In developing personality theories, psychologists seek to organize t
•Download as DOCX, PDF•
0 likes•2 views
In developing personality theories, psychologists seek to organize their understanding of a person. When we can understand a person, we can then help them with their personality issues. Different theorists have different ideas in regards to understanding people; in this week's prompt, I am asking you to show me that you can see how the theorists differ in their understanding of the same person. Compare two of the personality theories discussed in Modules 38 & 39, and show how the theory would explain the personality described in the case study of 7-year old Johnny (below). Choose one behavior in Johnny to explain. Choose two theories from the following orientations: psychoanalytic (Freud), humanistic (Rogers), trait (Big 5), or social-cognitive (Bandura). Using your two theorists, explain they would explain Johnny's behavior. You are using the same behavior in Johnny; your job is to show how different theorists would explain the same behavior differently. be sure to describe the concepts correctly be sure to describe the behavior (Johnny's behavior) you are applying the theory to Remember that I am not asking you for your personal opinion about the case, nor am I asking you to "help" Johnny; do not discuss any techniques that might describe how to "treat" Johnny. Case Study Johnny is a 7 year old second grader who has two siblings: a younger brother in first grade and a newborn sister. He lives with his mother and father. His father is employed in a low skilled job and his mother stays at home to care for the newborn. Johnny can be extremely argumentative and short tempered with the other students. He doesn't complete class work or homework. The few instances he did complete some work, it was very sloppy. His 2nd grade teacher, Miss Jones, reports that Johnny has the potential to do much better in class; she is impressed by his oral responses, which shows her that Johnny understands the daily lesson; however, he fails the written work. He has difficulty remaining in his seat, doing independent work, and he lacks organizational skills. Even after conferencing with Johnny's parents, Johnny's academic performance did not improve. Miss Jones is also concerned about his temper and his interactions with other children. He has problems on the playground. Other students are complaining he is calling them names; these names usually involve curse words. Johnny is in a constant bad mood. Johnny’s mother said she is concerned with his behavior and recognizes that he is struggling in school. In addition, she says she rarely sees his homework and he doesn't seem to be bringing any home. He is receiving below average grades in reading and language. His grades in math are worse. ...
Report
Share
Report
Share
Recommended
Transactional Analysis updated.pptx
Child Ego State , Parent Ego state , and adult ego state , feedback , analyzing the interactions with the students
Describe at least three characteristics of physical developm.docx
Describe
at least three
characteristics of physical development in a typically-developing child in the primary grades (ages 5-8).
Scenario:
Mr. Dinet has worked in an early childhood care center and pre-school setting for children ages 2
–
4 for many years. He is beginning his work as a student teacher in an elementary school this year. He will be working in kindergarten, first-grade, and second-grade classrooms. He is curious about the differences he can expect to see in the primary classroom environment.
In
1–2
paragraphs, describe at least three socio-emotional characteristics of development and at least three cognitive characteristics of development that Mr. Dinet can expect to see in his primary grade students.
Scenario:
Dante is a
4
-year
-
old in a pre-school class. His teachers notice that he generally displays poor motor control. For example, he frequently bumps into other children when moving around the classroom, cannot throw or catch a ball or bean bag, and has difficulty using crayons and scissors.
In
1–2
paragraphs, describe how Dante’s socio-emotional development might be impacted by his physical development.
Scenario:
Julie is a
6
-year
-
old in a first-grade class. She often comes to school in dirty and ill-fitting clothing. She is generally quiet and withdrawn and does not interact very much with the children in the classroom. Her teacher does some investigating and learns that the family has been in upheaval.Julie’s mother has recently entered a drug rehab center.Julie has been separated from her siblings and is living with her aunt, who works two jobs and has little time to attend to her.
In
1–2
paragraphs, describe how Julie’s cognitive development might be impacted by her social-emotional development.
References (follow APA style)
Berger, K. S. (2012).
The developing person through childhood
(6th ed.). New York, NY: Worth Publishers.
Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 4:
Explain developmental and learning expectations and relevant influences within the domains of child development for children in the primary grades.
Learning Objective 4.1:
Describe key characteristics of physical development in typically-developing children in the primary grades.
Description is not present.
Description is vague or inaccurate.
Description is clear and accurate and includes key characteristics of physical development at this stage.
Demonstrates the same level of achievement as “2,” plus the following:
Description includes clear examples of how characteristics are exhibited by children at this stage of development.
.
FUNCTIONAL BEHAVIOR ASSESSMENT IDENTIFICATION INFORMA
FUNCTIONAL BEHAVIOR ASSESSMENT
IDENTIFICATION INFORMATION
Student: Jeff Jones Date of Report: February 21, 2017
Date of Birth: Chronological Age: 12
School Name: Gold School Home Address: Jack and Molly Jones
Reporter: Joanna Mackin
Reason for Referral
Joanna Mackin initiated this Functional Behavior Assessment as a part of the
requirements for a graduate class in Behavior Analysis. There were two reasons for
selecting Jeff Jones. His, teachers Ms. Mackin and Ms. Hannah Akiyama, as well as his
parents were concerned about the lack of growth over the 2015-2016 school year. The
second reason involves the behaviors that are impeding that academic growth. Over the
course of the 2015-2016 school year Ms. Mackin & Ms. Akiyama worked with a
counselor at Gold School to create a plan that would address the behaviors that were
affecting Jeff’s learning. While this plan helped some in the 2015-2016 school year, we
continued to see the same behaviors at the beginning of the 2016-2017 school year. The
behaviors identified for investigation include noncompliance, exaggerated response to
physical discomfort, negative statements about himself or others, and difficulty beginning
tasks.
Background Information
Jeff is a 12-year old boy who lives at home with his family in Honolulu. Jeff resides with
his parents, Jack and Molly Jones and his younger sister, Melissa, who is 9 years old. Jeff
lives with his parents and younger sister on the lower level of a two level house. His
grandparents, an aunt, and cousins live upstairs. Jeff is currently enrolled in Gold School.
which serves students’ with learning differences, primarily language based. This means
that Jeff is in a class of students his age and grade level with similar learning challenges.
Information Sources
Record Review
Assets Student Profile 2015-2016
Assets School Intake Folder: Psychologist’s Educational Diagnostic Report
Interviews
Jack Jones, Father, February 11, 2017
Hannah Akiyama, Classroom Teacher, January 16,17,18, 23 2017
Catherine Sharp, Music Teacher, February 3, 2017
Lilly Plat, Performing Arts Teacher, January 18, 2017
Jeff Jones, Student, February 11, 2017
Observations
Classroom, From November 7th, 2016 to January 8th, 2017
Art class, Wednesday, January 25, 2017
Music Class, Friday, February 10, 2017
Record Review
Assets School Student Profile 2015-2014
Jeff’s Academic Goals:
Jeff’s Decoding Goal is to show improvement in decoding skills (p.4) which
would move his functional grade level from Ending 2nd to Middle to Ending 3rd
(p. 3)
Jeff’s Reading Comprehension Goal is to develop critical thinking and problem
solving skills relative to reading. The second Reading Comprehension Goal is to
demonstrate growth in study skills relative to reading. (p. 4)
Jeff’s Spelling Goals are: to achieve growth in spelling skills; effectively utilize
technology tools; demonstrate competency in critical th ...
Consider the following scenario- in which you presume the role of a cl.docx
Consider the following scenario, in which you presume the role of a clinician: You have recently met with Johnny and his family. Johnny is 7 years old and in the first grade. He has trouble sitting still, often loses things, will climb under and over the classroom desks, and will leap out of line in the hallways. He has an affinity for math, but he makes careless mistakes on previously mastered concepts. Other children in the classroom have complained about Johnny being too bossy or loud and tend to avoid sitting next to him or inviting him to play.
Your evaluation has determined that Johnny meets the criteria for attention-deficit/hyperactivity disorder. Johnny’s parents are coming to your office tomorrow to discuss the results of your evaluation.
Prepare a written report of what you will tell Johnny’s parents about attention-deficit/hyperactivity disorder. Be sure to cover the symptoms that Johnny meets from the DSM-5 Checklist.
Discuss symptoms of attention-deficit/hyperactivity disorder in light of normal development in the following domains: language, cognition, emotion, and social. In other words, what is noticeably different in children with attention-deficit/hyperactivity disorder versus what you might see in their same-age peers? Speak briefly to the controversy regarding these differences.
Summarize the research evidence on the effectiveness of different approaches to treatment, based on your textbook reading and
at least one
peer-reviewed journal article. Include your final treatment recommendation to Johnny’s parents.
Consider how you might answer if the parents ask, “How did our child end up with this disorder? What did we do wrong? Is there any hope for him?â€
Based on what you have reviewed in your textbook as a whole regarding disorders in childhood, make a comment about how you could be an advocate for social change for children struggling with these disorders.
.
Recommended
Transactional Analysis updated.pptx
Child Ego State , Parent Ego state , and adult ego state , feedback , analyzing the interactions with the students
Describe at least three characteristics of physical developm.docx
Describe
at least three
characteristics of physical development in a typically-developing child in the primary grades (ages 5-8).
Scenario:
Mr. Dinet has worked in an early childhood care center and pre-school setting for children ages 2
–
4 for many years. He is beginning his work as a student teacher in an elementary school this year. He will be working in kindergarten, first-grade, and second-grade classrooms. He is curious about the differences he can expect to see in the primary classroom environment.
In
1–2
paragraphs, describe at least three socio-emotional characteristics of development and at least three cognitive characteristics of development that Mr. Dinet can expect to see in his primary grade students.
Scenario:
Dante is a
4
-year
-
old in a pre-school class. His teachers notice that he generally displays poor motor control. For example, he frequently bumps into other children when moving around the classroom, cannot throw or catch a ball or bean bag, and has difficulty using crayons and scissors.
In
1–2
paragraphs, describe how Dante’s socio-emotional development might be impacted by his physical development.
Scenario:
Julie is a
6
-year
-
old in a first-grade class. She often comes to school in dirty and ill-fitting clothing. She is generally quiet and withdrawn and does not interact very much with the children in the classroom. Her teacher does some investigating and learns that the family has been in upheaval.Julie’s mother has recently entered a drug rehab center.Julie has been separated from her siblings and is living with her aunt, who works two jobs and has little time to attend to her.
In
1–2
paragraphs, describe how Julie’s cognitive development might be impacted by her social-emotional development.
References (follow APA style)
Berger, K. S. (2012).
The developing person through childhood
(6th ed.). New York, NY: Worth Publishers.
Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 4:
Explain developmental and learning expectations and relevant influences within the domains of child development for children in the primary grades.
Learning Objective 4.1:
Describe key characteristics of physical development in typically-developing children in the primary grades.
Description is not present.
Description is vague or inaccurate.
Description is clear and accurate and includes key characteristics of physical development at this stage.
Demonstrates the same level of achievement as “2,” plus the following:
Description includes clear examples of how characteristics are exhibited by children at this stage of development.
.
FUNCTIONAL BEHAVIOR ASSESSMENT IDENTIFICATION INFORMA
FUNCTIONAL BEHAVIOR ASSESSMENT
IDENTIFICATION INFORMATION
Student: Jeff Jones Date of Report: February 21, 2017
Date of Birth: Chronological Age: 12
School Name: Gold School Home Address: Jack and Molly Jones
Reporter: Joanna Mackin
Reason for Referral
Joanna Mackin initiated this Functional Behavior Assessment as a part of the
requirements for a graduate class in Behavior Analysis. There were two reasons for
selecting Jeff Jones. His, teachers Ms. Mackin and Ms. Hannah Akiyama, as well as his
parents were concerned about the lack of growth over the 2015-2016 school year. The
second reason involves the behaviors that are impeding that academic growth. Over the
course of the 2015-2016 school year Ms. Mackin & Ms. Akiyama worked with a
counselor at Gold School to create a plan that would address the behaviors that were
affecting Jeff’s learning. While this plan helped some in the 2015-2016 school year, we
continued to see the same behaviors at the beginning of the 2016-2017 school year. The
behaviors identified for investigation include noncompliance, exaggerated response to
physical discomfort, negative statements about himself or others, and difficulty beginning
tasks.
Background Information
Jeff is a 12-year old boy who lives at home with his family in Honolulu. Jeff resides with
his parents, Jack and Molly Jones and his younger sister, Melissa, who is 9 years old. Jeff
lives with his parents and younger sister on the lower level of a two level house. His
grandparents, an aunt, and cousins live upstairs. Jeff is currently enrolled in Gold School.
which serves students’ with learning differences, primarily language based. This means
that Jeff is in a class of students his age and grade level with similar learning challenges.
Information Sources
Record Review
Assets Student Profile 2015-2016
Assets School Intake Folder: Psychologist’s Educational Diagnostic Report
Interviews
Jack Jones, Father, February 11, 2017
Hannah Akiyama, Classroom Teacher, January 16,17,18, 23 2017
Catherine Sharp, Music Teacher, February 3, 2017
Lilly Plat, Performing Arts Teacher, January 18, 2017
Jeff Jones, Student, February 11, 2017
Observations
Classroom, From November 7th, 2016 to January 8th, 2017
Art class, Wednesday, January 25, 2017
Music Class, Friday, February 10, 2017
Record Review
Assets School Student Profile 2015-2014
Jeff’s Academic Goals:
Jeff’s Decoding Goal is to show improvement in decoding skills (p.4) which
would move his functional grade level from Ending 2nd to Middle to Ending 3rd
(p. 3)
Jeff’s Reading Comprehension Goal is to develop critical thinking and problem
solving skills relative to reading. The second Reading Comprehension Goal is to
demonstrate growth in study skills relative to reading. (p. 4)
Jeff’s Spelling Goals are: to achieve growth in spelling skills; effectively utilize
technology tools; demonstrate competency in critical th ...
