Sheet1AgesAges10050Column1Column195459040Mean77.5Mean27.58535Stand.docx
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Sheet1AgesAges10050Column1Column195459040Mean77.5Mean27.58535Standard Error4.7871355388Standard Error4.78713553888030Median77.5Median27.57525ModeERROR:#N/AModeERROR:#N/A7020Standard Deviation15.1382517705Standard Deviation15.13825177056515Sample Variance229.1666666667Sample Variance229.16666666676010Kurtosis-1.2Kurtosis-1.2555Skewness0Skewness0Range45Range45Minimum55Minimum5Maximum100Maximum50Sum775Sum275Count10Count10Confidence Level(95.0%)10.8292529483Confidence Level(95.0%)10.8292529483Coefficient of Variation20%Coefficient of Variation55%395485Column1Column1400254500330Mean465.5Mean444.6600265Standard Error79.6902684704Standard Error86.4465409629786123Median425Median407.5923585ModeERROR:#N/AModeERROR:#N/A101741Standard Deviation252.0027557169Standard Deviation273.3679652857200963Sample Variance63505.3888888889Sample Variance74730.0444444444450564Kurtosis-0.1124962144Kurtosis-0.3204417367300136Skewness0.5106746064Skewness0.632384647Range822Range840Minimum101Minimum123Maximum923Maximum963Sum4655Sum4446Count10Count10Confidence Level(95.0%)180.2719116257Confidence Level(95.0%)195.5556618383Coefficient of Variation54%Coefficient of Variation61% Sheet1PolandCitiesNameAdministrative RegionsPopulationPopulationPopulationPopulationPopulation31/Dec/198031/Dec/199220/May/200231/Mar/201131/Dec/2013Aleksandrów ŁódzkiLOD17,00020,25120,22021,08521,245AndrychówMAL19,40023,14422,18721,53021,111AugustówPOD24,30029,08929,70530,80230,610BartoszyceWAR20,70025,69425,77125,02224,527BędzinSLA75,00064,11759,21059,06958,425BełchatówLOD27,70058,31463,12260,48559,565Biała PodlaskaLUB39,60055,06558,31158,00957,658BiałogardZAC22,50024,43724,54424,91924,722BiałystokPOD224,200274,095291,383294,001295,282BielawaDOL32,30034,85132,01731,69931,186Bielsko-BiałaSLA163,800179,689178,028174,534173,699Bielsk PodlaskiPOD20,70026,60527,11526,67926,336BieruńSLA…21,83020,09419,87619,696BiłgorajLUB20,60025,99126,38027,29127,169BochniaMAL24,40029,24529,38830,18730,219BolesławiecDOL39,80044,57341,57940,20939,603BrodnicaKUJ22,00026,95327,25228,41628,579BrzegOPO35,80039,39639,02337,43836,980BydgoszczKUJ348,600383,568373,804363,926359,428BytomSLA234,300229,243193,546176,902173,439ChełmLUB53,00068,02368,90966,36265,481ChełmnoKUJ19,70021,77720,65520,93420,622ChodzieżWIE18,30020,33519,75019,71519,399ChojnicePOM32,00039,43639,44840,44740,226ChorzówSLA150,100128,832117,430111,692110,761ChrzanówMAL35,60042,12540,88038,82938,117CiechanówMAZ33,80045,05446,45245,48144,797CieszynSLA33,90036,93736,64036,24835,918Czechowice-DziedziceSLA31,50035,60735,15135,44535,684CzeladźSLA35,40036,99534,95733,74532,940Czerwionka-LeszczynySLA26,20029,91928,95628,62628,480CzęstochowaSLA234,700259,556251,436236,796232,318Dąbrowa GórniczaSLA141,400131,552132,236125,905123,994DębicaPDK33,90048,04247,67847,21746,854DziałdowoWAR15,40020,47320,77721,61921,552DzierżoniówDOL36,30038,42835,43734,95234,428ElblągWAR110,200127,324128,134124,668122,899EłkWAR38,20053,80455,22459,04459,790GdańskPOM456,700461,680461,334460,276461,.
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Sheet1Rate your skills using the following scaleChapter 1 You Ma.docx
Sheet1Rate your skills using the following scale:Chapter 1: You Make A DifferenceChapter 2: Credibility is the Foundation of Leadership1= Strongly Disagree4= AgreeQuestionScoreQuestionScore2= Disagree5= Strongly Agree20403= Partly Agree20090230140Total0Total01. Balance focusing on the future with an understanding of the present and events from the past.Chapter 3: Values Drive CommitmentChapter 4: Focusing on the Future Sets Leaders Apart2. Maintain self-awareness in external challenges or unexpected events.QuestionScoreQuestionScore70103. Support others in achieving their objectives through regular one-on-one meetings.1101502601604. Take time regularly to get updated on current events.Total0Total05. In conversation, provide undivided attention, show interest, and suspend judgment.Chapter 5: You Can’t Do It AloneChapter 6: Trust RulesQuestionScore6. Forthright and candid in all situations with all people.30QuestionScore170607. Show respect when questioning the ideas and opinions of others.250210Total02708. Take actions that create forward momentum.Total09. Attend industry functions and trade shows on a regular basis.Chapter 7: Challenge is the Crucible for GreatnessChapter 8: You Either Lead by Example or Don’t Lead At AllQuestionScoreQuestionScore10. Explore, identify, and define the nature, cause, and implications of problems.8013010018011. Demonstrate consistency between expressed beliefs, values, and actions.280240Total0Total012. Continuously give and receive feedback on results of learning efforts.13. Assess which role is most appropriate for the person and situation.Chapter 9: The Best Leaders Are The Best LearnersChapter 10: Leadership is an Affair of the HeartQuestionScoreQuestionScore14. Possess an understanding of business operations (budgeting, marketing, sales, etc.).1205019022030029015. Manage time in a way that balances personal and professional objectives.Total0Total016. Focus on actual results of a process or plan.17. Build relationships and ask questions to support a variety of initiatives.The totals from each chapter will show you your score.Refer to the range of scores to identify what type of further action you should take.18. Demonstrate an understanding of living and leading by example.3-6: Taking immediate action to improve your results is suggested.7-12: Develop action plans to be implemented over the next month.19. Identify and develop skills and effective behavior in others.13-15: You are performing well as a leader. Pinpoint areas to optimize your performance.20. Possess technical competencies to achieve relevant goals and objectives.21. Consistently and clearly communicates the desired results of a process or plan.22. Align people’s visions, values, goals, and action plans with bigger picture.23. Possess an understanding of industry trends.24. Identify and change self-defeating behaviors.25. Explore readiness to change and move ahead by knowing the stages of group development.26. Know what I value an.
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Content
Name: NURS_6501_Week4_Discussion_Rubric
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Outstanding Performance
Excellent Performance
Competent Performance
Proficient Performance
Room for Improvement
Main Posting:
Response to the discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
Points:
Points Range: 44 (44%) - 44 (44%)
Thoroughly responds to the discussion question(s)
is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
supported by at least 3 current, credible sources
Feedback:
Points:
Points Range: 40 (40%) - 43 (43%)
Responds to the discussion question(s)
is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.
75% of post has exceptional depth and breadth
supported by at least 3 credible references
Feedback:
Points:
Points Range: 35 (35%) - 39 (39%)
Responds to most of the discussion question(s)
is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.
50% of post has exceptional depth and breadth
supported by at least 3 credible references
Feedback:
Points:
Points Range: 31 (31%) - 34 (34%)
Responds to some of the discussion question(s)
one to two criteria are not addressed or are superficially addressed
is somewhat lacking reflection and critical analysis and synthesis
somewhat represents knowledge gained from the course readings for the module.
post is cited with fewer than 2 credible references
Feedback:
Points:
Points Range: 0 (0%) - 30 (30%)
Does not respond to the discussion question(s)
lacks depth or superficially addresses criteria
lacks reflection and critical analysis and synthesis
does not represent knowledge gained from the course readings for the module.
contains only 1 or no credible references
Feedback:
Main Posting:
Writing
Points:
Points Range: 6 (6%) - 6 (6%)
Written clearly and concisely
Contains no grammatical or spelling errors
Fully adheres to current APA manual writing rules and style
Feedback:
Points:
Points Range: 5.5 (5.5%) - 5.5 (5.5%)
Written clearly and concisely
May contain one or no .
Sheet1project codeproject nameEmployeesQB280001Account Management .docx
Sheet1project codeproject nameEmployeesQB280001Account Management Team for 3 yearsEngineer 1QB280002Test & Maintenance DesignEngineer 2QB280003Chino Jr MEER UpgradeEngineer 3QB280003Chino Phase 1Engineer 4QB280004PM & PA Dedicated ResourcesEngineer 5QB280005CISEP - LugoEngineer 6QB280006CISEP - VincentEngineer 7QB280007CISEP - MiralomaEngineer 8QB280008CISEP - El DoradoEngineer 9QB280009Ultra SE Test Engineer 10QB280010RCRO - Rancho Cucamonga Reg OfficeEngineer 11QB280011Santiago - ACSEngineer 12QB280012Red Bluff CRAS ACSEngineer 13QB280015Shawnee Substation ...Engineer 14QB280016Lugo Gate RemovalEngineer 15QB280017Valley DFR PMUEngineer 16QB280018Devers DFR PMUEngineer 17QB280019Devers PerimeterEngineer 18QB280020Palm Springs SC - ...Engineer 19QB280022Arrowhead Service CenterEngineer 20QB280023VictorvilleEngineer 21QB280024Menifee Door ReplacementEngineer 22QB280025Badge StockEngineer 23QB280026Redlands SCEngineer 24QB280027Devers Retrofit MEEREngineer 25QB280028Threat AssessmentEngineer 26QB280029San Bernardino DFR PMUEngineer 27QB280030Ontario SC- Security UpgradeEngineer 28QB280031Video WallEngineer 29QB280032Ontario SC- Garage DoorEngineer 30QB280033Valley ABEngineer 31QB280034Threat AssessmentEngineer 32QB280035Chino Air NVR RefreshEngineer 33QB280038Barstow (Upgrade)Engineer 34QB280039Rancho Vista Driving School PIDSEngineer 35QB280040Westminster SSID PedestalEngineer 36QB280041Mountainview 9 / 40 NVR RefreshEngineer 37QB280041Mt View Gen Stn NVR RefreshEngineer 38QB280041Mountainview SubEngineer 39QB280042Viejo Sub Telecom RackEngineer 40QB280043Miraloma Sub DFREngineer 41QB280044Westminster CF Gate AccessQB280045Rector Sub Test & MaintenanceQB280046 Mesa Sub RedesignQB280047Santa Ana Sub Lyon Gate Ped Gate AddQB280048PIV 1 Lobby Cam AddsQB280049PIV 2 Lobby Cam AddsQB280051Orange Coast SC Monitor AddQB280052Palm Springs SC Roll Up DrQB280053Fullerton SC Monitor Add
5 Adapt and Rejuvenate: Agile and Learning Organizations
iStock/Rawpixel Ltd/Thinkstock
Learning Objectives
After reading this chapter, you should be able to do the following:
1. Analyze key traits of successful change leaders.
2. Describe how agile organizations approach change compared to traditional ones.
3. Examine the characteristics, levels, and principles of learning organizations.
4. Explain the relationship between learning and change in organizations, the process a company goes
through to become a learning organization, and the importance of leadership.
5. Summarize the mind-set that both agile and learning organizations must have in the 21st century.
wei82650_05_c05_207-248.indd 207 12/15/15 9:46 AM
© 2015 Bridgepoint Education, Inc. All rights reserved. Not for resale or redistribution.
Introduction
Change is the status quo. Companies the world
over realize that success depends on their ability
to respond to new opportunities and threats as
they emerge, and to keep rethinking their
strategies, structures, and tactics to .
Sheet1Quantity (miles of pipeline)Total CostTotal Fixed CostTotal .docx
Sheet1Quantity (miles of pipeline)Total CostTotal Fixed CostTotal Variable CostAverage Fixed CostAverage Variable CostMarginal Cost0$ 5,000$ 5,0001,000$ 11,5732,000$ 18,2083,000$ 29,2674,000$ 44,7505,000$ 64,6576,000$ 88,9877,000$ 117,7408,000$ 150,9189,000$ 188,51810,000$ 230,54311,000$ 276,99112,000$ 327,86313,000$ 383,15914,000$ 442,87815,000$ 507,02116,000$ 575,58717,000$ 648,57718,000$ 725,99119,000$ 807,82820,000$ 894,08921,000$ 984,77422,000$ 1,079,88223,000$ 1,179,41424,000$ 1,283,37025,000$ 1,391,74926,000$ 1,504,55227,000$ 1,621,77828,000$ 1,743,42929,000$ 1,869,50230,000$ 2,000,000
Week 4
Will Fence owns a 70-acre large timber and Christmas tree farm. The Christmas farm gets busy in August and September when Will identifies and flags the trees suitable for Christmas season. Starting in October, the flagged trees will be cut, baled, and trucked to the storage yard where they will stay until shipped. The storage yard is situated in an area that offers shade and protection from the wind to maintain the freshness of the tree. The trees are stacked with the tops locked together to keep the sun and wind away from them.
Will has just purchased an additional 40 acres and will need to expand his storage yard by 40,000 square feet. The budget for this expansion is $55,000. Will has hired your team to design a process to contract resources to expand the storage yard.
Cover the following as requested by Will:
· Description of the contract resource procurement process (from start to closure).
· Explanation of how the contract resources procurement process that was described will assist Will in negotiating the best purchase.
· Explanation to Will why the team believes the process is efficient and achieves the results desired.
· Identification of any risks associated with procuring these resources and explanation of the role of risk management in this process.
· Explanation of how the process may be improved upon.
· Other recommendations the team may have for Will to consider.
Graphing Supply and Demand
Supply and demand are so important for both consumers and producers
because both of these concepts work together to determine the overall price
of an item, as well as the total quantity sold in a market. To see how this
works, we can show both on a graph such as you see in the header image
above.
Remember that demand is a relationship between price and the quantity that
consumers are willing and able to pay. This is an inverse, or negative,
relationship, in which the variable's price and quantity move in opposite
directions. This would be depicted as a downward sloping curve on a graph.
Similarly, supply is a relationship between the price of an item and the
quantity that producers are willing to supply. This is a direct, or positive,
relationship, in which the variable's price and quantity move in the same
direction. This would be depicted as an u.
Sheet1Pro Forma Income StatementYear 1Year 2Year 3Year 4Year 5Visi.docx
Sheet1Pro Forma Income StatementYear 1Year 2Year 3Year 4Year 5Visits4,8825,1265,3825,6525,934Revenue Per Visit$450$450$450$450$450Gross RevenuePatient Reveue Gross Patient RevenueDeductions from Patient RevenueContractual Total Deductions from Revenue Net Patient Revenue$0$0$0$0$0Operating ExpensesSalaries and WagesEmployee BenefitsUtilitiesRepair/MaintenanceHousekeepingTelephone Service Depreciation MalpracticeMiscellaneous/OtherVariable Medical Supply CostsOther Non-Personnel Costs Total Operating ExpensesExcess of Rev over Exp. From Operations$0$0$0$0$0Cummulative Income$0$0$0$0$0Net Cash from Excess Rev (excl Depreciation)$0$0$0$0$0Cummulative Income Net Cash$0$0$0$0$0
Sheet2
Sheet3
Write an essay of about 750 to 1000 words, or 3 to 4 pages (double-
spaced), in response to the ALL the prompts below (4 Paragraphs) .
The relevant texts for Essay are the assigned:
* Sorensen, A Brief History of the Paradox, pp. 184- 185 on McTaggart
and pp. 173-176 on Augustine’s theory of time as subjective.
* David Lewis, “The Paradoxes of Time Travel”.
— Do not use any other outside sources! This is not a report on what
others have written about McTaggart or Lewis or time travel. This is
an exercise in thinking-by-writing!
Consider our discussions of, on one hand, McTaggart’s seemingly
paradoxical argument that time is “unreal” and, on the other hand,
Lewis’ account of the seemingly paradoxical possibility of time travel.
Write an essay in which you explore the potential “paradoxes” of time
we considered in McTaggart’s argument that “time is unreal” and in
Lewis’ account of time travel as “possible” in a “strange” possible world
(unlike our own).
Specifically, structure your narrative in response to the following
themes.
