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success fail JunJulAug1420162017201820 captures6 Jan 2015 - 20 Dec 2017 About this capture COLLECTED BY Organization: Alexa Crawls Starting in 1996, Alexa Internet has been donating their crawl data to the Internet Archive. Flowing in every day, these data are added to the Wayback Machine after an embargo period. Collection: Alexa Crawls Starting in 1996, Alexa Internet has been donating their crawl data to the Internet Archive. Flowing in every day, these data are added to the Wayback Machine after an embargo period. TIMESTAMPS .

Collection: Alexa Crawls
Starting in 1996, Alexa Internet has been donating their
crawl data to the Internet Archive. Flowing in every day, these
data are added to the Wayback Machine after an embargo
period.
TIMESTAMPS

CASE: GS-65 DATE: 02/13/09 (REVISED 01/03/11) David Hoyt prepared this case under the supervision of Michael Marks, Lecturer in Operations, Information, and Technology, and Professor Hau Lee as the basis for class discussion rather than to illustrate either effective or ineffective handling of an administrative situation. Copyright © 2011 by the Board of Trustees of the Leland Stanford Junior University. All rights reserved. To order copies or request permission to reproduce materials, e-mail the Case Writing Office at: [email protected] or write: Case Writing Office, Stanford Graduate School of Business, 518 Memorial Way, Stanford University, Stanford, CA 94305-5015. No part of this publication may be reproduced, stored in a retrieval system, used in a spreadsheet, or transmitted in any form or by any means –– electronic, mechanical, photocopying, recording, or otherwise –– without the permission of the Stanford Graduate School of Business. ZAPPOS.COM: DEVELOPING A SUPPLY CHAIN TO DELIVER WOW! Our decision was always to focus on service because we got instant feedback whenever we upgraded delivery. Customers were wowed by the experience, and then they told a bunch of people. And word of mouth works a lot faster on the Internet than it does person-to-person because you can just e-mail out a bunch of your friends and say, 'hey I just had this amazing experience.' That was one of the reasons that we wanted to keep upgrading shipping. —Alfred Lin, Chairman, COO, and CFO of Zappos1 In late 2008, less than 10 years after its founding, Zappos anticipated reaching annual gross sales of $1 billion. When its founder first proposed the idea of selling shoes online, the concept was greeted with intense skepticism. Despite the challenges, the company had achieved dramatic success. It was the world’s largest online retailer of shoes, was profitable, growing rapidly, and had an outstanding reputation for customer service. Its employees were passionately, engaged in their work. While shoes still provided the vast majority of revenues, Zappos had expanded its product offerings based on feedback from customers and the enthusiasm of employees. There was still a huge untapped customer base—only 3 percent of the U.S. population were Zappos customers—suggesting that the company was not close to saturating its opportunities in the U.S., let alone other international regions. However, the collapse of the financial markets, and the prospect of a prolonged recession, created new challenges. Zappos had never been lavishly funded—it had always been intensely conscious of cash. Unlike most retailers, it was continuing to grow, but early signs were that the rate of growth was slowing. As the company’s leadership looked forward, it considered ways that Zappos could sustain the high quality experience that it was known for—to deliver “wow” to its customers, suppliers, and other affiliates. The company’s.

BBA 3551, Information Systems Management 1 Course Lea.docx

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BBA 3551, Information Systems Management 1 Course Learning Outcomes for Unit II Upon completion of this unit, students should be able to: 4. Explain how information systems can be used to gain and sustain competitive advantage. 4.1 Discuss how collaboration IS can provide competitive advantages for a specific organization. 4.2 Explain why collaboration IS are important from the organization’s perspective. 7. Summarize the requirements for successful collaboration in information systems management. 7.1 Discuss how collaboration tools can improve team communication. 7.2 Identify the tools that will help create a successful collaboration IS. Course/Unit Learning Outcomes Learning Activity 4.1 Unit Lesson Chapter 2 Chapter 3 Unit II PowerPoint Presentation 4.2 Unit Lesson Chapter 2 Chapter 3 Unit II PowerPoint Presentation 7.1 Unit Lesson Chapter 2 Unit II PowerPoint Presentation 7.2 Unit Lesson Chapter 2 Unit II PowerPoint Presentation Reading Assignment Chapter 2: Collaboration Information Systems Chapter 3: Strategy and Information Systems, Q3-1 – Q3-8 Unit Lesson Chapter 2 investigates ways that information systems (IS) can support collaboration. It defines collaboration and discusses collaborative activities and criteria for successful collaboration. It also discusses the kind of work that collaborative teams do, requirements for collaborative IS, and important collaborative tools for improving communicating content. The chapter ends with a discussion of collaboration in 2024. Collaboration and Cooperation Cooperation occurs when people work together toward a common goal. For example, in teamwork, each team member is given a task to complete such as a project component. Collaboration occurs when people, together or remotely, work together toward a common goal (Kroenke & Boyle, 2017). For example, a team member in California and a team member in Texas might meet using Skype to discuss ideas for a project. Figure 1 below illustrates collaboration in a team environment. In this illustration, the project manager is responsible for collaborating with team members who are in different departments. For example, the project manager may assign a project administrator who will document the various stages of project development, UNIT II STUDY GUIDE Collaboration Information Systems and Strategy and Information Systems BBA 3551, Information Systems Management 2 UNIT x STUDY GUIDE Title assign a person from software development to develop the software application, and assign a person from operations to set up a testing environment. Each of these team members would work with the project manager and with each other throughout the project; however, the project manager would be the main point of contact. Feedback and iteration are involved so that the results of the collaborative effort are greater than could be produced by any of the individuals .

BUS 599 – Assignments and Rubrics © 2019 Strayer Unive.docx

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BUS 599 – Assignments and Rubrics © 2019 Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University. BUS 599 FACULTY GUIDE 1194 (4-4-2019) Page 35 of 44 Assignment 3 Operation, Technology, and Management Plan with Financials Due Week 8 and worth 100 points Use the NAB Company Portfolio (see Required Course Files in Week 1). Write a 3–6-page paper in which you provide the following information below. Operations Plan (1–2 pages) Note: Remember to assign a dollar amount to each operational cost you find, as you will need these figures for your income statement and cash flow in Week 8. 1. Create an operations plan for your NAB company using the template in the text as a guide (p. 214 | Operations Plan Preparation Form). Extract appropriate information from the NAB Company Portfolio, where applicable. Other required items in the template should be filled in using your personal preferences. • Note: Most of the research pertaining to the hints provided here can be found in the NAB company portfolio. • Hints: Consider whether you will rent or buy your facilities or outsource production to an existing company. • Hints: One of your biggest expenses as a startup non-alcoholic beverage company will be transitioning from a small-batch prototype of your beverage to production on a large scale. Research the equipment you will need (vats, refrigerators, burners, ovens, bottling equipment, and so on), whether you will rent or buy, how you will maintain and clean the equipment, and so forth. Consider how you will ensure quality control. What capacity do you intend to reach? • Hints: Deliberate your inventory control. Where do your supplies come from and what is your turnaround time to produce your beverage once you have received an order? • Hints: Consider your distribution method. Refer back to your notes for the SWOT analysis assignment in Week 2 of the class. • Hints: How will you stay abreast of new developments in your industry? What new products do you have in development now, in addition to your flagship product? 2. Describe your research and development activities and explain how they will contribute to the company. Technology Plan (1–2 pages) 3. Create a technology plan for your NAB company using the template in the text as a guide (p. 227 | Technology Plan Preparation Form). Extract appropriate information from the NAB Company Portfolio, where applicable. Other required items in the template should be filled in using your personal preferences. • Hints: Consider the type of technology your company will use to conduct the following activities: managing personnel; taking, fulfilling, and tracking orders; managing inventory; communicating with customers and providing customer .