Consider the following scenario- in which you presume the role of a cl.docx
Consider the following scenario, in which you presume the role of a clinician: You have recently met with Johnny and his family. Johnny is 7 years old and in the first grade. He has trouble sitting still, often loses things, will climb under and over the classroom desks, and will leap out of line in the hallways. He has an affinity for math, but he makes careless mistakes on previously mastered concepts. Other children in the classroom have complained about Johnny being too bossy or loud and tend to avoid sitting next to him or inviting him to play.
Your evaluation has determined that Johnny meets the criteria for attention-deficit/hyperactivity disorder. Johnny’s parents are coming to your office tomorrow to discuss the results of your evaluation.
Prepare a written report of what you will tell Johnny’s parents about attention-deficit/hyperactivity disorder. Be sure to cover the symptoms that Johnny meets from the DSM-5 Checklist.
Discuss symptoms of attention-deficit/hyperactivity disorder in light of normal development in the following domains: language, cognition, emotion, and social. In other words, what is noticeably different in children with attention-deficit/hyperactivity disorder versus what you might see in their same-age peers? Speak briefly to the controversy regarding these differences.
Summarize the research evidence on the effectiveness of different approaches to treatment, based on your textbook reading and
at least one
peer-reviewed journal article. Include your final treatment recommendation to Johnny’s parents.
Consider how you might answer if the parents ask, “How did our child end up with this disorder? What did we do wrong? Is there any hope for him?â€
Based on what you have reviewed in your textbook as a whole regarding disorders in childhood, make a comment about how you could be an advocate for social change for children struggling with these disorders.
.
In this assignment, you will design a differentiated instructional s.docx
In this assignment, you will design a differentiated instructional strategy that aligns with learning strengths and needs in a collaborative team environment. This strategy should take into account each stakeholder’s investment in the academic growth and social well-being of a hypothetical student named Henry. Additionally, by successfully completing this assignment, you will be able to answer essential questions related to course topics, which are intended to provoke critical thinking in this course and throughout your professional career. The essential questions are: What is the best environment to educate a child with a disability? What are the best pro-active problem solving strategies for collaborative communication? How can teachers realistically teach students using differentiated teaching techniques and Universal Design for Learning?
Follow the instructions below to write your Final Paper.
Content
Read the Case Study:
Supporting Henry and the IEP Team Meeting Description
. Then, using the “Collaborative Problem Solving: Steps in the Process” (Windle & Warren, n.d.), proactively address Henry’s academic needs while considering each IEP team member’s perspective. Create separate headings in your paper for each category provided in this section.
Reflecting on the case study information provided with this assignment:
Communication (2 points)
– Construct an analysis of the messages each person sent to the team with their physical appearance, non-verbal cues, and para-verbal patterns.
Interest (2 points)
– Identify each person’s interests in attending this collaborative team meeting including a rationale to support the interests you have identified.
Perspectives/ Emotions (2 points)
– Construct an analysis of each person’s area of interest including why their interest is important professionally and personally, the emotions involved in the decision-making, and each person’s perceptions of the issues in the case.
Common Interest (2 points)
– After analyzing each person’s interest and what they are communicating (linguistically and non-linguistically), describe what each person has in common.
Brainstorming Options (2 points)
– Explain ten ways to provide Henry with equitable access to education. Be sure to explain the types of services Henry might need (e.g., pull-out reading, speech, or counseling), where Henry will receive his education, parent/teacher communication ideas, and how instruction will be delivered and by whom.
Reaching Agreement (2 points)
– Reflect on your ideas from the previous Brainstorming Options section, then explain in detail the plan that will meet the needs and interests of everyone on Henry’s team. It is expected and important here that you support your plan using scholarly sources.
School-Wide Vision (2 points)
– Recall your Week 5 Assignment “Everyone Wants What’s Best, So How Can ‘Best’ Be So Different?” Then, include an analysis of how your proactive team collaboration and the final agr.
CHDODEV Case Study
This case study primarily focus on the physical, cognitive, language, emotional, and social development of a 6 year old boy.
Middle Childhood and Counseling SpecializationsThe purpose of th.docx
Middle Childhood and Counseling Specializations
The purpose of this discussion is to consider how different specializations within counseling might address issues of school-age development. Use the readings in this unit, along with the ones you found in your own independent research, to help you think through and write about these issues.
For your initial post, choose one of the cases below and address the following in relation to that case:
Identify the challenges that the student, family, or individual client may be experiencing, based on your specialization.
Identify any psychosocial conflicts that may be present and the transitions related to middle childhood that may be considered.
Choose one theory of personality development and explain how that theory helps you understand this student's behavior.
Describe specific ways of helping the student, family, or individual client from your professional perspective.
Tracy, 10-Year-Old Student
Tracy is a 10-year-old student who is heavily influenced by his parents regarding his academic activities. The pressure that he is receiving at home has caused him to withdraw from all pleasurable activities at school, including his passion for writing, arithmetic, and friends. He was once an A student but now is maintaining a C average. He has disengaged from regular activities and sits alone when he is not required to participate in group activities. It is known that the family has had some major stressors last year that has resulted in Tracy's parents contemplating divorce.
Sonia, 9-Year-Old Student
Sonia is 9 years old, and she reports feeling lonely all the time. She seems to be isolated from her peers and reports feeling different from everyone around her. She says that she does not like the feeling of being vulnerable and has a hard time opening up to others. She reports hating school and only wants to stay at home with her mother. She cries every morning when her mother gets her ready for school. She will also cry each time the teacher indicates that the next upcoming subject is math. Sonia's parents are concerned for their daughter and are unable to ask for assistance because of a language barrier.
.
CHDODEV Case Study
This case study focuses on the physical, cognitive, language, emotional, and social development of a 6 year-old boy.
· Promotions· Flyers· Email· Social Media· Advertising· .docx
· Promotions
· Flyers
· Email
· Social Media
· Advertising
· Giveaways
· Random chose for :
· Free food
· Free T-shirts
· Discount coupons
· Gift card
· credit for freedom card
information to help
Promotion
Promotion for each sport event at *name of the school * helps to increase attendance , but there are many different way to promote the attendance for example: distribute a flyers, send an email, posts in social media.
Distributing a flyers in and out side of the univerecity should be a clear and concise expression of the event. Also it should include a photos that represent the sports.
Sending a previous email to excitement the students about the games.
Posting in social media some photo about the games and what will be available to giveaway.
Giveaways
There is a joy in receiving free products, so giveaway leave a stronger impression over many and that can help to increase sport attendance.and there are many kind of products to giveaway like RMU caps, can opener, can cooler, key holder, and t-shirts all of these items helps to be remembered.In addition, choosing a random three winer or more in each game give a great impression and interest to come. The winer could win more things like coupons discount, cash, gift card, free food in the cafeteria, and credit for freedom card. All of these giveaways and gift help to increase sports attendance at RMU.
Running Head: MODULE 5 O.D.A.R.
MODULE 5 O.D.A.R. FIELD ASSIGNMENT 2
M. Brown
Module 5 O.D.A.R. Field Based
November 25, 2018
Observe
At a primary school at which I substitute I asked an English teacher if there was a project I could do with an individual or a group. Later in the day she told me there was a 4th grader named Daniel who had joined the school after the start of the year, and also joined a class where the teacher had a leave of absence. I was actually Daniel’s substitute teacher a few days, and I know more about substitute teaching now. I was unaware he was having problems. The teacher told me Daniel was seeing a speech therapist later in the week, but she would let me work with him to test one of the hypotheses they had about him. This was that he was unusually weak in phonics, which is the relation between sounds and letters. She gave me some books and pages of materials to look at. I came back the next day and was introduced to him in an empty classroom. We got a couple of chairs and sat at the corner of a table so that he was next to me but around the corner. Behind us was a row of windows which was nice because some of the classrooms had no windows. The sun was shining in. He seemed shy. He didn’t know me. He didn’t know why this was happening.
Describe
As I understood it, there was a feeling that Daniel had a weakness in understanding basic phonics to some degree or in some situations. They wanted me to spend part of an hour with him to see what I could find .
In this assignment, you will analyze a fictional scenario and identi.docx
In this assignment, you will analyze a fictional scenario and identify the possible disorders involved. All the information needed for this assignment can be found in the textbook.
Review the following vignettes:
Behavioral Disorder—Male Vignette
Joe, a thirteen-year-old Asian-American boy, is enrolled in ninth grade at a public high school located in the inner city of a large metropolitan area. Since kindergarten, his teachers have reported increasing levels of concern about his behavior. In elementary school, he was described by his teachers as immature and argumentative with authority figures. In middle school, his behavior escalated to include verbal and physical aggression toward classmates.
Recent reports indicate that he disrupts the classroom often by arguing with his teacher, talking excessively and loudly, and disobeying classroom rules. During breaks or when outside the classroom, Joe associates with a group of boys who tend to get into trouble. He tends to become angry often and easily and has gotten into many fights. Some of his classmates have reported that Joe has threatened them. He does not seem to feel guilty when he gets into trouble. He rarely finishes his schoolwork and is getting poor grades. Beginning this year, Joe’s teacher has reported that he seems easily distracted.
Testing completed by the school psychologist indicates that Joe is intelligent and creative. Results do not support the presence of a learning disability or a developmental disability. The school psychologist indicates that Joe lacks sufficient motivation or desire to complete his work thoroughly or carefully. Joe’s parents report that he refuses to follow rules at home, is often angry, and tends to blame his siblings when he gets into trouble.
Behavioral Disorder—Female Vignette
Maria is an eight-year-old daughter of Mexican-American parents who recently immigrated to the United States. They speak some English, and Maria is fluent in both English and Spanish. She is enrolled in third grade at the local public elementary school. Since second grade, her parents have reported concerns about her difficulty in paying attention or maintaining her concentration. They indicate that she has significant difficulty in completing her homework because she daydreams and is easily distracted by sounds and activities in the home. Maria has the same problem in the classroom, so she often has to bring unfinished classroom work home to complete. Maria gets frustrated at school and during homework time, often stating that she “can’t do” the work and referring to herself as “dumb” or “not smart enough.”
Maria’s frustration with her schoolwork has led to some irritability lately, as well as some desire to avoid school. She tends to have more of a temper at home recently and expresses hopelessness at times. She is most content playing soccer or video games. She tends to concentrate very well during those activities.
Standardized testing completed by all children in the.
Page 1 of 2 Child, Family, and Community Relationships .docx
Page 1 of 2
Child, Family, and Community Relationships
©2013 Argosy University
Case Studies for LASA1 and LASA2
Pick one case study and use it for completing both assignments:
Case study 1:
Brandy is a Caucasian girl, who just celebrated her sixth birthday, and is one of the youngest kids in her
first-grade class. Most of the school year has gone fairly well, but she lately has been having trouble at
school. Last week she disrupted class and threw her pencil across the room.
The teacher explained to the parents that she has been a bit “emotional” lately, but did not know why. Her
mom wondered if it was because she has recently transitioned from graduate school to a new job that
keeps her away from home a bit more than before.
Brandy generally likes school, but gets pulled out once or twice a week for special speech therapy as she
occasionally has some problems with a lisp. Her parents were hesitant about Brandy being pulled out of
class, but when she reported she was getting picked on at school by some classmates, they agreed to the
speech therapy.
At home, she has a supportive family and siblings (younger and older) with whom she gets along well.
Occasionally she will get into trouble for lying, but most often feels pretty badly about it once she is caught.
Her father also has a master’s degree with a full-time job, and she and her siblings attend an after-school
daycare program for a couple hours. She plays with the neighborhood kids and her siblings; however
sometimes Brandy has communication struggles with others due to her lisp. She loves sports, and just
finished playing soccer and is set to start t-ball within the next week or two.
Case study 2:
Brandon is an African-American eight-year-old child in third grade, who is in danger of having to repeat the
grade. He continues to struggle with being able to concentrate in class, and says he is “bored” when
students have to just sit and read; sometimes he talks and walks around the class and other times he draws
pictures and pays no attention at all. He frequently gets sent to the principal’s office for this behavior, but
does not seem to mind because the principal lets him play and gives him snacks (as he always complains
about being hungry). Often the principal compliments him on his artwork.
When his parents were told about his behavior, they were exasperated. The parents said he behaves even
more poorly at home, stealing and breaking his siblings’ things and sneaking food into his room. He even
has nightly bed-wetting accidents on a fairly regular basis (the doctor has ruled out physical problems as a
reason for these).
His mother works a part-time job at a local gas station when the kids are in school. His father used to come
home around dinnertime and was often tired; but he was recently laid off and is depressed and spends a lot
of time in bed.
Case study 3:
Jayant (or “Jay”) is a seventeen-year-old Indian student in his s.
Group 3 final term paper in social psychology
topics covers interpersonal relationship, attitude, prejudice, psychology of persuasion,difference between sociology and social psychology...
My case study will be over Bipolar 1 disorder.The case report prov.docx
My case study will be over Bipolar 1 disorder.
The case report provides an opportunity for students to write a realistic profile of an adult who is suffering from a specific disorder. The goal of this assignment is to showcase knowledge of the disorder by synthesizing and applying information learned from readings and lecture. Minimum of three references (empirical articles) should be cited.
