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This assessment challenges students to collect, compare and contrast economic data on two countries (one rich, one poor) and develop a multi draft essay and presentation that includes two policy recommendations for the poor country on ways it might try to improve its economic performance and social welfare. Instructions 1. Students select two countries (one poor; one rich) that they are interested in. 2. Write the essay using the following structure 400 Words APA .

Education

This assessment is designed to evaluate your proficiency in the following standards: CCSS: W.11-12.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS: RL.11-12.3. Analyze the impact of the author’s choices regarding how to develop and relate elements of the story or drama (for example, where the story is set, how the action is ordered, and how the characters are introduced and developed). CCSS.ELA-LITERACY.RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. Read: “As the North Wind Howled” | The New Yorker And answer the questions: 1. Writers use literary devices to signal to their readers important details that build the themes of their story, one such literary device used in the above story is ___________. _________ helps to develop the plot by showing the reader __________ about the story. For example when it says ____________ this means _________, which builds the plot by ______. 2. A possible theme for this story is ________________ because _______. On the other hand it could be _______ because ________. .

This assessment has three-parts. Click each of the items below to.docx

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This assessment has three-parts. Click each of the items below to complete this assessment. Part I: Family Engagement As you begin to consider how you will engage families at the start of the new school year, it is important to reflect upon why family engagement is necessary and beneficial for children, families, and early childhood programs. Review Document #1: Blue Stream Early Learning Center Overview. Document #1: Blue Stream Early Learning Center Overview Center Information Founded in 1978 Five Different Classroom Levels 1. 6 weeks to 1 year old 1. 1 year old to 2 years old 1. 2 years old to 3 years old 1. 3 years old 1. 4 years old and 5 years old Classroom Size: Up to 12 children Teacher/Child Ratio: 1:4 to 1:12 (varies by level) Current Enrollment: 46 No. of Teachers: 12 Student Demographics Race/Ethnicity White: 76% Asian: 13% Black: 3% Hispanic: 8% Gender Female: 59% Male: 41% Household Income Less than $25,000: 8% $25,000 to $49,999: 23% $50,000 to $74,999: 32%% $75,000 to $99,999: 27% $100,000 or more: 10% Single-Income Household: 39% Dual-Income Household: 61% Household Type: One-Parent: 17% Two-Parent: 78% Other (Grandparents, Relatives, etc.): 5% In two to three pages, do the following: · Explain why family engagement is important for the healthy development of children and why it is essential to creating a foundation for effective early childhood practice. · Describe at least two strategies that you would use to engage families prior to the beginning of the school year. · Explain why you chose these strategies and how each strategy can be used to promote a respectful, reciprocal, and responsive partnership with the families. Part II: Individualized Family Communication Plans Imagine that it is now the second week of the school year. You have received the completed Beginning of the Year Questionnaires that you sent to the children’s families as seen in the following documents: Document #2: Jon Hall: Beginning of the Year Questionnaire Document #2: John Hall: Beginning of the Year Questionnaire Tell Me A Little Bit About Your Child All information will be kept confidential. Your Name: Stephanie Hall___________________________________________________________ Your Child’s Name: Jonathan Hall______________________________________________________ Nicknames: Jonny, Jon_______________________________________________________________ Does your child have allergies or any other health conditions we should be aware of? He has illness-induced asthma and is allergic to strawberries._______________________________ _________________________________________________________________________________ What is the most important thing I should know about your child? He is painfully shy around new children and adults, but he can be talkative once he gets__________ comfortable with someone. One-on-one interactions are the best way to get him out of his shell._ ________________________________________________________________________.

