The Culture
Books
during the first season of her criti-
cally acclaimed HBO series, Girls, Lena
Dunham’s character Hannah Horvath,
high on opium, tells her parents, “I don’t
want to freak you out, but I think that I
may be the voice of my generation—or
at least a voice of a generation.” The line
made waves as people conflated the fic-
tional character with her creator, perhaps
not wrongly. How dare a young woman
make such a bold claim? All too often our
culture tells young women their voices
don’t matter or deserve to be heard.
In her debut essay collection, Not That
Kind of Girl: A Young Woman Tells You
What She’s “Learned,” Dunham demon-
strates her 28-year-old voice’s admirable
range. While some celebrity essay col-
lections and memoirs are lackluster,
even embarrassing to read, Not That Kind
of Girl suffers few missteps. Dunham’s
cinematic flair translates to the page
with vigor and clarity—not unlike the
late Nora Ephron, to whom she is often
compared and to whom the book is
dedicated (along with Dunham’s family
and her boyfriend Jack Antonoff of the
indie-rock band fun.). Instead of tossing
pithy, pseudo-motivational observations
at the reader, Dunham has crafted warm,
intelligent writing that is both deeply
personal and engaging, clustered in five
topical sections: “Love & Sex,” “Body,”
“Friendship,” “Work” and “Big Picture.”
Each of the 29 pieces—essays mixed
with lists, like “18 Unlikely Things I’ve
Said Flirtatiously”—is confident and
assured, sidestepping self-deprecation
and instead offering intense self-
examination. Dunham’s self-awareness
can almost overwhelm with truthiness,
as in “Barry,” her glancing, tragicomic
account of being raped by a “mustachioed
campus Republican” who, among other
nonconsensual acts, removes his condom
without her permission or knowledge.
“A sexual encounter that no one can
classify properly” sounds precisely like
a voice of her generation, one struggling
to come to terms with rape culture.
(And yet, “I feel like there are fifty ways
it’s my fault . . . But I also know that at no
moment did I consent to being handled
that way” sounds like a voice of every
generation of women.)
Unlike Hannah Horvath, Dunham in
her self-awareness does not come across
as self-obsessed. When she is absurd,
she acknowledges that absurdity. “13
Things I’ve Learned Are Not Okay to
Say to Friends” is among the most drolly
enlightened of the lists, made up of osten-
sible real-life Dunham quotes like “No,
please don’t apologize. If I had your moth-
er I’d be a nightmare, too” and “There’s
nothing about you in my book.”
She reveals her vulnerabilities in
a deadpan manner, showing us how she
loves and has been loved, how she has
wronged and been wronged. But it’s not
all laughing around the hard stuff. At
the end of “Barry” comes a teary phone
call with Antonoff, in which she tells
him what happened with the hipster
rapist; here the narrative turns deeply
.
The CultureBooksdu r ing t he f ir s t se a son of her.docxtodd241
The Culture
Books
du r ing t he f ir s t se a son of her cr i t i-
cally acclaimed HBO series, Girls, Lena
Dunham’s character Hannah Horvath,
high on opium, tells her parents, “I don’t
want to freak you out, but I think that I
may be the voice of my generation—or
at least a voice of a generation.” The line
made waves as people conflated the fic-
tional character with her creator, perhaps
not wrongly. How dare a young woman
make such a bold claim? All too often our
culture tells young women their voices
don’t matter or deserve to be heard.
In her debut essay collection, Not That
Kind of Girl: A Young Woman Tells You
What She’s “Learned,” Dunham demon-
strates her 28-year-old voice’s admirable
range. While some celebrity essay col-
lections and memoirs are lackluster,
even embarrassing to read, Not That Kind
of Girl suffers few missteps. Dunham’s
cinematic flair translates to the page
with vigor and clarity—not unlike the
late Nora Ephron, to whom she is often
compared and to whom the book is
dedicated (along with Dunham’s family
and her boyfriend Jack Antonoff of the
indie-rock band fun.). Instead of tossing
pithy, pseudo-motivational observations
at the reader, Dunham has crafted warm,
intelligent writing that is both deeply
personal and engaging, clustered in five
topical sections: “Love & Sex,” “Body,”
“Friendship,” “Work” and “Big Picture.”
Each of the 29 pieces—essays mixed
with lists, like “18 Unlikely Things I’ve
Said Flirtatiously”—is confident and
assured, sidestepping self-deprecation
and instead offering intense self-
examination. Dunham’s self-awareness
can almost overwhelm with truthiness,
as in “Barry,” her glancing, tragicomic
account of being raped by a “mustachioed
campus Republican” who, among other
nonconsensual acts, removes his condom
without her permission or knowledge.
“A sexual encounter that no one can
classify properly” sounds precisely like
a voice of her generation, one struggling
to come to terms with rape culture.
(And yet, “I feel like there are fifty ways
it’s my fault . . . But I also know that at no
moment did I consent to being handled
that way” sounds like a voice of every
generation of women.)
Unlike Hannah Horvath, Dunham in
her self-awareness does not come across
as self-obsessed. When she is absurd,
she acknowledges that absurdity. “13
Things I’ve Learned Are Not Okay to
Say to Friends” is among the most drolly
enlightened of the lists, made up of osten-
sible real-life Dunham quotes like “No,
please don’t apologize. If I had your moth-
er I’d be a nightmare, too” and “There’s
nothing about you in my book.”
She reveals her vulnerabilities in
a deadpan manner, showing us how she
loves and has been loved, how she has
wronged and been wronged. But it’s not
all laughing around the hard stuff. At
the end of “Barry” comes a teary phone
call with Antonoff, in which she tells
him what happened with the hipster
rapist; here the narrative tur.
Contents
TITLE PAGE
DEDICATION
EPIGRAPH
FOREWORD
PART ONE
1919
1920
1921
1922
1923
1927
PART TWO
1937
1939
1940
1941
1965
ABOUT THE AUTHOR
ALSO BY TONI MORRISON
ACCLAIM FOR TONI MORRISON’S SULA
COPYRIGHT
It is sheer good fortune to miss
somebody long before they leave you.
This book is for Ford and Slade, whom
I miss although they have not left me.
“Nobody knew my rose of the world
but me…. I had too much glory.
They don’t want glory like that
in nobody’s heart.”
—The Rose Tattoo
FOREWORD
In the fifties, when I was a student, the embarrassment of being called a
politically minded writer was so acute, the fear of critical derision for channeling
one’s creativity toward the state of social affairs so profound, it made me
wonder: Why the panic? The flight from any accusation of revealing an
awareness of the political world in one’s fiction turned my attention to the
source of the panic and the means by which writers sought to ease it. What could
be so bad about being socially astute, politically aware in literature?
Conventional wisdom agrees that political fiction is not art; that such work is
less likely to have aesthetic value because politics—all politics—is agenda and
therefore its presence taints aesthetic production.
That wisdom, which seems to have been unavailable to Chaucer, or Dante, or
Catullus, or Sophocles, or Shakespeare, or Dickens, is still with us, and, in 1969
it placed an inordinate burden on African American writers. Whether they were
wholly uninterested in politics of any sort, or whether they were politically
inclined, aware, or aggressive, the fact of their race or the race of their characters
doomed them to a “political-only” analysis of their worth. If Phillis Wheatley
wrote “The sky is blue,” the critical question was what could blue sky mean to a
black slave woman? If Jean Toomer wrote “The iron is hot,” the question was
how accurately or poorly he expressed chains of servitude. This burden rested
not only on the critics, but also on the reader. How does a reader of any race
situate herself or himself in order to approach the world of a black writer? Won’t
there always be apprehension about what may be revealed, exposed about the
reader?
In 1970, when I began writing Sula, I had already had the depressing
experience of reading commentary on my first novel, The Bluest Eye, by both
black and white reviewers that—with two exceptions—had little merit since the
evaluation ignored precisely the “aesthetics only” criteria it championed. If the
novel was good, it was because it was faithful to a certain kind of politics; if it
was bad, it was because it was faithless to them. The judgment was based on
whether “Black people are—or are not—like this.” This time out, I returned the
compliment and ignored the shallowness of such views and, again, rooted the
narrative in a landscape already tainted by the fact that it ...
Darkness Too VisibleContemporary fiction for teens is rife with .docxsimonithomas47935
Darkness Too Visible
Contemporary fiction for teens is rife with explicit abuse, violence and depravity; why is this considered a good idea?
GURDON, MEGHAN COX. The Wall Street Journal (Eastern Edition) Volume: 257 Issue 129 (2011)
Amy Freeman, a 46-year-old mother of three, stood recently in the young-adult section of her local Barnes & Noble, in Bethesda, Md., feeling thwarted and disheartened.
She had popped into the bookstore to pick up a welcome-home gift for her 13-year-old, who had been away. Hundreds of lurid and dramatic covers stood on the racks before her, and there was, she felt, "nothing, not a thing, that I could imagine giving my daughter. It was all vampires and suicide and self-mutilation, this dark, dark stuff." She left the store empty-handed.
How dark is contemporary fiction for teens? Darker than when you were a child, my dear: So dark that kidnapping and pederasty and incest and brutal beatings are now just part of the run of things in novels directed, broadly speaking, at children from the ages of 12 to 18.
Pathologies that went undescribed in print 40 years ago, that were still only sparingly outlined a generation ago, are now spelled out in stomach-clenching detail. Profanity that would get a song or movie branded with a parental warning is, in young-adult novels, so commonplace that most reviewers do not even remark upon it.
If books show us the world, teen fiction can be like a hall of fun-house mirrors, constantly reflecting back hideously distorted portrayals of what life is. There are of course exceptions, but a careless young reader -- or one who seeks out depravity -- will find himself surrounded by images not of joy or beauty but of damage, brutality and losses of the most horrendous kinds.
