Interpersonal & Small Group Lecture #3 Conflict, Techno.docx
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Interpersonal & Small Group Lecture #3 Conflict, Technology & Family Comm Ch. 8, 9, 12 Conflict Management Skills Any relationship of any depth has conflict (read that line again so that you’ll remember it!) Myths about Conflict • Conflict is a sign of a poor relationship • Conflict can be avoided • Conflict always occurs because of misunderstandings • Conflict can always be resolved We have conflict because the relationship is important to us! Conflict Management Styles • Avoidance • Accommodation • Competition • Compromise • Collaboration Getting Better At It • Manage Your Emotions • Manage Information • Be Empathetic • Manage Goals • Manage the Problem No, this isn’t therapy! Conflict- Like the other elements in Interpersonal Communication can be worked at… By taking conflict seriously, and being aware of what we are doing and saying during times of conflict we can become more effective at communicating what we really want out of our relationships Ch. 9- Interpersonal Relationships • Defined as – perception shared by 2 people of an ongoing connection that results in the development of relational expectations and varies in interpersonal intimacy. 4 Elements • Shared Perception • Ongoing Connection • Relational Expectations • Interpersonal Intimacy Shared Perception • Both parties perceive the ongoing relationship “so we’re an item right?” Ongoing Connection • Relationship is an ever changing process …think of all the ways your relationships shift and change…as the individuals involved shift and change personally…. Relational Expectations • Expectations set based on patterns in your relationship “My wife always makes the plans…” Interpersonal Intimacy • Degree to which relational partners mutually accept and confirm each others sense of self How do relationships happen? 1. Relationships of circumstance • Our lives overlap with others in some way -family -co-workers -neighbors 2. Relationships of Choice • The relationships we select to initiate, maintain, and even terminate Ch 12 • Family • Technology • Relationships at work Family • The definition of family has developed with our ever changing culture Who makes up YOUR family? Improving Family Communication • Talk about relationships and feelings • Listen • Support and Encourage • Manage your conflict …easier said than done right??? Technology • How do you use technology these days? -on line dating -texting -social networking …and the list goes on… Our group discussion will focus on technology and how it impacts our interpersonal communication Relationships at Work • Upward Communication • Downward Communication • Horizontal Communication • Outward Communication Upward Communication • Communication that flows from subo.
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employees are ‘in the know.’ They want to be trusted with the truth about the
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Cross-Cultural Communication
Culture is a shared set of beliefs and experiences common to people in a specific
setting. The setting that creates a culture can be geographic, religious, or
professional. As you might guess, the same individual can be a member of many
cultures, all of which may play a part in the interpretation of certain words.
The different and often “multicultural” identity of individuals in the same
organization can lead to some unexpected and potentially large
miscommunications. For example, during the Cold War, Soviet leader Nikita
Khruschev told the American delegation at the United Nations, “We will bury you!”
His words were interpreted as a threat of nuclear annihilation. However, a more
accurate reading of Khruschev’s words would have been, “We will overtake you!”
meaning economic superiority. The words, as well as the fear and suspicion that the
West had of the Soviet Union at the time, led to the more alarmist and sinister
interpretation.Garner, E. (2007, December 3). Seven barriers to great
communication. Retrieved July 2, 2008, from Hodu.com: http://www.hodu.com/
barriers.shtml.
Miscommunications can arise between individuals of the same culture as well.
Many words in the English language mean different things to different people.
Words can be misunderstood if the sender and receiver do not share common
experiences. A sender’s words cannot communicate the desired meaning if the
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describe.Effective communication. (2004, May 31). Retrieved July 2, 2008, from
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It is particularly important to keep this fact in mind when you are communicating
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speaking with nonnative English-speaking colleagues, avoid “isn’t it?” questions.
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confusing for nonnative English speakers. For example, to the question, “You are
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LEADING SOCIAL CHANGE PERSONAL PAPER - 15 POINTS The final .docx
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The final paper will focus on YOU as a leader – your values and beliefs, your own present or future
power and authority, your vision of social change, and your role as a possible agent of change.
There are several ways in which this can be written and presented, such as:
1. Your Wildest Dream: Write the paper as a description of your “wildest dream.” If you
could have your dream job or dream position in a group of people or an organization,
that could affect social change, what would it be and how would you see your role?
2. Personal Reflection Now If you want to be more pragmatic, you can write this paper
as an analysis of your present circumstances. You can describe a current work or social
situation that exists now and what tools and concepts you can use to achieve a
particular goal.
3. Evaluate PSU: You can apply all of the concepts we have used in class on a particular
department or program at PSU. This only is helpful if you are involved in the
department. Your view of mission statements, organizational structures, drivers and
leadership characteristics need to be described in detail.
4. Community of Change: If you do not want to write just about yourself, you may write
the paper from the point of view of a community. For example you can write about you
as a group of students or as a religious or social community. How can you as students
lead in the field of education or politics? This is a little trickier, but it can be very powerful
and perhaps more useful for you at this stage in your lives.
5. Team Presentation Topic: If you like, you can take the topics and concepts from your
team presentation and adapt them to your future role in social change. If you do so,
please let me know by Week 8!
The paper should include the following requirements/concepts.
o At least SIX pages in length:
! Double-spaced, 12-point font, proper margins.
! This does NOT include any pages used for diagrams, or org charts, etc.
o Your latest definition of leadership:
• It is fine to use someone else’s definition as long as you say whose it is and explain
why you like it in your own words.
o A description for the social change with which you would like to be involved:
! This can be very specific, but keep in mind that the change should be broadly social
in nature. not just a personal issue.
o A description of the field in which you would like to be involved and the change you
would like to see happen:
! Try to be as specific as possible. For example, don’t just say “Business,” but
perhaps investment banking or the restaurant business. Obviously, you may not
have a complete picture of this, but try to choose the most likely.
! This is not limited to your professional life. You could choose your social or even
personal life, i.e. family, hobbies, religious organizations, etc.
o A description of your relationship with others in the organizati ...
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(2008, September 11). Tell them the truth. Fast Company. Retrieved January 27, 2009,
from http://www.fastcompany.com/resources/talent/bksje/
092107-tellthemthetruth.html.
Cross-Cultural Communication
Culture is a shared set of beliefs and experiences common to people in a specific
setting. The setting that creates a culture can be geographic, religious, or
professional. As you might guess, the same individual can be a member of many
cultures, all of which may play a part in the interpretation of certain words.
The different and often “multicultural” identity of individuals in the same
organization can lead to some unexpected and potentially large
miscommunications. For example, during the Cold War, Soviet leader Nikita
Khruschev told the American delegation at the United Nations, “We will bury you!”
His words were interpreted as a threat of nuclear annihilation. However, a more
accurate reading of Khruschev’s words would have been, “We will overtake you!”
meaning economic superiority. The words, as well as the fear and suspicion that the
West had of the Soviet Union at the time, led to the more alarmist and sinister
interpretation.Garner, E. (2007, December 3). Seven barriers to great
communication. Retrieved July 2, 2008, from Hodu.com: http://www.hodu.com/
barriers.shtml.
Miscommunications can arise between individuals of the same culture as well.
Many words in the English language mean different things to different people.
Words can be misunderstood if the sender and receiver do not share common
experiences. A sender’s words cannot communicate the desired meaning if the
receiver has not had some experience with the objects or concepts the words
describe.Effective communication. (2004, May 31). Retrieved July 2, 2008, from
DynamicFlight.com: http://www.dynamicflight.com/avcfibook/communication.
It is particularly important to keep this fact in mind when you are communicating
with individuals who may not speak English as a first language. For example, when
speaking with nonnative English-speaking colleagues, avoid “isn’t it?” questions.
This sentence construction does not exist in many other languages and can be
confusing for nonnative English speakers. For example, to the question, “You are
coming, aren’t you?” they may answer, “Yes” (I am coming) or “No” (I am coming),
depending on how they interpret the question.Lifland, S. (2006). Multicultural
communication tips. American Management Association. Retrieved July 2, 2008, from
Chapter 8 Communication
8.5 The Role of Ethics and National Culture 398
http://www.amanet.org/movingahead/
editorial.cfm?Ed=37&BNKNAVID=24&display=1.
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power and authority, your vision of social change, and your role as a possible agent of change.
There are several ways in which this can be written and presented, such as:
1. Your Wildest Dream: Write the paper as a description of your “wildest dream.” If you
could have your dream job or dream position in a group of people or an organization,
that could affect social change, what would it be and how would you see your role?
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as an analysis of your present circumstances. You can describe a current work or social
situation that exists now and what tools and concepts you can use to achieve a
particular goal.
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department. Your view of mission statements, organizational structures, drivers and
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4. Community of Change: If you do not want to write just about yourself, you may write
the paper from the point of view of a community. For example you can write about you
as a group of students or as a religious or social community. How can you as students
lead in the field of education or politics? This is a little trickier, but it can be very powerful
and perhaps more useful for you at this stage in your lives.
5. Team Presentation Topic: If you like, you can take the topics and concepts from your
team presentation and adapt them to your future role in social change. If you do so,
please let me know by Week 8!
The paper should include the following requirements/concepts.
o At least SIX pages in length:
! Double-spaced, 12-point font, proper margins.
! This does NOT include any pages used for diagrams, or org charts, etc.
o Your latest definition of leadership:
• It is fine to use someone else’s definition as long as you say whose it is and explain
why you like it in your own words.
o A description for the social change with which you would like to be involved:
! This can be very specific, but keep in mind that the change should be broadly social
in nature. not just a personal issue.
o A description of the field in which you would like to be involved and the change you
would like to see happen:
! Try to be as specific as possible. For example, don’t just say “Business,” but
perhaps investment banking or the restaurant business. Obviously, you may not
have a complete picture of this, but try to choose the most likely.
! This is not limited to your professional life. You could choose your social or even
personal life, i.e. family, hobbies, religious organizations, etc.
o A description of your relationship with others in the organizati ...
LEADING SOCIAL CHANGE PERSONAL PAPER - 15 POINTS The final .docx
LEADING SOCIAL CHANGE PERSONAL PAPER - 15 POINTS
The final paper will focus on YOU as a leader – your values and beliefs, your own present or future
power and authority, your vision of social change, and your role as a possible agent of change.
There are several ways in which this can be written and presented, such as:
1. Your Wildest Dream: Write the paper as a description of your “wildest dream.” If you
could have your dream job or dream position in a group of people or an organization,
that could affect social change, what would it be and how would you see your role?
2. Personal Reflection Now If you want to be more pragmatic, you can write this paper
as an analysis of your present circumstances. You can describe a current work or social
situation that exists now and what tools and concepts you can use to achieve a
particular goal.
3. Evaluate PSU: You can apply all of the concepts we have used in class on a particular
department or program at PSU. This only is helpful if you are involved in the
department. Your view of mission statements, organizational structures, drivers and
leadership characteristics need to be described in detail.
4. Community of Change: If you do not want to write just about yourself, you may write
the paper from the point of view of a community. For example you can write about you
as a group of students or as a religious or social community. How can you as students
lead in the field of education or politics? This is a little trickier, but it can be very powerful
and perhaps more useful for you at this stage in your lives.
5. Team Presentation Topic: If you like, you can take the topics and concepts from your
team presentation and adapt them to your future role in social change. If you do so,
please let me know by Week 8!
The paper should include the following requirements/concepts.
o At least SIX pages in length:
! Double-spaced, 12-point font, proper margins.