BEAUTY AND UGLINESS IN OLMEC MONUMENTAL SCULPTUREAuthor.docx

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This document summarizes an article that examines how Olmec monumental sculptures depicted beauty and ugliness. It argues that while Western art has valued naturalism, Olmec art showed the opposite - they appreciated anthropomorphic statues that incorporated feline features, seeing them as representing power and fertility, but disliked the very naturalistic style of colossal heads. These heads likely depicted defeated enemies in ritual battles who could not claim the divine patronage of jaguars and so had to appear as "plain" and ugly people. The document provides examples and descriptions of different Olmec sculptures including emergence monuments, colossal heads, and were-jaguars to support this thesis.

August 4, 2011 TAX FLIGHT IS A MYTH Higher State .docx

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August 4, 2011 TAX FLIGHT IS A MYTH Higher State Taxes Bring More Revenue, Not More Migration By Robert Tannenwald, Jon Shure, and Nicholas Johnson1 Executive Summary Attacks on sorely-needed increases in state tax revenues often include the unproven claim that tax hikes will drive large numbers of households — particularly the most affluent — to other states. The same claim also is used to justify new tax cuts. Compelling evidence shows that this claim is false. The effects of tax increases on migration are, at most, small — so small that states that raise income taxes on the most affluent households can be assured of a substantial net gain in revenue. The basic facts, as this report explains, are as follows:  Migration is not common. Most people have strong ties to their current state, such as job, home, family, friends, and community. On average, just 1.7 percent of U.S. residents moved from one state to another per year between 2001 and 2010, and only about 30 percent of those born in the United States change their state of residence over the course of their entire lifetime. And when people do relocate, a large body of scholarly evidence shows that they do so primarily for new jobs, cheaper housing, or a better climate. A person’s age, education, marital status, and a host of other factors also affect decisions about moving.  The migration that’s occurring is much more likely to be driven by cheaper housing than by lower taxes. A family might be able to cut its taxes by a few percentage points by moving from one state to another, but housing costs are far more variable. The difference between housing costs in two different states is often many times greater than the difference in taxes. So what might look like migration in search of lower taxes is really often migration for cheaper housing. Consider Florida, often claimed as a state that attracts households because of its low taxes (Florida has no income tax). In the latter half of the 2000s, the previously rapid influx of U.S. migrants into Florida slowed and then reversed — Florida actually started losing population. The state enacted no tax policy change that can explain this reversal. What did change was 1 Dylan Grundman, Anna Kawar, Eleni Orphinades, and Ashali Singham contributed to this report. 820 First Street NE, Suite 510 Washington, DC 20002 Tel: 202-408-1080 Fax: 202-408-1056 [email protected] www.cbpp.org 2 housing prices. Previously, the state’s lower housing prices had enabled Northeastern homeowners to increase their personal wealth by selling their pricey houses and purchasing a comparable or better home in Florida at a lower price. But housing prices in Florida rose sharply during the mid-2000s, narrowing opportunities for Northeasterners to “trade up” on their expensive homes. And consider California: its loss of househ.

BHA 3202, Standards for Health Care Staff 1 Course Le.docx

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BHA 3202, Standards for Health Care Staff 1 Course Learning Outcomes for Unit II Upon completion of this unit, students should be able to: 4. Discuss the impact personal skills have on the workplace. 4.1 Describe the various types of personal goals that can affect professional development. Course/Unit Learning Outcomes Learning Activity 4 Unit Lesson Chapter 11 Unit II Essay 4.1 Unit Lesson Chapter 3 Unit II Essay Reading Assignment Chapter 3: Setting Goals and Time Management Chapter 11: Professionalism in Action Unit Lesson José has decided to apply for the position of healthcare administrator at his clinic. Jane suggested that he should think about where he wants his career to go from the short-term to the long-term before he interviews for the position she will be vacating next month. She has stressed to him that professionalism, and all that the term implies, is the key characteristic that the healthcare administration position requires. José will need to reflect on his goals and the manner in which he presents himself to his colleagues at the clinic. In Chapter 3 of your textbook, we look at how to set goals and utilize time management skills to enhance our skills, knowledge, and abilities in the healthcare administration field. Let us look first at the different types of goals we can set, starting with the types of goals to consider:  personal,  educational,  career, and  community. Personal goals are the things that make life interesting. We may want to learn to ski or try skydiving one day. Having personal goals enhances one's self-concepts and self-esteem. They can be as simple as going to a new movie or planning for retirement. Education and lifelong learning should be something all professionals keep in mind, and setting educational goals is an important part of being a professional. Being in this program is clearly a part of an educational goal that you have set for yourself. Being successful at meeting educational goals also tells others that you are someone who can meet goals too. UNIT II STUDY GUIDE Goals and Professionalism BHA 3202, Standards for Health Care Staff 2 Another type of goal the healthcare professional must address is the career goal. You have already demonstrated that you have set a career goal by enrolling in this program and course. While these are clearly educational goals, they actually are also career goals. As José is learning, advancing in his career at his healthcare clinic is now a career goal of his and one that he needs to plan for carefully to ensure success. José is wondering what exactly community goals are and if he has any and just does not know it. As Chapter 3 explains, we are all a part of a community, and we all contribute in some way to our communities. José is a part of the healthcare clinic community because he and associates go out for dinner once a mo.

Assignment – 8600-341 (Leading and motivating a team effectiv.docx

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Assignment – 8600-341 (Leading and motivating a team effectively) - Part A This document is for guidance only – to be used in the classroom workshop. Your actual assignment must be completed on the electronic template you will find on Online Services. Part A (AC 1.1, 1.2, 1.3, 2.1, 2.2,2.3) (800 to 1,500 words) The assessment requirements for this unit are as follows: Learning Outcome One - Know how to communicate the organisations vision and strategy to the team AC1.1 Explain the importance of the team having a common sense of purpose that supports the overall vision and strategy of the organisation AC1.2 Explain the role that communication plays in establishing a common sense of purpose AC1.3 Assess the effectiveness of own communication skills on the basis of the above Learning Outcome Two - Know how to motivate and develop the team AC2.1 Describe the main motivational factors in a work context and how these may apply to different situations, teams and individuals AC2.2 Explain the importance of a leader being able to motivate teams and individuals and gain their commitment to objectives AC2.3 Explain the role that the leader plays in supporting and developing the team and its members and give practical examples of when this will be necessary NAME: Khalid aljohari COHORT: COMPANY: WORD COUNT LEARNING OUTCOME 1 – Know how to communicate the organisations vision and strategy to the team AC1.1 Explain the importance of the team having a common sense of purpose that supports the overall vision and strategy of the organisation (approx. 200 words) Type here: · Talk about motivation · Think team charter · About DIB vision AC1.2 Explain the role that communication plays in establishing a common sense of purpose (pprox.. 200 words) Type here: · Task understanding · Leader creditability · Help positive environment · Working together · Better performance · accuracy · Less waste · Less mistake AC1.3 Assess the effectiveness of own communication skills on the basis of the above (approx. 200 words) Type here: · Active listening · How to get feedback · Communicate creatively · Write side effect LEARNING OUTCOME 2 - Know how to motivate and develop the team AC2.1 Describe the main motivational factors in a work context and how these may apply to different situations, teams and individuals (approx. 200 words) Type here: · Range about main factors · MOZ Lose and Mayo · Mayo achievements · Talk about bonus and achievement AC2.2 Explain the importance of a leader being able to motivate teams and individuals and gain their commitment to objectives (approx. 200 words) Type here: · Details explanation · Why is import for leader and motivate team · Individual commitment and objective AC2.3 Explain the role that the leader plays in supporting and developing the team and its members and give practical examples of when this will be necessary (pprox.. 200 words) Type here: ·.

BIOEN 4250 BIOMECHANICS I Laboratory 4 – Principle Stres.docx

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This document provides instructions for Laboratory 4 on measuring principal strains and stresses in a cantilever beam. Students will use a strain gage rosette mounted on a pre-gaged cantilever beam to measure strains under different applied loads. They will then calculate the principal strains and stresses from the strain measurements and compare the longitudinal stress to values calculated from beam flexure equations. The goal is to determine the principal strains and stresses in the beam and understand how strain gages can be used to characterize mechanical loading.

