Introduction Comment by Ann Reich: Title page and page header missing
Use the template for the final
Title the essay, but don’t use subtitles or divide the paper into sections.
Papers over 8 or so pages may have subsections; always check with the prof
During their early years, children can develop a large web of skills. One of these many skills is math skill. The others are social skills, physical skills and language skills. These different skills depend on one another. They also influence each other. This paper is going to highlight how math skill can be developed during early child development. It is going to address the topic using an example followed by analysis and plan of developing the skill (McGinnis & Goldstein, 2003). Comment by Ann Reich: Is “web” used in the ECE language? How about “set”?
This is off topic; you are to focus on the teacher’s skills not the child’s
In our example, Triza is going to be our child. She is aged eighteen months. As one of her daily plays, she is stacking blocks. Triza has placed 2 square bricks on top of each other. On top of these bricks, she has put a triangular brick. After doing this, she realize she could no longer balance another brick on top of the triangular brick. She approached her dad to help her figure out what she could not do. Her father’s suggestion was that she had to remove the triangular brick and replace it with a square one. This way she could continue stacking more on top (Sinno, et al., 2013).
From this example, it becomes very clear that the areas of development in Triza work together. She is using the physical skills to manipulate the bricks. In order to carry out the plan of making a tower, she is using her thinking skills. Her social and language skills are applied when she is asking help from her father. Because of her good communication skills, he dad manages to respond. After looking at this example, we can bring out what one can do to help a child develop math skills. A child can develop early math skills by improving on their natural curiosity apart from having fun. For younger children, math skills can be developed through the use of songs and stories using numbers, rhymes and repetition. For those who are 2-3 years, their math skills can be developed using a variety of ways (Gartrell, 2004).
Shaping up Comment by Ann Reich: Do not use subsections
You can take this info and show HOW a good teacher teachers the child
Get in some terms about these various types of lessons
In this case, a child is helped to develop math skills while playing with shape-sorters.the teacher has to talk to the child regarding each shape, describe the colors of the shapes and count the sides. The teacher can come up with his or her own shapes with different colors then asking the child to jump either on the blue shape or the circle (Sinno, et al., 2013).
Counting and Sorting
In this case, the teacher has to collect together a bag full of buttons, pebbles, shells or small toys. Then.
EDCO 810Family Trauma Assessment Paper Rubric CriteriaAdva.docxtidwellveronique
EDCO 810
Family Trauma Assessment Paper Rubric
Criteria
Advanced 138-150 (A- to A):
Satisfies criteria w/ excellence
Proficient 126-137 (B- to B+) :
Satisfies Criteria
Developing 114-125 (C- to C+):
Satisfies most criteria
Below Expectations (F - D+):
Does not satisfy criteria
Not Present
Points
Earned
Content: 70% = 105 pts
Abstract
4-5 pts.
· An APA abstract is present with excellent content and formatting.
3-3.5 pts.
· An APA abstract is present but has either mild content and/or formatting issues.
2-2.5 pts.
· An APA abstract is present with significant content/ formatting issues.
1-1.5 pts.
· An APA abstract is present but is confused with the introduction in content/format.
0 points
Content
78–85 pts.
· All components as described in the assignment have been thoroughly addressed.
· Assertions are relevant and properly supported by extensive evidence.
· All of the key content areas are addressed and properly cited.
· Utilizes best practices in traumatology with the population of interest.
· Thoroughly covers cultural considerations relevant to the population of interest.
71–77 pts.
· All components as described in the assignment have been addressed.
· Assertions are relevant and mostly supported by evidence.
· All of the key content areas are addressed and properly cited.
· Utilizes best practices in traumatology with the population of interest.
· Includes most relevant cultural considerations to the population of interest.
65–70 pts.
· Most components as described in the assignment have been addressed, or all components are present but need improvement.
· Some assertions are relevant and supported by evidence.
· Most key content areas are addressed and properly cited.
· Utilizes some best practices in traumatology with the population of interest.
· Includes some cultural considerations relevant to the population of interest.
1–64 pts.
· Few components as described in the assignment have been properly addressed.
· Some key areas are not addressed in full or omitted altogether.
· Core dynamics / symptoms common in the population of interest.
· Does not utilize best practices in traumatology with the population of interest.
· Does not consider cultural factors relevant to the population of interest.
0 points
Biblical Integration
9-10 pts
· Biblical application (verses / passages) is integrated into text with relevance clarified.