! This does NOT include any pages used for diagrams, or org charts, etc.
o Your latest definition of leadership:
• It is fine to use someone else’s definition as long as you say whose it is and explain
why you like it in your own words.
o A description for the social change with which you would like to be involved:
! This can be very specific, but keep in mind that the change should be broadly social
in nature. not just a personal issue.
o A description of the field in which you would like to be involved and the change you
would like to see happen:
! Try to be as specific as possible. For example, don’t just say “Business,” but
perhaps investment banking or the restaurant business. Obviously, you may not
have a complete picture of this, but try to choose the most likely.
! This is not limited to your professional life. You could choose your social or even
personal life, i.e. family, hobbies, religious organizations, etc.
o A description of your relationship with others in the organizati.
INCA Survey InformationINCA is an acronym for intercultural comp.docx
INCA Survey Information
INCA is an acronym for intercultural competency assessment. The purpose of the INCA survey is to examine your intercultural awareness.
Intercultural competence – what does it mean?
Intercultural competence enables you to interact both effectively and in a way that is acceptable to others when you are working in a group whose members have different cultural backgrounds. The group may consist of two or more people including yourself. ‘Cultural’ may denote all manner of features, including the values and beliefs you have grown up with, your national, regional and local customs and, in particular, attitudes and practices that affect the way you work.
Three strands of cultural competences include:
• Openness
• Knowledge
• Adaptability
Openness includes respect for otherness and tolerance of ambiguity. > To be open means to be open to the other and to situations in which something is done differently. You can tolerate your partner as being different and doing things differently.
Knowledge includes knowledge discovery as well as empathy. > You not only want to know the ‘hard facts’ about a situation or about a certain culture, but you also want to know, or you know something about, the feelings of the other person. You also know how your interlocutor feels.
Adaptability includes behavioral flexibility and communicative awareness. > You are able to adapt your behavior AND your style of communication
The INCA survey addresses:
· Communicative awareness
· Respect for others
· Empathy
After completing the survey, use the following to determine your cultural awareness level:
Respect for Others: basic level
Addresses only one culture. Describes the behaviour of one person as negative (e.g. Mr Parker is focused on pursuing his own interests) Criticises one culture (e.g. ‘The Chinese can’t do business’) Sees one attitude towards work as the only correct attitude (e.g. Mr Parker’s attitude ‘business is business’ is correct) Uses negative attributes to describe a person (e.g. ‘Mr Wang is not a good businessman’) Mr Parker should have addressed the importance of the business deal more clearly He should have made threats to leave the country without the deal
Respect for Others: intermediate level
Mostly addresses one culture, sometimes addresses both Describes the behaviour of both persons as neutral Does not criticise the two cultures involved Sees one attitude towards work as better than the other, but also sees the other attitude Does not use negative attributes for one or both of the persons involved Mr Parker should have been better alert to the other person He didn’t give a satisfactory answer to the question about his family
Respect for Others: full level
Describes both cultures (e.g. both persons come from different cultural spheres with different but equal rules) Identifies rules from both cultures (e.g. typically direct way of speaking in English vs. typically indirect way of speaking i.
National CultureDr Lucy RattrieNational Cultures i.docx
National Culture
Dr Lucy Rattrie
National Cultures in IB
A system of deeply founded values, attitudes and behaviours of the members of a society (Leung
et al, 2005).
A kind of mental programming, or patterns of thought, feeling and action that each person
acquires in childhood, and then applied throughout life
(Hofstede, 2001).
Various classifications e.g. Schwartz (1992, 1999), the World Values Survey and Inglehart (1997)
and more recently the GLOBE study (House et al., 2004; Chhokar, Brodbeck, & House, 2008) – see
reading for further info.
National Cultures in IB
Collective programming of
the mind and manifests itself
not only in values, but in
more superficial ways:
symbols, heroes, rituals.
Hofstede (2005)
2 minute activity –
In pairs, think of reasons why it’s beneficial for
understanding cultures in IB.
National Cultures in IB
Institutions can not be understood without considering
culture, and understanding culture presumes insights
into institutions (Hofstede, 2005)
Common culture applies to societies, not to nations…
yet… people refer to ‘typically American’, ‘typically
German’, ‘typically Japanese’ behavior (Hofstede, 2005)
Consider context, skills, behaviours, communications,
authority, how people think, feel, behave, live and work.
2 minute activity –
In pairs, think of rituals or habits that are typically American.
6-D cultural typology is the most often used.
Initial study of 116,000 IBM employees who worked in 72
countries (n=53).
Hofstede’s work reveals underlying dimensions of culture:
• Power Distance Index (PDI)
• Uncertainty Avoidance Index (UAI)
• Individualism vs. Collectivism (IDV)
• Masculinity vs. Femininity (MAS)
• *Long-term vs. short-term orientation (LTO)
• *Indulgence vs. restraint (IND) – a new dimension
Hofstede’s cultural dimensions
Hofstede Dimensions
Power Distance (PD)
• Degree to which the less powerful members of a society accept and
expect that power is distributed unequally.
• The fundamental issue here is how a society handles inequalities
among people.
Individualism/Collectivism (Ind/Col)
• Degree to which there is as a preference for a loosely-knit social
framework in which individuals are expected to take care of only
themselves and their immediate families vs.
• A tightly-knit framework where individuals can expect their relatives
or members of a particular ingroup to look after them in exchange
for unquestioning loyalty.
Masculinity/ Femininity
• Masculinity represents a preference in society for achievement,
heroism, assertiveness, and material rewards for success. Society at
large is more competitive.
• Its opposite, Femininity, stands for a preference for cooperation,
modesty, caring for the weak and quality of life. Society at large is
more consensus-oriented.
Uncertainty Avoidance
• The dimension Uncertainty Avoidance has to do with the way that a
society deals with the fact that the future can never be known e.g. .
CLASS ASSIGNMENTS (Choose OneWriting Project, Discussion Grou.docx
CLASS ASSIGNMENTS (Choose One:
Writing Project, Discussion Group or Couple Enrichment):
Option #1:
WRITING
PROJECT
(Choose 1 out of the following 7 Topics)
:
Paper
heading
should include:
Student Name;
Student ID #;
and Section 001.
Pages must be:
typed and double-spaced:
12 point font;
1” margins.
It should be a minimum of 6 pages and is due on
March 30th
.
HARD COPY ONLY.
Choose 1 of the following 7 topics. Your paper should be divided into 2 sections.
Section 1: (2 -3 pages)
- “What Do You Think” - asks
you
to reflect and discuss the topic area.
Section 2: (3-4 pages)
– “What Does Research Tell Us” – asks you to discuss
your review
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literature, with appropriate references and bibliography, on the topic area.
PLEASE use the following headings within your paper:
Section 1: What Do You Think?
Section 2: What Does Research Tell Us?
1.
TOPIC 1
·
Section 1: What Do You Think?
:
Do you think that sex or violence on television influences how promiscuous or violent our society becomes? Do you think the sexual stereotypes in commercials and advertisements shape our attitudes toward gender relations? How do you think you have been influenced by the media?
·
Section 2: What Does Research Tell Us?
:
Discuss what research has revealed regarding the impact of sexually violent and degrading media on the attitudes and behaviors of men and women. What effect, if any, does this “exposure” have on intimate relationships?
2.
TOPIC 2
·
Section 1: What Do You Think?
:
Describe your ideal marriage/cohabitating partner and their characteristics (e.g. appearance, personality, and occupation). What circumstances or conflicts (if any) would lead you to consider a separation or divorce (e.g. infidelity, refusal to have children, disease, or cross-dressing)?
·
Section 2: What Does Research Tell Us?
:
After a review of the literature, discuss the factors that determine with whom we fall in love; and the principle factors involved in keeping a relationship strong.
3.
TOPIC 3
·
Section 1: What Do You Think?
:
Imagine that you have always been attracted emotionally and sexually to your own sex and that your family has rather traditional religious and conservative views. Would you tell your family about your attraction? If you were to disclose your sexual orientation to your family, how would you do it? What do you think their response would be?
·
Section 2: What Does Research Tell Us?
:
From your research, what are the steps that people can take to communicate to others about their sexual orientation? What is the process of “coming out”? Briefly discuss the social and psychological effects on people who are unable to disclose their sexual orientation or introduce a lifetime partner to family and friends.
4.
TOPIC 4:
·
Section 1: What Do You Think?
:
Both men and women may sometimes give unclear signals about whether they are willing to engage in sexual contact when they are in a potent.
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READING SUMMARY· Division of labour destroys intellectual, soc.docx
READING SUMMARY
· Division of labour destroys intellectual, social and martial virtues unless government takes pains to prevent it, whereas in barbarous societies those virtues are kept alive by constant necessity. The education of the common people requires attention from the state more than that of people of rank and fortune, whose parents can look after their interests and who spend their lives in varied occupations chiefly intellectual, unlike the children of the poor. The state can encourage or insist on the general acquirement of reading, writing and arithmetic, by establishing parish schools, giving prizes, and requiring men to pass an examination before setting up in trade. In this way the Greeks and Romans maintained a martial spirit. Martial spirit in the people would diminish both the necessary size and the danger of a standing army.
· The Greek and Roman institutions were more effectual than modern militias, which only include a small portion of the people. It is the duty of government to prevent the growth of cowardice, gross ignorance and stupidity.
· High earning of labour are an advantage to the society. Poverty doesn’t prevent births, but is unfavourable to the rearing of children, and so restrains, while the liberal reward of labour encourages it as the wear and tear of the free man must be paid for just like that of the slave, though not so extravagantly.
· High wages increase population. The progressive state is the best for the labouring poor.
· High wages encourage industry. The opinion that cheap years encourage idleness is erroneous. Wages are high in cheap years, and low in dear years, so that masters commend dear years.
· Writers who begin by including lands, houses and consumable goods in wealth often forget them later. Wealth being supposed to consist in gold and silver, political economy endeavored to diminish imports and encourage exports, by restraints upon importation and encouragements to exportation, which restraints and encouragements will be considered in the next 6 chapters.
· High duties and prohibitions giving a monopoly to a particular home industry are very common. They encourage the particular industry, but neither increase general industry nor give it the best direction. The number of persons employed cannot exceed a certain proportion to the capital of the society, and every man’s interest leads him to seek that employment of capital which is most advantageous to the society.
· (1) He tries to employ it as near home as possible.
(2) He endeavors to produce the greatest possible value. He can judge of this much better than the statesman.
· High duties and prohibitions direct people to employ capital in producing at home what they could buy cheaper from abroad. It is as foolish for a nation as for an individual to make what can be bought cheaper. Sometimes by such regulations a manufacture may be established earlier than it would otherwise have been but this would make capital accumulate sl ...
IRM 3305 Risk Management Theory and PracticeFall 2014Proje.docx
IRM 3305 Risk Management Theory and Practice
Fall 2014
Project Requirements:
I. Teams
a. 16 Students split into 3 teams .
II. Weighting
a. The Project is 30% of your grade.
i. The presentation will be attended by Dr. Braniff as well as industry professionals and representatives of the National Alliance.
ii. Start divvying up duties now – last minute work shows during the presentation.
iii. Practice! Practice! Practice! - part of your grade has to do with the presentation having been rehearsed.
iv. This is a PROFESSIONAL presentation – since we’ll most likely have outsiders joining us, presenters must dress in a professional manner (no jeans, proper professional attire).
v. This presentation should mimic what you would be comfortable presenting to your board of directors and your CFO, etc.
vi. You will be graded on the information presented, as well as the professionalism of your presentation and your team assessment.