BHR 4680, Training and Development 1 Course Learning Outcomes for Unit I Upon completion of this unit, students should be able to: 1. Discuss the training implications of behavioral and cognitive learning in the training environment. 1.1 Discuss the influences and learning in the workplace that contribute to training and development. 2. Compare the relationship between human resources and human resource development functions in a large global organization to the functions of a small global organization. 2.1 Explain the use of training and development as a contributing factor to business success. Course/Unit Learning Outcomes Learning Activity 1.1 Unit I Lesson Chapter 1 Chapter 2 Unit I Assessment 2.1 Unit I Lesson Chapter 1 Chapter 2 Unit I Assessment Reading Assignment Chapter 1: Introduction to Employee Training and Development, pp. 7-50 Chapter 2: Strategic Training, pp. 65-89, 104-105 Unit Lesson Human Resource Management and Human Resource Development Human resource management (HRM) consists of seven functions: strategy and planning, equal employment opportunities (EEO), talent management, risk management and worker protection, recruitment and staffing, rewards, and employee and labor relations (Mathis, Jackson, Valentine, & Meglich, 2017). HRM plays a vital role in human resource development (HRD). In HRM, you have the human resource manager who is responsible for all functions of human resources (HR), compared to an HRD manager who is solely responsible for training and development and project management for HR. HRD is the use of training and development, organizational development, and career development to improve overall effectiveness within the organization (Noe, 2017). In creating the needed training and development plan for an organization, HRM and HRD work collaboratively, or it can be an individual effort by each entity. According to Noe (2017), organizations can allow training to be a part of HRM, but that can lead to less attention being provided and less focus being applied than when allowing the training aspect to be handled by HRD. Regardless of the choice, training and development requires a team effort from upper management, middle management, frontline managers and workers, and others. UNIT I STUDY GUIDE Introduction to Training and Development BHR 4680, Training and Development 2 UNIT x STUDY GUIDE Title What Is Learning? Learning is when employees acquire “knowledge, skills, competencies, attitudes, or behaviors” (Noe, 2017, p. 5). During the learning and training processes, you must consider your audience type(s) and the learning style(s) of your audience members. Your audience types can consist of high-tech, low-tech, or lay audience members or a combination of these types. With learning styles ranging from tactile learners to auditory learners to visual learners, you, as the manager, must be able to deliver training .

Business Plan 2016 Owners Mick & Sheryl Dun.docx

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Business Plan 2016 Owners Mick & Sheryl Dundee 6 Gumnut Road, DANDENONG, VIC, 3025 (03) 9600 7000 [email protected] Confidentiality Agreement The undersigned reader acknowledges that the information provided by National Camper Trailers in this business plan is confidential; therefore, reader agrees not to disclose it without the express written permission of National Camper Trailers. It is acknowledged by reader that information to be furnished in this business plan is in all respects confidential in nature, other than information which is in the public domain through other means and that any disclosure or use of same by reader may cause serious harm or damage to National Camper Trailers. Upon request, this document is to be immediately returned to National Camper Trailers. ___________________ Signature ___________________ Name (typed or printed) ___________________ Date This is a business plan. It does not imply an offering of securities. Table of Contents Page 1 Contents 1.0 Objectives ................................................................................................................................. 2 1.1 Mission .................................................................................................................................. 2 1.2 Keys to Success..................................................................................................................... 2 2.0 Company Summary .................................................................................................................. 2 2.1 Company Ownership ............................................................................................................ 3 2.2 Company History .................................................................................................................. 3 2.3 Performance over the past 10 years ...................................................................................... 4 3.0 Company Structure ................................................................................................................... 6 3.1 Factory and Manufacturing ................................................................................................... 6 3.2 Assembly and Fitout ............................................................................................................. 6 3.3 Finance and administration. .................................................................................................. 6 3.3 Human Resources and WHS ................................................................................................. 7 3.4 Sales and Marketing .............................................................................................................. 7 4.0 SWOR Analysis ....................................................................................................................

Assignment Guidelines NR224 Fundamentals - Skills NR224 .docx

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Assignment Guidelines NR224 Fundamentals - Skills NR224 Safety Goals RUA.docx Revised 06/14/2016 BME 1 Required Uniform Assignment: National Patient Safety Goals PURPOSE This exercise is designed to increase the students' awareness of the National Patient Safety Goals developed by The Joint Commission. Specifically, this assignment will introduce the Speak Up Initiatives, an award- winning patient safety program designed to help patients promote their own safety by proactively taking charge of their healthcare. COURSE OUTCOMES This assignment enables the student to meet the following course outcomes. CO #2: Apply the concepts of health promotion and illness prevention in the laboratory setting. (PO #2) CO #8: Explain the rationale for selected nursing interventions based upon current nursing literature. (PO #8) DUE DATE Week 6 Campus: As directed by your faculty member Online: As directed by your faculty member POINTS 50 points REQUIREMENTS 1. Select a Speak Up brochure developed by The Joint Commission. Follow this link to the proper website: http://www.jointcommission.org/topics/speakup_brochures.aspx. 2. Write a short paper reviewing the brochure. Use the Grading Criteria (below) to structure your critique, and include current nursing or healthcare research to support your critique. a. The length of the paper is to be no greater than three pages, double spaced, excluding title page and reference page. Extra pages will not be read and will not count toward your grade. 3. This assignment will be graded on quality of information presented, use of citations, and use of Standard English grammar, sentence structure, and organization based on the required components. 4. Create the review using Microsoft Word 2007 (a part of Microsoft Office 2007), the required format for all Chamberlain documents. You can tell that the document is saved as a MS Word 2007 document because it will end in “.docx.” 5. Any questions about this paper may be discussed in the weekly Q & A Forum in your online course or directly with your faculty member if you are taking NR224 on campus. 6. APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper- and lowercase, bold, centered). a. Introduction b. Summary of Brochure c. Evaluation of Brochure d. Conclusion PREPARING THE PAPER The following are the best practices in preparing this paper. 1) Read the brochure carefully and take notes. Highlighting important points has been helpful to many students. http://www.jointcommission.org/topics/speakup_brochures.aspx Assignment Guidelines NR224 Fundamentals - Skills NR224 Safety Goals RUA.docx Revised 06/14/2016 BME 2 2) Title page: Include title of your paper, your name, Chamberlain College of Nursing, NR224 Fundamentals—Skills, faculty name, and the date. Center all items between the .

Brand Extension Marketing Plan 8GB530 Brand Extension Marketi.docx

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Brand Extension Marketing Plan 8 GB530 Brand Extension Marketing Plan: Guide Introduction Use this document as your guide to success. All Brand Extension Marketing Plan documents should use 1” margins, 12 pt. font, and include a cover page and a reference page. For the Brand Extension Marketing Plan Assignments in this class you will not use the usual APA rules which require in-text citations as 1) no marketing plan ever uses direct quoting within its contents, 2) we are making an exception due to the nature of a Marketing Plan Assignment and 3) you will not use double-spacing but instead you will use this document’s formatting. It is important that you write your Brand Extension Marketing Plan in third person (there is no “I” in a marketing plan), using your own words, and/or paraphrasing instead of direct quoting. Once deposited into the Dropbox for grading, Brand Extension Marketing Plan Assignments are submitted to Turnitin® for a potential plagiarism review, so it continues to be important for you never to use anyone else’s words verbatim. For each of the Brand Extension Marketing Plan Assignments, you should list, on the reference page, all of the references you used when preparing your plan. Again, you do not need to include the in-text parentheses noting references and timeframes as normally required in our APA Assignments, but you do need to use APA to format your references list. If you have any questions on this exception to using APA, let me know. All the components of the Marketing Plan are assessed using the following: Subject Mastery Rubric: Knowledge (Can define major ideas) or Comprehension (Can discuss major ideas) or Application (Can apply major concepts to new situations). A MARKETING PLAN IS THE FOUNDATION FOR ALL MARKETING EFFORTSBeginning your Brand Extension Marketing Plan: The Product Proposal The major project in this course is to complete a Brand Extension Marketing Plan for one new product on the behalf of an existing for-profit organization. As you begin your project, you need to first assume you have the role of a marketing manager for one,new, currently not available from your selected Brand Company, product on the behalf of a real, for-profit organization. Consider this a “brand extension”: you are adding a product to an existing company’s product line. Think about your selection – the proposal is for a New Product for a New Market of consumers! Extend the Brand Name into new product markets by offering a “new to the company” product. Companies may do this by buying an existing product, or importing a new product and putting their brand name on it – or they develop their own product to compete in the new market. Module 1 BEMP Proposal - What will your project be about? Submit your response to the following questions as a Product Proposal: 1. What is the brand name of your for-profit business/organization? 1. What is the new product, not currently in existence, that will generate revenue for .

