Sunday, May 2 -- Upload directly to this assignment before 1.docx
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Sunday, May 2 -- Upload directly to this assignment before 11:59 p.m. Absolutely no late papers will be accepted. Description : Watch a stage play. Choose from these productions: As You Like It (Links to an external site.) Le Miserables (Links to an external site.) Legally Blonde: The Musical (Links to an external site.) Carrie (Links to an external site.) In the Heights (Links to an external site.) Jitney (Links to an external site.) (Links to an external site.) Write an essay that examines the play through at least one of Aristotle's Elements of Drama, (Links to an external site.) plot, theme, characters, dialogue, music, or spectacle. Requirements: 1000 words Do not write in first person (I/we); if you don’t know what this means, click here (Links to an external site.) . Double-space lines. (See “How to Format Line Spacing in Microsoft Word” under Helpful Links and Documents.) Use a font size no larger than 12 points. (Don’t use cursive or all-italics.) Use 1-inch margins. No title is necessary. Do not use extra space between paragraphs. If you incorporate an outside source (a book, film, article, interview, etc.), you must cite it using MLA citation style. It is not necessary to use outside sources for this assignment. (See MLA Overview and Workshop under Helpful Links and Documents.) Make sure formatting is correct. If it’s not, the penalty will be -5 to -15 points. You can find a downloadable template in the Files section . You can also find it under Helpful Links on the Homepage. .
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Supporting Developmentally Appropriate PracticesSupporting D.docx
Supporting Developmentally Appropriate Practices
Supporting Developmentally Appropriate Practices.
Due by Day 7
. For this assignment, you will return to the resources from the center you selected in Week 1 and your personal core values shared early in this course to write a response paper.
For this paper, complete the following:
Part I (this should be in narrative form)
Referencing your personal core value, and the values, vision, and mission you obtained from the center you selected in Week 1, address the following in detail:
Describe how the program does or does not meet DAP guidelines.
Provide one action and three strategies of how the DAP is/can be implemented.
Part II (this can be a continuation of the document created in Week 2 of the course)
According to
NAEYC Standard 5 (Links to an external site.)
, a program promotes the nutrition and health of children and protects children and staff from illness and injury. Children must be healthy and safe in order to learn and grow. Programs must be healthy and safe to support children’s healthy development. More specifically NAEYC outlines the following as “what to look for in a program” (see below). Create a document/table with at least one example of how the following guidelines are communicated:
Teaching staff have training in pediatric first aid.
Infants are placed on their backs to sleep.
The program has policies regarding regular hand washing and routinely cleans and sanitizes all surfaces in the facility.
There is a clear plan for responding to illness, including how to decide whether a child needs to go home and how families will be notified.
Snacks and meals are nutritious, and food is prepared and stored safely.
The Supporting Developmentally Appropriate Practices paper
Must be at least two double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the
Ashford Writing Center (Links to an external site.)
. (This should include the Part I narrative and Part II table)
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must use at least two outside sources in addition to the course text.
The
Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.)
table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
Must document all sources in APA style as outlined in the Ashford Writing Center.
Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.
Carefully review the
Grading Rubric (Links to an external site.)
for the criteria that will be used to evaluate your ass.
Supporting Developmentally Appropriate Practices.For this as.docx
Supporting Developmentally Appropriate Practices.
For this assignment, you will return to the resources from the center you selected in Week 1 and your personal core values shared early in this course to write a response paper.
For this paper, complete the following:
Part I (this should be in narrative form)
Referencing your personal core value, and the values, vision, and mission you obtained from the center you selected in Week 1, address the following in detail:
Describe how the program does or does not meet DAP guidelines.
Provide one action and three strategies of how the DAP is/can be implemented.
Part II (this can be a continuation of the document created in Week 2 of the course)
According to
NAEYC Standard 5
, a program promotes the nutrition and health of children and protects children and staff from illness and injury. Children must be healthy and safe in order to learn and grow. Programs must be healthy and safe to support children’s healthy development. More specifically NAEYC outlines the following as “what to look for in a program” (see below). Create a document/table with at least one example of how the following guidelines are communicated:
Teaching staff have training in pediatric first aid.
Infants are placed on their backs to sleep.
The program has policies regarding regular hand washing and routinely cleans and sanitizes all surfaces in the facility.
There is a clear plan for responding to illness, including how to decide whether a child needs to go home and how families will be notified.
Snacks and meals are nutritious, and food is prepared and stored safely.
The Supporting Developmentally Appropriate Practices paper
Must be at least two double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the
Ashford Writing Center
. (This should include the Part I narrative and Part II table)
.
Supporting Developmentally Appropriate PracticesSupporting.docx
Supporting Developmentally Appropriate Practices
Supporting Developmentally Appropriate Practices.
Due by Day 7
. For this assignment, you will return to the resources from the center you selected in Week 1 and your personal core values shared early in this course to write a response paper.
For this paper, complete the following:
Part I (this should be in narrative form)
Referencing your personal core value, and the values, vision, and mission you obtained from the center you selected in Week 1, address the following in detail:
Describe how the program does or does not meet DAP guidelines.
Provide one action and three strategies of how the DAP is/can be implemented.
Part II (this can be a continuation of the document created in Week 2 of the course)
According to
NAEYC Standard 5 (Links to an external site.)
, a program promotes the nutrition and health of children and protects children and staff from illness and injury. Children must be healthy and safe in order to learn and grow. Programs must be healthy and safe to support children’s healthy development. More specifically NAEYC outlines the following as “what to look for in a program” (see below). Create a document/table with at least one example of how the following guidelines are communicated:
Teaching staff have training in pediatric first aid.
Infants are placed on their backs to sleep.
The program has policies regarding regular hand washing and routinely cleans and sanitizes all surfaces in the facility.
There is a clear plan for responding to illness, including how to decide whether a child needs to go home and how families will be notified.
Snacks and meals are nutritious, and food is prepared and stored safely.
The Supporting Developmentally Appropriate Practices paper
Must be at least two double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined (This should include the Part I narrative and Part II table)
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must use at least two outside sources in addition to the course text.
The
Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.)
table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
Must document all sources in APA style as outlined
Must include a separate references page that is formatted according to APA style as outlined
Recommended Resources
Book
Aronson, S.S. (Ed.). (2014). Model child care health policies (5th ed.). Elk Grove Village, IL: Academy of Pediatrics.
This comprehensive resource provides practical advice and guidelines describing how you can p.
Supporting LecturesRefer to the following lectureNut.docx
Supporting Lectures:
Refer to the following lecture:
Nutrition and Health
Nutrition and Health
Using data gathered from the course textbooks, the
South University Online Library
, and websites (World Health Organization, United Nations, etc.), create a profile of the nutrition habits of two countries.
On the basis of your research, create a 2- to 3-page report that answers the following questions:
What are the main sources of food for these countries? What are gaps in nutrition for these countries?
How do social, political and cultural factors affect access to adequate nutrition in each country?
Are there groups within the populations of each country that are affected at greater rates? Who are they? Why do you think this is?
Does this affect other health issues in each country? How?
Be sure to support your points for each of the components in parentheses with data from the program and outside research.
Submission Details:
Name your document SU_PHE4015_W3_Project_LastName_FirstInitial.doc.
Submit your document to the
Submissions Area
by
the due date assigned.
Support your responses with examples.
.
supporting docu-mentation.In 2005, the more than 70 agencies of .docx
supporting docu-
mentation.
In 2005, the more than 70 agencies of the con-
solidated city-county government used 14 different
document management systems, none of which
could communicate or interact with each other. The
Information Technology department supervised mul-
tiple autonomous IT units with their own systems
and standards. This decentralization created problems
not just with document sharing, but also with docu-
ment security and the ability to audit record keeping
functions, particularly scanned contracts and finan-
cial records. Employee productivity was negatively
impacted through time wasted in locating required
documents from other agencies, duplication of IT
functions, and cumbersome document scanning appli-
cations.
Mayor John Hickenlooper, a proponent of govern-
ment transparency and efficiency, created a central-
ized IT group and assigned it the task of conceiving
an integrated strategy to unify and streamline IT
functions. Scrapping the 14 document management
systems was an obvious first cost-saving action.
The enterprise content management (ECM) system
adopted would need to revamp the city’s contract
record system so that it no longer needed a nightly
reboot, met security standards, and was easily
searchable for employees across agencies. Described
by Al Rosabal, Deputy CIO Denver City and County,
as an “end-of-life” system, the existing system had
poor search capabilities and overall feeble perfor-
mance.
Initially, the Technology Services Group was
stymied in locating a cost-effective solution that could
be implemented without any interruption in service.
Then it discovered Alfresco. Alfresco’s all-Web-based,
open source ECM system was not only affordable to
implement, but would conservatively save Denver
approximately $1.5 million over five years. CIO
Rosabal estimates that, over time, the open source
model could save the city up to $1 million a year in
recurring licensing, deployment, and maintenance
costs as opposed to a proprietary system.
Alfresco’s ECM capabilities include document,
record, and image management, document version-
ing, multi-language support, support for multiple
client operating systems (Windows, GNU/Linux, and
Solaris), Web content management, and integration
with MySQL, which Denver used for its relational
database management system. With a browser-based
graphical user interface and integration with the most
commonly used Microsoft Office suites, Alfresco ECM
was a perfect fit to economically meet Denver’s needs.
Implementation began in 2009 and took place in 6- to
12-week cycles over 15 months’ time. Each cycle also
included employee training. This gradual phase-in
encouraged employee cooperation and allowed time
for feedback before the next learning curve began.
For the auditor and controller offices, Alfresco
was integrated with the current PeopleSoft Financial
Management software so that employees could view
contracts and associated content .
Support or oppose the statement Young people do too much cell phon.docx
Support or oppose the statement: “Young people do too much cell phone texting these days.” Take an analytical approach. In other words, be logical in making your points. Discuss why texting is so popular. What’s good about it? Also, examine some of the negative aspects of texting: What’s bad about it. Wrap up your presentation with a conclusion that summarizes your opinion about texting. Be creative! (Length: 2-3 pages)
.
Supply and Demand GuideTo solve the homework problems do the f.docx
Supply and Demand Guide
To solve the homework problems do the following:
1. Identify the determinant change
2. Shift the appropriate curve in the correct direction
3. Change price appropriately
4. Move along the other curve (the one that did not shift) in response to the price change.
The following information will tell you the determinants and how the change, as well as definitions of the key terms.
Demand
Demand: The amount that consumers are willing and able to purchase at various prices.
Law of Demand: Price and Quantity Demanded vary inversely.
Quantity Demanded: The amount that consumers are willing and able to buy at a particular price.
Change in Quantity Demanded: Changes in price change the quantity demanded. This is a Movement Along a Demand Curve in Response to a Price Change.
Change in Demand: This is a shift in the position of the demand curve, either upward or downward. If the curve shifts upward, consumers are saying they will pay more for all quantities of the good or service. If it shifts downward, consumers are saying they will pay less for all quantities of the good or service.