III. Project Components:
a. Executive Summary of your findings. The purpose of the executive summary is to summarize key points.
i. Should include bulleted key points
ii. Should include 1-3 graphs for visualization
iii. No more than 3 pages (including graphs)
iv. Make the summary part of the Power Point Presentation
b. Power Point Presentation
i. A visual presentation of the questions given to you for the project.
ii. Needs to show application of information learned in class, not just a regurgitation of the questions and answers, I want to see critical thinking.
iii. Presentations will occur on Monday, Nov 30 No exceptions, you MUST be present. Each group will present during this time (up to 30 minutes per group, at least 15).
iv. ALL team members must present a portion of the project.
c. All of the presentation documents need to be submitted to me. If you did not answer all
of the questions in your power point presentation, I need to receive the answers in a document.
IRM 3305 Risk Management Theory and Practice
Group Project
October 16, 2015
The Pebbles, Inc.
GENERAL
The Pebbles, Inc. (the “Company) is a casino & resort operating company based in Las Vegas, Nevada, USA. The Company’s resorts feature high-end accommodations, gaming and entertainment, convention and exhibition facilities, celebrity chef restaurants, and clubs. In the past several years, the Company has decided to add a couple of other types of businesses, the most profitable being the Spinout School of Racing in Monte Carlo and the Big Shark Surfing School in Sydney. The current primary properties are listed below:
LAS VEGAS, NEVADA
The Big Gambler Resort-Hotel-Casino
- 05/03/1999
Non-Gambler Expo & Convention Ctr.
- 02/01/2002
Pebbles Resort-Hotel-Casino
- 12/30/2007
MONTE CARLO, MONACO
Pebbles, Monte Carlo – Resort-Hotel-Casino
- 05/18/2004
Spinout School of Racing
- 06/14/2009
SYDNEY, AUSTRALIA
Pebbles, Sydney – ResortHotel-Casino
- 04/27/2010
Big Shark Surfing School
- 04/27/2014
LAS VEGAS, NEVADA.
Ironwood Company manufactures cast-iron barbeque cookware. During .docx
Ironwood Company manufactures cast-iron barbeque cookware. During a recent windstorm, it lost some of its accounting records. Ironwood has managed to reconstruct portions of its standard cost system database but is still missing a few pieces of information.
Required:
Use the information in the table to determine the unknown amounts. You may assume that Ironwood does not keep any raw material on hand.
2. Lamp Light Limited (LLL) manufactures lampshades. It applies variable overhead on the basis of directlabor hours. Information from LLL's standard cost card follows:
During August, LLL had the following actual results:
Units produced and sold 24,800
Actual variable overhead $9,470
Actual direct labor hours 15,800
Required:
Compute LLL's variable overhead rate variance, variable overhead efficiency variance, and over or under applied variable overhead.
Variable Overhead Rate Variance
Variable Overhead Efficiency Variance
Variable Overhead Spending Variance
3. Olive Company makes silver belt buckles. The company's master budget appears in the first column of the table.
Required:
Complete the table by preparing Olive's flexible budget for Rs.5,700, 7,700 and 8,700 units.
Ironwood Company manufactures cast
-
iron barbeque cookware. During a recent w
indstorm, it lost
some of its accounting records. Ironwood has managed to reconstruct portions of its standard cost
system database but is still missing a few pieces of information.
Required:
Use the information in the table to dete
r
mine the unknown amount
s. You may assume that Ironwood
does not keep any raw material on hand.
2.
Lamp Light Limited (LLL) manufactures lampshades. It applies variable overhead on the basis of
directlabor hours. Information from LLL's standard cost card follows:
During August, L
LL had the following actual results:
Units produced and sold 24,800
Actual variable overhead $9,470
Actual direct labor hours 15,800
Required:
Compute LLL's variable overhead rate variance, variable overhead efficiency variance, and over or under
a
pplied variable overhead.
Variable Overhead Rate Variance
Variable Overhead
Efficiency
Variance
Variable Overhead
Spending
Variance
3.
Olive Company makes silver belt buckles. The company's master budget appears in the first column of
the table.
Required:
Ironwood Company manufactures cast-iron barbeque cookware. During a recent windstorm, it lost
some of its accounting records. Ironwood has managed to reconstruct portions of its standard cost
system database but is still missing a few pieces of information.
Required:
Use the information in the table to determine the unknown amounts. You may assume that Ironwood
does not keep any raw material on hand.
2. Lamp Light Limited (LLL) manufactures lampshades. It applies variable overhead on the basis of
directlabor hours. Information from LLL's standard cost card follows:
During August, LLL had the following actual results:
Units prod.
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LEADING SOCIAL CHANGE PERSONAL PAPER - 15 POINTS The final .docx
LEADING SOCIAL CHANGE PERSONAL PAPER - 15 POINTS
The final paper will focus on YOU as a leader – your values and beliefs, your own present or future
power and authority, your vision of social change, and your role as a possible agent of change.
There are several ways in which this can be written and presented, such as:
1. Your Wildest Dream: Write the paper as a description of your “wildest dream.” If you
could have your dream job or dream position in a group of people or an organization,
that could affect social change, what would it be and how would you see your role?
2. Personal Reflection Now If you want to be more pragmatic, you can write this paper
as an analysis of your present circumstances. You can describe a current work or social
situation that exists now and what tools and concepts you can use to achieve a
particular goal.
3. Evaluate PSU: You can apply all of the concepts we have used in class on a particular
department or program at PSU. This only is helpful if you are involved in the
department. Your view of mission statements, organizational structures, drivers and
leadership characteristics need to be described in detail.
4. Community of Change: If you do not want to write just about yourself, you may write
the paper from the point of view of a community. For example you can write about you
as a group of students or as a religious or social community. How can you as students
lead in the field of education or politics? This is a little trickier, but it can be very powerful
and perhaps more useful for you at this stage in your lives.
5. Team Presentation Topic: If you like, you can take the topics and concepts from your
team presentation and adapt them to your future role in social change. If you do so,
please let me know by Week 8!
The paper should include the following requirements/concepts.
o At least SIX pages in length:
! Double-spaced, 12-point font, proper margins.
! This does NOT include any pages used for diagrams, or org charts, etc.
o Your latest definition of leadership:
• It is fine to use someone else’s definition as long as you say whose it is and explain
why you like it in your own words.
o A description for the social change with which you would like to be involved:
! This can be very specific, but keep in mind that the change should be broadly social
in nature. not just a personal issue.
o A description of the field in which you would like to be involved and the change you
would like to see happen:
! Try to be as specific as possible. For example, don’t just say “Business,” but
perhaps investment banking or the restaurant business. Obviously, you may not
have a complete picture of this, but try to choose the most likely.
! This is not limited to your professional life. You could choose your social or even
personal life, i.e. family, hobbies, religious organizations, etc.
o A description of your relationship with others in the organizati.
INCA Survey InformationINCA is an acronym for intercultural comp.docx
INCA Survey Information
INCA is an acronym for intercultural competency assessment. The purpose of the INCA survey is to examine your intercultural awareness.
Intercultural competence – what does it mean?
Intercultural competence enables you to interact both effectively and in a way that is acceptable to others when you are working in a group whose members have different cultural backgrounds. The group may consist of two or more people including yourself. ‘Cultural’ may denote all manner of features, including the values and beliefs you have grown up with, your national, regional and local customs and, in particular, attitudes and practices that affect the way you work.
Three strands of cultural competences include:
• Openness
• Knowledge
• Adaptability
Openness includes respect for otherness and tolerance of ambiguity. > To be open means to be open to the other and to situations in which something is done differently. You can tolerate your partner as being different and doing things differently.
Knowledge includes knowledge discovery as well as empathy. > You not only want to know the ‘hard facts’ about a situation or about a certain culture, but you also want to know, or you know something about, the feelings of the other person. You also know how your interlocutor feels.
Adaptability includes behavioral flexibility and communicative awareness. > You are able to adapt your behavior AND your style of communication
The INCA survey addresses:
· Communicative awareness
· Respect for others
· Empathy
After completing the survey, use the following to determine your cultural awareness level:
Respect for Others: basic level
Addresses only one culture. Describes the behaviour of one person as negative (e.g. Mr Parker is focused on pursuing his own interests) Criticises one culture (e.g. ‘The Chinese can’t do business’) Sees one attitude towards work as the only correct attitude (e.g. Mr Parker’s attitude ‘business is business’ is correct) Uses negative attributes to describe a person (e.g. ‘Mr Wang is not a good businessman’) Mr Parker should have addressed the importance of the business deal more clearly He should have made threats to leave the country without the deal
Respect for Others: intermediate level
Mostly addresses one culture, sometimes addresses both Describes the behaviour of both persons as neutral Does not criticise the two cultures involved Sees one attitude towards work as better than the other, but also sees the other attitude Does not use negative attributes for one or both of the persons involved Mr Parker should have been better alert to the other person He didn’t give a satisfactory answer to the question about his family
Respect for Others: full level
Describes both cultures (e.g. both persons come from different cultural spheres with different but equal rules) Identifies rules from both cultures (e.g. typically direct way of speaking in English vs. typically indirect way of speaking i.
National CultureDr Lucy RattrieNational Cultures i.docx
National Culture
Dr Lucy Rattrie
National Cultures in IB
A system of deeply founded values, attitudes and behaviours of the members of a society (Leung
et al, 2005).
A kind of mental programming, or patterns of thought, feeling and action that each person
acquires in childhood, and then applied throughout life
(Hofstede, 2001).
Various classifications e.g. Schwartz (1992, 1999), the World Values Survey and Inglehart (1997)
and more recently the GLOBE study (House et al., 2004; Chhokar, Brodbeck, & House, 2008) – see
reading for further info.
National Cultures in IB
Collective programming of
the mind and manifests itself
not only in values, but in
more superficial ways:
symbols, heroes, rituals.
Hofstede (2005)
2 minute activity –
In pairs, think of reasons why it’s beneficial for
understanding cultures in IB.
National Cultures in IB
Institutions can not be understood without considering
culture, and understanding culture presumes insights
into institutions (Hofstede, 2005)
Common culture applies to societies, not to nations…
yet… people refer to ‘typically American’, ‘typically
German’, ‘typically Japanese’ behavior (Hofstede, 2005)
Consider context, skills, behaviours, communications,
authority, how people think, feel, behave, live and work.
2 minute activity –
In pairs, think of rituals or habits that are typically American.
6-D cultural typology is the most often used.
Initial study of 116,000 IBM employees who worked in 72
countries (n=53).
Hofstede’s work reveals underlying dimensions of culture:
• Power Distance Index (PDI)
• Uncertainty Avoidance Index (UAI)
• Individualism vs. Collectivism (IDV)
• Masculinity vs. Femininity (MAS)
• *Long-term vs. short-term orientation (LTO)
• *Indulgence vs. restraint (IND) – a new dimension
Hofstede’s cultural dimensions
Hofstede Dimensions
Power Distance (PD)
• Degree to which the less powerful members of a society accept and
expect that power is distributed unequally.
• The fundamental issue here is how a society handles inequalities
among people.
Individualism/Collectivism (Ind/Col)
• Degree to which there is as a preference for a loosely-knit social
framework in which individuals are expected to take care of only
themselves and their immediate families vs.
• A tightly-knit framework where individuals can expect their relatives
or members of a particular ingroup to look after them in exchange
for unquestioning loyalty.
Masculinity/ Femininity
• Masculinity represents a preference in society for achievement,
heroism, assertiveness, and material rewards for success. Society at
large is more competitive.
• Its opposite, Femininity, stands for a preference for cooperation,
modesty, caring for the weak and quality of life. Society at large is
more consensus-oriented.
Uncertainty Avoidance
• The dimension Uncertainty Avoidance has to do with the way that a
society deals with the fact that the future can never be known e.g. .