Paragraph 1: Explain the distinction between the “A series” and the “B
series” of time, as McTaggart introduced these terms. Why did
McTaggart think A time is more fundamental than B time? Why did he
think A time is impossible?
Paragraph 2: Explain Lewis’ distinction between “external time” and
“personal time”. How does Lewis’ distinction compare with
McTaggart’s distinction above?
Paragraph 3: Explain how, for Lewis, time travel is possible, even if
strange. What is a “person”, for Lewis? What then is “personal
identity”? How would the structure of a person over time, as Lewis
characterizes this form of personal identity, entail that a person could
travel either forward into the future or back into the past and encounter
“himself”/”herself”/”theirself” in a past or a future time?
Paragraph 4: Briefly: Do you find time travel, per Lewis, intuitively
possible? You may, if you like, consider the popular film “Back to the
Future” (1986), or you may consider how our imagination in science
fiction scenarios may address the possibility of time travel.
A U G U S T I N E ’S P R A G M A T I C P A R A D OX E S 173
became more alarming as philosophers became increasingly
persua.
Sheet1PMGT 576 Assignment Rubric – Unit 8 Assignment20Is the Lean .docx
Sheet1PMGT 576 Assignment Rubric – Unit 8 Assignment20Is the Lean Canvas complete? Do each of the canvas sections demonstrate a clear understanding of the question or item posed? 20Do each of the canvas sections provide a clear, concise, and reasonable approach or description in addressing each one?20Does the canvas demonstrate creativity and innovation in addressing each of the sections?25The text is grammatically correct and there are no spelling or punctuation errors. 15Total100
CBIO Lab: Mitosis and Meiosis p. 1/10
Name:_________________________
Instructor: ___________ Section: ___
MITOSIS AND MEIOSIS
One of the tenets of cell theory is that all cells come from pre-existing cells. All individual
organisms begins with one cell, and yet in multicellular organisms the number of cells in the
adult may be in the trillions. This requires cells to repeatedly divide during the life of an
organism.
The average adult human body is made up of about 37 trillion cells. Of these, approximately 50
billion are fat cells and 2 billion are heart muscle cells. By the time you finish reading this
sentence, 50 million of your cells will have died and been replaced by others. Human cells are
estimated to divide nearly 2 trillion times every day. Amazingly, humans contain at least 10
times as many bacteria cells as human cells. The 100 trillion bacterial cells are much smaller
than human cells and have a faster generation time.
Mitosis and meiosis are two processes that produce new cells through cell division, which occurs
as a part of the cell cycle. The new “daughter” cells produced by these processes are quite
different because they have different purposes. These differences occur because the processes
have several key differences as outlined in the video lecture. You will be doing several lab
activities examining mitosis and meiosis and what can happen if problems occur during these
cell division processes.
Why are we doing this lab?
1. To gain a better understanding of the mitotic and meiotic processes of cell division that
occur in humans and all other animals.
2. To examine how issues in mitosis and meiosis can lead to diseases and disorders in
humans.
CBIO Lab: Mitosis and Meiosis p. 2/10
Background: Phases of mitosis
For each phase, draw and label:
a. Chromatin or chromosomes
b. Centrosomes
c. Microtubules/spindle
d. Cell membrane
CBIO Lab: Mitosis and Meiosis p. 3/10
Activity 1: Mitosis under the microscope
1. Use Google images of mitosis (Google “mitosis of onion root tip”) to identify cells in
interphase and all phases of mitosis.
Cells in…Interphase will have chromatin, not distinct chromosomes
Prophase will have distinctly visible chromosomes
Metaphase will have chromosomes lined up along the equator of the cell
Anaphase will have chromosomes separating at the centromeres
Telophase will have chromosomes decondensing into chromatin and a .
Sheet1Presentation by Tony StudentSlide NumberSlide TitleSlide Tex.docx
Sheet1Presentation by Tony StudentSlide NumberSlide TitleSlide TextNarrativeComments1Social Media in the WorkplaceTitle Slide2Introduction“Twitter is not a technology, it’s a conversation – and it’s happening with or without you.” – Charlene Li, author
Over 306 million active Twitter users send 500 million Tweets daily *Hello, my name it Tony Student, I currently work as an Information Security Manager at a financial services firm in the Washington DC Metro area and am responsible for securing a multi-trillion dollar financial platform. Part of my responsibilities is to provide training and awareness on topics that deal with Information Security including the use of Social Media in the Workplace.
Social media is a powerful platform which helps connect people. According to Charlene Li, author of Groundswell, “Twitter is not a technology, it’s a conversation – and it’s happening with or without you.”
Consider the fact that every minute of every day roughly 5,800 tweets are posted to the Twitterverse. This amounts to over 500 million tweets daily! That statistic definitely echoes the sentiment of Charlene Li and is an important thing to consider when it comes to business. Social media can become a positive part of promoting a company's brand and allows a business to provide supreme customer service.3AgendaSocial Media Primer
Five Leading Practices on Social Media
Best Buy Case Study
Closing Remarks
Questions and AnswersFor today's agenda we are going to cover the following topics:
Social Media Primer - Which will provide insight into what social media is and its purpose
Five Leading Practices on Social Media - Tips on the appropriate use of Social Media
Best Buy Case Study - An example of how one big box retailer sets the tone and expectation on social media for business use
Closing Remarks - Final thoughts one how transformative social media can be for business
Questions and Answers - To be able to provide some time to answer those burning questions that you didn't realize you had until you saw this material.4Social Media PrimerAn online medium for social collaboration *
It’s all about the content
Pictures
Videos
Music
Social Media can enable business
Platforms include LinkedIN, Twitter, Facebook, etc.
According to the English Oxford Living Dictionary, Social Media are "Websites and applications that enable users to create and share content or to participate in social networking."
In other words, social media in an online medium for social collaboration. All said and done, it's all about the content that people and companies produce and publish to the masses. The platform is an enabler for businesses to create accessibility for consumers to producers of a product or idea.
Examples of social media platforms that you may already be familiar with include, LinkedIN, a professional social networking site; Twitter, a microblogging site, and Facebook which originally started out as a place for college folks to collaborate and quickly turned .
Sheet1Pretax IncomeYang, Ziyun make sure to add back income t.docx
Sheet1Pretax Income
Yang, Ziyun: make sure to add back income tax paid through Nov. See account 999 Nov balance.
Subject to State Taxes- 0State Tax- 0Subject to Fed Taxes
Yang, Ziyun: State Taxes can be deducted from Fed taxable income
- 0Progressive ratefirst 50,000 @15%7,500next 25,000 @ 25%6,250remainder @ 34%(25,500)Fed Tax(11,750)Federal Surtax
Yang, Ziyun: 5% on income over $100,000, surtax not to exceed $11,750
- 0
Yang, Ziyun: Updated in V2
Total Fed Tax(11,750)Total Income Tax(11,750)Less: Income Taxes Paid
Yang, Ziyun: Paid taxes through Nov. See account 999 Nov balance.
72,000Tax accrual
Yang, Ziyun: debit exp, credit payable
(83,750)
Sheet2
Sheet3
Research question
Human factors for changes in natural geology
Ivan Tai
Humans as major geological and geomorphological agents in the Anthropocene: the significance of artificial ground in Great Britain
Since the first prehistoric people started to dig for stone to make implements, rather than pick up loose material, humans have modified the landscape through excavation of rock and soil, generation of waste and creation of artificial ground. In Great Britain over the past 200 years, people have excavated, moved and built up the equivalent of at least six times the volume of Ben Nevis.
Simon J. Price
, Jonathan R. Ford
, Anthony H. Cooper
and Catherine Neal
Published:13 March 2011
2
Why I choose this research question?
Because human The natural changes are very large, from climate change to changes in topographical attitudes.
InstructionNarrative and InstructionsRockford Corporation is a wholesale plumbing supply distributor. The corporation was organized in 1981, under the laws of the State of Illinois, with an authorized capitalization of 100,000 sharesof no-par common stock with a stated value of $16 per share. The common stock is sold over thethe counter in the local area. You have been hired as of Thursday, December 25, 2018, to replace thecontroller, who has resigned. As controller, you are responsible for the corporation's accountingrecrods, preparation of the financial statements, safeguarding the corporate assets, and providingmanagement with financial information to set prices and to monitor and control operations. Rockford Corporation closes its books annually on December 31 but prepares financial statementsquarterly. Adjusting entries are posted to the general ledger only at year-end; at the end of the first, second, and third quarter the adjustments are entered only on a work sheet, not in the generalledger. Therefore, the adjusting entries to be recorded on December 31 are annual adjustments that you must journalize and the post to the general ledger accounts before preparing the financial statements.Rockford Corporation maintains a perpetual inventory system and takes a physical count each yearto adjust the inventory carrying amount. Purchases are recorded at the gross amount (discountstaken are recognized at the date of payment) of.
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Rubric Detail
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Content
Name: NURS_6501_Week4_Discussion_Rubric
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Outstanding Performance
Excellent Performance
Competent Performance
Proficient Performance
Room for Improvement
Main Posting:
Response to the discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
Points:
Points Range: 44 (44%) - 44 (44%)
Thoroughly responds to the discussion question(s)
is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
supported by at least 3 current, credible sources
Feedback:
Points:
Points Range: 40 (40%) - 43 (43%)
Responds to the discussion question(s)
is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.
75% of post has exceptional depth and breadth
supported by at least 3 credible references
Feedback:
Points:
Points Range: 35 (35%) - 39 (39%)
Responds to most of the discussion question(s)
is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.
50% of post has exceptional depth and breadth
supported by at least 3 credible references
Feedback:
Points:
Points Range: 31 (31%) - 34 (34%)
Responds to some of the discussion question(s)
one to two criteria are not addressed or are superficially addressed
is somewhat lacking reflection and critical analysis and synthesis
somewhat represents knowledge gained from the course readings for the module.
post is cited with fewer than 2 credible references
Feedback:
Points:
Points Range: 0 (0%) - 30 (30%)
Does not respond to the discussion question(s)
lacks depth or superficially addresses criteria
lacks reflection and critical analysis and synthesis
does not represent knowledge gained from the course readings for the module.
contains only 1 or no credible references
Feedback:
Main Posting:
Writing
Points:
Points Range: 6 (6%) - 6 (6%)
Written clearly and concisely
Contains no grammatical or spelling errors
Fully adheres to current APA manual writing rules and style
Feedback:
Points:
Points Range: 5.5 (5.5%) - 5.5 (5.5%)
Written clearly and concisely
May contain one or no .
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5 Adapt and Rejuvenate: Agile and Learning Organizations
iStock/Rawpixel Ltd/Thinkstock
Learning Objectives
After reading this chapter, you should be able to do the following:
1. Analyze key traits of successful change leaders.
2. Describe how agile organizations approach change compared to traditional ones.
3. Examine the characteristics, levels, and principles of learning organizations.
4. Explain the relationship between learning and change in organizations, the process a company goes
through to become a learning organization, and the importance of leadership.
5. Summarize the mind-set that both agile and learning organizations must have in the 21st century.
wei82650_05_c05_207-248.indd 207 12/15/15 9:46 AM
© 2015 Bridgepoint Education, Inc. All rights reserved. Not for resale or redistribution.
Introduction
Change is the status quo. Companies the world
over realize that success depends on their ability
to respond to new opportunities and threats as
they emerge, and to keep rethinking their
strategies, structures, and tactics to .
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Week 4
Will Fence owns a 70-acre large timber and Christmas tree farm. The Christmas farm gets busy in August and September when Will identifies and flags the trees suitable for Christmas season. Starting in October, the flagged trees will be cut, baled, and trucked to the storage yard where they will stay until shipped. The storage yard is situated in an area that offers shade and protection from the wind to maintain the freshness of the tree. The trees are stacked with the tops locked together to keep the sun and wind away from them.
Will has just purchased an additional 40 acres and will need to expand his storage yard by 40,000 square feet. The budget for this expansion is $55,000. Will has hired your team to design a process to contract resources to expand the storage yard.
Cover the following as requested by Will:
· Description of the contract resource procurement process (from start to closure).
· Explanation of how the contract resources procurement process that was described will assist Will in negotiating the best purchase.
· Explanation to Will why the team believes the process is efficient and achieves the results desired.
· Identification of any risks associated with procuring these resources and explanation of the role of risk management in this process.
· Explanation of how the process may be improved upon.
· Other recommendations the team may have for Will to consider.
Graphing Supply and Demand
Supply and demand are so important for both consumers and producers
because both of these concepts work together to determine the overall price
of an item, as well as the total quantity sold in a market. To see how this
works, we can show both on a graph such as you see in the header image
above.
Remember that demand is a relationship between price and the quantity that
consumers are willing and able to pay. This is an inverse, or negative,
relationship, in which the variable's price and quantity move in opposite
directions. This would be depicted as a downward sloping curve on a graph.
Similarly, supply is a relationship between the price of an item and the
quantity that producers are willing to supply. This is a direct, or positive,
relationship, in which the variable's price and quantity move in the same
direction. This would be depicted as an u.
Sheet1Pro Forma Income StatementYear 1Year 2Year 3Year 4Year 5Visi.docx
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Sheet2
Sheet3
Write an essay of about 750 to 1000 words, or 3 to 4 pages (double-
spaced), in response to the ALL the prompts below (4 Paragraphs) .
The relevant texts for Essay are the assigned:
* Sorensen, A Brief History of the Paradox, pp. 184- 185 on McTaggart
and pp. 173-176 on Augustine’s theory of time as subjective.
* David Lewis, “The Paradoxes of Time Travel”.
— Do not use any other outside sources! This is not a report on what
others have written about McTaggart or Lewis or time travel. This is
an exercise in thinking-by-writing!
Consider our discussions of, on one hand, McTaggart’s seemingly
paradoxical argument that time is “unreal” and, on the other hand,
Lewis’ account of the seemingly paradoxical possibility of time travel.
Write an essay in which you explore the potential “paradoxes” of time
we considered in McTaggart’s argument that “time is unreal” and in
Lewis’ account of time travel as “possible” in a “strange” possible world
(unlike our own).
Specifically, structure your narrative in response to the following
themes.
Paragraph 1: Explain the distinction between the “A series” and the “B
series” of time, as McTaggart introduced these terms. Why did
McTaggart think A time is more fundamental than B time? Why did he
think A time is impossible?
Paragraph 2: Explain Lewis’ distinction between “external time” and
“personal time”. How does Lewis’ distinction compare with
McTaggart’s distinction above?
Paragraph 3: Explain how, for Lewis, time travel is possible, even if
strange. What is a “person”, for Lewis? What then is “personal
identity”? How would the structure of a person over time, as Lewis
characterizes this form of personal identity, entail that a person could
travel either forward into the future or back into the past and encounter
“himself”/”herself”/”theirself” in a past or a future time?
Paragraph 4: Briefly: Do you find time travel, per Lewis, intuitively
possible? You may, if you like, consider the popular film “Back to the
Future” (1986), or you may consider how our imagination in science
fiction scenarios may address the possibility of time travel.
A U G U S T I N E ’S P R A G M A T I C P A R A D OX E S 173
became more alarming as philosophers became increasingly
persua.
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CBIO Lab: Mitosis and Meiosis p. 1/10
Name:_________________________
Instructor: ___________ Section: ___
MITOSIS AND MEIOSIS
One of the tenets of cell theory is that all cells come from pre-existing cells. All individual
organisms begins with one cell, and yet in multicellular organisms the number of cells in the
adult may be in the trillions. This requires cells to repeatedly divide during the life of an
organism.
The average adult human body is made up of about 37 trillion cells. Of these, approximately 50
billion are fat cells and 2 billion are heart muscle cells. By the time you finish reading this
sentence, 50 million of your cells will have died and been replaced by others. Human cells are
estimated to divide nearly 2 trillion times every day. Amazingly, humans contain at least 10
times as many bacteria cells as human cells. The 100 trillion bacterial cells are much smaller
than human cells and have a faster generation time.
Mitosis and meiosis are two processes that produce new cells through cell division, which occurs
as a part of the cell cycle. The new “daughter” cells produced by these processes are quite
different because they have different purposes. These differences occur because the processes
have several key differences as outlined in the video lecture. You will be doing several lab
activities examining mitosis and meiosis and what can happen if problems occur during these
cell division processes.
Why are we doing this lab?
1. To gain a better understanding of the mitotic and meiotic processes of cell division that
occur in humans and all other animals.
2. To examine how issues in mitosis and meiosis can lead to diseases and disorders in
humans.