Now, whether you care if adolescents spend their time immersed in ugliness probably depends on your philosophical outlook. Reading about homicide doesn't turn a man into a murderer; reading about cheating on exams won't make a kid break the honor code. But the calculus that many parents make is less crude than that: It has to do with a child's happiness, moral development and tenderness of heart. Entertainment does not merely gratify taste, after all, but creates it.
If you think it matters what is inside a young person's mind, surely it is of consequence what he reads. This is an old dialectic -- purity vs. despoliation, virtue vs. smut -- but for families with teenagers, it is also everlastingly new. Adolescence is brief; it comes to each of us only once, so whether the debate has raged for eons doesn't, on a personal level, really signify.
As it happens, 40 years ago, no one had to contend with young-adult literature because there was no such thing. There was simply literature, some of it accessible to young readers and some not. As elsewhere in American life, the 1960s changed everything. In 1967, S.E. Hinton published "The Outsiders," a raw and striking novel that dealt directly with class tensions, family dysfu.
The debate on the ratification of the U.S. Constitution was conducte.docxtodd241
The debate on the ratification of the U.S. Constitution was conducted between those who favored its passage who were known as “Federalists” and opponents to the ratification known as “Anti-Federalists”.
http://web.archive.org/web/20120312200301/http://www.utulsa.edu/law/classes/rice/constitutional/antifederalist/84.htm
Cite the name of the paper and the Author.
Identify two main points of each commentary.
Cite two or more quotes that are relevant to our modern day and explain how the quotes are relevant.
Visit the Founding Fathers Home Page index of Federalist Papers (
http://www.foundingfathers.info/federalistpapers/fedi.htm
). Choose ANY three of those papers and:
Cite the name of the paper and the Author.
Identify the two main points of each commentary.
Identify two or more quotes from each paper that identify limits on government that are currently being ignored by people in elected office and explain how elected officials are ignoring those limits.
.
The CultureBooksdu r ing t he f ir s t se a son of her.docxtodd241
The Culture
Books
du r ing t he f ir s t se a son of her cr i t i-
cally acclaimed HBO series, Girls, Lena
Dunham’s character Hannah Horvath,
high on opium, tells her parents, “I don’t
want to freak you out, but I think that I
may be the voice of my generation—or
at least a voice of a generation.” The line
made waves as people conflated the fic-
tional character with her creator, perhaps
not wrongly. How dare a young woman
make such a bold claim? All too often our
culture tells young women their voices
don’t matter or deserve to be heard.
In her debut essay collection, Not That
Kind of Girl: A Young Woman Tells You
What She’s “Learned,” Dunham demon-
strates her 28-year-old voice’s admirable
range. While some celebrity essay col-
lections and memoirs are lackluster,
even embarrassing to read, Not That Kind
of Girl suffers few missteps. Dunham’s
cinematic flair translates to the page
with vigor and clarity—not unlike the
late Nora Ephron, to whom she is often
compared and to whom the book is
dedicated (along with Dunham’s family
and her boyfriend Jack Antonoff of the
indie-rock band fun.). Instead of tossing
pithy, pseudo-motivational observations
at the reader, Dunham has crafted warm,
intelligent writing that is both deeply
personal and engaging, clustered in five
topical sections: “Love & Sex,” “Body,”
“Friendship,” “Work” and “Big Picture.”
Each of the 29 pieces—essays mixed
with lists, like “18 Unlikely Things I’ve
Said Flirtatiously”—is confident and
assured, sidestepping self-deprecation
and instead offering intense self-
examination. Dunham’s self-awareness
can almost overwhelm with truthiness,
as in “Barry,” her glancing, tragicomic
account of being raped by a “mustachioed
campus Republican” who, among other
nonconsensual acts, removes his condom
without her permission or knowledge.
“A sexual encounter that no one can
classify properly” sounds precisely like
a voice of her generation, one struggling
to come to terms with rape culture.
(And yet, “I feel like there are fifty ways
it’s my fault . . . But I also know that at no
moment did I consent to being handled
that way” sounds like a voice of every
generation of women.)
Unlike Hannah Horvath, Dunham in
her self-awareness does not come across
as self-obsessed. When she is absurd,
she acknowledges that absurdity. “13
Things I’ve Learned Are Not Okay to
Say to Friends” is among the most drolly
enlightened of the lists, made up of osten-
sible real-life Dunham quotes like “No,
please don’t apologize. If I had your moth-
er I’d be a nightmare, too” and “There’s
nothing about you in my book.”
She reveals her vulnerabilities in
a deadpan manner, showing us how she
loves and has been loved, how she has
wronged and been wronged. But it’s not
all laughing around the hard stuff. At
the end of “Barry” comes a teary phone
call with Antonoff, in which she tells
him what happened with the hipster
rapist; here the narrative tur.
Contents
TITLE PAGE
DEDICATION
EPIGRAPH
FOREWORD
PART ONE
1919
1920
1921
1922
1923
1927
PART TWO
1937
1939
1940
1941
1965
ABOUT THE AUTHOR
ALSO BY TONI MORRISON
ACCLAIM FOR TONI MORRISON’S SULA
COPYRIGHT
It is sheer good fortune to miss
somebody long before they leave you.
This book is for Ford and Slade, whom
I miss although they have not left me.
“Nobody knew my rose of the world
but me…. I had too much glory.
They don’t want glory like that
in nobody’s heart.”
—The Rose Tattoo
FOREWORD
In the fifties, when I was a student, the embarrassment of being called a
politically minded writer was so acute, the fear of critical derision for channeling
one’s creativity toward the state of social affairs so profound, it made me
wonder: Why the panic? The flight from any accusation of revealing an
awareness of the political world in one’s fiction turned my attention to the
source of the panic and the means by which writers sought to ease it. What could
be so bad about being socially astute, politically aware in literature?
Conventional wisdom agrees that political fiction is not art; that such work is
less likely to have aesthetic value because politics—all politics—is agenda and
therefore its presence taints aesthetic production.
That wisdom, which seems to have been unavailable to Chaucer, or Dante, or
Catullus, or Sophocles, or Shakespeare, or Dickens, is still with us, and, in 1969
it placed an inordinate burden on African American writers. Whether they were
wholly uninterested in politics of any sort, or whether they were politically
inclined, aware, or aggressive, the fact of their race or the race of their characters
doomed them to a “political-only” analysis of their worth. If Phillis Wheatley
wrote “The sky is blue,” the critical question was what could blue sky mean to a
black slave woman? If Jean Toomer wrote “The iron is hot,” the question was
how accurately or poorly he expressed chains of servitude. This burden rested
not only on the critics, but also on the reader. How does a reader of any race
situate herself or himself in order to approach the world of a black writer? Won’t
there always be apprehension about what may be revealed, exposed about the
reader?
In 1970, when I began writing Sula, I had already had the depressing
experience of reading commentary on my first novel, The Bluest Eye, by both
black and white reviewers that—with two exceptions—had little merit since the
evaluation ignored precisely the “aesthetics only” criteria it championed. If the
novel was good, it was because it was faithful to a certain kind of politics; if it
was bad, it was because it was faithless to them. The judgment was based on
whether “Black people are—or are not—like this.” This time out, I returned the
compliment and ignored the shallowness of such views and, again, rooted the
narrative in a landscape already tainted by the fact that it ...
Darkness Too VisibleContemporary fiction for teens is rife with .docxsimonithomas47935
Darkness Too Visible
Contemporary fiction for teens is rife with explicit abuse, violence and depravity; why is this considered a good idea?
GURDON, MEGHAN COX. The Wall Street Journal (Eastern Edition) Volume: 257 Issue 129 (2011)
Amy Freeman, a 46-year-old mother of three, stood recently in the young-adult section of her local Barnes & Noble, in Bethesda, Md., feeling thwarted and disheartened.
She had popped into the bookstore to pick up a welcome-home gift for her 13-year-old, who had been away. Hundreds of lurid and dramatic covers stood on the racks before her, and there was, she felt, "nothing, not a thing, that I could imagine giving my daughter. It was all vampires and suicide and self-mutilation, this dark, dark stuff." She left the store empty-handed.
How dark is contemporary fiction for teens? Darker than when you were a child, my dear: So dark that kidnapping and pederasty and incest and brutal beatings are now just part of the run of things in novels directed, broadly speaking, at children from the ages of 12 to 18.
Pathologies that went undescribed in print 40 years ago, that were still only sparingly outlined a generation ago, are now spelled out in stomach-clenching detail. Profanity that would get a song or movie branded with a parental warning is, in young-adult novels, so commonplace that most reviewers do not even remark upon it.
If books show us the world, teen fiction can be like a hall of fun-house mirrors, constantly reflecting back hideously distorted portrayals of what life is. There are of course exceptions, but a careless young reader -- or one who seeks out depravity -- will find himself surrounded by images not of joy or beauty but of damage, brutality and losses of the most horrendous kinds.
Now, whether you care if adolescents spend their time immersed in ugliness probably depends on your philosophical outlook. Reading about homicide doesn't turn a man into a murderer; reading about cheating on exams won't make a kid break the honor code. But the calculus that many parents make is less crude than that: It has to do with a child's happiness, moral development and tenderness of heart. Entertainment does not merely gratify taste, after all, but creates it.
If you think it matters what is inside a young person's mind, surely it is of consequence what he reads. This is an old dialectic -- purity vs. despoliation, virtue vs. smut -- but for families with teenagers, it is also everlastingly new. Adolescence is brief; it comes to each of us only once, so whether the debate has raged for eons doesn't, on a personal level, really signify.
As it happens, 40 years ago, no one had to contend with young-adult literature because there was no such thing. There was simply literature, some of it accessible to young readers and some not. As elsewhere in American life, the 1960s changed everything. In 1967, S.E. Hinton published "The Outsiders," a raw and striking novel that dealt directly with class tensions, family dysfu.