This Assessment constitutes a Performance Task in which you are as.docx

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This Assessment constitutes a Performance Task in which you are asked to assume the role of a director in an early childhood setting. You will be asked to research appropriate funding sources and to create a balanced budget that aligns with the mission and vision of the early childhood program provided in the scenario. Envision that you are the director of The Learning Place Early Childhood Center. A severe flood has recently occurred in the area, causing water damage to many homes and businesses in the town. In this Assessment, you will seek new funding sources to cover costs, develop a balanced budget, and provide a rationale for your budgetary decisions. Your response to this Assessment should: PART I: FUNDING SOURCES On the “Funding Source Template” provided, list and describe at least three specific funding sources that you will seek out to help pay for the new costs due to the flooding. Provide a rationale explaining how the funding sources meet the needs of the early childhood program. PART II – CREATING THE BUDGET Create a balanced budget under the tab “Please Update Budget” in the Excel “Assessment Budget” document. This balanced budget must account for the following that occurred as a result of the flood: 1. The Learning Place Early Childhood Center needs a great deal of repairs as the entire floor is covered with up to 1-foot of water. The estimated repairs are approximately $15,000. 2. It will cost about $6,000 to fix the damaged furniture and equipment. 3. The outdoor play area has large cracks in the pavement and the jungle gym has become rusty due to flooding. Repairs on the outdoor play area are estimated at about $10,000. 4. Families in the neighborhood are experiencing losses in their homes as well. As a result, several families have decided to withdraw their children from your early childhood care center as they cannot afford the weekly tuition. The estimated tuition loss is approximately $25,000 for the year. 5. Two lead teachers and one assistant teacher have decided to move to a different town, causing them to resign from their positions. These teachers will only be paid approximately half their salaries for the year. Balance your budget so that it is clearly aligned with the mission and beliefs of The Learning Place Early Childhood Center in the “Assessment Mission” document. PART III: BUDGET RATIONALE Write a 3- to 4-page essay that: · Explains how your budget reflects the mission and vision of The Learning Place Early Childhood Center · Provides the rationales for the changes that you made to the budget in Part II · Explains why cash-flow analysis, projections, and long-term planning are all important when managing budgets (Note: In your explanation, be sure to relate these terms to the given scenario and any relevant professional experience that you may have.) ********** I have templates for the assignment. **************** REFERENCE MATERIALS PART I This chapter excerpt provides information on various fundi.

This Assessment constitutes a Performance Task in which you are aske.docx

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This Assessment constitutes a Performance Task in which you are asked to evaluate various sources of information related to a topic in the early childhood field. You will choose a topic from the options below, evaluate the credibility of both scholarly and Internet sources, analyze ethical guidelines, and synthesize your findings. Access the following to complete this Assessment: University of British Columbia. (n.d.). Evaluating information sources . Retrieved from http://help.library.ubc.ca/evaluating-and-citing-sources/evaluating-information-sources/ University of California Berkeley Library. (2012). Evaluating web pages: Techniques to apply and questions to ask . Retrieved from http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html Society for Research in Child Development (SRCD). (2007). Ethical standards in research . Retrieved from http://www.srcd.org/about-us/ethical-standards-research Performance Task Submission Template You will evaluate research related to your chosen topic and write a 5- to 7-page response using the template provided. Topic Options: The use of technology in early childhood programs Dual language instruction in early childhood programs Inclusion within the early childhood environment Childhood obesity prevention strategies This Assessment requires submission of one (1) document: a completed Performance Task Submission Template . .

This Asignment has audio (Dnt knw how to post AUDIO but if u have .docx

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This article was downloaded by[Florida International Universi.docx

