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Text: Floyd, Kory (2017). Interpersonal Communication. Third Edition.McGrawHill, New York. ISBN: 9781307190458 Chapter ten 1.Are all of your Facebook friends truly your friends? Explain. 2. How do you define the word friend? Do friendships differ by sex? Explain. 3. What makes a family? (Give your own definition and examples). 4. What is your theory about why the divorce rate in the United States is so much higher than in the rest of the world? 5. Discuss Rawlins’s Six Stages of Friendship. In your own words, explain stage #4. 1. Define interpersonal conflict and distinguish it from intrapersonal conflict. 2. When are avoiding or accommodating the best strategies for dealing with conflict? 3. Identify ways in which conflict can be harmful and beneficial. 4. Define and discuss French and Raven’s five forms of power. 5. Discuss situations in which each of Blake and Mouton’s five strategies might be the best option for 6. Chapter Twelve 1. List and describe the defining elements of deception. 2. Why is it so distressing to find out someone has lied to you? 3. Define the four common forms of lying included in this chapter: falsification, exaggeration, omission, equivocation. 4. Identify and discuss reliable behavioral clues to deception. 5. Discuss the Fact or Fiction story, “Most people can’t look you in the eye while lying.” .
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Guide for parents f
This brochure was realised during the Grundtvig Partnership for Learning project SCHOOL MED. The project was financially sustained by the European Commission but the European Commission can not be made responsible for the content of this material.
CONFLICT
CONFLICT 5
Conflict
Michael Whitener
CONFLICT 1
1. Briefly summarize your dispute as you perceive it, placing events in chronological order. Include what you have done to resolve the dispute.
A young woman, Laura, was hired as a copy editor for one of the many journals produced by the company. Seven other employees worked on this team editing this Journal, including a senior editor named Tim. Laura had worked there for about a month when she and her co-workers went for a happy-hour after work. Everybody had a great time and had consumed a fair amount of alcohol. When everybody left the bar to head home, Tim, who had been secretly attracted to Laura since she started work at the Journal, hailed a cab and offered to share the ride with Laura. Laura accepted the offer. Once she was inside the cab, Tim then suddenly made an aggressive sexual advance toward her. Horrified, Laura pushed him away and told him to get out of the cab. Mortified, Tim slinked out of the cab. The next day, Laura came to work with some apprehension. How would she deal with Tim? Would the cab incident affect her job? Although Tim did not supervise her, would he try to get her fired? Since this day, Tim and Laura have all been showing aggressive behavior at work. Laura does not want to work with Tim.
On the other hand, Tim has constantly mistreated Laura since he is afraid that Laura might open up to her fellow employees or even superiors which would get him fired. The two have been continuously arguing, and they rarely want to see each other in the office. However, most office people do not know why there is a conflict between the two since they did not witness the incident (Luria, 1932).
2. Have you been striving earnestly to resolve this dispute or giving only partial efforts to reconcile?
I have put all my efforts into trying to resolve the conflict between this two. This is because, since their conflict began, the two employees' work productivity has been very low, and, in most cases, their duties even end up not being well performed. For this reason, it was essential to find a solution that will resolve the conflict as much as possible to avoid further deterioration in employee performance.
3. What questions, doubts, or fears do you have because of this dispute?
The question that I have in this dispute is what happened between the two employees, and the doubt I have is that both of them will be able to work in the same team even after resolving the conflict. The one fear that I have is that if the case is not solved as soon as possible, one of the employees might resign from their job.
4. Have you been looking at this dispute as something that happened by chance, as something done to you by someone else, or as s ...
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Ending relationships outline· Introduction· Numb XXXTencion·
Ending relationships outline
· Introduction
· Numb XXXTencion
· Quick discussion question:
· What kind of emotions do you feel from the song?
· What can the lyrics remind you of?
· Quote:
· “Being together with someone in such an intimate space for so long creates a third, overlapping psychological entity that comprises both partners.” -Mark Mason self-help author.
· Breaking off can be painful but not necessarily negative. It can end on good terms, when two people determine they are better off separated.
· Disclaimer
· Ending relationships are always hard. This can be relationships between friends, family, co-workers etc. Disclaimer, this presentation will mostly focus on patterns with romanic relationships between male and female including marriage, since there are more research and information on it.
· Schedule
· Signs that a relationship is ending
· Friendship
· Professional setting
· Romantic partner
· 5 stages of framework for relationship termination and de-escalation
· Relational tensions
· Conflict pattern
· Delivery method
· Discussion 1
· How do you know that a relationship sis deteriorating or falling apart? (Telltale signs)
· Between friends
· Between lovers
· In a professional setting
· Are there any similarities or differences between these signs?
· Signs of deterioration
· Friendship
· Loss of communication and contact is enough for the other to “get the message”.
1. Lets them know that you are busy and not available.
1. May need to explain and have a conversation with close friends.
. Professional
2. Loss and decrease of communication on personal private information
1. Keeping it work-related only
1. Separation of spheres.
· Signs of deterioration continued
· Verbal
· Loss of communication
· Hurtful words
· Constant arguments
· Non-verbal
· Physical distance
· Loss or excessiveness of skinship and physical touch.
· Raised voices in pitch and loudness
· Knapp, Vangelisti, and Caughlin (2013)
· 5 stages of framework for relationship termination and de-escalation
· Differentiating: when the difference between relationship partners begin to outweigh the similarities
· Circumscribing: when partner communication becomes superficial and nonverbal expressions of emotions and affection are restrictive
· Stagnating: communication virtually stops and nonverbal behaviors of closeness and affiliation shut down.
· Avoiding: where couples physically separate and aren't seen in public together anymore. All communication cease.
· Terminating: the final stage in which couples end their relationship.
· Relational tensions
· Arise from the decision making a couple faces in developing and defining their relationship.
· Talk and resolve
· One might decide the tensions are too great to overcome and separate.
· Discussion 2
· What are some common topics/ values that couples may have a conflict on?
· What are some gender stereotypes for these conflicts?
· How might they act?
· How might they approach the conflict?
2. Which gender might bring ...
Recommended
Guide for parents f
This brochure was realised during the Grundtvig Partnership for Learning project SCHOOL MED. The project was financially sustained by the European Commission but the European Commission can not be made responsible for the content of this material.
CONFLICT
CONFLICT 5
Conflict
Michael Whitener
CONFLICT 1
1. Briefly summarize your dispute as you perceive it, placing events in chronological order. Include what you have done to resolve the dispute.
A young woman, Laura, was hired as a copy editor for one of the many journals produced by the company. Seven other employees worked on this team editing this Journal, including a senior editor named Tim. Laura had worked there for about a month when she and her co-workers went for a happy-hour after work. Everybody had a great time and had consumed a fair amount of alcohol. When everybody left the bar to head home, Tim, who had been secretly attracted to Laura since she started work at the Journal, hailed a cab and offered to share the ride with Laura. Laura accepted the offer. Once she was inside the cab, Tim then suddenly made an aggressive sexual advance toward her. Horrified, Laura pushed him away and told him to get out of the cab. Mortified, Tim slinked out of the cab. The next day, Laura came to work with some apprehension. How would she deal with Tim? Would the cab incident affect her job? Although Tim did not supervise her, would he try to get her fired? Since this day, Tim and Laura have all been showing aggressive behavior at work. Laura does not want to work with Tim.
On the other hand, Tim has constantly mistreated Laura since he is afraid that Laura might open up to her fellow employees or even superiors which would get him fired. The two have been continuously arguing, and they rarely want to see each other in the office. However, most office people do not know why there is a conflict between the two since they did not witness the incident (Luria, 1932).
2. Have you been striving earnestly to resolve this dispute or giving only partial efforts to reconcile?
I have put all my efforts into trying to resolve the conflict between this two. This is because, since their conflict began, the two employees' work productivity has been very low, and, in most cases, their duties even end up not being well performed. For this reason, it was essential to find a solution that will resolve the conflict as much as possible to avoid further deterioration in employee performance.
3. What questions, doubts, or fears do you have because of this dispute?
The question that I have in this dispute is what happened between the two employees, and the doubt I have is that both of them will be able to work in the same team even after resolving the conflict. The one fear that I have is that if the case is not solved as soon as possible, one of the employees might resign from their job.
4. Have you been looking at this dispute as something that happened by chance, as something done to you by someone else, or as s ...
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Ending relationships outline· Introduction· Numb XXXTencion·
Ending relationships outline
· Introduction
· Numb XXXTencion
· Quick discussion question:
· What kind of emotions do you feel from the song?
· What can the lyrics remind you of?
· Quote:
· “Being together with someone in such an intimate space for so long creates a third, overlapping psychological entity that comprises both partners.” -Mark Mason self-help author.
· Breaking off can be painful but not necessarily negative. It can end on good terms, when two people determine they are better off separated.
· Disclaimer
· Ending relationships are always hard. This can be relationships between friends, family, co-workers etc. Disclaimer, this presentation will mostly focus on patterns with romanic relationships between male and female including marriage, since there are more research and information on it.
· Schedule
· Signs that a relationship is ending
· Friendship
· Professional setting
· Romantic partner
· 5 stages of framework for relationship termination and de-escalation
· Relational tensions
· Conflict pattern
· Delivery method
· Discussion 1
· How do you know that a relationship sis deteriorating or falling apart? (Telltale signs)
· Between friends
· Between lovers
· In a professional setting
· Are there any similarities or differences between these signs?
· Signs of deterioration
· Friendship
· Loss of communication and contact is enough for the other to “get the message”.
1. Lets them know that you are busy and not available.
1. May need to explain and have a conversation with close friends.
. Professional
2. Loss and decrease of communication on personal private information
1. Keeping it work-related only
1. Separation of spheres.
· Signs of deterioration continued
· Verbal
· Loss of communication
· Hurtful words
· Constant arguments
· Non-verbal
· Physical distance
· Loss or excessiveness of skinship and physical touch.
· Raised voices in pitch and loudness
· Knapp, Vangelisti, and Caughlin (2013)
· 5 stages of framework for relationship termination and de-escalation
· Differentiating: when the difference between relationship partners begin to outweigh the similarities
· Circumscribing: when partner communication becomes superficial and nonverbal expressions of emotions and affection are restrictive
· Stagnating: communication virtually stops and nonverbal behaviors of closeness and affiliation shut down.
· Avoiding: where couples physically separate and aren't seen in public together anymore. All communication cease.
· Terminating: the final stage in which couples end their relationship.
· Relational tensions
· Arise from the decision making a couple faces in developing and defining their relationship.
· Talk and resolve
· One might decide the tensions are too great to overcome and separate.
· Discussion 2
· What are some common topics/ values that couples may have a conflict on?
· What are some gender stereotypes for these conflicts?
· How might they act?
· How might they approach the conflict?
2. Which gender might bring ...
What are some essential differences between constructive and destruc.docx
What are some essential differences between constructive and destructive conflict?