The debate on the ratification of the U.S. Constitution was conducte.docxtodd241
The debate on the ratification of the U.S. Constitution was conducted between those who favored its passage who were known as “Federalists” and opponents to the ratification known as “Anti-Federalists”.
http://web.archive.org/web/20120312200301/http://www.utulsa.edu/law/classes/rice/constitutional/antifederalist/84.htm
Cite the name of the paper and the Author.
Identify two main points of each commentary.
Cite two or more quotes that are relevant to our modern day and explain how the quotes are relevant.
Visit the Founding Fathers Home Page index of Federalist Papers (
http://www.foundingfathers.info/federalistpapers/fedi.htm
). Choose ANY three of those papers and:
Cite the name of the paper and the Author.
Identify the two main points of each commentary.
Identify two or more quotes from each paper that identify limits on government that are currently being ignored by people in elected office and explain how elected officials are ignoring those limits.
.
The debate over the Constitution is not only crucial to understandin.docxtodd241
The debate over the Constitution is not only crucial to understanding politics in American society in this time, but it is also VERY relevant today. What brought about the drive for the Constitution? What were some of the arguments for it? Against it? (Remember to cite specific evidence from the module when talking about this.) Which would you have preferred, the Constitution or the Articles? Why?
.
The Cultural Literature Review includes a review of the litera.docxtodd241
The Cultural Literature Review
includes a review of the literature regarding the influences of culture and application of this information in programs serving children
along with
a personal reflection of works cited.
Please see attachment for additional instructions.
.
The CTO appreciated the analysis performed between the cloud s.docxtodd241
The CTO appreciated the analysis performed between the cloud service providers (Amazon, Google, and Microsoft).
She has decided to proceed with an
Amazon Virtual Private Cloud
.
Amazon Virtual Private Cloud (Amazon VPC) enables you to launch AWS resources into a virtual network that you've defined. This virtual network closely resembles a traditional network that you'd operate in your own data center, with the benefits of using the scalable infrastructure of AWS.
To begin, the CEO would like you to provision two subnets.
One subnet will be for the developers (Subnet A), which will be provisioned with 146.38.70.105/20.
The second subnet will for the marketing department (Subnet B), which will be provisioned with 215.16.52.119/19.
2. What is the network address, broadcast address, and subnet mask for Subnet A and
B?
Perform the necessary calculations and explain your answer.
.
The deadline for the final paper is Monday May 11th at 1159pm. .docxtodd241
The deadline for the final paper is
Monday May 11th at 11:59pm
. We will workshop your topics in class next Friday, and you can submit your outlines for me to review by
Tuesday May, 5th.
I hope to give you all feedback on your essay by Wednesday May 6th. As before, it may be best for me to call you over phone (if possible), so if you send me your outline, please provide a contact number if you are comfortable.
And some additional info about the paper: (gratefully adapted from an email the other TA., Prof, Colebrook, send to students in his recitations)
What's the paper about?
As Dr. Appiah discussed in class today, for this final paper, you're being given a wide latitude to write an in-depth, argumentative essay on the subject of your choosing. The only limitations are that (1) it must be about gender, human rights, or economic inequality, either in a national or international context, and (2) it must include some of the philosophical thought of at least two of the traditions we've covered (Confucian, Islamic, or "Western"/Liberal).
How will I be grading it?
I will use the same rubric I used to evaluate the midterm papers for this essay. You can consult your midterm papers for details on this.
Where do I start?
Here are a few pointers on how to get started. (None of what I say here is
necessary
for the paper, just suggestions).
1. Start with a specific human right or moral claim. The
UDHR
is a great place to begin.
2. Pick a human right. For example, the UDHR guarantees the right to freedom of religion.
3. Pick two or three of the traditions we've covered. In my case, I'd compare, say, a liberal perspective on freedom of religion and an Islamic perspective on freedom of religion.
4. Formulate a thesis. For example, "in this paper, I will argue that freedom of religion, conceived of as a human right guaranteed in the UDHR, is both (a) a non-negotiable element of human dignity and (b) incompatible with basic Koranic obligations and the Islamic tradition of commanding and forbidding." This thesis should be
argumentative
. You ought to take a stand, and argue in favor of one perspective's interpretation or for your own new perspective. Papers that simply list what each tradition would say on an issue would be inadequate. In formulating your thesis, remember that the narrower your thesis, the easier it will be to defend. Narrow theses are the bread and butter of philosophy papers!
5. Assemble the textual support for this thesis. Go through the syllabus and compile each of the articles that we've covered that is relevant to this thesis - both the required and supplemental readings.
6. Reference your notes for broad outlines of arguments that are relevant to your thesis. In this case, I'd want to use at least Kant, Rawls, and Singer to put together an argument for (a) above, and Cook's work to put together the argument for (b) above.
7. As you're putting together these arguments, refer back to the texts we've covered t.
The CRM implementation of the project has been underway for 3 months.docxtodd241
The CRM implementation of the project has been underway for 3 months. Ben has been reviewing the invoices from the IT vendor that is providing design and programming services for the CRM implementation. Ben is working with this vendor on a number of different projects, and there are a handful of people that work on multiple projects for him, including the CRM implementation. He just told you that there are some problems with the invoices, and he is not sure what to do about them.
George is working on the CRM implementation and 2 other smaller projects. His hours look okay when Ben first looks at them. However, when Ben adds up George's hours for the past month across all 3 projects, they total more than 65 hours per week. Ben knows that George is barely on-site more than 4 hours per day and does not feel that George is producing anything close to 65 hours of work.
Two hours per day were billed for Louise for 1 week when she was on vacation. As far as Ben knows, Louise was not invited to any project conference calls nor was there any critical project e-mails sent to her during that time.
The rate for Betsy increased by 15% half-way through the second invoice. No explanation was given.
Nothing was billed for Ron his entire first month on the project.
.
THE CRISIS A DECADE LATERLehman’s Last Hires LookBack.docxtodd241
THE CRISIS: A DECADE LATER
Lehman’s Last Hires Look
Back
Four people who started at Lehman Brothers the day it
failed reflect on the lessons they’ve learned.
By Corrie Driebusch
September 15, 2008, was one of the darkest days in the
history of Wall Street. For four new college graduates,
it was also their first day of work at Lehman Brothers
Holdings Inc.
Sohil Sheth, Luvleen Sidhu, Justin Gaines and Brian
Grossman walked through the doors of Lehman just as
the venerable investment bank filed for bankruptcy
protection, an event that sent shockwaves around the
globe. The aftershocks continue to define many aspects
of American life a decade later.
The crisis provided these unlucky millennials with a
new perspective. Big institutions were no longer
infallible. Wall Street no longer offered a guaranteed
career path. Life was more fragile than they knew.
One thing was certain: Their world would never again
look the same.Sohil Sheth
Works for Boston technology firm Harding Point
Works for Boston technology firm Harding Point
My junior year at Amherst, everyone was trying to get
an internship in New York at a bank, and I got one with
Lehman’s investment management division. All we
heard from executives was that Lehman was going to
be the next Goldman Sachs.
The summer of 2008 I moved to New York for training.
I was definitely getting nervous that maybe they would
start laying people off. But the messaging at Lehman
was ‘don’t worry.’ There’s no way the government
would let anything happen to a company as big as
Lehman.
I was preparing for a licensing exam in my apartment
on Sunday, Sept. 14, and there was a new news story
every minute. I refreshed my computer browser and all
a sudden there was a headline that Lehman declares
bankruptcy. I got that feeling in the pit of my stomach.
The next day we all went in to work, but everyone was a
zombie.
I kept working there, but this cloud was hanging over
us. I worked in the fund of hedge funds group for two
and a half years, but then got super jaded. I went to
Peru and worked for a nonprofit for almost a year.
A decade ago I defended the finance industry. Looking
back, it’s tough to be socially conscious and work in it.
I’m not saying tech is saving the world, but there’s
more practical applications that can apply to a lot of
people than just making the rich richer.Luvleen Sidhu
Co-founded digital banking startup BankMobile
I interned at Lehman after my sophomore and junior
years at Harvard. I graduated in 2008 and started six
weeks of training, and the first day on the job was the
bankruptcy. I remember contacting HR and I asked,
should I come in? I’ve locked the response in my head
because it was so unusual. The response was, ‘please
come in, it’s business as usual.’
My first day was kind of crazy, in an eerie way that we
were ignoring reality. No one was acting panicked. No
one was acting out of line, though maybe they were
behind closed doors.
For it to happen the first day of my car.
The data in the case are quotes taken from interviews of parents.docxtodd241
The data in the case are quotes taken from interviews of parents, faculty, and staff of an elementary school by request of the school’s principal, Nancy:
Organize these data to present to Nancy. Notice demographic details such as grade level, interviewee role, and tenure.
Try organizing the data a different way. Did you notice anything different from the first time you analyzed the data? Which method do you think was more effective?
How would you structure the feedback meeting with Nancy? Which themes would you present and why?
case is on page 270. Please write at least 500 words.
.
The Dark Side of the Force”Language & ProcessRisk Aversio.docxtodd241
“The Dark Side of the Force”
Language & Process
Risk Aversion & Risk Culture
Corruption & Unethical Behaviors
Reading
:
Please note, you have to log on to the NSU library to complete the link.
Ballante, Don & Link, Albert N. (1981). Are public sector workers more risk averse than private sector workers?
Industrial and Labor Relations Review
, 34, 3, 408-412.
http://lib.nova.edu/333 (Links to an external site.)
Baumol, W. J. (1990). Entrepreneurship: Productive, unproductive and destructive.
Journal of
Political Economy
, 98(5), 893-921.
http://lib.nova.edu/148 (Links to an external site.)
Boettke, P. J. &, Coyne, C. J. (2003). Entrepreneurship and development: Cause or
consequence?
Advances in Austrian Economics,
6
, 67-88. Retrieved from the Mercatus
Organization web site:
http://mercatus.org/uploadedFiles/Mercatus/Publications/Cause%20or%20Consequence.pdf (Links to an external site.)