7-8 pts
· Biblical application (verses/passages) is integrated into text.
5-6 pts
· Biblical application (verses/passages) is present but not properly integrated.
1-4 pts
· Biblical terms/ verses/passages are not present and/or referenced.
Conclusion
4-5 pts.
· A detailed Conclusion section, with the APA heading of Conclusion, is presented at the end of the body of the report.
· A separate section for ideas for future research is included as the final paragraph.
3-3.5 pts.
· A detailed Conclusion section, with the APA heading of Conclusion, is presented at the end of the body of the report.
· A.
EDCO 810Family Trauma Assessment Paper Rubric CriteriaAdva.docxmadlynplamondon
EDCO 810
Family Trauma Assessment Paper Rubric
Criteria
Advanced 138-150 (A- to A):
Satisfies criteria w/ excellence
Proficient 126-137 (B- to B+) :
Satisfies Criteria
Developing 114-125 (C- to C+):
Satisfies most criteria
Below Expectations (F - D+):
Does not satisfy criteria
Not Present
Points
Earned
Content: 70% = 105 pts
Abstract
4-5 pts.
· An APA abstract is present with excellent content and formatting.
3-3.5 pts.
· An APA abstract is present but has either mild content and/or formatting issues.
2-2.5 pts.
· An APA abstract is present with significant content/ formatting issues.
1-1.5 pts.
· An APA abstract is present but is confused with the introduction in content/format.
0 points
Content
78–85 pts.
· All components as described in the assignment have been thoroughly addressed.
· Assertions are relevant and properly supported by extensive evidence.
· All of the key content areas are addressed and properly cited.
· Utilizes best practices in traumatology with the population of interest.
· Thoroughly covers cultural considerations relevant to the population of interest.
71–77 pts.
· All components as described in the assignment have been addressed.
· Assertions are relevant and mostly supported by evidence.
· All of the key content areas are addressed and properly cited.
· Utilizes best practices in traumatology with the population of interest.
· Includes most relevant cultural considerations to the population of interest.
65–70 pts.
· Most components as described in the assignment have been addressed, or all components are present but need improvement.
· Some assertions are relevant and supported by evidence.
· Most key content areas are addressed and properly cited.
· Utilizes some best practices in traumatology with the population of interest.
· Includes some cultural considerations relevant to the population of interest.
1–64 pts.
· Few components as described in the assignment have been properly addressed.
· Some key areas are not addressed in full or omitted altogether.
· Core dynamics / symptoms common in the population of interest.
· Does not utilize best practices in traumatology with the population of interest.
· Does not consider cultural factors relevant to the population of interest.
0 points
Biblical Integration
9-10 pts
· Biblical application (verses / passages) is integrated into text with relevance clarified.
7-8 pts
· Biblical application (verses/passages) is integrated into text.
5-6 pts
· Biblical application (verses/passages) is present but not properly integrated.
1-4 pts
· Biblical terms/ verses/passages are not present and/or referenced.
Conclusion
4-5 pts.
· A detailed Conclusion section, with the APA heading of Conclusion, is presented at the end of the body of the report.
· A separate section for ideas for future research is included as the final paragraph.
3-3.5 pts.
· A detailed Conclusion section, with the APA heading of Conclusion, is presented at the end of the body of the report.
· A ...
PAGE Running head School Readiness and Later Achievement1.docxalfred4lewis58146
PAGE
Running head: School Readiness and Later Achievement
1
School Readiness and Later Achievement
School Name
Course:
Date: 13th March 2013
School Readiness and Later Achievement
The linkages between school-entry academic, attention, and socioemotional skills and later school reading and math achievement suggest that math skills have the greatest predictive power, followed by reading and then attention skills (Japel, 2007). In contrast, socioemotional behaviors, including internalizing and externalizing problems and social skills, are insignificant predictors of later academic performance, even among children with relatively high levels of problem behavior (Japel, 2007). These patterns are usually associated with boys and girls from children from low and high socioeconomic backgrounds.
Assessing “Research-Based” Curricula
Most early childhood programs are being asked to choose curricula that are “research based.” This requirement is the result of increased attention to children’s academic needs as they enter kindergarten, and has the potential of improving our delivery of curricula to young children (Japel, 2007). However, the meaning of “research based” has not been delineated. Therefore, most publishers of curricula for young children have adopted the language, and identify their programs as “research based.” A careful analysis of the underlying research of three important math curricula could help practitioners make more informed choices. This analysis will also provide a list of criteria for selection of other early childhood curricula, which will require practitioners to take a brief look at the type of research that purports to provide the research base for the curricula (Japel, 2007).