CBIO Lab: Mitosis and Meiosis p. 2/10
Background: Phases of mitosis
For each phase, draw and label:
a. Chromatin or chromosomes
b. Centrosomes
c. Microtubules/spindle
d. Cell membrane
CBIO Lab: Mitosis and Meiosis p. 3/10
Activity 1: Mitosis under the microscope
1. Use Google images of mitosis (Google “mitosis of onion root tip”) to identify cells in
interphase and all phases of mitosis.
Cells in…Interphase will have chromatin, not distinct chromosomes
Prophase will have distinctly visible chromosomes
Metaphase will have chromosomes lined up along the equator of the cell
Anaphase will have chromosomes separating at the centromeres
Telophase will have chromosomes decondensing into chromatin and a .
Sheet1Presentation by Tony StudentSlide NumberSlide TitleSlide Tex.docx
Sheet1Presentation by Tony StudentSlide NumberSlide TitleSlide TextNarrativeComments1Social Media in the WorkplaceTitle Slide2Introduction“Twitter is not a technology, it’s a conversation – and it’s happening with or without you.” – Charlene Li, author
Over 306 million active Twitter users send 500 million Tweets daily *Hello, my name it Tony Student, I currently work as an Information Security Manager at a financial services firm in the Washington DC Metro area and am responsible for securing a multi-trillion dollar financial platform. Part of my responsibilities is to provide training and awareness on topics that deal with Information Security including the use of Social Media in the Workplace.
Social media is a powerful platform which helps connect people. According to Charlene Li, author of Groundswell, “Twitter is not a technology, it’s a conversation – and it’s happening with or without you.”
Consider the fact that every minute of every day roughly 5,800 tweets are posted to the Twitterverse. This amounts to over 500 million tweets daily! That statistic definitely echoes the sentiment of Charlene Li and is an important thing to consider when it comes to business. Social media can become a positive part of promoting a company's brand and allows a business to provide supreme customer service.3AgendaSocial Media Primer
Five Leading Practices on Social Media
Best Buy Case Study
Closing Remarks
Questions and AnswersFor today's agenda we are going to cover the following topics:
Social Media Primer - Which will provide insight into what social media is and its purpose
Five Leading Practices on Social Media - Tips on the appropriate use of Social Media
Best Buy Case Study - An example of how one big box retailer sets the tone and expectation on social media for business use
Closing Remarks - Final thoughts one how transformative social media can be for business
Questions and Answers - To be able to provide some time to answer those burning questions that you didn't realize you had until you saw this material.4Social Media PrimerAn online medium for social collaboration *
It’s all about the content
Pictures
Videos
Music
Social Media can enable business
Platforms include LinkedIN, Twitter, Facebook, etc.
According to the English Oxford Living Dictionary, Social Media are "Websites and applications that enable users to create and share content or to participate in social networking."
In other words, social media in an online medium for social collaboration. All said and done, it's all about the content that people and companies produce and publish to the masses. The platform is an enabler for businesses to create accessibility for consumers to producers of a product or idea.
Examples of social media platforms that you may already be familiar with include, LinkedIN, a professional social networking site; Twitter, a microblogging site, and Facebook which originally started out as a place for college folks to collaborate and quickly turned .
Sheet1Pretax IncomeYang, Ziyun make sure to add back income t.docx
Sheet1Pretax Income
Yang, Ziyun: make sure to add back income tax paid through Nov. See account 999 Nov balance.
Subject to State Taxes- 0State Tax- 0Subject to Fed Taxes
Yang, Ziyun: State Taxes can be deducted from Fed taxable income
- 0Progressive ratefirst 50,000 @15%7,500next 25,000 @ 25%6,250remainder @ 34%(25,500)Fed Tax(11,750)Federal Surtax
Yang, Ziyun: 5% on income over $100,000, surtax not to exceed $11,750
- 0
Yang, Ziyun: Updated in V2
Total Fed Tax(11,750)Total Income Tax(11,750)Less: Income Taxes Paid
Yang, Ziyun: Paid taxes through Nov. See account 999 Nov balance.
72,000Tax accrual
Yang, Ziyun: debit exp, credit payable
(83,750)
Sheet2
Sheet3
Research question
Human factors for changes in natural geology
Ivan Tai
Humans as major geological and geomorphological agents in the Anthropocene: the significance of artificial ground in Great Britain
Since the first prehistoric people started to dig for stone to make implements, rather than pick up loose material, humans have modified the landscape through excavation of rock and soil, generation of waste and creation of artificial ground. In Great Britain over the past 200 years, people have excavated, moved and built up the equivalent of at least six times the volume of Ben Nevis.
Simon J. Price
, Jonathan R. Ford
, Anthony H. Cooper
and Catherine Neal
Published:13 March 2011
2
Why I choose this research question?
Because human The natural changes are very large, from climate change to changes in topographical attitudes.
InstructionNarrative and InstructionsRockford Corporation is a wholesale plumbing supply distributor. The corporation was organized in 1981, under the laws of the State of Illinois, with an authorized capitalization of 100,000 sharesof no-par common stock with a stated value of $16 per share. The common stock is sold over thethe counter in the local area. You have been hired as of Thursday, December 25, 2018, to replace thecontroller, who has resigned. As controller, you are responsible for the corporation's accountingrecrods, preparation of the financial statements, safeguarding the corporate assets, and providingmanagement with financial information to set prices and to monitor and control operations. Rockford Corporation closes its books annually on December 31 but prepares financial statementsquarterly. Adjusting entries are posted to the general ledger only at year-end; at the end of the first, second, and third quarter the adjustments are entered only on a work sheet, not in the generalledger. Therefore, the adjusting entries to be recorded on December 31 are annual adjustments that you must journalize and the post to the general ledger accounts before preparing the financial statements.Rockford Corporation maintains a perpetual inventory system and takes a physical count each yearto adjust the inventory carrying amount. Purchases are recorded at the gross amount (discountstaken are recognized at the date of payment) of.
Sheet1PMGT 576 Assignment Rubric – Unit 7 Assignment20Are all of t.docx
Sheet1PMGT 576 Assignment Rubric – Unit 7 Assignment20Are all of the 8 steps presented? Do the key elements of each step demonstrate a clear understanding of the concept? 25Is the importance of the step provided in a clear and concise manner? Is the approach to implementing each step reasonable and logical?20Do the strategies presented regarding staying on track, diagnosing the gaps, and managing resistance make sense and offer a good chance for success if implemented properly? 20The text is grammatically correct and there are no spelling or punctuation errors. 15Total100
Harrisburg TEXTILE CO.
(Kotter’s 8 stages Approach)
A Case Study Assignment
1
1
ORGANIZATIONAL CHANGE PROCESS
Harrisburg Textile Co.
In this assignment your team is the change management division at Harrisburg Textile.
Your leadership team has decided to use Kotter’s 8 step model to implement change and to transform the Harrisburg Textile into an Agile Lean organization.
Your team has been tasked with developing a plan to implement Kotter’s 8 step model and to provide the plan in a PowerPoint presentation to the company’s senior leaders within one week.
Using the information about the company and your knowledge of change management in general, and Kotter’s 8 step model in particular, your team is to design this presentation following the template provided. This presentation should be 8 to 12 slides in length with sufficient detail provided to allow for easy understanding by the senior leaders (i.e. your instructors!)
ORGANIZATIONAL CHANGE PROCESS
Harrisburg Textile Co.
Company Information: Harrisburg Textile is a family owned company in the fashion and textile industry. Harrisburg Textile manufactures its own designs, operates two small retail stores, offers wholesale products and does some exporting. The company has 50 employees and in its main manufacturing facility operates 39 pieces of machinery.
Short History:
Harrisburg Textile decided to increase the manufacture of certain products it previously outsourced and decided to add to the products they were buying from upscale fashion wholesale companies. This led to increased demands, and the company recognized it had to take steps to remain competitive not only through increasing capacity but through a complete organizational transformation. This rapid growth drove the company’s first step that being to change its business identity from LLC to corporation and Harrisburg Textile’s transformation journey started.
ORGANIZATIONAL CHANGE PROCESS
Harrisburg Textile Co.
The company is faced with a number of issues affecting this transformation. These include:
Globalization, economic crisis and pressures: There is a need to grow, and to adopt new market requirements due to the global environment. Harrisburg Textile recognizes that must expand our borders in marketing, modernize systems and technologies, maintain a competitive advantage over other competitors, institutionalize a.
Sheet1Plan APlan BPro Forma Income Statement AccountsEBIT700100013.docx
Sheet1Plan APlan BPro Forma Income Statement AccountsEBIT7001000130070010001300InterestEBT (EBIT - Interest)Tax Net IncomeTotal Shares OutstandingEPS
.
Sheet1Phase of Business Financal Management needsDebt FinancingEq.docx
Sheet1Phase of Business/ Financal Management needsDebt FinancingEquity FinancingGift FinancingFinancing for StartupsConsumer Banks, Commercial Banks, SBA insured loans, Economic development agencies, Incubators, Accelerators, Leasing companies, Personal credit cardsFriends, family, Angels, Venture capital, direct public offering, CrowdfundingPersonal: Cash, pick up the tab, free use, free work, unpaid labor, overpayment, favored status/sweetheart deal forgiveness, deferralFinancing for GrowthCommercial banks, SBA, Private placement loans, Economic development agency, supplliers, leasing company, personal credit cardself generated funds, venture capital, direct public offering, merger, acquisitionInstitutional: SBIR, STTR grant, state grant, incubator, accelerator, dontated capital, tax abatement
Personal: Cash, pick up the tab, free use, free work, unpaid labor, overpayment, favored status/sweetheart deal forgiveness, deferralFinancing for Operationsfactor receivables, business cc, commercial bank, sba, private placement loans, suppliers, leasing companiesself generated funds, venture capital, direct public offeringInstitutional: SBIR, STTR grant, state grant, incubator, accelerator, dontated capital, tax abatement
Personal: Cash, pick up the tab, free use, free work, unpaid labor, overpayment, favored status/sweetheart deal forgiveness, deferralFinancing for Exitconsumer banks, Commercial Banks, SBA, private placement loans, economic development agencies, sba investment companies, suppliers, leasing companies, lines of creditself generate funds, venture capital, direct public offeringInstitutional: SBIR, STTR grant, state grant, incubator, accelerator, dontated capital, tax abatement
Personal: Cash, pick up the tab, free use, free work, unpaid labor, overpayment, favored status/sweetheart deal forgiveness, deferral
1
Email Communication Responses – No. 1 Employment Law Compliance Plan
Email Communication Responses – No. 1 Employment Law Compliance Plan
From:
To: “CEO Smith” [email protected][email protected]
Date: November 28, 2016
Re: Employment Law Compliance Plan
Mr. Smith:
With reference to the email sent to Nov.1, these are and will be the measures to take regarding your request
With the purpose of improving the operation of the company, it is necessary to review and update the policies of the company, as well as everything related to labor laws. This will provide the necessary means to comply with what is established by law and in turn with the company staff. If everything related to these issues is kept up to date, errors are less likely to be made when corrective measures are taken, just as it is of the utmost importance that all the members of the directive know in depth the laws that protect the workforce in all aspects. It is necessary to carry out the appropriate training as soon as possible. Remember that as a team, meeting these requirements is completely necessary.
Every decision taken, entails a res.
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Sheet1PeriodEngine Failures(a) 4-period moving average(b) weighted moving average with weights of (6,3,1)(c) simple exponential smoothing with alpha=0.4 and period 2 follows naïve forecast(d) trend projection11552178326642955330632873768398Questions1. Please plot the data and describe the patterns2. Generate forecasts for all possible periods using above four methods3. Compute MAPE and explain which method you would recommend
Reflection
The module began with assessing the current teaching approach deployed by
teachers in class. As such, I noted that teachers are using theory for grading the
students instead of evaluating their practical skills. The pre-assessment given at the
inception of this module showed that only 18% of the 26 students in my
manufacturing class scored at the proficiency level while 70% of the students score
at a lower level between 59 percent and Zero. Based on this data, I found it
necessary to assess my students using Portfolio Assessment rubrics. This assessment
has been used before solely focused on the theoretical assumptions taught in class
while neglecting the practical skills. In this regard, the portfolio needs to be
changed to incorporate the practical skills. Thus, the portfolio will be structured to
integrate practical assessment for grading the students’ performance. Besides, the
evaluation approach has to be changed from a system that solely assesses the
student’s knowledge to one that can evaluate the student’s competence and abilities.
The portfolio assessment is a collection of purposeful documents that gives the
outlay on how tasks are completed and competency amongst the learners is
developed. Interest in using portfolio assessment in the class is developed as part of
moving away from the traditional approach used by instructors on grading based on
theory rather than ascertaining the student’s practical skills. In the past, the students
have been assessed through the class-based teaching practice to prove that they
had acquired the skills relayed by the instructor. It is through this that I felt the
teaching approach was not sufficient to enable the learners to grasp the required
competence and skills. To solve the issue of enhancing teaching and learning, I think
it is important for the teachers to practice the assessment through the use of a
portfolio with a different module, practicum. The integration of practicum module for
assessing the students is important as this enables the learner to acquire specific
techniques that are imperative for future success. Additionally, there are some
techniques that can be learned through actual experience. While theoretical
teaching might have been ideal in the past, the students should be assessed based
on their practical skills as it enhances a deeper understanding of concepts through
personal experience.
Notably, when I came in, the students had a problem with articulating what they
know with.
Sheet1Participant#Verbal Label Condition (Smashed or Hit)Age Condi.docx
Sheet1Participant#Verbal Label Condition (Smashed or Hit)Age Condition (Under 60 years or Over 60 years)Speed (mph)Broken Glass? (Y or N)GenderAgeRaceEthnicityEV2HitOver 6040YMale74WhiteCuban-AmericanTV3HitOver 6055YFemale65From multiple racesFrom multiple Spanish, Hispanic, or Latino groupsEV3SmashedUnder 6070NFemale22From multiple racesI am not Spanish, Hispanic, or LatinoJT1SmashedUnder 6050YMale18AsianI am not Spanish, Hispanic or LatinoDB3SmashedOver 6025NFemale63Black or African-AmericanI am not Spanish, Hispanic or LatinoDB4SmashedUnder 6050YFemale31Black or African-AmericanI am not Spanish, Hispanic or LatinoJT2HitUnder 6045YFemale19Black or African-AmericanI am not Spanish, Hispanic or LatinoDB2HitOver 6065YMale62WhiteI am not Spanish, Hispanic or LatinoDB1HitUnder 6060NMale31Black or African-AmericanI am not Spanish, Hispanic, LatinoDJC4SmashedUnder 6024NFemale24AsianI am not Spanish, Hispanic, or LatinoDJC1HitOver 6060NFemale67WhiteI am not Spanish, Hispanic, or LatinoDJC2HitUnder 6045NFemale23WhiteI am not Spanish, Hispanic, or LatinoDJC3SmashedOver 6062YMale62WhiteI am not Spanish, Hispanic, or LatinoLM4HitOver 6070NFemale62From multiple racesI am not Spanish, Hispanic, or LatinoLM3SmashedOver 6040NFemale61WhiteI am not Spanish, Hispanic, or LatinoPH1SmashedUnder 6060NFemale27WhiteI am not Spanish, Hispanic, or LatinoLM4SmashedUnder 6080NFemale31Some other raceSome other Spanish, Hispanic, Latino groupPH4HitOver 6080NFemale71Some other race (Hispanic)Some other Spanish, Hispanic, Latino groupPH2SmashedOver 6050NFemale60Some other race (Hispanic)Puerto RicanPH3HitUnder 6025NFemale28Some other race (Hispanic)Puerto RicanLM2HitUnder 6060NFemale35From multiple racesPuerto RicanTV2SmashedUnder 6040NFemale36Some other race (Hispanic)Puerto RicanTV1HitUnder 6050NFemale40From multiple racesSome other Spanish, Hispanic, Latino groupDA2HitOver 6050NMale62Some other race (Hispanic)Some other Spanish, Hispanic, Latino groupDA1SmashedOver 6055NFemale65Some other race (Latino)Some other Spanish, Hispanic, Latino groupDA4HitUnder 6030YMale21Some other race (Latino)Some other Spanish, Hispanic, Latino groupDA3SmashedUnder 6035NMale19Some other race (Latino)Some other Spanish, Hispanic, Latino groupEV4HitOver 6040YFemale61WhiteSome other Spanish, Hispanic, Latino groupTV4SmashedOver 6055YFemale60WhiteSome other Spanish, Hispanic, Latino groupJT4SmashedOver 6050NMale66From multiple racesSome other Spanish, Hispanic, Latino groupJT13HitOver 6060YMale62Black or African-AmericanSome other Spanish, Hispanic, Latino groupJT14SmashedUnder 6070YMale30Black or African-AmericanSome other Spanish, Hispanic, Latino groupJT12HitUnder 6060YMale37Some other race (Hispanic)Some other Spanish, Hispanic, Latino groupJT11SmashedOver 6090NFemale67Black or African-AmericanSome other Spanish, Hispanic, Latino groupJT3HitOver 6080NFemale62Some other race (Hispanic)Some other Spanish, Hispanic, Latino groupEV1SmashedUnder 6025NFemale21WhiteN/A
Final Course Assignment.