Please make sure the summary is at least 300 words as well as use the reading material I posted below
Adolph and his brother, Rudolph, lived in a small German town and had heard that the American sprinter Jesse Owens was coming to Germany to compete in the 1936 Berlin Olympics. The two brothers had a small cobbler shop and thought they would try making sports shoes for the famed runner. They approached Owens and asked if he would wear their shoes during the Olympic competition. Owens quickly accepted the offer of free shoes and then won four gold medals. The two brothers parlayed that good fortune into making their small cobbler shop into a major producer of running shoes. There was just one problem: The two brothers didn’t get along. In fact, they fought a lot. Eventually, because of the constant conflict, they decided to go their separate ways. Adolph, whose nickname was “Adi,” took half of the shoemaking machines and started his own company on one side of the river in their town. You know it today as Adidas. Rudolph stayed on the other side of the river and called his new shoe company Puma. Their family conflict had thus created two giant running-shoe corporations.1 Conflict is a fact of life. Throughout history, people have been involved in conflicts ranging from family feuds that spawned rival shoe companies to nations that waged war against each other. Communication researchers and social psychologists conclude that when people interact with one another, they inevitably disagree.2 This chapter gives you some ideas about the causes of conflict in groups and teams and presents some strategies for managing it. We’re not going to tell you how to eliminate group conflict but rather how to understand it and its importance in your group deliberations. Despite the prevalence of conflict in group and team deliberations, communication researchers Steven Farmer and Jonelle Rothe note that much of what we know about group conflict has been generalized from research that has investigated interpersonal conflict.3 The prime objective of this chapter is to help you understand how conflict in groups and teams can be both useful and detrimental to collaborative decision making. What Is Conflict? Conflict happens when there is disagreement. Communication experts William Wilmot and Joyce Hocker define conflict as: (1) an expressed struggle (2) between at least two interdependent people (3) who perceive incompatible goals, scarce resources, and interference from others (4) to achieve specific goals.4 Expressed struggle: A conflict becomes a concern to a group when the disagreement is expressed verbally or, more often, nonverbally. Early signs of conflict include furrowed brows, grimacing facial expressions, and flashes of frustration evident in the voice. If the conflict persists, words are usually exchanged and unmanaged tempers may flare. Between at least two interde.
Using the essay topics provided below, you will write 5-page pa.docx
Using the essay topics provided below, you will write 5-page paper (1 topic per paper). that deal directly with the issue you have selected. You may develop the topic in any way you wish. You may use any materials presented as part of the course content to back up your opinions. The remaining essay topics should be used as a study guide for the final exam.
Please use MLA style for your Works Cited section and all formatting within your paper.
Topic Choices
1.
Elaborate on the four Gs of peacemaking as identified by Sande. Use the following references for support: I Cor. 10:32, Matt. 7:5, Gal. 6:1, Matt. 5:24, Eph. 4:1–4, Eph. 4:29–32, Phil. 4:5–10, Col. 4:5–6.
2.
Using all class texts and lecture notes, define conflict. Your answer should be exhaustive and identify characteristics from several definitions. In addition, discuss at least three metaphors of conflict that help to explain how people may view conflict. Why are so many words and metaphors negative when they define conflict?
3.
Sande claims that conflict situations may be an opportunity to “Glorify God.” Explain the validity of his argument and give 1 illustration of how you have applied this principle this semester. What were the positive outcomes?
4.
Sande suggests that it is the Christian’s responsibility to live in peace. Develop and evaluate his argument. Use Scripture and Christian ethics/morality to support this premise. What are some of the lifestyle methods Christians can use to carry out this command of Christ?
5.
Discuss the biblical concept of “forgiveness” in relationships. Support the concept from Scripture and any of the articles from your Helmick text. What are the foundational characteristics and behaviors necessary to practicing forgiveness in interpersonal relationships? Why is forgiveness so hard to practice? To what degree is forgiveness necessary for reconciliation?
6.
Discuss Cahn & Abigail’s categorization of “real” and “unreal” conflicts. Define and give examples of each type.
7.
Explain the basic characteristics of the following positive and negative models for conflict resolution: What are the strengths and weaknesses of each model:
Positive
Borishoff
Mediation
Arbitration
S-TLC
Weeks
Dana
Negative
Conquest
Bargaining
Band-aid
Role-player
Avoidance
8.
Discuss the Conflict Grid. What kind of person is a 9/1, 1/9, 5/5, 9/9, 1/1? When is it appropriate to use each of the styles? What style is most recommended for effective conflict resolution?
9.
Discuss the 4 communication behavior styles for handling conflict: Aggressive, Passive-aggressive, Non-assertive, and Assertive. What are the advantages and disadvantages? When would you want to use each? When would you not want to use each? What are the criteria for selecting the type of communication behavior style to use?
10.
Discuss the characteristics of the following conflict strategies. What are the pros and cons of each? When should you use or not use them?
a. Avoidance
b. Accommo ...
CLP 1006 REVIEW FOR CH. 9-11 Chapter 9 Review Developin.docx
CLP 1006 REVIEW FOR CH. 9-11
Chapter 9: Review Developing Your Emotional Intelligence (EQ)
I. The Concept of Emotional Intelligence:
· Describe the 5 components of EQ as described by Goleman:
· What percentage does IQ (intellectual abilities) contribute to success in life?
· Name the 7 types of intelligences proposed by Howard Gardner.
· Later, Gardner further subdivided EQ into 4 components. Name these 4 areas.
II. Effectiveness in Relationships
· Describe the three types of relationships mentioned in the text..
· What is ‘synergy’
· What are the possible outcomes of conflicts? (e.g,, win-win, etc.)
· Describe the three mental sets required to obtain a win-win outcome? (i.e., giving up being right, stepping into the shoes of another, & making deposits into the emotional bank account)
· What are the 3 basic barriers to a win-win outcome?
· Know the four types of situations when one should not try for a ‘win-win’ outcome.
· What are the 6 types of deposits Covey recommends that one should make into the emotional trust account in order to maintain a healthy level of trust in a relationship?
III. Empathy:
· Define empathy.
· There is a neurological basis for our capacity to experience empathy. What are these neurons called? And what is their mechanism by which we are able to experience empathy?
· What are some of the benefits of empathy?
· What are some blocks to empathy?
· What are some ways to cultivate empathy?
III. The Nature of Anger
· What does the Frustration-Aggression hypothesis say about the root cause of anger?
· What is catharsis according to Freud? What is the current view regarding catharsis and anger?
· What do current learning theories say about the etiology of anger?
· Explain why there is no clear cut cause-effect relationship between watching violent shows, movies, video games and increased aggression/violent behavior.
· What are some of the factors associated with the likelihood that an individual will engage in a violent expression of anger?
· What are the six situations identified through research that are likely to trigger road rage –type emotions and behaviors?
· Explain, in terms of brain circuitry, why some individuals react with impulsive and explosive behaviors of anger, even when mildly provoked ( key terms: emotional hijacking, amygdala, prefrontal cortex, myelination, fight/flight response, heightened arousal).
IV. The Role of Attribution in Anger
· Schacter and Singer (1962) designed an experiment to explain the relationship between physiological arousal and the subjective experience of emotions. Describe this experiment and the conclusions drawn from what was observed in the subjects.
· Why can attributing the source of your physiological arousal to an external factor increasethe likelihood that you will bereactive and less in control?
V. Anger and Type A Personality
· What is a Type A and Type B personality as defined by cardiologists Meyer Friedman and Ray Rosenman. ...
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Communication & relational Dynamics 10232017Agenda A.docx
Communication & relational Dynamics
10/23/2017
Agenda
Attendance/Questions
Mini Paper #3 Collection
Why We Form Relationships
Models of Relational Dynamics
Characteristics of Relationships
Communication Within Relationships
Next Steps
Group Project
Mini Paper #3 Observation Project
Group Discussion
Why Do We Form Relationships With Some and Not Others?
What Made You Choose Your Current Friends? How Would You Define Your Top 3 Current Friendships?
Are All Your Friends Similar in Their Tastes, Appearance, Intelligence, etc?
Have You Changed How You Choose Friends As You’ve Gotten Older? Why or Why Not?
What Makes Someone A Good Friend? What Makes Someone a Bad Friend? Is It Worth It To Have “Bad Friends”? Why
Activity-Relationship Want Ads
Pretend you are writing three Craigslist-style want ads for people to fill three different types of relationship “vacancies” in your life. Like any personals ad, you also have to describe yourself so your audience will know if they’re the right fit for you. Take Some Time And Develop a Short Paragraph For Each Of The Following Scenarios:
a. Advertise for a person with whom you wish to establish a working relationship.
b. Advertise for a person with whom you wish to have a friendship.
c. Advertise for a person with whom you would like to develop a long-term romantic relationship.
Discussion Questions
Share Your Ads Aloud In Your Group
What Characteristics Are Uniform In All Three Ads?
What Characteristics Are Distinct From One Ad To Another?
What Role Does Impression Management Play In These Ads? Do You Present The Same “Self” For Each Of The Ads?
How Do We Make New Friends?
Why We Form Specific Relationships
Appearance
Similarity
Complementarity
Reciprocal Attraction
Competence
Disclosure
Proximity
Rewards
In Your Groups, Discuss & Define Your Assigned Factor(s) And Design An Extreme Example (Role Play) of That Factor.
You Will Discuss Your Factor and Then Show Us Your Role Play
How A Relationship forms: According to Knapp
Stages of Relational Development
Coming Together
Initiating-Expressing Interest In One Another
Experimenting-Gaining Information About One Another
Intensifying-Beginning to Express Feelings, Excitement About One Another
Relational Maintenance
Integrating-Making Time For One Another, Give Up Some Characteristics For The Other Person/Shared Identities
Bonding-Being Recognized As A Relationship By Others
Differentiating-First Feelings Of Stress, Needing to Have “Me Time”
Circumscribing- Communication Begins to Drift, Avoidance Of One Another, Losing Interest
Coming Apart
Stagnation-Excitement and Growth Fades
Avoiding-Creating Physical Distance From Each Other
Terminating-Ending The Relationship All Together
Some Notes About Knapp’s Stages…
Not All Relationships Reach Every Level
Relationships Are Constantly Changing.
Relationships Are Not Linear, Rather They Move Back and Forth
Some Stages Are Very ...
Correct Answers Highlighted BelowPART 11. Norman and.docx
Correct Answers Highlighted Below
PART 1
1.
Norman and Fredrick seem to argue all the time. Coworkers describe
the two as hotheads, but recognize that the two men seem to like
sparring and are very close friends. Their conflict style is best
described as [4 pts.]
A.
nonintimate-aggressive.
B.
nonintimate-nonaggressive.
C.
intimate-aggressive.
D.
intimate-nonaggressive.
2.
Rhonda complains to Collin that she’s tired of their weekend routine.
Irritated, Collin snaps back that he’s tired of her complaining. Their
conflict pattern reflects which of the following conflict styles? [4 pts.]
A.
complimentary
B.
symmetrical
C.
tangential
D.
conditional
3.
Almost all messages have [4 pts.]
A.
a content dimension.
B.
a relational dimension.
C.
both content and relational dimensions.
D.
no dimensions unless the communicators intend them to.
4.
Skillful, integrated communicators are characterized by [4 pts.]
A.
a conscious focus on communicating effectively.
B.
a greater degree of sociability.
C.
communicating competently without needing to think constantly about how to behave.
D.
exposure to a wide range of communication styles.
E.
others helping them out.
5.