For Example, the Pre-K Mathematics is a scripted math program for four year olds. Its primary goal has been to close the gap in math achievement between low-income children and middle class children. Much research has documented this gap, which exists as children enter school and grows as children progress through school. Such kind of research demonstrates years of careful research that their curriculum can start to close this gap. Pre-K Mathematics has a clearly delineated scope and sequence. The scope and sequence is carefully connected to the development of mathematical concepts that are needed in formal math education in elementary school, concepts that low-income children often lack. The lessons are designed to be presented to very small groups of children for short periods of time. The lessons are supported with daily math activities that are plentiful in the children’s environment. These researchers have many years’ experience and long list of published research that document achievement gaps, math concept development, and demonstration projects in math achievement.
Conclusion
The research-based curricula described here have the potential to provide preschoolers with a math curriculum that can prepare them for the more structured lessons .
ENG 130- Literature and Comp Literary Response for Setting.docxchristinemaritza
ENG 130- Literature and Comp
Literary Response for Setting as a Device
Essay ENG 130: Literary Response for Setting
Sources: Choose one of the stories that you read in Unit 2/Setting Unit
“To Build a Fire” by Jack London
“The Storm” by Kate Chopin
“This is What It Means to Say Phoenix, Arizona” by Alexie
“The Cask of Amontillado” by Edgar Allan Poe
Prompt (What are you writing about?):
How does Setting affect/contribute to the plot of your chosen story?
Note: Remember that Setting is not only the place in which a story occurs. It is also mood,
weather, time, and atmosphere. These things drive other parts of the story.
How to get started:
Choose a story from this unit and discern all the elements of the Setting.
Decide in what three ways the setting contributes to the plot of your chosen story.
Formulate a thesis about setting and these three areas.
Mini lesson on thesis statements:
If you were writing about Star Wars, a sample thesis might read:
The setting in the Star Wars movies contributes to the desperateness of the
Resistance forces, provides a vast space for action and conflicts to occur,
focuses on how advances will affect society.
Broken down, this thesis would read:
The Setting in the Star Wars movies:
a. contributes to the desperateness of the Resistance forces (write
a supporting section with text examples)
b. provides a vast space for action and conflicts to occur, focuses
on how advances will affect society (write a supporting section
with text examples)
c. focuses on how advances will affect society (write a supporting
section with text examples)
Ask yourself, what is the setting of my story and how does it affect the plot
in the story?
For example, it is apparent that in London’s “To Build a Fire,” you would
devote a supporting section to how the weather conditions drive both the
conflict and the character’s actions.
After you have made connections to the three areas that setting affects, then
form your thesis. Here is a template for your thesis:
The Setting in author’s name and title of the story, contributes to first way
in which the setting affects the story, second way in which setting affects
the story, third way in which setting affects the story.
Instructions:
Read through all of the instructions of this assignment.
Read all of the unit resources.
Select one of the short stories to write about.
Your audience for this essay is people who have read the stories.
Your essay prompt is: How does Setting affect/contribute to the plot of your chosen story?
Your essay will have the following components:
o A title page
o An Introduction
o A thesis at the end of the introduction that clearly states how setting affects the story
o Supporting sections that defend your thesis/focus of the essay
o Text support with properly cited in-text citations
o A concluding paragraph
o A re.
EDCO 810Family Trauma Assessment Paper Rubric CriteriaAdva.docxtidwellveronique
EDCO 810
Family Trauma Assessment Paper Rubric
Criteria
Advanced 138-150 (A- to A):
Satisfies criteria w/ excellence
Proficient 126-137 (B- to B+) :
Satisfies Criteria
Developing 114-125 (C- to C+):
Satisfies most criteria
Below Expectations (F - D+):
Does not satisfy criteria
Not Present
Points
Earned
Content: 70% = 105 pts
Abstract
4-5 pts.
· An APA abstract is present with excellent content and formatting.
3-3.5 pts.
· An APA abstract is present but has either mild content and/or formatting issues.
2-2.5 pts.
· An APA abstract is present with significant content/ formatting issues.
1-1.5 pts.
· An APA abstract is present but is confused with the introduction in content/format.
0 points
Content
78–85 pts.
· All components as described in the assignment have been thoroughly addressed.
