political correctness
has unfortu-
nately come to be associated with a "holier than thou" attitude,
and sonic
North Americans use it to beat less politically correct fellow
citizens over the
head. Luckily, it is primarily a North American phenomeno n,
but one that the
rest of us should be aware of when we have contact with
Canadians or U.S.
Americans.
INTERNATIONAL COMMUNICATION AND LANGUAGE 101
IN A NUTSHELL: What to say and how to say it
Global Business Standards
Good small talk topics:
29. Weather is always safe, although boring, especially in countries
that don't have a lot!
Sports are usually safe too, unless the city or country has
suffered a spectacular defeat
in the national sport recently.
The art and cultural history of the country is usually safe (but
watch out for any his-
torical discussion that can lead to a political debate.)
Global Warnings
No swearing in your own or any other language.
Keep humor to a minimum until you are sure your
partners/guests laugh at the same
things as you.
Don't comment negatively about another culture—especially on
religion, politics, or
sexual matters. (Occasionally requests for information on the
first two may be inter-
preted favorably, but be careful.)
Argentina: People like to express opinions and love to debate.
Voices may be
louder than elsewhere in South America. (See Letters 4, 5, 6, 7,
11, and 13.)
Australia: People enjoy talking and debating. There is an
informal style of com-
munication that is not based on hierarchy. (See Letters 7, 8, 9,
10, and 14.)
Austria: Communication within companies is inhibited by
departmental and
hierarchical boundaries. There is a direct yet formal
30. communication style.
May be an adversarial approach to debate among peers. (See
Letter 3.)
Belgium: Communication within companies is inhibited by
departmental
and hierarchical boundaries. French speakers' adversarial style
in discussions
may appear very negative or aggressive. Flemish speakers are
more low-key.
(See Letters 3 and 9.)
Brazil: Relatively personal questions (in more reserved
cultures) about
income, age, and so on are acceptable. Emotions are expressed
openly. (See
Letters 4, 5, 6, 11, and 13.)
Canada: There are different communication styles depending on
whether you are
in English- or French-speaking Canada. (See U.K. and France.)
(See Letters 2,
7, 9, and 14.)
China: Personal questions about income, age, and so on are
acceptable. Ordi-
nary conversations can be loud and may sound unintentionally
rude or angry.
(See Letters 2, 4, and 5.)
Denmark: Informal communication style is the norm. (See
Letters 4, 9, and 10.)
102 PART TWO
• Finland: Small talk is not usual. Silence is accepted. The
verbal style is very quiet
and restrained. (See Letters 4, 9, and 10.)
31. • France: Communication within companies is inhibited by
departmental and
hierarchical boundaries. Adversarial style in discussions may
appear to outsiders
to be very negative or aggressive. (See Letters 2, 3, 4, 7, and 9.)
• Germany: Communication within companies may be inhibited
by departmental
and hierarchical boundaries. There is a direct yet formal
communication style.
Adversarial style in discussions may appear very negative or
aggressive. Negative
messages are given directly; tact is not a priority. (See Letters
3, 5, and 9.)
• Hong Kong: Personal questions about income, age, and so on
are acceptable.
Ordinary conversations can be loud, and may sound
unintentionally rude or
angry. (See Letters 2, 4, and 5.)
• India: Personal questions about income, age, and so on are
acceptable. In these
"high context" cultures a straight no is regarded as rude.
Explanations and com-
munication styles may be indirect. (See Letters 2 and 6.)
• Indonesia: Quiet, calm polite conversation style is the norm.
This is also appre-
ciated in others. (See Letters 2, 5, and 6.)
• Italy: Overlapping conversational style is the norm.
Interruptions are not regarded
negatively. Emotions are expressed openly. (See Letters 3, 4,
11, and 13.)
32. • Japan: Deference to senior and older colleagues (when
present) may inhibit
Japanese from communicating. Self-consciousness about their
English may be
another inhibiting factor. There is an oblique and indirect
communication style
and modesty is important. A straight no is regarded as rude.
(See Letters 4, 5, 6,
9, 12, and 13.)
• Mexico: There is an indirect communication style. Direct
confrontation is
avoided. It's important to "save face." (See Letters 1, 2, 4, 5, 6,
11, and 13.)