CLASS ASSIGNMENTS (Choose OneWriting Project, Discussion Grou.docx
CLASS ASSIGNMENTS (Choose One:
Writing Project, Discussion Group or Couple Enrichment):
Option #1:
WRITING
PROJECT
(Choose 1 out of the following 7 Topics)
:
Paper
heading
should include:
Student Name;
Student ID #;
and Section 001.
Pages must be:
typed and double-spaced:
12 point font;
1” margins.
It should be a minimum of 6 pages and is due on
March 30th
.
HARD COPY ONLY.
Choose 1 of the following 7 topics. Your paper should be divided into 2 sections.
Section 1: (2 -3 pages)
- “What Do You Think” - asks
you
to reflect and discuss the topic area.
Section 2: (3-4 pages)
– “What Does Research Tell Us” – asks you to discuss
your review
of the
literature, with appropriate references and bibliography, on the topic area.
PLEASE use the following headings within your paper:
Section 1: What Do You Think?
Section 2: What Does Research Tell Us?
1.
TOPIC 1
·
Section 1: What Do You Think?
:
Do you think that sex or violence on television influences how promiscuous or violent our society becomes? Do you think the sexual stereotypes in commercials and advertisements shape our attitudes toward gender relations? How do you think you have been influenced by the media?
·
Section 2: What Does Research Tell Us?
:
Discuss what research has revealed regarding the impact of sexually violent and degrading media on the attitudes and behaviors of men and women. What effect, if any, does this “exposure” have on intimate relationships?
2.
TOPIC 2
·
Section 1: What Do You Think?
:
Describe your ideal marriage/cohabitating partner and their characteristics (e.g. appearance, personality, and occupation). What circumstances or conflicts (if any) would lead you to consider a separation or divorce (e.g. infidelity, refusal to have children, disease, or cross-dressing)?
·
Section 2: What Does Research Tell Us?
:
After a review of the literature, discuss the factors that determine with whom we fall in love; and the principle factors involved in keeping a relationship strong.
3.
TOPIC 3
·
Section 1: What Do You Think?
:
Imagine that you have always been attracted emotionally and sexually to your own sex and that your family has rather traditional religious and conservative views. Would you tell your family about your attraction? If you were to disclose your sexual orientation to your family, how would you do it? What do you think their response would be?
·
Section 2: What Does Research Tell Us?
:
From your research, what are the steps that people can take to communicate to others about their sexual orientation? What is the process of “coming out”? Briefly discuss the social and psychological effects on people who are unable to disclose their sexual orientation or introduce a lifetime partner to family and friends.
4.
TOPIC 4:
·
Section 1: What Do You Think?
:
Both men and women may sometimes give unclear signals about whether they are willing to engage in sexual contact when they are in a potent.
How To Close A Compare And Contrast Essay. How To Wri
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http://HelpWriting.net/How-To-Close-A-Compare-And-Contrast-Ess
Module 36a: Supervision People Concepts
It’s a simple fact that the key to Supervison is understanding people. It’s also true that understanding people is not simple. This module focuses on some of the key concepts of understanding people. Do not try to decide which is the one best way to understand people. All of these concepts have value and none is predominate. Note that the last page of this is instructive.
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Disciplinary Literacy: Why It Matters and What We Should Do About It
The PowerPoint presentation that accompanies Elizabeth Birr Moje's keynote speech at the 2010 National Reading Initiative Conference, hosted by the National Writing Project.
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http://www-personal.umich.edu/~moje
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READING SUMMARY· Division of labour destroys intellectual, soc.docx
READING SUMMARY
· Division of labour destroys intellectual, social and martial virtues unless government takes pains to prevent it, whereas in barbarous societies those virtues are kept alive by constant necessity. The education of the common people requires attention from the state more than that of people of rank and fortune, whose parents can look after their interests and who spend their lives in varied occupations chiefly intellectual, unlike the children of the poor. The state can encourage or insist on the general acquirement of reading, writing and arithmetic, by establishing parish schools, giving prizes, and requiring men to pass an examination before setting up in trade. In this way the Greeks and Romans maintained a martial spirit. Martial spirit in the people would diminish both the necessary size and the danger of a standing army.
· The Greek and Roman institutions were more effectual than modern militias, which only include a small portion of the people. It is the duty of government to prevent the growth of cowardice, gross ignorance and stupidity.
· High earning of labour are an advantage to the society. Poverty doesn’t prevent births, but is unfavourable to the rearing of children, and so restrains, while the liberal reward of labour encourages it as the wear and tear of the free man must be paid for just like that of the slave, though not so extravagantly.
· High wages increase population. The progressive state is the best for the labouring poor.
· High wages encourage industry. The opinion that cheap years encourage idleness is erroneous. Wages are high in cheap years, and low in dear years, so that masters commend dear years.
· Writers who begin by including lands, houses and consumable goods in wealth often forget them later. Wealth being supposed to consist in gold and silver, political economy endeavored to diminish imports and encourage exports, by restraints upon importation and encouragements to exportation, which restraints and encouragements will be considered in the next 6 chapters.
· High duties and prohibitions giving a monopoly to a particular home industry are very common. They encourage the particular industry, but neither increase general industry nor give it the best direction. The number of persons employed cannot exceed a certain proportion to the capital of the society, and every man’s interest leads him to seek that employment of capital which is most advantageous to the society.
· (1) He tries to employ it as near home as possible.
(2) He endeavors to produce the greatest possible value. He can judge of this much better than the statesman.
· High duties and prohibitions direct people to employ capital in producing at home what they could buy cheaper from abroad. It is as foolish for a nation as for an individual to make what can be bought cheaper. Sometimes by such regulations a manufacture may be established earlier than it would otherwise have been but this would make capital accumulate sl ...
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IRM 3305 Risk Management Theory and PracticeFall 2014Proje.docx
IRM 3305 Risk Management Theory and Practice
Fall 2014
Project Requirements:
I. Teams
a. 16 Students split into 3 teams .
II. Weighting
a. The Project is 30% of your grade.
i. The presentation will be attended by Dr. Braniff as well as industry professionals and representatives of the National Alliance.
ii. Start divvying up duties now – last minute work shows during the presentation.
iii. Practice! Practice! Practice! - part of your grade has to do with the presentation having been rehearsed.
iv. This is a PROFESSIONAL presentation – since we’ll most likely have outsiders joining us, presenters must dress in a professional manner (no jeans, proper professional attire).
v. This presentation should mimic what you would be comfortable presenting to your board of directors and your CFO, etc.
vi. You will be graded on the information presented, as well as the professionalism of your presentation and your team assessment.
III. Project Components:
a. Executive Summary of your findings. The purpose of the executive summary is to summarize key points.
i. Should include bulleted key points
ii. Should include 1-3 graphs for visualization
iii. No more than 3 pages (including graphs)
iv. Make the summary part of the Power Point Presentation
b. Power Point Presentation
i. A visual presentation of the questions given to you for the project.
ii. Needs to show application of information learned in class, not just a regurgitation of the questions and answers, I want to see critical thinking.
iii. Presentations will occur on Monday, Nov 30 No exceptions, you MUST be present. Each group will present during this time (up to 30 minutes per group, at least 15).
iv. ALL team members must present a portion of the project.
c. All of the presentation documents need to be submitted to me. If you did not answer all
of the questions in your power point presentation, I need to receive the answers in a document.
IRM 3305 Risk Management Theory and Practice
Group Project
October 16, 2015
The Pebbles, Inc.
GENERAL
The Pebbles, Inc. (the “Company) is a casino & resort operating company based in Las Vegas, Nevada, USA. The Company’s resorts feature high-end accommodations, gaming and entertainment, convention and exhibition facilities, celebrity chef restaurants, and clubs. In the past several years, the Company has decided to add a couple of other types of businesses, the most profitable being the Spinout School of Racing in Monte Carlo and the Big Shark Surfing School in Sydney. The current primary properties are listed below:
LAS VEGAS, NEVADA
The Big Gambler Resort-Hotel-Casino
- 05/03/1999
Non-Gambler Expo & Convention Ctr.
- 02/01/2002
Pebbles Resort-Hotel-Casino
- 12/30/2007
MONTE CARLO, MONACO
Pebbles, Monte Carlo – Resort-Hotel-Casino
- 05/18/2004
Spinout School of Racing
- 06/14/2009
SYDNEY, AUSTRALIA
Pebbles, Sydney – ResortHotel-Casino
- 04/27/2010
Big Shark Surfing School
- 04/27/2014
LAS VEGAS, NEVADA.
Ironwood Company manufactures cast-iron barbeque cookware. During .docx
Ironwood Company manufactures cast-iron barbeque cookware. During a recent windstorm, it lost some of its accounting records. Ironwood has managed to reconstruct portions of its standard cost system database but is still missing a few pieces of information.
Required:
Use the information in the table to determine the unknown amounts. You may assume that Ironwood does not keep any raw material on hand.
2. Lamp Light Limited (LLL) manufactures lampshades. It applies variable overhead on the basis of directlabor hours. Information from LLL's standard cost card follows:
During August, LLL had the following actual results:
Units produced and sold 24,800
Actual variable overhead $9,470
Actual direct labor hours 15,800
Required:
Compute LLL's variable overhead rate variance, variable overhead efficiency variance, and over or under applied variable overhead.
Variable Overhead Rate Variance
Variable Overhead Efficiency Variance
Variable Overhead Spending Variance
3. Olive Company makes silver belt buckles. The company's master budget appears in the first column of the table.
Required:
Complete the table by preparing Olive's flexible budget for Rs.5,700, 7,700 and 8,700 units.
Ironwood Company manufactures cast
-
iron barbeque cookware. During a recent w
indstorm, it lost
some of its accounting records. Ironwood has managed to reconstruct portions of its standard cost
system database but is still missing a few pieces of information.
Required:
Use the information in the table to dete
r
mine the unknown amount
s. You may assume that Ironwood
does not keep any raw material on hand.
2.
Lamp Light Limited (LLL) manufactures lampshades. It applies variable overhead on the basis of
directlabor hours. Information from LLL's standard cost card follows:
During August, L
LL had the following actual results:
Units produced and sold 24,800
Actual variable overhead $9,470
Actual direct labor hours 15,800
Required:
Compute LLL's variable overhead rate variance, variable overhead efficiency variance, and over or under
a
pplied variable overhead.
Variable Overhead Rate Variance
Variable Overhead
Efficiency
Variance
Variable Overhead
Spending
Variance
3.
Olive Company makes silver belt buckles. The company's master budget appears in the first column of
the table.
Required:
Ironwood Company manufactures cast-iron barbeque cookware. During a recent windstorm, it lost
some of its accounting records. Ironwood has managed to reconstruct portions of its standard cost
system database but is still missing a few pieces of information.
Required:
Use the information in the table to determine the unknown amounts. You may assume that Ironwood
does not keep any raw material on hand.
2. Lamp Light Limited (LLL) manufactures lampshades. It applies variable overhead on the basis of
directlabor hours. Information from LLL's standard cost card follows:
During August, LLL had the following actual results:
Units prod.
IRM 3305 Risk Management Theory and PracticeGroup Project.docx
IRM 3305 Risk Management Theory and Practice
Group Project
October 16, 2015
The Pebbles, Inc.
GENERAL
The Pebbles, Inc. (the “Company) is a casino & resort operating company based in Las Vegas, Nevada, USA. The Company’s resorts feature high-end accommodations, gaming and entertainment, convention and exhibition facilities, celebrity chef restaurants, and clubs. In the past several years, the Company has decided to add a couple of other types of businesses, the most profitable being the Spinout School of Racing in Monte Carlo and the Big Shark Surfing School in Sydney. The current primary properties are listed below:
LAS VEGAS, NEVADA
The Big Gambler Resort-Hotel-Casino
- 05/03/1999
Non-Gambler Expo & Convention Ctr.