Determinants of Demand: The Demand Curve will shift only when one (or more) of the Determinants of Demand changes. These determinants are:
1. Size of Market: the number of consumers in the market for the good or service. If this factor increases, the curve shifts upward (increase in demand). If this decreases, the curve shifts downward (decrease in demand).
2. Consumer Tastes and Preferences: if these shift in favor of a product, the demand curve shifts upward (demand increases); if these shift against a product, the demand curve shifts downward (demand decreases).
3. Consumer Income: as the income of consumers increase, consumers purchase more of all normal goods (assume all the goods in the homework are normal goods), this shifts the demand curve upward (demand increases); if income decreases, then consumers buy less of all normal goods, this shifts the demand curve downward (demand decreases).
4. Prices of Related Goods:
a. Complimentary Goods: These are goods that are used to together like peanut butter and jelly. If the price of peanut butter goes up, the Quantity Demanded of peanut butter will decrease (a movement along a demand curve in response to a price change). However, the Demand for jelly will decline (decrease in demand) as fewer people buy it to go with the peanut butter, since they are buying less peanut butter.
b. Substitute Goods: These are goods that are used in place of each other. If the price of Coke Cola goes up, the Quantity Demanded of Coke does down (a movement along the demand curve). But the Demand for Pepsi – the substitute good – goes up as people substitute the lower priced Pepsi for the higher priced Coke (the Pepsi demand curve shifts upward).
5. Expectations about the Future: If people have a positive view of the future they will consumer more and save less. This shifts th.
Support or refute this statement [T]he Declaration functioned .docx
Support or refute this statement: “[T]he Declaration functioned to mobilize certain groups of Americans, ignoring others. Surely, inspirational language to create secure consensus is still used, in our time, to cover up serious conflicts of interest in that consensus, and to cover up, also, the omission of large parts of the human race”.
I support this statement because the Declaration list was made by listing anything from quartering troops inn colonial homes to imposing taxes without the colonists’ agreement.[footnoteRef:1] Jefferson also stated in the second paragraph of the Declaration that “all men are created to be equal” and that everyone was born with natural rights that no government could take them away and if they ever did, the people have the right to destroy it (the government).[footnoteRef:2] The old ways of freedom will no longer be in use but instead people were to create their own kinds of freedom by self fulfillment and shape the society as they will.[footnoteRef:3] Also Jefferson raised an idea of cutting slave trades for the King because he was afraid of a potential slave riots against the colonies but this was brought down by the Congress because the slave owners did not want to give up the slaves. So this Declaration was not for blacks and the slaves at all.[footnoteRef:4] The statement that “all men are created equal” was not benefitting women much. Politically women were invisible although they gained some power in households, farms, and on the fields. The whole Declaration was to benefit white men of authority.[footnoteRef:5] Also the last part of the Declaration was that the rich could avoid military draft by paying for the substitute while the poor absolutely had to serve.[footnoteRef:6] [1: Foner, Eric, Give Me Liberty!, An American History, Seagull Fourth Ed., Vol 1, (W. W .Norton & Company : New York 2014), 196] [2: Foner, 197] [3: Ibid., 197] [4: Zinn, Howard. "History Is a Weapon., A People's History Of The United States." The Meaning of July Fourth for the Negro by Frederick Douglass. http://www.historyisaweapon.com/defcon1/zinntyr4.html.] [5: Zinn, Howard. "History Is a Weapon., A People's History Of The United States." The Meaning of July Fourth for the Negro by Frederick Douglass. http://www.historyisaweapon.com/defcon1/zinntyr4.html.] [6: Zinn, Howard. "History Is a Weapon., A People's History Of The United States." The Meaning of July Fourth for the Negro by Frederick Douglass. http://www.historyisaweapon.com/defcon1/zinntyr4.html.]
.
Recommended
Supporting Developmentally Appropriate PracticesSupporting D.docx
Supporting Developmentally Appropriate Practices
Supporting Developmentally Appropriate Practices.
Due by Day 7
. For this assignment, you will return to the resources from the center you selected in Week 1 and your personal core values shared early in this course to write a response paper.
For this paper, complete the following:
Part I (this should be in narrative form)
Referencing your personal core value, and the values, vision, and mission you obtained from the center you selected in Week 1, address the following in detail:
Describe how the program does or does not meet DAP guidelines.
Provide one action and three strategies of how the DAP is/can be implemented.
Part II (this can be a continuation of the document created in Week 2 of the course)
According to
NAEYC Standard 5 (Links to an external site.)
, a program promotes the nutrition and health of children and protects children and staff from illness and injury. Children must be healthy and safe in order to learn and grow. Programs must be healthy and safe to support children’s healthy development. More specifically NAEYC outlines the following as “what to look for in a program” (see below). Create a document/table with at least one example of how the following guidelines are communicated:
Teaching staff have training in pediatric first aid.
Infants are placed on their backs to sleep.
The program has policies regarding regular hand washing and routinely cleans and sanitizes all surfaces in the facility.
There is a clear plan for responding to illness, including how to decide whether a child needs to go home and how families will be notified.
Snacks and meals are nutritious, and food is prepared and stored safely.
The Supporting Developmentally Appropriate Practices paper
Must be at least two double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the
Ashford Writing Center (Links to an external site.)
. (This should include the Part I narrative and Part II table)
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must use at least two outside sources in addition to the course text.
The
Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.)
table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
Must document all sources in APA style as outlined in the Ashford Writing Center.
Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.
Carefully review the
Grading Rubric (Links to an external site.)
for the criteria that will be used to evaluate your ass.
Supporting Developmentally Appropriate Practices.For this as.docx
Supporting Developmentally Appropriate Practices.
For this assignment, you will return to the resources from the center you selected in Week 1 and your personal core values shared early in this course to write a response paper.
For this paper, complete the following:
Part I (this should be in narrative form)
Referencing your personal core value, and the values, vision, and mission you obtained from the center you selected in Week 1, address the following in detail:
Describe how the program does or does not meet DAP guidelines.
Provide one action and three strategies of how the DAP is/can be implemented.
Part II (this can be a continuation of the document created in Week 2 of the course)
According to
NAEYC Standard 5
, a program promotes the nutrition and health of children and protects children and staff from illness and injury. Children must be healthy and safe in order to learn and grow. Programs must be healthy and safe to support children’s healthy development. More specifically NAEYC outlines the following as “what to look for in a program” (see below). Create a document/table with at least one example of how the following guidelines are communicated:
Teaching staff have training in pediatric first aid.
Infants are placed on their backs to sleep.
The program has policies regarding regular hand washing and routinely cleans and sanitizes all surfaces in the facility.
There is a clear plan for responding to illness, including how to decide whether a child needs to go home and how families will be notified.
Snacks and meals are nutritious, and food is prepared and stored safely.
The Supporting Developmentally Appropriate Practices paper
Must be at least two double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the
Ashford Writing Center
. (This should include the Part I narrative and Part II table)
.
Supporting Developmentally Appropriate PracticesSupporting.docx
Supporting Developmentally Appropriate Practices
Supporting Developmentally Appropriate Practices.
Due by Day 7
. For this assignment, you will return to the resources from the center you selected in Week 1 and your personal core values shared early in this course to write a response paper.
For this paper, complete the following:
Part I (this should be in narrative form)
Referencing your personal core value, and the values, vision, and mission you obtained from the center you selected in Week 1, address the following in detail:
Describe how the program does or does not meet DAP guidelines.
Provide one action and three strategies of how the DAP is/can be implemented.
Part II (this can be a continuation of the document created in Week 2 of the course)
According to
NAEYC Standard 5 (Links to an external site.)
, a program promotes the nutrition and health of children and protects children and staff from illness and injury. Children must be healthy and safe in order to learn and grow. Programs must be healthy and safe to support children’s healthy development. More specifically NAEYC outlines the following as “what to look for in a program” (see below). Create a document/table with at least one example of how the following guidelines are communicated:
Teaching staff have training in pediatric first aid.
Infants are placed on their backs to sleep.
The program has policies regarding regular hand washing and routinely cleans and sanitizes all surfaces in the facility.
There is a clear plan for responding to illness, including how to decide whether a child needs to go home and how families will be notified.
Snacks and meals are nutritious, and food is prepared and stored safely.
The Supporting Developmentally Appropriate Practices paper
Must be at least two double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined (This should include the Part I narrative and Part II table)
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must use at least two outside sources in addition to the course text.
The
Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.)
table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
Must document all sources in APA style as outlined
Must include a separate references page that is formatted according to APA style as outlined
Recommended Resources
Book
Aronson, S.S. (Ed.). (2014). Model child care health policies (5th ed.). Elk Grove Village, IL: Academy of Pediatrics.
This comprehensive resource provides practical advice and guidelines describing how you can p.
Supporting LecturesRefer to the following lectureNut.docx
Supporting Lectures:
Refer to the following lecture:
Nutrition and Health
Nutrition and Health
Using data gathered from the course textbooks, the
South University Online Library
, and websites (World Health Organization, United Nations, etc.), create a profile of the nutrition habits of two countries.
On the basis of your research, create a 2- to 3-page report that answers the following questions:
What are the main sources of food for these countries? What are gaps in nutrition for these countries?
How do social, political and cultural factors affect access to adequate nutrition in each country?
Are there groups within the populations of each country that are affected at greater rates? Who are they? Why do you think this is?
Does this affect other health issues in each country? How?
Be sure to support your points for each of the components in parentheses with data from the program and outside research.
Submission Details:
Name your document SU_PHE4015_W3_Project_LastName_FirstInitial.doc.
Submit your document to the
Submissions Area
by
the due date assigned.
Support your responses with examples.
.
supporting docu-mentation.In 2005, the more than 70 agencies of .docx
supporting docu-
mentation.
In 2005, the more than 70 agencies of the con-
solidated city-county government used 14 different
document management systems, none of which
could communicate or interact with each other. The
Information Technology department supervised mul-
tiple autonomous IT units with their own systems
and standards. This decentralization created problems
not just with document sharing, but also with docu-
ment security and the ability to audit record keeping
functions, particularly scanned contracts and finan-
cial records. Employee productivity was negatively
impacted through time wasted in locating required
documents from other agencies, duplication of IT
functions, and cumbersome document scanning appli-
cations.
Mayor John Hickenlooper, a proponent of govern-
ment transparency and efficiency, created a central-
ized IT group and assigned it the task of conceiving
an integrated strategy to unify and streamline IT
functions. Scrapping the 14 document management
systems was an obvious first cost-saving action.
The enterprise content management (ECM) system
adopted would need to revamp the city’s contract
record system so that it no longer needed a nightly
reboot, met security standards, and was easily
searchable for employees across agencies. Described
by Al Rosabal, Deputy CIO Denver City and County,
as an “end-of-life” system, the existing system had
poor search capabilities and overall feeble perfor-
mance.
Initially, the Technology Services Group was
stymied in locating a cost-effective solution that could
be implemented without any interruption in service.