Maslow’s hierarchy of needs is important to the study of interpersonal
communication because [4 pts.]
A.
we all have needs.
B.
we can’t understand our needs without communication.
C.
communication is usually necessary to meet each level of need.
D.
communication was Maslow’s greatest need.
E.
the need for communication is the sixth “hidden” need.
6.
Some of the characteristics that make relationships more interpersonal
than impersonal are [4 pts.]
A.
frequency and proximity of communication.
B.
quantity over quality.
C.
how important the content of talk is to both of you.
D.
uniqueness, irreplaceability, and interdependence.
7.
Effective communicators have been found to [4 pts.]
A.
have a consistent set of five behaviors they can call up at will.
B.
have a wide range of behaviors from which to choose.
C.
exhibit behaviors that are predictable by their partners.
D.
exhibit unique behaviors more often than less effective communicators.
E.
frequently rehearse about 20 behaviors until they get them right for any interaction.
8.
Identity and communication are related in that we [4 pts.]
A.
gain an idea of who we are from the way others communicate with us.
B.
are drawn to communicators who test and challenge our identity.
C.
find others’ identities become our own through communication.
D.
control communication with our identity.
9.
Which of the following is a channel for communication [4 pts.]
A.
touching
B.
writing
C.
gesturing
D.
talking
E.
all of the above
10.
Relational dimensions of a message [4 pts.]
A..
My Hero Essay Examples
003 Essay Example My Hero Essays On Heroes Examples Good Writing The .... My Hero Essay Examples – Telegraph. How to Write an Essay About My Hero. Persuasive Essay: My hero essay outline. Pin by Sarah on words | My hero essay, Hero essay, Essay examples.
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156Learning ObjectivesAt the end of this chapter, yous.docx
156
Learning Objectives
At the end of this chapter, you
should be able to meet the
following objectives:
1. Identify the importance of
conflict in interpersonal
relationships.
2. Define the five types of
interpersonal conflicts.
3. Recognize the five styles
of conflict management.
4. Identify conflict strategy
guidelines.
5. Respond appropriately
to criticism.
156
“In the middle of difficulty lies
opportunity.”
Albert Einstein
Chapter 7
Conflict Resolution
156
IS
B
N
0-558-91480-2
Communicating in the Workplace, by Thomas Cheesebro, Linda O’Connor, and Francisco Rios. Published by Prentice Hall. Copyright © 2010 by Pearson Education, Inc.
Chapter 7 Conflict Resolution 157
Conflict Is Important
“Brigit M. just graduated from a public college in
southern New Jersey with a 4.0 GPA. Putting herself
through college with a full course load, she worked
25 to 30 hours a week off campus as a waitress plus
8 to 12 hours a week on campus as a writing and
economics tutor. She had a scholarship, but, as she
says, ‘You think a full scholarship is great, but
it doesn’t cover books, transportation, and health
care costs.’ She was lucky to have a flexible em-
ployer who was willing to accommodate her course
schedule. But the time juggle was still difficult: ‘It
was hard to come home from work at 11:00 P.M.
and still have to write a paper that was due for an
8:30 A.M. class.’
“Brigit is one of almost six million working students in the United States.
Many of these students do much more than put in a few hours in the school
cafeteria or library. They cannot afford a college education without working
long hours at one or more off-campus jobs, taking on heavy students loans,
and using credit cards to fill in the gaps” (Mutari & Lakew, 2003, p. 1).
You may be able to relate to the challenges that Brigit faced. Working to
support yourself and perhaps a family, carrying a demanding class load, and
trying to find time for a personal life can provide fertile ground for both in-
ternal and external conflict.
Although the term conflict can be defined in a variety of ways, you may
find the following definition helpful before you read further in this chapter:
Conflict is the internal or external tension that occurs when you experience
difficulty in meeting important needs.
Let’s take a closer look at what this definition is
saying by examining another situation you may find
familiar.
Aaron was a student enrolled in an associate
degree nursing program at a local community col-
lege. He found himself struggling in his anatomy
and physiology class to the point that by midsemes-
ter, he was risking failing the course. As a result, he
made the decision to withdraw from the course and
take it again the following semester. However,
Aaron faced a conflict. His parents had been help-
ing to finance his education, and he assumed they
would be furious to find out he dropped the course
and lost out on the tuition money that was not re-
fundable. Consequently, .
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Texas Government PaperWriting and Citing TipsSpring 2019 A.docx
Texas Government Paper
Writing and Citing Tips
Spring 2019 Assignment
Professor Cindy Casey Brown
Department Chair and Faculty
El Centro College
My Top 10
Writing Tips
Write about something you enjoy – if you are not enjoying what you are writing about the reader can tell!
Organize your thoughts before you write – make an OUTLINE of what you are going to write about. This helps you put your thoughts in logical order and tells you what research you need to complete. DO NOT do this last minute! Writing is a process and editing takes time.
**You will do an outline for me and it is worth 25 points!**
Never underestimate the power of simple words. Do NOT over-use your thesaurus. Many people will do this – be careful! Using “big” misplaced words can make your writing choppy and break up your reader’s concentration. Sometimes saying it simply is best! Which one holds your attention better?
“It was a great class. I learned a lot of valuable information.”
VERSUS
“The program was stupendous and provided immense opportunity for engaging my colleagues in banter on numerous topics of consequence. I was pedantic in my studies and this manufactured an astonishingly engaging atmosphere for scholarship.”
BUT do make your writing come alive – edit your work and see where you can do this - close your eyes and listen to this quote:
“Don't tell me the moon is shining; show me the glint of light on broken glass.”
― Anton Chekhov
Make sure you use words or transitional sentences to tell your reader where you are going and what you are telling them next – it helps your reader stay engaged – and helps your teachers grade your work.
Example: “There are three major challenges that the President is confronting this year. First…., Second… Finally….
Vary your sentence length. It keeps your readers engaged if every so often you have some nice, short sentences. It wakes your reader up and keeps them moving.
6. PROOFREAD. Write it, put it down for 24 hours, read it out loud to yourself. Double check your spell check (i.e. there and their – too, two, and to).
Read your paper out loud to yourself to make sure it flows.
8. Make sure your grammar and punctuation are PERFECT. Making silly mistakes makes your reader lose faith in your arguments. Presentation is important!
Read your paper and do a “Search and Find” for the words this, that, and these. Determine if you can take those words out – a lot of times they are extra words and you can remove them and clean up your writing and make it “crisper.”
10. CITE YOUR SOURCES!
When should you cite a source?
When you quote two or more words verbatim or even one word if it is unique to a source. (Example: “Let’s Roll!”)
When you introduce facts to your reader that are not common knowledge you need to cite to something.
When you paraphrase ideas, conclusions, discussions from a source – even though it .
TEXAS GOVERNOR I. Introduction The Governor is just .docx
TEXAS GOVERNOR
I. Introduction:
The Governor is just like a mini president in each state. A governor is
generally seen as setting the agenda for the legislative branch, and is basically the lead
political actor; the figure most likely to appear on television on a regular basis. A
governor term of office is four years with exceptions of New Hampshire and Vermont.
The governor may serve any number of terms, but he or she cannot serve more than
two terms in a row.
II. Body:
A. Requirement and Salary:
1. Age
a. At least 30 years of age.
b. Must be a US resident for the last 5 years.
2. Salary
a. $150,000
b. Governor’s Mansion
B. Powers of Governor of Texas
1. Legislative Powers
a. VETO
b. Appoints State Officials
2. Judicial Powers
a. Grant Clemency
b. Appoints member for The Board of Pardons & Parole
3. Military Power
a. Commander-in-chief of Military
C. History of Texas Governors
1. First Governor of Texas: James Pinckney Henderson
a. Government service in the Republic
b. Governor of Texas & War with Mexico
2. Current Governor of Texas: Greg Abbott
a. Greg Abbott ‘s achievements
b. His Initiatives: Four pillars (1) safety and security, (2) education, (3)
economic advancement and (4) the preservation of liberty
III. Conclusion:
A. Analytical Facts
1. List of governors of Texas
B. Concluding Statement
References:
Brown, J. (1935). Life and times of Henry Smith : The first American Governor of Texas.
Austin, Tex.: Steck Company.
Morris, C. (1992). Storming the Statehouse : Running for governor with Ann Richards and
Dianne Feinstein. New York : Toronto : New York: Scribner's Sons ; Maxwell Macmillan
Canada ; M. Macmillan International.
Parton, J. (1888). The Annexation of Texas as Essential to the United States, vol. III, pp.
658–660.
Ann Richards.(Ann Richards, governor of Texas)(Obituary). (2006). The Economist (US),
380(8497), 96US.
Submitted by: SHUBHANKAR SHAH, 2018FA GOVT-2306-51408
.
Texas Government 2306 – Spring 2019TEST III – Chapters 6, 8, Dea.docx
Texas Government 2306 – Spring 2019
TEST III – Chapters 6, 8, Death Penalty and the Insanity Defense
DIRECTIONS FOR ESSAYS: Please turn your Essays in on BlackBoard by 5:00 p.m. on Monday, May 13, 2019.
DIRECTIONS FOR MULTIPLE CHOICE:Please turn your Scantrons in to me by 10:00 a.m. on Monday, May 13, 2019. You may bring them to my office (A520) and I will be in my office from 8:00 – 10:00 a.m. on Monday, May 13, 2019. You may also put your Scantron in my faculty mailbox in the Academic Transfer Office (A442) before that time. PLEASE put your full name, Class, ID Number, and Section on your Scantron (if you do not you may not get credit).
I. ESSAYS (70 points)
Chapter 6 – The Texas Executive
1. Pick one position in the Texas Executive Branch and write me a one paragraph overview of that position. Then research the person in the position now and write me a paragraph about that person.
2. Does Texas have a weak governor or a strong governor? Fully explain your answer.
Chapter 8 – The Judicial System in Texas, the Death Penalty and the Insanity Defense
3. Should prisons exist for rehabilitation OR for punishment? Fully explain your answer.
4. You are a Untied States Supreme Court Justice. A case comes before the Court from Texas arguing the death penalty is unconstitutional under the Eighth Amendment of the United States Constitution. What is your opinion and why?
5. During our study of The Texas Seven and Randy Halprin you learned a defendant can be given the death penalty under the Law of Parties in Texas. Do you agree or disagree with the Law of Parties being applied in death penalty cases? Do you think Randy Halprin have been charged with capital murder? Fully explain your answer.
6. We did a case study over Andrea Yates to study the Insanity Defense. You are on the jury in Andrea Yates’ capital murder trial. Do you vote guilty, not guilty, or not guilty by reason of insanity? Fully explain your answer.
7. As part of your study of the death penalty you watched a 60 minute documentary. What did you learn from the documentary? Did anything you saw change your personal opinions about the death penalty and its application? Why or why not and fully explain your answer.
II. EXTRA CREDIT (5 points each) (You must use complete sentences for credit!)
Bonus 1 What part of this class did you enjoy the most / what should stay the same – AND - what part did you not enjoy / think I should change / what can I do differently to improve the student experience? (Thank you for your opinions – I take your opinions seriously and apply them to future classes!).
Bonus 2 What did you learn in this class that you will remember one year from today?