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This article was downloaded by:[Florida International University] On: 22 July 2008 Access Details: [subscription number 788824511] Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK Justice Quarterly Publication details, including instructions for authors and subscription information: http://www.informaworld.com/smpp/title~content=t713722354 “Striking out” as crime reduction policy: The impact of “three strikes” laws on crime rates in U.S. cities Tomislav V. Kovandzic a; John J. Sloan III a; Lynne M. Vieraitis a a University of Alabama at Birmingham, Online Publication Date: 01 June 2004 To cite this Article: Kovandzic, Tomislav V., Sloan III, John J. and Vieraitis, Lynne M. (2004) '“Striking out” as crime reduction policy: The impact of “three strikes” laws on crime rates in U.S. cities', Justice Quarterly, 21:2, 207 — 239 To link to this article: DOI: 10.1080/07418820400095791 URL: http://dx.doi.org/10.1080/07418820400095791 PLEASE SCROLL DOWN FOR ARTICLE Full terms and conditions of use: http://www.informaworld.com/terms-and-conditions-of-access.pdf This article maybe used for research, teaching and private study purposes. Any substantial or systematic reproduction, re-distribution, re-selling, loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material. http://www.informaworld.com/smpp/title~content=t713722354 http://dx.doi.org/10.1080/07418820400095791 http://www.informaworld.com/terms-and-conditions-of-access.pdf D ow nl oa de d B y: [F lo rid a In te rn at io na l U ni ve rs ity ] A t: 00 :3 5 22 J ul y 20 08 A R T I C L E S " S T R I K I N G OUT" A S C R I M E R E D U C T I O N P O L I C Y : T H E I M P A C T O F " T H R E E S T R I K E S " I.AWS O N C R I M E R A T E S I N U . S . C I T I E S TOMISLAV V. KOVANDZIC* J O H N J. SLOAN, III** L Y N N E M. VIERAITIS*** U n i v e r s i t y of Alabama at B i r m i n g h a m During t h e 1990s, i n response to public dissatisfaction over w h a t were perceived as ineffective crime reduction policies, 25 states and Congress passed t h r e e strikes laws, designed to d e t e r criminal offenders by m a n d a t i n g significant sentence e n h a n c e m e n t s for those w i t h prior convictions. F e w large-scale e v a l u a t i o n s of t h e i m p a c t of t h e s .

This article was downloaded by [Carnegie Mellon University].docx

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This article was downloaded by: [Carnegie Mellon University] On: 07 March 2014, At: 17:16 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK The Academy of Management Annals Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/rama20 Transactive Memory Systems 1985–2010: An Integrative Framework of Key Dimensions, Antecedents, and Consequences Yuqing Ren a & Linda Argote b a Carlson School of Management , University of Minnesota b Tepper School of Business , Carnegie Mellon University Published online: 26 Jul 2011. To cite this article: Yuqing Ren & Linda Argote (2011) Transactive Memory Systems 1985–2010: An Integrative Framework of Key Dimensions, Antecedents, and Consequences, The Academy of Management Annals, 5:1, 189-229, DOI: 10.1080/19416520.2011.590300 To link to this article: http://dx.doi.org/10.1080/19416520.2011.590300 PLEASE SCROLL DOWN FOR ARTICLE Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with http://www.tandfonline.com/loi/rama20 http://www.tandfonline.com/action/showCitFormats?doi=10.1080/19416520.2011.590300 http://dx.doi.org/10.1080/19416520.2011.590300 primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions D ow nl oa de d by [ C ar ne gi e M el lo n U ni ve rs it y] a t 17 :1 6 07 M ar ch 2 01 4 http://www.tandfonline.com/page/terms-and-conditions Transactive Memory Systems 1985 – 2010: An Integrative Framework of Key Dimensions, Antecedents, and Consequences YUQING REN∗ Carlson School of Management, University of Minnesota LINDA ARGOTE Tepper School of Business, Carnegie Mellon University Abstract Over two decades have passed since Wegner and his co-authors published th.