Then it discovered Alfresco. Alfresco’s all-Web-based,
open source ECM system was not only affordable to
implement, but would conservatively save Denver
approximately $1.5 million over five years. CIO
Rosabal estimates that, over time, the open source
model could save the city up to $1 million a year in
recurring licensing, deployment, and maintenance
costs as opposed to a proprietary system.
Alfresco’s ECM capabilities include document,
record, and image management, document version-
ing, multi-language support, support for multiple
client operating systems (Windows, GNU/Linux, and
Solaris), Web content management, and integration
with MySQL, which Denver used for its relational
database management system. With a browser-based
graphical user interface and integration with the most
commonly used Microsoft Office suites, Alfresco ECM
was a perfect fit to economically meet Denver’s needs.
Implementation began in 2009 and took place in 6- to
12-week cycles over 15 months’ time. Each cycle also
included employee training. This gradual phase-in
encouraged employee cooperation and allowed time
for feedback before the next learning curve began.
For the auditor and controller offices, Alfresco
was integrated with the current PeopleSoft Financial
Management software so that employees could view
contracts and associated content .
Support or oppose the statement Young people do too much cell phon.docx
Support or oppose the statement: “Young people do too much cell phone texting these days.” Take an analytical approach. In other words, be logical in making your points. Discuss why texting is so popular. What’s good about it? Also, examine some of the negative aspects of texting: What’s bad about it. Wrap up your presentation with a conclusion that summarizes your opinion about texting. Be creative! (Length: 2-3 pages)
.
Supply and Demand GuideTo solve the homework problems do the f.docx
Supply and Demand Guide
To solve the homework problems do the following:
1. Identify the determinant change
2. Shift the appropriate curve in the correct direction
3. Change price appropriately
4. Move along the other curve (the one that did not shift) in response to the price change.
The following information will tell you the determinants and how the change, as well as definitions of the key terms.
Demand
Demand: The amount that consumers are willing and able to purchase at various prices.
Law of Demand: Price and Quantity Demanded vary inversely.
Quantity Demanded: The amount that consumers are willing and able to buy at a particular price.
Change in Quantity Demanded: Changes in price change the quantity demanded. This is a Movement Along a Demand Curve in Response to a Price Change.
Change in Demand: This is a shift in the position of the demand curve, either upward or downward. If the curve shifts upward, consumers are saying they will pay more for all quantities of the good or service. If it shifts downward, consumers are saying they will pay less for all quantities of the good or service.
Determinants of Demand: The Demand Curve will shift only when one (or more) of the Determinants of Demand changes. These determinants are:
1. Size of Market: the number of consumers in the market for the good or service. If this factor increases, the curve shifts upward (increase in demand). If this decreases, the curve shifts downward (decrease in demand).
2. Consumer Tastes and Preferences: if these shift in favor of a product, the demand curve shifts upward (demand increases); if these shift against a product, the demand curve shifts downward (demand decreases).
3. Consumer Income: as the income of consumers increase, consumers purchase more of all normal goods (assume all the goods in the homework are normal goods), this shifts the demand curve upward (demand increases); if income decreases, then consumers buy less of all normal goods, this shifts the demand curve downward (demand decreases).
4. Prices of Related Goods:
a. Complimentary Goods: These are goods that are used to together like peanut butter and jelly. If the price of peanut butter goes up, the Quantity Demanded of peanut butter will decrease (a movement along a demand curve in response to a price change). However, the Demand for jelly will decline (decrease in demand) as fewer people buy it to go with the peanut butter, since they are buying less peanut butter.
b. Substitute Goods: These are goods that are used in place of each other. If the price of Coke Cola goes up, the Quantity Demanded of Coke does down (a movement along the demand curve). But the Demand for Pepsi – the substitute good – goes up as people substitute the lower priced Pepsi for the higher priced Coke (the Pepsi demand curve shifts upward).
5. Expectations about the Future: If people have a positive view of the future they will consumer more and save less. This shifts th.
Support or refute this statement [T]he Declaration functioned .docx
Support or refute this statement: “[T]he Declaration functioned to mobilize certain groups of Americans, ignoring others. Surely, inspirational language to create secure consensus is still used, in our time, to cover up serious conflicts of interest in that consensus, and to cover up, also, the omission of large parts of the human race”.
I support this statement because the Declaration list was made by listing anything from quartering troops inn colonial homes to imposing taxes without the colonists’ agreement.[footnoteRef:1] Jefferson also stated in the second paragraph of the Declaration that “all men are created to be equal” and that everyone was born with natural rights that no government could take them away and if they ever did, the people have the right to destroy it (the government).[footnoteRef:2] The old ways of freedom will no longer be in use but instead people were to create their own kinds of freedom by self fulfillment and shape the society as they will.[footnoteRef:3] Also Jefferson raised an idea of cutting slave trades for the King because he was afraid of a potential slave riots against the colonies but this was brought down by the Congress because the slave owners did not want to give up the slaves. So this Declaration was not for blacks and the slaves at all.[footnoteRef:4] The statement that “all men are created equal” was not benefitting women much. Politically women were invisible although they gained some power in households, farms, and on the fields. The whole Declaration was to benefit white men of authority.[footnoteRef:5] Also the last part of the Declaration was that the rich could avoid military draft by paying for the substitute while the poor absolutely had to serve.[footnoteRef:6] [1: Foner, Eric, Give Me Liberty!, An American History, Seagull Fourth Ed., Vol 1, (W. W .Norton & Company : New York 2014), 196] [2: Foner, 197] [3: Ibid., 197] [4: Zinn, Howard. "History Is a Weapon., A People's History Of The United States." The Meaning of July Fourth for the Negro by Frederick Douglass. http://www.historyisaweapon.com/defcon1/zinntyr4.html.] [5: Zinn, Howard. "History Is a Weapon., A People's History Of The United States." The Meaning of July Fourth for the Negro by Frederick Douglass. http://www.historyisaweapon.com/defcon1/zinntyr4.html.] [6: Zinn, Howard. "History Is a Weapon., A People's History Of The United States." The Meaning of July Fourth for the Negro by Frederick Douglass. http://www.historyisaweapon.com/defcon1/zinntyr4.html.]
.
Support your argument for and against hospice. As well as furthe.docx
This document discusses hospice care and asks for a two-paragraph argument - one arguing for and one against hospice care. It also requests a definition and discussion of hospice, as well as the public policies related to the issue.
Support for Caregivers of Cancer Patient.docx
Support for Caregivers of Cancer Patients: Transition After Active
Treatment
Barbara A. Given, Paula Sherwood and Charles W. Given
Cancer Epidemiol Biomarkers Prev 2011;20:2015-2021.
Updated version Access the most recent version of this article at:
http://cebp.aacrjournals.org/content/20/10/2015
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[email protected]
on September 30, 2013. © 2011 American Association for Cancer Research.cebp.aacrjournals.orgDownloaded from on September 30, 2013. © 2011 American Association for Cancer Research.cebp.aacrjournals.orgDownloaded from on September 30, 2013. © 2011 American Association for Cancer Research.cebp.aacrjournals.orgDownloaded from on September 30, 2013. © 2011 American Association for Cancer Research.Downloaded fromDownloaded fromDownloaded fromDownloaded fromDownloaded from cebp.aacrjournals.org on September 30, 2013. © 2011 American Association for Cancer Research.cebp.aacrjournals.org on September 30, 2013. © 2011 American Association for Cancer Research.cebp.aacrjournals.org on September 30, 2013. © 2011 American Association for Cancer Research.cebp.aacrjournals.org on September 30, 2013. © 2011 American Association for Cancer Research.cebp.aacrjournals.org
http://cebp.aacrjournals.org/content/20/10/2015
http://cebp.aacrjournals.org/content/20/10/2015.full.html#ref-list-1
http://cebp.aacrjournals.org/cgi/alerts
mailto:[email protected]
mailto:[email protected]
http://cebp.aacrjournals.org/
http://cebp.aacrjournals.org/
http://cebp.aacrjournals.org/
http://cebp.aacrjournals.org/
http://cebp.aacrjournals.org/
http://cebp.aacrjournals.org/
http://cebp.aacrjournals.org/
http://cebp.aacrjournals.org/
CEBP FOCUS
Support for Caregivers of Cancer Patients: Transition After
Active Treatment
Barbara A. Given1, Paula Sherwood3, and Charles W. Given2
Abstract
Family caregivers provide uncompensated care and assistance to a family member who has cancer. When
patients move through the care trajectory into the survivorship phase, roles and demands of caregivers change
and caregivers assume responsibility to assist with coordination of ongoing care. The goal of this article is to
describe aspects of caregiver experiences and the roles of caregivers as patients transition from active cancer
treatment into the first and early phase of cancer care. Residual problems for patients and caregivers remain for
some period of time. Cancer Epidemiol Biomarkers Prev; 20(10); 2015–21. �2011 AACR.
Introduction
Family .
SUPPLEMENTARY LOW SPEED AERODYNAMICS (DEN233) .docx
SUPPLEMENTARY
LOW SPEED AERODYNAMICS (DEN233)
Thin Boundary Lauer Equations
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xdu45.0
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1.6 0.42032 0.51676 0.29667
1.8 0.52952 0.57477 0.28293
2.0 0.65003 0.62977 0.26675
2.2 0.78120 0.68132 0.24835
2.4 0.92230 0.72899 0.22809
2.6 1.07252 0.77246 0.20646
2.8 1.23099 0.81152 0.18401
3.0 1.39682 0.84605 0.16136
3.2 1.56911 0.87609 0.13913
3.4 1.74696 0.90177 0.11788
3.6 1.92954 0.92333 0.09809
3.8 2.11605 0.94112 0.08013
4.0 2.30576 0.95552 0.06424
4.2 2.49806 0.96696 0.05052
4.4 2.69238 0.97587 0.03897
4.6 2.88826 0.98269 0.02948
4.8 3.08534 0.98779 0.02187
5.0 3.28329 0.99155 0.01591
5.2 3.48189 0.99425 0.01134
5.4 3.68094 0.99616 0.00793
5.6 3.88031 0.99748 0.00543
5.8 4.07990 0.99838 0.00365
6.0 4.27964 0.99898 0.00240
6.2 4.47948 0.99937 0.00155
6.4 4.67938 0.99961 0.00098
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Supply Market Analysis for a Competitive Advantage Davi.docx
The document provides a detailed guide for conducting a supply market analysis to gain competitive advantage. It outlines key elements that should be examined, including developing a commodity profile, determining cost structures, researching suppliers, and identifying key market indicators. Conducting primary research is emphasized as essential for developing unique insights. Tracking market indicators over time allows anticipating trends to improve sourcing strategies and reduce supply risk. A thorough supply market analysis can help procurement decisions by providing intelligence on market dynamics, the supply base, and optimal times to purchase.