· Assertions are relevant and properly supported by extensive evidence.
· All of the key content areas are addressed and properly cited.
· Utilizes best practices in traumatology with the population of interest.
· Thoroughly covers cultural considerations relevant to the population of interest.
71–77 pts.
· All components as described in the assignment have been addressed.
· Assertions are relevant and mostly supported by evidence.
· All of the key content areas are addressed and properly cited.
· Utilizes best practices in traumatology with the population of interest.
· Includes most relevant cultural considerations to the population of interest.
65–70 pts.
· Most components as described in the assignment have been addressed, or all components are present but need improvement.
· Some assertions are relevant and supported by evidence.
· Most key content areas are addressed and properly cited.
· Utilizes some best practices in traumatology with the population of interest.
· Includes some cultural considerations relevant to the population of interest.
1–64 pts.
· Few components as described in the assignment have been properly addressed.
· Some key areas are not addressed in full or omitted altogether.
· Core dynamics / symptoms common in the population of interest.
· Does not utilize best practices in traumatology with the population of interest.
· Does not consider cultural factors relevant to the population of interest.
0 points
Biblical Integration
9-10 pts
· Biblical application (verses / passages) is integrated into text with relevance clarified.
7-8 pts
· Biblical application (verses/passages) is integrated into text.
5-6 pts
· Biblical application (verses/passages) is present but not properly integrated.
1-4 pts
· Biblical terms/ verses/passages are not present and/or referenced.
Conclusion
4-5 pts.
· A detailed Conclusion section, with the APA heading of Conclusion, is presented at the end of the body of the report.
· A separate section for ideas for future research is included as the final paragraph.
3-3.5 pts.
· A detailed Conclusion section, with the APA heading of Conclusion, is presented at the end of the body of the report.
· A.
EDCO 810Family Trauma Assessment Paper Rubric CriteriaAdva.docxmadlynplamondon
EDCO 810
Family Trauma Assessment Paper Rubric
Criteria
Advanced 138-150 (A- to A):
Satisfies criteria w/ excellence
Proficient 126-137 (B- to B+) :
Satisfies Criteria
Developing 114-125 (C- to C+):
Satisfies most criteria
Below Expectations (F - D+):
Does not satisfy criteria
Not Present
Points
Earned
Content: 70% = 105 pts
Abstract
4-5 pts.
· An APA abstract is present with excellent content and formatting.
3-3.5 pts.
· An APA abstract is present but has either mild content and/or formatting issues.
2-2.5 pts.
· An APA abstract is present with significant content/ formatting issues.
1-1.5 pts.
· An APA abstract is present but is confused with the introduction in content/format.
0 points
Content
78–85 pts.
· All components as described in the assignment have been thoroughly addressed.
· Assertions are relevant and properly supported by extensive evidence.
· All of the key content areas are addressed and properly cited.
· Utilizes best practices in traumatology with the population of interest.
· Thoroughly covers cultural considerations relevant to the population of interest.
71–77 pts.
· All components as described in the assignment have been addressed.
· Assertions are relevant and mostly supported by evidence.
· All of the key content areas are addressed and properly cited.
· Utilizes best practices in traumatology with the population of interest.
· Includes most relevant cultural considerations to the population of interest.
65–70 pts.
· Most components as described in the assignment have been addressed, or all components are present but need improvement.
· Some assertions are relevant and supported by evidence.
· Most key content areas are addressed and properly cited.
· Utilizes some best practices in traumatology with the population of interest.
· Includes some cultural considerations relevant to the population of interest.
1–64 pts.
· Few components as described in the assignment have been properly addressed.
· Some key areas are not addressed in full or omitted altogether.
· Core dynamics / symptoms common in the population of interest.
· Does not utilize best practices in traumatology with the population of interest.
· Does not consider cultural factors relevant to the population of interest.
0 points
Biblical Integration
9-10 pts
· Biblical application (verses / passages) is integrated into text with relevance clarified.
7-8 pts
· Biblical application (verses/passages) is integrated into text.
5-6 pts
· Biblical application (verses/passages) is present but not properly integrated.
1-4 pts
· Biblical terms/ verses/passages are not present and/or referenced.
Conclusion
4-5 pts.
· A detailed Conclusion section, with the APA heading of Conclusion, is presented at the end of the body of the report.
· A separate section for ideas for future research is included as the final paragraph.
3-3.5 pts.
· A detailed Conclusion section, with the APA heading of Conclusion, is presented at the end of the body of the report.