Sheet1No.Strengths (3)Weaknesses (2)Recommendations (2)Evidence (u.docx
Sheet1No.Strengths (3)Weaknesses (2)Recommendations (2)Evidence (used once only)Theory1Functional orientation
- evidence
- tangible product adv (features, performances, benefits)Inconsistent Messages
(say, do, confirm)It is recommended that supermarket A is to include the term 'wsl' in adv so as to .. Result of implementing consequences theory (journals on this theory)Strength 12Symbolic/experiential orientation
- cartoons, facial expressions, colours, pictures, animations
- emotional
- price ('8' - lucky/prosperity, '9' - longevity)ConsequencesStrength 23Category-dominance orientation (strengths only)
- brand name/logo of adv (evidence)
- e.g. FairPrice advertisement, Rolex, key sponsorsTrustworthinessStrength 34TOMASymbolic/experiential orientationSymbolic/experiential orientationWeakness 15Hierarchy EffectFunctional orientationFunctional orientationWeakness 26CPMAttributes
- what attracts ann advertisement
- features, product image, design, benefitsAttributesAttributesLaddering ProcessConsequences
- adv/benefits of using advertised products/services
- must believe/buy/agree your benefits & advConsequencesConsequencesValues
- quality
- experience post-purchase
- warranties, (money-back) guarantees, 3rd party endorsement, testimonial evidences, awards won, year of history, reputationValues
- critical weakness is that it lacks of…. Deemed to be a signofocant weakness… failed to apply Value Theory (journals)
- if the whole industry does not offer ____, do not take it as a weakness
- no need for comparisonValuesUnique Selling Proposition (USP)
- Superiority
- Unique
- Distinctive
*trademarks, patents, awards wonBrand Image (Transformational Advertising)
- brand logo
- fashion, prestegious productsResonance
- reflect audience life experience
- testimonial evidences
- before & after imagesResonance
- celebrity not good, lacks worthinessResonance
- change endorser (Jack Neo/Tiger Woods)Emotional
- colours, pictures, images, font size, choice of words, testimonial evidencesEmotional Pre-emptive
- message of superiority
- 'No. 1 top seller brand', 'Voted by many'
- country of originCelebrity Endorser
- TEARS model (credibility & attractiveness)
- trustworthiness, Expertise
- physical attractiveness, respect, similarity (to target audience)
- Brian WongCelebrity Endorser
- Jack NeoCelebrity Endorser
- It is recommended that XXX should engage XXX to endorse in the brand to increase attraciveness, expertise… Celebrity Endorser Theory (journal)Typical-person EndorserTypical-person EndorserTypical-person Endorser
- in order to increase attractiveness, recommended that XXX should engage a typical-person endorser (journal)Humour
- cartoons, facial expressions, vocabHumour
- cartoons, facial expressions, vocab*page 197 - theories
10
100PLUS ACTIVE
Student’s Name
Institutional Affiliation
Date
100PLUS ACTIVE
1. Executive Summary
Within marketing, there is a need to conduct promotions of products through .
Sheet1Moisture content analysis final resultsGroupValue of m3 (g)A.docx
Sheet1Moisture content analysis final resultsGroupValue of m3 (g)A21.459B25 kPa34.35950 kPa18.771C19.282D17.816E23.651F26.148GTBCH28.664
LEEDS BECKETT UNIVERSITY
CIVIL ENGINEERING
GEOTECHNICAL ENGINEERING: APPLICATION & THEORY (BEng)
Laboratory Experiment:
Undrained triaxial compression test (without pore water pressure measurement) BS
1377: Part 7: 1990.
Object of Experiment:
To determine the undrained shear strength of a soil using the triaxial compression test.
Theory/Apparatus:
The apparatus consists of a cell, which is filled with water under pressure; the
specimen is loaded vertically, via a proving ring to measure load.
Triaxial Cell
The vertical load on the specimen is increased until failure occurs, the vertical strain
being recorded at the same time using a dial gauge. The test is repeated on different
specimens from the same soil, using different values of cell pressure.
254
Stresses on specimen in Triaxial Cell
Cell Pressure Deviator Stress =P/A 1=3+P/A
1 = major principal stress
3 = minor principal stress
Therefore, P/A = (1-3) =Deviator stress
The deviator stress is the load on the specimen, P, divided by the cross sectional area
of the specimen. However, as the sample is compressed during the test, the cross
sectional area will increase. Therefore, in calculating the deviator stress an allowance
for the change in area must be considered.
For the calculation of deviator stress, it is assumed that the volume of the specimen
remains constant and that the sample will deform as a cylinder, e.g.
100%
o
X
Strain
L
1 3
P
Deviator stress
A
where P = vertical load, which is measured by a proving ring (kN)
A = Area calculated using the following method;
( ) )o o o oVolume V A L AL A L X
255
1
o o
o
V A
or A or A
L X
Method:
1. Extrude the sample from the tube and trim to size - soil sample of 38mm
diameter and 76mm long.
2. Sleeve the sample with the rubber membrane.
3. Put the sample on the pedestal at the bottom of the cell and seal with the
rubber ring. Place the loading cap on top of the sample and seal with rubber
ring, before securing top drainage tube.
4. Mount the cell over the sample and fill as per the
Flooding Triaxial Cell checklist.
5. Set-up the test with the Clisp Studio assistant, and complete the
Pressurising Triaxial Cell checklist before running the test stages.
6. When test stages are complete, end the test via Clip Studio and complete the
Draining Triaxial Cell checklist.
Results and Calculations:
• Sketch the failure mode of each sample.
• Calculate the moisture content of the soil as per Appendix A.
• Calculate the results as follows:
(i) For each sample tested:
• Find the failure strain (either the final value or.
Sheet1ManhattanBrooklynQueensThe BronxStaten IslandEducationMarita.docx
Sheet1ManhattanBrooklynQueensThe BronxStaten IslandEducationMarital Status224154122235614523542321254245223412523451352454225215424321522254352222215523542522352554235214512511552351255242215123212442451252242215424513542452232243225424535542432352225115424322552435453235335522223452252252243414423332522333444242332412522542452414245214224224532452332134213313512452443251245321223514442452532235434524232542452154225435422511531252154245114521232551322254225212621542522334554225115524522552451152245434224524422452354215314524512542254552225225325541442154255245434414545532154144225415524523521452155215115424541352453233235225123522442252154225115424521442253144135332511542542112243133215422521441252155225225212543541321244215215312541542451452211314315513252352124215132522511542452553235123423524542554153232231213342542322154245414524221321353452135215223512342351134225424524523521454312245455424514522155454125114413321522251154225213422511132452453142215223524541422354225325424541321432152225455321513541422242225224414245522254354232115412525522322155225445324513441452554145135413513422451453145415114541522322453145415513521441451444145124422521551451432243142123511221452452235253314523541455451242254223222522451454235215514544542352144215115422544531451135235121523512542453134135215424523542321344235335223521521354422225454424524422252352222352522524222152143232133422513431451351245215424521532252454242214224213522454555245445424511252452533244335124525352454344242415414524552453442245233424521522352145244345224525512352155245415112521542452152245112224511542452322242415324523551451141115255223223552152451235135424213422352152145214423543542421142233243424513512452352122114524543422454353135211512523532352151145215424511522452152225213524521541451152145422122544551352352222235522544541451332235145523523431452232235215413223542451453145215514514442352352145214423521552412112245134523513441452454225113514511441452154145145412521322352154245112224223522451154145215214524411452244135144223544522435151145133424424521252335225235414541462452152245125414521521252154145255424511422412114245215414523522451134235425414223521351333145433314521112412456135215223511542454144142332214545521455254125135412511551454151245151322514542452152145145214311521321452232235313513331252154243145414524442252155145135422555541252454245115414522541453155225324414234542432454122424513533541353144245413414521561351554145231524214522354432245235524521441454354135245323541522351135125115522541541454144144141524523542451434125215623531542351555145221312511551322354145225414514342452554245135411541531333253135115213543152351154235135514521341354154132144413523541455432245225424511541351152235135424521462422354245414414521441354153245125424513542422246215135624524342452333245412424311542452152145455414521411454554145452414121421151412145135113221441331254143315224521421352144245544112523541254354143413224513541452451142245224545541154156145445413524522454154145114214524541431.
Sheet1Learning Solultions NameVersion NumberMediumTypeLessonSc.docx
Sheet1Learning Solultions Name:Version NumberMedium/Type:Lesson/ScenarioTaskOrderEventfunctionality descriptionGraphicsTextAnimationName the taskprovide name of screen/window/tab that is either new or needs to be modifieddescribe level of functionality needed - fully functional, view only, part functional part view only, etc.File names of screenprint JPEGs, gifs, tifs, and pngs.Text that must be programmed inDescribe internal movements or animations requiredLogin1Logon screenEntered text needs to move to the next screenlogin_dialog.jpgEnter your user name and password. For this exercise, use the name "student" and the password "learn".An arrow point to the login box.
What is the final product's medium (e.g., .SWF, .PPT, .PPS. Video, .WAV)
Think of sub-section as lesson or scenarios within the larger learning solution.
Sheet2
Sheet3
ALL STAR CAFÉ
NOVEMBER 2018
SALES PROFITS AND OPERATIONS
ACTION PLAN
MISSION STATEMENT: TO PROVIDE THE FRESHEST HIGH-QUALITY FOODS AND BEVERAGE PRODUCTS,
SERVED BY A FULLY TRAINED AND KNOWLEDGEABLE WELL TAKEN CARE OF STAFF PRODUCING,
OUTSTANDING PROFITS FOR OUR OWNERS
1) PERFECT EXECUTION OF OUR COMPANY’S MISSION STATEMENT AND CORE VALUES
BREAKDOWN
A. FRESHEST HIGHEST QUALITY PRODUCT INSURE PROPER RECEIVING, DATING, ROTATION OF
THE PRODUCT, PROPER INVENTORY LEVELS, INSURE ACCURATE ORDERS FOR LEVELS AS
WELL AS PREPARED PRODUCT
B. HIRE, TRAIN AND DEVELOP A KNOWLEDGEABLE STAFF THAT IS PAID APPROPRIATELY AND
GIVEN INCENTIVES TO MAINTAIN OPTIMAL PERFORMANCE. CONDUCT REGULAR EMPLOYEE
REVIEWS AND KEEP ISSUES OF COMMUNICATION OPEN
C. INSURE OPTIMAL PROFITS BY ENSURING THE BEST INDUSTRY PRICING MAKING SURE THAT
MARGINS ARE CONSISTENT WITH THE INDUSTRY.
2) ENSURING MANAGEMENT AND STAFF ADHERE TO POLICIES, PROCEDURES AND PROTOL
MANAGEMENT, STAFF AND SHIFT MEETINGS.
● BREAKDOWN- HAVE EMPLOYEE HANDBOOK AVAILABLE
● HAVE REGULAR STAFF AND MGMT MEETINGS
● SET POLICIES THAT ARE NOT CURRENTLY ENFORCED, DOCUMENTED.
3) RESPONSIBLE PARTY IS MAINTAINING A CLEAR ORGANIZED FACILITY
● USE OF CHECKLISTS
● STAFF UNDERSTAND EQUIPMENT
● STAFF UNDERSTANDS THEIR RESPONSIBILITIES
4) EFFECTIVE OVERSIGHT OF STAF IN CONSTRUCTION WITH MOMT TEAM AND HOW TO IDENTIFY
KEY PERSONNEL.
● REGULAR STAFF EVALUATION
● REGULAR STAFF PEP TALKS
REGULAR STAFF TRAINING SESSIONS
5) MONITORING THE DAILY+WEEKLY+MONTHLY FINANCIAL CONTROL SYSTEMS INCLUDING FLASH
REPORTS, INVENTORIES, EVALUATION, RECEIVING OF PRODUCT, MONITORING OF INVOICING,
S.P.M.H+ PRODUCTIVITY
A. UPDATE P.O.S, ASAP
B. BREAKDOWN OF REPORTS
C. ACCURATE REPORTING OF ALL MONITORED COSTS
6) OVERALL DEVELOPING AND CULTIVATING AN ENVIRONMENT AND CULTURE OF HIGH ENERGY
AND GUEST FIRST ORIENTED ATTITUDE THAT MOTIVATES AND PROMOTES TEAMWORK.
A. MANAGEMENT LEADS
B. STAFF ACCOLADES
C. ENERGY IS CONTAGIOUS!
7) ABILITY OF PERSONEL TO EVALUATE, ORGANIZA AND PRIORITIZE ACTIVITIES AND
RESPONSIBILITIES, INCLUDING LABOUR MANAGEMENT, EM.
Sheet1LMH10090H80M70L605040302010NumberRisk NameFull Risk CostRisk.docx
Sheet1LMH10090H80M70L605040302010NumberRisk NameFull Risk CostRisk ProbabilityFactored Risk costRisk Impact to ProjectRisk Mitigation PlanPoint of ContactExpected Risk Retire date1$20,00020%$4,000L2$03$04$05$06$07$08$09$010$0$0$0
10
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Case Study:
Edward Bernays
Public Relations Pioneer
Who was Edward Bernays?
Born in Vienna in 1891, distant nephew of Sigmund Freud
His approach to public relations was to use symbols and the mass media to engineer consent
He claimed the public was essentially reactive
But the rise of the middle class meant that there was no longer the ruling class and the uneducated masses who followed dumbly . . .
What did he believe?
This emerging new social strata needed to be controlled and led.
He believed in a completely hierarchical view of society: the intelligent few have been charged with the responsibility of contemplating and influencing the tide of history and of dealing with the masses.
How did he deal with the masses?
Used sociology, psychology and economics and applied them to the messages and methods
He saw the PR expert as an applied social scientist educated to use an understanding of these three fields to influence and direct public attitudes (in a democratic society!)
How did he deal with the masses?
“The conscious and intelligent manipulation of the organized habits and opinions of the masses is an important element in a democratic society. Those who manipulate this unseen mechanism of society constitute an invisible government which is the true ruling power of our country.”
Edward Bernays
What is PR?
“Of course, you know, we don’t deal in images, we deal in reality.”
For Bernays, PR was about creating and projecting credible renditions of reality itself.
He called news any overt act which stands out of the routine.
A PR expert carries out an overt act to interrupt the routine to bring out a response.
PR is the science of creating circumstances which do not appear to be staged.
Edward Bernays
“The public relations counsel sometimes uses current stereotypes, sometimes combats them and sometimes created new ones. In using them, he very often brings to the public a stereotype they already know, to which he adds new ideas, this fortifies his own and gives a greater carrying power.”
Edward Bernays
He fully believed that to manipulate the public, one must know its public as well as know who influences that public
PR experts, as molders of public opinion, must be ongoing monitors of social attitudes.
Edward Bernays
Part of this influencing involved using the implied authority, i.e. the social power of certain groups or leaders
E.g. “Damaged Goods” – he promoted a play about syphillis by securing members of high society and doctors as advocates
To encourage people to eat more bacon, he launched a campaign in which a doctor promoted the benefits of a hearty breakfast
Lucky Strikes
In 1929, Bernays was hired by the tobacco company that made Lucky S.