Supply ChainManagementA LOGISTICS PERSPECTIVE9e.docx
Supply Chain
Management
A LOGISTICS PERSPECTIVE
9e
JOHN J. COYLE
The Pennsylvania State University
•
C. JOHN LANGLEY, JR.
The Pennsylvania State University
•
ROBERT A. NOVACK
The Pennsylvania State University
•
BRIAN J. GIBSON
Auburn University
Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
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Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
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some third party content may be suppressed. Editorial review has deemed that any suppressed
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formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
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Supply Chain Management: A Logistics
Perspective, Ninth Edition
John J. Coyle, C. John Langley Jr.,
Robert A. Novack, Brian J. Gibson
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Jack W. Calhoun
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Summative Productivity Lab Maxi Widjojo IB S1 ESS Mrs. .docx
Summative Productivity Lab Maxi Widjojo
IB S1 ESS
Mrs. Henard
Research Question (RQ): What is the effect of Temperature on productivity at the Southern shore of
Lake Borodun?
Variables:
Variable(s):
Independent: Temperature of the water extracted from Lake
Borodun
Dependent: Oxygen concentration in the water from the lake
Raw Data:
Displays the data of initial amounts of oxygen concentration in Lake Borodun in dark and light based on
the given temperatures.
Month: January March May June July September November
Temperature
(Celsius)
8 12 16 17 18 15 9
Initial amount
of dissolved
oxygen: (mg/l)
13.22 12.81 12.44 12.12 11.83 12.8 12.45
Trial 1: (Light) 14.65 17.00 17.21 18.08 17.91 17.12 16.23
Trial 2: (Light) 14.21 16.26 17.34 18.00 17.88 17.34 16.21
Trial 3: (Light) 14.44 16.55 17.68 17.86 17.77 17.15 16.11
Trial 4: (Light) 14.35 16.69 17.7 17.88 17.42 17.78 16.38
Trial 1: (Dark) 11.67 10.97 10.78 10.61 10.42 11.21 10.14
Trial 2: (Dark) 11.88 11.11 10.56 10.79 10.10 10.88 10.56
Trial 3: (Dark) 11.92 11.28 10.72 10.65 10.44 10.56 10.72
Trial 4: (Dark) 11.65 11.07 10.32 10.37 10.57 10.38 10.32
Processed Data Table: Displays the relationship between the amount of productivity and the given
temperatures.
Sample average calculation for 12℃℃ = (12℃℃ for light): 17.00 + 16.26 + 16.55 + 16.69 = 66.5
= 66.5 / 4 = 16.63
Month: January March May June July September November
Temperature
(Celsius)
8 12 16 17 18 15 9
Initial amount
of dissolved
oxygen: (mg/l)
13.22 12.81 12.44 12.12 11.83 12.80 12.45
Trial 1: (Light) 14.65 17.00 17.21 18.08 17.91 17.12 16.23
Trial 2: (Light) 14.21 16.26 17.34 18.00 17.88 17.34 16.21
Trial 3: (Light) 14.44 16.55 17.68 17.86 17.77 17.15 16.11
Trial 4: (Light) 14.35 16.69 17.78 17.88 17.42 17.78 16.38
Average
(Light): mg/l
14.41 16.63 17.53 18.00 17.75 17.35 16.23
Trial 1: (Dark) 11.67 10.97 10.78 10.61 10.42 11.21 10.14
Trial 2: (Dark) 11.88 11.11 10.56 10.79 10.10 10.88 10.56
Trial 3: (Dark) 11.92 11.28 10.72 10.65 10.44 10.56 10.72
Trial 4: (Dark) 11.65 11.07 10.32 10.37 10.57 10.38 10.32
Average
(Dark): mg/l
11.78 11.12 10.60 10.61 10.38 10.76 10.44
Processed data table for the relationship between temperature and productivity:
Sample calculations for data table below:
NPP: Light - Initial E.g. for 8℃℃: 14.41 - 13.22 = 1.19
R: Dark - Initial E.g. for 8℃℃:
GPP: NPP + R E.g. for 8℃℃:
Temperature (℃) NPP (Net Primary
Production)
R (Respiration) GPP (Gross
Primary
Production)
8 1.19 -1.44 -0.25
12 3.82 -1.69 2.13
16 5.09 -1.84 3.25
17 5.88 -1.51 4.37
18 5.92 -1.45 4.47
15 4.55 -2.04 2.51
9 3.78 -2.01 1.77
Calculations for processed data table for average oxygen concentrations according to varying
temperatures: (mg/)
Sample average calculation for 12℃℃ = (12℃℃ for light): 17.00 + 16.26 + 16.
Summative Discussion BoardReview and reflect on the knowledg.docx
This document provides instructions for a summative discussion board asking students to reflect on the course by discussing the most compelling topics learned, how class discussions helped their understanding, and if anything remains unclear. Students are asked to write at least three paragraphs addressing these points and include at least one research reference cited in APA format.
Sun, sea, sand and tsunami examiningdisaster vulnerability .docx
Sun, sea, sand and tsunami: examining
disaster vulnerability in the tourism
community of Khao Lak, Thailand
Emma Calgaro1 and Kate Lloyd2
1Department of Human Geography, Macquarie University, Sydney, Australia and Stockholm Environment
Institute – Asia Centre, Bangkok, Thailand
2Department of Human Geography, Macquarie University, Sydney, Australia
Correspondence: Emma Calgaro (email: [email protected])
The impact of the 2004 Indian Ocean tsunami on coastal tourism communities highlights the
vulnerability of tourism destinations to external shocks. Based on fieldwork conducted in Thailand
in the wake of this disaster, this paper addresses one fundamental question: what sociopolitical and
environmental conditions contributed to the vulnerability of the affected tourism community of
Khao Lak in the southern Phang Nga Province. We argue that an understanding of the root causes
of destination vulnerability is vital not only for the successful implementation of regional recovery
plans, but also for building long-term resilience against future shocks. In the absence of an appro-
priate tourism vulnerability framework, this paper analyzes Khao Lak’s vulnerability through an
innovative theoretical framework comprised of the sustainability vulnerability framework, rela-
tional scale and place. The findings reveal that Khao Lak’s vulnerability is shaped by 13 interlinked
factors. These are the complex outcomes of social norms and developmental and dynamic gover-
nance processes driven by the competing agendas and scaled actions of key government and industry
stakeholders. The identification and understanding of the drivers of Khao Lak’s vulnerability and a
strong vulnerability framework have significant implications for the wider tourism community. First,
the empirical findings provide tourism communities with a blueprint for understanding the foun-
dations of their vulnerability to external shocks. Second, the tourism vulnerability framework
presented here provides destination communities and government stakeholders with an analytical
tool through which to analyze their unique sociopolitical conditions. Together, these empirical and
theoretical contributions bring us closer to securing sustainable livelihood futures for tourism
dependent communities.
Keywords: coastal hazards, place, relational scale, sustainable development, tourism, vulnerability
assessment
Introduction
The World Tourism Organization (WTO) and nongovernment organizations (NGOs)
such as Tourism Concern and the Netherlands Development Programme have endorsed
tourism as having the capacity to stimulate development, economic growth, new oppor-
tunities for poverty alleviation and self-governance, particularly in regions that are
resource-scarce and have limited livelihood options. (Ashley et al., 2000; WTO, 2005a).
Such endorsements have enticed many developing countries to embrace tourism as a
viable livelihood alternative where fragmented small economies, .
Summary 1271 Wordssecond hand smoke55SIMILARITY.docx
Second hand smoke contains over 7,000 chemicals, including hundreds that are toxic and at least 70 that cause cancer. There is no safe level of exposure to second hand smoke. Second hand smoke can cause numerous health issues in infants such as increased risk of asthma, ear infections, respiratory infections, and Sudden Infant Death Syndrome. It may also be linked to conditions like Attention Deficit Hyperactivity Disorder. Health professionals recommend that parents quit smoking, avoid smoking around children, and choose caregivers and environments that are smoke free in order to protect infants from second hand smoke exposure.
Superior Electrical (Superior) was in the business of installing ele.docx
Superior Electrical (Superior) was in the business of installing electrical wiring and related components at new construction sites. Because some employees were assigned company vehicles equipped with company tools and materials and were expected to drive those vehicles to the work sites, Superior required all employment applicants to hold a valid driver’s license. Employees who were assigned a company vehicle were expected to drive for the company during the workday in order to transport job materials and company tools that were kept on the vehicle to job sites. These employees were expected to take the company issued vehicle home at the end of the work day.
Superior hired Cory Jones as an apprentice electrician. Jones had completed an employment application in which he stated that he had a valid driver’s license and had not been cited for any traffic violations. These statements were untrue. His license had been suspended because of numerous traffic violations, including careless driving and driving without a license. Superior did not check on his driving record at the time he was hired because, as an apprentice electrician, he was not being assigned a company vehicle and was not expected to drive for the company during the work day.
About a year after hiring Jones, Superior promoted him to electrician and assigned Jones a company vehicle equipped with a rack for transporting wiring and other materials to and from the work sites. Superior intended that Jones drive during the day for the company and to take the vehicle home after the end of the work day. On a later date, when Jones’s work hours had ended and he was driving home in the company vehicle, he collided with two cars. The collision resulted solely from Jones’s negligence. Carolyn Carson and her son were severely injured in the collision and they sued Superior. The Carson’s alleged two theories of recovery against Superior: respondeat superior and negligent hiring.
Write a four- to five-page paper (not including title and references pages) that addresses the following:
Identify and discuss the legal elements of negligent hiring.
Apply those elements of negligent hiring to the facts given in the case.
Analyze whether Superior would be liable for negligent hiring.
Identify and discuss the legal elements of respondeat superior.
Apply those elements of respondeat superior to the facts given in the case.
Analyze whether Superior would be liable on respondeat superior grounds.
.
Superstorm scenario–a so-called Superstorm” is predicted to affe.docx
Superstorm scenario:
–a so-called “Superstorm” is predicted to affect the New York City–Long Island, New York area, having travelled up the Atlantic seaboard. Long Island is particularly vulnerable to flooding from the storm if it occurs during the Spring-to-Autumn season; if the storm is predicted during the Fall-to-Spring months, particularly during the winter, the Island is vulnerable to heavy snowfall amounts since it is bounded on both sides by water. In either case, evacuation off of the island is a challenge given that all vehicular traffic must flow through New York City. While this scenario focuses on the response and recovery phases of the Disaster Management Cycle for a single entity, there are numerous such facilities located within Suffolk County. Given the vulnerability of the Island to such extreme weather, mitigation and preparedness issues should be reviewed prior to writing the Collaborative Report deliverable and should likewise inform the After-Action Report deliverable.
APA format, in-text citation, references include, finish the template attached to this assignment ONLY THE YELLOW HIGHLIGHT PART
Report it as clear, specific and details.Pretend that you are preparing recommendations to the Executive Director that will ultimately inform decisions by the Board of Directors. Fill out the Part 1 Template. If you use references, there will be a place in the Template Part 2 for listing your references as well as including additional, optional information.