Building a Dynamic Organization The Stanley Lynch Investme.docx

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" Building a Dynamic Organization The Stanley Lynch Investment Group is a large investment firm headquartered in New York. The firm has 12 major investment funds, each with analysts operating in a separate department. Along with knowledge of the financial markets and the businesses it analyzes, Stanley Lynch’s competitive advantage comes from its advanced and reliable computer systems. Thus an effective information technology (IT) divi-sion is a strategic necessity, and the company’s chief infor-mation officer (CIO) holds a key role at the firm. When the company hired J. T. Kundra as a manager of technology, he learned that the IT division at Stanley Lynch consisted of 68 employees, most of whom specialized in serving the needs of a particular fund. The IT employees serving a fund operated as a distinct group, each of them led by a manager who supervised several employees. (Five employees reported to J. T.) He also learned that each group set up its own computer system to store information about its projects. The problems with that arrangement quickly became evident. As J. T. tried to direct his group’s work, he would ask for documentation of one program or another. Sometimes, no one was sure where to find the documentation; often he would get three different responses from three different people with three versions of the documentation. And if he was interested in another group’s project or a software program used in another department, getting information was next to impos-sible. He lacked the authority to ask employees in another group to drop what they were doing to hunt down informa-tion he needed. J. T. concluded that the entire IT division could serve the firm much better if all authorized people had easy access to the work that had already been done and the software that was available. The logical place to store that informa-tion was online. He wanted to get all IT projects set up in a cloud so that file sharing, and therefore knowledge sharing, would be more efficient and reliable. A challenge would be to get the other IT groups to buy in to the new system given that he had authority over so few of the IT workers. J. T. started by working with his group to blueprint how the system would work. Then he met with two higher-level managers who report to the CIO. He showed them the plan and explained that fast access to information would improve the IT group’s quality and efficiency, thus increasing the pro-ductivity of the entire firm. He suggested that the managers require all IT employees to use the cloud system. He even persuaded them that their use of the system should be mea-sured for performance appraisals, which directly impacts annual bonuses. The various IT groups quickly came to appreciate that the system would enhance performance. Adoption was swift, and before long, the IT employees came to think of it as one of their most important software systems. DISCUSSION QUESTIONS 1. Give an example of differentiation in Stan.

BBA 4351, International Economics 1 Course Learning O.docx

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BBA 4351, International Economics 1 Course Learning Outcomes for Unit I Upon completion of this unit, students should be able to: 1. Appraise how globalization contributes to greater economic interdependence. 1.1 Explain the importance of globalization in terms of the law of comparative advantage. 2. Discuss how comparative advantages lead to gains from international trade. 2.1 Explain the principle of absolute and comparative advantage. Course/Unit Learning Outcomes Learning Activity 1.1 Unit I Lesson Chapter 1 Unit I Essay 2.1 Unit I Lesson Chapter 2 Unit I Essay Reading Assignment Chapter 1: The International Economy and Globalization Chapter 2: Foundations of Modern Trade Theory: Comparative Advantage Unit Lesson Globalization Today, every part of the world is connected, and no country can be completely secluded and stand by itself. In other words, countries in a global economy must be interdependent. Throughout this course, you will learn how a nation interacts with other countries in the global economy. More specifically, you will understand how principles of economics can be applied to the global economy where countries are interdependent. There are a number of advantages and disadvantages to globalization as listed in the chart below from the textbook. The Unit l Lesson provides some new perspectives on various stages of globalization. Baldwin (2016) briefly summarizes four important phases of globalization that occurred during the past 200,000 years. The textbook stresses the fact that the third phase of globalization began with the steam engine and other significant improvements in transportation, increasing trade in goods and services among different parts of the world (Carbaugh, 2017). The fourth phase of globalization, which is not mentioned in our textbook, involves the transfer of rich-country technologies to workers in poor countries. This, in turn, has increased productivity and expedited industrialization in those poor countries. Baldwin (2016) argues that a reorientation of strategy and policy in both rich and poor countries is necessary. Rich countries need to develop better rules for governing foreign investment and intellectual property rights as well as concentrate on the training and welfare of workers rather than the preservation of particular jobs. UNIT I STUDY GUIDE International Economy and Comparative Advantage BBA 4351, International Economics 2 UNIT x STUDY GUIDE Title Think about what the next stage of globalization will be. It is not going to be industrialization for sure. What might it be? Some experts believe the next phase of globalization will be Big Data—a large volume of complex datasets that can be used in decision-making in various fields. The United States as an Open Economy The U.S. economy is a part of the global economy and, therefore, has been integrated into global markets in past decades. Duri.

BSL 4060, Team Building and Leadership 1 Course Learn.docx

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BSL 4060, Team Building and Leadership 1 Course Learning Outcomes for Unit I Upon completion of this unit, students should be able to: 1. Summarize the determinants of high-performance teams. 1.1 Discuss the four Cs of team performance. 1.2 Explain how each of the four Cs contributes to improved performance. 4. Explain the importance of teamwork in an organization. 4.1 Explain the two types of self-directed work teams and the three generic team types. 4.2 Discuss how an organization's context of culture, structure, and systems supports teamwork. Reading Assignment Chapter 1: The Search for the High-Performing Team Chapter 2: Context: Laying the Foundation for Team Success Please use the Business Source Complete database in the CSU Online Library to read the following article: Warrick, D. D. (2014). What leaders can learn about teamwork and developing high performance teams from organization development practitioners. OD Practitioner, 46(3), 68-75. Unit Lesson This unit begins with a brief history of team building. The first efforts to improve organizations came from T- groups (training groups) and from the National Training Laboratories in Silver Spring, Maryland. Participants in T-groups learned to communicate in a more open and honest manner, accept responsibility for their behavior, and engage in relationships based on equality rather than on hierarchy or status. In 1968, Campbell and Dunnette conducted a study of the impact of T-groups on organizational performance. They concluded that while T-groups did help individuals become more comfortable with their ability to manage interpersonal relationships, T-groups had virtually no impact on organization or team performance. The team-building paradigm was created to shift from an unstructured T-group to a more focused and defined process for training a group in collaborative work and problem solving. UNIT I STUDY GUIDE The Foundation for Team Success BSL 4060, Team Building and Leadership 2 UNIT x STUDY GUIDE Title The four Cs of high-performing teams were developed as a platform to build effective teams. The first C is context, or the organizational environment. According to Dyer, Dyer, and Dyer (2013), questions to consider in relation to the first C include the following.  How important is effective teamwork to accomplishing this particular task?  What type of team (e.g., task team, decision team, self-directed team) do I need?  Do my organization's culture, structure, and processes support teamwork? The second C is composition, or the skills, attitudes, and experience of the team members. According to Dyer, et al. (2013), one should consider the following questions.  To what extent do individual members have the technical skills required to complete the task?  To what extent do they have the interpersonal and communication skills required to coordinate their work with others?  To what .