II. MULTIPLE CHOICE (30 points total)
Chapter 6 – The Texas Executive
1. Which of the following individuals are a part of the Texas Plural Executive?
A. The Texas Governor.
B. The Texas Lieutenant Governor.
C. The Texas Attorney General.
D. The Texas Secretary of State.
E. All of .
Testing2TestingChristy MockPSY-FP7610Assig.docx
Testing 2
Testing
Christy Mock
PSY-FP7610
Assignment 3
Capella University
May 2017
Testing
Test
The Kaufman Assessment Battery for Children (KABC), Second Edition offers testing that can be completed in twenty-five to seventy-minute test settings. This test is designed to be administer in a school setting by a testing administer that has completed specific training and read the testing manual thoroughly with complete understanding. The scoring is completed through specialized software. This test consists of eighteen subtests that an administrator can administer in sections to avoid testing fatigue for the student. Per the website Pearson Clinical, the test is administered in eighteen subsets that are broken down into five categories. The five categories focus on specific aspects that will be assessed and offer different categories for different age ranges. Category 1 focuses on Simultaneous Triangles, this includes seven subsets that are: Face Recognition, Pattern Reasoning, Block Counting which are designed to be tested on students from five to eight years old (Pearson Clinical Psychology, 2017). This subset also includes Story Completion, Conceptual Thinking, Rover, and Gestalt Closure that can be used to test any ages between five and eighteen. Category two is Sequential Word Order, this set includes Number Recall, and Hand Movements that can also be used for any age category (Pearson Clinical Psychology, 2017). The third category Planning which measures the pattern reasoning and story completion in students from 7-18 (Pearson Clinical Psychology, 2017). This category includes testing the Learning Atlantis, Atlantis Delayed, Rebus, and Rebus. The last category is Delayed Knowledge which is included in the CHC model only Riddles, Expressive Vocabulary, and Verbal Knowledge (Pearson Clinical Psychology, 2017).This form of testing offers reliability and validity to the results.
Reliability and Validity
The validity evidence from associations that are compared to different mediums produced outcomes that offered the same as the results that would have been expected. Per the article published by Kaufman, the subscale and index-score relationships are commonly offered in association with the K-ABC, also per the index and IQ scores of the WISC-III, WISC-IV, and WPPSI-III, with the KAIT, and with the Cognitive clusters of the Woodcock-Johnson III. Correlations of KABC-II scales with the like-named clusters of the WJ III Cog battery reveal weak discriminant validity (Kaufman, A. S., & Kaufman, N. L, 2004). Large amounts of clinical studies disclose variances that exist in different section of students with disabilities and the norm group. In the group that included Autistic Disorder, ADHD, and emotional disturbance the greatest pattern of differences could be found. The authors of the study often warn about considering the smaller differences too much as it could take focus off the larger benefits of using the test.
Strengths.
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What are some essential differences between constructive and destruc.docx
What are some essential differences between constructive and destructive conflict?
Please make sure the summary is at least 300 words as well as use the reading material I posted below
Adolph and his brother, Rudolph, lived in a small German town and had heard that the American sprinter Jesse Owens was coming to Germany to compete in the 1936 Berlin Olympics. The two brothers had a small cobbler shop and thought they would try making sports shoes for the famed runner. They approached Owens and asked if he would wear their shoes during the Olympic competition. Owens quickly accepted the offer of free shoes and then won four gold medals. The two brothers parlayed that good fortune into making their small cobbler shop into a major producer of running shoes. There was just one problem: The two brothers didn’t get along. In fact, they fought a lot. Eventually, because of the constant conflict, they decided to go their separate ways. Adolph, whose nickname was “Adi,” took half of the shoemaking machines and started his own company on one side of the river in their town. You know it today as Adidas. Rudolph stayed on the other side of the river and called his new shoe company Puma. Their family conflict had thus created two giant running-shoe corporations.1 Conflict is a fact of life. Throughout history, people have been involved in conflicts ranging from family feuds that spawned rival shoe companies to nations that waged war against each other. Communication researchers and social psychologists conclude that when people interact with one another, they inevitably disagree.2 This chapter gives you some ideas about the causes of conflict in groups and teams and presents some strategies for managing it. We’re not going to tell you how to eliminate group conflict but rather how to understand it and its importance in your group deliberations. Despite the prevalence of conflict in group and team deliberations, communication researchers Steven Farmer and Jonelle Rothe note that much of what we know about group conflict has been generalized from research that has investigated interpersonal conflict.3 The prime objective of this chapter is to help you understand how conflict in groups and teams can be both useful and detrimental to collaborative decision making. What Is Conflict? Conflict happens when there is disagreement. Communication experts William Wilmot and Joyce Hocker define conflict as: (1) an expressed struggle (2) between at least two interdependent people (3) who perceive incompatible goals, scarce resources, and interference from others (4) to achieve specific goals.4 Expressed struggle: A conflict becomes a concern to a group when the disagreement is expressed verbally or, more often, nonverbally. Early signs of conflict include furrowed brows, grimacing facial expressions, and flashes of frustration evident in the voice. If the conflict persists, words are usually exchanged and unmanaged tempers may flare. Between at least two interde.
Using the essay topics provided below, you will write 5-page pa.docx
Using the essay topics provided below, you will write 5-page paper (1 topic per paper). that deal directly with the issue you have selected. You may develop the topic in any way you wish. You may use any materials presented as part of the course content to back up your opinions. The remaining essay topics should be used as a study guide for the final exam.
Please use MLA style for your Works Cited section and all formatting within your paper.
Topic Choices
1.
Elaborate on the four Gs of peacemaking as identified by Sande. Use the following references for support: I Cor. 10:32, Matt. 7:5, Gal. 6:1, Matt. 5:24, Eph. 4:1–4, Eph. 4:29–32, Phil. 4:5–10, Col. 4:5–6.
2.
Using all class texts and lecture notes, define conflict. Your answer should be exhaustive and identify characteristics from several definitions. In addition, discuss at least three metaphors of conflict that help to explain how people may view conflict. Why are so many words and metaphors negative when they define conflict?
3.
Sande claims that conflict situations may be an opportunity to “Glorify God.” Explain the validity of his argument and give 1 illustration of how you have applied this principle this semester. What were the positive outcomes?
4.
Sande suggests that it is the Christian’s responsibility to live in peace. Develop and evaluate his argument. Use Scripture and Christian ethics/morality to support this premise. What are some of the lifestyle methods Christians can use to carry out this command of Christ?
5.
Discuss the biblical concept of “forgiveness” in relationships. Support the concept from Scripture and any of the articles from your Helmick text. What are the foundational characteristics and behaviors necessary to practicing forgiveness in interpersonal relationships? Why is forgiveness so hard to practice? To what degree is forgiveness necessary for reconciliation?
6.
Discuss Cahn & Abigail’s categorization of “real” and “unreal” conflicts. Define and give examples of each type.
7.
Explain the basic characteristics of the following positive and negative models for conflict resolution: What are the strengths and weaknesses of each model:
Positive
Borishoff
Mediation
Arbitration
S-TLC
Weeks
Dana
Negative
Conquest
Bargaining
Band-aid
Role-player
Avoidance
8.
Discuss the Conflict Grid. What kind of person is a 9/1, 1/9, 5/5, 9/9, 1/1? When is it appropriate to use each of the styles? What style is most recommended for effective conflict resolution?
9.
Discuss the 4 communication behavior styles for handling conflict: Aggressive, Passive-aggressive, Non-assertive, and Assertive. What are the advantages and disadvantages? When would you want to use each? When would you not want to use each? What are the criteria for selecting the type of communication behavior style to use?
10.
Discuss the characteristics of the following conflict strategies. What are the pros and cons of each? When should you use or not use them?
a. Avoidance
b. Accommo ...
CLP 1006 REVIEW FOR CH. 9-11 Chapter 9 Review Developin.docx
CLP 1006 REVIEW FOR CH. 9-11
Chapter 9: Review Developing Your Emotional Intelligence (EQ)
I. The Concept of Emotional Intelligence:
· Describe the 5 components of EQ as described by Goleman:
· What percentage does IQ (intellectual abilities) contribute to success in life?
· Name the 7 types of intelligences proposed by Howard Gardner.
· Later, Gardner further subdivided EQ into 4 components. Name these 4 areas.
II. Effectiveness in Relationships
· Describe the three types of relationships mentioned in the text..
· What is ‘synergy’
· What are the possible outcomes of conflicts? (e.g,, win-win, etc.)
· Describe the three mental sets required to obtain a win-win outcome? (i.e., giving up being right, stepping into the shoes of another, & making deposits into the emotional bank account)
· What are the 3 basic barriers to a win-win outcome?
· Know the four types of situations when one should not try for a ‘win-win’ outcome.
· What are the 6 types of deposits Covey recommends that one should make into the emotional trust account in order to maintain a healthy level of trust in a relationship?
III. Empathy:
· Define empathy.
· There is a neurological basis for our capacity to experience empathy. What are these neurons called? And what is their mechanism by which we are able to experience empathy?
· What are some of the benefits of empathy?
· What are some blocks to empathy?
· What are some ways to cultivate empathy?
III. The Nature of Anger
· What does the Frustration-Aggression hypothesis say about the root cause of anger?
· What is catharsis according to Freud? What is the current view regarding catharsis and anger?
· What do current learning theories say about the etiology of anger?
· Explain why there is no clear cut cause-effect relationship between watching violent shows, movies, video games and increased aggression/violent behavior.
· What are some of the factors associated with the likelihood that an individual will engage in a violent expression of anger?
· What are the six situations identified through research that are likely to trigger road rage –type emotions and behaviors?
· Explain, in terms of brain circuitry, why some individuals react with impulsive and explosive behaviors of anger, even when mildly provoked ( key terms: emotional hijacking, amygdala, prefrontal cortex, myelination, fight/flight response, heightened arousal).
IV. The Role of Attribution in Anger
· Schacter and Singer (1962) designed an experiment to explain the relationship between physiological arousal and the subjective experience of emotions. Describe this experiment and the conclusions drawn from what was observed in the subjects.
· Why can attributing the source of your physiological arousal to an external factor increasethe likelihood that you will bereactive and less in control?
V. Anger and Type A Personality
· What is a Type A and Type B personality as defined by cardiologists Meyer Friedman and Ray Rosenman. ...
Economics Essay 5. Online assignment writing service.
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Communication & relational Dynamics 10232017Agenda A.docx
Communication & relational Dynamics
10/23/2017
Agenda
Attendance/Questions
Mini Paper #3 Collection
Why We Form Relationships
Models of Relational Dynamics
Characteristics of Relationships
Communication Within Relationships
Next Steps
Group Project
Mini Paper #3 Observation Project
Group Discussion
Why Do We Form Relationships With Some and Not Others?
What Made You Choose Your Current Friends? How Would You Define Your Top 3 Current Friendships?
Are All Your Friends Similar in Their Tastes, Appearance, Intelligence, etc?
Have You Changed How You Choose Friends As You’ve Gotten Older? Why or Why Not?