Cohen, S., Eimicke, W., & Salazar, M. P. (1999, November).
Public ethics and public
entrepreneurship
. Paper presented at the Annual Research Meeting of the Association of
Public Policy Analysis and Management, Washington, D.C. Retrieved from
ResearchGate:
http://www.researchgate.net/publication/252936584_Public_Ethics_and_Public_Entreprenuership (Links to an external site.)
Schacter, H. L. (1995). Reinventing government or reinventing ourselves: Two models for
improving government performance.
Public Administration Review
,
55
(6), 530-537.
http://lib.nova.edu/138 (Links to an external site.)
Simmons, R., Yonk, R., & Thomas, D. (2011). Bootleggers, Baptists, and political entrepreneurs:
Key players in the rational game and morality play of regulatory politics.
The
Independent Review
,
15
(3), 367–381.
http://lib.nova.edu/183 (Links to an external site.)
Due
: Essay 6 Question: Entrepreneurial governance sounded like such a good idea, didn't it? What do you make of the critique against entrepreneurial governance/public management? Do you think the critique is valid, and why/why not?
.
The Criminalization of American BusinessWhat do Bank of Americ.docxtodd241
The Criminalization of American Business
What do Bank of America, Citigroup, JPMorgan Chase, and Goldman Sachs have in common? All paid hefty fines for purportedly misleading investors about mortgage-backed securities. In fact, these companies paid the government a total of $50 billion in fines. The payments were made in lieu of criminal prosecutions.
Today, several hundred thousand federal rules that apply to businesses carry some form of criminal penalty. That is in addition to more than four thousand federal laws, many of which carry criminal sanctions for their violation. From 2000 to 2019, about 3,200 corporations either were convicted or pleaded guilty to violating federal statutes or rules.
Criminal Convictions
The first successful criminal conviction in a federal court against a company—the New York Central and Hudson River Railroad—was upheld by the Supreme Court in 1909 (the violation: cutting prices). Many other successful convictions followed.
One landmark case developed the
aggregation test
, now called the Doctrine of Collective Knowledge. This test aggregates the omissions and acts of two or more persons in a corporation, thereby constructing an
actus reus
and a
mens rea
out of the conduct and knowledge of several individuals.
Not all government attempts at applying criminal law to corporations survive. Courts have sometimes found insufficient evidence to show that a company acted with specific intent to commit a crime. Often, however, companies choose to reach settlement agreements with the government rather than fight criminal indictments.
Many Pay Substantial Fines in Lieu of Prosecution
More than four hundred corporations reached so-called non-prosecution agreements with the government from 2000 to the beginning of 2019. These agreements typically involve multimillion- or multibillion-dollar fines. This number does not include fines paid to the Environmental Protection Agency or to the Fish and Wildlife Service.
According to law professors Margaret Lemos and Max Minzner, “Public enforcers often seek large monetary awards for self-interested reasons divorced from the public interest and deterrents. The incentives are strongest when enforcement agencies are permitted to retain all or some of the proceeds of enforcement.”
Questions Presented
1)Why might a corporation’s managers agree to pay a large fine rather than to be indicted and proceed to trial?
2)How does a manager determine the optimal amount of legal research to undertake to prevent her or his company from violating the many thousands of federal regulations?
.
The Creation of the Ocean FloorSCI209Running head .docxtodd241
The Creation of the Ocean Floor
SCI/209
Running head: THE CREATION OF THE OCEAN FLOOR
1
THE CREATION OF THE OCEAN FLOOR
5
The Creation of the Ocean Floor
One scientific speculation about the beginning of ocean water declares that as Earth developed from a gas and dust cloud more than 4.5 billion years ago, an enormous quantity of insubstantial elements such as oxygen and hydrogen became confined inside the liquefied inner part of the newly formed planet (Advameg, 2013). In the course of the first few billion years following planets formation, these basic gases emerged across thousands of miles of red-hot and liquefying rock to discharge on the Earth’s surface through fissures (long narrow cracks) and volcanoes.
Inside the earth and atop the exterior, the gas hydrogen joined oxygen developing water. Massive amounts of liquid blanketed the planet as an extraordinarily heavy atmosphere of water cloud. Close to the uppermost part of the atmosphere, where high temperature may possibly dissipate to outward reaches of the earth, water vapor concentrated to a liquid form and dropped into the stratum below, chilling the level. This atmospheric cool down procedure lasted till the initial precipitation dropped to the planet’s young exterior and flared into a misty haze. This came to pass as the creation of an astonishing downpour that through the course of time, progressively filled the ocean cavities.
There are three major classes of tectonic plate boundaries: divergent boundaries, covergent boundaries, and transform boundaries. The divergent boundaries outstanding features are fresh crust is produced as two or more plates tear away from one other. Oceans are generated and grow broader where plates deviate or pull apart. Seafloor expanding is a process in which the molten rock produces new ground underneath water. This progression takes millions of years to establish a 10 foot hill because growth fluctuates from two to 10 centimeters yearly. The convergent boundaries outstanding features are here crust is demolished and reprocessed back into the inside of the Earth as one plate descents under another. These are recognized as Subduction Zones - volcanoes and mountains are often discovered where plates come together. The kinds of volcanoes that can occur depend on the chemical composition of the molten rock that decides its fluidity. There are three kinds of convergent boundaries: Oceanic-Continental Convergence, Oceanic-Oceanic Convergence, and Continental-Continental Convergence (Platetectonics, 2010). The transform boundaries outstanding features are when two plates are skimming parallel by each other. These are additionally identified as transform boundaries or in addition normally called faults. The San Andreas Fault is the best known and considered the most lethal translational line.
One natural event that occurs as a direct result of plate boundary interactions is a tsunami. Plate tectonics are the secondary trigger of tsunamis. When a maj.
The creation of a weak acid titration plot is described in chapter 1.docxtodd241
The creation of a weak acid titration plot is described in chapter 10-5 of your technique book. A generic four-step procedure is given. Rewrite the four steps to be a specific prcedure to be used to titrate a sample of potassium hydrogen phthalate (MM 204.22 g/mol) using the NaOH soluiton you will prepare.
.
The Dark Ages World History Crash Course #141. The period b.docxtodd241
The Dark Ages: World History Crash Course #14
1. The period between ________ and _______________ is often called the ________________________ in Europe because it came between the Roman Empire and the beginning of the modern age. And it’s sometimes called the Dark Ages because it was purportedly ________________________.
2. What is feudalism?
3. How was feudalism an economic system in addition to the political system described above?
4. Regarding Islam in the Dark Ages, the Umayyad Dynasty was overthrown in _________ and was replaced by the ______________________. They moved the capital to Baghdad and were welcoming of _________________________________ into positions of power.
5. The “golden age” of Islamic learning was centered in Baghdad. What were five accomplishments of this time-period you found to be the most interesting?
a.
b.
c.
d.
e.
6. Meanwhile, China was experiencing a golden age of its own where it ruled over _______________________________ across four million square miles.
7. What necessitated the Chinese inventing the use of paper money?
8. By the 11th century, the Chinese were writing down their recipe for a mixture of saltpeter, sulfur, and charcoal that we now know as ________________________.
Here is the link to the video ...... https://youtu.be/QV7CanyzhZg
.
The cult of Machismo (masculine superiority) appeared early in Latin.docxtodd241
The cult of Machismo (masculine superiority) appeared early in Latin America (page 23 in this week’s assigned reading), yet many colonial Latin American families contradicted this stereotype. Explain the evidence the authors present that contradicts this prevailing gender image. Be sure to review the culture box “Elite Women and Economic Power” on page 24. Textbook provided
Modern Latin America, 9th Edition - 180 Day Option
.
The critique of the Musical Cats must include the following informat.docxtodd241
The critique of the Musical Cats must include the following information:
1- Who was in the play meaning the actors and the characters they played?
2- What era is the play supposed to be taking place in?
3- Where does it take place?
4- How and Why did you connect emotionally and intellectually?
5- What was it about (breif plot synopsis)?
6- Were you able to relate to a part or most of the play (what part if any?
This musical was based on Old Possum's Book of Practical Cats by TS. Eliot
.
The CSI effect at university forensic science students’ telev.docxtodd241
The CSI effect at university: forensic science students’ television viewing
and perceptions of ethical issues
Roslyn Weavera*, Yenna Salamonsona, Jane Kocha,b and Glenn Porterc
aUniversity of Western Sydney, Family and Community Health Research Group; bUniversity of
Technology, Sydney, School of Nursing, Midwifery and Health; cUniversity of Western Sydney,
School of Science and Health
(Received 3 January 2012; final version received 3 May 2012)
Although the so-called ‘CSI effect’ has received attention in the literature for the
influence of forensic science television on jurors’ expectations of evidence
admitted into trials, less research explores the influence of such television
programs on university students enrolled in forensic science degrees. This paper
describes the quantitative and qualitative results of a study of forensic science
students regarding the forensic-related television programs they watch, such as
CSI, Bones and Dexter. We asked students to share their impressions of the
accuracy, ethics, professionalism and role models in the programs. The results
show that forensic science students are almost universally disparaging about the
realism of these programs and have mixed impressions of how the programs
portray forensic science professionalism and ethics. Most students believed that
the programs gave an unrealistic representation of the profession to the public;
yet students were also able to identify positive elements for recruitment and
education purposes.
Keywords: forensic science; CSI effect; students; television; education; Australia
Introduction
Popular media have suggested that crime science television programs such as CSI
may influence how lay jurors consider forensic evidence during criminal trials1–8.