BHA 3002, Health Care Management 1 Course Learning Ou.docx

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BHA 3002, Health Care Management 1 Course Learning Outcomes for Unit II Upon completion of this unit, students should be able to: 6. Analyze the finance system in a healthcare organization. 6.1 Examine key differences between for-profit, not-for-profit, and public healthcare facilities. 6.2 Explain the process of creating and balancing a healthcare facility budget. 8. Evaluate ways to improve the quality and economy of patient care. 8.1 Describe the process of quality review and privileging for physicians. 8.2 Discuss the importance of quality initiatives, quality equipment and supplies, and quality regulations. 8.3 Identify a management problem in a healthcare organization. Course/Unit Learning Outcomes Learning Activity 6.1 Chapter 3 Reading Unit Assessment 6.2 Chapter 3 Reading Unit Assessment 8.1 Unit Lesson Chapter 4 Reading Unit Assessment 8.2 Unit Lesson Chapter 4 Reading Unit Assessment 8.3 Unit Lesson Chapter 4 Reading Unit II Project Topic Reading Assignment Chapter 3: Financing the Provision of Care Chapter 4: Quality of Care Unit Lesson Evidence-Based Performance Measures One of the hottest topics in healthcare administration today is evidence-based performance, and you certainly need a solid understanding of this process in order to function effectively as a healthcare leader moving into the future. American health care needs to improve. There is no doubt about that. Americans deserve more bang for the buck that they spend on medical services. One of the most important initiatives to make that happen is a move to more evidence-based practice. What evidence-based performance is truly all about, first and foremost, is the patient (UT Health, 2015). In particular, it is all about making sure that the patient receives care based upon the best and latest research that is available for the patient’s own particular health problem or set of health problems. It is about giving the right care, every time, for every patient. Other benefits of a solid evidence-based medicine program include the ability to assure your own community that your hospital provides high quality care and that you are doing your own quality review studies to make sure of this. Finally, evidence-based medicine makes sense because UNIT II STUDY GUIDE Financing and Quality for Health Care BHA 3002, Health Care Management 2 UNIT x STUDY GUIDE Title the Centers for Medicare Services (CMS) demands it of us. They will actually pay us more for our services if we meet evidence-based performance criteria and goals, and they will financially penalize us if we do not meet evidence-based goals. In short, there are many good reasons to implement evidence-based medicine in your own medical facility. Currently, there are several national focus areas for evidence-based medicine programs. These are heart failure (HF), acute myocardial infarction (AMI), pneumonia (PN), and th.

BBA 3551, Information Systems Management Course Learn.docx

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BBA 3551, Information Systems Management Course Learning Outcomes for Unit III Upon completion of this unit, students should be able to: 8. Evaluate major types of hardware and software used by organizations. 8.1 Describe the features of a chosen NoSQL database. 8.2 Discuss how the use of a NoSQL database will affect competitive strategies in this era of IoT (Internet of Things). Course/Unit Learning Outcomes Learning Activity 8.1 Unit Lesson Chapter 5 Unit III PowerPoint Presentation 8.2 Unit Lesson Chapter 4 Chapter 5 Unit III PowerPoint Presentation Reading Assignment Chapter 4: Hardware, Software, and Mobile Systems, Q4-1 – Q4-7 Chapter 5: Database Processing, Q5-1 – Q5-7 Unit Lesson In Unit II, we investigated ways that information systems (IS) can support collaboration, and we reviewed Porter’s five forces model. In this unit, we will discuss the basic concepts of hardware and software. We will also discuss open source software development and database management systems and compare the differences between native and thin-client applications. Lastly, we will explore mobile systems and the characteristics of quality mobile user experiences. It is important that business professionals understand hardware components, types of hardware, and computer data. We will start with bits and bytes. Computers use bits to represent basic units of data such as ones and zeros. You should know the difference between bits, bytes, kilobytes, megabytes, gigabytes, terabytes, petabytes, and exabytes (see Figure 1). Term Definition Abbreviation Byte A group of binary bits Kilobyte 1,024 bytes K Megabyte 1,024 K or 1, 048, 576 bytes MB Gigabyte 1,024 MB or 1,073,741,824 bytes GB Terabyte 1,024 GB or 1,099,511,627,776 bytes TB Petabyte 1024 TB or 1, 125,899,906,842,624 bytes PB Exabyte 1,024 PB or 1,152,921,504,606,846,976 bytes EB Figure 1: Storage capacity terminology (Kroenke & Boyle, 2017) UNIT III STUDY GUIDE Hardware, Software, and Mobile Systems and Database Processing BBA 3551, Information Systems Management 2 UNIT x STUDY GUIDE Title A byte generally contains eight bits. A switch can be open or closed. An open switch represents 0 or off, and a closed switch represents 1 or on. Bits are basic units of data, such as ones and zeros, while data can be represented by variables such as numbers, images, graphics, and characters to name a few (Kroenke & Boyle, 2017). The categories of computer software are clients and servers. Personal computers (PCs) use non-mobile operating systems (OSs) such as Microsoft (MS) Windows and Apple Macintosh (Mac) OS X. Remember that OSs are developed for specific hardware and are often referred to as native applications. In other words, MS Windows was created specifically for hardware-based PC systems, so you cannot install MS Windows on an Apple Mac as a base OS, nor can you install the Apple OS on a PC-based.

Afro-Asian Inquiry and the Problematics of Comparative Cr.docx

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Afro-Asian Inquiry and the Problematics of Comparative Critique Author(s): Antonio T. Tiongson Jr. Source: Critical Ethnic Studies, Vol. 1, No. 2 (Fall 2015), pp. 33-58 Published by: University of Minnesota Press Stable URL: http://www.jstor.org/stable/10.5749/jcritethnstud.1.2.0033 Accessed: 07-08-2017 18:56 UTC REFERENCES Linked references are available on JSTOR for this article: http://www.jstor.org/stable/10.5749/jcritethnstud.1.2.0033?seq=1&cid=pdf- reference#references_tab_contents You may need to log in to JSTOR to access the linked references. JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected] Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at http://about.jstor.org/terms University of Minnesota Press is collaborating with JSTOR to digitize, preserve and extend access to Critical Ethnic Studies This content downloaded from 128.122.149.154 on Mon, 07 Aug 2017 18:56:44 UTC All use subject to http://about.jstor.org/terms P 3 3 O Afro-Asian Inquiry and the Problematics of Comparative Critique A N T O N I O T. T I O N G S O N J R . This article represents a critical engagement with the “comparative turn” in ethnic studies; that is, an interrogation of the broader implications of the ascendancy and valorization of comparative critique as a central cate- gory of analysis and an index of contemporary ethnic studies scholarship through a critical consideration of a select body of writing predicated on a comparative approach. Spurred by the perceived inadequacies of a biracial framing and theorizing of race and racialization (i.e., the so-called black/ white paradigm), thinking comparatively has become an imperative to the project of ethnic studies, heralding a paradigmatic and analytic shift and inaugurating what one cultural analyst describes as a new stage in the evo- lution of ethnic studies, “one long postponed by a standoff between a mul- tiracial model limited by a national horizon and a diasporic model that lacked historical ground for conducting cross-racial analysis.”1 As a number of race and ethnic studies scholars posit, comparative analysis is increasingly viewed as indispensable to the project of ethnic studies. In an edited volume titled Black and Brown in Los Angeles: Beyond Con- flict and Coalition, for example, Josh Kun and Laura Pulido make the point that comparative ethnic studies has emerged “as a substantive field within the discipline of ethnic studies itself,” generating a fairly robust and rapidly expanding archive of comparative scholarship.2 Echoing these remarks, Marta E. Sanchez speaks of “the renaissance of comparative studies of race and.