Sheet1Item Price# of ItemsTotal PriceCups$1.896$11.34Plates$1.506$.docx
Sheet1Item Price# of ItemsTotal PriceCups$1.896$11.34Plates$1.506$9Spoons$0.9710$9.70Forks$1.1010$11knifes$1.0510$10.50Beverage$2.895$14.45Food$1501$150Candy$4.687$32.76Cake$651$65Napkins$3.697$25.83Total $339.58Budget $400$60.42
1
2
3
4
5
6
7
8
9
A
B
C
D
Item
Price
# of Items
Total Price
Cups
$1.89
6
$11.34
Plates
$1.50
6
$9
Spoons
$0.97
10
$9.70
Forks
$1.10
10
$11
knifes
$1.05
10
$10.50
Beverage
$2.89
5
$14.45
Food
$150
1
$150
Candy
$4.68
7
$32.76
https://www.wordsmyth.net/
This is a free, multilingual online encyclopedia whose entries can be directly edited or added to by anyone who has access to the Web. I think is very helpful and is going to be a good recommendation tor students.
Chapter 2
Computer Applications in Education
INSTRUCTIONAL SOFTWARE
Programs developed specifically to deliver or assist with student instruction on a topic
*
3.*
Instructional Software ClassificationsDrill and Practice skill practiceTutorial information delivery Simulation demonstrationexploration
Instructional Games
skill practice
exploration
Problem Solving
skill practice
exploration
*
3.*
Problem of Identifying Types of SoftwareToday’s software packagesHard to classifySeveral different activitiesOverlap of functions in one packageExample: Reader RabbitDrill activitiesProblem solvingGames
3.*
Recent Trends in Software Design and DeliveryMultimedia elementsOnline access and componentsRenewed emphasis on directed strategies and networked systems
*
3.*
DRILL AND PRACTICE
TypesFlashcard activityBranching drillExtensive feedback activities
Criteria for well-designed programs Control over presentation Appropriate feedback Answer reinforcement
*
3.*
DRILL AND PRACTICE
Benefits Immediate feedbackMotivationalSaves teacher time
Limitations and problems
Perceived misuses
Criticism by constructivists
*
3.*
DRILL AND PRACTICE
Ways to useTo supplement or replace worksheetsTo assist in preparing for objective tests
Guidelines for useSet time limitsAssign individuallyUse learning stations
*
3.*
TUTORIALS
Tutorial typesLinear tutorialsBranching tutorials
Criteria for well-designed programs Extensive interactivity Thorough user control Appropriate pedagogy Adequate answer- judging and feedback Appropriate graphics Adequate record keeping
*
3.*
TUTORIALS
BenefitsImmediate feedbackMotivationalSaves teacher time
Limitations and problems Criticism by constructivists Hard to find Reflect only one instructional approach
M. D. Roblyer
Integrating Educational Technology into Teaching, 4/E
Copyright ©2006 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
*
3.*
TUTORIALS
Ways to useSelf-paced reviewsAlternative learning strategiesWhen teachers are not available
Guidelines for useAssign individuallyUse learning stations or individual checkout
M. D. Roblyer
Integrating Educational Technology into Teaching, 4/E
Copyright ©2006 by Pearson Education, Inc.
Upper Saddl.
Sheet1In_OutAustralian_CityInternational_CityAirlineRoutePort_Coun.docx
Sheet1In_OutAustralian_CityInternational_CityAirlineRoutePort_CountryPort_RegionService_CountryService_RegionStopsAll_FlightsMax_SeatsYearMonth_numOGold CoastWellingtonJetstarOOL-WLGNew ZealandNew ZealandNew ZealandNew Zealand018324020181ICairnsHong KongCathay Pacific AirwaysHKG-CNS-BNEHong Kong (SAR)NE AsiaHong Kong (SAR)NE Asia018451820177OSydneyShanghaiQantas AirwaysSYD-SHAChinaNE AsiaChinaNE Asia031920720143IMelbourneDubaiEmiratesDXB-KUL-MELUnited Arab EmiratesMiddle EastUnited Arab EmiratesMiddle East13111284201010OGold CoastAucklandVirgin AustraliaOOL-AKLNew ZealandNew ZealandNew ZealandNew Zealand09162020064ISydneyQueenstownAir New ZealandZQN-SYDNew ZealandNew ZealandNew ZealandNew Zealand081216200710IPerthDenpasarIndonesia AirAsiaDPS-PERIndonesiaSE AsiaIndonesiaSE Asia0731314020126OMelbourneDubaiEmiratesMEL-SIN-DXBUnited Arab EmiratesMiddle EastUnited Arab EmiratesMiddle East1291058820086OMelbourneBangkokThai Airways InternationalMEL-BKKThailandSE AsiaThailandSE Asia0601752020086OSydneyAucklandVirgin AustraliaSYD-AKLNew ZealandNew ZealandNew ZealandNew Zealand026468020138OBrisbanePort MoresbyVirgin AustraliaBNE-POMPapua New GuineaIslandsPapua New GuineaIslands017306020106IBrisbaneHonoluluAir AustraliaHNL-BNEUSAN AmericaUSAN America061638201112OSydneyShanghaiQantas AirwaysSYD-SHAChinaNE AsiaChinaNE Asia0308786201411IMelbourneSingaporeQantas AirwaysSIN-DRW-ADL-MELSingaporeSE AsiaSingaporeSE Asia28237620066OSydneyBeijingAir ChinaSYD-SHA-BJSChinaNE AsiaChinaNE Asia122487620063ISydneyHong KongVirgin Atlantic AirwaysLON-HKG-SYDHong Kong (SAR)NE AsiaUKEurope031954820125OPerthJakartaGaruda IndonesiaPER-JKTIndonesiaSE AsiaIndonesiaSE Asia017163220081OSydneyPort MoresbyAir NiuginiSYD-BNE-POMPapua New GuineaIslandsPapua New GuineaIslands17161020066OGold CoastTokyoJetstarOOL-TYOJapanNE AsiaJapanNE Asia0301005020153OPerthDenpasarGaruda IndonesiaPER-DPSIndonesiaSE AsiaIndonesiaSE Asia0609720201211OSydneyJohannesburgQantas AirwaysSYD-JNBSouth AfricaAfricaSouth AfricaAfrica026907720105ISydneyTokyoJapan AirlinesTYO-SYDJapanNE AsiaJapanNE Asia03113927200312ISydneyLos AngelesQantas AirwaysLAX-SYDUSAN AmericaUSAN America06823402200512ISydneyAucklandQantas AirwaysAKL-BNE-SYDNew ZealandNew ZealandNew ZealandNew Zealand12336201412IGold CoastChristchurchAir New ZealandCHC-OOLNew ZealandNew ZealandNew ZealandNew Zealand09148420133OMelbourneAucklandQantas AirwaysMEL-AKLNew ZealandNew ZealandNew ZealandNew Zealand0601416020049OSydneyKuala LumpurMalaysia AirlinesSYD-KCH-KULMalaysiaSE AsiaMalaysiaSE Asia18214920056IMelbourneGuangzhouChina Southern AirlinesCAN-MELChinaNE AsiaChinaNE Asia031799820127IMelbourneHo Chi Minh CityVietnam AirlinesHAN-SGN-MELVietnamSE AsiaVietnamSE Asia0134394200710IBrisbaneQueenstownVirgin AustraliaZQN-BNENew ZealandNew ZealandNew ZealandNew Zealand0118020135OSydneyPort MoresbyAir NiuginiSYD-POMPapua New GuineaIslandsPapua New GuineaIslands08117220144IMelbourneSingaporeEmiratesDXB-SIN-MELSingaporeSE AsiaUnited Arab EmiratesMiddle East030.
Sheet1Issue LogDateIssue #Issue DescriptionImpact on ProjectDate R.docx
Sheet1Issue LogDateIssue #Issue DescriptionImpact on ProjectDate ReportedReported ByAssigned ToPriority(M/H/L)Due DateStatusComments123
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Information Systems Failure at Integrated
Solution
s
Integrated
.
Sheet1Instructions Review each item below and determine your curr.docx
Sheet1Instructions: Review each item below and determine your current level of proficiency and the importance the item has for your career success. Use a scale of 1 to 7 (where 1 is low, and 7 is high). See Part 1, Item 1 below for an example, and then overwrite the sample ratings with your own ratings for this item. The gap for each item will be automatically calculated.
Interpreting your results: In the example, the gap is -5. The large negative number indicates an item where current proficiency is low and career importance is high—so, this might be an item to address. A gap represented by a large positive number (e.g., 5) indicates that current proficiency is relatively high and career importance is relatively low. In this event, you would not want to pick the item as one to address. Part 1: Personal Leadership Assessment, Goal-Setting, and ImplementationUsing a scale of 1 to 7, where 1 is low and 7 is high, please indicate your current level of proficiency with each of the following.Using the same scale, select the number that best represents how important each item is for your career success.GapGoal-Setting1I am able to formulate a good long-term career goal.27-52I am able to analyze my personal knowledge proficiency. 03I am able to analyze my personal skill proficiency.04I take actions to address self-identified areas of strength or weakness.05I am able to formulate goals that meet the SMART criteria to help me address areas of weakness or strength.06I monitor, critically analyze, and record my progress in taking actions and achieving goals.07I seek timely support and feedback from others to help track my progress and achieve my goals.0Self-Awareness8I know my areas of personal strength in the workplace.09I understand how to leverage my strengths to achieve success.010I know what I need to improve to be an effective leader.011I understand what I need to do to make the improvements I believe are important for my career success.012I recognize actions I can take to help improve my leadership competencies.013I recognize how my behaviors may impact others.0Awareness of Others14I have a good understanding of the needs of the people I work with.015I have a good understanding of how others perceive me at work.016I am interested in learning about the people I work with.0Self-Management17I handle criticism without becoming defensive.018I am calm under pressure. 019I use personal failures as an opportunity for further growth and development.020I manage stress well.021I typically have a positive outlook.022I try to see and understand matters from others' perspectives.023I am a good listener.024I wait to form judgments until I have all the needed information. 025When I make a mistake I am not afraid to say so.0Management of Others26I am able to relate well with peers in the workplace.027I have good working relationships with those I supervise.028I have good working relationships with those I report to.0Gap for Leadership: Use your gap analysis to i.
Sheet1idsbpgestage139272242334025458335533564327739318442895229104.docx
Sheet1idsbpgestage139272242334025458335533564327739318442895229104530114528124026134128144033153531162929173928183425193732204233212623224429234427242925255028263629274831284031294233304830313026324029332525345229353125363528374431384230395229404228413627424324434333445131453928464233473429483127494427503928514329522727533627544732554431565128574027584531594429603628
Question1
A cross-sectional study was conducted to examine the effect of gestational age on systolic blood pressure (SBP) of low birth weight babies who weigh less than 1500 gms. Data was collected on 60 such babies and posted on Moodle in the Excel file Assign2Q1.xls. The dataset contains the following variables.
ID: Participant ID number
sbp = Systolic blood pressure (mmHg)
gestage = gestational age in weeks
a) What are the study factor and the outcome factor?
b) To explore the association, calculate the correlation coefficient and interpret it?
c) Conduct a simple linear regression using Stata and report the Stata output. What are the assumptions for a linear regression? Examine the assumptions with the support of relevant graphs and statistics.
d) Write down the regression equation and interpret the regression coefficients and their 95% confidence interval from part c.
e) What is the expected systolic blood pressure of a newborn whose gestational age is 24 weeks? Show your workings.
Page 2 of 9
PHCM9498EpidemiologyandStatistics–
Question2
A case-control study was planned to investigate whether there was an association between a mother being diagnosed with toxaemia (A condition in pregnancy, also known as pre-eclampsia characterized by abrupt hypertension, albuminuria and oedema) and the baby being born with low birth weight. The research team wished to recruit the cases and controls from antenatal clinics. Based on a pilot study, the team expected that the odds ratio of the association in question would be 2.5 using a two-sided significance test and the prevalence of toxaemia among women giving birth to a normal weight baby is 6%.
a) If equal number of cases and controls could be recruited in this study, how many in each group would be required to achieve 90% power at 5% level of significance? Include a screenshot of your Stata command and output with your response.
b) One of the researchers thought that prevalence of toxaemia among the controls would be 4%.
i. What effect will this have on the required sample size to detect an OR of 2.5 with the same power and level of significance as in part a)?
ii. If the prevalence of toxaemia in the control group is uncertain, would it be preferable to assume that 4% or 6% of the control mothers have the condition? Describe your reason.
c) A similar study on the same source population found that approximately 80% of the mothers approached for the study would agree to participate. From this information, how many mothers of newborn will need to be approached to achieve the sample size that you est.
Sheet1idageage1birracethneducatnmaritalkidshhpovertyervisitdocvisi.docx
Sheet1idageage1birracethneducatnmaritalkidshhpovertyervisitdocvisitsmokerHeightWeightbmibirthsmiscarrtotpregsdrunkusedpotusedcrckFeltDownPhysicalHlthMentalHlth120012723White, not HispanicDiploma or GEDDivorced2Below poverty310No6711918.65202NeverNeverNeverNone of the time27.39239.9271200221Black, not HispanicNo high school diplomaNever married0Below poverty02Yes6413022.33607NeverNeverNeverSome of the time40.36643.756120034416Black, not HispanicDiploma or GEDDivorced7Below poverty11No6113525.53819NeverNeverNeverSome of the time37.13655.862120042718Black, not HispanicDiploma or GEDWidowed2Below poverty10No6521034.98224NeverOnce or twiceNeverSome of the time46.60951.807120064025Black, not HispanicNo high school diplomaNever married2Below poverty21Yes6514023.32416NeverNeverNeverSome of the time32.32949.068120073620Black, not HispanicDiploma or GEDNever married3Below poverty01Yes6615525.04314NeverNeverNeverLittle of the time56.03653.551120092816Black, not HispanicDiploma or GEDNever married5Below poverty26Yes6514023.325063-5 timesNeverNeverNone of the time52.16857.379120123321Black, not HispanicDiploma or GEDNever married2Below poverty00No6114026.48213Once or twiceNeverNeverAll of the time45.28532.622120153816Black, not HispanicDiploma or GEDNever married7Below poverty02Yes6716025.08808NeverNeverNeverNone of the time53.79657.923120174020White, not HispanicNo high school diplomaNever married6Below poverty04Yes6514023.326063-5 timesOnce or twiceOnce or twiceLittle of the time46.38834.366121083816Black, not HispanicNo high school diplomaSeparated3Below poverty02Yes6517529.153033-5 timesNeverNeverMost of the time56.96950.014120212516Black, not HispanicNo high school diplomaNever married5Below poverty00No6110820.42516NeverNeverNeverLittle of the time54.74153.745120232918Black, not HispanicNo high school diplomaNever married5Below poverty412Yes6113024.59607NeverNeverNeverLittle of the time25.22226.354120242417Black, not HispanicNo high school diplomaNever married1Below poverty12No5914729.72101NeverNeverNeverLittle of the time49.2154.49120252723Black, not HispanicDiploma or GEDNever married1Above poverty32Yes6412020.62101NeverNeverNeverLittle of the time46.61751.941120274930Black, not HispanicNo high school diplomaWidowed1Below poverty010Yes6317030.143053-5 timesNeverNeverSome of the time33.27833.058120282918Black, not HispanicNo high school diplomaNever married4Below poverty120Yes6825038.05404NeverNeverNeverNone of the time40.42961.403120314419Black, not HispanicDiploma or GEDMarried3Below poverty02No7020028.72415NeverNeverNeverMost of the time57.54334.771120332419Black, not HispanicDiploma or GEDNever married1Below poverty01No6520019.99101NeverNeverNeverLittle of the time43.02151.527120344820White, not HispanicDiploma or GEDNever married3Above poverty24Yes6612219.714053-5 times3-5 timesNeverSome of the time39.99836.417120352517Black, not HispanicNo high school diplomaNever married3Below poverty23No5815031.38303NeverNeverNeverMost of the time38.55146.61.
Sheet1Group Symbol & Bacteria NumberParticipant 1Participant 2Part.docx
Sheet1Group Symbol & Bacteria NumberParticipant 1Participant 2Participant 3Participant 4Bacteria: TeBacteria: EBacteria: SBacteria: PBacteria: BBaceria: CbAir: TeAir: EAir: SAir: PAir: BAir: Cbtriangle, Bacteria 6 pseudomonas aeruginosaCatalina Vasquez25mm20mm15mm5mm0mm17mm40mm40mm25mm41mm35mm37mm
.