-Minimum 1500 words
-APA style (including references)
BOTH Title page and references ARE required (these do NOT count towards the overall word count)
-Double-spaced, Times New Roman, 1-inch margins
a. Provide an overview of the symptom presentation with specific examples of each symptom. Example:
“John Doe is a 28-year-old, Hispanic male who was self-referred regarding feelings of anxiety when interacting with others. He reported that he constantly worries about being judged negatively in social situations. Last week, John excused himself from a meeting at work because he worried that his co-workers could see his hands shaking while they were discussing a meeting strategy. He believes they think he is ‘weird’ and has been unable to attend a meeting since.”
b. Discuss the etiology of the disorder and purported risk factors for this particular case. Example:
“John Doe has always been a shy child. John reported that he remembers his mother becoming angry if he refused to speak in social situations. John made a few friends in elementary school, but in 3
rd
grade one of John’s best friends suddenly stopped talking to him. This friend began teasing John at school, calling him names and throwing things at him when the teacher was not looking.
c. Describe the treatment plan with rationale for why the selected treatment is indicated Example: "
John Doe would benefit from
cognitive-behavioral therapy (CBT)
targeting social anxiety disorder (SAD).
Specific treatment goals
include reduced subjective anxiety in social situations, increased prosocial behavior, improved workplace productivity, and increased social support and communication.
The first few sessions
will focus on psychoeducation to provide John with a better understanding of SAD and its treatment.
The next phase of treatment
will focus on exposure therapy. John will be gradually exposed John to social situations of increasing difficulty. For example, John will start by walking down the street and saying a quick hello to the people he walks by. Next, John will add another statement about the weather as he walks by each person. … John will wear a sombrero while shopping at the market. Lastly, John will make ‘dumb’ comments during his work meeting, as
his core fear
revolves around being teased or ridiculed.
Because CBT in combination with a selective serotonin reuptake inhibitor (SSRI; Gould et al., 1997) has been shown to be most effective in the treatment of SAD
, John will also be referred to a psychiatrist to initiate a trial of Fluoxetine.”
d.
Cite a minimum of 3 references to p ...
Language in the Office Script(Music playing) John—s.docx
Language in the Office Script
(Music playing)
John—starts the scenario talking to Regina
Regina—working at the desk
Brian—another employee (holding a football)
Gerald—assistant manager
Regina: Morning, John. How are you? (Regina working at her desk when John showed up)
John: Good, sweet thing. A lot better now that you’re here.
Regina: Hey, John, I wanted to talk to you. I had to delete those emails. It’s not appropriate for you to be sending me messages like that using such vulgar language.
John: Oh, come on, baby, just trying to make you smile, ya know, help you have a better day.
Regina: Well, if the messages aren’t work related, I’d appreciate it if you would stop emailing me.
John: Okay. Fine. Sorry—just trying to have a little fun.
Regina: [on phone] Good morning, Sarah. How are you? I’m good as well. Thank you for asking. I just wanted to let you know that I finished the rest of the paperwork last night, in case you wanted to review it anytime today. Okay, Sarah. Thanks. You, too.
Brian: Dear John, what’s good, boy?
John: Not much, man. What’s going on with you?
Brian: [Speaking to John] Nothin’, I’m just tired as anything. Thankfully, it’s the 9:15 coffee break. [Speaking to Regina] Hey, baby.
Regina: Whatever.
Gerald: Hey, uh, the boss was going to make her rounds, but she sent me out instead. Uh, she wants to know if you are making any progress on that new proposal.
Brian: Yeah, it’s all good. I’m not trying to blow up the ocean on this one, just need to component-dive the deliverables, get a, uh, buy-in the business model, circle back around to you, close the loops.
Gerald: What does that even mean?
Brian: Taking care of it.
Gerald: All right, so have you brainstormed any ideas?
Brian: No, it’s all good.
Gerald: So what am I supposed to tell the boss?
Brian: Tell her B-Turk is taking care of things, Ger. It’s no big deal.
Gerald: All right. You realize I am your superior?
Brian: Well aware, boss man. It’s no big deal. Jeez, my friends don’t ride me like this.
Gerald: Well, that’s because we aren’t your friends. See, we’re your work associates, so you’ve got to clean up the talk before it carries over into a conversation with a client, and you get in trouble.
Brian: Whatever, dude.
John: Dude, you’re totally going to get in trouble.
Brian: Relax, man. I’ve got the entire project done.
John: Then what gives?
Brian: I’m not looking for them to give me any more work, so I’m handing this thing in A-L-A-P.
John: A-L-A-P?
Brian: As Late As Possible. They get what they want. I chill till the very end. Everyone wins.
John: It’s genius.
Brian: Got that right.
Explanation of the stages of Perception for Reading
Four stages of Perception
Stage 1: Selection
When we communicate with others, we are exposed to far more sensory input than we realize. Therefore, we must select what stimuli we can manage. Your selections are influenced by the type of stimuli, your per ...
The Goal” Report After reading The Goal,” please submit a 1-.docx
“The Goal” Report:
After reading “The Goal,” please submit a 1-2 page write-up (11 pt, 1.5 line spacing, 1 inch margins on each side) with answers to the following questions:
1. Provide the definitions of throughput, inventory and operational expense as they are provided in “The Goal.” What is the common feature of these definitions, and why are these definitions more convenient to determine whether a firm reaches its goal?
2. How does “The Goal” define a bottleneck resource? Develop your own simple example of a bottleneck to demonstrate. (Not the examples from the book, not artificial examples!)
Example: During the 20-30 minute period before the beginning of classes at Baruch, there are long lines that form in front of the elevators at NVC. This is an indication that elevators become the bottlenecks in the process that transports students from the ground floor to the floors where the classrooms are.
3. Provide recommended actions to do to increase throughput by improving the movement of flow units in a production/service system. (Identify at least 4 distinct principles.)
Example: Inserting quality control before a bottleneck resource ensures that the bottleneck resource would only work on semi-finished products that are not defective, thus preventing limited bottleneck capacity from being used for processing products that could not have been delivered to customers.
4. Provide an explanation of the pitfalls, as discussed in “The Goal,” of using cost accounting data for decision making. (Identify at least 3 distinct issues.)
Example: Over-utilizing non bottleneck resources to improve efficiencies cannot reduce the unit costs, as doing so would not increase the throughput, but instead increase inventory.
Due Date: See Syllabus !
1
Section 2: Developmental Psychology
Week 5 -- Learning sections 7-1 through 7-3, 7-7 through 7-9, 7-11, 7-13, 7-16 Quiz: Thursday 3/1, Friday 3/2 Homework due
ConceptsStudies
classical conditioning Pavlov’s dog experiments
unconditioned stimulus children observe aggression (Bandura et al., 1963)
unconditioned response attribution of fear/anger in infants (lecture only)
conditioned stimulus fathers play with babies (lecture only)
conditioned response teachers’ attention to pre-schoolers (lecture only)
operant conditioning mothers read to children (lecture only)
positive reinforcement
punishment
primary reinforcer or punisher
secondary reinforcer or punisher Names to know
extinction Ivan Pavlov
shaping Albert Bandura
superstitious behavior
social learning theories
observational learning
gender schema
Week 6 ...
Summarize the key ideas of each of these texts and explain how they .docx
Summarize the key ideas of each of these texts and explain how they shed light on our study of American religious diversity. Point out some key citations and explain the most important thing you learned from these readings and how these readings helped you achieve the educational goals of our course
US Bill of Rights, UN DECLARATION OF HUMAN RIGHTS, and UNESCO on Diversity and Tolerance; Dignitatis Humanae, and Nostra Aetate
Clash of civilizations, Civil Religion (Reader, pp288-289), and Dominus Iesus
Dynamics of Prejudice (Reader, pp.32-39; 111-114; 295-309)
“Die Judenfrage” (Reader, pp.178-209)
The Irish case (Reader, pp.169-177)
Idolatry (Cantwell Smith, Reader, pp.259-266) and Tolerant Gods ( by Wole Soyinka, text on moodle)
Sacred Texts, Christian and Islamic vision of Religious Tolerance (Reader, p.44, and moodle)
The Real Kant, Multiculturalism, Eurocentrism and the Columbus paradigm (Reader, pp.93-103; 352-358; and pp.282-289)
“Calore-Colore” Paradigm (Reader, pp. 323-346) and scholarship on ATR, and scientific theories or mythologies of otherness (pp, 111-128; 295-346)
AAR article on Egyptology and “Egypt and Israel”
Choose 3 questions from the list above :
the papers should be clear and professonal, answer questions and explain the points that you wants to explain with examples from SACRED TEXTS (BIBLE AND KORAN). I want the writer to do the papers professionally, and to be neutral and non-racist, I want him explain that the examples of the Koran show the positive side, which is commensurate with the topic you will write, And, if possible, that there is a positive similarity between the Koran and the Bible. I already provide additional file can help the writer and you can looking for Koran and Bible to use it
.
Submit, individually, different kinds of data breaches, the threats .docx
Submit, individually, different kinds of data breaches, the threats and vulnerabilities that lead to the breaches, and the severity of each.
APA
formatted paper: Some of the basic expectations include 1-inch margins, consistent font for Titles and body of paper, and double spacing.
Title Page (1 page)
Body (2 - 3 pages)
Reference Page (1 page)
.
More Related Content
Similar to In developing personality theories, psychologists seek to organize t
In this assignment, you will design a differentiated instructional s.docx
In this assignment, you will design a differentiated instructional strategy that aligns with learning strengths and needs in a collaborative team environment. This strategy should take into account each stakeholder’s investment in the academic growth and social well-being of a hypothetical student named Henry. Additionally, by successfully completing this assignment, you will be able to answer essential questions related to course topics, which are intended to provoke critical thinking in this course and throughout your professional career. The essential questions are: What is the best environment to educate a child with a disability? What are the best pro-active problem solving strategies for collaborative communication? How can teachers realistically teach students using differentiated teaching techniques and Universal Design for Learning?
Follow the instructions below to write your Final Paper.
Content
Read the Case Study:
Supporting Henry and the IEP Team Meeting Description
. Then, using the “Collaborative Problem Solving: Steps in the Process” (Windle & Warren, n.d.), proactively address Henry’s academic needs while considering each IEP team member’s perspective. Create separate headings in your paper for each category provided in this section.
Reflecting on the case study information provided with this assignment:
Communication (2 points)
– Construct an analysis of the messages each person sent to the team with their physical appearance, non-verbal cues, and para-verbal patterns.
Interest (2 points)
– Identify each person’s interests in attending this collaborative team meeting including a rationale to support the interests you have identified.
Perspectives/ Emotions (2 points)
– Construct an analysis of each person’s area of interest including why their interest is important professionally and personally, the emotions involved in the decision-making, and each person’s perceptions of the issues in the case.
Common Interest (2 points)
– After analyzing each person’s interest and what they are communicating (linguistically and non-linguistically), describe what each person has in common.
Brainstorming Options (2 points)
– Explain ten ways to provide Henry with equitable access to education. Be sure to explain the types of services Henry might need (e.g., pull-out reading, speech, or counseling), where Henry will receive his education, parent/teacher communication ideas, and how instruction will be delivered and by whom.
Reaching Agreement (2 points)
– Reflect on your ideas from the previous Brainstorming Options section, then explain in detail the plan that will meet the needs and interests of everyone on Henry’s team. It is expected and important here that you support your plan using scholarly sources.
School-Wide Vision (2 points)
– Recall your Week 5 Assignment “Everyone Wants What’s Best, So How Can ‘Best’ Be So Different?” Then, include an analysis of how your proactive team collaboration and the final agr.
CHDODEV Case Study
This case study primarily focus on the physical, cognitive, language, emotional, and social development of a 6 year old boy.
Middle Childhood and Counseling SpecializationsThe purpose of th.docx
Middle Childhood and Counseling Specializations
The purpose of this discussion is to consider how different specializations within counseling might address issues of school-age development. Use the readings in this unit, along with the ones you found in your own independent research, to help you think through and write about these issues.
For your initial post, choose one of the cases below and address the following in relation to that case:
Identify the challenges that the student, family, or individual client may be experiencing, based on your specialization.
Identify any psychosocial conflicts that may be present and the transitions related to middle childhood that may be considered.
Choose one theory of personality development and explain how that theory helps you understand this student's behavior.
Describe specific ways of helping the student, family, or individual client from your professional perspective.
Tracy, 10-Year-Old Student
Tracy is a 10-year-old student who is heavily influenced by his parents regarding his academic activities. The pressure that he is receiving at home has caused him to withdraw from all pleasurable activities at school, including his passion for writing, arithmetic, and friends. He was once an A student but now is maintaining a C average. He has disengaged from regular activities and sits alone when he is not required to participate in group activities. It is known that the family has had some major stressors last year that has resulted in Tracy's parents contemplating divorce.
Sonia, 9-Year-Old Student
Sonia is 9 years old, and she reports feeling lonely all the time. She seems to be isolated from her peers and reports feeling different from everyone around her. She says that she does not like the feeling of being vulnerable and has a hard time opening up to others. She reports hating school and only wants to stay at home with her mother. She cries every morning when her mother gets her ready for school. She will also cry each time the teacher indicates that the next upcoming subject is math. Sonia's parents are concerned for their daughter and are unable to ask for assistance because of a language barrier.
.
CHDODEV Case Study
This case study focuses on the physical, cognitive, language, emotional, and social development of a 6 year-old boy.
· Promotions· Flyers· Email· Social Media· Advertising· .docx
· Promotions
· Flyers
· Email
· Social Media
· Advertising
· Giveaways
· Random chose for :
· Free food
· Free T-shirts
· Discount coupons
· Gift card
· credit for freedom card
information to help
Promotion
Promotion for each sport event at *name of the school * helps to increase attendance , but there are many different way to promote the attendance for example: distribute a flyers, send an email, posts in social media.