This influence has been described as the CSI effect and named after the popular
television drama. It is suggested that jurors confuse the capacity of forensic evidence
with the fictional idealisation of forensic evidence as portrayed on the television
program2. Goodman-Delahunty and Verbrugge4 suggest that, despite the popular
media claims, there is little objective evidence to support the notion that crime scene
dramas such as CSI have a negative impact on jury verdicts. Wise5 indicated that
there are two issues relating to the ‘CSI effect’ proposition, with each affecting either
the prosecution or defence position; (i) the jurors held an inflated value of the
forensic evidence producing guilty verdicts2–5,9, or (ii) in the absence of forensic
evidence or when the evidence failed to reach the juries’ idealised expectations the
juries would acquit2–3,5. Evidence of the influence of the CSI effect, as claimed in the
popular media, has been mixed1–9.
Although the so-called CSI effect has received attention in the literature for the
influence of CSI on jurors’ expectations of forensic evidence admitted into criminal
*Corresponding author. Email: [email protected]
Australian Journal of Forensic Sciences
Vol. 44.
The Covid-19 pandemic caused a slow time during the Thanksgiving f.docxtodd241
The Covid-19 pandemic caused a slow time during the Thanksgiving festival last year. At the time, my aunt decided that since we would not be inviting family from all over, as it was tradition, we would make it into a neighborhood Thanksgiving. She invited their neighbors over; I bumped into one of their new neighbors on the block, Mr. Landry, in the kitchen while he conversed with my aunt. As I walked into the kitchen, he went silent with no eye contact, and as soon as I left the kitchen, he got back to the conversation. I overheard part of the conversation where Mr. Landry talked about Mrs. Boudreaux’s hospitalization while describing how she looked to be reeling in pain when he visited her. By that snippet of the conversation, I assumed that Mr. Landry was a gossip, only to find out later that he was a doctor in the hospital where Mrs. Boudreaux was. He was pleading with us to visit Mrs. Boudreaux and offer blood donations for her upcoming surgery. I was mortified, having learned this later.
According to the social psychology theory, individuals make first impressions based on traits, beliefs, and non-verbal cues from people one meets. Aronson et al. (2019) state that one’s traits from birth or parenting help us interpret social cues. Some of these traits include openness and being sociable is part of these traits show individuals to be social. Flynn (2005) agrees with this, reiterating that non-verbal behavior adds to first impressions on individuals. Therefore, Mr. Landry’s silence when I walked into the room and continually talking about someone else's condition without their consent triggered my perception that he was a gossip.
Increasing my reason for the first impression of Mr. Landry was his lack of eye contact on top of his silence when I walked into the kitchen (Flynn, 2005). As an adaptive response, Mr. Landry went silent because of his privileged status of revealing information to children that would later get conveyed in the proper channels.
Conclusively, Mr. Landry went silent and did not keep eye contact to remain confidential when I walked into the kitchen. However, my perception of this is that he was a gossip, furthering my first impression that was later in the day debunked when adequately explained.
References:
Aronson, E., Wilson, T. D., Akert, R. M., & Sommers, S. R. (Eds.). (2019).
Social psychology
(10th ed.). Boston, MA: Pearson.
Flynn, F. J. (2005). Having an Open Mind: The Impact of Openness to Experience on Interracial Attitudes and Impression Formation.
Journal of Personality and Social Psychology, 88(5), 816-826. doi:10.1037/0022-3514.88.5.816
.
The Customer Experience and Value Creation Chapter 4 O.docxtodd241
The Customer Experience
and Value Creation
Chapter 4 Objectives
Life-cycle Cost and customer value creation
Performance and customer value
Measuring perceived value
MBM6
Chapter 4
1
Life-Cycle Cost and Customer Value Creation
In this section we will look at different ways companies can assess the dollar value they create in customer savings relative to competitors.
MBM6
Chapter 4
The Customer Experience
and Value Creation
Southwest Airlines
Total Cost of Purchase
MBM6
Chapter 4
3
Sources of Life-Cycle Cost
MBM6
Chapter 4
4
Life-cycle Cost & Economic Value
MBM6
Chapter 4
Economic Value = Life-cycle cost (competitor)- Life-Cycle Cost (company)
5
AirCap Total Cost per Shipment
MBM6
Chapter 4
6
Communicating Value
MBM6
Chapter 4
7
Lowering Disposal Costs as
A Source of Value Creation
MBM6
Chapter 4
8
Price-Performance and Customer Value Creation
Performance can also include product features and functions that do not save money but enhance usage and create customer value.
MBM6
Chapter 4
The Customer Experience
and Value Creation
9
Performance vs. Price and Customer Value
Customer Value = Product Price – Fair Price
Data Source: “Digital Cameras,” Consumer Reports (April 2010)
MBM6
Chapter 4
10
Customer Value and Value Map
Canon A590
11
Sport Utility Vehicle Value Map
MBM6
Chapter 4
How would you evaluate the Toyota Highlander value based on these results?
(Data Source: “Best and Worst New and Used Cars,” Consumer Reports (2011): 43.)
12
Relative Performance and Customer Value
MBM6
Chapter 3
If the average performance rating of sixty-two printers is 61 according to Consumer Reports, and HP’s performance rating is 73, what is HP’s relative performance rating?
Relative Performance = (73/61)*100= 120.
Product Performance Rating
Average Performance Rating
X 100
Relative Performance =
13
Measuring Perceived Customer Value
Customer perceptions shape assessments of customer value. In many cases, customers consider more than product performance when they assess the overall value of a product.
MBM6
Chapter 4
The Customer Experience
and Value Creation
14
Perceived Customer Value
MBM6
Chapter 4
Perceived Customer Value
= Overall Performance Index (Overall benefits) – Cost of Purchase Index (cost)
= (Perceived Product Performance + Perceived Service Performance + Perceived Brand Reputation) – Cost of Purchase
15
Measuring Perceived Product Performance
MBM6
Chapter 4
1
2
3
Advantage: When the business is significantly better (>1 points) than a competitor, it gets the relative importance points.
Disadvantage: If it is significantly worse (> -1 points), it loses the relative importance points.
No advantage/disadvantage: Between -1 and +1 no points are won or lost.
16
Servic.
The Creation of the DHSDevelop an analytical PowerPoint® present.docxtodd241
The Creation of the DHS
Develop an analytical PowerPoint® presentation (18-22 slides) about the creation of the DHS.
Important:
Please keep slides “clean and readable” (e.g., do not overload your slides with verbiage). Do include talking points in the presenter’s note section below the slide.
In this Assignment, address all of the following:
Do you think DHS needed to be formed? Use the following five identified major factors and underlying challenges that led to the establishment of the DHS:
A political need for a response to the 9/11 attack,
An attempt to better "connect-the-dots" in order to prevent and deter attacks on the USA Homeland,
Creation of a more effective response structure to attacks,
Creation of a more effective response structure to disasters,
Creation of a more cost effective homeland security apparatus.
Analyze the above five factors and explain how they contributed to the formation of DHS, then answer the following questions:
Did the federal government take too long to move from the Cold War model of homeland protection?
Is DHS and the IC (Intelligence Community) properly structured?
Does DHS include too many agencies and/or are there some critical agencies missing?
In addition to fulfilling the specifics of the Assignment, you should format your presentation in accordance with the following guidelines:
Include at least two sources in your presentation.
Use one basic slide design and layout.
Use charts and graphs as needed.
Limit slides to between 6 and 8 lines of content.
Use bullets for your main points.
Use speaker notes to fully explain what is being discussed in the bullet points as though you are presenting to an audience.
Use APA citations on appropriate slides.
Pass Turnit in
.
The debate over the Constitution is not only crucial to understandin.docxtodd241
The debate over the Constitution is not only crucial to understanding politics in American society in this time, but it is also VERY relevant today. What brought about the drive for the Constitution? What were some of the arguments for it? Against it? (Remember to cite specific evidence from the module when talking about this.) Which would you have preferred, the Constitution or the Articles? Why?
.
The Cultural Literature Review includes a review of the litera.docxtodd241
The Cultural Literature Review
includes a review of the literature regarding the influences of culture and application of this information in programs serving children
along with
a personal reflection of works cited.
Please see attachment for additional instructions.
.
The CTO appreciated the analysis performed between the cloud s.docxtodd241
The CTO appreciated the analysis performed between the cloud service providers (Amazon, Google, and Microsoft).
She has decided to proceed with an
Amazon Virtual Private Cloud
.
Amazon Virtual Private Cloud (Amazon VPC) enables you to launch AWS resources into a virtual network that you've defined. This virtual network closely resembles a traditional network that you'd operate in your own data center, with the benefits of using the scalable infrastructure of AWS.
To begin, the CEO would like you to provision two subnets.
One subnet will be for the developers (Subnet A), which will be provisioned with 146.38.70.105/20.
The second subnet will for the marketing department (Subnet B), which will be provisioned with 215.16.52.119/19.
2. What is the network address, broadcast address, and subnet mask for Subnet A and
B?
Perform the necessary calculations and explain your answer.
.
The deadline for the final paper is Monday May 11th at 1159pm. .docxtodd241
The deadline for the final paper is
Monday May 11th at 11:59pm
. We will workshop your topics in class next Friday, and you can submit your outlines for me to review by
Tuesday May, 5th.
I hope to give you all feedback on your essay by Wednesday May 6th. As before, it may be best for me to call you over phone (if possible), so if you send me your outline, please provide a contact number if you are comfortable.
And some additional info about the paper: (gratefully adapted from an email the other TA., Prof, Colebrook, send to students in his recitations)
What's the paper about?
As Dr. Appiah discussed in class today, for this final paper, you're being given a wide latitude to write an in-depth, argumentative essay on the subject of your choosing. The only limitations are that (1) it must be about gender, human rights, or economic inequality, either in a national or international context, and (2) it must include some of the philosophical thought of at least two of the traditions we've covered (Confucian, Islamic, or "Western"/Liberal).
How will I be grading it?
I will use the same rubric I used to evaluate the midterm papers for this essay. You can consult your midterm papers for details on this.
Where do I start?