➢ Address the following questions at each phase of the disaster – Initial Response, Short-Term Response, and Early Recovery and Restoration. For each area of responsibility, which activities are critical to perform as a part of the responses as it progresses (You will need to make inferences from the status information given above as well as use your imagination to create status information). What resources will you need? Consider organizations, people, information, equipment, materials and supplies. Are there recommendations or decisions that need to be made by the Board of Directors?
➢ Prepare the report to the Executive Director by phase. Use the template provided. Remember, reports need to be direct, specific and very clear.
➢ Each Person is to be the primary contributor to the role that he or she has selected (e.g. one of the operations branches, the command staff officers, or the sections). In addition, review and provide constructive feedback to the other members of the study group (e.g. law enforcement can comment on public works and vice versa). Contributions and comments on all areas are expected.
.
Supply Chain ManagementSTRATEGY, PLANNING, AND OPERATION.docx
Supply Chain Management
STRATEGY, PLANNING, AND OPERATION
Fi f t h E d i t i o n
Sunil Chopra
Kellogg School of Management
Peter Meindl
Kepos Capital
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on the appropriate page within text.
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printed in initial caps or all caps.
Library of Congress Cataloging-in-Publication Data
Chopra, Sunil,
Supply chain management : strategy, planning, and operation / Sunil Chopra, Peter Meindl.—5th ed.
p. cm.
ISBN-13: 978-0-13-274395-2 (alk. paper)
ISBN-10: 0-13-274395-7 (alk. paper)
1. Marketing channels—Management. 2. Delivery of goods—Management. 3. Physical distribution of goods—
Management. 4. Customer services—Management. 5. Industrial procurement. 6. Materials management.
I. Meindl, Peter. II. Title.
HF5415.13.C533 2013
658.7—dc23
2011037269
10 9 8 7 6 5 4 3 2 1
ISBN 10: 0-13-274395-7
ISBN 13: 978-0-13-274395-2
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Summary Summary post includes what was learned from discussion,.docx
Summary
Summary post includes what was learned from discussion, lesson, and readings • Posts are substantive with evidence cited from a minimum of 2 scholarly sources to support thoughts and ideas, and engage group in further discussion • Posts reflect thoughts, ideas, and questions stimulated by content and group discussion
.
Supplement 4Reliability© McGraw-Hill Education. All rights r.docx
Supplement 4
Reliability
© McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.
1
Learning Objectives
You should be able to:
4S.1 Define reliability
4S.2 Perform simple reliability computations
4S.3 Explain the term availability and perform simple calculations
4S-‹#›
© McGraw-Hill Education.
Learning Objective 4S.1
Reliability
Reliability
The ability of a product, part, or system to perform its intended function under a prescribed set of conditions
Reliability is expressed as a probability:
The probability that the product or system will function when activated
The probability that the product or system will function for a given length of time
4S-‹#›
© McGraw-Hill Education.
Learning Objective 4S.2
Reliability – When Activated (1 of 5)
Finding the probability under the assumption that the system consists of a number of independent components
Requires the use of probabilities for independent events
Independent event
Events whose occurrence or non-occurrence do not influence one another
4S-‹#›
© McGraw-Hill Education.
Learning Objective 4S.2
Reliability – When Activated (2 of 5)
Rule 1
If two or more events are independent and success is defined as the probability that all of the events occur, then the probability of success is equal to the product of the probabilities of the events
4S-‹#›
© McGraw-Hill Education.
Learning Objective 4S.2
Reliability – When Activated (3 of 5)
Though individual system components may have high reliabilities, the system’s reliability may be considerably lower because all components that are in series must function
One way to enhance reliability is to utilize redundancy
Redundancy
The use of backup components to increase reliability
4S-‹#›
© McGraw-Hill Education.
6
Learning Objective 4S.2
Reliability - When Activated (4 of 5)
Rule 2
If two events are independent and success is defined as the probability that at least one of the events will occur, the probability of success is equal to the probability of either one plus 1.00 minus that probability multiplied by the other probability
4S-‹#›
© McGraw-Hill Education.
Learning Objective 4S.2
Reliability – When Activated (5 of 5)
Rule 3
If two or more events are involved and success is defined as the probability that at least one of them occurs, the probability of success is 1 - P(all fail)
4S-‹#›
© McGraw-Hill Education.
Learning Objective 4S.2
Example – Rule 1
A machine has two buttons. In order for the machine to function, both buttons must work. One button has a probability of working of .95, and the second button has a probability of working of .88.
→Button 1 (.95)→Button 2 (.88)
4S-‹#›
© McGraw-Hill Education.
Learning Objective 4S.2
Example – Rule 2 (1 of 2)
A restaurant located in area that has frequent power outages has a generator to run its refrigeration equipm.
Supply Chain Management ● The supply chain is the sequence.docx
This course examines global supply chain management. It addresses the challenges of integrating business operations across geographically dispersed and culturally diverse locations. Topics include supply chain strategy, risk management, forecasting, inventory management, and the use of analytics. Students will apply concepts through case studies, problem sets, and exams to develop their ability to address complex real-world supply chain scenarios.
Summer 2018 Guidelines for Graduate Papers HRM Courses Facil.docx
Summer 2018 Guidelines for Graduate Papers
HRM Courses Facilitated By:
Dr. Gary Lorenzo Wash
PREPARING FOR YOUR PAPER ASSIGNMENTS
**PLEASE READ**
If you basically understand and adhere to the information in this document, you will probably do a good
job with your paper submissions. It is extremely important that you know we are not here to address
what you previously did with papers in previous courses. We are here to establish the guidelines for this
course and they are provided below in this document.
APA Style – What does this mean for faculty and students?
Strayer University adheres to APA style guidelines as published in the 6th edition of the APA style guide. The
University subscribes to APA style to provide a consistent set of writing and formatting standards that can
be used in all written assignments. APA also ensures that students have a consistent way to provide
documentation for all sources used in assignments.
However, it is also important to note that not all aspects of APA style are applicable to all classes and/
or assignments. Just follow the lead of the instructor for the current course you are in, NOT previous
courses.
What is required?
While each assignment is different, there are some components that are universal to all. These include:
1. Double-space all lines of information in the paper. Spacing beyond double is not permitted.
2. Indent the first line of every paragraph ½ inch. Page-long paragraphs are not permitted.
3. Align the text to the left margin, leaving the right margin “ragged”.
4. The document must have a title page that has a running head with the first page number. There
must also be on the page (centered) the paper title, student’s name, school name, and date of
assignment as minimum information. A sample paper template will be provided and is highly
recommended to use as a source for writting effective papers.
5. Reference lists begin after the last page of text. A reference list is used at the end of the paper to
accurately document all sources cited. The reference list is organized alphabetically, is double-
spaced, and uses a hanging indent paragraph style. NOTE – The reference format will differ
depending on the source (i.e. book, journal article, newspaper, and website). Please refer to the
APA style guide to provide correct documentation and the sample reference list for our course.
6. Headings will be used for all required sections of the paper. In other words, for each criteria
statement for the assignment a heading will determined. The heading should not be a copied and
pasted criteria statement. Instead, student should revise the statement and come up with a
“less-wordy” version for the heading (see sample paper template).
7. In-text citations are used to summarize, paraphrase, or quote; it is important to provide credit when
using others ideas, thoughts, or work. Citations allow the reader to easily find the source document.
Citations for ALL assignme.
Sunday by 1159pmPoints 150Submitting a file upload.docx
Sunday by 11:59pm
Points
150
Submitting
a file upload
Required Resources
Read/review the following resources for this activity:
Textbook: review previous chapters
Lesson
Minimum of 2 scholarly sources
Dilemmas
Review the following dilemmas:
The Mayor of a large city was given a free membership in an exclusive golf club by people who have received several city contracts. He also accepted gifts from organizations that have not done business with the City, but might in the future. The gifts ranged from $200 tickets to professional sports events to designer watches and jewelry.
A college instructor is pursuing her doctorate in night school. To gain extra time for her own studies, she gives her students the same lectures, the same assignments, and the same examinations semester after semester without the slightest effort to improve them.
Todd and Edna have been married for three years. They have had serious personal problems. Edna is a heavy drinker, and Todd cannot keep a job. Also, they have bickered and fought constantly since their marriage. Deciding that the way to overcome their problems is to have a child, they stop practicing birth control, and Edna becomes pregnant.
Instructions
This is a group activity. You will work in the same groups as before. You may wish to meet throughout the week to share ideas. Collaborate with your team, using email, phone meetings, or any collaboration tool you find useful or prefer.
For this assignment, addresses each dilemma in this assignment. For each dilemma, address the following:
Identify the consequences of the actions taken
Determine whether the actions taken represented a greater good, who would benefit from the good, and whether the consequences ethically justify the decisions and actions.
How would Locke have addressed or solved the problem? You may also address whether or not your team agrees with Locke and, if not, state how you would address it differently. Be sure to explain your reasoning.
Your group will submit
both
of the following:
A written reportthat discusses all three ethical dilemmas in depth (Be sure to give equal time to each dilemma.)
An oral presentation (using VoiceThreador a PowerPoint narrated slide show) that summarizes the report and examines the ethical ideas beyond the particulars of the dilemmas.
Writing Requirements (APA format)
Length: 2-3 pages (not including title page or references page)
1-inch margins
Double spaced
12-point Times New Roman font
Title page
References page (minimum of 2 scholarly sources)
Presentation Requirements
Length: 2-3 minutes
.
Supermax prisons are a relatively new and expensive trend whose ov.docx
Supermax prisons are a relatively new and expensive trend whose overall constitutionality is unclear. Are these institutions a fad or a wise investment?
For your second writing assignment, you will watch three videos. The first, "Solitary," will give you a firsthand account of life in solitary confinement in Red Onion State Prison in Virginia. Please do not skip this video. The second, "Supermax: A Prison Within a Prison," ABC News anchor, Ted Koppel, introduces you to life in a supermax prison in Texas. In the third, "Supermax: Prison Gangs and Racism Behind Bars," Ted Koppel talks with prisoners doomed to solitary confinement due to their gang affiliations. They discuss the dangers that drove them to join—and that keep them looking over their shoulders even in the so-called protective environment of a supermax prison. Mr. Koppel spends a night in solitary confinement to observe firsthand the effects of supermax on inmates—and to document the type of ex-convict who will one day be returned to society: racially intolerant, unrehabilitated, and psychologically and emotionally broken. (These videos are dated, but still very useful).
Here are some questions to think about as you watch the two videos:
1. What is a supermax prison?
2. What is the purpose of a supermax prison?
3. Who should be sent to a supermax prison?
4. What effect do you think a supermax prison would have on the staff who work there? What's a "correctional cocktail"?
5. Would you want to work as a corrections officer in a supermax institution?
With what you now know about supermax prisons, answer the following questions: Do you think supermax facilities are a fad or a wise investment? It is worthwhile to pay the price for supermax confinement, no matter what it cost? Why or why not? What are the consequences of a supermax prison? Is there evidence to suggest that supermax prisons get inmates to modify their behavior so that they feel they do not need to resort to violence? Can we change offending behavior by locking people up in cages?