What Makes Someone A Good Friend? What Makes Someone a Bad Friend? Is It Worth It To Have “Bad Friends”? Why
Activity-Relationship Want Ads
Pretend you are writing three Craigslist-style want ads for people to fill three different types of relationship “vacancies” in your life. Like any personals ad, you also have to describe yourself so your audience will know if they’re the right fit for you. Take Some Time And Develop a Short Paragraph For Each Of The Following Scenarios:
a. Advertise for a person with whom you wish to establish a working relationship.
b. Advertise for a person with whom you wish to have a friendship.
c. Advertise for a person with whom you would like to develop a long-term romantic relationship.
Discussion Questions
Share Your Ads Aloud In Your Group
What Characteristics Are Uniform In All Three Ads?
What Characteristics Are Distinct From One Ad To Another?
What Role Does Impression Management Play In These Ads? Do You Present The Same “Self” For Each Of The Ads?
How Do We Make New Friends?
Why We Form Specific Relationships
Appearance
Similarity
Complementarity
Reciprocal Attraction
Competence
Disclosure
Proximity
Rewards
In Your Groups, Discuss & Define Your Assigned Factor(s) And Design An Extreme Example (Role Play) of That Factor.
You Will Discuss Your Factor and Then Show Us Your Role Play
How A Relationship forms: According to Knapp
Stages of Relational Development
Coming Together
Initiating-Expressing Interest In One Another
Experimenting-Gaining Information About One Another
Intensifying-Beginning to Express Feelings, Excitement About One Another
Relational Maintenance
Integrating-Making Time For One Another, Give Up Some Characteristics For The Other Person/Shared Identities
Bonding-Being Recognized As A Relationship By Others
Differentiating-First Feelings Of Stress, Needing to Have “Me Time”
Circumscribing- Communication Begins to Drift, Avoidance Of One Another, Losing Interest
Coming Apart
Stagnation-Excitement and Growth Fades
Avoiding-Creating Physical Distance From Each Other
Terminating-Ending The Relationship All Together
Some Notes About Knapp’s Stages…
Not All Relationships Reach Every Level
Relationships Are Constantly Changing.
Relationships Are Not Linear, Rather They Move Back and Forth
Some Stages Are Very ...
Correct Answers Highlighted BelowPART 11. Norman and.docx
Correct Answers Highlighted Below
PART 1
1.
Norman and Fredrick seem to argue all the time. Coworkers describe
the two as hotheads, but recognize that the two men seem to like
sparring and are very close friends. Their conflict style is best
described as [4 pts.]
A.
nonintimate-aggressive.
B.
nonintimate-nonaggressive.
C.
intimate-aggressive.
D.
intimate-nonaggressive.
2.
Rhonda complains to Collin that she’s tired of their weekend routine.
Irritated, Collin snaps back that he’s tired of her complaining. Their
conflict pattern reflects which of the following conflict styles? [4 pts.]
A.
complimentary
B.
symmetrical
C.
tangential
D.
conditional
3.
Almost all messages have [4 pts.]
A.
a content dimension.
B.
a relational dimension.
C.
both content and relational dimensions.
D.
no dimensions unless the communicators intend them to.
4.
Skillful, integrated communicators are characterized by [4 pts.]
A.
a conscious focus on communicating effectively.
B.
a greater degree of sociability.
C.
communicating competently without needing to think constantly about how to behave.
D.
exposure to a wide range of communication styles.
E.
others helping them out.
5.
Maslow’s hierarchy of needs is important to the study of interpersonal
communication because [4 pts.]
A.
we all have needs.
B.
we can’t understand our needs without communication.
C.
communication is usually necessary to meet each level of need.
D.
communication was Maslow’s greatest need.
E.
the need for communication is the sixth “hidden” need.
6.
Some of the characteristics that make relationships more interpersonal
than impersonal are [4 pts.]
A.
frequency and proximity of communication.
B.
quantity over quality.
C.
how important the content of talk is to both of you.
D.
uniqueness, irreplaceability, and interdependence.
7.
Effective communicators have been found to [4 pts.]
A.
have a consistent set of five behaviors they can call up at will.
B.
have a wide range of behaviors from which to choose.
C.
exhibit behaviors that are predictable by their partners.
D.
exhibit unique behaviors more often than less effective communicators.
E.
frequently rehearse about 20 behaviors until they get them right for any interaction.
8.
Identity and communication are related in that we [4 pts.]
A.
gain an idea of who we are from the way others communicate with us.
B.
are drawn to communicators who test and challenge our identity.
C.
find others’ identities become our own through communication.
D.
control communication with our identity.
9.
Which of the following is a channel for communication [4 pts.]
A.
touching
B.
writing
C.
gesturing
D.
talking
E.
all of the above
10.
Relational dimensions of a message [4 pts.]
A..
My Hero Essay Examples
003 Essay Example My Hero Essays On Heroes Examples Good Writing The .... My Hero Essay Examples – Telegraph. How to Write an Essay About My Hero. Persuasive Essay: My hero essay outline. Pin by Sarah on words | My hero essay, Hero essay, Essay examples.
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156Learning ObjectivesAt the end of this chapter, yous.docx
156
Learning Objectives
At the end of this chapter, you
should be able to meet the
following objectives:
1. Identify the importance of
conflict in interpersonal
relationships.
2. Define the five types of
interpersonal conflicts.
3. Recognize the five styles
of conflict management.
4. Identify conflict strategy
guidelines.
5. Respond appropriately
to criticism.
156
“In the middle of difficulty lies
opportunity.”
Albert Einstein
Chapter 7
Conflict Resolution
156
IS
B
N
0-558-91480-2
Communicating in the Workplace, by Thomas Cheesebro, Linda O’Connor, and Francisco Rios. Published by Prentice Hall. Copyright © 2010 by Pearson Education, Inc.
Chapter 7 Conflict Resolution 157
Conflict Is Important
“Brigit M. just graduated from a public college in
southern New Jersey with a 4.0 GPA. Putting herself
through college with a full course load, she worked
25 to 30 hours a week off campus as a waitress plus
8 to 12 hours a week on campus as a writing and
economics tutor. She had a scholarship, but, as she
says, ‘You think a full scholarship is great, but
it doesn’t cover books, transportation, and health
care costs.’ She was lucky to have a flexible em-
ployer who was willing to accommodate her course
schedule. But the time juggle was still difficult: ‘It
was hard to come home from work at 11:00 P.M.
and still have to write a paper that was due for an
8:30 A.M. class.’
“Brigit is one of almost six million working students in the United States.
Many of these students do much more than put in a few hours in the school
cafeteria or library. They cannot afford a college education without working
long hours at one or more off-campus jobs, taking on heavy students loans,
and using credit cards to fill in the gaps” (Mutari & Lakew, 2003, p. 1).
You may be able to relate to the challenges that Brigit faced. Working to
support yourself and perhaps a family, carrying a demanding class load, and
trying to find time for a personal life can provide fertile ground for both in-
ternal and external conflict.
Although the term conflict can be defined in a variety of ways, you may
find the following definition helpful before you read further in this chapter:
Conflict is the internal or external tension that occurs when you experience
difficulty in meeting important needs.
Let’s take a closer look at what this definition is
saying by examining another situation you may find
familiar.
Aaron was a student enrolled in an associate
degree nursing program at a local community col-
lege. He found himself struggling in his anatomy
and physiology class to the point that by midsemes-
ter, he was risking failing the course. As a result, he
made the decision to withdraw from the course and
take it again the following semester. However,
Aaron faced a conflict. His parents had been help-
ing to finance his education, and he assumed they
would be furious to find out he dropped the course
and lost out on the tuition money that was not re-
fundable. Consequently, .
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Economics Essay 5. Online assignment writing service.
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Correct Answers Highlighted BelowPART 11. Norman and.docx
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Different Citation Styles Examples. Ty. Online assignment writing service.
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Texas Legislative CouncilCanyon DrAccess RdI- 635 .docx
Texas Legislative Council
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Texas Government PaperWriting and Citing TipsSpring 2019 A.docx
Texas Government Paper
Writing and Citing Tips
Spring 2019 Assignment
Professor Cindy Casey Brown
Department Chair and Faculty
El Centro College
My Top 10
Writing Tips
Write about something you enjoy – if you are not enjoying what you are writing about the reader can tell!
Organize your thoughts before you write – make an OUTLINE of what you are going to write about. This helps you put your thoughts in logical order and tells you what research you need to complete. DO NOT do this last minute! Writing is a process and editing takes time.
**You will do an outline for me and it is worth 25 points!**
Never underestimate the power of simple words. Do NOT over-use your thesaurus. Many people will do this – be careful! Using “big” misplaced words can make your writing choppy and break up your reader’s concentration. Sometimes saying it simply is best! Which one holds your attention better?
“It was a great class. I learned a lot of valuable information.”
VERSUS
“The program was stupendous and provided immense opportunity for engaging my colleagues in banter on numerous topics of consequence. I was pedantic in my studies and this manufactured an astonishingly engaging atmosphere for scholarship.”
BUT do make your writing come alive – edit your work and see where you can do this - close your eyes and listen to this quote:
“Don't tell me the moon is shining; show me the glint of light on broken glass.”
― Anton Chekhov
Make sure you use words or transitional sentences to tell your reader where you are going and what you are telling them next – it helps your reader stay engaged – and helps your teachers grade your work.
Example: “There are three major challenges that the President is confronting this year. First…., Second… Finally….
Vary your sentence length. It keeps your readers engaged if every so often you have some nice, short sentences. It wakes your reader up and keeps them moving.
6. PROOFREAD. Write it, put it down for 24 hours, read it out loud to yourself. Double check your spell check (i.e. there and their – too, two, and to).
Read your paper out loud to yourself to make sure it flows.
8. Make sure your grammar and punctuation are PERFECT. Making silly mistakes makes your reader lose faith in your arguments. Presentation is important!
Read your paper and do a “Search and Find” for the words this, that, and these. Determine if you can take those words out – a lot of times they are extra words and you can remove them and clean up your writing and make it “crisper.”
10. CITE YOUR SOURCES!
When should you cite a source?
When you quote two or more words verbatim or even one word if it is unique to a source. (Example: “Let’s Roll!”)
When you introduce facts to your reader that are not common knowledge you need to cite to something.
When you paraphrase ideas, conclusions, discussions from a source – even though it .
TEXAS GOVERNOR I. Introduction The Governor is just .docx
TEXAS GOVERNOR
I. Introduction:
The Governor is just like a mini president in each state. A governor is
generally seen as setting the agenda for the legislative branch, and is basically the lead
political actor; the figure most likely to appear on television on a regular basis. A
governor term of office is four years with exceptions of New Hampshire and Vermont.
The governor may serve any number of terms, but he or she cannot serve more than
two terms in a row.
II. Body:
A. Requirement and Salary:
1. Age
a. At least 30 years of age.
b. Must be a US resident for the last 5 years.
2. Salary
a. $150,000
b. Governor’s Mansion
B. Powers of Governor of Texas
1. Legislative Powers
a. VETO
b. Appoints State Officials
2. Judicial Powers
a. Grant Clemency
b. Appoints member for The Board of Pardons & Parole
3. Military Power
a. Commander-in-chief of Military
C. History of Texas Governors
1. First Governor of Texas: James Pinckney Henderson
a. Government service in the Republic
b. Governor of Texas & War with Mexico
2. Current Governor of Texas: Greg Abbott
a. Greg Abbott ‘s achievements
b. His Initiatives: Four pillars (1) safety and security, (2) education, (3)
economic advancement and (4) the preservation of liberty
III. Conclusion:
A. Analytical Facts
1. List of governors of Texas
B. Concluding Statement
References:
Brown, J. (1935). Life and times of Henry Smith : The first American Governor of Texas.