· A ...
PAGE Running head School Readiness and Later Achievement1.docxalfred4lewis58146
PAGE
Running head: School Readiness and Later Achievement
1
School Readiness and Later Achievement
School Name
Course:
Date: 13th March 2013
School Readiness and Later Achievement
The linkages between school-entry academic, attention, and socioemotional skills and later school reading and math achievement suggest that math skills have the greatest predictive power, followed by reading and then attention skills (Japel, 2007). In contrast, socioemotional behaviors, including internalizing and externalizing problems and social skills, are insignificant predictors of later academic performance, even among children with relatively high levels of problem behavior (Japel, 2007). These patterns are usually associated with boys and girls from children from low and high socioeconomic backgrounds.
Assessing “Research-Based” Curricula
Most early childhood programs are being asked to choose curricula that are “research based.” This requirement is the result of increased attention to children’s academic needs as they enter kindergarten, and has the potential of improving our delivery of curricula to young children (Japel, 2007). However, the meaning of “research based” has not been delineated. Therefore, most publishers of curricula for young children have adopted the language, and identify their programs as “research based.” A careful analysis of the underlying research of three important math curricula could help practitioners make more informed choices. This analysis will also provide a list of criteria for selection of other early childhood curricula, which will require practitioners to take a brief look at the type of research that purports to provide the research base for the curricula (Japel, 2007).
For Example, the Pre-K Mathematics is a scripted math program for four year olds. Its primary goal has been to close the gap in math achievement between low-income children and middle class children. Much research has documented this gap, which exists as children enter school and grows as children progress through school. Such kind of research demonstrates years of careful research that their curriculum can start to close this gap. Pre-K Mathematics has a clearly delineated scope and sequence. The scope and sequence is carefully connected to the development of mathematical concepts that are needed in formal math education in elementary school, concepts that low-income children often lack. The lessons are designed to be presented to very small groups of children for short periods of time. The lessons are supported with daily math activities that are plentiful in the children’s environment. These researchers have many years’ experience and long list of published research that document achievement gaps, math concept development, and demonstration projects in math achievement.
Conclusion
The research-based curricula described here have the potential to provide preschoolers with a math curriculum that can prepare them for the more structured lessons .
ENG 130- Literature and Comp Literary Response for Setting.docxchristinemaritza
ENG 130- Literature and Comp
Literary Response for Setting as a Device
Essay ENG 130: Literary Response for Setting
Sources: Choose one of the stories that you read in Unit 2/Setting Unit
“To Build a Fire” by Jack London
“The Storm” by Kate Chopin
“This is What It Means to Say Phoenix, Arizona” by Alexie
“The Cask of Amontillado” by Edgar Allan Poe
Prompt (What are you writing about?):
How does Setting affect/contribute to the plot of your chosen story?
Note: Remember that Setting is not only the place in which a story occurs. It is also mood,
weather, time, and atmosphere. These things drive other parts of the story.
How to get started:
Choose a story from this unit and discern all the elements of the Setting.
Decide in what three ways the setting contributes to the plot of your chosen story.
Formulate a thesis about setting and these three areas.
Mini lesson on thesis statements:
If you were writing about Star Wars, a sample thesis might read:
The setting in the Star Wars movies contributes to the desperateness of the
Resistance forces, provides a vast space for action and conflicts to occur,
focuses on how advances will affect society.
Broken down, this thesis would read:
The Setting in the Star Wars movies:
a. contributes to the desperateness of the Resistance forces (write
a supporting section with text examples)
b. provides a vast space for action and conflicts to occur, focuses
on how advances will affect society (write a supporting section
with text examples)
c. focuses on how advances will affect society (write a supporting
section with text examples)
Ask yourself, what is the setting of my story and how does it affect the plot
in the story?
For example, it is apparent that in London’s “To Build a Fire,” you would
devote a supporting section to how the weather conditions drive both the
conflict and the character’s actions.
After you have made connections to the three areas that setting affects, then
form your thesis. Here is a template for your thesis:
The Setting in author’s name and title of the story, contributes to first way
in which the setting affects the story, second way in which setting affects
the story, third way in which setting affects the story.
Instructions:
Read through all of the instructions of this assignment.
Read all of the unit resources.
Select one of the short stories to write about.
Your audience for this essay is people who have read the stories.
Your essay prompt is: How does Setting affect/contribute to the plot of your chosen story?