This article was downloaded by [University of California, Ber.docx

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This article was downloaded by: [University of California, Berkeley] On: 26 February 2013, At: 21:14 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK Social & Cultural Geography Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/rscg20 From oral histories to visual narratives: re-presenting the post-September 11 experiences of the Muslim women in the USA Mei-Po Kwan a a Department of Geography, The Ohio State University, 1036 Derby Hall, 154 North Oval Mall, Columbus, OH, 43210-1361, USA E-mail: Version of record first published: 13 Aug 2008. To cite this article: Mei-Po Kwan (2008): From oral histories to visual narratives: re-presenting the post-September 11 experiences of the Muslim women in the USA, Social & Cultural Geography, 9:6, 653-669 To link to this article: http://dx.doi.org/10.1080/14649360802292462 PLEASE SCROLL DOWN FOR ARTICLE Full terms and conditions of use: http://www.tandfonline.com/page/terms-and-conditions This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae, and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material. http://www.tandfonline.com/loi/rscg20 http://dx.doi.org/10.1080/14649360802292462 http://www.tandfonline.com/page/terms-and-conditions From oral histories to visual narratives: re-presenting the post-September 11 experiences of the Muslim women in the USA Mei-Po Kwan Department of Geography, The Ohio State University, 1036 Derby Hall, 154 North Oval Mall, Columbus, OH 43210-1361, USA, [email protected] Since the attacks on the World Trade Center in New York City and the Pentagon in Washington, DC on 11 September 2001, Muslims or Muslim-looking people in the USA have experienced a significant increase in hostility and hate violence. The anti-Muslim hate crimes have affected the lives of these people of color in significant ways. In this article I seek to recover part of the post-September 11 experiences of American Muslims that were obfuscated by the dominant anti-Muslim master narrative, which conflated the Islamic faith with terrorism and constructed all Muslims as dangerous anti-American outsiders. I explore a way of telling stories about these experiences using the expressive power of geos.

This article was downloaded by: [71.212.37.56] On: 18 August 2014, At: 10:57 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK Ethnic and Racial Studies Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/rers20 The invisible weight of whiteness: the racial grammar of everyday life in contemporary America Eduardo Bonilla-Silva Published online: 29 Sep 2011. To cite this article: Eduardo Bonilla-Silva (2012) The invisible weight of whiteness: the racial grammar of everyday life in contemporary America, Ethnic and Racial Studies, 35:2, 173-194, DOI: 10.1080/01419870.2011.613997 To link to this article: http://dx.doi.org/10.1080/01419870.2011.613997 PLEASE SCROLL DOWN FOR ARTICLE Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub- licensing, systematic supply, or distribution in any form to anyone is expressly http://www.tandfonline.com/loi/rers20 http://www.tandfonline.com/action/showCitFormats?doi=10.1080/01419870.2011.613997 http://dx.doi.org/10.1080/01419870.2011.613997 forbidden. Terms & Conditions of access and use can be found at http:// www.tandfonline.com/page/terms-and-conditions D ow nl oa de d by [ 71 .2 12 .3 7. 56 ] at 1 0: 57 1 8 A ug us t 20 14 http://www.tandfonline.com/page/terms-and-conditions http://www.tandfonline.com/page/terms-and-conditions ERS ANNUAL LECTURE 2011 The invisible weight of whiteness: the racial grammar of everyday life in contemporary America Eduardo Bonilla-Silva (First submission July 2011; First published September 2011) Abstract Racial domination, like all forms of domination, works best when it becomes hegemonic, that is, when it accomplishes its goal without much fanfare. In this paper, based on the Ethnic and Racial Studies Annual Lecture I delivered in May 2011 in London, I argue there is somet.