Austin, Tex.: Steck Company.
Morris, C. (1992). Storming the Statehouse : Running for governor with Ann Richards and
Dianne Feinstein. New York : Toronto : New York: Scribner's Sons ; Maxwell Macmillan
Canada ; M. Macmillan International.
Parton, J. (1888). The Annexation of Texas as Essential to the United States, vol. III, pp.
658–660.
Ann Richards.(Ann Richards, governor of Texas)(Obituary). (2006). The Economist (US),
380(8497), 96US.
Submitted by: SHUBHANKAR SHAH, 2018FA GOVT-2306-51408
.
Texas Government 2306 – Spring 2019TEST III – Chapters 6, 8, Dea.docx
Texas Government 2306 – Spring 2019
TEST III – Chapters 6, 8, Death Penalty and the Insanity Defense
DIRECTIONS FOR ESSAYS: Please turn your Essays in on BlackBoard by 5:00 p.m. on Monday, May 13, 2019.
DIRECTIONS FOR MULTIPLE CHOICE:Please turn your Scantrons in to me by 10:00 a.m. on Monday, May 13, 2019. You may bring them to my office (A520) and I will be in my office from 8:00 – 10:00 a.m. on Monday, May 13, 2019. You may also put your Scantron in my faculty mailbox in the Academic Transfer Office (A442) before that time. PLEASE put your full name, Class, ID Number, and Section on your Scantron (if you do not you may not get credit).
I. ESSAYS (70 points)
Chapter 6 – The Texas Executive
1. Pick one position in the Texas Executive Branch and write me a one paragraph overview of that position. Then research the person in the position now and write me a paragraph about that person.
2. Does Texas have a weak governor or a strong governor? Fully explain your answer.
Chapter 8 – The Judicial System in Texas, the Death Penalty and the Insanity Defense
3. Should prisons exist for rehabilitation OR for punishment? Fully explain your answer.
4. You are a Untied States Supreme Court Justice. A case comes before the Court from Texas arguing the death penalty is unconstitutional under the Eighth Amendment of the United States Constitution. What is your opinion and why?
5. During our study of The Texas Seven and Randy Halprin you learned a defendant can be given the death penalty under the Law of Parties in Texas. Do you agree or disagree with the Law of Parties being applied in death penalty cases? Do you think Randy Halprin have been charged with capital murder? Fully explain your answer.
6. We did a case study over Andrea Yates to study the Insanity Defense. You are on the jury in Andrea Yates’ capital murder trial. Do you vote guilty, not guilty, or not guilty by reason of insanity? Fully explain your answer.
7. As part of your study of the death penalty you watched a 60 minute documentary. What did you learn from the documentary? Did anything you saw change your personal opinions about the death penalty and its application? Why or why not and fully explain your answer.
II. EXTRA CREDIT (5 points each) (You must use complete sentences for credit!)
Bonus 1 What part of this class did you enjoy the most / what should stay the same – AND - what part did you not enjoy / think I should change / what can I do differently to improve the student experience? (Thank you for your opinions – I take your opinions seriously and apply them to future classes!).
Bonus 2 What did you learn in this class that you will remember one year from today?
II. MULTIPLE CHOICE (30 points total)
Chapter 6 – The Texas Executive
1. Which of the following individuals are a part of the Texas Plural Executive?
A. The Texas Governor.
B. The Texas Lieutenant Governor.
C. The Texas Attorney General.
D. The Texas Secretary of State.
E. All of .
Testing2TestingChristy MockPSY-FP7610Assig.docx
Testing 2
Testing
Christy Mock
PSY-FP7610
Assignment 3
Capella University
May 2017
Testing
Test
The Kaufman Assessment Battery for Children (KABC), Second Edition offers testing that can be completed in twenty-five to seventy-minute test settings. This test is designed to be administer in a school setting by a testing administer that has completed specific training and read the testing manual thoroughly with complete understanding. The scoring is completed through specialized software. This test consists of eighteen subtests that an administrator can administer in sections to avoid testing fatigue for the student. Per the website Pearson Clinical, the test is administered in eighteen subsets that are broken down into five categories. The five categories focus on specific aspects that will be assessed and offer different categories for different age ranges. Category 1 focuses on Simultaneous Triangles, this includes seven subsets that are: Face Recognition, Pattern Reasoning, Block Counting which are designed to be tested on students from five to eight years old (Pearson Clinical Psychology, 2017). This subset also includes Story Completion, Conceptual Thinking, Rover, and Gestalt Closure that can be used to test any ages between five and eighteen. Category two is Sequential Word Order, this set includes Number Recall, and Hand Movements that can also be used for any age category (Pearson Clinical Psychology, 2017). The third category Planning which measures the pattern reasoning and story completion in students from 7-18 (Pearson Clinical Psychology, 2017). This category includes testing the Learning Atlantis, Atlantis Delayed, Rebus, and Rebus. The last category is Delayed Knowledge which is included in the CHC model only Riddles, Expressive Vocabulary, and Verbal Knowledge (Pearson Clinical Psychology, 2017).This form of testing offers reliability and validity to the results.
Reliability and Validity
The validity evidence from associations that are compared to different mediums produced outcomes that offered the same as the results that would have been expected. Per the article published by Kaufman, the subscale and index-score relationships are commonly offered in association with the K-ABC, also per the index and IQ scores of the WISC-III, WISC-IV, and WPPSI-III, with the KAIT, and with the Cognitive clusters of the Woodcock-Johnson III. Correlations of KABC-II scales with the like-named clusters of the WJ III Cog battery reveal weak discriminant validity (Kaufman, A. S., & Kaufman, N. L, 2004). Large amounts of clinical studies disclose variances that exist in different section of students with disabilities and the norm group. In the group that included Autistic Disorder, ADHD, and emotional disturbance the greatest pattern of differences could be found. The authors of the study often warn about considering the smaller differences too much as it could take focus off the larger benefits of using the test.
Strengths.
TestingdiagnosisTests that are used to diagnose autism are done.docx
Testing/diagnosis
Tests that are used to diagnose autism are done in various fields such as psychology, psychiatry, pediatrics, and neurology. Diagnosis is established after observing the child’s behavior and testing the child’s abilities in these fields. Any child should be examined for developmental abilities from birth to the age of three. If a child is detected with some developmental delays or disabilities, the pediatrician should refer the child to a specialist in early Intervention.
Some of the behaviors that need to be noticed are:
· Absence of babbling and making gestures by the age of 12 months
· Absence of any word utterances by the age of 16 months
· Absence of two-word unprompted phrases by the age of 24 months
· Loss of social and language skills at any age
In order to determine whether a child has a disorder in the autism spectrum a psychiatrist will likely look at a variety of factors. These might include such things as:
· Evaluation of the medical history of the child’s mother during her pregnancy
· Assessment of the developmental milestones
· Complete physical examination
· Habits of eating and sleeping
· Functioning of the stomach and bowels
· Coordination disabilities
· Sensory impairments
· Allergies
· Any medical diseases
· History of developmental disorders in the family
· History of genetic and metabolic disorders in the family
· Exposure of the child or parents to toxins
Some tests may be done to confirm that the symptoms of the child are not due to other conditions which may seem like autism spectrum disorder, such as genetic or metabolic diseases, mental retardation, and deafness. These tests are:
Chromosomal Analysis
This is performed to test for mental retardation. If there is mental retardation in the child's family, this test may be conducted. For instance, fragile X syndrome that leads to symptoms of low levels of intelligent may be diagnosed with chromosomal analysis.
Electroencephalograph (EEG)
If there are symptoms of seizures and developmental regression, then an EEG is conducted.
Magnetic Resonance Imaging (MRI)
An MRI is done to detect any structural differences in the brain.
Running head: MEDIA IMAGES AND EATING DISORDERS1
MEDIA IMAGES AND EATING DISORDERS6
Title: Media Images and Eating Disorders
Name:
Course:
Lecturer:
Date: March 8, 2020
Introduction
In today's world, many people have an access to the media comprised of the Internet which includes social media platforms, the print media which is comprised of newspapers and magazines, and broadcast media which includes televisions and radios. The exposure to the aforementioned types of media has been associated with the increasing cases of eating disorders as reported by some researchers (Latzer, Spivak-Lavi, & Katz, 2015, p. 375). Studies have shown that children and young adolescents spent about 5 hours a day watching the television and about 7 hours using the various types of media combined (Morris & Katzman, 2003, p. 287).
Testicular Cancer Case Studies A 21-year-old m.docx
Testicular Cancer
Case Studies
A 21-year-old male noted pain in his right testicle while studying hard for his midterm college
examinations. On self-examination, he noted a “grape sized” mass in the right testicle. This
finding was corroborated by his healthcare provider. This young man had a history of delayed
descent of his right testicle until the age of 1 year old.
Studies Results
Routine laboratory studies Within normal limits (WNL)
Ultrasound the testicle Solid mass, right testicle associated with calcifications
HCG (human chorionic gonadotropin) 550mIU/mL (normal: <5)
CT scan of the abdomen Enlarged retroperitoneal lymph nodes
CT scan of the chest Multiple pulmonary nodules
Diagnostic Analysis
At semester break, this young man underwent right orchiectomy. Pathology was compatible with
embryonal cell carcinoma. CT directed biopsy of the most prominent pulmonary nodule
indicated embryonal cell carcinoma, compatible with metastatic testicular carcinoma. During a
leave of absence from college, and after banking his sperm, this young man underwent
aggressive chemotherapy. Repeat testing 12 weeks after chemotherapy showed complete
resolution of the pulmonary nodules and enlarged retroperitoneal lymph nodes.
Critical Thinking Questions
1. What impact did an undescended testicle have on this young man’s risk for developing
testicular cancer?
2. What might be the side effects of cytotoxic chemotherapy?
3. What was the purpose of preserving his sperm before chemotherapy?
4. Is this young man’s age typical for the development of testicular carcinoma?
Knee Injury
Case Studies
A 15-year-old gymnast has noted knee pain that has become progressively worse during the
past several months of intensive training for a statewide meet. Her physical examination
indicated swelling in and around the left knee. She had some decreased range of motion and
a clicking sound on flexion of the knee. The knee was otherwise stable.
Studies Results
Routine laboratory values Within normal limits (WNL)
Long bone (femur, fibula, and tibia) X-ray No fracture
Arthrocentesis with synovial fluid analysis
Appearance Bloody (normal: clear and straw-colored)
Mucin clot Good (normal: good)
Fibrin clot Small (normal: none)
White blood cells (WBCs) <200 WBC/mm3 (normal: <200 WBC/mm3)
Neutrophils <25% (WNL)
Glucose 100 mg/dL (normal: within 10 mg/dL of serum
glucose level)
Magnetic resonance imaging (MRI) of the knee Blood in the joint space. Tear in the posterior
aspect of the medial meniscus. No cruciate
or other ligament tears
Arthroscopy Tear in posterior aspect of medial meniscus
Diagnostic Analysis
The radiographic studies of the long bones eliminated any possibility of fracture.