Please ground your discussion of these issues with the textbook, class lectures, and videos. I do not expect you to list an answer to each of the questions presented, but I expect you to draw connections between these videos and class material.
Grades will be based on the following criteria: a) critical thinking; b) integration of materials; and c) grammar & mechanics. Please re-visit the writing assignment rubric on Canvas before turning in this assignment.
This writing assignment should be 3 full pages. Use Times New Roman 12 point font, double spacing, and 1 inch margins.
Late assignments will not be accepted. Please do not ask for exceptions.
References:
If you are wondering how to cite the videos for your second writing assignment, please see below.
Jacobson, K. (Director). (2016). Solitary [Video file]. Retrieved (date)
Koppel, T. (1998a). A prison within a prison [Video file]. Retrieved (date)
Koppel, T. (1998b). Racism behind bars [Vide.
Superior Engineering in Texas Stay or Go Thad Lepp, chief oper.docx
Superior Engineering in Texas: Stay or Go?
Thad Lepp, chief operating officer at Superior Engineering Services (SES), thumbed through the regional sales report for 2013. On the whole, it looked as though the worst was over. Sales were up in every region except for the Midwest, but the Texas figures were troubling. Despite the Lone Star State’s potential, Superior had been unable to penetrate the market there in any meaningful way. Texas was contributing only 2 percent of company revenues. It had been almost 10 years since Superior opened offices in San Antonio and Fort Worth. How much longer should the company work to cultivate this market? Was there enough of an upside to warrant staying the course? Should Superior jettison this market to focus on areas closer to its base of operations in North Carolina? These were questions that would certainly come up when Superior’s executive team held its regular quarterly meeting.
The Engineering Services Industry
The engineering services industry provides studies, design, construction management, and consulting for facilities in support of all sectors of the economy (e.g., residential, commercial, government, transportation, health care, education). The industry was active in all developed (and some undeveloped) portions of the United States.
The engineering services industry consists of many small companies that typically restrict their activities to regional markets, while larger firms have a global presence. The industry was fragmented with the four largest firms controlling less than 14 percent of the industry sales. Despite the low concentration, the 50 largest firms generated approximately 40 percent of industry sales. As the recession deepened and construction projects plunged, many small firms were forced to cease operations. The industry was further fragmented by over 90,000 self-employed professionals; however, they constituted only a very small proportion of industry sales.
The industry was highly dependent on the real estate and government sectors of the U.S. economy. Construction activity and sales declined during the recession beginning in 2007 and continued through 2013 largely due to cuts implemented in a government sequestration. Since 2011, the industry had shown signs of recovery as businesses began to invest in new facilities. However, the federal government scaled back spending on capital projects. Competition was high due to the large number of competitors within the industry. Clients typically made their purchase decisions for engineering services based on reputation for service and quality, experience on previous projects, and price. The demand for engineering services in the United States consisted of industrial and manufacturing projects, transportation, commercial, federal, government, residential, project management, and municipal utilities.
The Texas market had added 24,000 construction jobs as of August 2013, roughly 14 percent of the 168,000 added nationwide. Job gr.
Sunshine Health Corporation has acquired and merged with over 20 dis.docx
Sunshine Health Corporation has acquired and merged with over 20 distressed or bargain companies in the past 15 years. As such they have collected several outdated systems that they can no longer use and have replaced with more efficient systems that streamline from the companies to Sunshine Headquarters
.
Develop a document for assessing the decommissioned equipment from the different locations, collecting it and disposing of the equipment either in the form of revenue recovered or a benefit to the company. Equipment ranges from 5-15 years of age and works though is not current. All company information has been wiped already with hard drives wiped clean with the OS of the day.
The assignment should be 2-3 pages of content not counting title page, reference page or appendices (diagrams, budget sheet, equipment list, etc.). Please follow APA format. Use credible supporting materials to make your case. This is the challenge of professional and academic work, both require substantiation of the information. The resources support or refute the work.
.
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SUPPLEMENTARY LOW SPEED AERODYNAMICS (DEN233) .docx
SUPPLEMENTARY
LOW SPEED AERODYNAMICS (DEN233)
Thin Boundary Lauer Equations
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0.8 0.10611 0.26471 0.32739
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1.4 0.32298 0.45627 0.30787
1.6 0.42032 0.51676 0.29667
1.8 0.52952 0.57477 0.28293
2.0 0.65003 0.62977 0.26675
2.2 0.78120 0.68132 0.24835
2.4 0.92230 0.72899 0.22809
2.6 1.07252 0.77246 0.20646
2.8 1.23099 0.81152 0.18401
3.0 1.39682 0.84605 0.16136
3.2 1.56911 0.87609 0.13913
3.4 1.74696 0.90177 0.11788
3.6 1.92954 0.92333 0.09809
3.8 2.11605 0.94112 0.08013
4.0 2.30576 0.95552 0.06424
4.2 2.49806 0.96696 0.05052
4.4 2.69238 0.97587 0.03897
4.6 2.88826 0.98269 0.02948
4.8 3.08534 0.98779 0.02187
5.0 3.28329 0.99155 0.01591
5.2 3.48189 0.99425 0.01134
5.4 3.68094 0.99616 0.00793
5.6 3.88031 0.99748 0.00543
5.8 4.07990 0.99838 0.00365
6.0 4.27964 0.99898 0.00240
6.2 4.47948 0.99937 0.00155
6.4 4.67938 0.99961 0.00098
6.6 4.87931 0.99977 0.00061
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Supply ChainManagementA LOGISTICS PERSPECTIVE9e.docx
Supply Chain
Management
A LOGISTICS PERSPECTIVE
9e
JOHN J. COYLE
The Pennsylvania State University
•
C. JOHN LANGLEY, JR.
The Pennsylvania State University
•
ROBERT A. NOVACK
The Pennsylvania State University
•
BRIAN J. GIBSON
Auburn University
Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
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valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
Supply Chain Management: A Logistics
Perspective, Ninth Edition
John J. Coyle, C. John Langley Jr.,
Robert A. Novack, Brian J. Gibson
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Summative Productivity Lab Maxi Widjojo IB S1 ESS Mrs. .docx
Summative Productivity Lab Maxi Widjojo
IB S1 ESS
Mrs. Henard
Research Question (RQ): What is the effect of Temperature on productivity at the Southern shore of
Lake Borodun?
Variables:
Variable(s):
Independent: Temperature of the water extracted from Lake
Borodun
Dependent: Oxygen concentration in the water from the lake
Raw Data:
Displays the data of initial amounts of oxygen concentration in Lake Borodun in dark and light based on
the given temperatures.
Month: January March May June July September November
Temperature
(Celsius)
8 12 16 17 18 15 9
Initial amount
of dissolved
oxygen: (mg/l)
13.22 12.81 12.44 12.12 11.83 12.8 12.45
Trial 1: (Light) 14.65 17.00 17.21 18.08 17.91 17.12 16.23
Trial 2: (Light) 14.21 16.26 17.34 18.00 17.88 17.34 16.21
Trial 3: (Light) 14.44 16.55 17.68 17.86 17.77 17.15 16.11
Trial 4: (Light) 14.35 16.69 17.7 17.88 17.42 17.78 16.38
Trial 1: (Dark) 11.67 10.97 10.78 10.61 10.42 11.21 10.14
Trial 2: (Dark) 11.88 11.11 10.56 10.79 10.10 10.88 10.56
Trial 3: (Dark) 11.92 11.28 10.72 10.65 10.44 10.56 10.72
Trial 4: (Dark) 11.65 11.07 10.32 10.37 10.57 10.38 10.32
Processed Data Table: Displays the relationship between the amount of productivity and the given
temperatures.
Sample average calculation for 12℃℃ = (12℃℃ for light): 17.00 + 16.26 + 16.55 + 16.69 = 66.5
= 66.5 / 4 = 16.63
Month: January March May June July September November
Temperature
(Celsius)
8 12 16 17 18 15 9
Initial amount
of dissolved
oxygen: (mg/l)
13.22 12.81 12.44 12.12 11.83 12.80 12.45
Trial 1: (Light) 14.65 17.00 17.21 18.08 17.91 17.12 16.23
Trial 2: (Light) 14.21 16.26 17.34 18.00 17.88 17.34 16.21
Trial 3: (Light) 14.44 16.55 17.68 17.86 17.77 17.15 16.11
Trial 4: (Light) 14.35 16.69 17.78 17.88 17.42 17.78 16.38
Average
(Light): mg/l
14.41 16.63 17.53 18.00 17.75 17.35 16.23
Trial 1: (Dark) 11.67 10.97 10.78 10.61 10.42 11.21 10.14
Trial 2: (Dark) 11.88 11.11 10.56 10.79 10.10 10.88 10.56
Trial 3: (Dark) 11.92 11.28 10.72 10.65 10.44 10.56 10.72
Trial 4: (Dark) 11.65 11.07 10.32 10.37 10.57 10.38 10.32
Average
(Dark): mg/l
11.78 11.12 10.60 10.61 10.38 10.76 10.44
Processed data table for the relationship between temperature and productivity:
Sample calculations for data table below:
NPP: Light - Initial E.g. for 8℃℃: 14.41 - 13.22 = 1.19
R: Dark - Initial E.g. for 8℃℃:
GPP: NPP + R E.g. for 8℃℃:
Temperature (℃) NPP (Net Primary
Production)
R (Respiration) GPP (Gross
Primary
Production)
8 1.19 -1.44 -0.25
12 3.82 -1.69 2.13
16 5.09 -1.84 3.25
17 5.88 -1.51 4.37
18 5.92 -1.45 4.47
15 4.55 -2.04 2.51
9 3.78 -2.01 1.77
Calculations for processed data table for average oxygen concentrations according to varying
temperatures: (mg/)
Sample average calculation for 12℃℃ = (12℃℃ for light): 17.00 + 16.26 + 16.
Summative Discussion BoardReview and reflect on the knowledg.docx
This document provides instructions for a summative discussion board asking students to reflect on the course by discussing the most compelling topics learned, how class discussions helped their understanding, and if anything remains unclear. Students are asked to write at least three paragraphs addressing these points and include at least one research reference cited in APA format.