Distributing a flyers in and out side of the univerecity should be a clear and concise expression of the event. Also it should include a photos that represent the sports.
Sending a previous email to excitement the students about the games.
Posting in social media some photo about the games and what will be available to giveaway.
Giveaways
There is a joy in receiving free products, so giveaway leave a stronger impression over many and that can help to increase sport attendance.and there are many kind of products to giveaway like RMU caps, can opener, can cooler, key holder, and t-shirts all of these items helps to be remembered.In addition, choosing a random three winer or more in each game give a great impression and interest to come. The winer could win more things like coupons discount, cash, gift card, free food in the cafeteria, and credit for freedom card. All of these giveaways and gift help to increase sports attendance at RMU.
Running Head: MODULE 5 O.D.A.R.
MODULE 5 O.D.A.R. FIELD ASSIGNMENT 2
M. Brown
Module 5 O.D.A.R. Field Based
November 25, 2018
Observe
At a primary school at which I substitute I asked an English teacher if there was a project I could do with an individual or a group. Later in the day she told me there was a 4th grader named Daniel who had joined the school after the start of the year, and also joined a class where the teacher had a leave of absence. I was actually Daniel’s substitute teacher a few days, and I know more about substitute teaching now. I was unaware he was having problems. The teacher told me Daniel was seeing a speech therapist later in the week, but she would let me work with him to test one of the hypotheses they had about him. This was that he was unusually weak in phonics, which is the relation between sounds and letters. She gave me some books and pages of materials to look at. I came back the next day and was introduced to him in an empty classroom. We got a couple of chairs and sat at the corner of a table so that he was next to me but around the corner. Behind us was a row of windows which was nice because some of the classrooms had no windows. The sun was shining in. He seemed shy. He didn’t know me. He didn’t know why this was happening.
Describe
As I understood it, there was a feeling that Daniel had a weakness in understanding basic phonics to some degree or in some situations. They wanted me to spend part of an hour with him to see what I could find .
In this assignment, you will analyze a fictional scenario and identi.docx
In this assignment, you will analyze a fictional scenario and identify the possible disorders involved. All the information needed for this assignment can be found in the textbook.
Review the following vignettes:
Behavioral Disorder—Male Vignette
Joe, a thirteen-year-old Asian-American boy, is enrolled in ninth grade at a public high school located in the inner city of a large metropolitan area. Since kindergarten, his teachers have reported increasing levels of concern about his behavior. In elementary school, he was described by his teachers as immature and argumentative with authority figures. In middle school, his behavior escalated to include verbal and physical aggression toward classmates.
Recent reports indicate that he disrupts the classroom often by arguing with his teacher, talking excessively and loudly, and disobeying classroom rules. During breaks or when outside the classroom, Joe associates with a group of boys who tend to get into trouble. He tends to become angry often and easily and has gotten into many fights. Some of his classmates have reported that Joe has threatened them. He does not seem to feel guilty when he gets into trouble. He rarely finishes his schoolwork and is getting poor grades. Beginning this year, Joe’s teacher has reported that he seems easily distracted.
Testing completed by the school psychologist indicates that Joe is intelligent and creative. Results do not support the presence of a learning disability or a developmental disability. The school psychologist indicates that Joe lacks sufficient motivation or desire to complete his work thoroughly or carefully. Joe’s parents report that he refuses to follow rules at home, is often angry, and tends to blame his siblings when he gets into trouble.
Behavioral Disorder—Female Vignette
Maria is an eight-year-old daughter of Mexican-American parents who recently immigrated to the United States. They speak some English, and Maria is fluent in both English and Spanish. She is enrolled in third grade at the local public elementary school. Since second grade, her parents have reported concerns about her difficulty in paying attention or maintaining her concentration. They indicate that she has significant difficulty in completing her homework because she daydreams and is easily distracted by sounds and activities in the home. Maria has the same problem in the classroom, so she often has to bring unfinished classroom work home to complete. Maria gets frustrated at school and during homework time, often stating that she “can’t do” the work and referring to herself as “dumb” or “not smart enough.”
Maria’s frustration with her schoolwork has led to some irritability lately, as well as some desire to avoid school. She tends to have more of a temper at home recently and expresses hopelessness at times. She is most content playing soccer or video games. She tends to concentrate very well during those activities.
Standardized testing completed by all children in the.
Page 1 of 2 Child, Family, and Community Relationships .docx
Page 1 of 2
Child, Family, and Community Relationships
©2013 Argosy University
Case Studies for LASA1 and LASA2
Pick one case study and use it for completing both assignments:
Case study 1:
Brandy is a Caucasian girl, who just celebrated her sixth birthday, and is one of the youngest kids in her
first-grade class. Most of the school year has gone fairly well, but she lately has been having trouble at
school. Last week she disrupted class and threw her pencil across the room.
The teacher explained to the parents that she has been a bit “emotional” lately, but did not know why. Her
mom wondered if it was because she has recently transitioned from graduate school to a new job that
keeps her away from home a bit more than before.
Brandy generally likes school, but gets pulled out once or twice a week for special speech therapy as she
occasionally has some problems with a lisp. Her parents were hesitant about Brandy being pulled out of
class, but when she reported she was getting picked on at school by some classmates, they agreed to the
speech therapy.
At home, she has a supportive family and siblings (younger and older) with whom she gets along well.
Occasionally she will get into trouble for lying, but most often feels pretty badly about it once she is caught.
Her father also has a master’s degree with a full-time job, and she and her siblings attend an after-school
daycare program for a couple hours. She plays with the neighborhood kids and her siblings; however
sometimes Brandy has communication struggles with others due to her lisp. She loves sports, and just
finished playing soccer and is set to start t-ball within the next week or two.
Case study 2:
Brandon is an African-American eight-year-old child in third grade, who is in danger of having to repeat the
grade. He continues to struggle with being able to concentrate in class, and says he is “bored” when
students have to just sit and read; sometimes he talks and walks around the class and other times he draws
pictures and pays no attention at all. He frequently gets sent to the principal’s office for this behavior, but
does not seem to mind because the principal lets him play and gives him snacks (as he always complains
about being hungry). Often the principal compliments him on his artwork.
When his parents were told about his behavior, they were exasperated. The parents said he behaves even
more poorly at home, stealing and breaking his siblings’ things and sneaking food into his room. He even
has nightly bed-wetting accidents on a fairly regular basis (the doctor has ruled out physical problems as a
reason for these).
His mother works a part-time job at a local gas station when the kids are in school. His father used to come
home around dinnertime and was often tired; but he was recently laid off and is depressed and spends a lot
of time in bed.
Case study 3:
Jayant (or “Jay”) is a seventeen-year-old Indian student in his s.
Group 3 final term paper in social psychology
topics covers interpersonal relationship, attitude, prejudice, psychology of persuasion,difference between sociology and social psychology...
My case study will be over Bipolar 1 disorder.The case report prov.docx
My case study will be over Bipolar 1 disorder.
The case report provides an opportunity for students to write a realistic profile of an adult who is suffering from a specific disorder. The goal of this assignment is to showcase knowledge of the disorder by synthesizing and applying information learned from readings and lecture. Minimum of three references (empirical articles) should be cited.
-Minimum 1500 words
-APA style (including references)
BOTH Title page and references ARE required (these do NOT count towards the overall word count)
-Double-spaced, Times New Roman, 1-inch margins
a. Provide an overview of the symptom presentation with specific examples of each symptom. Example:
“John Doe is a 28-year-old, Hispanic male who was self-referred regarding feelings of anxiety when interacting with others. He reported that he constantly worries about being judged negatively in social situations. Last week, John excused himself from a meeting at work because he worried that his co-workers could see his hands shaking while they were discussing a meeting strategy. He believes they think he is ‘weird’ and has been unable to attend a meeting since.”
b. Discuss the etiology of the disorder and purported risk factors for this particular case. Example:
“John Doe has always been a shy child. John reported that he remembers his mother becoming angry if he refused to speak in social situations. John made a few friends in elementary school, but in 3
rd
grade one of John’s best friends suddenly stopped talking to him. This friend began teasing John at school, calling him names and throwing things at him when the teacher was not looking.
c. Describe the treatment plan with rationale for why the selected treatment is indicated Example: "
John Doe would benefit from
cognitive-behavioral therapy (CBT)
targeting social anxiety disorder (SAD).
Specific treatment goals
include reduced subjective anxiety in social situations, increased prosocial behavior, improved workplace productivity, and increased social support and communication.
The first few sessions
will focus on psychoeducation to provide John with a better understanding of SAD and its treatment.
The next phase of treatment
will focus on exposure therapy. John will be gradually exposed John to social situations of increasing difficulty. For example, John will start by walking down the street and saying a quick hello to the people he walks by. Next, John will add another statement about the weather as he walks by each person. … John will wear a sombrero while shopping at the market. Lastly, John will make ‘dumb’ comments during his work meeting, as
his core fear
revolves around being teased or ridiculed.
Because CBT in combination with a selective serotonin reuptake inhibitor (SSRI; Gould et al., 1997) has been shown to be most effective in the treatment of SAD
, John will also be referred to a psychiatrist to initiate a trial of Fluoxetine.”
d.
Cite a minimum of 3 references to p ...
Language in the Office Script(Music playing) John—s.docx
Language in the Office Script
(Music playing)
John—starts the scenario talking to Regina
Regina—working at the desk
Brian—another employee (holding a football)
Gerald—assistant manager
Regina: Morning, John. How are you? (Regina working at her desk when John showed up)
John: Good, sweet thing. A lot better now that you’re here.
Regina: Hey, John, I wanted to talk to you. I had to delete those emails. It’s not appropriate for you to be sending me messages like that using such vulgar language.
John: Oh, come on, baby, just trying to make you smile, ya know, help you have a better day.
Regina: Well, if the messages aren’t work related, I’d appreciate it if you would stop emailing me.
John: Okay. Fine. Sorry—just trying to have a little fun.
Regina: [on phone] Good morning, Sarah. How are you? I’m good as well. Thank you for asking. I just wanted to let you know that I finished the rest of the paperwork last night, in case you wanted to review it anytime today. Okay, Sarah. Thanks. You, too.
Brian: Dear John, what’s good, boy?
John: Not much, man. What’s going on with you?
Brian: [Speaking to John] Nothin’, I’m just tired as anything. Thankfully, it’s the 9:15 coffee break. [Speaking to Regina] Hey, baby.
Regina: Whatever.
Gerald: Hey, uh, the boss was going to make her rounds, but she sent me out instead. Uh, she wants to know if you are making any progress on that new proposal.
Brian: Yeah, it’s all good. I’m not trying to blow up the ocean on this one, just need to component-dive the deliverables, get a, uh, buy-in the business model, circle back around to you, close the loops.
Gerald: What does that even mean?
Brian: Taking care of it.
Gerald: All right, so have you brainstormed any ideas?
Brian: No, it’s all good.
Gerald: So what am I supposed to tell the boss?
Brian: Tell her B-Turk is taking care of things, Ger. It’s no big deal.
Gerald: All right. You realize I am your superior?
Brian: Well aware, boss man. It’s no big deal. Jeez, my friends don’t ride me like this.
Gerald: Well, that’s because we aren’t your friends. See, we’re your work associates, so you’ve got to clean up the talk before it carries over into a conversation with a client, and you get in trouble.
Brian: Whatever, dude.
John: Dude, you’re totally going to get in trouble.
Brian: Relax, man. I’ve got the entire project done.
John: Then what gives?
Brian: I’m not looking for them to give me any more work, so I’m handing this thing in A-L-A-P.
John: A-L-A-P?
Brian: As Late As Possible. They get what they want. I chill till the very end. Everyone wins.
John: It’s genius.
Brian: Got that right.
Explanation of the stages of Perception for Reading
Four stages of Perception
Stage 1: Selection
When we communicate with others, we are exposed to far more sensory input than we realize. Therefore, we must select what stimuli we can manage. Your selections are influenced by the type of stimuli, your per ...
The Goal” Report After reading The Goal,” please submit a 1-.docx
“The Goal” Report:
After reading “The Goal,” please submit a 1-2 page write-up (11 pt, 1.5 line spacing, 1 inch margins on each side) with answers to the following questions:
1. Provide the definitions of throughput, inventory and operational expense as they are provided in “The Goal.” What is the common feature of these definitions, and why are these definitions more convenient to determine whether a firm reaches its goal?
2. How does “The Goal” define a bottleneck resource? Develop your own simple example of a bottleneck to demonstrate. (Not the examples from the book, not artificial examples!)
Example: During the 20-30 minute period before the beginning of classes at Baruch, there are long lines that form in front of the elevators at NVC. This is an indication that elevators become the bottlenecks in the process that transports students from the ground floor to the floors where the classrooms are.
3. Provide recommended actions to do to increase throughput by improving the movement of flow units in a production/service system. (Identify at least 4 distinct principles.)
Example: Inserting quality control before a bottleneck resource ensures that the bottleneck resource would only work on semi-finished products that are not defective, thus preventing limited bottleneck capacity from being used for processing products that could not have been delivered to customers.
4. Provide an explanation of the pitfalls, as discussed in “The Goal,” of using cost accounting data for decision making. (Identify at least 3 distinct issues.)
Example: Over-utilizing non bottleneck resources to improve efficiencies cannot reduce the unit costs, as doing so would not increase the throughput, but instead increase inventory.
Due Date: See Syllabus !