Arthrocentesis indicated a bloody effusion, which was probably a result of trauma. The fibrin
clot was further evidence of bleeding within the joint. Arthrography indicated a tear of the
med.
Test 1. Jung Typology TestENFJ Learning StyleHow ENFJs acquire, .docx
Test 1. Jung Typology Test
ENFJ Learning Style
How ENFJs acquire, memorize and recollect information
An ENFJ’s interest in a subject is driven by the answer to the question, “Is this helpful to people?” The more they see a topic to be beneficial to others, the greater their interest in the topic and the greater their desire to actively engage in it and apply what they learn. Their interest in studying the material is motivated by their desire to find solutions to people-related issues.
ENFJs easily and quickly pick up new material, especially when it is delivered on a conceptual basis. Concrete information is also well received by individuals of this type. ENFJs are capable of grasping material lacking strong logical connection. For example, learning the rules of the road is no more difficult for them than grasping some theory. As a rule, they develop a great depth and breadth of understanding of new material. Learned material is better retained when a significant portion of it is devoted to highlighting the topic’s connection and relevance to people.
ENFJs are capable of independently learning expansive and complex material. They are good at both retention of information on a logical basis and mechanical memorization, although the latter is less effective. ENFJs are able to precisely recall learned information, whether or not it is all conceptually related. ENFJs can benefit from studying both independently and in a group setting.
ENFJs are able to actively apply acquired knowledge and skills to their work. They can apply it to concrete tasks or creatively develop it in a given direction. Working with material they have learned, understood, and internalized brings them great enjoyment.
ENFJs are able to remain very stable when experiencing a high level of learning related stress. They prefer to evenly distribute their efforts in learning new material, although they are capable of learning through short periods of overexertion.
An ENFJ finds it easy to establish a common ground with people of a mindset similar to theirs - or, in other words, the representatives of intuitive/feeling types (NF), including ENFJ, INFJ, ENFP, and INFP personality types. ENFJs are usually open to active communication with people of this type. They have a similar way of perceiving the world, which is why an ENFJ finds it easy to share their feelings and views with other NFs, and is also likely to relate to other NFs’ feelings and views.
In their interaction with the representatives of intuitive/thinking types (NT), including ENTJ, INTJ, ENTP, and INTP personality types, INFJs should rely on conceptual and logical communication. ENFJs’ communication with people from this group often involves a variety of topics and is seen as beneficial by both parties. And while many ENFJs form their opinion based on their feelings, whereas the NT people try to maintain an objective view of events for the most part, they often find common ground for compelling discussion and sear.
Testing Methodology Policy and Procedure (individual submission).docx
Testing Methodology Policy and Procedure (individual submission)
Research and document preferred testing methodologies for:
EMR, Mobile Apps, Patient Care devices, External websites, SDLC (hint: vulnerability scanning, penetration testing, medical device scanning, static code analysis, dynamic code analysis, etc.).
Research and document preferred remediation cycles for the in scope systems (hint: HIPAA, PCI, FERPA)
Research and document preferred reporting cycles / methods for the in scope systems (hint: vulnerability metrics, such as CVSS, NVD). Note: Still follow APA for this assignment, which may not be appropriate in an organization.
.
Testing should include—at a minimum—unit, integration, and system .docx
Testing should include—at a minimum—unit, integration, and system testing. Regression testing is highly encouraged. Include your results from additional types of testing, including network-readiness testing, volume testing, recovery testing, penetration testing, hardware-certification testing, migration testing, and ready-for-use testing.
Each test case should include (at a minimum) the following information:
Objective of test case
Setup procedure
Expected results
Procedure for executing test case
Results
.
Testing Access ControlDiscuss the purpose of the security de.docx
"Testing Access Control"
Discuss the purpose of the security development life cycle and how it is used for testing security systems. Using the Internet, find two to three tools that could be used to conduct a vulnerability assessment. Please include the web URL and share with your classmates. Are paid tools more effective than open-source tools? How does someone determine the best tool to use for an assessment? Justify your answers.
Additional post options:
Should a company conduct their own pentest or should they pay to have an outside company conduct the tests? Justify your answer.
.
Test Your Innovation IQ Holly Green, Contributor Origina.docx
Test Your Innovation IQ
Holly Green, Contributor
Original Source
Everyone knows that innovation means coming up with the next great idea in your
industry, right? Actually, there’s a lot more to it than that. Test your ability to separate
innovation fact from fiction by answering the following questions true or false:
1. Innovation is the act of coming up with new and creative ideas.
2. Innovation is a random process.
3. Innovation is the exclusive realm of a few naturally talented people.
4. The biggest obstacle to innovation is a lack of organizational resources and
know-how.
5. The most important type of innovation involves bringing new products and
services to market.
6. Teaching employees to think creatively will guarantee innovation.
7. The most powerful way to trigger your brain is to simply ask it a question.
8. Most companies pursue incremental rather than disruptive innovation.
9. Most companies are not structured to innovate.
10. Listening to your customers is a great way to innovate.
Answers:
1. False. In business, innovation is the act of applying knowledge, new or old, to the
creation of new processes, products, and services that have value for at least one of
your stakeholder groups. The key word here is applying. Generating creative ideas is
certainly part of the process. But in order to produce true innovation, you have to
actually do something different that has value.
2. False. Innovation is a discipline that can (and should) be planned, measured, and
managed. If left to chance, it won’t happen.
3. False. Everyone has the power to innovate by letting their brain wander, explore,
connect, and see the world differently. The problem is that we’re all running so fast that
we fail to make time for the activities that allow our brains to see patterns and make
connections. Such as pausing and wondering….what if?
4. False. In most organizations, the biggest obstacle to innovation is what people
already know to be true about their customers, markets, and business. Whenever you’re
absolutely, positively sure you’re right, any chance at meaningful innovation goes out
the window.
https://www.forbes.com/sites/work-in-progress/2011/12/06/test-your-innovation-iq/#3133e7f0395b
5. False. It’s certainly important to bring new products and services to market. But the
most important form of innovation, and the #1 challenge for today’s business leaders
may really be reinventing the way we manage ourselves and our companies.
6. False. New ideas are a dime a dozen. The hard part is turning those ideas into new
products and services that customers value and are willing to pay for -- a process that
requires knowledge about what your customers want and need, coupled with
implementation.
7. True. Ask a question and the brain responds instinctually to get closure. The key with
innovation is to ask questions that open people to possibilities, new ways of looking at
the same data, and new interpre.
testicular torsionPopulation most affected (ex Older Adul.docx
testicular torsion
Population
most
affected (ex: Older Adults, Middle Adults, Young Adults, Teenagers, Child, Infants)
Age related milestone for your chosen population
Socio-Demographic/Risk factors for getting the disease/condition
Impact on QOL
Current/new/recent research/EBP that will benefit/support this patient with the specific disease (If there are none please state so)
Recommendation for treatment or Gold standards for treatment if any (can be tied into the current research as above) (If there are no gold standards then please state so, but there should be some recommendations)
Please tell what/how
you
(speak in the first person) as the FNP caring for this patient with this specific disease can make a difference in his/her care and incorporate patient care/self-help teaching that can help him/her minimize disease symptoms.
Red flags for this condition (what specific S/S require urgent/ER care) or when should you refer patient to specialist.
references
.
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Test the application in the Android Phone Emulator.
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Tesla Motors strategy was no secret in 2006 the chairman and CEO.docx
Tesla Motors' strategy was no secret: in 2006 the chairman and CEO, Elon Musk, announced:
So, in short, the master plan is:
Build a sports car.
Use that money to build an affordable car.
Use that money to build an even more affordable car.
While doing above, also provide zero emission electric power generation options.
Don't tell anyone.1
The remarkable thing was that by 2015, Tesla had kept to that strategy and executed it almost flawlessly. Phase 1 (“Build a sports car”) was realized with the launch of its Roadster in 2007. Phase 2 (“Use that money to build an affordable car”) began in 2013 with the launch of the Model S.
The acclaim that greeted both cars had propelled Tesla's reputation and its share price. Since its initial public offering in June 2010, Tesla's share price had followed an upward trajectory. On June 12, 2015, Tesla's stock market value was $31.7 billion. By comparison, Fiat Chrysler was valued at $20.5 billion despite that fact that Fiat Chrysler would sell about 2.5 million cars in 2015 against Tesla's 55,000. The optimism that supported Tesla's valuation reflected the company's remarkable achievements during its short history and investors' faith in the ability of Elon Musk to realize his vision “to accelerate the advent of sustainable transport by bringing compelling mass market electric cars to market as soon as possible.”2
Indeed, Musk's vision for Tesla extended beyond revolutionizing the automobile industry: Tesla's battery technology would also provide an energy storage system that would change “the fundamental energy infrastructure of the world.”
A central issue in the debate over the appropriate market valuation of Tesla was whether Tesla should be valued as an automobile company or as a technology company. In practice, these two issues could not be separated: Tesla's principal source of revenue would be its cars, but realizing the expectations of earnings growth that were implicit in Tesla's share price required Tesla to maintain technological leadership in electric vehicles. Given that Tesla's rivals were some of the world's largest industrial companies—Toyota, General Motors, Ford, Volkswagen, and Renault–Nissan, to name a few—this was a daunting prospect.
Electric Cars
The 21st century saw the Second Coming of electric cars. Electric cars and buses were popular during the 1890s and 1900s, but by the 1920s they had been largely displaced by the internal combustion engine.
Most of the world's leading automobile companies had been undertaking research into electric cars since the 1960s, including developing electric “concept cars.” In the early 1990s, several automakers introduced electric vehicles to California in response to pressure from the California Air Resources Board. However, the first commercially successful electric cars were hybrid electric vehicles (HEVs). Sales of HEVs in the US grew from 9,350 in 2000 to 352,862 in 2007. By far the most successful HEV, both in the US and globally, was the .
Tesla Motors Inc. SWOT AnalysisStrengths -The quality of .docx
Tesla Motors Inc. SWOT Analysis
Strengths
-The quality of Tesla electric cars on the market can compete with the likes of BMW and Mercedes
-Brand Equity -Product Quality -Eco-friendly Product Line
-Tesla Superchargers are much faster than other charging stations. It covered most regions in the U.S and had made Tesla a feasible option for its consumers,
-The showroom technique of selling cars appeals to consumers
Weaknesses
-Tesla is not able to produce enough to meet consumers demand. Compare to other companies with more capital.
-Batteries are inefficient regarding mileage and the cost associated with producing the battery.
– Limited variety is provided for consumers.
-The selling price is very high.
-Majority of production is in the U.S. Shipping cost is high to deliver vehicles around the world.
Opportunities
-Oil is becoming more scarce and expensive; there will be high demand for electric cars.
- Increase Market Share through High-Growth EV Industry.
-Demand for electric cars is growing -Solar power technology is advancing -More low priced models to tap into the rising middle-class market. -Autonomous driving technology has become popular, and Tesla has plans to release fully autonomous vehicles.
Threats
-Tesla is facing intense competition from luxury and environment-friendly brands.