Sun, sea, sand and tsunami examiningdisaster vulnerability .docx
Sun, sea, sand and tsunami: examining
disaster vulnerability in the tourism
community of Khao Lak, Thailand
Emma Calgaro1 and Kate Lloyd2
1Department of Human Geography, Macquarie University, Sydney, Australia and Stockholm Environment
Institute – Asia Centre, Bangkok, Thailand
2Department of Human Geography, Macquarie University, Sydney, Australia
Correspondence: Emma Calgaro (email: [email protected])
The impact of the 2004 Indian Ocean tsunami on coastal tourism communities highlights the
vulnerability of tourism destinations to external shocks. Based on fieldwork conducted in Thailand
in the wake of this disaster, this paper addresses one fundamental question: what sociopolitical and
environmental conditions contributed to the vulnerability of the affected tourism community of
Khao Lak in the southern Phang Nga Province. We argue that an understanding of the root causes
of destination vulnerability is vital not only for the successful implementation of regional recovery
plans, but also for building long-term resilience against future shocks. In the absence of an appro-
priate tourism vulnerability framework, this paper analyzes Khao Lak’s vulnerability through an
innovative theoretical framework comprised of the sustainability vulnerability framework, rela-
tional scale and place. The findings reveal that Khao Lak’s vulnerability is shaped by 13 interlinked
factors. These are the complex outcomes of social norms and developmental and dynamic gover-
nance processes driven by the competing agendas and scaled actions of key government and industry
stakeholders. The identification and understanding of the drivers of Khao Lak’s vulnerability and a
strong vulnerability framework have significant implications for the wider tourism community. First,
the empirical findings provide tourism communities with a blueprint for understanding the foun-
dations of their vulnerability to external shocks. Second, the tourism vulnerability framework
presented here provides destination communities and government stakeholders with an analytical
tool through which to analyze their unique sociopolitical conditions. Together, these empirical and
theoretical contributions bring us closer to securing sustainable livelihood futures for tourism
dependent communities.
Keywords: coastal hazards, place, relational scale, sustainable development, tourism, vulnerability
assessment
Introduction
The World Tourism Organization (WTO) and nongovernment organizations (NGOs)
such as Tourism Concern and the Netherlands Development Programme have endorsed
tourism as having the capacity to stimulate development, economic growth, new oppor-
tunities for poverty alleviation and self-governance, particularly in regions that are
resource-scarce and have limited livelihood options. (Ashley et al., 2000; WTO, 2005a).
Such endorsements have enticed many developing countries to embrace tourism as a
viable livelihood alternative where fragmented small economies, .
Summary 1271 Wordssecond hand smoke55SIMILARITY.docx
Second hand smoke contains over 7,000 chemicals, including hundreds that are toxic and at least 70 that cause cancer. There is no safe level of exposure to second hand smoke. Second hand smoke can cause numerous health issues in infants such as increased risk of asthma, ear infections, respiratory infections, and Sudden Infant Death Syndrome. It may also be linked to conditions like Attention Deficit Hyperactivity Disorder. Health professionals recommend that parents quit smoking, avoid smoking around children, and choose caregivers and environments that are smoke free in order to protect infants from second hand smoke exposure.
Superior Electrical (Superior) was in the business of installing ele.docx
Superior Electrical (Superior) was in the business of installing electrical wiring and related components at new construction sites. Because some employees were assigned company vehicles equipped with company tools and materials and were expected to drive those vehicles to the work sites, Superior required all employment applicants to hold a valid driver’s license. Employees who were assigned a company vehicle were expected to drive for the company during the workday in order to transport job materials and company tools that were kept on the vehicle to job sites. These employees were expected to take the company issued vehicle home at the end of the work day.
Superior hired Cory Jones as an apprentice electrician. Jones had completed an employment application in which he stated that he had a valid driver’s license and had not been cited for any traffic violations. These statements were untrue. His license had been suspended because of numerous traffic violations, including careless driving and driving without a license. Superior did not check on his driving record at the time he was hired because, as an apprentice electrician, he was not being assigned a company vehicle and was not expected to drive for the company during the work day.
About a year after hiring Jones, Superior promoted him to electrician and assigned Jones a company vehicle equipped with a rack for transporting wiring and other materials to and from the work sites. Superior intended that Jones drive during the day for the company and to take the vehicle home after the end of the work day. On a later date, when Jones’s work hours had ended and he was driving home in the company vehicle, he collided with two cars. The collision resulted solely from Jones’s negligence. Carolyn Carson and her son were severely injured in the collision and they sued Superior. The Carson’s alleged two theories of recovery against Superior: respondeat superior and negligent hiring.
Write a four- to five-page paper (not including title and references pages) that addresses the following:
Identify and discuss the legal elements of negligent hiring.
Apply those elements of negligent hiring to the facts given in the case.
Analyze whether Superior would be liable for negligent hiring.
Identify and discuss the legal elements of respondeat superior.
Apply those elements of respondeat superior to the facts given in the case.
Analyze whether Superior would be liable on respondeat superior grounds.
.
Superstorm scenario–a so-called Superstorm” is predicted to affe.docx
Superstorm scenario:
–a so-called “Superstorm” is predicted to affect the New York City–Long Island, New York area, having travelled up the Atlantic seaboard. Long Island is particularly vulnerable to flooding from the storm if it occurs during the Spring-to-Autumn season; if the storm is predicted during the Fall-to-Spring months, particularly during the winter, the Island is vulnerable to heavy snowfall amounts since it is bounded on both sides by water. In either case, evacuation off of the island is a challenge given that all vehicular traffic must flow through New York City. While this scenario focuses on the response and recovery phases of the Disaster Management Cycle for a single entity, there are numerous such facilities located within Suffolk County. Given the vulnerability of the Island to such extreme weather, mitigation and preparedness issues should be reviewed prior to writing the Collaborative Report deliverable and should likewise inform the After-Action Report deliverable.
APA format, in-text citation, references include, finish the template attached to this assignment ONLY THE YELLOW HIGHLIGHT PART
Report it as clear, specific and details.Pretend that you are preparing recommendations to the Executive Director that will ultimately inform decisions by the Board of Directors. Fill out the Part 1 Template. If you use references, there will be a place in the Template Part 2 for listing your references as well as including additional, optional information.
➢ Address the following questions at each phase of the disaster – Initial Response, Short-Term Response, and Early Recovery and Restoration. For each area of responsibility, which activities are critical to perform as a part of the responses as it progresses (You will need to make inferences from the status information given above as well as use your imagination to create status information). What resources will you need? Consider organizations, people, information, equipment, materials and supplies. Are there recommendations or decisions that need to be made by the Board of Directors?
➢ Prepare the report to the Executive Director by phase. Use the template provided. Remember, reports need to be direct, specific and very clear.
➢ Each Person is to be the primary contributor to the role that he or she has selected (e.g. one of the operations branches, the command staff officers, or the sections). In addition, review and provide constructive feedback to the other members of the study group (e.g. law enforcement can comment on public works and vice versa). Contributions and comments on all areas are expected.
.
Supply Chain ManagementSTRATEGY, PLANNING, AND OPERATION.docx
Supply Chain Management
STRATEGY, PLANNING, AND OPERATION
Fi f t h E d i t i o n
Sunil Chopra
Kellogg School of Management
Peter Meindl
Kepos Capital
Boston Columbus Indianapolis New York San Francisco Upper Saddle River
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto
Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo
Editorial Director: Sally Yagan
Editor in Chief: Donna Battista
Senior Acquisitions Editor: Chuck Synovec
Editorial Project Manager: Mary Kate Murray
Editorial Assistant: Ashlee Bradbury
Director of Marketing: Maggie Moylan
Executive Marketing Manager: Anne Fahlgren
Production Project Manager: Clara Bartunek
Manager Central Design: Jayne Conte
Cover Designer: Suzanne Behnke
Credits and acknowledgments borrowed from other sources and reproduced, with permission, in this textbook appear
on the appropriate page within text.
Copyright © 2013, 2010, 2007, 2004, 2001 by Pearson Education, Inc., publishing as Prentice Hall. All rights
reserved. Manufactured in the United States of America. This publication is protected by Copyright, and
permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval
system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise.
To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc.,
Permissions Department, One Lake Street, Upper Saddle River, New Jersey 07458, or you may fax your request to
201-236-3290.
Many of the designations by manufacturers and sellers to distinguish their products are claimed as trademarks. Where
those designations appear in this book, and the publisher was aware of a trademark claim, the designations have been
printed in initial caps or all caps.
Library of Congress Cataloging-in-Publication Data
Chopra, Sunil,
Supply chain management : strategy, planning, and operation / Sunil Chopra, Peter Meindl.—5th ed.
p. cm.
ISBN-13: 978-0-13-274395-2 (alk. paper)
ISBN-10: 0-13-274395-7 (alk. paper)
1. Marketing channels—Management. 2. Delivery of goods—Management. 3. Physical distribution of goods—
Management. 4. Customer services—Management. 5. Industrial procurement. 6. Materials management.
I. Meindl, Peter. II. Title.
HF5415.13.C533 2013
658.7—dc23
2011037269
10 9 8 7 6 5 4 3 2 1
ISBN 10: 0-13-274395-7
ISBN 13: 978-0-13-274395-2
Microsoft and/or its respective suppliers make no representations about the suitability of the information contained in
the documents and related graphics published as part of the services for any purpose. All such documents and related
graphics are provided “as is” without warranty of any kind. Microsoft and/or its respective suppliers hereby disclaim all
warranties and conditions with regard to this information, including all warranties and conditions of merchantability,
whether express, implied or statutory, fitness for a particular.
Summary Summary post includes what was learned from discussion,.docx
Summary
Summary post includes what was learned from discussion, lesson, and readings • Posts are substantive with evidence cited from a minimum of 2 scholarly sources to support thoughts and ideas, and engage group in further discussion • Posts reflect thoughts, ideas, and questions stimulated by content and group discussion
.
Supplement 4Reliability© McGraw-Hill Education. All rights r.docx
Supplement 4
Reliability
© McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.
1
Learning Objectives
You should be able to:
4S.1 Define reliability
4S.2 Perform simple reliability computations
4S.3 Explain the term availability and perform simple calculations
4S-‹#›
© McGraw-Hill Education.
Learning Objective 4S.1
Reliability
Reliability
The ability of a product, part, or system to perform its intended function under a prescribed set of conditions
Reliability is expressed as a probability:
The probability that the product or system will function when activated
The probability that the product or system will function for a given length of time
4S-‹#›
© McGraw-Hill Education.
Learning Objective 4S.2
Reliability – When Activated (1 of 5)
Finding the probability under the assumption that the system consists of a number of independent components
Requires the use of probabilities for independent events
Independent event
Events whose occurrence or non-occurrence do not influence one another
4S-‹#›
© McGraw-Hill Education.
Learning Objective 4S.2
Reliability – When Activated (2 of 5)
Rule 1
If two or more events are independent and success is defined as the probability that all of the events occur, then the probability of success is equal to the product of the probabilities of the events
4S-‹#›
© McGraw-Hill Education.
Learning Objective 4S.2
Reliability – When Activated (3 of 5)
Though individual system components may have high reliabilities, the system’s reliability may be considerably lower because all components that are in series must function
One way to enhance reliability is to utilize redundancy
Redundancy
The use of backup components to increase reliability
4S-‹#›
© McGraw-Hill Education.
6
Learning Objective 4S.2
Reliability - When Activated (4 of 5)
Rule 2
If two events are independent and success is defined as the probability that at least one of the events will occur, the probability of success is equal to the probability of either one plus 1.00 minus that probability multiplied by the other probability
4S-‹#›
© McGraw-Hill Education.