Your essay will have the following components:
o A title page
o An Introduction
o A thesis at the end of the introduction that clearly states how setting affects the story
o Supporting sections that defend your thesis/focus of the essay
o Text support with properly cited in-text citations
o A concluding paragraph
o A re.
The aim is for the "guide" to be a tool for parents to build relationships with their children's teachers once the Common Core State Standards are fully in place.
The aim is for the "guide" to be a tool for parents to build relationships with their children's teachers once the Common Core State Standards are fully in place.
The aim is for the "guide" to be a tool for parents to build relationships with their children's teachers once the Common Core State Standards are fully in place.
3ProspectusTitleStudent NameName of program – Name of .docxlorainedeserre
3
Prospectus
Title
Student Name
Name of program – Name of specialization
A00000000
Prospectus: Title
Problem Statement
Insert the text of your problem statement here. Follow the guidance in the Annotated Outline and the sample prospectus in the Dissertation Prospectus Guide for more on writing this section.
Purpose
Insert the text of your purpose statement here. Follow the guidance in the Annotated Outline and the sample prospectus in the Dissertation Prospectus Guide for more on writing this section.
Significance
Insert the text of the purpose and significance of your study here. Follow the guidance in the Annotated Outline and the sample prospectus in the Dissertation Prospectus Guide for more on writing this section.
Background
Insert the text of the background of your study here. Follow the guidance in the Annotated Outline and the sample prospectus in the Dissertation Prospectus Guide for more on writing this section.
Framework (Conceptual or Theoretical)
Insert the text of the framework of your study here. Follow the guidance in the Annotated Outline and the sample prospectus in the Dissertation Prospectus Guide for more on writing this section.
Research Question(s) and Hypotheses (if applicable)
Insert your research questions and hypotheses (if applicable) here. Follow the guidance in the Annotated Outline and the sample prospectus in the Dissertation Prospectus Guide for more on writing this section.
Nature of the Study
Insert the text of the nature of your study here. Follow the guidance in the Annotated Outline and the sample prospectus in the Dissertation Prospectus Guide for more on writing this section.
Possible Types and Sources of Data
Insert the text of possible types and sources of data here. Follow the guidance in the Annotated Outline and the sample prospectus in the Dissertation Prospectus Guide for more on writing this section.
Limitations, Challenges, and/or Barriers
Insert the text of information on limitations, challenges, and/or barriers that may need to be addressed when conducting this study. Follow the guidance in the Annotated Outline and the sample prospectus in the Dissertation Prospectus Guide for more on writing this section.
References
Insert your reference list here. Refer to the sample in the Dissertation Prospectus guide for an example of this section.
Assignment 2-3 Paragraphs
Reading: Article - EnablingorDisabling_Kauffman_etal.pdf
Enabling or Disabling?
On page 386 of the reading, two cases are presented. Address the following Questions.
1. What are the two extremes presented by these cases?
2. Do either of the two cases raise questions or create concern for you considering you will be full participants in IEP meetings?
Next Respond to both classmates (4-6 Sentences)
· Do you agree or disagree?
· Why or why not
· Make sure to give feed back to what they have written
Classmate #1
Thomas is identified as emotionally disturbed. He is then assigned to a resource class to help him wi ...
IRM 3305 Risk Management Theory and PracticeFall 2014Proje.docxmariuse18nolet
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 .docxmariuse18nolet
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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The aim is for the "guide" to be a tool for parents to build relationships with their children's teachers once the Common Core State Standards are fully in place.
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3ProspectusTitleStudent NameName of program – Name of .docxlorainedeserre
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Assignment 2-3 Paragraphs
Reading: Article - EnablingorDisabling_Kauffman_etal.pdf
Enabling or Disabling?
On page 386 of the reading, two cases are presented. Address the following Questions.
1. What are the two extremes presented by these cases?
2. Do either of the two cases raise questions or create concern for you considering you will be full participants in IEP meetings?
Next Respond to both classmates (4-6 Sentences)
· Do you agree or disagree?
· Why or why not
· Make sure to give feed back to what they have written
Classmate #1
Thomas is identified as emotionally disturbed. He is then assigned to a resource class to help him wi ...
IRM 3305 Risk Management Theory and PracticeFall 2014Proje.docxmariuse18nolet
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 .docxmariuse18nolet
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.docxmariuse18nolet
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 .docxmariuse18nolet
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
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.docxmariuse18nolet
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." .
------ --
.