1
Section 2: Developmental Psychology
Week 5 -- Learning sections 7-1 through 7-3, 7-7 through 7-9, 7-11, 7-13, 7-16 Quiz: Thursday 3/1, Friday 3/2 Homework due
ConceptsStudies
classical conditioning Pavlov’s dog experiments
unconditioned stimulus children observe aggression (Bandura et al., 1963)
unconditioned response attribution of fear/anger in infants (lecture only)
conditioned stimulus fathers play with babies (lecture only)
conditioned response teachers’ attention to pre-schoolers (lecture only)
operant conditioning mothers read to children (lecture only)
positive reinforcement
punishment
primary reinforcer or punisher
secondary reinforcer or punisher Names to know
extinction Ivan Pavlov
shaping Albert Bandura
superstitious behavior
social learning theories
observational learning
gender schema
Week 6 ...
Similar to In developing personality theories, psychologists seek to organize t (20)
In this assignment, you will design a differentiated instructional s.docx
In this assignment, you will design a differentiated instructional s.docx
Middle Childhood and Counseling SpecializationsThe purpose of th.docx
Middle Childhood and Counseling SpecializationsThe purpose of th.docx
· Promotions· Flyers· Email· Social Media· Advertising· .docx
· Promotions· Flyers· Email· Social Media· Advertising· .docx
In this assignment, you will analyze a fictional scenario and identi.docx
In this assignment, you will analyze a fictional scenario and identi.docx
Page 1 of 2 Child, Family, and Community Relationships .docx
Page 1 of 2 Child, Family, and Community Relationships .docx
My case study will be over Bipolar 1 disorder.The case report prov.docx
My case study will be over Bipolar 1 disorder.The case report prov.docx
Language in the Office Script(Music playing) John—s.docx
Language in the Office Script(Music playing) John—s.docx
The Goal” Report After reading The Goal,” please submit a 1-.docx
The Goal” Report After reading The Goal,” please submit a 1-.docx
More from rafbolet0
Summarize the key ideas of each of these texts and explain how they .docx
Summarize the key ideas of each of these texts and explain how they shed light on our study of American religious diversity. Point out some key citations and explain the most important thing you learned from these readings and how these readings helped you achieve the educational goals of our course
US Bill of Rights, UN DECLARATION OF HUMAN RIGHTS, and UNESCO on Diversity and Tolerance; Dignitatis Humanae, and Nostra Aetate
Clash of civilizations, Civil Religion (Reader, pp288-289), and Dominus Iesus
Dynamics of Prejudice (Reader, pp.32-39; 111-114; 295-309)
“Die Judenfrage” (Reader, pp.178-209)
The Irish case (Reader, pp.169-177)
Idolatry (Cantwell Smith, Reader, pp.259-266) and Tolerant Gods ( by Wole Soyinka, text on moodle)
Sacred Texts, Christian and Islamic vision of Religious Tolerance (Reader, p.44, and moodle)
The Real Kant, Multiculturalism, Eurocentrism and the Columbus paradigm (Reader, pp.93-103; 352-358; and pp.282-289)
“Calore-Colore” Paradigm (Reader, pp. 323-346) and scholarship on ATR, and scientific theories or mythologies of otherness (pp, 111-128; 295-346)
AAR article on Egyptology and “Egypt and Israel”
Choose 3 questions from the list above :
the papers should be clear and professonal, answer questions and explain the points that you wants to explain with examples from SACRED TEXTS (BIBLE AND KORAN). I want the writer to do the papers professionally, and to be neutral and non-racist, I want him explain that the examples of the Koran show the positive side, which is commensurate with the topic you will write, And, if possible, that there is a positive similarity between the Koran and the Bible. I already provide additional file can help the writer and you can looking for Koran and Bible to use it
.
Submit, individually, different kinds of data breaches, the threats .docx
Submit, individually, different kinds of data breaches, the threats and vulnerabilities that lead to the breaches, and the severity of each.
APA
formatted paper: Some of the basic expectations include 1-inch margins, consistent font for Titles and body of paper, and double spacing.
Title Page (1 page)
Body (2 - 3 pages)
Reference Page (1 page)
.
Submit your personal crimes analysis using Microsoft® PowerPoi.docx
Submit
your personal crimes analysis using Microsoft
®
PowerPoint
®
or another pre-approved presentation tool.
Create
a 10- to 15-slide presentation that includes a reference slide with at least four references cited throughout the presentation. Include the following:
·
Differentiate between assault, battery, and mayhem.
·
Identify and explain kidnapping and false imprisonment.
·
Compare and contrast between rape and statutory rape.
·
Choose two states and compare the definitions and punishment for these crimes.
Include
appropriate photos, short videos, or headlines, as needed, to represent your analysis.
Format
your presentation consistent with APA guidelines.
.
Submit two pages (double spaced, 12 point font) describing a musical.docx
Submit two pages (double spaced, 12 point font) describing a musical concert of your choosing, suggested in the syllabus or approved by instructor. Describe as many factors as possible: who/what/where/ when, how many musicians performed, what instruments did they play, name several of the musical pieces, how did they sound (use some of the terms we learned in the course), what did the musicians wear, describe the audience, describe the music (how did it make you feel, etc.), what did you enjoy most about the event? Share your reflections.
.
Submit the rough draft of your geology project. Included in your rou.docx
Submit the rough draft of your geology project. Included in your rough draft should be the text as close as possible to the way you intend on submitting it as well as data tables and rough sketches of figures.
Proofread everything and check your work according to the
Evaluation
guidelines in the original assignment in Week 02.
Geology Project Requirements
**Please review your paper for all of the below before submitting your Week 8 Rough Draft or Week 10 Final Paper.**
-
Length
·
Paper is to be 7 pages, at a minimum, in length:
o
One Cover Page
o
One Reference page
o
5 pages of written text (which does not include space taken up by photos, illustrations or charts).
-
Formatting
·
All paragraphs need to be indented.
·
Font should be Times New Roman and size 12.
·
The line spacing should be double spaced.
·
Make sure there is an introduction paragraph, thebody paragraphs are well organized and a conclusion paragraph.
·
Stay away from many short sentences in a paragraph, as the paragraph needs to flow. (These can be fragment sentences and can make the paper confusing when reading.)
·
Also stay away from many short paragraphs in the body of the paper, if organized well, then there will be medium length paragraphs.
·
Paper should be aligned to the left margin – not center or wide across.
-
Writing
·
This is a science research paper about a geology topic and must be in third person, therefore words such as we, me, I you, our, or us are not allowed to be used. Make sure these are not in your paper.
o
This also pertains to let’s. (Let’s short for let us.)
·
Make sure that all of your sentences are strong and independent.
·
Paper needs to be written using proper mechanics (clear, concise, complete sentences and paragraphs), proper spelling, grammar and punctuation.
·
Do not start your introduction or paper off with ‘This paper will look at…’ or ‘This paper will cover…’ Your thesis should not contain these words and should be a stand alone sentence with a passive lead in.
·
Spell Check Spell Check Spell Check.
·
Any introduction of a new word or scientific word that your reader may not know the definition of, be sure to include the definition for better understanding.
·
Acronyms. The first time an acronym is used, be sure to define what it stands for – such as USGS (United States Geological Survey). Then each subsequent time this acronym is used in the paper, you can just write USGS since it has already been defined to the reader.
·
Make sure to capitalize proper nouns such as Earth.
·
Make sure paragraphs transition and flow well between each other. Read the paper out loud to yourself before final submission to make sure these transitions are in place.
·
Please do not be a casual writer in this paper. What I mean by that is do not write how you would talk in a casual conversation, text on your phone or email a friend. This is a research paper and therefore the presentation and writing style needs to be.
Submit your paper of Sections III and IV of the final project. Spe.docx
Submit your paper of Sections III and IV of the final project. Specifically, the following critical elements must be addressed:
III. Billing and Reimbursement
A. Analyze the collection of data by patient access personnel and its importance to the billing and collection process. Be sure to address the importance of exceptional customer service.
B. Analyze how third-party policies would be used when developing billing guidelines for patient financial services (PFS) personnel and administration when determining the payer mix for maximum reimbursement.
C. Organize the key areas of review in order of importance for timeliness and maximization of reimbursement from third-party payers. Explain your rationale on the order.
D. Describe a way to structure your follow-up staff in terms of effectiveness. How can you ensure that this structure will be effective?
E. Develop a plan for periodic review of procedures to ensure compliance. Include explicit steps for this plan and the feasibility of enacting this plan within this organization.
IV. Marketing and Reimbursement
A. Analyze the strategies used to negotiate new managed care contracts. Support your analysis with research.
B. Communicate the important role that each individual within this healthcare organization plays with regard to managed care contracts. Be sure to include the different individuals within the healthcare organization.
C. Explain how new managed care contracts impact reimbursement for the healthcare organization. Support your explanation with concrete evidence or research.
D. Discuss the resources needed to ensure billing and coding compliance with regulations and ethical standards. What would happen if these resources were not obtained? Describe the consequences of noncompliance with regulations and ethical standards.
.
Submit the finished product for your Geology Project. Please include.docx
Submit the finished product for your Geology Project. Please include all figures, data tables, and text in the same document.
Before you submit, please proofread once more as you check the
Evaluation
guidelines from the original assignment in Week 02.
I need the sources in-text citations please and sources throughout the paper with quotation marks!!! THIS IS NECESSARY. I have the rough draft I can send it.
Geology Project Requirements
**Please review your paper for all of the below before submitting your Week 10 Final Paper.**
-
Length
·
Paper is to be 7 pages, at a minimum, in length:
o
One Cover Page
o
One Reference page
o
5 pages of written text (which does not include space taken up by photos, illustrations or charts).
-
Formatting
·
All paragraphs need to be indented.
·
Font should be Times New Roman and size 12.
·
The line spacing should be double spaced.
·
Make sure there is an introduction paragraph, the body paragraphs are well organized and a conclusion paragraph.
·
Stay away from many short sentences in a paragraph, as the paragraph needs to flow. (These can be fragment sentences and can make the paper confusing when reading.)
·
Also stay away from many short paragraphs in the body of the paper, if organized well, then there will be medium length paragraphs.
·
Paper should be aligned to the left margin – not center or wide across.
-
Writing
·
This is a science research paper about a geology topic and must be in third person, therefore words such as we, me, I you, our, or us are not allowed to be used. Make sure these are not in your paper.
o
This also pertains to let’s. (Let’s short for let us.)
·
Make sure that all of your sentences are strong and independent.
·
Paper needs to be written using proper mechanics (clear, concise, complete sentences and paragraphs), proper spelling, grammar and punctuation.
·
Do not start your introduction or paper off with ‘This paper will look at…’ or ‘This paper will cover…’ Your thesis should not contain these words and should be a stand alone sentence with a passive lead in.
·
Spell Check Spell Check Spell Check.
·
Any introduction of a new word or scientific word that your reader may not know the definition of, be sure to include the definition for better understanding.
·
Acronyms. The first time an acronym is used, be sure to define what it stands for – such as USGS (United States Geological Survey). Then each subsequent time this acronym is used in the paper, you can just write USGS since it has already been defined to the reader.
·
Make sure to capitalize proper nouns such as Earth.
·
Make sure paragraphs transition and flow well between each other. Read the paper out loud to yourself before final submission to make sure these transitions are in place.
·
Please do not be a casual writer in this paper. What I mean by that is do not write how you would talk in a casual conversation, text on your phone or email a friend. This is a research paper.
Submit the Background Information portion of the final project, desc.docx
Submit the Background Information portion of the final project, describing the company and business product, service, or other idea from the business pla. In the description, make sure that you include the target stakeholders and their relationship to the mission, vision, and values of the company. Concisely describe the company and business product or service. Be sure to include the company’s publicly traded name and stock symbol if these exist.
2-3 pages. APA
.
Submit Files - Assignment 1 Role of Manager and Impact of Organizati.docx
Submit Files - Assignment 1 Role of Manager and Impact of Organizational Theories on Managers
Assignment 1 Role of Manager and Impact of Organizational Theories on Managers (Week 3)
Purpose:
In the first assignment, students are given a scenario in which the shipping manager who has worked for Galaxy Toys, Inc. since 1969. The scenario serves to set the stage for students to demonstrate how management theories have changed over time. For example, managing 30 years ago is different than managing in the 21
st
century.
Outcome Met by Completing This Assignment:
integrate management theories and principles into management practices
Instructions:
In Part One of this case study analysis, students are to use the facts from the case study to determine two different organization theories that are demonstrated. For Part Two, students will compare the 21
st
century manager to that of the main character in the case study and the implications of change in being a 21
st
century manager.
In selecting a school of thought and an organizational theory that best describes the current shipping manager, students will use the timeline to select a school of thought and a theory or theories of that time frame. Students will to use the course material to respond to most of the assignment requirements but will also need to research the theorist(s) and theories to complete the assignment. Students are expected to be thorough in responding.
In Part Two, students are going to take what they have learned and compare the management skills of the 21st century shipping manager to the skills of the current shipping manager.
Step 1:
Review “How to Analyze a Case Study” under Week 3 Content.
Step 2:
Create a Word or Rich Text Format (RTF) document that is double-spaced, 12-point font. The final product will be between 4-6 pages in length excluding the title page and reference page.
Step 3:
Review the grading rubric for the assignment.
Step 4:
In addition to providing an introduction, students will use headings following this format:
Title page with title, your name, the course, the instructor’s name;
Background;
Part One;
Part Two.
Step 5
: In writing a case study, the writing is in the third person. What this means is that there are no words such as “I, me, my, we, or us” (first person writing), nor is there use of “you or your” (second person writing). If uncertain how to write in the third person, view this link:
http://www.quickanddirtytips.com/education/grammar/first-second-and-third-person
. Also note that students are not to provide personal commentary.