BBA 2201, Principles of Accounting I 1 Course Learnin.docx

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BBA 2201, Principles of Accounting I 1 Course Learning Outcomes for Unit VIII Upon completion of this unit, students should be able to: 1. Examine the accounting cycle. 2. Identify business transactions. 3. Generate inventory systems and costing methods. 4. Appraise the classes and transactions of liabilities. 4.1 Describe the three main characteristics of liabilities. 4.2 Explain why it is important to classify liabilities into short and long term. 6. Analyze financial statements to inform decision makers. 8. Compare International Financial Reporting Standards (IFRS) to Generally Accepted Accounting Principles (GAAP). Course/Unit Learning Outcomes Learning Activity 1 Final Exam 2 Final Exam 3 Final Exam 4 Unit Lesson Chapter 11 Chapter 14 4.1 Unit Lesson Chapter 11 Chapter 14 Unit VIII Essay 4.2 Unit Lesson Chapter 11 Chapter 14 Unit VIII Essay 6 Final Exam 7 Final Exam 8 Final Exam Reading Assignment Chapter 11: Current Liabilities and Payroll Chapter 14: Long-Term Liabilities UNIT VIII STUDY GUIDE Liabilities BBA 2201, Principles of Accounting I 2 UNIT x STUDY GUIDE Title Unit Lesson Liabilities In the accounting equation, assets = liabilities + equity, we can see that there are two claims to the assets of a business—creditors and owners. The accounting equation can also be written as: assets – liabilities = equity. In this equation, we can see that the liabilities of a business require the use of assets to satisfy the amount owed. A liability is an amount owed to lenders, suppliers, or government agencies and requires the use of assets or future revenues to satisfy the debt. There are two categories of liabilities—current and long term. A current liability is the amount owed that must be paid within one year or within the company’s operating cycle, whichever is longer (Miller-Nobles, Mattison, & Matsumura, 2018). The most common current liability is accounts payable. An account payable is an amount due a vendor or supplies for products, supplies or services (Miller-Nobles et al., 2018). Retail businesses will also have sales tax payable. Sales tax payable is the amount of sales tax collected by the retailer that must be remitted to the tax agencies (Miller-Nobles et al., 2018). Because the accounts payable and sales tax payable are due within one year (generally due within 30 days) they are a current liability. Some businesses will receive cash payments in advance of providing a service, which is referred to as unearned revenue (or deferred revenue). Many gyms and fitness centers will have deferred revenue. If you have ever paid for a year’s membership at the beginning of the year to receive a discount, then you were involved in a transaction with unearned revenue. The gym does not earn the revenue until they have provided you with the monthly membership. For example: If you were to purchase a one year.

ARH2000 Art & Culture USF College of the Arts 1 .docx

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ARH2000 Art & Culture USF College of the Arts 1 Art & Identity Research Project 15 points / 15% of final grade Submit via the link provided in Canvas. OVERVIEW For this final project you will research two (2) contemporary artists who deal with the theme of identity. In addition, you will reflect upon and propose an imagined artwork that relates to your own concept of identity. (Do not worry if you are not artistically inclined, you are NOT expected to create an actual finished art piece; it is merely a proposal for something you imagine.). The final project will be presented as a well-researched PowerPoint presentation. Scholarly research and a Works Cited page/slide are important components of this project. HOW TO PREPARE 1. Engage with the presentation: “Art & Identity” 2. Read/review the following from the textbook: Chapter 4.9 (The Body in Art) and 4.10 (Identity, Race, & Gender in Art); pp. 189 (grey box); 357-359 ARTIST RESEARCH 1. Choose two (2) artists from the list on page three of these instructions. Research your chosen artists in relation to their interest in a theme of “Identity”. 2. You must use at least three different types of sources in your research project: The artwork itself will be one source – the most important primary source. Therefore, you must research and find at least two (2) other types of sources (interview with the artists, scholarly articles, books, museum website etc.) to use in your study. Most will need to exceed this minimum for a robust presentation. See page 189 of your textbook for a list of possible primary and secondary sources. Further resources on how to get started are found in the subheading “Resources” below. You can find many sources in the library or in one of the library’s databases. 3. Your selection of artists should be intentional and surround a specific sub-topic of identity. Your research should not focus on identity in only a broad and general way. Clearly identify the sub- topic that relates to your artists. For example, you may find artists that are similarly interested in any of the following sub-topics below:  the fluidity of identity  deconstructing cultural, social, or political difference  feminist critique  diversity or artists who create work that explores related cultures, groups, or societies  You may consider choosing artists that work in the same medium (for example, performance art, painting, or installation) and how that material choice imparts meaning to their work. 4. After selecting your sub-topic and artists, you must decide on a title for your project. ARH2000 Art & Culture USF College of the Arts 2 5. Your research into the artists should include biographical information and an examination of the artists’ approaches. In a PowerPoint presentation of your research, include the following: a. Biographies of each artist: i. Image of the artist (photo, sketch, etc.) ii. Brief biography:.

BBA 2026, Organizational Communication 1 Course Learn.docx

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BBA 2026, Organizational Communication 1 Course Learning Outcomes for Unit I Upon completion of this unit, students should be able to: 1. Determine communication processes that guide organizational behavior. 1.1. Explain how script/credo can guide organizational behavior. Reading Assignment To access the articles below, you must first log into the myCSU Student Portal and access the ABI/INFORM Collection database found in the CSU Online Library. To reduce the amount of results you receive, it is recommended to search for each article by the article title and the author’s last name. Benavides, A. D., & Dicke, L. A. (2016). Upholding ethical conduct in public professional organizations. An assessment of ICMA’s code of ethics. Global Virtue Ethics Review, 7(2), 34-72. Retrieved from https://libraryresources.columbiasouthern.edu/login?url=http://search.proquest.com.libraryresources.c olumbiasouthern.edu/docview/1782392094?accountid=33337 Stallard, M. L. (2016, February). Michael Lee Stallard: 4 ways “connection culture” improves risk management. Newstex. Retrieved from https://libraryresources.columbiasouthern.edu/login?url=http://search.proquest.com.libraryresources.c olumbiasouthern.edu/docview/1766836056?accountid=33337 Useem, J. (2016). What was Volkswagen thinking? The Atlantic Monthly, 317(1), 26-28. Retrieved from https://libraryresources.columbiasouthern.edu/login?url=http://search.proquest.com.libraryresources.c olumbiasouthern.edu/docview/1759008356?accountid=33337 Click here to view the Unit I Presentation. Click here to view the Unit I Presentation transcript. Unit Lesson Introduction Effective communication is a key component to a successful business. The ability of each employee to communicate on an individual basis and on an organizational level is vital. The ability of an organization to communicate its message to both its employees and its customers can often determine the success or failure of a business venture. Course/Unit Learning Outcomes Learning Activity 1 Unit Lesson Unit I Presentation Article: “Upholding ethical conduct in public professional organizations” Article: “What was Volkswagen thinking?” Article: “4 ways “connection culture” improves risk management” Unit I Assessment 1.1 Unit Lesson Article: “What was Volkswagen thinking?” Unit I Assessment UNIT I STUDY GUIDE How Communication Processes Guide Organizational Behavior https://libraryresources.columbiasouthern.edu/login?url=http://search.proquest.com.libraryresources.columbiasouthern.edu/docview/1782392094?accountid=33337 https://libraryresources.columbiasouthern.edu/login?url=http://search.proquest.com.libraryresources.columbiasouthern.edu/docview/1782392094?accountid=33337 https://libraryresources.columbiasouthern.edu/login?url=http://search.proquest.com.libraryresources.columbiasouthern.edu/docview/1766836056?accountid=33337 https://libraryresources.columbiasouthern.edu/lo.