• Netherlands: People have a rather blunt and straightforward
speaking style and
are quite informal.
• Norway: There is an informal and direct communication style.
Silence is an
accepted part of communication. (See Letters 4, 10, and 13.)
• Poland: People enjoy debate and discussions. Politeness and
formality are quite
important. (See Letter 7.)
• Russia: The first response to any question is usually no, but
persistence is often
rewarded. It is important for Russians not to lose face in
discussions. They may
show disagreement or anger quite openly.
• Saudi Arabia: Ordinary conversations can be loud and may
sound unintentionally
rude or angry to outsiders. Emotions are expressed openly. (See
33. Letters 2 and 10.)
• South Africa: Lots of sports analogies (from rugby, cricket,
etc.) used. Different
ethnic groups use different communication styles. (See Letter
11.)
• South Korea: When getting to know you, people may ask
personal questions,
but they are not intending to be rude. (See Letters 5, 9, and 12.)
• Spain: A straight no is regarded as rude. Explanations and
communication styles
may be indirect. (See Letters 3, 4, 11, and 13.)
• Sweden: Communication across hierarchical boundaries is
common. Written com-
munication in English may sound brusque, even rude, because
of first language
INTERNATIONAL COMMUNICATION AND LANGUAGE 103
interference. Silence is an accepted part of communication. (See
Letters 3, 4, 7,
10, and 13.)
Switzerland: Humor has little place in business. German
speakers will not make
small talk, but French and Italian speakers will.
Taiwan: See China.
Thailand: There is a very tactful communication style, and
heated debates are
not popular. (See Letters 5 and 9.)
Turkey: People may be reluctant to say no. It is more important
to be polite
34. than to be accurate or clear. (See Letters 3 and 4.)
UK: Small talk is an important social skill. Humor is used
widely to defuse ten-
sion and to create positive social contacts. People are judged
according to how
they use language. An oblique style, including understatement
or irony, may be
used. (See Letters 3, 4, 8, 9, 10, and 13.)
US: Political correctness (and good manners) means that you
should be very
careful how you express yourself. This applies to all references
to gender, age,
race, religion, or sexual orientation. Communication is
generally direct and explicit.
(See Letters 1, 2, 3, 5, 6, 7, 9, 10, and 14.)
Venezuela: People like to debate but rarely admit they are
wrong or do not
know something. (See Letters 4, 5, 6, 11, and 13.)
A GLOBAL LANGUAGE?
There are over 400 million speakers of English as a first
language in the world,
with about the same number of people using it as a second
language. However,
over 700 million people speak one of the many dialects of
Chinese. The world
also contains almost 300 million Spanish speakers, and about
180 million speak-
ers of Hindi and Arabic, respectively. (And undoubtedly
included in these figures
are a good few thousand gifted people who speak all these
languages.)
However, English speakers can take comfort from statistics that
say 75 per-
cent of the world's mail, telexes, and cables are in English, that
35. it is the medium
for 80 percent of the information stored on the world's
computers, and that it is
the language of over half the world's technical and scientific
periodicals. In fact, it
can be said with justice that English is on the way to becoming
the first truly
global language.
The need for a language in which people from Siberia to
Santiago can com-
municate directly with each other has long been acknowledged,
and the estab-
lishment of artificial languages such as Esperanto has tried
unsuccessfully to fulfill
this need. Now, due to a series of accidents of history, it looks
as if English is
likely to step into the breach. But if a language is "global," it is
no longer the
exclusive property of its native speakers. Indeed, it is claimed
that there is a
European variety of English, sometimes called Euro-English,
which is already
evolving, and some people believe that it will eventually
become the European
language of business. It even has an official name: English as a
lingua franca in
Europe (ELFE). This version of English regards as acceptable
some "mistakes"
104 PART TWO
that most teachers of the language spend their careers trying to
eradicate. For
36. example, "He goes to work every day at 8:00 o'clock" would be
accepted as cor-
rect, as the meaning of the sentence remains clear.
Some academics believe that this modified version of English,
which would
turn increasingly to continental Europe rather than to the U.S.
or the U.K. for
its standards of correctness and appropriateness, is the future.