Learning Objective 4S.2
Reliability – When Activated (5 of 5)
Rule 3
If two or more events are involved and success is defined as the probability that at least one of them occurs, the probability of success is 1 - P(all fail)
4S-‹#›
© McGraw-Hill Education.
Learning Objective 4S.2
Example – Rule 1
A machine has two buttons. In order for the machine to function, both buttons must work. One button has a probability of working of .95, and the second button has a probability of working of .88.
→Button 1 (.95)→Button 2 (.88)
4S-‹#›
© McGraw-Hill Education.
Learning Objective 4S.2
Example – Rule 2 (1 of 2)
A restaurant located in area that has frequent power outages has a generator to run its refrigeration equipm.
Supply Chain Management ● The supply chain is the sequence.docx
This course examines global supply chain management. It addresses the challenges of integrating business operations across geographically dispersed and culturally diverse locations. Topics include supply chain strategy, risk management, forecasting, inventory management, and the use of analytics. Students will apply concepts through case studies, problem sets, and exams to develop their ability to address complex real-world supply chain scenarios.
Summer 2018 Guidelines for Graduate Papers HRM Courses Facil.docx
Summer 2018 Guidelines for Graduate Papers
HRM Courses Facilitated By:
Dr. Gary Lorenzo Wash
PREPARING FOR YOUR PAPER ASSIGNMENTS
**PLEASE READ**
If you basically understand and adhere to the information in this document, you will probably do a good
job with your paper submissions. It is extremely important that you know we are not here to address
what you previously did with papers in previous courses. We are here to establish the guidelines for this
course and they are provided below in this document.
APA Style – What does this mean for faculty and students?
Strayer University adheres to APA style guidelines as published in the 6th edition of the APA style guide. The
University subscribes to APA style to provide a consistent set of writing and formatting standards that can
be used in all written assignments. APA also ensures that students have a consistent way to provide
documentation for all sources used in assignments.
However, it is also important to note that not all aspects of APA style are applicable to all classes and/
or assignments. Just follow the lead of the instructor for the current course you are in, NOT previous
courses.
What is required?
While each assignment is different, there are some components that are universal to all. These include:
1. Double-space all lines of information in the paper. Spacing beyond double is not permitted.
2. Indent the first line of every paragraph ½ inch. Page-long paragraphs are not permitted.
3. Align the text to the left margin, leaving the right margin “ragged”.
4. The document must have a title page that has a running head with the first page number. There
must also be on the page (centered) the paper title, student’s name, school name, and date of
assignment as minimum information. A sample paper template will be provided and is highly
recommended to use as a source for writting effective papers.
5. Reference lists begin after the last page of text. A reference list is used at the end of the paper to
accurately document all sources cited. The reference list is organized alphabetically, is double-
spaced, and uses a hanging indent paragraph style. NOTE – The reference format will differ
depending on the source (i.e. book, journal article, newspaper, and website). Please refer to the
APA style guide to provide correct documentation and the sample reference list for our course.
6. Headings will be used for all required sections of the paper. In other words, for each criteria
statement for the assignment a heading will determined. The heading should not be a copied and
pasted criteria statement. Instead, student should revise the statement and come up with a
“less-wordy” version for the heading (see sample paper template).
7. In-text citations are used to summarize, paraphrase, or quote; it is important to provide credit when
using others ideas, thoughts, or work. Citations allow the reader to easily find the source document.
Citations for ALL assignme.
Sunday by 1159pmPoints 150Submitting a file upload.docx
Sunday by 11:59pm
Points
150
Submitting
a file upload
Required Resources
Read/review the following resources for this activity:
Textbook: review previous chapters
Lesson
Minimum of 2 scholarly sources
Dilemmas
Review the following dilemmas:
The Mayor of a large city was given a free membership in an exclusive golf club by people who have received several city contracts. He also accepted gifts from organizations that have not done business with the City, but might in the future. The gifts ranged from $200 tickets to professional sports events to designer watches and jewelry.
A college instructor is pursuing her doctorate in night school. To gain extra time for her own studies, she gives her students the same lectures, the same assignments, and the same examinations semester after semester without the slightest effort to improve them.
Todd and Edna have been married for three years. They have had serious personal problems. Edna is a heavy drinker, and Todd cannot keep a job. Also, they have bickered and fought constantly since their marriage. Deciding that the way to overcome their problems is to have a child, they stop practicing birth control, and Edna becomes pregnant.
Instructions
This is a group activity. You will work in the same groups as before. You may wish to meet throughout the week to share ideas. Collaborate with your team, using email, phone meetings, or any collaboration tool you find useful or prefer.
For this assignment, addresses each dilemma in this assignment. For each dilemma, address the following:
Identify the consequences of the actions taken
Determine whether the actions taken represented a greater good, who would benefit from the good, and whether the consequences ethically justify the decisions and actions.
How would Locke have addressed or solved the problem? You may also address whether or not your team agrees with Locke and, if not, state how you would address it differently. Be sure to explain your reasoning.
Your group will submit
both
of the following:
A written reportthat discusses all three ethical dilemmas in depth (Be sure to give equal time to each dilemma.)
An oral presentation (using VoiceThreador a PowerPoint narrated slide show) that summarizes the report and examines the ethical ideas beyond the particulars of the dilemmas.
Writing Requirements (APA format)
Length: 2-3 pages (not including title page or references page)
1-inch margins
Double spaced
12-point Times New Roman font
Title page
References page (minimum of 2 scholarly sources)
Presentation Requirements
Length: 2-3 minutes
.
Supermax prisons are a relatively new and expensive trend whose ov.docx
Supermax prisons are a relatively new and expensive trend whose overall constitutionality is unclear. Are these institutions a fad or a wise investment?
For your second writing assignment, you will watch three videos. The first, "Solitary," will give you a firsthand account of life in solitary confinement in Red Onion State Prison in Virginia. Please do not skip this video. The second, "Supermax: A Prison Within a Prison," ABC News anchor, Ted Koppel, introduces you to life in a supermax prison in Texas. In the third, "Supermax: Prison Gangs and Racism Behind Bars," Ted Koppel talks with prisoners doomed to solitary confinement due to their gang affiliations. They discuss the dangers that drove them to join—and that keep them looking over their shoulders even in the so-called protective environment of a supermax prison. Mr. Koppel spends a night in solitary confinement to observe firsthand the effects of supermax on inmates—and to document the type of ex-convict who will one day be returned to society: racially intolerant, unrehabilitated, and psychologically and emotionally broken. (These videos are dated, but still very useful).
Here are some questions to think about as you watch the two videos:
1. What is a supermax prison?
2. What is the purpose of a supermax prison?
3. Who should be sent to a supermax prison?
4. What effect do you think a supermax prison would have on the staff who work there? What's a "correctional cocktail"?
5. Would you want to work as a corrections officer in a supermax institution?
With what you now know about supermax prisons, answer the following questions: Do you think supermax facilities are a fad or a wise investment? It is worthwhile to pay the price for supermax confinement, no matter what it cost? Why or why not? What are the consequences of a supermax prison? Is there evidence to suggest that supermax prisons get inmates to modify their behavior so that they feel they do not need to resort to violence? Can we change offending behavior by locking people up in cages?
Please ground your discussion of these issues with the textbook, class lectures, and videos. I do not expect you to list an answer to each of the questions presented, but I expect you to draw connections between these videos and class material.
Grades will be based on the following criteria: a) critical thinking; b) integration of materials; and c) grammar & mechanics. Please re-visit the writing assignment rubric on Canvas before turning in this assignment.
This writing assignment should be 3 full pages. Use Times New Roman 12 point font, double spacing, and 1 inch margins.
Late assignments will not be accepted. Please do not ask for exceptions.
References:
If you are wondering how to cite the videos for your second writing assignment, please see below.
Jacobson, K. (Director). (2016). Solitary [Video file]. Retrieved (date)
Koppel, T. (1998a). A prison within a prison [Video file]. Retrieved (date)
Koppel, T. (1998b). Racism behind bars [Vide.
Superior Engineering in Texas Stay or Go Thad Lepp, chief oper.docx
Superior Engineering in Texas: Stay or Go?
Thad Lepp, chief operating officer at Superior Engineering Services (SES), thumbed through the regional sales report for 2013. On the whole, it looked as though the worst was over. Sales were up in every region except for the Midwest, but the Texas figures were troubling. Despite the Lone Star State’s potential, Superior had been unable to penetrate the market there in any meaningful way. Texas was contributing only 2 percent of company revenues. It had been almost 10 years since Superior opened offices in San Antonio and Fort Worth. How much longer should the company work to cultivate this market? Was there enough of an upside to warrant staying the course? Should Superior jettison this market to focus on areas closer to its base of operations in North Carolina? These were questions that would certainly come up when Superior’s executive team held its regular quarterly meeting.
The Engineering Services Industry
The engineering services industry provides studies, design, construction management, and consulting for facilities in support of all sectors of the economy (e.g., residential, commercial, government, transportation, health care, education). The industry was active in all developed (and some undeveloped) portions of the United States.
The engineering services industry consists of many small companies that typically restrict their activities to regional markets, while larger firms have a global presence. The industry was fragmented with the four largest firms controlling less than 14 percent of the industry sales. Despite the low concentration, the 50 largest firms generated approximately 40 percent of industry sales. As the recession deepened and construction projects plunged, many small firms were forced to cease operations. The industry was further fragmented by over 90,000 self-employed professionals; however, they constituted only a very small proportion of industry sales.
The industry was highly dependent on the real estate and government sectors of the U.S. economy. Construction activity and sales declined during the recession beginning in 2007 and continued through 2013 largely due to cuts implemented in a government sequestration. Since 2011, the industry had shown signs of recovery as businesses began to invest in new facilities. However, the federal government scaled back spending on capital projects. Competition was high due to the large number of competitors within the industry. Clients typically made their purchase decisions for engineering services based on reputation for service and quality, experience on previous projects, and price. The demand for engineering services in the United States consisted of industrial and manufacturing projects, transportation, commercial, federal, government, residential, project management, and municipal utilities.
The Texas market had added 24,000 construction jobs as of August 2013, roughly 14 percent of the 168,000 added nationwide. Job gr.
Sunshine Health Corporation has acquired and merged with over 20 dis.docx
Sunshine Health Corporation has acquired and merged with over 20 distressed or bargain companies in the past 15 years. As such they have collected several outdated systems that they can no longer use and have replaced with more efficient systems that streamline from the companies to Sunshine Headquarters
.
Develop a document for assessing the decommissioned equipment from the different locations, collecting it and disposing of the equipment either in the form of revenue recovered or a benefit to the company. Equipment ranges from 5-15 years of age and works though is not current. All company information has been wiped already with hard drives wiped clean with the OS of the day.
The assignment should be 2-3 pages of content not counting title page, reference page or appendices (diagrams, budget sheet, equipment list, etc.). Please follow APA format. Use credible supporting materials to make your case. This is the challenge of professional and academic work, both require substantiation of the information. The resources support or refute the work.
.
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You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
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