About LexisNexis Privacy Policy Terms & Conditions Cop.docx

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| About LexisNexis | Privacy Policy | Terms & Conditions | Copyright © 2019 LexisNexis Date and Time: Wednesday, March 6, 2019 7:36:00 PM CST Job Number: 84324117 Document (1) 1. Article: Respecting Language as Part of Ethnicity: Title VII and Language Discrimination at Work, 27 Harv. J. Racial & Ethnic Just. 97 Client/Matter: -None- http://www.lexisnexis.com/about-us/ http://www.lexisnexis.com/en-us/terms/privacy-policy.page http://www.lexisnexis.com/terms/general.aspx http://www.lexisnexis.com/terms/copyright.aspx http://advance.lexis.com/api/document?id=urn:contentItem:53N2-9JS0-00CV-005N-00000-00&idtype=PID&context=1516831 http://advance.lexis.com/api/document?id=urn:contentItem:53N2-9JS0-00CV-005N-00000-00&idtype=PID&context=1516831 Article: Respecting Language as Part of Ethnicity: Title VII and Language Discrimination at Work Spring, 2011 Reporter 27 Harv. J. Racial & Ethnic Just. 97 * Length: 15188 words Author: Carlo A. Pedrioli* * Assistant Professor of Law, Barry University. B.A. (summa cum laude), Communication and English, 1999, California State University, Stanislaus; JD, 2002, University of the Pacific; M.A., Communication, 2003, University of Utah; Ph.D., Communication, 2005, University of Utah. The author is a member of the State Bar of California. For thoughtful responses to earlier drafts of this Article, the author gratefully acknowledges Roberto Avant-Mier of the University of Texas at El Paso (formerly of Boston College), Linda E. Coco of Barry University, Melanie Conroy of Stanford University, Judith E. Koons of Barry University, and Daniel P. O'Gorman of Barry University. Each reviewer offered a different perspective that greatly enriched the manuscript. For an introduction to the problem of language discrimination, the author thanks William N. Nguyen of the California Department of Industrial Relations, Division of Occupational Safety and Health (formerly of the Legal Aid Society - Employment Law Center). For thorough and timely research assistance, the author thanks Emily Criste of Barry University's law class of 2011. The author presented an earlier version of this Article as part of a Communication and Law panel at the 96th annual meeting of the National Communication Association in San Francisco, California, in November 2010. That version of the Article received Top Three Paper recognition in the Communication and Law Division. Highlight Language is the carrier and vessel of culture … . 1 Text [*97] I. Introduction Shortly after Larry Whitten took over the Paragon Inn in Taos, New Mexico, he ordered his employees to refrain from speaking Spanish in his presence. 2 Additionally, Whitten instructed employees with Latin names to Anglicize 1 Juan F. Perea, Buscando America: Why Integration and Equal Protection Fail to Protect Latinos, 117 Harv. L. Rev. 1420, 1427 (2004). 2 Hotel Owner Tells Hispanic Workers to Change Names, The Seattle Times, Oct. 26, 2009, available at.

A Pure Theory of Local ExpendituresAuthor(s) Charles M.docx

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A Pure Theory of Local Expenditures Author(s): Charles M. Tiebout Source: Journal of Political Economy, Vol. 64, No. 5 (Oct., 1956), pp. 416-424 Published by: The University of Chicago Press Stable URL: https://www.jstor.org/stable/1826343 Accessed: 11-02-2019 15:20 UTC REFERENCES Linked references are available on JSTOR for this article: https://www.jstor.org/stable/1826343?seq=1&cid=pdf-reference#references_tab_contents You may need to log in to JSTOR to access the linked references. JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected] Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at https://about.jstor.org/terms The University of Chicago Press is collaborating with JSTOR to digitize, preserve and extend access to Journal of Political Economy This content downloaded from 128.146.137.156 on Mon, 11 Feb 2019 15:20:00 UTC All use subject to https://about.jstor.org/terms A PURE THEORY OF LOCAL EXPENDITURES' CHARLES M. TIEBOUT Northwestern University NE of the most important recent developments in the area of "applied economic theory" has been the work of Musgrave and Samuel- son in public finance theory.2 The two writers agree on what is probably the major point under investigation, namely, that no "market type" solution exists to determine the level of expenditures on public goods. Seemingly, we are faced with the problem of having a rather large portion of our national income allocated in a "non-optimal" way when compared with the private sector. This discussion will show that the Musgrave-Samuelson analysis, which is valid for federal expenditures, need not apply to local expenditures. The plan of the discussion is first to restate the assumptions made by Musgrave and Samuelson and the central problems with which they deal. After looking at a key difference between the federal versus local cases, I shall present a simple model. This model yields a solution for the level of expenditures for local public goods which reflects the preferences of the population more adequately than they can be reflected at the national level. The assumptions of the model will then be relaxed to see what implications are involved. Finally, policy considera- tions will be discussed. THE THEORETICAL ISSUE Samuelson has defined public goods as "collective consumption goods (Xn + 1, . . ., XX + n) which all enjoy in common in the sense that each individual's consumption of such a good leads to no subtraction from any other individual's consumption of that good, so that X,, + j = XI + j simultaneously for each and every ith individual and each collecti.

77Chapter PreviewLearning GoalChapter 4 Tim.docx

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77 Chapter Preview Learning Goal Chapter 4 Time Management prioritizing tasks, preventing proCrastination, and promoting produCtivity The major difference [between high school and college] is time. You have so much free time on your hands that you don’t know what to do for most of the time.” —First-year college student (Erickson & Strommer, Teaching College Freshmen) ” Time is a valuable personal resource—if you gain greater control of it, you gain greater control of your life. Time managed well not only enables you to get work done in a timely manner; it also enables you to set and attain personal priorities and maintain balance in your life. This chapter offers a comprehensive set of strategies for managing time, combat- ing procrastination, and ensuring that you spend time in a way that aligns with your educational goals and priorities. Equip you with a powerful set of strategies for setting priorities, planning time, and completing tasks in a timely and productive manner. Reflection 4.1 Complete the following sentence with the first thought that comes to your mind: For me, time is . . . The Importance of Time Management To have any realistic chance of attaining our goals, we need an intentional and strategic plan for spending our time in a way that aligns with our goals and enables us to make steady progress toward them. Thus, setting goals, reaching goals, and managing time are interrelated skills. Most college students struggle to at least some extent with time management, particularly first-year students who are transitioning from the lockstep schedules of high school to the more unstructured time associated with college course schedules. National surveys indicate that almost 50% of first-year college students report difficulty managing their time effectively (HERI, 2014). In college, time-management skills grow in importance because students’ time is less structured or controlled by school authorities or family members and more responsibility is placed on students to make their own decisions about how their time will be spent. Furthermore, the academic calendar and class scheduling patterns in college differ radically from high school. There’s less “seat time” in class each week and college students are expected to do much more academic work on their courses outside of class time, which leaves them with a lot more “free time” to manage. Ignite Your Thinking 78 Chapter 4 Time Management “I cannot stress enough that you need to intelligently budget your time.” —Advice to new college students from a student finishing his first year in college Simply stated, college students who have difficulty managing their time have difficulty managing college. One study compared college sophomores who had an outstanding first year (both academically and personally) with sophomores who struggled in their first year. Interviews with both groups revealed there was one key difference between .

Barbara Ehrenreich, Serving in Florida” Picture a fat .docx

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Barbara Ehrenreich, “Serving in Florida” Picture a fat person's hell, and I don't mean a place with no food. Instead there is everything you might eat if eating had no bodily consequences - cheese fries, chicken-fried steaks, fudge-laden desserts - only here every bite must be paid for, one way or another, in human discomfort. The kitchen is a cavern, a stomach leading to the lower intestine that is the garbage and dishwashing area, from which issue bizarre smells combining the edible and the offal: creamy carrion, pizza barf, and that unique and enigmatic Jerry's scent - citrus fart. The floor is slick with spills, forcing us to walk through the kitchen with tiny steps, like Susan McDougal in leg irons. Sinks everywhere are clogged with scraps of lettuce, decomposing lemon wedges, waterlogged toast crusts. Put your hand down on any counter and you risk being stuck to it by the film of ancient syrup spills, and this is unfortunate, because hands are utensils here, used for scooping up lettuce onto salad plates, lifting out pie slices, and even moving hash browns from one plate to another. The regulation poster in the single unisex restroom admonishes us to wash our hands thoroughly and even offers instructions for doing so, but there is always some vital substance missing - soap, paper towels, toilet paper - and I never find all three at once. You learn to stuff your pockets with napkins before going in there, and too bad about the customers, who must eat, though they don't realize this, almost literally out of our hands. The break room typifies the whole situation: there is none, because there are no breaks at Jerry's. For six to eight hours in a row, you never sit except to pee. Actually, there are three folding chairs at a table immediately adjacent to the bathroom, but hardly anyone ever sits here, in the very rectum of the gastro-architectural system. Rather, the function of the peritoilet area is to house the ashtrays in which servers and dishwashers leave their cigarettes burning at all times, like votive candles, so that they don't have to waste time lighting up again when they dash back for a puff. Almost everyone smokes as if his or her pulmonary well-being depended on it - the multinational melange of cooks, the Czech dishwashers, the servers, who are all American natives - creating an atmosphere in which oxygen is only an occasional pollutant. My first morning at Jerry's, when the hypoglycemic shakes set in, I complain to one of my fellow servers that I don't understand how she can go so long without food. "Well, I don't understand how you can go so long without a cigarette," she responds in a tone of reproach - because work is what you do for others; smoking is what you do for yourself. I don't know why the antismoking crusaders have never grasped the element of defiant self-nurturance that makes the habit so endearing to its victims - as if, in the American workplace, the only thing pe.