Whether that is
true remains to be seen, but whatever happens, the message is
clear: English is a
useful tool for international communication, but it is no longer
the exclusive
property of people who speak it as a first language.
And what about this privileged group: Those of us who by an
accident of
birth have learned to speak the global language of business and
industry without
effort? Can we just rest on our laurels in the knowledge that our
customers, sup-
pliers, and even our employers will communicate with us in our
native language,
rather than in theirs?
That might be a mistake. I know of at least one international
company of
management consultants that will not employ anyone who does
not speak at least
one foreign language fluently. The reason given is that each
language gives you a
new perspective on the world, and if you are going to work with
people not from
your own culture you need to be able to shift away from your
"native" percep-
37. tions from time to time, because language affects how you
think.
Letters 15-16
It's inevitable that ivhen speaking English as a foreign language
you will make mis-
takes, and these mistakes ean take many forms.
Rude Writers
from SPAIN about SWEDEN
Letter 15
In the office where I work we have often had visitors from
Sweden, and we've been very
impressed both by their English and by their pleasant and
friendly manners. However, we
have received some letters from these very same people lately
and have been amazed by the
poor standard of their English and by the tone of the letters,
which we find rather arrogant.
You'll be wiser to trust your first impressions. There's a major
difference
between how we speak and how we write, and whether we're
using our native
language or someone else's. For example, Swedish children
learn English from
about the age of eight and quickly become fluent and accurate
speakers, but
there isn't the same emphasis on written skills (the reverse is
true in Japan and
South Korea, where writing is prioritized).
When they write in their own language, Swedes are often very
38. informal and
rather blunt; this reflects their egalitarian approach to their
fellow citizens. When
they transpose this style into written English they can
unintentionally sound very
INTERNATIONAL COMMUNICATION AND LANGUAGE 105
rude, especially as there isn't a Swedish equivalent for please as
there is, for exam-
ple, in Spanish (porfavor).
It is often difficult to establish the right "tone" in written
communication when
body language and tone of voice are missing from the
communication equation. I
have noticed when people from French-, Arabic-, and Spanish-
speaking countries
write to me, although the grammar and vocabulary may be less
than perfect, the
tone is extremely polite and rather more formal than letters and
e-mails from the
U.S. or the U.K. This is because the writers are imitating the
more formal and cour-
teous written styles of their own languages and transposing
them to English.
Misunderstandings such as you describe, which arise from the
tone of a letter
or written material, are often the result of "first language
interference" and can
be hard to identify and correct. It's easier if you make the wrong
impression dur-
ing a face-to-face encounter, because then you get immediate
39. feedback from
your listener's body language or facial expression.
The moral is that when writing in any language you should be
more formal
than when you're speaking, and most importantly, ensure that
the tone of the
letter is polite and friendly. This is hard to do in a foreign
language, but it is even
more important than getting the grammar or vocabulary right. If
you feel that
you cannot judge the tone of your letter yourself, try to get a
native speaker to
read it before sending it off to ensure that you're not going to
offend anyone by
appearing less charming than you actually are!
Thin Skin Letter 16
From the NETHERLANDS about FRANCE
I made a mistake the other day when a French visitor used a
wrong word when he was
speaking English. He told a group of us when we arrived at this
office to "Please sit down,
and Til enjoy you in a minute." We Dutch laughed a little about
this, and thought he
would too, for we know him well and have always worked well
together. However, he was
extremely offended. We are sorry for our tactlessness but also
surprised at his sensitivity.
His reaction is not hard to account for. There is a lot of prestige
involved in
how well you speak a foreign language, and if the corporate
language is English but
it isn't your native language, you can feel threatened if you are
40. concerned that your
English isn't up to standard. And when people feel threatened,
they can become
both defensive and aggressive. Speaking a foreign language
means that, like it or
not, you have to give a public display of how well you
command one of the most
important tools of your profession, and that can be a nerve-
wracking experience.
The standard of English in the Netherlands and in Northern
Europe is
extremely high, and this tact may have made your French
colleague's reaction
worse. Until relatively recently the French have not taken
English-language learning
seriously (although they have not been as bad as the British and
Americans about
^earning foreign languages). He may have been able to accept a
native speaker's
superiority, but to have another non-native speaker laughing at
his errors was
humiliating.