Here are a few pointers on how to get started. (None of what I say here is
necessary
for the paper, just suggestions).
1. Start with a specific human right or moral claim. The
UDHR
is a great place to begin.
2. Pick a human right. For example, the UDHR guarantees the right to freedom of religion.
3. Pick two or three of the traditions we've covered. In my case, I'd compare, say, a liberal perspective on freedom of religion and an Islamic perspective on freedom of religion.
4. Formulate a thesis. For example, "in this paper, I will argue that freedom of religion, conceived of as a human right guaranteed in the UDHR, is both (a) a non-negotiable element of human dignity and (b) incompatible with basic Koranic obligations and the Islamic tradition of commanding and forbidding." This thesis should be
argumentative
. You ought to take a stand, and argue in favor of one perspective's interpretation or for your own new perspective. Papers that simply list what each tradition would say on an issue would be inadequate. In formulating your thesis, remember that the narrower your thesis, the easier it will be to defend. Narrow theses are the bread and butter of philosophy papers!
5. Assemble the textual support for this thesis. Go through the syllabus and compile each of the articles that we've covered that is relevant to this thesis - both the required and supplemental readings.
6. Reference your notes for broad outlines of arguments that are relevant to your thesis. In this case, I'd want to use at least Kant, Rawls, and Singer to put together an argument for (a) above, and Cook's work to put together the argument for (b) above.
7. As you're putting together these arguments, refer back to the texts we've covered t.
The CRM implementation of the project has been underway for 3 months.docxtodd241
The CRM implementation of the project has been underway for 3 months. Ben has been reviewing the invoices from the IT vendor that is providing design and programming services for the CRM implementation. Ben is working with this vendor on a number of different projects, and there are a handful of people that work on multiple projects for him, including the CRM implementation. He just told you that there are some problems with the invoices, and he is not sure what to do about them.
George is working on the CRM implementation and 2 other smaller projects. His hours look okay when Ben first looks at them. However, when Ben adds up George's hours for the past month across all 3 projects, they total more than 65 hours per week. Ben knows that George is barely on-site more than 4 hours per day and does not feel that George is producing anything close to 65 hours of work.
Two hours per day were billed for Louise for 1 week when she was on vacation. As far as Ben knows, Louise was not invited to any project conference calls nor was there any critical project e-mails sent to her during that time.
The rate for Betsy increased by 15% half-way through the second invoice. No explanation was given.
Nothing was billed for Ron his entire first month on the project.
.
THE CRISIS A DECADE LATERLehman’s Last Hires LookBack.docxtodd241
THE CRISIS: A DECADE LATER
Lehman’s Last Hires Look
Back
Four people who started at Lehman Brothers the day it
failed reflect on the lessons they’ve learned.
By Corrie Driebusch
September 15, 2008, was one of the darkest days in the
history of Wall Street. For four new college graduates,
it was also their first day of work at Lehman Brothers
Holdings Inc.
Sohil Sheth, Luvleen Sidhu, Justin Gaines and Brian
Grossman walked through the doors of Lehman just as
the venerable investment bank filed for bankruptcy
protection, an event that sent shockwaves around the
globe. The aftershocks continue to define many aspects
of American life a decade later.
The crisis provided these unlucky millennials with a
new perspective. Big institutions were no longer
infallible. Wall Street no longer offered a guaranteed
career path. Life was more fragile than they knew.
One thing was certain: Their world would never again
look the same.Sohil Sheth
Works for Boston technology firm Harding Point
Works for Boston technology firm Harding Point
My junior year at Amherst, everyone was trying to get
an internship in New York at a bank, and I got one with
Lehman’s investment management division. All we
heard from executives was that Lehman was going to
be the next Goldman Sachs.
The summer of 2008 I moved to New York for training.
I was definitely getting nervous that maybe they would
start laying people off. But the messaging at Lehman
was ‘don’t worry.’ There’s no way the government
would let anything happen to a company as big as
Lehman.
I was preparing for a licensing exam in my apartment
on Sunday, Sept. 14, and there was a new news story
every minute. I refreshed my computer browser and all
a sudden there was a headline that Lehman declares
bankruptcy. I got that feeling in the pit of my stomach.
The next day we all went in to work, but everyone was a
zombie.
I kept working there, but this cloud was hanging over
us. I worked in the fund of hedge funds group for two
and a half years, but then got super jaded. I went to
Peru and worked for a nonprofit for almost a year.
A decade ago I defended the finance industry. Looking
back, it’s tough to be socially conscious and work in it.
I’m not saying tech is saving the world, but there’s
more practical applications that can apply to a lot of
people than just making the rich richer.Luvleen Sidhu
Co-founded digital banking startup BankMobile
I interned at Lehman after my sophomore and junior
years at Harvard. I graduated in 2008 and started six
weeks of training, and the first day on the job was the
bankruptcy. I remember contacting HR and I asked,
should I come in? I’ve locked the response in my head
because it was so unusual. The response was, ‘please
come in, it’s business as usual.’
My first day was kind of crazy, in an eerie way that we
were ignoring reality. No one was acting panicked. No
one was acting out of line, though maybe they were
behind closed doors.
For it to happen the first day of my car.
The data in the case are quotes taken from interviews of parents.docxtodd241
The data in the case are quotes taken from interviews of parents, faculty, and staff of an elementary school by request of the school’s principal, Nancy:
Organize these data to present to Nancy. Notice demographic details such as grade level, interviewee role, and tenure.
Try organizing the data a different way. Did you notice anything different from the first time you analyzed the data? Which method do you think was more effective?
How would you structure the feedback meeting with Nancy? Which themes would you present and why?
case is on page 270. Please write at least 500 words.
.
The Dark Side of the Force”Language & ProcessRisk Aversio.docxtodd241
“The Dark Side of the Force”
Language & Process
Risk Aversion & Risk Culture
Corruption & Unethical Behaviors
Reading
:
Please note, you have to log on to the NSU library to complete the link.
Ballante, Don & Link, Albert N. (1981). Are public sector workers more risk averse than private sector workers?
Industrial and Labor Relations Review
, 34, 3, 408-412.
http://lib.nova.edu/333 (Links to an external site.)
Baumol, W. J. (1990). Entrepreneurship: Productive, unproductive and destructive.
Journal of
Political Economy
, 98(5), 893-921.
http://lib.nova.edu/148 (Links to an external site.)
Boettke, P. J. &, Coyne, C. J. (2003). Entrepreneurship and development: Cause or
consequence?
Advances in Austrian Economics,
6
, 67-88. Retrieved from the Mercatus
Organization web site:
http://mercatus.org/uploadedFiles/Mercatus/Publications/Cause%20or%20Consequence.pdf (Links to an external site.)
Cohen, S., Eimicke, W., & Salazar, M. P. (1999, November).
Public ethics and public
entrepreneurship
. Paper presented at the Annual Research Meeting of the Association of
Public Policy Analysis and Management, Washington, D.C. Retrieved from
ResearchGate:
http://www.researchgate.net/publication/252936584_Public_Ethics_and_Public_Entreprenuership (Links to an external site.)
Schacter, H. L. (1995). Reinventing government or reinventing ourselves: Two models for
improving government performance.
Public Administration Review
,
55
(6), 530-537.
http://lib.nova.edu/138 (Links to an external site.)
Simmons, R., Yonk, R., & Thomas, D. (2011). Bootleggers, Baptists, and political entrepreneurs:
Key players in the rational game and morality play of regulatory politics.
The
Independent Review
,
15
(3), 367–381.
http://lib.nova.edu/183 (Links to an external site.)
Due
: Essay 6 Question: Entrepreneurial governance sounded like such a good idea, didn't it? What do you make of the critique against entrepreneurial governance/public management? Do you think the critique is valid, and why/why not?
.
The Criminalization of American BusinessWhat do Bank of Americ.docxtodd241
The Criminalization of American Business
What do Bank of America, Citigroup, JPMorgan Chase, and Goldman Sachs have in common? All paid hefty fines for purportedly misleading investors about mortgage-backed securities. In fact, these companies paid the government a total of $50 billion in fines. The payments were made in lieu of criminal prosecutions.
Today, several hundred thousand federal rules that apply to businesses carry some form of criminal penalty. That is in addition to more than four thousand federal laws, many of which carry criminal sanctions for their violation. From 2000 to 2019, about 3,200 corporations either were convicted or pleaded guilty to violating federal statutes or rules.
Criminal Convictions
The first successful criminal conviction in a federal court against a company—the New York Central and Hudson River Railroad—was upheld by the Supreme Court in 1909 (the violation: cutting prices). Many other successful convictions followed.
One landmark case developed the
aggregation test
, now called the Doctrine of Collective Knowledge. This test aggregates the omissions and acts of two or more persons in a corporation, thereby constructing an
actus reus
and a
mens rea
out of the conduct and knowledge of several individuals.
Not all government attempts at applying criminal law to corporations survive. Courts have sometimes found insufficient evidence to show that a company acted with specific intent to commit a crime. Often, however, companies choose to reach settlement agreements with the government rather than fight criminal indictments.
Many Pay Substantial Fines in Lieu of Prosecution
More than four hundred corporations reached so-called non-prosecution agreements with the government from 2000 to the beginning of 2019. These agreements typically involve multimillion- or multibillion-dollar fines. This number does not include fines paid to the Environmental Protection Agency or to the Fish and Wildlife Service.
According to law professors Margaret Lemos and Max Minzner, “Public enforcers often seek large monetary awards for self-interested reasons divorced from the public interest and deterrents. The incentives are strongest when enforcement agencies are permitted to retain all or some of the proceeds of enforcement.”
Questions Presented
1)Why might a corporation’s managers agree to pay a large fine rather than to be indicted and proceed to trial?
2)How does a manager determine the optimal amount of legal research to undertake to prevent her or his company from violating the many thousands of federal regulations?
.