Sheet1Group 1Group 2Group 3Language developmentAmandaTamyraOreshaA.docx
Sheet1Group 1Group 2Group 3Language developmentAmandaTamyraOreshaAPA Citation for Article OR Org. Name / Contact Info / Brief Description of Serviceshttps://www.readingrockets.org/article/preschool-language-and-literacy-practices Reading Rockets offers research-based strategies, lessons and activities designed to help young children learn how to read and better read. The resources aid to teachers, parents and other educators in helping struggling readers build fluency, vocabulary and comprehension skills.Language development in children: 0-8 years. (2017, November 27). Retrieved from https://raisingchildren.net.au/babies/development/language-development/language-development-0-8. This article descirbes how the language development in children is so important and crucial. It also provides tips on how to enhance children language development and help to build their vocabulary and comprehension. LiteracyLateachaEricaPreciousAPA Citation for Article OR Org. Name / Contact Info / Brief Description of Serviceshttp://www.getreadytoread.org/ National Center for Learning Disabilities
32 Laight Street, Second Floor
New York, NY 10013, Get Ready to Read is a resource from the National Center for Learning Disabilities that provides services to parents and teachers, such as skill building activities, games, webinars and checklists in the hopes of improving and promoting literacy growth and development in youth children, especially those with disabilites.Art—music, creative movement, dance, drama, or visual artsDeliaShanitaCaitlynAPA Citation for Article OR Org. Name / Contact Info / Brief Description of Services
Samuelsson, I. P., Carlsson, M. A., Olsson, B., Pramling, N., & Wallerstedt, C. (2009). The Art of Teaching Children the Arts: Music, Dance, and Poetry with Children Aged 2-8 Years Old. International Journal of Early Years Education, 17(2), 119–135.
Through empirical examples from a large-scale research project, we illustrate the tools of developmental pedagogy and show how this perspective contributes to our understanding of children’s learning of music, dance, and poetry(Samuelsson, Carlsson, Olsson, Pramling & Wallerstedt, 2009).
https://classroom-aid.com/educational-resources/arts-and-music/ This site allows educators to create Curriculum and lessons to help teach music and arts. National Standards for Arts Education comes from the Consortium of National Arts Education Associations. MathematicsHelenQuentinaTranishaAPA Citation for Article OR Org. Name / Contact Info / Brief Description of ServicesTeaching math to young children practice guide helps with teaching young children about math. In this article is presents five reommendations to help children to understand and th natural interest in math in preschool. The recommendation is suggested with a panel members that are expertise and experiances and systematic review. The guide helps teachers of young children to intr.
Short Essay Answer in 2-3 sentencesExplain what Olaudah Equiano.docx
Short Essay: Answer in 2-3 sentences
Explain what Olaudah Equiano said about the slave trade.
Long Essay(1-2 paragraph) : Answer the following prompt with two examples:
How does the selection from Swift’s Gulliver’s Travels exhibit Juvenalian satire (a type of more biting, savage and serious corrective ridicule)?
You must answer the long esson the test itself unless I have made prior arrangements with you.
.
Short Essay AssignmentNorthern Ireland and The TroublesM.docx
Short Essay Assignment
Northern Ireland and "The Troubles"
Marc Mulholland's
Northern Ireland: A Very Short Introduction
is a concise account of the history of the contested space and identities in Britain's last Irish territory. In two pages, discuss the tensions between the British government in Westminster (London) and the various constituencies in Northern Ireland (Unionists, Republicans, Catholics, Protestants).
.
1.4 modern child centered education - mahatma gandhi-2.pptx
Child centred education is an educational approach that priorities the interest, needs and abilities of the child in the learning process.
Home assignment II on Spectroscopy 2024 Answers.pdf
Answers to Home assignment on UV-Visible spectroscopy: Calculation of wavelength of UV-Visible absorption
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Harrisburg TEXTILE CO.
(Kotter’s 8 stages Approach)
A Case Study Assignment
1
1
ORGANIZATIONAL CHANGE PROCESS
Harrisburg Textile Co.
In this assignment your team is the change management division at Harrisburg Textile.
Your leadership team has decided to use Kotter’s 8 step model to implement change and to transform the Harrisburg Textile into an Agile Lean organization.
Your team has been tasked with developing a plan to implement Kotter’s 8 step model and to provide the plan in a PowerPoint presentation to the company’s senior leaders within one week.
Using the information about the company and your knowledge of change management in general, and Kotter’s 8 step model in particular, your team is to design this presentation following the template provided. This presentation should be 8 to 12 slides in length with sufficient detail provided to allow for easy understanding by the senior leaders (i.e. your instructors!)
ORGANIZATIONAL CHANGE PROCESS
Harrisburg Textile Co.
Company Information: Harrisburg Textile is a family owned company in the fashion and textile industry. Harrisburg Textile manufactures its own designs, operates two small retail stores, offers wholesale products and does some exporting. The company has 50 employees and in its main manufacturing facility operates 39 pieces of machinery.
Short History:
Harrisburg Textile decided to increase the manufacture of certain products it previously outsourced and decided to add to the products they were buying from upscale fashion wholesale companies. This led to increased demands, and the company recognized it had to take steps to remain competitive not only through increasing capacity but through a complete organizational transformation. This rapid growth drove the company’s first step that being to change its business identity from LLC to corporation and Harrisburg Textile’s transformation journey started.
ORGANIZATIONAL CHANGE PROCESS
Harrisburg Textile Co.
The company is faced with a number of issues affecting this transformation. These include:
Globalization, economic crisis and pressures: There is a need to grow, and to adopt new market requirements due to the global environment. Harrisburg Textile recognizes that must expand our borders in marketing, modernize systems and technologies, maintain a competitive advantage over other competitors, institutionalize a.
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Sheet1Plan APlan BPro Forma Income Statement AccountsEBIT7001000130070010001300InterestEBT (EBIT - Interest)Tax Net IncomeTotal Shares OutstandingEPS
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Sheet1Phase of Business Financal Management needsDebt FinancingEq.docx
Sheet1Phase of Business/ Financal Management needsDebt FinancingEquity FinancingGift FinancingFinancing for StartupsConsumer Banks, Commercial Banks, SBA insured loans, Economic development agencies, Incubators, Accelerators, Leasing companies, Personal credit cardsFriends, family, Angels, Venture capital, direct public offering, CrowdfundingPersonal: Cash, pick up the tab, free use, free work, unpaid labor, overpayment, favored status/sweetheart deal forgiveness, deferralFinancing for GrowthCommercial banks, SBA, Private placement loans, Economic development agency, supplliers, leasing company, personal credit cardself generated funds, venture capital, direct public offering, merger, acquisitionInstitutional: SBIR, STTR grant, state grant, incubator, accelerator, dontated capital, tax abatement
Personal: Cash, pick up the tab, free use, free work, unpaid labor, overpayment, favored status/sweetheart deal forgiveness, deferralFinancing for Operationsfactor receivables, business cc, commercial bank, sba, private placement loans, suppliers, leasing companiesself generated funds, venture capital, direct public offeringInstitutional: SBIR, STTR grant, state grant, incubator, accelerator, dontated capital, tax abatement
Personal: Cash, pick up the tab, free use, free work, unpaid labor, overpayment, favored status/sweetheart deal forgiveness, deferralFinancing for Exitconsumer banks, Commercial Banks, SBA, private placement loans, economic development agencies, sba investment companies, suppliers, leasing companies, lines of creditself generate funds, venture capital, direct public offeringInstitutional: SBIR, STTR grant, state grant, incubator, accelerator, dontated capital, tax abatement
Personal: Cash, pick up the tab, free use, free work, unpaid labor, overpayment, favored status/sweetheart deal forgiveness, deferral
1
Email Communication Responses – No. 1 Employment Law Compliance Plan
Email Communication Responses – No. 1 Employment Law Compliance Plan
From:
To: “CEO Smith” [email protected][email protected]
Date: November 28, 2016
Re: Employment Law Compliance Plan
Mr. Smith:
With reference to the email sent to Nov.1, these are and will be the measures to take regarding your request
With the purpose of improving the operation of the company, it is necessary to review and update the policies of the company, as well as everything related to labor laws. This will provide the necessary means to comply with what is established by law and in turn with the company staff. If everything related to these issues is kept up to date, errors are less likely to be made when corrective measures are taken, just as it is of the utmost importance that all the members of the directive know in depth the laws that protect the workforce in all aspects. It is necessary to carry out the appropriate training as soon as possible. Remember that as a team, meeting these requirements is completely necessary.
Every decision taken, entails a res.
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Reflection
The module began with assessing the current teaching approach deployed by
teachers in class. As such, I noted that teachers are using theory for grading the
students instead of evaluating their practical skills. The pre-assessment given at the
inception of this module showed that only 18% of the 26 students in my
manufacturing class scored at the proficiency level while 70% of the students score
at a lower level between 59 percent and Zero. Based on this data, I found it
necessary to assess my students using Portfolio Assessment rubrics. This assessment
has been used before solely focused on the theoretical assumptions taught in class
while neglecting the practical skills. In this regard, the portfolio needs to be
changed to incorporate the practical skills. Thus, the portfolio will be structured to
integrate practical assessment for grading the students’ performance. Besides, the
evaluation approach has to be changed from a system that solely assesses the
student’s knowledge to one that can evaluate the student’s competence and abilities.
The portfolio assessment is a collection of purposeful documents that gives the
outlay on how tasks are completed and competency amongst the learners is
developed. Interest in using portfolio assessment in the class is developed as part of
moving away from the traditional approach used by instructors on grading based on
theory rather than ascertaining the student’s practical skills. In the past, the students
have been assessed through the class-based teaching practice to prove that they
had acquired the skills relayed by the instructor. It is through this that I felt the
teaching approach was not sufficient to enable the learners to grasp the required
competence and skills. To solve the issue of enhancing teaching and learning, I think
it is important for the teachers to practice the assessment through the use of a
portfolio with a different module, practicum. The integration of practicum module for
assessing the students is important as this enables the learner to acquire specific
techniques that are imperative for future success. Additionally, there are some
techniques that can be learned through actual experience. While theoretical
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on their practical skills as it enhances a deeper understanding of concepts through
personal experience.
Notably, when I came in, the students had a problem with articulating what they
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Sheet1Participant#Verbal Label Condition (Smashed or Hit)Age Condi.docx
Sheet1Participant#Verbal Label Condition (Smashed or Hit)Age Condition (Under 60 years or Over 60 years)Speed (mph)Broken Glass? (Y or N)GenderAgeRaceEthnicityEV2HitOver 6040YMale74WhiteCuban-AmericanTV3HitOver 6055YFemale65From multiple racesFrom multiple Spanish, Hispanic, or Latino groupsEV3SmashedUnder 6070NFemale22From multiple racesI am not Spanish, Hispanic, or LatinoJT1SmashedUnder 6050YMale18AsianI am not Spanish, Hispanic or LatinoDB3SmashedOver 6025NFemale63Black or African-AmericanI am not Spanish, Hispanic or LatinoDB4SmashedUnder 6050YFemale31Black or African-AmericanI am not Spanish, Hispanic or LatinoJT2HitUnder 6045YFemale19Black or African-AmericanI am not Spanish, Hispanic or LatinoDB2HitOver 6065YMale62WhiteI am not Spanish, Hispanic or LatinoDB1HitUnder 6060NMale31Black or African-AmericanI am not Spanish, Hispanic, LatinoDJC4SmashedUnder 6024NFemale24AsianI am not Spanish, Hispanic, or LatinoDJC1HitOver 6060NFemale67WhiteI am not Spanish, Hispanic, or LatinoDJC2HitUnder 6045NFemale23WhiteI am not Spanish, Hispanic, or LatinoDJC3SmashedOver 6062YMale62WhiteI am not Spanish, Hispanic, or LatinoLM4HitOver 6070NFemale62From multiple racesI am not Spanish, Hispanic, or LatinoLM3SmashedOver 6040NFemale61WhiteI am not Spanish, Hispanic, or LatinoPH1SmashedUnder 6060NFemale27WhiteI am not Spanish, Hispanic, or LatinoLM4SmashedUnder 6080NFemale31Some other raceSome other Spanish, Hispanic, Latino groupPH4HitOver 6080NFemale71Some other race (Hispanic)Some other Spanish, Hispanic, Latino groupPH2SmashedOver 6050NFemale60Some other race (Hispanic)Puerto RicanPH3HitUnder 6025NFemale28Some other race (Hispanic)Puerto RicanLM2HitUnder 6060NFemale35From multiple racesPuerto RicanTV2SmashedUnder 6040NFemale36Some other race (Hispanic)Puerto RicanTV1HitUnder 6050NFemale40From multiple racesSome other Spanish, Hispanic, Latino groupDA2HitOver 6050NMale62Some other race (Hispanic)Some other Spanish, Hispanic, Latino groupDA1SmashedOver 6055NFemale65Some other race (Latino)Some other Spanish, Hispanic, Latino groupDA4HitUnder 6030YMale21Some other race (Latino)Some other Spanish, Hispanic, Latino groupDA3SmashedUnder 6035NMale19Some other race (Latino)Some other Spanish, Hispanic, Latino groupEV4HitOver 6040YFemale61WhiteSome other Spanish, Hispanic, Latino groupTV4SmashedOver 6055YFemale60WhiteSome other Spanish, Hispanic, Latino groupJT4SmashedOver 6050NMale66From multiple racesSome other Spanish, Hispanic, Latino groupJT13HitOver 6060YMale62Black or African-AmericanSome other Spanish, Hispanic, Latino groupJT14SmashedUnder 6070YMale30Black or African-AmericanSome other Spanish, Hispanic, Latino groupJT12HitUnder 6060YMale37Some other race (Hispanic)Some other Spanish, Hispanic, Latino groupJT11SmashedOver 6090NFemale67Black or African-AmericanSome other Spanish, Hispanic, Latino groupJT3HitOver 6080NFemale62Some other race (Hispanic)Some other Spanish, Hispanic, Latino groupEV1SmashedUnder 6025NFemale21WhiteN/A
Final Course Assignment.
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Sheet1No.Strengths (3)Weaknesses (2)Recommendations (2)Evidence (used once only)Theory1Functional orientation
- evidence
- tangible product adv (features, performances, benefits)Inconsistent Messages
(say, do, confirm)It is recommended that supermarket A is to include the term 'wsl' in adv so as to .. Result of implementing consequences theory (journals on this theory)Strength 12Symbolic/experiential orientation
- cartoons, facial expressions, colours, pictures, animations
- emotional
- price ('8' - lucky/prosperity, '9' - longevity)ConsequencesStrength 23Category-dominance orientation (strengths only)
- brand name/logo of adv (evidence)
- e.g. FairPrice advertisement, Rolex, key sponsorsTrustworthinessStrength 34TOMASymbolic/experiential orientationSymbolic/experiential orientationWeakness 15Hierarchy EffectFunctional orientationFunctional orientationWeakness 26CPMAttributes
- what attracts ann advertisement
- features, product image, design, benefitsAttributesAttributesLaddering ProcessConsequences
- adv/benefits of using advertised products/services
- must believe/buy/agree your benefits & advConsequencesConsequencesValues
- quality
- experience post-purchase
- warranties, (money-back) guarantees, 3rd party endorsement, testimonial evidences, awards won, year of history, reputationValues
- critical weakness is that it lacks of…. Deemed to be a signofocant weakness… failed to apply Value Theory (journals)
- if the whole industry does not offer ____, do not take it as a weakness
- no need for comparisonValuesUnique Selling Proposition (USP)
- Superiority
- Unique
- Distinctive
*trademarks, patents, awards wonBrand Image (Transformational Advertising)
- brand logo
- fashion, prestegious productsResonance
- reflect audience life experience
- testimonial evidences
- before & after imagesResonance
- celebrity not good, lacks worthinessResonance
- change endorser (Jack Neo/Tiger Woods)Emotional
- colours, pictures, images, font size, choice of words, testimonial evidencesEmotional Pre-emptive
- message of superiority
- 'No. 1 top seller brand', 'Voted by many'
- country of originCelebrity Endorser
- TEARS model (credibility & attractiveness)
- trustworthiness, Expertise
- physical attractiveness, respect, similarity (to target audience)
- Brian WongCelebrity Endorser
- Jack NeoCelebrity Endorser
- It is recommended that XXX should engage XXX to endorse in the brand to increase attraciveness, expertise… Celebrity Endorser Theory (journal)Typical-person EndorserTypical-person EndorserTypical-person Endorser
- in order to increase attractiveness, recommended that XXX should engage a typical-person endorser (journal)Humour
- cartoons, facial expressions, vocabHumour
- cartoons, facial expressions, vocab*page 197 - theories
10
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1. Executive Summary
Within marketing, there is a need to conduct promotions of products through .