Step 6:
In writing this assignment, students are expected to support the reasoning using in-text citations and a reference list. If any material is used from a source document, it must be cited and referenced. A reference within a reference list cannot exist without an associated in-text citation and vice versa. View the sample APA paper under Week 1 content.
Step 7:
In writing thi.
SSChaSimple RegressionSimple Regressionpter C.docx
SS
C
ha
Simple RegressionSimple Regression
pter
Chapter ContentsChapter Contents
12
12.1 Visual Displays and Correlation Analysis12.1 Visual Displays and Correlation Analysisp y yp y y
12.2 Simple Regression12.2 Simple Regression
12 3 Regression Terminology12 3 Regression Terminology12.3 Regression Terminology12.3 Regression Terminology
12.4 Ordinary Least Squares Formulas12.4 Ordinary Least Squares Formulas
12 T f Si ifi12 T f Si ifi12.5 Tests for Significance12.5 Tests for Significance
12.6 Analysis of Variance: Overall Fit12.6 Analysis of Variance: Overall Fit
12.7 Confidence and Prediction Intervals for 12.7 Confidence and Prediction Intervals for YY
12-1
SS
C
ha
Simple RegressionSimple Regression
pter
Chapter ContentsChapter Contents
12
12 8 Residual Tests12 8 Residual Tests12.8 Residual Tests12.8 Residual Tests
12.9 Unusual Observations12.9 Unusual Observations
12 10 Oth R i P bl12 10 Oth R i P bl12.10 Other Regression Problems12.10 Other Regression Problems
12-2
C
ha
SS
pter 1
Simple RegressionSimple Regression
Chapter Learning Objectives (LO’s)Chapter Learning Objectives (LO’s)
12
Chapter Learning Objectives (LO s)Chapter Learning Objectives (LO s)
LO12LO12--1: 1: Calculate and test a correlation Calculate and test a correlation coefficient coefficient for for significancesignificance..
LO12LO12--2: 2: Interpret Interpret the slope and intercept of a regression equation.the slope and intercept of a regression equation.
LO12LO12--3: 3: Make Make a prediction for a given a prediction for a given x value using a x value using a regressionregression
equationequation..qq
LO12LO12--4: 4: Fit a simple regression on an Excel scatter plot.Fit a simple regression on an Excel scatter plot.
LO12LO12--5:5: Calculate and interpretCalculate and interpret confidenceconfidence intervals forintervals for regressionregressionLO12LO12 5: 5: Calculate and interpret Calculate and interpret confidence confidence intervals for intervals for regressionregression
coefficientscoefficients..
LO12LO12 6:6: Test hypotheses about the slope and intercept by usingTest hypotheses about the slope and intercept by using t testst tests
12-3
LO12LO12--6: 6: Test hypotheses about the slope and intercept by using Test hypotheses about the slope and intercept by using t tests.t tests.
C
ha
ff
pter
Analysis of VarianceAnalysis of Variance
Ch t L i Obj ti (LO’ )Ch t L i Obj ti (LO’ )
12
Chapter Learning Objectives (LO’s)Chapter Learning Objectives (LO’s)
LO12LO12--7:7: Perform regression with Excel or other software.Perform regression with Excel or other software.
LO12LO12--8:8: Interpret the standard errorInterpret the standard error RR22 ANOVA table and F testANOVA table and F testLO12LO12 8: 8: Interpret the standard error, Interpret the standard error, RR , ANOVA table, and F test., ANOVA table, and F test.
LO12LO12--9:9: Distinguish between confidence and prediction intervals.Distinguish between conf.
SRF Journal EntriesreferenceAccount TitlesDebitsCredits3-CType jou.docx
SRF Journal EntriesreferenceAccount TitlesDebitsCredits3-CType journal entries in the space provided. Link these to the T-accounts and link the T-account balancesto the financial statements provided on the tabs at the bottom of the page.4-C
&L&"Arial,Bold"&14City of Monroe- Street and Highway Fund Journal Entries
SRF T-accountsDUE FROMCASHINVESTMENTSSTATE GOV'Tbb6,500bb55,000bb200,0006,50055,000200,000BUDGETARY FUND BALANCEFUND BALANCEACCOUNTS PAYABLERESERVE FOR ENCUMBRANCESRESERVE FOR ENCUMBRANCES(beginning of year)6,300bb-bb255,200bb6,300-255,200REVENUESREVENUESEXPENDITURES - STREETINTERGOVERNMENTALINVESTMENT INTEREST& HIGHWAY MAINTENANCEENCUMBRANCES----BUDGETARY ACCOUNTSBUDGETARYESTIMATED REVENUESAPPROPRIATIONSFUND BALANCE---
&L&16City of Monroe&C&16
Street and Highway Fund - General Ledger
Closing EntriesBUDGETARYAccount TitleDebitsCreditsFUND BALANCE-Preclosingclosing entry-FUND BALANCE255,200Preclosingclosing entry255,200ending balanceComplete the following tableNon-spendableRestrictedCommittedAssignedUnassignedTotalFund Balance-Budgetary Fund Balance - Reserve for Encumbrances-Totals------
&L&14City of Monroe&C&14
STREET & HIGHWAY MAINTENANCE FUND - Closing Entries
Stmt of revenues & expendituresRevenuesIntergovernmental RevenuesInterest on InvestmentsTotal Revenues$ -ExpendituresCurrent:Street & Highway MaintenanceTotal Expenditures-Excess (Deficiency) of Revenues Over Expenditures-Fund Balance, January 1Fund Balance, December 31$ -
&L&"Times New Roman,Regular"&14City of Monroe
Statement of Revenues, Expenditures and Changes in Fund Balance
Street and Highway Maintenance Fund
For the year ended December 31, 2014
Balance SheetAssetsCashInvestmentsDue from State GovernmentTotal Assets$ -Liabilities and Fund EquityLiabilitiesAccounts PayableFund EquityFund Balance - Restricted forStreet and Highway MaintenanceTotal Liabilities and Fund Equity$ -
&L&"Times New Roman,Regular"&14City of Monroe
Street & Highway Maintenance Fund
Balance Sheet
As of December 31, 2014
Problem 1Problem 1Required: Identify the financial statement on which each of the following items appears by making an X in the appropriate column. The first one is done for you!(15 points total, 1 point each)IncomeBalanceStatement ofItemStatementSheetCash FlowsAccounts PayableXAccounts ReceivableAdvertising ExpenseCommon StockDividendsEquipmentFinancing ActivitiesInvesting ActivitiesLandOperating ActivitiesRent ExpenseRetained EarningsRevenueSalaries PayableUtility Expense
Problem 2Problem 2Required: Show the effects on the financial statements using a horizontal statement model as outlined below. The first one is done for you!(35 points total, 5 points each)1Sold $30,000 in merchandise for cash2Paid $5,000 for rent with cash3Paid $10,000 in salaries to employees with cash4Sold $25,000 in merchandise and customer paid on credit5Collected $10,000 cash for transaction #46Purchased a building for $100,000 and took out a loan for the money7Paid $1,200 for insuranceBala.
srcCommissionCalculation.javasrcCommissionCalculation.javaimpo.docx
src/CommissionCalculation.javasrc/CommissionCalculation.javaimport java.util.Scanner;
import java.text.NumberFormat;
publicclassCommissionCalculation
{
publicstaticvoid main(String args[])
{
finaldouble salesTarget=600000;
//create an object of Scanner class to get the keyboard input
Scanner keyInput =newScanner(System.in);
//for currency format
NumberFormat numberFormat =NumberFormat.getCurrencyInstance();
//creating an object of SalesPerson class
SalesPerson salesPerson =newSalesPerson();
//prompt the user to enter the annual sales
System.out.print("Enter the annual sales : ");
double sale = keyInput.nextDouble();
//Calculate normal commission until sales target is reached
if(sale<=salesTarget)
{
//set the value of annual sale of sales person object
salesPerson.setAnnualSales(sale);
//displaying the report
System.out.println("The total annual compensation : "+numberFormat.format(salesPerson.getAnnualCompensation()));
}
//show compensation table with Accelerated factor when sales target exceeds
else
{
//method to show a compensation table if sales exceed 600000
salesPerson.getCompensationTable(sale);
}
}
}
src/SalesPerson.javasrc/SalesPerson.java
publicclassSalesPerson{
privatefinaldouble fixedSalary =120000.00;
privatefinaldouble commissionRate =1.2;
privatefinaldouble salesTarget=600000;
privatefinaldouble accelerationfactor=1.20;
privatedouble annualSales;
//default constructor
publicSalesPerson(){
annualSales =0.0;
}
//parameterized constructor
publicSalesPerson(double aSale){
annualSales = aSale;
}
//getter method for the annual sales
publicdouble getAnnualSales(){
return annualSales;
}
//method to set the value of annual sale
publicvoid setAnnualSales(double aSale){
annualSales = aSale;
}
//method to calculate and get commission
publicdouble getCommission()
{
if(annualSales<(0.80*salesTarget))
{
return0;
}
else
{
return annualSales *(commissionRate/100.0);
}
}
//method to calculate and calculate Compensation with Accelerated commission and display table
void getCompensationTable(double annualSales)
{
int count=0;
System.out.println("Annual Sales\t Total Compensation");
for(annualSales=salesTarget;annualSales<=((salesTarget)+(0.5*salesTarget));annualSales+=5000)
{
count=count+1;
double comm= annualSales *(commissionRate*Math.pow(1.2,count)/100.0);
System.out.println(annualSales+"\t"+(fixedSalary+comm));
}
}
//method to calculate and get annual compensation
publicdouble getAnnualCompensation(){
return fixedSalary + getCommission();
}
}
The development of any marketing mix depends on positioning, a process that influences potential customers' overall perception of a brand, product line, or organization in general. Position is the place a product, brand, or group of products occupies in consumers' minds relative to competing offering. Review positioning in your text. There are many examples to illustrate this concept. Then:
1. Describe the position .
SPSS Assignment Data.savWeek 6, Using Marketing Channel.docx
SPSS Assignment Data.sav
Week 6, "Using Marketing Channels and Price to Create Value for Customers" was derived from Principles
of Marketing, which was adapted by the Saylor Foundation under a Creative Commons Attribution-
NonCommercial-ShareAlike 3.0 Unported license without attribution as requested by the work's original
creator or licensee. © 2015, The Saylor Foundation.
1
Week 6
Using Marketing Channels and Price to
Create Value for Customers
Sometimes when you buy a good or service, it passes straight from the producer to you. But
suppose every time you purchased something, you had to contact its maker? For some products or
services, such as a haircut, this would work. But what about the items you purchase at the grocery
store? You couldn't begin to contact and buy from all the makers of those products. It would be an
incredibly inefficient way to do business.
Fortunately, companies partner with one another, alleviating you of this burden. So, for example,
instead of Procter & Gamble selling individual toothbrushes to consumers, it sells many of them
to stores, which then sell them to everyone.
The specific avenue a seller uses to make a finished good or service available for purchase—for
example, whether you are able to buy it directly from the seller, at a store, online, or from a
salesperson—is referred to as the product's marketing channel (or distribution channel). All of
the people and organizations that buy, resell, and promote the product "downstream" as it makes
its way to you are part of the marketing channel.
Likewise, price creates value for customers and is the way the company makes its revenue and
profit by exchanging value with the customer. When Chick-fil-A opens new locations, the
company offers the first 100 customers a free meal every week for a year. Customers camp out
overnight to get in line for the free meals. When KFC introduced its grilled chicken, the company
put coupons good for a free piece of chicken in many Sunday newspapers.
So how do sellers make any money if they always offer goods and services on sale or for a special
deal? Many sellers give customers something for free, hoping they'll buy other products, but a
careful balance is needed to ensure profit.
Price is the only marketing mix variable or part of the offering that generates revenue. Buyers
relate the price to value. They must feel they are getting value for the price paid. Pricing decisions
are extremely important. So how do organizations decide how to price their goods and services?
This week, we explore both distribution and price as a means to add value for customers.
http://www.saylor.org/site/textbooks/Principles%20of%20Marketing.pdf
http://www.saylor.org/site/textbooks/Principles%20of%20Marketing.pdf
http://creativecommons.org/licenses/by-nc-sa/3.0/
http://creativecommons.org/licenses/by-nc-sa/3.0/
2
6.1 Marketing Channels and Channel Partners
L E A R N.
SQLServerFilesCars.mdf__MACOSXSQLServerFiles._Cars.mdf.docx
SQLServerFiles/Cars.mdf
__MACOSX/SQLServerFiles/._Cars.mdf
SQLServerFiles/Contacts.mdf
__MACOSX/SQLServerFiles/._Contacts.mdf
SQLServerFiles/Cottages.mdf
__MACOSX/SQLServerFiles/._Cottages.mdf
SQLServerFiles/KataliClub.mdf
__MACOSX/SQLServerFiles/._KataliClub.mdf
SQLServerFiles/Northwind.mdf
__MACOSX/SQLServerFiles/._Northwind.mdf
SQLServerFiles/Northwind.sdf
__MACOSX/SQLServerFiles/._Northwind.sdf
SQLServerFiles/Pubs.mdf
__MACOSX/SQLServerFiles/._Pubs.mdf
SQLServerFiles/ReadMe.doc
SQL Server Files
Make sure to copy the SQL Server files to a read/write medium before attempting to use them in a program. The act of selecting a file for a connection creates an .ldf file, which fails on a read-only CD.