- 02/01/2002
Pebbles Resort-Hotel-Casino
- 12/30/2007
MONTE CARLO, MONACO
Pebbles, Monte Carlo – Resort-Hotel-Casino
- 05/18/2004
Spinout School of Racing
- 06/14/2009
SYDNEY, AUSTRALIA
Pebbles, Sydney – ResortHotel-Casino
- 04/27/2010
Big Shark Surfing School
- 04/27/2014
LAS VEGAS, NEVADA
The Big Gambler Resort, Hotel & Casino is the pride and joy of Pebbles, Inc. There are over seven thousand spacious suites, designer shopping, world-class dining, and incredible entertainment. The location also includes a theatre where very well-known acts perform year round. The venue has an estimated seating capacity of 5,000. Typically, the theatre books a resident performer for 9-12 months at a time. Most recently, they signed on Brianne Smalle – a chart topping twenty-five year old pop sensation – to begin performing in the next 30 days. Unfortunately, Brianne has just been arrested after a multi-state car chase. To make matters worse, when she was finally stopped, the police found proof of major involvement in an international drug ring. In addition to her charges of DUI, she is now being accused of various charges related to the drug ring including money laundering, drug trafficking, human trafficking, kidnap and murder.
The Non-Gambler Expo & Convention Center was opened in 2002 to respond to the demands of the city. The Expo & Convention Center boasts over 2 million square feet with exhibit space of 1.5 million square feet. The location is central and is walking distance from over 100,000 guest rooms. The Convention Center is in the process of undergoing major renovations in order to accommodate the technology needs and desires of their guests and vendors. The intention was to complete the renovations by the end of the summer. Unfortunately, the main contractor, Trust Us Construction, is three months behind schedule due to the main project manager’s recent problems with gambling addiction. The convention center has a major exposition scheduled in two weeks for Fine China and Crystal of The World. The owner of the Center is convinced that the expo will go on as planned, confident that spare boards, exposed cords, drilling, hammering and multiple construction workers walking through the ex.
Iranian Women and GenderRelations in Los AngelesNAYEREH .docx
Iranian Women and Gender
Relations in Los Angeles
NAYEREH TOHIDI
In California, the popular face of immigration tends to be either Latin American or
Asian, but large numbers of immigrants who come from other regions in the world,
especially the Near East, have been quietly reshaping California demography. In this
study, Nayereh Tohidi focuses on the Iranians who have come to Los Angeles in the
wake of the 1979 Iranian revolution, largely middle- and upper-middle-class Tehrani-
ans who have fled the repressive policies of the current post-Shah, fundamentalist
regime. But American freedoms have offered particular challenges to Iranian immi-
grants, especially women, who tend to have "more egalitarian views of marital roles
than Iranian men," in Tohidi's words, a "discrepancy" that has led to "new conflicts
between the sexes." Thus, Iranian women immigrants are at once freer than their
sisters in Iran, more conflicted, and more in need of a "new identity acceptable to
their ethnic community and appropriate to the realities of their host country." Tohidi
is an associate professor of women's studies at California State University, Northridge.
She directs a new program in Islamic Community Studies at CSUN and is also a re-
search associate at the Center for Near Eastern Studies at the University of Califor-
nia, Los Angeles. Tohidi's publications include Feminism, Democracy, and Islamism in
Iran (1996), Women in Muslim Societies: Diversity within Unity (1998), and Global-
ization, Gender, and Religion: The Politics of Women's Rights in Catholic and Muslim
Contexts (2001).
I mmigration is a major life change, and the process of adapting to a newsociety can be extremely stressful, especially when the new environ-
ment is drastically different from the old. There is evidence that the im-
pact of migration on women and their roles differs from the impact of
the same process on men (Espin 1987; Salgado de Snyder 1987). The mi-
gration literature is not conclusive, however, about whether the overall
effect is positive or negative. Despite all the trauma and stress associated
with migration, some people perceive it as emancipatory, especially for
women coming from environments where adherence to traditional gen-
der roles is of primary importance. As [one researcher] said, "When the
traditional organization of society breaks down as a result of contact and
collision .. . the effect is, so to speak, to emancipate the individual man.
Energies that were formerly controlled by custom and tradition are re-
leased" (Furio 1979, 18).
My own observations of Iranians in Los Angeles over the past eight
years, as well as survey research I carried out in 1990,1 reveal that Iranian
1 This article draws on a survey of a sample of 134 Iranian immigrants in Los Angeles, 83
females and 51 males, and on interviews with a smaller sample of women and men.
149
1 50 The Great Migration: Immigrants in California History
women immigrants in Los Angeles are a homogeneou.
IRB HANDBOOK IRB A-Z Handbook E.docx
IRB HANDBOOK
IRB A-Z Handbook
Effective September 16, 2013
Capella University
225 South Sixth Street, Ninth Floor
Minneapolis, MN 55402
1
IRB HANDBOOK
Table of Contents
Introduction to the IRB A to Z Handbook ................................................................................ 3
Preparation for IRB Review ...................................................................................................... 4
Developing a Human Research Protection Plan 5
Documenting the Plan in Your IRB Submission Materials 5
Determining Submission Requirements ......................................................................... 5
Selecting the IRB Application 6
Selecting the Informed Consent or Assent Form Templates 7
Identifying Instrument Requirement(s) 8
Identifying Other Supporting Documents 8
Completing Application Forms, Letters, and Templates .................................................... 8
Completing the IRB Application 9
Drafting the Informed Consent or Assent Form(s) 10
Drafting the Recruitment Material(s) 10
Obtaining Research Site Permissions 10
What if I can’t get permission before IRB review? 11
Assessing and Revising Submission Materials ............................................................... 12
Assessing IRB Submission Materials 12
Revising IRB Submission Materials 12
IRB Submission and Review .................................................................................................. 13
Submitting Your IRB Application ................................................................................. 13
Registering and Activating an Account 13
Starting an application 13
Sending your application to your mentor 14
Completing IRB Office Screening Process .................................................................... 14
Undergoing IRB Review ............................................................................................. 15
Introduction to the Levels of Review 15
Receiving the IRB Decision Letter 16
IRB Decisions 16
Revising Your Study in Response to IRB Decision 17
Obtaining IRB Approval or Exemption ......................................................................... 18
Reviewing the IRB Approval Letter 19
Post-IRB Approval Procedures .............................................................................................. 20
Ensuring Ongoing Compliance .................................................................................... 20
Requesting Modifications to IRB-approved Studies........................................................ 20
Submitting a Modification Request Package ................................................................. 20
Implementing the Modification 21
Undergoing Continuing Review ................................................................................... 21
Submitting a Continuing Review Package 21
Reporting Adverse Events or Unanticipated Problems .....
IQuiz # II-Emerson QuizGeneral For Emerson, truth (or.docx
I
Quiz # II-Emerson Quiz
General: For Emerson, truth (or Spirit) is indwelling in the Universe, expressed through
nature and man and perceived through Reason (or Intuition) rather than just
understanding (reason, logic). All things are potentially microcosms, containing the
germs of all Truth, and so are not to be read as logical arguments
Here are some quotes from "Self Reliance," Choose one and explain what Emerson
means in your own words in 500 words. Due at our next meeting-Oct. 31, 2013
1. "Speak your latent conviction, and it shall be the universal sense"
2. We but half express ourselves, and are ashamed of that divine idea which each of
us represents."
3. "Society everywhere is in conspiracy against the manhood of everyone of its
members."
4. "Nothing is at last sacred but the integrity of your own mind."
5. "A foolish consistency is the hobgoblin oflittle minds, [famous Emersonism]
adored by little statements and philosophers and divines. With consistency a
great soul has simply nothing to do."
6. "The centuries are conspirators against the sanity and authority of the soul."
7. "Life only avails, not the having lived. Power ceases in the instant of repose."
[another famous Emersonism]
8. "Just as men's prayers are a disease of the will, so are their creeds a disease of the
intellect. "
9. 10. "In the Will work and acquire, and thou has chained the wheel of Chance, and
shalt sit thereafter out of fear from her rotations .... Nothing can bring you peace
but yourself." .
------ --
.
iPython 2For Beginners OnlyVersion 1.0Matthew .docx
i
Python 2
For Beginners Only
Version 1.0
Matthew Kindy, 2010
Derived from: Think Python: How to Think Like a Computer Scientist by Allen Downey
ii
Copyright (C) 2010 Matthew Kindy
Permission is granted to copy, distribute and/or modify this document under the terms of the GNU
Free Documentation License, Version 1.3 or any later version published by the Free Software Foun-
dation; with no Invariant Sections, no Front-Cover Texts, and no Back-Cover Texts. A copy of the
license is included in the section entitled ”GNU Free Documentation License”.
iii
GNU Free Documentation License
Version 1.3, 3 November 2008
Copyright 2000, 2001, 2002, 2007, 2008 Free Software Foundation, Inc.
Everyone is permitted to copy and distribute verbatim copies of this license document, but changing
it is not allowed. 0.
PREAMBLE
The purpose of this License is to make a manual, textbook, or other functional and useful document
free in the sense of freedom: to assure everyone the effective freedom to copy and redistribute it,
with or without modifying it, either commercially or noncommercially. Secondarily, this License
preserves for the author and publisher a way to get credit for their work, while not being considered
responsible for modifications made by others.
This License is a kind of copyleft, which means that derivative works of the document must them-
selves be free in the same sense. It complements the GNU General Public License, which is a
copyleft license designed for free software.
We have designed this License in order to use it for manuals for free software, because free software
needs free documentation: a free program should come with manuals providing the same freedoms
that the software does. But this License is not limited to software manuals; it can be used for
any textual work, regardless of subject matter or whether it is published as a printed book. We
recommend this License principally for works whose purpose is instruction or reference.
1. APPLICABILITY AND DEFINITIONS
This License applies to any manual or other work, in any medium, that contains a notice placed by
the copyright holder saying it can be distributed under the terms of this License. Such a notice grants
a world-wide, royalty-free license, unlimited in duration, to use that work under the conditions stated
herein. The Document, below, refers to any such manual or work. Any member of the public is a
licensee, and is addressed as you. You accept the license if you copy, modify or distribute the work
in a way requiring permission under copyright law.
A Modified Version of the Document means any work containing the Document or a portion of it,
either copied verbatim, or with modifications and/or translated into another language.
A Secondary Section is a named appendix or a front-matter section of the Document that deals
exclusively with the relationship of the publishers or authors of the Document to the Documents
overall subject (or to related matters) and conta.
Iranian Journal of Military Medicine Spring 2011, Volume 13, .docx
Iranian Journal of Military Medicine Spring 2011, Volume 13, Issue 1; 11-16
* Correspondence; Email: [email protected] Received 2010/09/08; Accepted 2010/12/14
Personality traits, management styles & conflict management in a
military unit
Salimi S. H.
1
PhD, Karaminia R.
2
PhD, Esmaeili A. A.
*
MSc
*
Behavioral Sciences Research Center, Baqiyatallah University of Medical Sciences, Tehran, Iran;
1
Sport Physiology Research Center, Baqiyatallah University of Medical Sciences, Tehran, Iran;
2
Department of Clinical Psychology, Baqiyatallah University of Medical Sciences, Tehran, Iran
Abstract
Aims: Personality of managers affects their managerial style and their conflict management method. This study was
performed with the aim of investigating the relation between personality traits, leadership styles and conflict management
methods in a military unit.