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LEEDS BECKETT UNIVERSITY
CIVIL ENGINEERING
GEOTECHNICAL ENGINEERING: APPLICATION & THEORY (BEng)
Laboratory Experiment:
Undrained triaxial compression test (without pore water pressure measurement) BS
1377: Part 7: 1990.
Object of Experiment:
To determine the undrained shear strength of a soil using the triaxial compression test.
Theory/Apparatus:
The apparatus consists of a cell, which is filled with water under pressure; the
specimen is loaded vertically, via a proving ring to measure load.
Triaxial Cell
The vertical load on the specimen is increased until failure occurs, the vertical strain
being recorded at the same time using a dial gauge. The test is repeated on different
specimens from the same soil, using different values of cell pressure.
254
Stresses on specimen in Triaxial Cell
Cell Pressure Deviator Stress =P/A 1=3+P/A
1 = major principal stress
3 = minor principal stress
Therefore, P/A = (1-3) =Deviator stress
The deviator stress is the load on the specimen, P, divided by the cross sectional area
of the specimen. However, as the sample is compressed during the test, the cross
sectional area will increase. Therefore, in calculating the deviator stress an allowance
for the change in area must be considered.
For the calculation of deviator stress, it is assumed that the volume of the specimen
remains constant and that the sample will deform as a cylinder, e.g.
100%
o
X
Strain
L
1 3
P
Deviator stress
A
where P = vertical load, which is measured by a proving ring (kN)
A = Area calculated using the following method;
( ) )o o o oVolume V A L AL A L X
255
1
o o
o
V A
or A or A
L X
Method:
1. Extrude the sample from the tube and trim to size - soil sample of 38mm
diameter and 76mm long.
2. Sleeve the sample with the rubber membrane.
3. Put the sample on the pedestal at the bottom of the cell and seal with the
rubber ring. Place the loading cap on top of the sample and seal with rubber
ring, before securing top drainage tube.
4. Mount the cell over the sample and fill as per the
Flooding Triaxial Cell checklist.
5. Set-up the test with the Clisp Studio assistant, and complete the
Pressurising Triaxial Cell checklist before running the test stages.
6. When test stages are complete, end the test via Clip Studio and complete the
Draining Triaxial Cell checklist.
Results and Calculations:
• Sketch the failure mode of each sample.
• Calculate the moisture content of the soil as per Appendix A.
• Calculate the results as follows:
(i) For each sample tested:
• Find the failure strain (either the final value or.
Sheet1ManhattanBrooklynQueensThe BronxStaten IslandEducationMarita.docx
Sheet1ManhattanBrooklynQueensThe BronxStaten IslandEducationMarital 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.
Sheet1Learning Solultions NameVersion NumberMediumTypeLessonSc.docx
Sheet1Learning Solultions Name:Version NumberMedium/Type:Lesson/ScenarioTaskOrderEventfunctionality descriptionGraphicsTextAnimationName the taskprovide name of screen/window/tab that is either new or needs to be modifieddescribe level of functionality needed - fully functional, view only, part functional part view only, etc.File names of screenprint JPEGs, gifs, tifs, and pngs.Text that must be programmed inDescribe internal movements or animations requiredLogin1Logon screenEntered text needs to move to the next screenlogin_dialog.jpgEnter your user name and password. For this exercise, use the name "student" and the password "learn".An arrow point to the login box.
What is the final product's medium (e.g., .SWF, .PPT, .PPS. Video, .WAV)
Think of sub-section as lesson or scenarios within the larger learning solution.
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ALL STAR CAFÉ
NOVEMBER 2018
SALES PROFITS AND OPERATIONS
ACTION PLAN
MISSION STATEMENT: TO PROVIDE THE FRESHEST HIGH-QUALITY FOODS AND BEVERAGE PRODUCTS,
SERVED BY A FULLY TRAINED AND KNOWLEDGEABLE WELL TAKEN CARE OF STAFF PRODUCING,
OUTSTANDING PROFITS FOR OUR OWNERS
1) PERFECT EXECUTION OF OUR COMPANY’S MISSION STATEMENT AND CORE VALUES
BREAKDOWN
A. FRESHEST HIGHEST QUALITY PRODUCT INSURE PROPER RECEIVING, DATING, ROTATION OF
THE PRODUCT, PROPER INVENTORY LEVELS, INSURE ACCURATE ORDERS FOR LEVELS AS
WELL AS PREPARED PRODUCT
B. HIRE, TRAIN AND DEVELOP A KNOWLEDGEABLE STAFF THAT IS PAID APPROPRIATELY AND
GIVEN INCENTIVES TO MAINTAIN OPTIMAL PERFORMANCE. CONDUCT REGULAR EMPLOYEE
REVIEWS AND KEEP ISSUES OF COMMUNICATION OPEN
C. INSURE OPTIMAL PROFITS BY ENSURING THE BEST INDUSTRY PRICING MAKING SURE THAT
MARGINS ARE CONSISTENT WITH THE INDUSTRY.
2) ENSURING MANAGEMENT AND STAFF ADHERE TO POLICIES, PROCEDURES AND PROTOL
MANAGEMENT, STAFF AND SHIFT MEETINGS.
● BREAKDOWN- HAVE EMPLOYEE HANDBOOK AVAILABLE
● HAVE REGULAR STAFF AND MGMT MEETINGS
● SET POLICIES THAT ARE NOT CURRENTLY ENFORCED, DOCUMENTED.
3) RESPONSIBLE PARTY IS MAINTAINING A CLEAR ORGANIZED FACILITY
● USE OF CHECKLISTS
● STAFF UNDERSTAND EQUIPMENT
● STAFF UNDERSTANDS THEIR RESPONSIBILITIES
4) EFFECTIVE OVERSIGHT OF STAF IN CONSTRUCTION WITH MOMT TEAM AND HOW TO IDENTIFY
KEY PERSONNEL.
● REGULAR STAFF EVALUATION
● REGULAR STAFF PEP TALKS
REGULAR STAFF TRAINING SESSIONS
5) MONITORING THE DAILY+WEEKLY+MONTHLY FINANCIAL CONTROL SYSTEMS INCLUDING FLASH
REPORTS, INVENTORIES, EVALUATION, RECEIVING OF PRODUCT, MONITORING OF INVOICING,
S.P.M.H+ PRODUCTIVITY
A. UPDATE P.O.S, ASAP
B. BREAKDOWN OF REPORTS
C. ACCURATE REPORTING OF ALL MONITORED COSTS
6) OVERALL DEVELOPING AND CULTIVATING AN ENVIRONMENT AND CULTURE OF HIGH ENERGY
AND GUEST FIRST ORIENTED ATTITUDE THAT MOTIVATES AND PROMOTES TEAMWORK.
A. MANAGEMENT LEADS
B. STAFF ACCOLADES
C. ENERGY IS CONTAGIOUS!
7) ABILITY OF PERSONEL TO EVALUATE, ORGANIZA AND PRIORITIZE ACTIVITIES AND
RESPONSIBILITIES, INCLUDING LABOUR MANAGEMENT, EM.
Sheet1LMH10090H80M70L605040302010NumberRisk NameFull Risk CostRisk.docx
Sheet1LMH10090H80M70L605040302010NumberRisk NameFull Risk CostRisk ProbabilityFactored Risk costRisk Impact to ProjectRisk Mitigation PlanPoint of ContactExpected Risk Retire date1$20,00020%$4,000L2$03$04$05$06$07$08$09$010$0$0$0
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Case Study:
Edward Bernays
Public Relations Pioneer
Who was Edward Bernays?
Born in Vienna in 1891, distant nephew of Sigmund Freud
His approach to public relations was to use symbols and the mass media to engineer consent
He claimed the public was essentially reactive
But the rise of the middle class meant that there was no longer the ruling class and the uneducated masses who followed dumbly . . .
What did he believe?
This emerging new social strata needed to be controlled and led.
He believed in a completely hierarchical view of society: the intelligent few have been charged with the responsibility of contemplating and influencing the tide of history and of dealing with the masses.
How did he deal with the masses?
Used sociology, psychology and economics and applied them to the messages and methods
He saw the PR expert as an applied social scientist educated to use an understanding of these three fields to influence and direct public attitudes (in a democratic society!)
How did he deal with the masses?
“The conscious and intelligent manipulation of the organized habits and opinions of the masses is an important element in a democratic society. Those who manipulate this unseen mechanism of society constitute an invisible government which is the true ruling power of our country.”
Edward Bernays
What is PR?
“Of course, you know, we don’t deal in images, we deal in reality.”
For Bernays, PR was about creating and projecting credible renditions of reality itself.
He called news any overt act which stands out of the routine.
A PR expert carries out an overt act to interrupt the routine to bring out a response.
PR is the science of creating circumstances which do not appear to be staged.
Edward Bernays
“The public relations counsel sometimes uses current stereotypes, sometimes combats them and sometimes created new ones. In using them, he very often brings to the public a stereotype they already know, to which he adds new ideas, this fortifies his own and gives a greater carrying power.”
Edward Bernays
He fully believed that to manipulate the public, one must know its public as well as know who influences that public
PR experts, as molders of public opinion, must be ongoing monitors of social attitudes.
Edward Bernays
Part of this influencing involved using the implied authority, i.e. the social power of certain groups or leaders
E.g. “Damaged Goods” – he promoted a play about syphillis by securing members of high society and doctors as advocates
To encourage people to eat more bacon, he launched a campaign in which a doctor promoted the benefits of a hearty breakfast
Lucky Strikes
In 1929, Bernays was hired by the tobacco company that made Lucky S.
Sheet1Item Price# of ItemsTotal PriceCups$1.896$11.34Plates$1.506$.docx
Sheet1Item Price# of ItemsTotal PriceCups$1.896$11.34Plates$1.506$9Spoons$0.9710$9.70Forks$1.1010$11knifes$1.0510$10.50Beverage$2.895$14.45Food$1501$150Candy$4.687$32.76Cake$651$65Napkins$3.697$25.83Total $339.58Budget $400$60.42
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A
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Item
Price
# of Items
Total Price
Cups
$1.89
6
$11.34
Plates
$1.50
6
$9
Spoons
$0.97
10
$9.70
Forks
$1.10
10
$11
knifes
$1.05
10
$10.50
Beverage
$2.89
5
$14.45
Food
$150
1
$150
Candy
$4.68
7
$32.76
https://www.wordsmyth.net/
This is a free, multilingual online encyclopedia whose entries can be directly edited or added to by anyone who has access to the Web. I think is very helpful and is going to be a good recommendation tor students.
Chapter 2
Computer Applications in Education
INSTRUCTIONAL SOFTWARE
Programs developed specifically to deliver or assist with student instruction on a topic
*
3.*
Instructional Software ClassificationsDrill and Practice skill practiceTutorial information delivery Simulation demonstrationexploration
Instructional Games
skill practice
exploration
Problem Solving
skill practice
exploration
*
3.*
Problem of Identifying Types of SoftwareToday’s software packagesHard to classifySeveral different activitiesOverlap of functions in one packageExample: Reader RabbitDrill activitiesProblem solvingGames
3.*
Recent Trends in Software Design and DeliveryMultimedia elementsOnline access and componentsRenewed emphasis on directed strategies and networked systems
*
3.*
DRILL AND PRACTICE
TypesFlashcard activityBranching drillExtensive feedback activities
Criteria for well-designed programs Control over presentation Appropriate feedback Answer reinforcement
*
3.*
DRILL AND PRACTICE
Benefits Immediate feedbackMotivationalSaves teacher time
Limitations and problems
Perceived misuses
Criticism by constructivists
*
3.*
DRILL AND PRACTICE
Ways to useTo supplement or replace worksheetsTo assist in preparing for objective tests
Guidelines for useSet time limitsAssign individuallyUse learning stations
*
3.*
TUTORIALS
Tutorial typesLinear tutorialsBranching tutorials
Criteria for well-designed programs Extensive interactivity Thorough user control Appropriate pedagogy Adequate answer- judging and feedback Appropriate graphics Adequate record keeping
*
3.*
TUTORIALS
BenefitsImmediate feedbackMotivationalSaves teacher time
Limitations and problems Criticism by constructivists Hard to find Reflect only one instructional approach
M. D. Roblyer
Integrating Educational Technology into Teaching, 4/E
Copyright ©2006 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
*
3.*
TUTORIALS
Ways to useSelf-paced reviewsAlternative learning strategiesWhen teachers are not available
Guidelines for useAssign individuallyUse learning stations or individual checkout
M. D. Roblyer
Integrating Educational Technology into Teaching, 4/E
Copyright ©2006 by Pearson Education, Inc.
Upper Saddl.
Sheet1In_OutAustralian_CityInternational_CityAirlineRoutePort_Coun.docx
Sheet1In_OutAustralian_CityInternational_CityAirlineRoutePort_CountryPort_RegionService_CountryService_RegionStopsAll_FlightsMax_SeatsYearMonth_numOGold CoastWellingtonJetstarOOL-WLGNew ZealandNew ZealandNew ZealandNew Zealand018324020181ICairnsHong KongCathay Pacific AirwaysHKG-CNS-BNEHong Kong (SAR)NE AsiaHong Kong (SAR)NE Asia018451820177OSydneyShanghaiQantas AirwaysSYD-SHAChinaNE AsiaChinaNE Asia031920720143IMelbourneDubaiEmiratesDXB-KUL-MELUnited Arab EmiratesMiddle EastUnited Arab EmiratesMiddle East13111284201010OGold CoastAucklandVirgin AustraliaOOL-AKLNew ZealandNew ZealandNew ZealandNew Zealand09162020064ISydneyQueenstownAir New ZealandZQN-SYDNew ZealandNew ZealandNew ZealandNew Zealand081216200710IPerthDenpasarIndonesia AirAsiaDPS-PERIndonesiaSE AsiaIndonesiaSE Asia0731314020126OMelbourneDubaiEmiratesMEL-SIN-DXBUnited Arab EmiratesMiddle EastUnited Arab EmiratesMiddle East1291058820086OMelbourneBangkokThai Airways InternationalMEL-BKKThailandSE AsiaThailandSE Asia0601752020086OSydneyAucklandVirgin AustraliaSYD-AKLNew ZealandNew ZealandNew ZealandNew Zealand026468020138OBrisbanePort MoresbyVirgin AustraliaBNE-POMPapua New GuineaIslandsPapua New GuineaIslands017306020106IBrisbaneHonoluluAir AustraliaHNL-BNEUSAN AmericaUSAN America061638201112OSydneyShanghaiQantas AirwaysSYD-SHAChinaNE AsiaChinaNE Asia0308786201411IMelbourneSingaporeQantas AirwaysSIN-DRW-ADL-MELSingaporeSE AsiaSingaporeSE Asia28237620066OSydneyBeijingAir ChinaSYD-SHA-BJSChinaNE AsiaChinaNE Asia122487620063ISydneyHong KongVirgin Atlantic AirwaysLON-HKG-SYDHong Kong (SAR)NE AsiaUKEurope031954820125OPerthJakartaGaruda IndonesiaPER-JKTIndonesiaSE AsiaIndonesiaSE Asia017163220081OSydneyPort MoresbyAir NiuginiSYD-BNE-POMPapua New GuineaIslandsPapua New GuineaIslands17161020066OGold CoastTokyoJetstarOOL-TYOJapanNE AsiaJapanNE Asia0301005020153OPerthDenpasarGaruda IndonesiaPER-DPSIndonesiaSE AsiaIndonesiaSE Asia0609720201211OSydneyJohannesburgQantas AirwaysSYD-JNBSouth AfricaAfricaSouth AfricaAfrica026907720105ISydneyTokyoJapan AirlinesTYO-SYDJapanNE AsiaJapanNE Asia03113927200312ISydneyLos AngelesQantas AirwaysLAX-SYDUSAN AmericaUSAN America06823402200512ISydneyAucklandQantas AirwaysAKL-BNE-SYDNew ZealandNew ZealandNew ZealandNew Zealand12336201412IGold CoastChristchurchAir New ZealandCHC-OOLNew ZealandNew ZealandNew ZealandNew Zealand09148420133OMelbourneAucklandQantas AirwaysMEL-AKLNew ZealandNew ZealandNew ZealandNew Zealand0601416020049OSydneyKuala LumpurMalaysia AirlinesSYD-KCH-KULMalaysiaSE AsiaMalaysiaSE Asia18214920056IMelbourneGuangzhouChina Southern AirlinesCAN-MELChinaNE AsiaChinaNE Asia031799820127IMelbourneHo Chi Minh CityVietnam AirlinesHAN-SGN-MELVietnamSE AsiaVietnamSE Asia0134394200710IBrisbaneQueenstownVirgin AustraliaZQN-BNENew ZealandNew ZealandNew ZealandNew Zealand0118020135OSydneyPort MoresbyAir NiuginiSYD-POMPapua New GuineaIslandsPapua New GuineaIslands08117220144IMelbourneSingaporeEmiratesDXB-SIN-MELSingaporeSE AsiaUnited Arab EmiratesMiddle East030.