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, .docxmariuse18nolet
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 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.docxmariuse18nolet
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
.
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.docxmariuse18nolet
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 .docxmariuse18nolet
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.docxmariuse18nolet
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.docxmariuse18nolet
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.docxmariuse18nolet
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.docxmariuse18nolet
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 .docxmariuse18nolet
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.docxmariuse18nolet
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 .docxmariuse18nolet
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
IntroductionComment by Ann Reich Title page and page header miss.docx
1. Introduction Comment by Ann Reich: Title page and page
header missing
Use the template for the final
Title the essay, but don’t use subtitles or divide the paper into
sections.
Papers over 8 or so pages may have subsections; always check
with the prof
During their early years, children can develop a large web of
skills. One of these many skills is math skill. The others are
social skills, physical skills and language skills. These different
skills depend on one another. They also influence each other.
This paper is going to highlight how math skill can be
developed during early child development. It is going to address
the topic using an example followed by analysis and plan of
developing the skill (McGinnis & Goldstein, 2003).
Comment by Ann Reich: Is “web” used in the ECE
language? How about “set”?
This is off topic; you are to focus on the teacher’s skills not the
child’s
In our example, Triza is going to be our child. She is aged
eighteen months. As one of her daily plays, she is stacking
blocks. Triza has placed 2 square bricks on top of each other.
On top of these bricks, she has put a triangular brick. After
doing this, she realize she could no longer balance another brick
on top of the triangular brick. She approached her dad to help
her figure out what she could not do. Her father’s suggestion
was that she had to remove the triangular brick and replace it
2. with a square one. This way she could continue stacking more
on top (Sinno, et al., 2013).
From this example, it becomes very clear that the areas of
development in Triza work together. She is using the physical
skills to manipulate the bricks. In order to carry out the plan of
making a tower, she is using her thinking skills. Her social and
language skills are applied when she is asking help from her
father. Because of her good communication skills, he dad
manages to respond. After looking at this example, we can bring
out what one can do to help a child develop math skills. A child
can develop early math skills by improving on their natural
curiosity apart from having fun. For younger children, math
skills can be developed through the use of songs and stories
using numbers, rhymes and repetition. For those who are 2-3
years, their math skills can be developed using a variety of
ways (Gartrell, 2004).
Shaping up Comment by Ann Reich: Do not use subsections
You can take this info and show HOW a good teacher teachers
the child
Get in some terms about these various types of lessons
In this case, a child is helped to develop math skills while
playing with shape-sorters.the teacher has to talk to the child
regarding each shape, describe the colors of the shapes and
count the sides. The teacher can come up with his or her own
shapes with different colors then asking the child to jump either
on the blue shape or the circle (Sinno, et al., 2013).
Counting and Sorting
In this case, the teacher has to collect together a bag full of
buttons, pebbles, shells or small toys. Then he or she counts
each of this with the child. Next is the process of sorting them
based on what they do, color or size (Wu, et al., 2012).
3. Comment by Ann Reich: Yes, but these are tasks, not skills
Comparing
The teacher has to see the sizes of items in the house then find
out these sizes from the child. For instance by telling the child
that the green notebook is the smallest while the pink notebook
is the largest. Then the child is asked to make his comparison
himself or herself.
Walking
While taking a walk the child get many opportunities to make
comparison. Therefore, the teacher can walk around and ask the
child, which stone is the biggest? He or she can also have many
chances of assessing. For instance, the teacher can ask him or
her, how many birds did we find? The child can also have the
chance of noting differences and similarities. For instance, the
teacher can ask him or her; does a dove have fur just like the
bunny? Another math skill that a child can develop during this
walks is that of categorizing things. Here, the teacher asks her
if she can find some purple leaves, he or she is asked to talk
about their sizes for instance by taking little and big steps.
Estimation is also another math skill that a child can learn. In
this case, he or she can be taught how to estimate distance by
being asked such a question as, does the river far away or close
to our house? Last, he or she can be taught tp develop the math
skill of practicing. For instance, he or she can be asked to count
the number of steps he or she and the teacher can take until they
get to the corner (Sinno, et al., 2013).
Passing it around
In this case, a child can develop some math skills if a teacher
engages him or her in some activities. One of these activities is
that of asking him or her to help in the distribution of such
items as snacks. In this case, he or she is given crackers and
asked to give one to each child. This activity enables the
children to know the one-to-one correspondence. During the
distribution of items, it is important to emphasize the counting
4. or number concept like one for daddy, one for mummy, one for
you (Gartrell, 2004).