106 PART TWO
Letters 17-18
There are many countries with more than one national language
and most nations
have linguistic minorities. To forget these tacts is to show an
unacceptable degree of
ignorance of the culture you are dealing with.
One Country—Two Languages
41. From BRAZIL about CANADA
Letter 17
I'll he going to Quebec soon but speak only English. How
important is it to be able to
speak French as well?
I'd take at least a few lessons in French if you intend to do a lot
of business in
Canada, for this is one country where English is not regarded
simply as an efficient
tool for international business communication. Instead, it's
regarded by some of its
French-speaking citizens as a symbol of the oppression by the
English-speaking
majority of the French-speaking minority.
Canada is divided into ten different provinces, and they have
both French
and English as their official languages. Today you will find
both languages on
maps, tourist brochures, and product labels. Historically there
has been friction
between the French-speaking Quebecois and the English-
speaking people who
have surrounded them for centuries. The Quebecois have seen
French speakers
in other provinces become assimilated into the English-speaking
culture, and
they take great pains to preserve their language and culture so
the same thing
doesn't happen to them. So if Quebec is your destination I
suggest learning as
much French as possible before departure, both as a goodwill
gesture and as a
42. survival measure in case you meet some of the Quebecois who
can't or won't
speak English. But be warned: The French they speak in Canada
is not the same
as that spoken in France, and even some of the English you hear
in Quebec may
be unfamiliar, as many French words have been incorporated
into the English
they speak there.
One Country—Several Languages
From A USTRALIA about BELGIUM
Letter 18
I will probably be traveling to Belgium in the near future. I
speak elementary French
and my native language is English. Will that be enough?
A lot depends on where in Belgium you are going, for despite
its small size
and population of around 10 million, there are two completely
different lan-
guages spoken. In Flanders, the northern part of the country, the
people speak
Flemish, which is a variation of Dutch, and all employers in
Flanders are required
by law to use Flemish in the workplace.
INTERNATIONAL COMMUNICATION AND LANGUAGE 107
Iii Wallonia, the southern part of the country, they speak
French, as do many
of the inhabitants of Brussels. For Belgians, which language
43. they speak is very
much a part of their national identity. The situation in the
country is made even
more complicated because many Walloons cannot speak Flemish
and some Flem-
ish people are reluctant to speak French! However, in the
capital about a quarter
of the residents are non-Belgian, so there English is
increasingly accepted. Be
grateful that English is your native language, because it can be
regarded as a sort
of "neutral territory" outside the political and historical issues
that otherwise
make the language question in Belgium such a hot potato.
Letters 19-20
There are many different "Englishes," two of which are
described here.
British versus U.S. English Letter 19
From FRANCE about the U.S.
I've recently come back from the U.S. where I attended a
conference. One lecture
dealt with different human resources issues, and I was surprised
to hear the term attrition
used in this context. The only time I've heard it before is in war
of attrition, meaning a
war involving total destruction of the enemy. When I got home I
checked in my English
dictionary and found attrition means "the state of wearing
away." I'm none the wiser!
I'm not surprised. This is an excellent example of what George
Bernard Shaw
meant when he wrote "England and America are two countries
44. separated by the
same language." I imagine you learned British English rather
than American, and
there is a little area where the two don't correspond. Don't be
alarmed: Attrition
doesn't refer to a particularly drastic (and permanent) way of
getting rid of
unwanted staff! It's a human resources term describing the
process by which
people leave their jobs at a company when they move to another
position, retire,
decide to study, and so on and are not replaced. The term for the
same phenom-
enon in England is natural wastage (which most Americans
think sounds like
some sort of sewerage system).
Don't blame your dictionary. Apart from the British-English and
American-
English differences, the English language is in a constant state
of change and dic-
tionaries cannot possibly keep up with all developments.
International English" for Presentations Letter 20
the U.S. about the Rest of the World
I'm used to giving presentations in the U.S., but I will soon be
going abroad for the
first time. I'll be presenting information in a number of different
countries where I guess
most people do not speak English as their first language. Are
there any changes I should
make to my presentations to adapt them?