__MACOSX/SQLServerFiles/._ReadMe.doc
SQLServerFiles/RnrBooks.mdf
__MACOSX/SQLServerFiles/._RnrBooks.mdf
__MACOSX/._SQLServerFiles
“Subsea pipelines connectors”
Subsea pipeline are very popular around the world. Almost every water body has a pipeline, whether it is to transport distilled or spring water, or for gas, or for crude oil. Pipeline with great lengths are broken into segments, and has a connector between each segment; such a methodology are used to control damage and makes it easier for manufacturing and maintenance. However, theses devices are not perfect, and have different aspects that need to be considered when choosing one. Aspects are such as: pressure drop, installment, repair, and material used.
Different types of subsea pipeline connectors are being developed and used everyday in different parts of the world. Manufacturers are racing to be ahead of the technological advancement and rule the market. Starting with a fundamental article about the advancement and the market availability of subsea pipeline connectors back in 1976 to the current technology, this paper will review the literature materials of the present solutions of subsea pipeline connectors. Connectors technology in 1976
This fundamental article written by H. Mohr discusses the available subsea pipe connectors back in 1976[1]. The article offers solution that is applicable for a specific period of time, but when the technology of its time period is expired and new solutions are offered the article would hardly be discussed anymore, which actually made it impossible to find online or in nearby library. However, in general, the solutions offered and the way there were discussed are actually very relatable to this paper.
The paper lays on the three major methods of connections, then goes on to examine the current commercial product at that time. Three methods mentioned are the basic welding, elastomeric connectors, and advanced engineered horizontal systems. H. Mohr then moves to the market demand of the three methods, and two methods only were discussed, welding and mechanical connectors.
“Much emphasis had been placed on welded subsea connections in recent years, but properly designed and installed mechanical connections will always have an ap.
Square, Inc. is a financial services, merchant services aggregat.docx
Square, Inc. is a financial services, merchant services aggregator and mobile payment company based in San Francisco, California. The company markets several software and hardware payments products, including Square Register and Square Reader, and has expanded into small business services such as Square Capital, a financing program, and Square Payroll. The company was founded in 2009 by Jack Dorsey and Jim McKelvey and launched its first app and service in 2010.
• Square Register allows individuals and merchants in the United States, Canada, and Japan to accept offline debit and credit cards on their iOS or Android smartphone or tablet computer. The application software("app") supports manually entering the card details or swiping the card through the Square Reader, a small plastic device that plugs into the audio jack of a supported smartphone or tablet and reads the magnetic stripe. On the iPad version of the Square Register app, the interface resembles a traditional cash register.
Download and read the documents in Edgar.
– http://www.sec.gov/edgar.shtml
– And find the all files that are filed (especially S1)
• Find the information relevant to future sales.
• Construct the Pro‐forma income statement.
• Estimate future free cash flows for the next five years (account for investments, change in working capital, depreciation and taxes)
• Make a reasonable assumption about the growth rate of cash flows until infinity.
2013-10-22 22.19.51.jpg
2013-10-22 22.20.19.jpg
2013-10-22 22.21.54.jpg
Information and society
Since the advent of easy access to the internet and the World Wide Web, society has a different attitude towards information and access to information. The technology changes – from slow desk-tops with dial-up access to smartphones – have also changed our interaction with information.
This is also an area in which generational differences show up. Those of us born before the mid1980s or 1990s have followed all of these changes and have had to adapt to it. For those born in the 1990s (the millennials or digital natives), these methods of getting information have always existed. The millenials have seen some of the technology changes but don’t remember the “old” way. Keep this in mind as you read these notes.
An information society
At the beginning of the semester we talked about the many different ways we get information and the definitions of information. Now we’re going to look more at how information and information technologies have changed society.
Lester and Koehler talk about defining an information society in economic sense. While this is important, I don’t think we need to look at the percentage of our GNP to see that we do live in an information society. Think of all the companies that are based on information – computer technologies, web based businesses, cell phone and technologies, GPS, etc. There are also jobs that rely on information – customer service, stock markets, etc.
Our relationship with information .
SQL SQL 2) Add 25 CUSTOMERSs so that you now have 50 total..docx
SQL>
SQL> /*2) Add 25 CUSTOMERSs so that you now have 50 total.*/
SQL> Insert into CUSTOMERS
2 (CUST_ID, FIRST_NAME, LAST_NAME, STREET_ADDRESS, CITY, STATE, ZIP)
3 Values
4 ('CUST026', 'ALASTAIR', 'COOK', 'P.O. BOX 2947',
5 'CODY', 'WY', '82414');
1 row created.
SQL> Insert into CUSTOMERS
2 (CUST_ID, FIRST_NAME, LAST_NAME, STREET_ADDRESS, CITY, STATE, ZIP)
3 Values
4 ('CUST027', 'SAM', 'ROBSON', 'P.O. BOX 851',
5 'CHICAGO', 'IL', '06985');
1 row created.
SQL> Insert into CUSTOMERS
2 (CUST_ID, FIRST_NAME, LAST_NAME, STREET_ADDRESS, CITY, STATE, ZIP)
3 Values
4 ('CUST028', 'GRAY', 'JAKE', 'P.O. BOX 983',
5 'SANTA MONICA', 'CA', '65892');
1 row created.
SQL> Insert into CUSTOMERS
2 (CUST_ID, FIRST_NAME, LAST_NAME, STREET_ADDRESS, CITY, STATE, ZIP)
3 Values
4 ('CUST029', 'IAN', 'BELL', 'P.O. BOX 650',
5 'EASTPOINT', 'FL', '35353');
1 row created.
SQL> Insert into CUSTOMERS
2 (CUST_ID, FIRST_NAME, LAST_NAME, STREET_ADDRESS, CITY, STATE, ZIP)
3 Values
4 ('CUST030', 'JOE', 'ROOT', 'P.O. BOX 150',
5 'SEATTLE', 'WA', '98115');
1 row created.
SQL> Insert into CUSTOMERS
2 (CUST_ID, FIRST_NAME, LAST_NAME, STREET_ADDRESS, CITY, STATE, ZIP)
3 Values
4 ('CUST031', 'LIAM', 'PLUNKETT', 'P.O. BOX 9835',
5 'SANTA MONICA', 'CA', '12649');
1 row created.
SQL> Insert into CUSTOMERS
2 (CUST_ID, FIRST_NAME, LAST_NAME, STREET_ADDRESS, CITY, STATE, ZIP)
3 Values
4 ('CUST032', 'MATT', 'PRIOR', 'P.O. BOX 651',
5 'EASTPOINT', 'FL', '32323');
1 row created.
SQL> Insert into CUSTOMERS
2 (CUST_ID, FIRST_NAME, LAST_NAME, STREET_ADDRESS, CITY, STATE, ZIP)
3 Values
4 ('CUST033', 'BEN', 'STOKES', 'P.O. BOX 971',
5 'BOSTON', 'MA', '02110');
1 row created.
SQL> Insert into CUSTOMERS
2 (CUST_ID, FIRST_NAME, LAST_NAME, STREET_ADDRESS, CITY, STATE, ZIP)
3 Values
4 ('CUST034', 'STUART', 'BROAD', 'P.O. BOX 18',
5 'CHICAGO', 'IL', '06015');
1 row created.
SQL> Insert into CUSTOMERS
2 (CUST_ID, FIRST_NAME, LAST_NAME, STREET_ADDRESS, CITY, STATE, ZIP)
3 Values
4 ('CUST035', 'JAMES', 'ANDERSON', 'P.O. BOX 8564',
5 'BURBANK', 'CA', '91510');
1 row created.
SQL> Insert into CUSTOMERS
2 (CUST_ID, FIRST_NAME, LAST_NAME, STREET_ADDRESS, CITY, STATE, ZIP)
3 Values
4 ('CUST036', 'ALVIRO', 'PETERSON', 'P.O. BOX 137',
5 'CHEYENNE', 'WY', '82003');
1 row created.
SQL> Insert into CUSTOMERS
2 (CUST_ID, FIRST_NAME, LAST_NAME, STREET_ADDRESS, CITY, STATE, ZIP)
3 Values
4 ('CUST037', 'DEAN', 'ELGAR', 'P.O. BOX 66',
5 'TALLAHASSEE', 'FL', '12548');
1 row created.
SQL> Insert into CUSTOMERS
2 (CUST_ID, FIRST_NAME, LAST_NAME, STREET_ADDRESS, CITY, STATE, ZIP)
3 Values
4 ('CUST038', 'DALE', 'STEY.
SPSS InputStephanie Crookston, Dominique.docx
SPSS Input
Stephanie Crookston, Dominique Garrett-Smith, Latesha Simpson, Jannie Tollvier,
PSYCH/625
November 25, 2013
Mary Farmer
SPSS Input
After looking at the data and putting it through the ANOVA test; the conclusions are as follows:
There is a huge difference between the groups regarding degrees of freedom. And the use of ANOVA is essential because it is samples taken at different points and times of the same people. Probability is at zero percent because that means its directly at the mean and the f score is used to see if the null hypothesis can be rejected or fail to be rejected of its less than the critical value.
ANOVA
Score
Sum of Squares
df
Mean Square
F
Sig.
Between Groups
609265.938
1
609265.938
2495.987
.000
Within Groups
53213.402
218
244.098
Total
662479.340
219
In a 1000-1250 word essay, explain the meaning of one visual symbol in American Beauty and the relation of that symbol to the message of the film as a whole. Since context forms meaning, you should analyze several instances in which the symbol appears in the film, explaining the meaning of the symbol in each appearance and showing how each instance contributes to the meaning of the symbol in the film as a whole. Since film is a visual medium, I have intentionally asked you to analyze a visual element for this assignment. Therefore, while you certainly should utilize dialogue or other elements of the film’s narrative, please do not neglect to interpret the specifically filmic aspects of this text, such as (but not limited to) camera work (framing, shot length, etc.), editing (“cutting” or “splicing”), sound effects, wardrobe, and lighting.
Here are some visual symbols from which you may choose, but please don’t feel limited to these:
· Plastic bags
· Roses
· Cameras
· Windows or Mirrors
· Guns
· Extreme darkness or bright light
· Specific colors or color combinations
Please note that the task here is twofold: you should present an interpretation of the particular symbol you choose and show how that symbol helps construct the overall message of the film as you see it. A successful thesis statement will present a clear articulation of the meaning of your chosen symbol, a succinct statement as to the overall message of the film, and an explanation of the relationship between these two. As with the other essays for this class, please avoid rendering value judgments. You should not present an evaluation of whether or not you like the film (or whether it’s “good” or “bad”).
Since a successful analysis will require more viewing of the film than what we have time for in class, you may find it advantageous to rent/purchase/download a copy for yourself. For those who would rather not attain their own copy, I have also put a copy of the film on reserve in the library.
Due Dates:
Four copies of your rough draft due: Tuesday 3 December
Workshop: Thursday 5 December
Final draft due: Thursday 12/12 (the day of th.
Spring 2015 – MAT 137 –Luedeker Na.docx
Spring
2015
–
MAT
137
–Luedeker
Name:
________________________________
Quiz
#1
–
Introduction
to
Sigma
Notation
Directions:
Please
print
out
this
assignment
or
rewrite
the
problems
on
another
sheet
of
paper.
Write
the
final
answer
as
an
integer
or
an
improper
fraction.
You
must
show
all
work
to
receive
credit.
This
assignment
is
due
Wednesday
January
14
at
the
start
of
class.
The
notation
𝑓(𝑛)
!
!!!
is
called
Sigma
Notation.
The
symbol
Σ
means
sum
a
sequence
of
numbers.
The
first
number
in
the
sequence
is
𝑓 𝑎 ,
the
second
number
in
the
sequence
is
𝑓 𝑎 + 1 ,
the
third
number
in
the
sequence
is 𝑓 𝑎 + 2
etc.
,
and
the
last
number
in
the
sequence
is
𝑓(𝑚).
Here
are
two
examples:
𝑛 = 2 + 3 + 4 + 5 + 6 + 7 = 27
!
!!!
𝑛! + 1 =
!
!!!
3! + 1 + 4! + 1 + 5! + 1 + 6! + 1 = 10 + 17 + 26 + 37 = 90
Problems:
Simplify.
Write
your
answer
as
an
integer
or
improper
fraction.
Show
all
work.
1. 𝑛
!"
!!!
2.
1
2!
!
!!!
3.
1
𝑛
!
!!!
4. (−1)!
!
!!!
1
𝑛
5.
1
𝑛!
!
!!!
Spring
2015
–
MAT
137
–Luedeker
Name:
________________________________
Quiz
#2
–
Numerical
Integration
Directions:
Please
print
out
this
assignment
or
rewrite
the
problems
on
another
sheet
of
paper.
Write
the
final
answer
as
a
decimal
rounded
to
three
decimal
places.
You
must
show
all
work
to
receive
credit.
This
assignment
is
due
Friday
January
16
at
the
start
of
class.
Consider
the
definite
integral
𝑒!
!
𝑑𝑥!! .
Use
n
=
4
and
the
following
methods
to
estimate
the
value
of
the
definite
integral.
1. Left
Rule
2. Right
Rule
3. Midpoint
Rule
4. Trapezoid
Rule
5. Simpson’s
Rule
Spring
2015
–
MAT
137
–Luedeker
Name:
________________________________
Quiz
#3
Directions:
Please
print
out
this
assignment
or
rewrite
the
problems
on
another
sheet
of
paper.
You
must
show
all
work
to
receive
credit.
This
assignment
Springdale Shopping SurveyThe major shopping areas in the com.docx
Springdale Shopping Survey*
The major shopping areas in the community of Springdale include Springdale Mall, West Mall, and the downtown area on Main Street. A telephone survey has been conducted to identify strengths and weaknesses of these areas and to find out how they fit into the shopping activities of local residents. The 150 respondents were also asked to provide information about themselves and their shopping habits. The data are provided in the file SHOPPING. The variables in the survey were as follows:
A. How Often Respondent Shops at Each Area (Variables 1–3)
1. Springdale Mall
2. Downtown
3. West Mall
6 or more times/wk.