Unit 6 Project: 150 points
Hi Alesia,
Some of this can be part of a revision. The assignment is about
a person or group going into one field. Focus on the skills
needed by a preschool teacher or other ECD professional. You
can add in some of the lessons, but focus on the adults. You
can send me a revision before Unit 9 starts.
Look at ECE books and articles. Our libe must have a ton!
Use some short quotations, examples, and expert views on the
educators of young people!
-----------------------
For this draft, APA formatting, internal citation ( ), and the
References page must be HERE, but they can all be in rough
form at this stage. Use the template, model in our Doc
Sharing, and advice in the handbook and at the KU Writing
Center for the final essay. Allow 48+ hours for the paper-
reviewing service for the final; B Track is a large track, and the
tutors need the window.
75 for now; feel free to do more research. I have highlighted
the qualities of your project below. Feel free to email me any
concerns or questions.
Unit 6 Rubric
A (135-150 points)
Outline is in appropriate sentence format and is detailed .
Draft has a clear main point or thesis.
Paragraphs are effectively organized with clear transitions.
Ideas are developed well but may still need some additional
clarification or research information before the Final Project
submission.
Sentence structure is effective and sentences have complexity
and variety.
Grammar and mechanics are effective, although some minor
5. errors may be present.
Meets source requirements and incorporates relevant source
information effectively.
All source information is given credit through both in text
citations and an appropriately formatted reference page.
Demonstrates APA formatting.
Meets length requirements.
B (120-134.99)
Outline is in appropriate sentence format and is detailed.
Draft has a clear main point or thesis.
Paragraphs are organized with clear transitions.
Ideas are generally well-developed but may still need some
additional clarification or research information before the final
Project submission.
Sentence structure is clear and sentences have some complexity
and variety
Grammar and mechanics are generally correct, although minor
errors that do not affect meaning may be present.
Meets source requirements and incorporates relevant source
information.
All source information is given credit through both in text
citations and an appropriately formatted reference page
Demonstrates APA formatting, with some minor errors.
Meets length requirements.
C (105-119.99)
Outline is in appropriate sentence format but may be missing
details .
Draft has a main point or thesis but it may need revision.
Paragraphs are organized but may be missing some transitions.
Ideas are somewhat developed and will need some additional
clarification or research information before the final Project
submission.
Sentence structure is adequate, with little variety or complexity.
Grammar and mechanics are adequate, but several errors may be
present, including some that affect meaning.
May be ½ page short of the length requirement or may use only
6. one source or may not incorporate relevant source information
effectively. May rely too heavily on source information or
quotes.
Source information is given credit through both in text citations
and reference page, but some errors are present.
Demonstrates some APA formatting skills but multiple errors
may be present.
D (90-104.99 points)
F (0-90.99 points)
Outline is included but it may not be in sentence format or may
be brief and lacking details.
Main point or thesis is unclear and needs substantial revision.
Paragraphs are poorly organized or may be missing transitions.
Ideas are lacking in adequate development and will need to be
substantially revised .
Sentence structure is weak or unclear.
Multiple errors grammar and mechanics are present, including
errors that affect meaning.
Does not meet source requirements. May use unreliable sources
like Wikipedia.com [or may rely entirely on quotes or over rely
on sources in general.
Source information not given appropriate credit although some
in text citations may be present .
Contains multiple errors in APA formatting.
1 page or more short of the length requirement.
Outline may be missing.
Main point or thesis is missing or unclear and will need to be
completely revised before final Project submission.
Development is missing or details may be inappropriate to the
thesis or main point.
Project is disorganized.
Contains frequent and pervasive errors in grammar and
mechanics that affect meaning or create incoherence.
Project is 2 or more pages short of the required length.
Demonstrates no attempt at APA format.
Does not use or cite sources in text or is otherwise plagiarized.
7. Revision Option: You may revise this project; the deadline is
two weeks past the date the draft is returned to the Dropbox.
Note: No revised Unit 6 projects will be accepted past the
Tuesday of Unit 8. If you revise this Unit 6 project, the Unit 9
final paper must feature even more changes and improvements.
A Unit 6 project or revision that is exactly the same as the Unit
9 final will receive a “C” level of points. Note that I have not
“cleaned up” this paper for you; students are expected to revise
carefully, including reading aloud. See the KU Writing Center
for information on their paper reviewing service. Email any
concerns. Prof Ann