45. 108 PART TWO
Speaking to non-native English speakers certainly requires extra
thought,
although in certain parts of Asia, for example, Singapore and
Hong Kong, which
are former British colonies, people may speak English as a first
language.
To give a clear message speak slowly and clearly and pause
often. In addition,
use a tape recorder or ask someone not from your own
hometown to establish
whether you have a strong accent and if you do, try to tone it
down. It's impor-
tant to be confident and believe in what you are presenting, but
make sure you
don't come over as too loud (aggressive) or too relaxed (casual).
In the more
restrained cultures of Eastern Asia or Northern Europe you
could appear to be
trying to dominate your audience.
To give non-English native speakers a chance to absorb the key
facts, repeat
your main points in different ways. Try not to use sports
metaphors. Violent
metaphors are also inappropriate, especially in cultures that
value gentle and con-
trolled behavior, so don't use phrases like "bite the bullet,"
"twist your arm," or
"ride roughshod over someone."
If you want your listeners to understand you, avoid the latest
buzzwords,
idioms, and slang. The use of initials and abbreviations can also
46. be confusing, so
use the full form instead. Two more things: don't use even the
mildest swear
words, and be careful in your use of humor.
It would also be wise to avoid using hand gestures to illustrate a
point as they
may not be interpreted the same way internationally. One
example would be the
way a Mexican speaker brought a presentation to a speedy halt
in the U.K. by
indicating the number two by two raised fingers with the back
of his hand facing
the audience. He had inadvertently told his British audience to
f*** off.
What you should do is to make sure that you take plenty of
visual material, as
this can remove the need for words, and clarify points for
people whose native
language is not English. Another idea is to distribute written
information (in
English or the home language) before the meeting so
participants have time to
read it and translate it if necessary. Remember that it is hard
work listening to a
foreign language, so keep your presentation shorter than you
would at home and
make sure you have lots of breaks. This also gives people the
chance to ask you
questions, something they may not wish to do in front of a large
audience if their
English is shaky, or if they feel such questions would entail a
loss of face by
revealing they haven't followed everything you have said.
47. And a final word of advice: If you don't already speak a foreign
language,
start to learn one. It will give you an insight into what your
Asian colleagues are
up against.
Letter 21
Native speakers of English have an enormous business
advantage, but they should not
misuse it, or they will cause resentment.
INTERNATIONAL COMMUNICATION AND LANGUAGE 109
Sensitive Speakers Sought Letter 21
from MEXICO about the U.K., the U.S., AUSTRALIA, etc.
Why can't native English-speakers show a little more sensitivity
in their dealings with
non-English speakers? They often use their superiority in the
language to dominate meet-
ings, and if there are two or more present they speak far too fast
and use words and
expressions we are not familiar with.
Your question is a useful reminder to everyone who has English
as his or
her first language. People who speak no foreign languages
themselves, and
this includes many British and American people, often forget
what a strain it
is listening to a foreign tongue, and when speaking to foreigners
they make
no concessions when it comes to their choice of words. Not only
that, they
48. forget that their listeners may have learned to speak British RP
(Received
Pronunciation) or Network Standard American English at school
and are not
used to strong regional accents. Ironically, it's when non-native
speakers
speak really good English that the worst problems arise, for it's
then that
Aussies, Kiwis, or Brits forget they're talking to a foreigner and
speak in
exactly the same way they would to someone from back home,
while their
poor listeners struggle to keep up.
One of the most important things for native speakers to
remember is to lis-
ten. Don't treat a person's silence as a sign for you to continue
to speak, but
wait. Your colleague has to formulate his or her ideas in a
foreign language, and
that takes time.
Letters 22-23
As long as there are different languages there will inevitably be
problems with translation.
Language Mistake Letter 22
from SOUTH KOREA about BRAZIL
My company employed an agency to translate our material for
the Brazilian market.
We'd already sent away the material when we discovered that it
had been written in Spanish
and not Portuguese. Our Brazilian agents have told us that it's
useless and they require
new material. Are the languages really so different?