- Tesla has a premium image, and it will take time to break this image and bring affordable vehicles to consumers. Which will be an excellent way to reduce the competitive threat.
-Legal and regulatory troubles can be costly and can lead to an increase in costs. Tesla operates in many countries and subject to legal and political regulation in those markets.
-People do not want to deal with charging and the amount of time it takes and they believe charges do not give much mileage -Tesla is always the subject of unfair scrutiny.
January 1, 2015. Elon Musk, chief executive officer (CEO) of Tesla is taking it easy on this New Year’s
Day. While having his coffee, he scrolls through some recent issues of The Wall Street Journal on his iPad.
A headline from one current story jumps out at him, “Gasoline prices have declined for 88 consecutive
days, the longest streak of falling prices on record.”1 The slide in gas prices, which began in September
2014, also happened to coincide with the slide in Tesla Motors (TSLA) stock. With increasing oil, and
therefore gas, prices, people had an incentive for purchasing electric cars. Now with gas prices drop-
ping, the incentive to buy would decrease, and the demand for the product would probably drop. This
was one of the challenges facing Musk on this New Year’s Day. Tesla was confronting increasing com-
petition and economic headwinds that were likely going to lower the demand for electric cars. At the
same time, Tesla needed to ramp up production volume to drive down per-vehicle costs.
Musk is a serial entrepreneur longing to leave a legacy, and he believes that Tesla just might be th.
Tesla SolarCity CaseFIN 440Executive.docx
Tesla SolarCity CaseFIN 440
Executive Summary
Tesla’s CEO, Elon Musk, has declared the intention to acquire SolarCity. SolarCity is a solar company that was founded by Peter and Lyndon Rive in 2006. During times where, fossil fuel prices are spiraling and the desire for clean energy is increasing, the company became the number-one solar panel installer in the United States. Its long-term financing agreements with customers also provides recurring revenue for this company. SolarCity had a five-year compounded annual growth rate of 62.25 percent. Despite these facts, the company has never had a profitable year. It is important to note that the firm has become dependent on large amounts of debt to finance its large capital expenditures.
On the other hand, analysts believe that SolarCity will finally become profitable in 2017. With the acquisition of SolarCity, both Tesla and SolarCity would increase their profits significantly and experience significant cost synergies. At present, Tesla specializes in designing, manufacturing, and selling electric cars. The acquisition of SolarCity could provide Tesla with a realistic opportunity to expand its market share, increase operational efficiency, and access cheaper financing.
Tesla’s CEO, Elon Musk believes that he can increase SolarCity’s operating margin to make it valuable, even though he is unsure about the fair purchase price. However, Tesla’s investors may not agree with the acquisition of SolarCity. SolarCity is unstable and unprofitable. Tesla is also experiencing cash and profitability issues and may not be able to sustain another risky company. The first step in determining if this acquisition would be beneficial is to conduct a valuation on SolarCity and determine what a fair purchase price would be.
Analysis
The markets for solar power and automotive industries are characterized by high level of competition, as the large-scale companies must sustain their market size. This explain the reason why SolarCity has required lots of financial supports to gain and maintain competitiveness. Tesla’s CEO, Elon Musk, has noticed the long-term growth opportunities for SolarCity, especially, because of the expected growth in demand for the Tesla model 3 and the proposed partnership with SolarCity to launch Gigafactory. Acquiring with SolarCity can play a significant role in helping to reduce Tesla’s operating costs and increase the revenue.
On the other hand, this acquisition would also influence economies of scale. It will provide a suitable stage for SolarCity products and enable Tesla to upsurge its production capacity. This merger and acquisition aims to eliminate the overhead expenses and improve efficiency, service delivery, and customers’ satisfaction. It will allow Tesla to downsize and focus on the key business activities. This deal could enable SolarCity to reduce the level of debt comparing to the other competitors in the industry.
SolarCity’s recent poor financial performance .
Test one, sp12TrueFalseIndicate whether the statement is t.docx
Test one, sp12
True/False
Indicate whether the statement is true or false.
____ 1. Humans are essentially social beings.
____ 2. America is so powerful that it doesn’t need the support of other nations.
____ 3. Unlike other aspects of society, like the economy, the media have not become truly global in nature.
____ 4. The most widely accepted definitions of sociology as a discipline are those that are narrow and focused.
____ 5. When we ask psychologists to help us understand the behavior of Eric Harris and Dylan Klebold, who murdered 13 people and injured 24 more at Columbine High School in 1999, we are using our sociological imaginations.
____ 6. If a sociologist attempts to study whether men are really less emotional than women, she is taking the role of the social analyst, rather than the everyday actor.
____ 7. The poem “The Blind Men and the Elephant” suggests that there is only one correct approach to understanding social life.
____ 8. Conflict theory uses a dynamic model of historical change that presents change as constant, ongoing, and inevitable.
____ 9. W. E. B. Du Bois became so disillusioned with the United States that he voluntarily exiled himself to Ghana near the end of his life.
____ 10. Thomas Kuhn, a philosopher of science, argues that truth is relative, in that it is dependent on the paradigm through which one understands the world.
____ 11. You are about to do a series of interviews about drug abuse and academic performance. In order to make people feel more comfortable, you tell them that these interviews are about student satisfaction with the university and have them sign a form showing that they’ve willingly agreed to participate. You have the informed consent of your research subjects.
____ 12. The order in which a questionnaire asks about different issues cannot affect the way people respond.
____ 13. Codes of ethics in the social sciences provide very strict guidelines for researchers to follow.
____ 14. Market research is probably the most common use of sociological methods for nonacademic purposes.
____ 15. Marxists are among the strongest supporters of value-free sociology.
Multiple Choice
Identify the choice that best completes the statement or answers the question.
____ 16. Sociologists observe society:
a. by studying the various parts of a society and the ways they interact and influence each other
b. by studying the shape and boundaries of society as a whole
c. by studying society as if it were a concrete object, in the same way that a geologist studies rocks
d. by utilizing the preconceptions, assumptions, and beliefs that come from living in a society
e. through the use of special scientific tools that allow unmediated access to the very heart of society
____ 17. Even though a small number of people have been academically trained as sociologists, we all can be described as “natural sociologists” because:
a. we are born with certain skills .
TERRORIST RISING3Terrorist RisingColumbia .docx
TERRORIST RISING 3
Terrorist Rising
Columbia Southern University
Running head: TERRORIST RISING 1
Specific Goal: I will show how I will be a resource to help save thousands of people in an attack.
Introduction
I. Summarize the attack and establish resources and support
a. Transport victims to medical facilities
b. Avoid having an EMS that is not prepared for a mass attack (Sollid, et al., 2011)
c. Determine the needs of the injured and send them to correct facility
II. Establish a framework for recovery.
a. Determine what facility the initial casualties will be sent to.
b. Where will the casualties be buried (Commonweal, 2001)
Thesis
When terrorist attack a populated area; emergency responders can be used successfully.
Body
I. What assets will be needed to penetrate ground zero?
a. Establishing an incident command center to inventory all resources
b. Create a plan to enter the structure without harming anyone
II. Part of the structure is ablaze as well as neighboring areas
a. Method of getting emergency vehicles in to put out the fires
b. Protecting the team and equipment that will be sent in
III. After parts of the area are becoming secure SWAT and EMS will be sent in.
a. Timeline of the deployment of the teams is critical to save lives
III. How does the media alerts terrorists?
a. Using the media to assist us instead of allowing them to be a hindrance
b. Not allowing the media to magnify the terrorist propaganda (Biernatzki, 2002)
IV. Once the entire location has become secure rescue and recovery efforts become vital.
a. Tending to the wounded and setting up temporary treatment locations
b. Local physicians and nurses can be called out as volunteers (Silverman, 2001)
V. Evacuate all remaining visitors, employees, players, etc.
a. Setting up evacuation routes and methods of transportation
b. Being sure not to tamper any evidence on the crime scene in the process
VI. Determining the temporary placement of remaining causalities.
a. Utilizing all nearby hospitals, clinics, and urgent care facilities
b. Alerting all Oakland metropolitan morticians, examiners, forensics, etc. to assist
VII. Since an attack of this level can occur; react to this incident to be proactive for the next.
a. Create a large scale Emergency Action Plan
b. Preventative measures to alert the authorities of possible attacks
c. Planning the long road of recovery from the attack (Lenain, 2002)
Conclusion
I. I intend to establish the methods for a successful halt the attack, rescue survivors, recovery the causalities, and restore the city.
a. Determining the method to breach the structure
b. Taking control of the area, removing people, and tending to all that need help
c. Planning the road to recovery
References
Biernatzki, W. E. (2002). II. Mass media: collaborators with terrorists? Communication Research Trends, 21(1), 5+. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA130933224&v=2.1&u=oran95108&it=r&p=AONE&sw=w&asid=30edb27ab50e78.
Test one, sp12TrueFalseIndicate whether the statement is true o.docx
Test one, sp12
True/False
Indicate whether the statement is true or false.
____ 1. Humans are essentially social beings.
____ 2. America is so powerful that it doesn’t need the support of other nations.
____ 3. Unlike other aspects of society, like the economy, the media have not become truly global in nature.
____ 4. The most widely accepted definitions of sociology as a discipline are those that are narrow and focused.
____ 5. When we ask psychologists to help us understand the behavior of Eric Harris and Dylan Klebold, who murdered 13 people and injured 24 more at Columbine High School in 1999, we are using our sociological imaginations.
____ 6. If a sociologist attempts to study whether men are really less emotional than women, she is taking the role of the social analyst, rather than the everyday actor.
____ 7. The poem “The Blind Men and the Elephant” suggests that there is only one correct approach to understanding social life.
____ 8. Conflict theory uses a dynamic model of historical change that presents change as constant, ongoing, and inevitable.
____ 9. W. E. B. Du Bois became so disillusioned with the United States that he voluntarily exiled himself to Ghana near the end of his life.
____ 10. Thomas Kuhn, a philosopher of science, argues that truth is relative, in that it is dependent on the paradigm through which one understands the world.
____ 11. You are about to do a series of interviews about drug abuse and academic performance. In order to make people feel more comfortable, you tell them that these interviews are about student satisfaction with the university and have them sign a form showing that they’ve willingly agreed to participate. You have the informed consent of your research subjects.
____ 12. The order in which a questionnaire asks about different issues cannot affect the way people respond.
____ 13. Codes of ethics in the social sciences provide very strict guidelines for researchers to follow.
____ 14. Market research is probably the most common use of sociological methods for nonacademic purposes.
____ 15. Marxists are among the strongest supporters of value-free sociology.
Multiple Choice
Identify the choice that best completes the statement or answers the question.
____ 16. Sociologists observe society:
a. by studying the various parts of a society and the ways they interact and influence each other
b. by studying the shape and boundaries of society as a whole
c. by studying society as if it were a concrete object, in the same way that a geologist studies rocks
d. by utilizing the preconceptions, assumptions, and beliefs that come from living in a society
e. through the use of special scientific tools that allow unmediated access to the very heart of society
____ 17. Even though a small number of people have been academically trained as sociologists, we all can be described as “natural sociologists” because:
a. we are born with certain skills that naturally allow us to think sociologically
b. society is a par.
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