(1)
(1)
(1)
4–5 times/wk.
(2)
(2)
(2)
2–3 times/wk.
(3)
(3)
(3)
1 time/wk.
(4)
(4)
(4)
2–4 times/mo.
(5)
(5)
(5)
0–1 times/mo.
(6)
(6)
(6)
B. How Much the Respondent Spends during a Trip to Each Area (Variables 4–6)
4. Springdale Mall
5. Downtown
6. West Mall
$200 or more
(1)
(1)
(1)
$150–under $200
(2)
(2)
(2)
$100–under $150
(3)
(3)
(3)
$ 50–under $100
(4)
(4)
(4)
$ 25–under $50
(5)
(5)
(5)
$ 15–under $25
(6)
(6)
(6)
less than $15
(7)
(7)
(7)
C. General Attitude toward Each Shopping Area (Variables 7–9)
7. Springdale Mall
8. Downtown
9. West Mall
Like very much
(5)
(5)
(5)
Like
(4)
(4)
(4)
Neutral
(3)
(3)
(3)
Dislike
(2)
(2)
(2)
Dislike very much
(1)
(1)
(1)
D. Which Shopping Area Best Fits Each Description (Variables 10–17)
Springdale
Mall
Downtown
West
Mall
No
Opinion
10. Easy to return/exchange goods
(1)
(2)
(3)
(4)
11. High quality of goods
(1)
(2)
(3)
(4)
12. Low prices
(1)
(2)
(3)
(4)
13. Good variety of sizes/styles
(1)
(2)
(3)
(4)
14. Sales staff helpful/friendly
(1)
(2)
(3)
(4)
15. Convenient shopping hours
(1)
(2)
(3)
(4)
16. Clean stores and surroundings
(1)
(2)
(3)
(4)
17. A lot of bargain sales
(1)
(2)
(3)
(4)
E. Importance of Each Item in Respondent’s Choice of a Shopping Area (Variables 18–25)
Not Very
Important Important
F. Information about the Respondent (Variables 26–30)
(
18.
Easy
to
return/exchange
goods
(1)
(2)
(3)
(4)
(5)
(6)
(7)
19.
High
quality
of
goods
(1)
(2)
(3)
(4)
(5)
(6)
(7)
20.
Low
prices
(1)
(2)
(3)
(4)
(5)
(6)
(7)
21.
Good
variety
of
sizes/styles
(1)
(2)
(3)
(4)
(5)
(6)
(7)
22.
Sales
staff
helpful/friendly
(1)
(2)
(3)
(4)
(5)
(6)
(7)
23.
Convenient
shopping
hours
(1)
(2)
(3)
(4)
(5)
(6)
(7)
24.
Clean
stores
and
surroundings
(1)
(2)
(3)
(4)
(5)
(6)
(7)
25.
A
lot
of
bargain
sales
(1)
(2)
(3)
(4)
(5)
(6)
(7)
t
)26. Gender: (1) = Male (2) = Female
27. Number of years of school completed:
(1) = less than 8 years (3) = 12–under 16 years
(2) = 8–under 12 years (4) = 16 years or more
28. Marital status: (1) = Married (2) = Single or other
29. Number of people in household: pe.
Springfield assignment InstructionFrom the given information, yo.docx
Springfield assignment Instruction
From the given information, you are required to make a functional network. In Springfield we have a router and four switches connected as daisy chain topology. Then we have output of show commands. It is obvious that it is a non-functional network and you have to implement a solution to make functional.
Task in Springfield assignment
· From the show output commands, you can identify the problems and then provide solution.
· Configure all the tasks as in Springfield assignment as per instructions
· Create Server VLAN, Instructional VLAN, and Administrative VLAN
· Configure Access method of VLANs
· Configure Switch 1 as root bridge
· Configure trunking on all switches
· Configure default gateway
· Create and configure interface VLAN1
First of all, allow me to thank you for your email of offer dated September 2, 2015. I am writing to inform you of my acceptance to your kind offer and in my class CMIT 350/6380. This class has one technical writing assignment broken into three parts: Draft1, Draft2, and Draft3. I do not have any sample assignment, however I am reviewing student’s draft version and providing feedback. To help you in this regard I am submitting you below outline pf paper.
In the beginning please give brief descriptions of the project, such as why are you doing, what are the problems, and possible solutions.
Background information:
Springfield site network is assigned to me to investigate the problems and find the solutions to fix the problem. From the site topology and sh output commands I determined that spanning-tree protocol is misconfigured and it is blocking few ports. And these are the reasons that network is a non-functional.
Implementing
Solution
:
The following are required information for configuring the network
IP address range 10.30.x.x/16
Device to be configured
Configuring commands
Device Names
Configuration Required
Configuring command
Switch#1
All devices
Host name
Hostname Switch_Springfield1
Switch#2
Host name
Hostname Switch_Springfield2
Switch1
All devices
Create console password
Create vty password
Only on Switch1
Create VLANs
Access vlan
Interface fa0/0
Switchport mode adccess
Switchport access vlan 11
Switch1
All Switches
Create trunk connections between switches
Int gi0/0
Switchport mode trunk
Switchport trunk encapsulation dot1q
Switchport trunk allowed native vlan 1
Router
Configure ip address
Int fa0/0
Ip address 10.30.1.1 255.255.255.0
Switch1
Configure default gateway
Ip default-gateway 10.30.1.1 255.255.255.0
Switches
Configure spanning-tree protocol
Spanning-tree RPVST
Switch1
Make Swich 1 as root bridge of network
Configurations
Rough Draft
This paper will focus on the four main theoretical perspectives within sociology which include conflict, functionalism, utilitarianism and symbolic interactionism with the attempt to explain why groups of people choose to perform certain actions and how societies function or change in a certain way.
Socio.
More from rafbolet0 (20)
Summarize the key ideas of each of these texts and explain how they .docx
Summarize the key ideas of each of these texts and explain how they .docx
Submit, individually, different kinds of data breaches, the threats .docx
Submit, individually, different kinds of data breaches, the threats .docx
Submit your personal crimes analysis using Microsoft® PowerPoi.docx
Submit your personal crimes analysis using Microsoft® PowerPoi.docx
Submit two pages (double spaced, 12 point font) describing a musical.docx
Submit two pages (double spaced, 12 point font) describing a musical.docx
Submit the rough draft of your geology project. Included in your rou.docx
Submit the rough draft of your geology project. Included in your rou.docx
Submit your paper of Sections III and IV of the final project. Spe.docx
Submit your paper of Sections III and IV of the final project. Spe.docx
Submit the finished product for your Geology Project. Please include.docx
Submit the finished product for your Geology Project. Please include.docx
Submit the Background Information portion of the final project, desc.docx
Submit the Background Information portion of the final project, desc.docx
Submit Files - Assignment 1 Role of Manager and Impact of Organizati.docx
Submit Files - Assignment 1 Role of Manager and Impact of Organizati.docx
SSChaSimple RegressionSimple Regressionpter C.docx
SSChaSimple RegressionSimple Regressionpter C.docx
SRF Journal EntriesreferenceAccount TitlesDebitsCredits3-CType jou.docx
SRF Journal EntriesreferenceAccount TitlesDebitsCredits3-CType jou.docx
srcCommissionCalculation.javasrcCommissionCalculation.javaimpo.docx
srcCommissionCalculation.javasrcCommissionCalculation.javaimpo.docx
SPSS Assignment Data.savWeek 6, Using Marketing Channel.docx
SPSS Assignment Data.savWeek 6, Using Marketing Channel.docx
SQLServerFilesCars.mdf__MACOSXSQLServerFiles._Cars.mdf.docx
SQLServerFilesCars.mdf__MACOSXSQLServerFiles._Cars.mdf.docx
Square, Inc. is a financial services, merchant services aggregat.docx
Square, Inc. is a financial services, merchant services aggregat.docx
SQL SQL 2) Add 25 CUSTOMERSs so that you now have 50 total..docx
SQL SQL 2) Add 25 CUSTOMERSs so that you now have 50 total..docx
Springdale Shopping SurveyThe major shopping areas in the com.docx
Springdale Shopping SurveyThe major shopping areas in the com.docx
Springfield assignment InstructionFrom the given information, yo.docx
Springfield assignment InstructionFrom the given information, yo.docx
Recently uploaded
The French Revolution Class 9 Study Material pdf free download
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The approach at University of Liverpool.pptx
How libraries can support authors with open access requirements for UKRI funded books
Wednesday 22 May 2024, 14:00-15:00.
Ethnobotany and Ethnopharmacology ......
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.
2024.06.01 Introducing a competency framework for languag learning materials ...
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.
Palestine last event orientationfvgnh .pptx
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH ANSWERS.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Challenger.pdf DNHS Official Publication
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How libraries can support authors with open access requirements for UKRI fund...
How libraries can support authors with open access requirements for UKRI funded books
Wednesday 22 May 2024, 14:00-15:00.
Supporting (UKRI) OA monographs at Salford.pptx
How libraries can support authors with open access requirements for UKRI funded books
Wednesday 22 May 2024, 14:00-15:00.
Instructions for Submissions thorugh G- Classroom.pptx
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.
MARUTI SUZUKI- A Successful Joint Venture in India.pptx
Let us know about Maruti Suzuki, a successful Joint venture in India.
Cambridge International AS A Level Biology Coursebook - EBook (MaryFosbery J...
for studentd in cabridge board
Unit 8 - Information and Communication Technology (Paper I).pdf
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Model Attribute Check Company Auto Property
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Split Bills in the Odoo 17 POS Module
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.
Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46
Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46
Event Link:-
https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-exploring-gemini-ai-and-integration-with-mulesoft/
Agenda
● Java 17 Upgrade Overview
● Why and by when do customers need to upgrade to Java 17?
● Is there any immediate impact to upgrading to Mule Runtime 4.6 and beyond?
● Which MuleSoft products are in scope?
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/
YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Priya Shaw - https://www.linkedin.com/in/priya-shaw
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
Shyam Raj Prasad-
https://www.linkedin.com/in/shyam-raj-prasad/
Chapter 3 - Islamic Banking Products and Services.pptx
Chapter 3 - Islamic Banking Products and Services.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is prepared for master's students (MIFB & MIBS) UUM. May it be useful to all.How to Break the cycle of negative Thoughts
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Recently uploaded (20)
The French Revolution Class 9 Study Material pdf free download
The French Revolution Class 9 Study Material pdf free download
2024.06.01 Introducing a competency framework for languag learning materials ...
2024.06.01 Introducing a competency framework for languag learning materials ...
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
How libraries can support authors with open access requirements for UKRI fund...
How libraries can support authors with open access requirements for UKRI fund...
Instructions for Submissions thorugh G- Classroom.pptx
Instructions for Submissions thorugh G- Classroom.pptx
MARUTI SUZUKI- A Successful Joint Venture in India.pptx
MARUTI SUZUKI- A Successful Joint Venture in India.pptx
Cambridge International AS A Level Biology Coursebook - EBook (MaryFosbery J...
Cambridge International AS A Level Biology Coursebook - EBook (MaryFosbery J...
Unit 8 - Information and Communication Technology (Paper I).pdf
Unit 8 - Information and Communication Technology (Paper I).pdf
Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46
Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46
Chapter 3 - Islamic Banking Products and Services.pptx
Chapter 3 - Islamic Banking Products and Services.pptx
In developing personality theories, psychologists seek to organize t
- 1. In developing personality theories, psychologists seek to organize their understanding of a person. When we can understand a person, we can then help them with their personality issues. Different theorists have different ideas in regards to understanding people; in this week's prompt, I am asking you to show me that you can see how the theorists differ in their understanding of the same person. Compare two of the personality theories discussed in Modules 38 & 39, and show how the theory would explain the personality described in the case study of 7-year old Johnny (below). Choose one behavior in Johnny to explain. Choose two theories from the following orientations: psychoanalytic (Freud), humanistic (Rogers), trait (Big 5), or social-cognitive (Bandura). Using your two theorists, explain they would explain Johnny's behavior. You are using the same behavior in Johnny; your job is to show how different theorists would explain the same behavior differently.
- 2. be sure to describe the concepts correctly be sure to describe the behavior (Johnny's behavior) you are applying the theory to Remember that I am not asking you for your personal opinion about the case, nor am I asking you to "help" Johnny; do not discuss any techniques that might describe how to "treat" Johnny. Case Study Johnny is a 7 year old second grader who has two siblings: a younger brother in first grade and a newborn sister. He lives with his mother and father. His father is employed in a low skilled job and his mother stays at home to care for the newborn. Johnny can be extremely argumentative and short tempered with the other students. He doesn't complete class work or homework. The few instances he did complete some work, it was very sloppy. His 2nd grade teacher, Miss Jones, reports that Johnny has the potential to do much better in class; she is impressed by his oral responses, which shows her that Johnny understands the daily lesson; however, he fails the written work. He has difficulty remaining in his seat, doing independent work, and he lacks organizational skills. Even after conferencing with Johnny's parents, Johnny's academic performance did not improve. Miss Jones is also concerned about his temper and his interactions with other children. He has problems on the playground. Other students are complaining
- 3. he is calling them names; these names usually involve curse words. Johnny is in a constant bad mood. Johnny’s mother said she is concerned with his behavior and recognizes that he is struggling in school. In addition, she says she rarely sees his homework and he doesn't seem to be bringing any home. He is receiving below average grades in reading and language. His grades in math are worse.