49. As well as being the language of Brazil, Portuguese is widely
spoken in
Venezuelan cities, and elsewhere in South America that Spanish
isn't the pri-
mary language. It was lucky that your agents spotted the
mistake before the
Material was printed, for national language forms a vital part of
national iden-
(tity, and not respecting this is asking for trouble. Spanish and
Portuguese are
110 PART TWO
closely related languages but they are far from being identical,
and Brazilians
dislike foreigners who do not appreciate this fact. I can imagine
that a similar
assumption about the inter-changeability of Swedish,
Norwegian, and Danish
or the different Chinese languages would cause the same sort of
resentment.
You really have no choice but to recall the Spanish version and
provide a Por-
tuguese version as quickly as possible. If you are interested in
doing business
in Brazil it would be wise to show an interest in, and a certain
background
knowledge of, the country so you avoid "putting your foot in it"
again. You
can consult appropriate books, and the Internet is a great source
of useful
50. information.
Interpreters Letter 23
From MEXICO about JAPAN
I'm going to be traveling to Japan with a small group of other
managers. We don't
speak Japanese and were wondering if we should take an
interpreter with us, which would
be very expensive, or if we can ask the Japanese firm if they
can arrange one for us.
It depends on how much money is at stake. If you're hoping to
build a solid
long-term relationship that is going to earn your company a fat
profit, then it's
worth thinking about developing a working relationship with a
fluent Japanese
speaker (preferably a native speaker) who is bicultural as well
as bilingual and
knows what your company does.
You can hire an interpreter from an agency in Japan, but then
you'd have
to make sure you allowed sufficient time in Japan to get to
know each other
before you met your potential partners. She (most Japanese
translators arc
female) needs to know in advance what ground the talks are
going to cover so
she can prepare herself. She also needs to become familiar with
the communi-
cation style of the person or people she's translating for. One
more thing: it
you do decide to hire an interpreter in Japan, book her well in
advance as there
51. are not many Japanese-Spanish translators, and you may have to
accept a Japanese-
English substitute.
Asking the Japanese company to provide an interpreter may not
be a good
idea, because even though you can tie quite sure she will
translate the Japanese
side's message correctly (she will probably know their business
very well), there's
no guarantee your message is going to be expressed as you
intended. For exam-
ple, she may not want to take on the responsibility of delivering
a message from
you that will not please her fellow citizens. They may not have
heard the expres-
sion "Don't shoot the messenger," but many interpreters are
only too familiar
with the meaning behind it.
To minimize the possibilities of misunderstandings, have a
written summary
of the points you are going to make at the meeting translated
and distributed
before the meeting, and get a written summary of the
proceedings translated into
Japanese shortly after the meeting.
INTERNATIONAL COMMUNICATION AND LANGUAGE 111
IN A NUTSHELL: A Global Language!
Global Business Standards
For native English speakers: learn at least one foreign language
52. as well as you can.
For non-native English speakers: learn English as well as you
can.
For everyone: learn a few words of the language of any country
you visit and of any
foreign visitor you are going to meet.
• Argentina: The official language is Spanish, but it is
influenced somewhat by
Italian. (See Letters 15 and 22.)
• Australia: The language is influenced by both British and
American English, but
it has a distinctive accent and a special Aussie vocabulary. (See
Letter 21.)
• Austria: German is spoken with a distinctive accent.
• Belgium: Official languages are Flemish (similar to Dutch),
French, and German.
The language spoken is closely tied to a person's ethnicity, and
group loyalty is
strong. (See Letters 15 and 18.)
• Brazil: Portuguese is spoken here—not Spanish like most of
the rest of South
America. (See Letters 15 and 22.)
• Canada: There are two official languages: English and French.
The language
spoken is closely tied to a person's ethnicity, and group loyalty
is strong. (See
Letters 15, 17, and 21.)
• China: The official spoken language is Mandarin, a language
based on tones. It
53. is also the only form of written language. In some provinces
people speak one of
four major dialects, but these aren't understood by speakers of
the other dialects.
(See Letter 20.)
• Denmark: Danish is almost indistinguishable to Norwegian in
written form.
Norwegians, Danes, and Swedes can often understand each
other.
• Finland: The language is similar to Hungarian (!). In some
areas Finns also
speak Swedish.