Assignment based on Everyone’s an Author, 2nd Ed. by Andrea L.docx

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Assignment based on Everyone’s an Author, 2nd Ed. by Andrea Lunsford, et al., Ch. 16 “Here’s What I Recommend”: Making a Proposal ENGL 1302 – Proposal Description Proposals are “recommendations that something be done, often to bring about some kind of change or to solve a problem” (Lunsford et al., 340). For this assignment, you will propose the topic (a cultural issue) that you will write about in your next assignment, a position paper. The audience for this proposal is your instructor; however, you might also wish to consider the traits and expectations of your classmates, as well as the values of an entity who also needs to hear your proposal, like an organization, a business, an administration, or some other decision-making group. For this assignment, the proposal should be no longer than 2 pages, single-spaced. The format required is a block style business letter. Use the information from the OWL at Purdue to format your business letter using a block style. Objectives Develop habits of intellectual exploration, personal responsibility, and physical wellbeing Demonstrate knowledge of individual writing processes Communicate ideas and support conclusions effectively in writing Use Edited American English Prompt Write a letter to your instructor proposing the topic, stance, and audience of your next paper (an argument paper). In the letter: describe the background of a problem briefly propose a solution to the problem (your position) identify evidence (potential sources) that could be used in the paper target a specific audience for your paper justify the rhetorical techniques that could be used in the paper Procedures Read Everyone’s an Author by Andrea Lunsford, et al., Ch. 16 or the text assigned for OER coursework: Lumen Learning, English Composition 2 (p. 32-43) and Wikibooks, Rhetoric and Composition (3.4) Brainstorm for a specific problem and solution Conduct preliminary research to learn more about the issue Consider the audience and the rhetorical techniques that would be the most effective Pre-write to develop an organized plan for presenting your proposal letter Draft a proposal letter that addresses the prompt Revise the proposal letter draft—consider the prompt, the mode, as well as organization, tone, and clarity Ask someone to read your revised draft and provide feedback Make additional revisions as needed Edit the revised draft—consider grammar, mechanics, spelling, format Submit the finalized draft to turnitin.com (Blackboard) https://owl.purdue.edu/owl/subject_specific_writing/professional_technical_writing/basic_business_letters/index.html Assignment based on Everyone’s an Author, 2nd Ed. by Andrea Lunsford, et al., Ch. 16 “Here’s What I Recommend”: Making a Proposal ENGL 1302 Proposal ___________________________________________________________ Pts. Requirements Comments Pts..

ASSE 2111 Learning Outcome Assessment 1.docx

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ASSE 2111: Learning Outcome Assessment 1 Semester and Year Assignment: ePortfolio Artifacts Student Name: Ahmed Alsadiq Student ID: 201600718 ePortfolio About me (Home Page) My name is Ahmed Nassir A Al-sadiq. I am a student at Prince Mohammed bin Fahad University and my major is mechanical engineer. I plan to graduate with my BS in engineering, and after wards take a position in a construction firm in the Saudi Kingdom. In addition, I choose this major because my father, also he was a mechanical engineer. In addition, everyone most know has ability to success in this life, but the teamwork is one of the success ways and I got certificates for that from professional company, also now I am focusing about that part due to teamwork help me in my real life. Professional Goals My goals in five years to be graduated with my Mechanical Engineering degree. In addition, planning to build and customize my own house. After that , I will get married and start my own family . Learning Outcome Assessment Assignment: ePortfolio Document Student Name: Ahmed Alramadan Student ID: 201203367 Section: 101 Eportfolio About me/Introduction Eportfolio is one of the most successful assignments that I learned in PMU. So, most of the students in PMU had a good experience with this assignment, because it is very helpful and effective for the students to share their experience in the six competences. Also, most of the students can learn from each other by looking to each student’s experience. These six competences are very helpful for the students, because they will know the importance of the communication and teamwork to do our work in the life. Also, they will know the relationship between being a leadership and professional. This is Ahmed Alramadan, I am a sophomore student at prince Mohammed Bin Fahd in Saudi Arabia. I am studying a mechanical engineering in the college of engineering. I chose this major because I want to be one of the most successful engineers in the Saudi Arabia. Moreover, most of the companies in the Saudi Arabia need a lot of engineers’ specially mechanical engineers. Also, I interest in this major because I have a huge information about the Mechanical engineering and I interest to work with engines, design and manufacturing. Professional Goals My short term goal is to graduate from prince Mohammed Bin Fahd University in mechanical engineering after two years. My long term goal is to keep going in studying and having a master in management, then I will start to do my project as establishing a company for manufacturing and designing engines. Competencies The six core competences are one of the most important goals that PMU needs from all the students to know these competences and apply it in their life. You cannot pass the core if you do not know the competences and the importance of these competences in our life. Communication 1. D.

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Art Criticism Writing Rubric Peer-Review Exercise be sure to highlight the following – Green = Elements and Principles used correctly (check defintions) Pink = Elements and Principles but not used correctly Yellow = Grammar, Mechanics, and MLA format issues (anything that needs changes, write specifics) Blue = Supportive statements for proving the work is a failure or success Also, read for a detailed description, clear analysis with examples, interpretation of the whole work, and evaluation paragraphs. Writing Rubric 0 Nonexistent 1 Poor 2 Fair 3 Good 4 Excellent Introductory Paragraph Statement that addresses the purpose of the essay. The introductory paragraph is missing. The introductory paragraph is lacking, not detailed, and/or doesn’t explain the context in which the author viewed the piece. No abstract is included. The introduction includes some relevant information about the piece, which partially sets the reader up to understand the context in which the author viewed the piece. No abstract is included. The introduction includes relevant information about the piece, which sets the reader up to understand the context in which the author viewed the piece. The introduction gives a brief abstract of the paper. The introduction includes detailed, relevant information about the piece, which sets the reader up to understand the context in which the author viewed the piece. The introduction gives an abstract of the paper. Description: What do you see? The description is missing. Not detailed. The reader cannot imagine what the artwork looks like. Less of a description and more of an interpretation. Description is present but lacks details. The reader has difficulty imagining what the artwork looks like. Includes some interpretation. Accurately describes the artwork and what it depicts. Provides a somewhat vivid account of the imagery. Does not include interpretation. Gives a detailed account of what the art depicts. The reader can imagine the piece as if they were seeing it for themselves. Does not include Interpretation. Analysis: How are the elements and principles organized? Analysis is missing. Author has not addressed the minimum of three elements of art and three principles of design. Analysis is confusing and poorly articulated. Examples from the work are not used to support the author’s statements. Less than the minimum of three elements of art and three principles of design are discussed. Analysis is clear but incomplete. Examples from the work are used to support some statements. Three or four of the elements of art and three or four of the principles of design are discussed in clear detail. Analysis is thorough. Examples from the work are used to support most statements. More than four of the elements of art and more than four of the princ.

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