The Creation of the Ocean FloorSCI209Running head .docxtodd241
The Creation of the Ocean Floor
SCI/209
Running head: THE CREATION OF THE OCEAN FLOOR
1
THE CREATION OF THE OCEAN FLOOR
5
The Creation of the Ocean Floor
One scientific speculation about the beginning of ocean water declares that as Earth developed from a gas and dust cloud more than 4.5 billion years ago, an enormous quantity of insubstantial elements such as oxygen and hydrogen became confined inside the liquefied inner part of the newly formed planet (Advameg, 2013). In the course of the first few billion years following planets formation, these basic gases emerged across thousands of miles of red-hot and liquefying rock to discharge on the Earth’s surface through fissures (long narrow cracks) and volcanoes.
Inside the earth and atop the exterior, the gas hydrogen joined oxygen developing water. Massive amounts of liquid blanketed the planet as an extraordinarily heavy atmosphere of water cloud. Close to the uppermost part of the atmosphere, where high temperature may possibly dissipate to outward reaches of the earth, water vapor concentrated to a liquid form and dropped into the stratum below, chilling the level. This atmospheric cool down procedure lasted till the initial precipitation dropped to the planet’s young exterior and flared into a misty haze. This came to pass as the creation of an astonishing downpour that through the course of time, progressively filled the ocean cavities.
There are three major classes of tectonic plate boundaries: divergent boundaries, covergent boundaries, and transform boundaries. The divergent boundaries outstanding features are fresh crust is produced as two or more plates tear away from one other. Oceans are generated and grow broader where plates deviate or pull apart. Seafloor expanding is a process in which the molten rock produces new ground underneath water. This progression takes millions of years to establish a 10 foot hill because growth fluctuates from two to 10 centimeters yearly. The convergent boundaries outstanding features are here crust is demolished and reprocessed back into the inside of the Earth as one plate descents under another. These are recognized as Subduction Zones - volcanoes and mountains are often discovered where plates come together. The kinds of volcanoes that can occur depend on the chemical composition of the molten rock that decides its fluidity. There are three kinds of convergent boundaries: Oceanic-Continental Convergence, Oceanic-Oceanic Convergence, and Continental-Continental Convergence (Platetectonics, 2010). The transform boundaries outstanding features are when two plates are skimming parallel by each other. These are additionally identified as transform boundaries or in addition normally called faults. The San Andreas Fault is the best known and considered the most lethal translational line.
One natural event that occurs as a direct result of plate boundary interactions is a tsunami. Plate tectonics are the secondary trigger of tsunamis. When a maj.
The creation of a weak acid titration plot is described in chapter 1.docxtodd241
The creation of a weak acid titration plot is described in chapter 10-5 of your technique book. A generic four-step procedure is given. Rewrite the four steps to be a specific prcedure to be used to titrate a sample of potassium hydrogen phthalate (MM 204.22 g/mol) using the NaOH soluiton you will prepare.
.
The Dark Ages World History Crash Course #141. The period b.docxtodd241
The Dark Ages: World History Crash Course #14
1. The period between ________ and _______________ is often called the ________________________ in Europe because it came between the Roman Empire and the beginning of the modern age. And it’s sometimes called the Dark Ages because it was purportedly ________________________.
2. What is feudalism?
3. How was feudalism an economic system in addition to the political system described above?
4. Regarding Islam in the Dark Ages, the Umayyad Dynasty was overthrown in _________ and was replaced by the ______________________. They moved the capital to Baghdad and were welcoming of _________________________________ into positions of power.
5. The “golden age” of Islamic learning was centered in Baghdad. What were five accomplishments of this time-period you found to be the most interesting?
a.
b.
c.
d.
e.
6. Meanwhile, China was experiencing a golden age of its own where it ruled over _______________________________ across four million square miles.
7. What necessitated the Chinese inventing the use of paper money?
8. By the 11th century, the Chinese were writing down their recipe for a mixture of saltpeter, sulfur, and charcoal that we now know as ________________________.
Here is the link to the video ...... https://youtu.be/QV7CanyzhZg
.
The cult of Machismo (masculine superiority) appeared early in Latin.docxtodd241
The cult of Machismo (masculine superiority) appeared early in Latin America (page 23 in this week’s assigned reading), yet many colonial Latin American families contradicted this stereotype. Explain the evidence the authors present that contradicts this prevailing gender image. Be sure to review the culture box “Elite Women and Economic Power” on page 24. Textbook provided
Modern Latin America, 9th Edition - 180 Day Option
.
The critique of the Musical Cats must include the following informat.docxtodd241
The critique of the Musical Cats must include the following information:
1- Who was in the play meaning the actors and the characters they played?
2- What era is the play supposed to be taking place in?
3- Where does it take place?
4- How and Why did you connect emotionally and intellectually?
5- What was it about (breif plot synopsis)?
6- Were you able to relate to a part or most of the play (what part if any?
This musical was based on Old Possum's Book of Practical Cats by TS. Eliot
.
The CSI effect at university forensic science students’ telev.docxtodd241
The CSI effect at university: forensic science students’ television viewing
and perceptions of ethical issues
Roslyn Weavera*, Yenna Salamonsona, Jane Kocha,b and Glenn Porterc
aUniversity of Western Sydney, Family and Community Health Research Group; bUniversity of
Technology, Sydney, School of Nursing, Midwifery and Health; cUniversity of Western Sydney,
School of Science and Health
(Received 3 January 2012; final version received 3 May 2012)
Although the so-called ‘CSI effect’ has received attention in the literature for the
influence of forensic science television on jurors’ expectations of evidence
admitted into trials, less research explores the influence of such television
programs on university students enrolled in forensic science degrees. This paper
describes the quantitative and qualitative results of a study of forensic science
students regarding the forensic-related television programs they watch, such as
CSI, Bones and Dexter. We asked students to share their impressions of the
accuracy, ethics, professionalism and role models in the programs. The results
show that forensic science students are almost universally disparaging about the
realism of these programs and have mixed impressions of how the programs
portray forensic science professionalism and ethics. Most students believed that
the programs gave an unrealistic representation of the profession to the public;
yet students were also able to identify positive elements for recruitment and
education purposes.
Keywords: forensic science; CSI effect; students; television; education; Australia
Introduction
Popular media have suggested that crime science television programs such as CSI
may influence how lay jurors consider forensic evidence during criminal trials1–8.
This influence has been described as the CSI effect and named after the popular
television drama. It is suggested that jurors confuse the capacity of forensic evidence
with the fictional idealisation of forensic evidence as portrayed on the television
program2. Goodman-Delahunty and Verbrugge4 suggest that, despite the popular
media claims, there is little objective evidence to support the notion that crime scene
dramas such as CSI have a negative impact on jury verdicts. Wise5 indicated that
there are two issues relating to the ‘CSI effect’ proposition, with each affecting either
the prosecution or defence position; (i) the jurors held an inflated value of the
forensic evidence producing guilty verdicts2–5,9, or (ii) in the absence of forensic
evidence or when the evidence failed to reach the juries’ idealised expectations the
juries would acquit2–3,5. Evidence of the influence of the CSI effect, as claimed in the
popular media, has been mixed1–9.
Although the so-called CSI effect has received attention in the literature for the
influence of CSI on jurors’ expectations of forensic evidence admitted into criminal
*Corresponding author. Email: [email protected]
Australian Journal of Forensic Sciences
Vol. 44.
The Covid-19 pandemic caused a slow time during the Thanksgiving f.docxtodd241
The Covid-19 pandemic caused a slow time during the Thanksgiving festival last year. At the time, my aunt decided that since we would not be inviting family from all over, as it was tradition, we would make it into a neighborhood Thanksgiving. She invited their neighbors over; I bumped into one of their new neighbors on the block, Mr. Landry, in the kitchen while he conversed with my aunt. As I walked into the kitchen, he went silent with no eye contact, and as soon as I left the kitchen, he got back to the conversation. I overheard part of the conversation where Mr. Landry talked about Mrs. Boudreaux’s hospitalization while describing how she looked to be reeling in pain when he visited her. By that snippet of the conversation, I assumed that Mr. Landry was a gossip, only to find out later that he was a doctor in the hospital where Mrs. Boudreaux was. He was pleading with us to visit Mrs. Boudreaux and offer blood donations for her upcoming surgery. I was mortified, having learned this later.
According to the social psychology theory, individuals make first impressions based on traits, beliefs, and non-verbal cues from people one meets. Aronson et al. (2019) state that one’s traits from birth or parenting help us interpret social cues. Some of these traits include openness and being sociable is part of these traits show individuals to be social. Flynn (2005) agrees with this, reiterating that non-verbal behavior adds to first impressions on individuals. Therefore, Mr. Landry’s silence when I walked into the room and continually talking about someone else's condition without their consent triggered my perception that he was a gossip.
Increasing my reason for the first impression of Mr. Landry was his lack of eye contact on top of his silence when I walked into the kitchen (Flynn, 2005). As an adaptive response, Mr. Landry went silent because of his privileged status of revealing information to children that would later get conveyed in the proper channels.
Conclusively, Mr. Landry went silent and did not keep eye contact to remain confidential when I walked into the kitchen. However, my perception of this is that he was a gossip, furthering my first impression that was later in the day debunked when adequately explained.
References:
Aronson, E., Wilson, T. D., Akert, R. M., & Sommers, S. R. (Eds.). (2019).
Social psychology
(10th ed.). Boston, MA: Pearson.
Flynn, F. J. (2005). Having an Open Mind: The Impact of Openness to Experience on Interracial Attitudes and Impression Formation.
Journal of Personality and Social Psychology, 88(5), 816-826. doi:10.1037/0022-3514.88.5.816
.
The Customer Experience and Value Creation Chapter 4 O.docxtodd241
The Customer Experience
and Value Creation
Chapter 4 Objectives
Life-cycle Cost and customer value creation
Performance and customer value
Measuring perceived value
MBM6
Chapter 4
1
Life-Cycle Cost and Customer Value Creation
In this section we will look at different ways companies can assess the dollar value they create in customer savings relative to competitors.