• France: You are judged according to how well you speak
French, and your com-
mand of the language is seen as an indicator of your education
and intelligence.
There is a big difference between using the familiar tu
(informal) and the more
formal vous. (See Letters 15 and 16.)
• Germany: There is a big difference between using the familiar
DM and the
formal Sie.
• Hong Kong: English, Cantonese, and Mandarin are widely
spoken. (See
Letter 20.)
India: There are eighteen official languages and about as many
dialects dis-
tributed geographically (e.g., Hindi, Punjabi, and Gujarati, and
Urdu, which
is spoken mostly by Muslim minority). English is widely spoken
by educated
54. people. Many people are bilingual or multilingual.
112 PART TWO
• Indonesia: There are more than 300 ethnic languages. Bahasa
Indonesia,
the major unifying language, is adapted from Bhasa Melayu
(Malay). (See-
Letter 20.)
• Italy: About 60 percent of Italians speak a dialect, which may
be impossible for
other Italians to understand. The vast majority also speaks
standard Italian.
• Japan: Spoken Japanese and Chinese are quite different. Basic
literacy
requires mastery of three alphabets, one of which is derived
from Chinese
and contains about two thousand characters. (See Letters 20 and
23.)
• Mexico: Spanish is spoken by 98 percent of the population.
(See Letters 15
and 21.)
• Netherlands: Dutch is spoken. It is almost identical to
Flemish, which is
spoken in Belgium. It is also the ancestor of South Africa's
Afrikaans. The
Dutch are some of the best speakers of English as a foreign
language in the
world. (See Letter 16.)
55. • Norway: There are two distinct and rival versions of
Norwegian. Norwegian
is almost indistinguishable to Danish in written form.
Norwegians, Danes, and
Swedes can often understand each other.
• Poland: Polish is a Slavic language, but unlike Russian, it uses
the Latin script.
• Russia: Russian uses the Cyrillic alphabet. Words are
pronounced as they are
spelled. Russian is spoken by most people, but Russia is made
up of about a
hundred ethnic groups, many with their own languages.
• Saudi Arabia: Arabic is the official language of the country
and is widely
spoken in the whole region. (See Letter 15.)
• South Africa: There are eleven official languages. English,
Afrikaans (related
to Dutch), and Zulu are the main ones.
• South Korea: Compared to Chinese and Japanese, the alphabet
is easy to
learn. Foreign (English) words are readily integrated into
Korean. There is
much pressure on young Koreans to learn English. (See Letters
20 and 22.)
• Spain: The Castilian dialect is the accepted standard. There
are also three-
regional languages. Catalan (as well as Castilian) is spoken
widely in Barcelona,
Spain's second-largest city. There are some differences from the
Spanish ot
56. Latin America. (See Letter 15.)
• Sweden: A sharp intake of breath can mean yes. Norw egians,
Danes, and
Swedes can often understand each other. (See Letter 15.)
• Switzerland: There are four official languages and most Swiss
speak at least
two fluently. The result of the most recent census shows the
breakdown ol
first language speakers as follows: (Swiss) German 63.9%,
French 19.5%, Italian
6.6%, Romansh 0.5%, others 9.5%.
• Taiwan: Mandarin is the official language, but 70 percent of
the population
speaks Southern Fujianese, often called Taiwanese. They do not
use tin'
modernized Chinese script currently used in China.
• Thailand: Like Chinese, Thai is a tonal language. The written
script is based
on ancient Indian languages. Fellow Thais usually understand
regional and
ethnic dialects. (See Letter 20.)
INTERNATIONAL COMMUNICATION AND LANGUAGE 113
Turkey: Turkey is an oral culture. What is said and heard is
taken more seri-
ously than what is written.
UK: Differences between British and American English may
lead to misun-
derstandings. (See Letters 15, 19, 20, and 21.)
57. US: Differences between British and American English may
lead to misun-
derstandings. Spanish is widely spoken by Latin American
immigrants in
southern states and California. (See Letters 15, 19, 20, and 21.)
Venezuela: Spanish is spoken. There is a distinctive Venezuela n
accent, and
some specifically Venezuelan vocabulary exists. In major cities
Portuguese is
quite common. (See Letters 15 and 22.)