Methods: This cross-sectional correlation study was performed on 200 senior managers of a military unit in Qom who were
selected by available sampling method. The leadership style was investigated by leadership styles questionnaire and
managers’ personality traits were investigated by NEO questionnaire and their conflict management method was studied by
Robbins questionnaire. Data was analyzed by SPSS 16 using descriptive and inferential statistical methods.
Results: The benevolence-consolatory imperative leadership style was the most frequent style (65.5%) and compatible
personality was the most observed characteristic (19.5%). The extrovert personality had positive relation with participatory
management style. There was a significant positive relationship between the extrovert personality and management style
score. In addition, there was a significant positive relationship between neuroticism and incompatible style.
Conclusion: The benevolence-consolatory imperative leadership style is the most frequent style and compatible personality
is the most observed characteristic among the studied unit’s senior managers. There is a significant positive relationship
between solution-seeking and controller methods of managing conflict and management style score and there is a significant
negative relationship between neuroticism and management style score.
Keywords: Personal Traits, Management Styles, Conflict Management, NEO Questionnaire
Introduction
In the current era, understanding the personality of
individuals is necessary in many situations of life.
Managers' personality is effective in the process and
choice of conflict resolution method and management
style. Research shows that there is a significant
correlation between personality traits and style of
conflict management. An indifferent or impassive
manager passes the issue and ignores it, while another
manager shows serious reactions [1]. Therefore, for
achieving organizational go.
IoT Referenceshttpswww.techrepublic.comarticlehow-to-secur.docx
IoT References:
https://www.techrepublic.com/article/how-to-secure-your-iot-devices-from-botnets-and-other-threats/
https://www.peerbits.com/blog/biggest-iot-security-challenges.html
https://www.bankinfosecurity.asia/securing-iot-devices-challenges-a-11138
https://www.sumologic.com/blog/iot-security/
https://news.ihsmarkit.com/press-release/number-connected-iot-devices-will-surge-125-billion-2030-ihs-markit-says
https://cdn.ihs.com/www/pdf/IoT_ebook.pdf
https://go.armis.com/hubfs/Buyers%E2%80%99%20Guide%20to%20IoT%20Security%20-Final.pdf
https://www.techrepublic.com/article/smart-farming-how-iot-robotics-and-ai-are-tackling-one-of-the-biggest-problems-of-the-century/
Video Resources:What is the Internet of Things (IoT) and how can we secure it?
https://www.youtube.com/watch?v=H_X6IP1-NDc
What is the problem with IoT security? - Gary explains
https://www.youtube.com/watch?v=D3yrk4TaIQQ
Final Research Project - Securing IoT Devices: What are the Challenges?
Internet security, in general, is a challenge that we have been dealing with for decades. It is a regular topic of discussion and concern, but a relatively new segment of internet security is getting most attention—internet of things (IoT). So why is internet of things security so important?
The high growth rate of IoT should get the attention of cybersecurity professionals. The rate at which new technology goes to market is inversely proportional to the amount of security that gets designed into the product. According to IHS Markit, “The number of connected IoT devices worldwide will jump 12 percent on average annually, from nearly 27 billion in 2017 to 125 billion in 2030.”
IoT devices are quite a bit different from other internet-connected devices such as laptops and servers. They are designed with a single purpose in mind, usually running minimal software with minimal resources to serve that purpose. Adding the capability to run and update security software is often not taken into consideration.
Due to the lack of security integrated into IoT devices, they present significant risks that must be addressed. IoT security is the practice of understanding and mitigating these risks. Let’s consider the challenges of IoT security and how we can address them.
Some security practitioners suggest that key IoT security steps include:
1. Make people aware that there is a threat to security;
2. Design a technical solution to reduce security vulnerabilities;
3. Align the legal and regulatory frameworks; and
4. Develop a workforce with the skills to handle IoT security.
Final Assignment - Project Plan (Deliverables):
1) Address each of the FOURIoT security steps listed above in terms of IoT devices.
2) Explain in detail, in a step-by-step guide, how to make people more aware of the problems associated with the use of IoT devices.
Bottom of Form
Top of Form
Bottom of Form
Personal data breaches and securing IoT devices
· By Damon Culbert (2019)
The Internet of Things (IoT) is taking the world b.
IP Subnet Design Project- ONLY QUALITY ASSIGNMENTS AND 0 PLAG.docx
IP Subnet Design Project- ONLY QUALITY ASSIGNMENTS AND 0% PLAGIARISM
1 | P a g e
IP Subnet Design Project
Overview
Each student will create a detailed, unified technical design of network services given the
scenario. The submission will be in a written format with a length of at least 1000 words
(not counting diagrams, quoted passages, or other attachments) and with at least one
detailed diagram created by the student. The assignment is meant for students to enhance
their mastery of the material and to provide a creative and realistic way in which to apply
knowledge from this course.
Scenario
You are a consultant being brought in by XUMUC to assist with its merger with another
company.
Background
XUMUC has the WAN links in place to the new locations in the Houston Region.
XUMUC currently has 2 other Regions San Francisco and Denver. Originally, XUMUC
was only in one region (San Francisco). The previous consultant did a poor job with the
integration resulting in a poor IP address scheme as a result routing tables at the
summarization points and at the San Francisco Campus are very large.
In addition, no VLAN structure was developed to isolate broadcast traffic. There are 4
main departments in XUMC: sales, finance, human resources, and research and
development. Also, there has been some concern that the WAN transport was not able to
accommodate the network traffic. Finally, all addresses in the network are statically
assigned resulting in high administration overhead when changes are made. XUMC
would like this changed to lower administrative overhead.
IP ADDRESSING TABLE
Location
Number of IP
Addresses
Required Address Block Assigned
San Francisco 1290 172.16.0.0-172.16.7.255/21
Denver Region
Denver Campus 441
Remote Office 1 28
Remote Office 2 35
Houston Region
Houston Campus 329
Remote Office 3 21
IP Subnet Design Project.
2 | P a g e
Deliverables
There are a number of requirements for this project.
• The document should contain:
o Title page
o Table of Content page
o Executive summary
o Technical details (including any assumptions)
Details that address all issues described above
Completed IP addressing table (including summarized routes for
the Denver and Houston regions),
Updated network diagram
Supporting arguments
o Conclusion
o Reference page
Formatting and Length:
• The paper must be at least 1000 words in length. Word count does not include
words in diagrams, tables, large quotations from sources, or other attachments.
The length should not exceed 15 pages; recommended length is 8-9 double-
spaced pages.
• Use 1" margins. The font should be 12-point, Arial. Include page numbers in your
document, as well as your name and date somewhere in the document (e.g., on a
title page).
XMUMC Network Diagram
IP Subnet Design Project.
3 | P a g e
IP Subnet Design Project
4 | P a g e
.
IranAyatollahTheocracyTwelver ShiismVilayat-e Faghih (jur.docx
Iran:
Ayatollah
Theocracy
Twelver Shiism
Vilayat-e Faghih (jurist's guardianship)
Imam
Shari’a
Dual Society
Constitutional Revolution
White Revolution
Islamic Revolution
Iranian Revolutionary Guard (Pasdaran)
Rentier state
Resource curse
Maslahat
Green Movement
reformers vs. conservatives
Majmu’eh (Society of the Militant Clergy) vs. Jam’eh (Association of the Militant Clergy)
Iman Jum'ehs
Hojjat al-Islams
Powers and roles of Guardian Council, Supreme Leader, Majles, President, Expediency Council and Assembly of Religious Experts
1. Discuss the source of the legitimacy problem associated with “earthly” regimes in Shia Islam prior to Khomeini’s book, Vilayat-e Faghih. How does Khomeini’s revision of this allow for the establishment of a theocracy within this country?
2. Describe in detail how Iran combines theocracy with democracy in its governmental system. Assess the relative balance between these two forces.
3. What are some of the ways in which the oil industry has advanced or distorted development in Iran?
4. List the steps in the electoral process used to elect the Iranian president. What is considered to be the main obstacle to fair elections in Iran?
5. What are the powers and limitations of Iran’s parliament?
6. What are the most important political challenges that now face Iran?
Mexico:
Mestizo
Ejidos
maquiladoras
import substituting industrialization (ISI)
parastatal
clientelism
state capitalism
Institutional Revolutionary Party (PRI)
National Action Party (PAN)
Party of the Democratic Revolution (PRD)
NAFTA
el dedazo
sexenio
amparos
1986 Immigration Reform and Control Act
Corporatist state
Anticlericalism
Porfiriato
Accommodation
1. What is the PRI? Describe how it has traditionally dominated the Mexican political system. List the other main political parties and briefly discuss their general platforms and typical supporters.
2. Describe the process of el dedazo. Describe two reasons why this process is no longer utilized in Mexico.
3. Mexico’s political system was traditionally characterized as a “hyper-presidential” system. What formed the basis for this characterization? Is this characterization still true? (Make sure to support your argument here.)
4. Are state institutions like the military and the judiciary truly independent of the executive branch of government? In what ways have these institutions promoted or hindered the growth of democracy in recent years?
5. What are the power bases of the main political parties in Mexican politics? What factors made it possible for the PAN to unseat the long-dominant PRI in 2000? What accounts for the continuing viability of the PRI as a political force?
6. What challenges does the process of globalization pose to Mexican’s strong sense of national identity?
.
ipopulation monitoring in radiation emergencies a gui.docx
i
population monitoring in radiation emergencies: a guide for state and local public health planners
Developed by the
Radiation Studies Branch
Division of Environmental Hazards and Health Effects
National Center for Environmental Health
Centers for Disease Control and Prevention
U.S. Department of Health and Human Services
August 2007
PREDECiSioNal DRaft
this planning guide is provided as a predecisional draft. Please send your comments
and suggestions to the Radiation Studies Branch at CDC via e-mail ([email protected])
or mail them to:
Radiation Studies Branch
Division of Environmental Hazards and Health Effects
National Center for Environmental Health
Centers for Disease Control and Prevention
1600 Clifton Rd, NE (MS-E39)
atlanta, Ga 30333
Electronic copies of this document can be downloaded from
http://emergency.cdc.gov/radiation/pdf/population-monitoring-guide.pdf
population monitoring in radiation emergencies:
a guide for state and local public health planners
ii
population monitoring in radiation emergencies: a guide for state and local public health planners
acknowledgments
the Centers for Disease Control and Prevention (CDC) thanks the many individuals and
organizations that provided input to this document, including the office of the Secretary,
Department of Health and Human Services, and the Population Monitoring interagency Working
Group.
Representatives from the following agencies and organizations participated in the CDC
roundtable on population monitoring on January 11–12, 2005, and many provided comments on
initial drafts of this document:
American Red Cross (ARC)
Armed Forces Radiobiology Research Institute (AFRRI)
Association of State and Territorial Health Officials (ASTHO)
Conference of Radiation Control Program Directors, Inc. (CRCPD)
Council of State and Territorial Epidemiologists (CSTE)
Columbia University, Center for International Earth Science Information Network
Pennsylvania State University, Milton S. Hershey Medical Center
Indian Health Services
International Atomic Energy Agency (IAEA)
National Association of County and City Health Officials (NACCHO)
New York City Dept. of Health and Mental Hygiene
Oak Ridge Institute for Science and Education (ORISE)
State of Arkansas Department of Health
State of California Department of Public Health
State of Georgia Division of Public Health, Emergency Medical Services (EMS)
State of Illinois Emergency Management Agency (IEMA)
State of Iowa Hygienic Laboratory Department of Health
State of Maine Health and Environmental Testing Laboratory
State of Washington Department of Health
Texas A&M University, Department of Nuclear Engineering
University of Alabama-Birmingham, School of Public Health
University of Georgia, Grady College of Journalism and Mass Communication
University of New Mexico Health Sciences Center, Department of Radiology
iii
population monitoring in radiation emergen.