MBM6
Chapter 4
The Customer Experience
and Value Creation
Southwest Airlines
Total Cost of Purchase
MBM6
Chapter 4
3
Sources of Life-Cycle Cost
MBM6
Chapter 4
4
Life-cycle Cost & Economic Value
MBM6
Chapter 4
Economic Value = Life-cycle cost (competitor)- Life-Cycle Cost (company)
5
AirCap Total Cost per Shipment
MBM6
Chapter 4
6
Communicating Value
MBM6
Chapter 4
7
Lowering Disposal Costs as
A Source of Value Creation
MBM6
Chapter 4
8
Price-Performance and Customer Value Creation
Performance can also include product features and functions that do not save money but enhance usage and create customer value.
MBM6
Chapter 4
The Customer Experience
and Value Creation
9
Performance vs. Price and Customer Value
Customer Value = Product Price – Fair Price
Data Source: “Digital Cameras,” Consumer Reports (April 2010)
MBM6
Chapter 4
10
Customer Value and Value Map
Canon A590
11
Sport Utility Vehicle Value Map
MBM6
Chapter 4
How would you evaluate the Toyota Highlander value based on these results?
(Data Source: “Best and Worst New and Used Cars,” Consumer Reports (2011): 43.)
12
Relative Performance and Customer Value
MBM6
Chapter 3
If the average performance rating of sixty-two printers is 61 according to Consumer Reports, and HP’s performance rating is 73, what is HP’s relative performance rating?
Relative Performance = (73/61)*100= 120.
Product Performance Rating
Average Performance Rating
X 100
Relative Performance =
13
Measuring Perceived Customer Value
Customer perceptions shape assessments of customer value. In many cases, customers consider more than product performance when they assess the overall value of a product.
MBM6
Chapter 4
The Customer Experience
and Value Creation
14
Perceived Customer Value
MBM6
Chapter 4
Perceived Customer Value
= Overall Performance Index (Overall benefits) – Cost of Purchase Index (cost)
= (Perceived Product Performance + Perceived Service Performance + Perceived Brand Reputation) – Cost of Purchase
15
Measuring Perceived Product Performance
MBM6
Chapter 4
1
2
3
Advantage: When the business is significantly better (>1 points) than a competitor, it gets the relative importance points.
Disadvantage: If it is significantly worse (> -1 points), it loses the relative importance points.
No advantage/disadvantage: Between -1 and +1 no points are won or lost.
16
Servic.
The Creation of the DHSDevelop an analytical PowerPoint® present.docxtodd241
The Creation of the DHS
Develop an analytical PowerPoint® presentation (18-22 slides) about the creation of the DHS.
Important:
Please keep slides “clean and readable” (e.g., do not overload your slides with verbiage). Do include talking points in the presenter’s note section below the slide.
In this Assignment, address all of the following:
Do you think DHS needed to be formed? Use the following five identified major factors and underlying challenges that led to the establishment of the DHS:
A political need for a response to the 9/11 attack,
An attempt to better "connect-the-dots" in order to prevent and deter attacks on the USA Homeland,
Creation of a more effective response structure to attacks,
Creation of a more effective response structure to disasters,
Creation of a more cost effective homeland security apparatus.
Analyze the above five factors and explain how they contributed to the formation of DHS, then answer the following questions:
Did the federal government take too long to move from the Cold War model of homeland protection?
Is DHS and the IC (Intelligence Community) properly structured?
Does DHS include too many agencies and/or are there some critical agencies missing?
In addition to fulfilling the specifics of the Assignment, you should format your presentation in accordance with the following guidelines:
Include at least two sources in your presentation.
Use one basic slide design and layout.
Use charts and graphs as needed.
Limit slides to between 6 and 8 lines of content.
Use bullets for your main points.
Use speaker notes to fully explain what is being discussed in the bullet points as though you are presenting to an audience.
Use APA citations on appropriate slides.
Pass Turnit in
.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The CultureBooksduring the first season of her criti-.docx
1. The Culture
Books
during the first season of her criti-
cally acclaimed HBO series, Girls, Lena
Dunham’s character Hannah Horvath,
high on opium, tells her parents, “I don’t
want to freak you out, but I think that I
may be the voice of my generation—or
at least a voice of a generation.” The line
made waves as people conflated the fic-
tional character with her creator, perhaps
not wrongly. How dare a young woman
make such a bold claim? All too often our
culture tells young women their voices
don’t matter or deserve to be heard.
In her debut essay collection, Not That
Kind of Girl: A Young Woman Tells You
What She’s “Learned,” Dunham demon-
strates her 28-year-old voice’s admirable
range. While some celebrity essay col-
lections and memoirs are lackluster,
even embarrassing to read, Not That Kind
of Girl suffers few missteps. Dunham’s
cinematic flair translates to the page
with vigor and clarity—not unlike the
late Nora Ephron, to whom she is often
compared and to whom the book is
dedicated (along with Dunham’s family
and her boyfriend Jack Antonoff of the
2. indie-rock band fun.). Instead of tossing
pithy, pseudo-motivational observations
at the reader, Dunham has crafted warm,
intelligent writing that is both deeply
personal and engaging, clustered in five
topical sections: “Love & Sex,” “Body,”
“Friendship,” “Work” and “Big Picture.”
Each of the 29 pieces—essays mixed
with lists, like “18 Unlikely Things I’ve
Said Flirtatiously”—is confident and
assured, sidestepping self-deprecation
and instead offering intense self-
examination. Dunham’s self-awareness
can almost overwhelm with truthiness,
as in “Barry,” her glancing, tragicomic
account of being raped by a “mustachioed
campus Republican” who, among other
nonconsensual acts, removes his condom
without her permission or knowledge.
“A sexual encounter that no one can
classify properly” sounds precisely like
a voice of her generation, one struggling
to come to terms with rape culture.
(And yet, “I feel like there are fifty ways
it’s my fault . . . But I also know that at no
moment did I consent to being handled
that way” sounds like a voice of every
generation of women.)
Unlike Hannah Horvath, Dunham in
her self-awareness does not come across
as self-obsessed. When she is absurd,
she acknowledges that absurdity. “13
Things I’ve Learned Are Not Okay to
3. Say to Friends” is among the most drolly
enlightened of the lists, made up of osten-
sible real-life Dunham quotes like “No,
please don’t apologize. If I had your moth-
er I’d be a nightmare, too” and “There’s
nothing about you in my book.”
She reveals her vulnerabilities in
a deadpan manner, showing us how she
loves and has been loved, how she has
wronged and been wronged. But it’s not
all laughing around the hard stuff. At
the end of “Barry” comes a teary phone
call with Antonoff, in which she tells
him what happened with the hipster
rapist; here the narrative turns deeply
confidential, allowing the reader into
what you realize is Dunham’s truest
interior life, as fragile and authentic as
yours or anyone’s.
Not That Kind of Girl is evidently what
she has learned thus far, and Dunham is
far from an autocratic memoirist, even
warning us, “I’m an unreliable narrator.
Because I add an invented detail to al-
most every story I tell about my mother.
Because my sister claims every memory
we ‘share’ has been fabricated by me to
impress a crowd.”
Dunham has received a great deal
of criticism from critics, including me,
The Audacity of Voice. Lena Dunham’s new
memoir speaks to—and from—a generation
4. By Roxane Gay
over the lack of racial diversity on Girls.
That assessment is well but narrowly
placed. The lack of diversity is a fault
of Hollywood more than of Dunham.
Thankfully, this essay collection trans-
lates far beyond the white, urban demo-
graphic of Girls.
Some things, like our humanity, are
universal. We all examine our families’
bonds and oddities. We all experience
the insecurity of becoming an adult
and navigating the world in an imper-
fect, human body. In Dunham’s case,
body image and family are inextricably
linked. She believes her penchant for
exhibitionism and onscreen nudity
came from her mother, the artist Laurie
Simmons, who took nude ur-selfies with
a Nikon back in the day. We all love and
hate and nurture ambitions and nurse
failings. We all worry about death and
cancer—“I’m not scared enough to do
any 10K walks, but I’m pretty scared,”
Dunham jokes in “My Top 10 Health
Concerns” (which include tonsil stones
and infertility). Her privilege is undeni-
able in her television work and even in
these pages, but by revealing so much of
herself in such an intelligent manner,
she allows us to see past that privilege
and into her person.
And what is a voice of a generation,
5. really? The phrase offers a seductive rhe-
torical flourish that speaks, at its core, to
a yearning. We are forever in search of
someone who will speak not only to us
but for us. In the introduction, Dunham
writes, “There is nothing gutsier to me
than a person announcing that their
story is one that deserves to be told, es-
pecially if that person is a woman.” Not
That Kind of Girl is from that kind of girl:
gutsy, audacious, willing to stand up and
shout. And that is why Dunham is not
only a voice who deserves to be heard but
also one who will inspire other impor-
tant voices to tell their stories too. n
Gay is the author of Bad Feminist, a new
collection of essays
Nearly two years after
her book proposal
fetched a $3.7 million
advance, Dunham’s
debut essay
collection finally hits
shelves Sept. 30
Illustration by James Gulliver Hancock for TIME
The Culture
6. time October 6, 2014 51
I’VE GOT A
LITTLE LIST
Sprinkled among
the essays in
Dunham’s book
are lists that
give quick
rundowns of
lessons she’s
learned, ranging
from things not
to say to friends
(which includes
telling them they
don’t appear
in the book) to
the best bits
of advice her
parents gave her
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EFFORTLESS PAGE TURNING • LIGHT THAT ADJUSTS
WITH YOU
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8. This content is for personal, non-commercial use, and can only
be shared with other
authorized users of the EBSCO products and databases for their
personal, non-commercial
use.