Sheet1Issue LogDateIssue #Issue DescriptionImpact on ProjectDate R.docx
Sheet1Issue LogDateIssue #Issue DescriptionImpact on ProjectDate ReportedReported ByAssigned ToPriority(M/H/L)Due DateStatusComments123
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Information Systems Failure at Integrated
Solution
s
Integrated
.
Sheet1Instructions Review each item below and determine your curr.docx
Sheet1Instructions: Review each item below and determine your current level of proficiency and the importance the item has for your career success. Use a scale of 1 to 7 (where 1 is low, and 7 is high). See Part 1, Item 1 below for an example, and then overwrite the sample ratings with your own ratings for this item. The gap for each item will be automatically calculated.
Interpreting your results: In the example, the gap is -5. The large negative number indicates an item where current proficiency is low and career importance is high—so, this might be an item to address. A gap represented by a large positive number (e.g., 5) indicates that current proficiency is relatively high and career importance is relatively low. In this event, you would not want to pick the item as one to address. Part 1: Personal Leadership Assessment, Goal-Setting, and ImplementationUsing a scale of 1 to 7, where 1 is low and 7 is high, please indicate your current level of proficiency with each of the following.Using the same scale, select the number that best represents how important each item is for your career success.GapGoal-Setting1I am able to formulate a good long-term career goal.27-52I am able to analyze my personal knowledge proficiency. 03I am able to analyze my personal skill proficiency.04I take actions to address self-identified areas of strength or weakness.05I am able to formulate goals that meet the SMART criteria to help me address areas of weakness or strength.06I monitor, critically analyze, and record my progress in taking actions and achieving goals.07I seek timely support and feedback from others to help track my progress and achieve my goals.0Self-Awareness8I know my areas of personal strength in the workplace.09I understand how to leverage my strengths to achieve success.010I know what I need to improve to be an effective leader.011I understand what I need to do to make the improvements I believe are important for my career success.012I recognize actions I can take to help improve my leadership competencies.013I recognize how my behaviors may impact others.0Awareness of Others14I have a good understanding of the needs of the people I work with.015I have a good understanding of how others perceive me at work.016I am interested in learning about the people I work with.0Self-Management17I handle criticism without becoming defensive.018I am calm under pressure. 019I use personal failures as an opportunity for further growth and development.020I manage stress well.021I typically have a positive outlook.022I try to see and understand matters from others' perspectives.023I am a good listener.024I wait to form judgments until I have all the needed information. 025When I make a mistake I am not afraid to say so.0Management of Others26I am able to relate well with peers in the workplace.027I have good working relationships with those I supervise.028I have good working relationships with those I report to.0Gap for Leadership: Use your gap analysis to i.
Sheet1idsbpgestage139272242334025458335533564327739318442895229104.docx
Sheet1idsbpgestage139272242334025458335533564327739318442895229104530114528124026134128144033153531162929173928183425193732204233212623224429234427242925255028263629274831284031294233304830313026324029332525345229353125363528374431384230395229404228413627424324434333445131453928464233473429483127494427503928514329522727533627544732554431565128574027584531594429603628
Question1
A cross-sectional study was conducted to examine the effect of gestational age on systolic blood pressure (SBP) of low birth weight babies who weigh less than 1500 gms. Data was collected on 60 such babies and posted on Moodle in the Excel file Assign2Q1.xls. The dataset contains the following variables.
ID: Participant ID number
sbp = Systolic blood pressure (mmHg)
gestage = gestational age in weeks
a) What are the study factor and the outcome factor?
b) To explore the association, calculate the correlation coefficient and interpret it?
c) Conduct a simple linear regression using Stata and report the Stata output. What are the assumptions for a linear regression? Examine the assumptions with the support of relevant graphs and statistics.
d) Write down the regression equation and interpret the regression coefficients and their 95% confidence interval from part c.
e) What is the expected systolic blood pressure of a newborn whose gestational age is 24 weeks? Show your workings.
Page 2 of 9
PHCM9498EpidemiologyandStatistics–
Question2
A case-control study was planned to investigate whether there was an association between a mother being diagnosed with toxaemia (A condition in pregnancy, also known as pre-eclampsia characterized by abrupt hypertension, albuminuria and oedema) and the baby being born with low birth weight. The research team wished to recruit the cases and controls from antenatal clinics. Based on a pilot study, the team expected that the odds ratio of the association in question would be 2.5 using a two-sided significance test and the prevalence of toxaemia among women giving birth to a normal weight baby is 6%.
a) If equal number of cases and controls could be recruited in this study, how many in each group would be required to achieve 90% power at 5% level of significance? Include a screenshot of your Stata command and output with your response.
b) One of the researchers thought that prevalence of toxaemia among the controls would be 4%.
i. What effect will this have on the required sample size to detect an OR of 2.5 with the same power and level of significance as in part a)?
ii. If the prevalence of toxaemia in the control group is uncertain, would it be preferable to assume that 4% or 6% of the control mothers have the condition? Describe your reason.
c) A similar study on the same source population found that approximately 80% of the mothers approached for the study would agree to participate. From this information, how many mothers of newborn will need to be approached to achieve the sample size that you est.
Sheet1idageage1birracethneducatnmaritalkidshhpovertyervisitdocvisi.docx
Sheet1idageage1birracethneducatnmaritalkidshhpovertyervisitdocvisitsmokerHeightWeightbmibirthsmiscarrtotpregsdrunkusedpotusedcrckFeltDownPhysicalHlthMentalHlth120012723White, not HispanicDiploma or GEDDivorced2Below poverty310No6711918.65202NeverNeverNeverNone of the time27.39239.9271200221Black, not HispanicNo high school diplomaNever married0Below poverty02Yes6413022.33607NeverNeverNeverSome of the time40.36643.756120034416Black, not HispanicDiploma or GEDDivorced7Below poverty11No6113525.53819NeverNeverNeverSome of the time37.13655.862120042718Black, not HispanicDiploma or GEDWidowed2Below poverty10No6521034.98224NeverOnce or twiceNeverSome of the time46.60951.807120064025Black, not HispanicNo high school diplomaNever married2Below poverty21Yes6514023.32416NeverNeverNeverSome of the time32.32949.068120073620Black, not HispanicDiploma or GEDNever married3Below poverty01Yes6615525.04314NeverNeverNeverLittle of the time56.03653.551120092816Black, not HispanicDiploma or GEDNever married5Below poverty26Yes6514023.325063-5 timesNeverNeverNone of the time52.16857.379120123321Black, not HispanicDiploma or GEDNever married2Below poverty00No6114026.48213Once or twiceNeverNeverAll of the time45.28532.622120153816Black, not HispanicDiploma or GEDNever married7Below poverty02Yes6716025.08808NeverNeverNeverNone of the time53.79657.923120174020White, not HispanicNo high school diplomaNever married6Below poverty04Yes6514023.326063-5 timesOnce or twiceOnce or twiceLittle of the time46.38834.366121083816Black, not HispanicNo high school diplomaSeparated3Below poverty02Yes6517529.153033-5 timesNeverNeverMost of the time56.96950.014120212516Black, not HispanicNo high school diplomaNever married5Below poverty00No6110820.42516NeverNeverNeverLittle of the time54.74153.745120232918Black, not HispanicNo high school diplomaNever married5Below poverty412Yes6113024.59607NeverNeverNeverLittle of the time25.22226.354120242417Black, not HispanicNo high school diplomaNever married1Below poverty12No5914729.72101NeverNeverNeverLittle of the time49.2154.49120252723Black, not HispanicDiploma or GEDNever married1Above poverty32Yes6412020.62101NeverNeverNeverLittle of the time46.61751.941120274930Black, not HispanicNo high school diplomaWidowed1Below poverty010Yes6317030.143053-5 timesNeverNeverSome of the time33.27833.058120282918Black, not HispanicNo high school diplomaNever married4Below poverty120Yes6825038.05404NeverNeverNeverNone of the time40.42961.403120314419Black, not HispanicDiploma or GEDMarried3Below poverty02No7020028.72415NeverNeverNeverMost of the time57.54334.771120332419Black, not HispanicDiploma or GEDNever married1Below poverty01No6520019.99101NeverNeverNeverLittle of the time43.02151.527120344820White, not HispanicDiploma or GEDNever married3Above poverty24Yes6612219.714053-5 times3-5 timesNeverSome of the time39.99836.417120352517Black, not HispanicNo high school diplomaNever married3Below poverty23No5815031.38303NeverNeverNeverMost of the time38.55146.61.
Sheet1Group Symbol & Bacteria NumberParticipant 1Participant 2Part.docx
Sheet1Group Symbol & Bacteria NumberParticipant 1Participant 2Participant 3Participant 4Bacteria: TeBacteria: EBacteria: SBacteria: PBacteria: BBaceria: CbAir: TeAir: EAir: SAir: PAir: BAir: Cbtriangle, Bacteria 6 pseudomonas aeruginosaCatalina Vasquez25mm20mm15mm5mm0mm17mm40mm40mm25mm41mm35mm37mm
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Sheet1Group 1Group 2Group 3Language developmentAmandaTamyraOreshaA.docx
Sheet1Group 1Group 2Group 3Language developmentAmandaTamyraOreshaAPA Citation for Article OR Org. Name / Contact Info / Brief Description of Serviceshttps://www.readingrockets.org/article/preschool-language-and-literacy-practices Reading Rockets offers research-based strategies, lessons and activities designed to help young children learn how to read and better read. The resources aid to teachers, parents and other educators in helping struggling readers build fluency, vocabulary and comprehension skills.Language development in children: 0-8 years. (2017, November 27). Retrieved from https://raisingchildren.net.au/babies/development/language-development/language-development-0-8. This article descirbes how the language development in children is so important and crucial. It also provides tips on how to enhance children language development and help to build their vocabulary and comprehension. LiteracyLateachaEricaPreciousAPA Citation for Article OR Org. Name / Contact Info / Brief Description of Serviceshttp://www.getreadytoread.org/ National Center for Learning Disabilities
32 Laight Street, Second Floor
New York, NY 10013, Get Ready to Read is a resource from the National Center for Learning Disabilities that provides services to parents and teachers, such as skill building activities, games, webinars and checklists in the hopes of improving and promoting literacy growth and development in youth children, especially those with disabilites.Art—music, creative movement, dance, drama, or visual artsDeliaShanitaCaitlynAPA Citation for Article OR Org. Name / Contact Info / Brief Description of Services
Samuelsson, I. P., Carlsson, M. A., Olsson, B., Pramling, N., & Wallerstedt, C. (2009). The Art of Teaching Children the Arts: Music, Dance, and Poetry with Children Aged 2-8 Years Old. International Journal of Early Years Education, 17(2), 119–135.
Through empirical examples from a large-scale research project, we illustrate the tools of developmental pedagogy and show how this perspective contributes to our understanding of children’s learning of music, dance, and poetry(Samuelsson, Carlsson, Olsson, Pramling & Wallerstedt, 2009).
https://classroom-aid.com/educational-resources/arts-and-music/ This site allows educators to create Curriculum and lessons to help teach music and arts. National Standards for Arts Education comes from the Consortium of National Arts Education Associations. MathematicsHelenQuentinaTranishaAPA Citation for Article OR Org. Name / Contact Info / Brief Description of ServicesTeaching math to young children practice guide helps with teaching young children about math. In this article is presents five reommendations to help children to understand and th natural interest in math in preschool. The recommendation is suggested with a panel members that are expertise and experiances and systematic review. The guide helps teachers of young children to intr.
Short Essay Answer in 2-3 sentencesExplain what Olaudah Equiano.docx
Short Essay: Answer in 2-3 sentences
Explain what Olaudah Equiano said about the slave trade.
Long Essay(1-2 paragraph) : Answer the following prompt with two examples:
How does the selection from Swift’s Gulliver’s Travels exhibit Juvenalian satire (a type of more biting, savage and serious corrective ridicule)?
You must answer the long esson the test itself unless I have made prior arrangements with you.
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Short Essay AssignmentNorthern Ireland and The TroublesM.docx
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Northern Ireland and "The Troubles"
Marc Mulholland's
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- 8. about the different years. Are they continually growing, or is there a decrease in the number of people? The descriptive statistics will include the mean, mode, range, standard deviation, and the 5-number summary (minimum, first quartile (Q1), median (Q2), third quartile (Q3), and maximum). 2. Determine which cities, if any, should be considered outliers in each of the years? If there are any outliers in any year, please list them and state for which year each one is an outlier. Use the z-score method to determine outliers for this question showing the z-score calculations for each city and year in your spreadsheet. 3. Determine the correlation coefficient between the first year and each of the other years. Please provide an explanation of the relationships. Show your calculations for each correlation coefficient within the spreadsheet. Paper Requirements Write a report that uses the Written Assignment Requirements under the heading Expectations for CSU-Global Written Assignments found in theCSU-Global Guide to Writing and APA (Links to an external site.)Links to an external site.. Items that should be included, at a minimum, are a title page, an introduction, a body which answers the questions posed in the problem, and a conclusion paragraph that addresses your findings and what you have determined from the data and your analysis. As with all written assignments, you should have in- text citations and a reference page. Please include any tables of calculations, calculated values, and graphs associated with this problem in the body of your assignment response. Note: You must submit your Excel file with your report. This will aid in grading with partial credit if errors are found in the report. Example of the forum post discussion. For the two sets of different data points I labeled them as ages
- 9. 100-50 years and then 50-5 years to show an example of familiar data to people. I needed something simple so that I could understand what I was doing and hopefully others as well. Through Xcel, I was able to use the functions to provide calculations for the standard deviation as well as the coefficient of variance for the two sets of data. I chose to enter the coefficient of variation answers as percentages because I found that this was most often how the answer is entered instead of a decimal. I found through research that “Standard deviation is used to compare variation among similar things and is calculated by taking the average of all the differences between each data point compared to the overall average,” and “coefficient of variation is used to compare dissimilar things and is calculated by taking standard deviation and dividing it by the mean,” (Stacy, 2018, para. 6). Personally, I feel that coefficient of variation shows more variance in their data values because it’s easier to read when it’s in percentage form. For example the difference in the two numbers shows a more obvious difference than the two answers for standard deviation, which mirror each other. Now when I entered two different sets of 10 data points and did the calculations again, it was a little clearer to see an obvious difference in standard deviation points in order to compare again. I still feel coefficient of variation is easier to see the variance in in the data values. Reference: T. Stacy. (2018). Standard deviation vs. coefficient of variation. Retrieved from:https://www.insuranceexamguides.com/standard-deviation- vs-coefficient-variation/ (Links to an external site.)Links to an external site. Sheet1BEER CO DATA 2017BEER CO DATA 2018Description20172018MonthKW Demand/MonthKW Demand/MonthSum of
- 10. Samples849828Oct8062Mean84.982.8Sept8787Median8285Aug 8585Sample1010Jul9695Jun8493Standard Deviation17.91916.748May10082Sample Variance321.11280.5Apr7881Mar7987Maximum10095Feb8085 Minimum7862Jan8071Range2233MEAN84.982.820172018432.6 447.61139.2434.813.2424.010.6424.014.8424.014.840.8117.640 .0117.640.001104.04123.21148.84228.01Sample Variance321.18280.50Standard Deviation17.921516.7481Coefficient of Variation21.11%20.23% Module 2: Discussion Forum No unread replies.No replies. The coefficient of variation and the standard deviation are two measures of variability or dispersion among data values. Provide two different sets of ten data points each as examples. Calculate the standard deviation and coefficient of variation for each data set being sure to attach your Excel file to show your work. Explain which of the two mentioned measures can more accurately specify which of these two data sets has more variability or dispersion in their data values, and why. Respond with thoughtful substantive responses to at least two classmates postings.