In Innovation as Usual How to Help Your People Bring Great Ideas .docx
In Innovation as Usual: How to Help Your People Bring Great Ideas to Life (2013), Miller and Wedell-Wedellsborg discuss the importance of establishing systems within organizations that promote not only the creativity that results in innovation, but also make it possible for employees to bring innovative ideas to fruition. Miller and Wedell-Wedellsborg argue that a leader’s primary job “is not to innovate; it is to become an innovation architect, creating a work environment that helps . . . people engage in the key innovation behaviors as part of their daily work” (p. 4). Such a work environment must be reinforced by innovation architecture—the structures within an organization that support an innovation, from the brainstorming phase to final realization. The more well developed the architecture and the simpler the processes involved, the more likely employees are to be innovators.
For this assignment, you will research the innovation architecture of at least three companies that are well-known for successfully supporting a culture of innovation. Write a 1,500-word paper that addresses the following:
1. What particular elements of each organization’s culture, processes, and management systems and styles work well to support innovation?
2. Why do you think these organizations have been able to capitalize on innovation and intrapreneurship while others have not?
3. Based on what you have learned, what processes and systems might actually stifle innovation and intrapreneurship?
4. Imagine yourself as an innovation architect. What structures or processes would you put in place to foster a culture of innovation within your own organization?
Include in-text citations to at least four reputable secondary sources (such as trade journals, academic journals, and professional or industry websites) in your paper.
.
Investor’s Business Daily – Investors.comBloomberg Business – Blo.docx
Investor’s Business Daily – Investors.com
Bloomberg Business – Bloomberg.com
Bonds Online – Bondsonline.com
CBOE – CBOE.com
Yahoo Finance – Finance.Yahoo.com
SEC GOV EDGAR – sec.gov/edgar
Barron’s – barrons.com
CNBC – cnbc.com/pro
Treasury Direct – treasurydirect.gov
Goldman Sachs – goldmansachs.com
YouTube – Portfolio Management
Motley Fool
Morning Star – Morningstar.com
FI360 – fi360.com
Value Line – valueline.com
Earnings Cast – earningcast.com
WEEK 1
CHAPTER 1
DISCUSSION:
1. Briefly discuss each of the eight steps in the investment planning process. (p. 1)
2. Explain the importance of client assessment and capital markets assessment. (pp. 1-2)
3. Describe the three types of investments that can be included within a portfolio. (p. 2)
4. Discuss the importance of continuous monitoring of portfolios. (p. 3)
CHAPTER 2
DISCUSSION:
1. Describe some of the debt instruments that may be included in a money market fund and the nature of these type instruments. (p. 5)
2. Explain how an investor might manage interest rate risk through the use of CDs. (p. 7, item #8)
3. Briefly discuss the nature of fees associated with the purchase of CDs as they relate to (a) banking institutions and (b) brokerage firms. (p. 9)
CHAPTER 3
DISCUSSION:
1. Describe why a risk adverse investor would be inclined to favor a direct issue of Treasury Department over a corporate issue of similar length to maturity. (pp. 13-14)
2. Discuss the tax ramifications of purchasing a T-bill on the open market prior to its maturity. (pp. 14-15)
3. Briefly discuss, if all government securities with like maturites have the same risk/reward characteristics, WHY an investor might be selective in the type of security he purchases? (p. 16)
CHAPTER 4
DISCUSSION:
1. Explain the rationale behind why an investor might choose NOT to sell bonds. (pp.20-21)
2. Discuss how interest income is usually received and the tax ramifications to an investor who receives such income in a taxable account. (pp. 21-22)
3. Briefly explain what the affect of interest rate movements are on the price of corporate bonds, especially as it relates to their term to maturity. (p. 24)
Chapter 5
CHAPTER DISCUSSION:
1. Briefly discuss how a convertible security can offer a “floor” value below which an investor can protect his investment (pp. 27-28)
2. Explain why the rates offered by convertible securities are generally lower than those available on nonconvertible issues of similar quality (p. 29)
3. Tell how profits and losses on a preferred stock are treated (p. 29)
4. Discuss the major advantages of an investor who buys a “stock purchase warrant” and a nonconvertible bond (pp. 27-28)
CHAPTER 6
DISCUSSION:
1. Distinguish between the three types of municipal bonds presented in the introduction, and decide when investors might find these financial instruments to be a useful “tool” in their portfolios (p. 35)
2. Explain why a risk averse investor might prefer investing in a “general obligation’ bond, rather th.
Invitation to Public Speaking, Fifth EditionChapter 8 Introdu.docx
Invitation to Public Speaking, Fifth Edition
Chapter 8: Introductions and Conclusions
By Cindy L. Griffin
elizabeth () - changed
elizabeth () - changed to reflect new chapter numbers
Introduction
The speaker’s first contact with the audience
Introductions are like first impressions:
Important
Lasting
elizabeth () - new slide
Introduction
Catch the audience’s attention
Reveal the topic to the audience
Establish credibility with the audience
Preview the speech for the audience
Prepare a Compelling Introduction
Ask a Question
Tell a story
Recite a quotation or a poem
Give a demonstration
Make an intriguing or startling statement
Prepare a Compelling Introduction
State importance of topic
Share expertise
State what’s to come
Tips for the Introduction
Look for introductory materials as you do your research
Prepare and practice the full introduction in detail
Be brief
Be creative
elizabeth () - modified to reflect subhead
Conclusions
The speaker’s final contact with the audience
The conclusion represents your last impression:
Lingers with your listeners long after your speech is over
elizabeth () - new slide
The Conclusion
Bring your speech to an end
Reinforce your thesis statement
Prepare a Compelling Conclusion
Summarize main points
Answer introductory question
Refer back to the introduction
Recite a quotation
Tips for the Conclusion
Look for concluding materials
Be creative
Be brief
Don’t leave the conclusion to chance
Speech Introduction and Conclusion
Watch Mike deliver a speech introduction and conclusion.
Discuss if and how Mike Piel met the objectives of a speech introduction and conclusion.
Ellen DeGeneres
Ellen Degeneres Commencement Speech
Listen to the first 2 minutes of Ellen DeGeneres and identify how she remains audience-centered
There is more to citing sources than merely the accurate transcription or recitation of someone’s words.
Invitation to Public Speaking, Fifth Edition
Chapter 7: Organizing and Outlining your Speech
By Cindy L. Griffin
elizabeth () - changed
elizabeth () - changed to correspond to new chapter numbers
Organize for Clarity
Organization: the systematic arrangement of ideas into a coherent whole, makes speeches listenable
Main Points
Main points; the most important, comprehensive ideas you address in your speech.
elizabeth () - new slide
Main Points
Identify main points
Use an appropriate number of main points
Order main points
Ordering Main Points
Chronological – Good for when the idea about which you are speaking extend over a period of time.
Spatial – An arrangement of ideas by location or direction.
Causal – A pattern that describes cause-and-effect relationships between ideas and events.
Problem-
Solution
– Identifies first a problem, then a solution.
Topical – Allows you to divide your topic into sub-topics and even sub-sub-topics.
Tips for Preparing Main Points
Keep each main point separate and distinc.
Invitation to the Life SpanRead chapters 13 and 14.Objectives.docx
Invitation to the Life Span
Read chapters 13 and 14.
Objectives:
Describe psychosocial changes in adulthood.
Describe and analyze personality theories that apply to adulthood.
Analyze the physical and cognitive changes that occur during late adulthood.
Adulthood and Late Adulthood
Introduction
The last module began an examination of adulthood. This module will finish the study of adulthood and begin a look at late adulthood.
Psychosocial Development in Adulthood
Erikson's seventh stage of generativity vs. stagnation occurs during this stage. Being generative means truly caring about the next generation (e.g., being a parent, teacher, coach, or conservationist) (Boeree, 2006b). The idea of a mid-life crisis has been a popular notion since the 1970s (see Berger's description of Levinson's research on page 459), but very little evidence for it exists. Modern personality theorists have backed off the word crisis, which implies a do-or-die decision point, and instead have started using terms like marker events, turning points, or passages (Sheehy, 1976).
Abraham Maslow created another prominent theory of personality development (examine his five stages of the hierarchy of needs in Berger, 2010, Figure 13.1, p. 457). The lowest level, physiological needs, must be satisfied first, followed by the others in ascending order. Because people spend so much time satisfying the four lowest needs, very few reach the highest stage of self-actualization, where people live up to their potential; at one point, Maslow estimated the percentage of self-actualizers to be around 2% (Boeree, 2006a). Numerous longitudinal studies have shown evidence of considerable stability and continuity in personality across the adult years (see Berger's discussion of Costa and McCrae's research).
Robert Havighurst (cited in Newman & Newman, 2010) states that adults in their 20s and 30s must face four developmental tasks. Tasks 1 and 2, marriage and childbearing, are affected by societal expectations (called the social clock). The probability of divorce hits its peak 2 to 4 years after marriage. Qualities for a successful marriage include similarity in personal characteristics, trust, sensitivity, and adjustment (including a mutually satisfying sexual relationship, economic factors, sleep patterns, food patterns, and toilet habits) (Kimmel, cited in Newman & Newman, 2010). Task 3 involves work, and includes four components: having technical skills, handling authority relationships, coping with unique demands of the job, and establishing and maintaining interpersonal relationships. Task 4 involves establishing a lifestyle that is compatible for both spouses (as well as dealing with constraints placed on the marriage by the children) (Newman & Newman, 2010).
For adults in their 40s and 50s, Havighurst (cited in Newman and Newman, 2010) discusses three crucial developmental tasks. Task 1 involves managing a household, including the following sub-tasks: 1) decision-making (about fina.
IOBOARD Week 2 Lab BPage 2 of 4Name _________________ Gr.docx
IOBOARD Week 2 Lab BPage 2 of 4
Name: _________________ Grade: __________
Title: IOBOARD I/O Board Pushbuttons and LEDs
1. OBJECTIVESCreate an ARM project to control LEDs from the corresponding pushbutton inputs on the I/O Board.
1. DESCRIPTION
The eight pushbutton inputs on the I/O board will independently operate the corresponding eight LEDs on the I/O board.
III.PROCEDURE
1. Create a folder with the following path C:\DeVry\ECT274\Week2\W2LB.
2. Follow the steps in the Week 2 Lab A Tutorial to set up the VI for the I/O Board (steps 1-10 of the tutorial). Save the project as “FiLastNameLab2-B.lvproj” and the VI as “FiLastNameLab2-B.vi” to the folder created in step 1.
3. Switch to the block diagram. This lab will have no controls or indicators on the front panel.
4. Add a While loop. Right-click on the Loop Condition input, then select Create Constant.
5. Add the IOBOARD VI inside the While loop. From the block diagram, right-click in block diagram, then select “Select a VI...” andselect the ReadWriteIOBoard (SubVI).vi located in the C:\DeVry\IOBOARD folder. Expand the icon as shown in Figure 1.
6. Right-click on the Board Component input of the I/O BOARD icon and then CreateConstant.
7. Using the selector, change the constant to Pushbuttons.
8. Right-click on the Operation input of the I/O BOARD icon, then Create Constant.
9. Using the selector, change Write To Board to Read From Board.
10. Right-click on the Data to Board input of the I/O Board icon, then Create Constant. Leave the constant to 0. The pushbuttons can now be read from the I/O board. Data To Board, 0, is ignored. Data are expected from the board. Your VI should look similar to the figure 2 below.
Figure 2
11. The data that were read will now be sent to the LEDs on the I/O board.
12. Add another I/O BOARD Library VI to the While loop. Place it to the right of the first IOBOARD Library VI icon.
13. Using the second library icon, right-click on the Board Component input of the IOBOARD Board icon and then CreateConstant.
14. If the constant is not LEDs, Use the selector to change it to LEDs.
15. Right-click on the Operation input of the second IOBOARD icon and then Create Constant. The constant should be Write to Board.
16. Wire the output Data From Board of the first icon to the input Data To Board of the second icon. This will allow data to pass from the pushbuttons to the LEDs.
17. Add a half second wait to the While loop. The Wait (ms) function is located on the Time, Dialog… subpalette of the Programming palette. Create a constant of 500 for an input of 500 ms or one half second.
18. The final VI is shown in Figure 3 below.
Figure 3
19. Save the project.
20. Connect power to the ARM board. Run the VI. When a pushbutton on the I/O board is pressed, the corresponding LED should go on. Verify board operations.
21. Stop the program by pressing the Reset button on the ARM board.
22. Exit LabVIEW.
23. From the project folder, zip the files with the following name.
INVITATION TO Computer Science 1 1 Chapter 17 Making .docx
INVITATION TO
Computer Science 1 1
Chapter 17
Making Decisions about Computers,
Information, and Society
Objectives
After studying this chapter, students will be able to:
• Use ethical reasoning to evaluate social issues
related to computing
• Describe the viewpoints of music users and music
publishers about the issue of music file sharing
• Apply utilitarian arguments to ethical issues
• Explain the social tradeoffs involved in lawful
intercept laws and their opposition
• Explain the purpose of a dialectic process
• Use analogies to evaluate ethical issues
Invitation to Computer Science, 6th Edition 2
Objectives (continued)
After studying this chapter, students will be able to:
• Provide arguments that support and oppose
hackers who claim to be performing a social good
• Perform deontological analysis of the duties and
responsibilities of parties in an ethical issue
• Describe cyberbullying and why legal remedies are
difficult to apply
• Explain the potential downsides of sexting for those
engaged in it
• Explain why information online may not be private
Invitation to Computer Science, 6th Edition 3
Introduction
• Social and ethical issues related to information
technology are unavoidable
• Develop skills to reason about such issues
• Case studies introduce important ethical issues
– Describe arguments for and against certain positions
– Evaluate arguments in terms of ethics
Invitation to Computer Science, 6th Edition 4
Case Studies
Case 1: The Story of MP3—Compression Codes,
Musicians, and Money
• MP3 standard for compressing sound developed in
1987
• Patented and worldwide by early 1990s
• Computer-based MP3 playback in 1997
• WinAmp application free on the Internet in 1998
• Users began transmitting and sharing MP3 music
• Napster file-sharing system developed, 1999
• Peer-to-peer file sharing:
– Software introduces users to each other
– Sharing happens directly between users
Invitation to Computer Science, 6th Edition 5
Invitation to Computer Science, 6th Edition 6
Case Studies
Case 1: The Story of MP3—Compression Codes,
Musicians, and Money (continued)
• Recording companies filed suit against Napster,
1999
• Lawsuit claimed Napster was a conspiracy to
encourage mass infringement of copyright
• Facts:
– Most shared music was copyrighted
– Many artists opposed sharing---no revenue for them
– Some artists supported sharing
Invitation to Computer Science, 6th Edition 7
Case Studies
Case 1: The Story of MP3—Compression Codes,
Musicians, and Money (continued)
• Napster claims:
– Napster was just a “common carrier”
– Napster reported song locations, was not involved in
actual sharing
– They were not responsible for users’ behaviors
– Swapping files this was should be “fair use” under
copyright law
• Napster lost the case and appeals, and closed in
2001
Invitation to Computer Science, 6th Edition 8
C.
Investment Analysis & Portfolio Management AD 717 OLHomework E.docx
Investment Analysis & Portfolio Management
AD 717 OL
Homework Exercise 7 - Derivatives
1) On June 21, 2011, the GE’s stock closed at $18.81 per share. The accompanying table lists the prices for GE’s exchange-traded options. Using this data, calculate the payoff and the profit for each of the following September expiration options, assuming that at the September expiration the value of the stock was $17.72.
a) Call option X = $17
b) Put option x = $17
c) Call option x = $19
d) Put option x = $19
e) Call option x = $15
f) Put option x = $21
2. It is mid July. You believe that Walmart stock which is currently priced at $53.00 will appreciate significantly over the next several months. A long-term equity call option (LEAPS) with an expiry in mid January and a strike price of $52.50 is available at a price of $2.50. You have $10,600 to invest. You consider 4 alternatives:
a) Use your entire amount of funds to buy the stock outright
b) Use the entire amount to purchase the stock on margin. Assume that the minimum margin requirement is 50% and that you will pay 7% (annually) on borrowed funds.
c) Use the entire amount of funds to buy LEAPS call options with the January expiry date.
d) Buy options for 200 shares and use the rest of the money to buy government bills paying 1% per year. (hence figure on 6 months of interest).
For simplicity ignore any brokerage charges Calculate the net gain or loss from each strategy as of mid January assuming that the price of stock is:
Gain / Loss from Investment in Walmart
Investment Strategy
Stock Price in Mid January
$45
$50
$55
$60
Stock Outright
Stock on Margin
All Options
Options & Bills
3) One of the financial instruments that attracted so much hostile fire in the analysis of the recent financial crisis were “Synthetic Collateralized Debt Obligations” (synthetic cdos) which used “synthetic debt” as its collateral. Describe how you could use a combination of risk free investments and derivatives to create the same pay-off / risk profile as if you were holding a corporate bond, say for IBM. Explain how the pay-off / risk profile is the same (a) if the company remains afloat and pays all of its debt obligations on time or (b) if the company defaults on its debt obligations.
4) A stock is currently priced at $50. The risk free interest rate is 10% per year. What is the value of a call option on the stock with a strike price of $45 due in one year?
a) Using the Binomial valuation approach, assume that at the end of one year the value of the stock could either have increased to $60 or decreased to $40.
b) Using the Black-Scholes model, assume that the annual volatility (standard deviation) of the stock price is 25%.
5) On June 29, 2010 the S&P 500 stood at 1308.44. The one year futures price on the index was 1278.7. The 1 year risk free rate was 0.238%. Using the Spot-Futures Parity relationship, calculate the annualized expected.
Investment BAFI 1042 Kevin Dorr 3195598 GOODMAN .docx
Investment BAFI 1042
Kevin Dorr 3195598
GOODMAN FIELDER LIMITED (GFF)
COMPANY VALUATION REPORT
1
GOODMAN FIELDER
LIMITED
COMPANY VALUATION REPORT
Scope
• The report looks at all publicly available data about the company via
the annual reports and publications
• An analyses of the company’s weakness and strength has been
conducted with detailed look at the fundamentals impacting the company
• The report outlines the ratios in relation to probability, return on
equity, using several modelling techniques
• There are charts and information used form the cash flow statement,
balance sheet and historical data sourced from the ASX
• The analysis of the company is compared to its competitors, industry,
sector and market it operates in.
• The report looks at stock price movement and all assumptions are
made available and are explained.
• Expert opinion and copyrighted material is used in the report and has
been appropriately
referenced.
REPORT
OUTLINE
This report attempt to
provide an analytical
evaluation of
Goodman fielder,
every attempt has
been made to make all
data accessible and
complete. This report
contains financial data,
historical analysis,
forecasts and
estimates based on
best available and
most up to date
information. The aim is
for the reader to be
able to make an
informed decision
about the fair value of
GFF stock and
compare it to GFF
peers in the industry. It
should give reader the
ability to form an
opinion on Goodman
fielder as an
investment based on
financial information
analytics.
2
Executive summary
Goodman fielder is one of the largest producers of food in Australia and it supplies product in many categories,
however it is first or second in every food category it participates in. It owns brands such as such as Nature's
Fresh, Helga's, Praise, Wonder White, Quality Bakers, White Wings, and Meadow Lea with offerings in consumer
brands such as Fresh milk, Meadow White Wings cake mixes, Praise salad dressings, and Leaning Tower frozen
pizza (Yahoo Finance 2012). It reaches over 30000 outlets in and around Australia. There are several major
shareholders of the company such as J. P. Morgan Nominees Australia Limited which owns 19%, HSBC Custody
Nominees (Australia) Limited that owns 17% and National Nominees Limited the owners of 22% of the
company(ASX 2012.)
On 19 August 2011 Goodman Fielder announced a net loss of $166.7 million for the year ended 30 June 2011,
this was attributable to a non-cash impairment charge of $300 million. Revenues from ordinary activities were
$2.56 billion, which is down 3.9% from the year before The New CEO of Goodman Fielder Limited Chris Delaney
is going to implement a strategic review which is focused on improving the performance of the company. There
are significant opportunities to increase efficiency, improve supply chain structure and inno.
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- 7. • Talk about relationships and feelings • Listen • Support and Encourage • Manage your conflict …easier said than done right??? Technology • How do you use technology these days? -on line dating -texting -social networking …and the list goes on… Our group discussion will focus on technology and how it impacts our interpersonal communication
- 8. Relationships at Work • Upward Communication • Downward Communication • Horizontal Communication • Outward Communication Upward Communication • Communication that flows from subordinates to superiors “How do you address your boss…what about your boss’s boss?” Downward Communication • Communication that flows from superiors to subordinates “How does your boss address you…critique
- 9. you…compliment you?” Horizontal Communication • Communication between peers in the workplace Outward Communication • Communication that flows to those outside the organization (like customers) FINAL PAPER TOPIC AND REQUIREMENTS In the past two hundred years of East Asian History, China and Japan faced severe challenges from the West. Both China and Japan had to survive under this pressure and establish their positions in the modern world. Intellectuals and politicians in both countries looked to various sources for a solution. Furthermore, the two countries interacted with the
- 10. West in different ways and took different routes to modernity. How can we make sense of these complex and fascinating modern evolutions? 1. In China, revolution was the answer to these challenges. But what does revolution mean? Please utilize your reader and write on one of the following topics: A. How did the Chinese elite mobilize citizens to achieve the goal of national unity? What problems arose in the process of mass mobilization and sweeping reform? (Hint: Readings from week 5 and 7) B. What were some of the pros and cons of the “revolutions” from the point of view of the Chinese citizenry? How did their lives change under communist rule? (Hint: readings from week 7 and 9). 2. In Japan, “Departing Asia for Europe” had been a long-term strategy in embracing the modern world. Please utilize your reader and write on one of the following topics:
- 11. A: How did the strategy of “borrowing from the West” create the problem of cultural discontinuity and identity crisis in Japan? (Hint: Readings from week 2, 4, and 6). B. How did ordinary Japanese citizens live under the U.S. Occupation? What were some of the ways they “embraced defeat?” (Hint: readings from Week 6). Requirements: -This paper must be an academic and critical approach to the subject. Rather than summarizing all events of the time period in question, you are encouraged to highlight particular events or movements and explain their significance in your own words. -Those who wrote their first paper on China must write this one on Japan, and vice-versa. Those with a strong desire to write on an alternate topic must consult their TAs first. -The paper must be at least 1800 words and double-spaced. -The paper MUST be submitted on Gauchospace by 11:59pm on
- 12. Wednesday, June 5. NO LATE PAPERS WILL BE ACCEPTED. -You may use additional sources to write this paper, but it is not required. Adequate citation, however, is required and all students are encouraged to review citations methods.