This article was downloaded by [134.88.77.64] On 30 April 20.docx

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This article was downloaded by: [134.88.77.64] On: 30 April 2018, At: 07:05 Publisher: Institute for Operations Research and the Management Sciences (INFORMS) INFORMS is located in Maryland, USA Organization Science Publication details, including instructions for authors and subscription information: http://pubsonline.informs.org The Effects of Communication Networks and Turnover on Transactive Memory and Group Performance Linda Argote, Brandy L. Aven, Jonathan Kush To cite this article: Linda Argote, Brandy L. Aven, Jonathan Kush (2018) The Effects of Communication Networks and Turnover on Transactive Memory and Group Performance. Organization Science 29(2):191-206. https://doi.org/10.1287/orsc.2017.1176 Full terms and conditions of use: http://pubsonline.informs.org/page/terms-and-conditions This article may be used only for the purposes of research, teaching, and/or private study. Commercial use or systematic downloading (by robots or other automatic processes) is prohibited without explicit Publisher approval, unless otherwise noted. For more information, contact [email protected] The Publisher does not warrant or guarantee the article’s accuracy, completeness, merchantability, fitness for a particular purpose, or non-infringement. Descriptions of, or references to, products or publications, or inclusion of an advertisement in this article, neither constitutes nor implies a guarantee, endorsement, or support of claims made of that product, publication, or service. Copyright © 2018, INFORMS Please scroll down for article—it is on subsequent pages INFORMS is the largest professional society in the world for professionals in the fields of operations research, management science, and analytics. For more information on INFORMS, its publications, membership, or meetings visit http://www.informs.org http://pubsonline.informs.org https://doi.org/10.1287/orsc.2017.1176 http://pubsonline.informs.org/page/terms-and-conditions http://www.informs.org ORGANIZATION SCIENCE Vol. 29, No. 2, March–April 2018, pp. 191–206 http://pubsonline.informs.org/journal/orsc/ ISSN 1047-7039 (print), ISSN 1526-5455 (online) The Effects of Communication Networks and Turnover on Transactive Memory and Group Performance Linda Argote,a Brandy L. Aven,a Jonathan Kushb a Tepper School of Business, Carnegie Mellon University, Pittsburgh, Pennsylvania 15213; b Charlton College of Business, University of Massachusetts Dartmouth, North Dartmouth, Massachusetts 02747 Contact: [email protected], http://orcid.org/0000-0002-4149-6968 (LA); [email protected], http://orcid.org/0000-0001-7086-5876 (BLA); [email protected], http://orcid.org/0000-0003-4872-8650 (JK) Received: May 28, 2015 Revised: March 8, 2016; December 11, 2016; June 25, 2017; August 17, 2017 Accepted: September 4, 2017 Published Online in Articles in Advance: March 30, 2018 https://doi.org/10.1287/orsc.2017.1176 Copyright: © 2018 INFORMS Abstract. We theorize that the effect of membership turnover on.

This article states that people of color have a high death rate in t.docx

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This article states that people of color have a high death rate in the state of Texas. The high death rate could be due to lower income, the lack of access to health care, and preexisting conditions. Many people of color work in jobs that are more exposed to the virus and few work from home which is considered safer during the pandemic. Much of the deaths are tied to poverty and high populated areas. Hidalgo county, near the border of Mexico, was hit the hardest by the coronavirus. Delays in insurance and death certificates were the cause for the count being very high early on but they have since recalculated the number to 312 deaths due to the virus. The gulf of Texas was also hit hard with COVID-19. Hindsight being 20/20, we should have been tracking how to recover from the virus rather than focusing on the death toll so much. “In 2016 an estimated 15 percent of Texans were uninsured, the highest percentage of any state and much higher than the 10 percent figure for the U.S. population as a whole” (Champagne 426). Our united states government has discussed ways to make health care available to all citizens. There are contrasted opinions amongst politicians and citizens on how it should be provided and to what extent. Another question that weighs on our government is: Should health care be a mandatory investment on each person? If the insurance is not affordable to a citizen due to poverty, then someone must pay for it in this scenario. During covid 19, I am sure that the government’s concern for lack of health insurance amongst the poor amplified across Texas. The situation in the article is logically consistent with our textbook. The government has had a concern with the lack of insurance and in the article, people died because of the lack of health care amongst the poorer U.S. citizens. “Rural communities may be more vulnerable to disease outbreaks as they often exhibit high poverty rates and older populations with increased prevalence of comorbidities” (Holder, Katherine et al.) Comorbidities is the presence of two or more underlying conditions in one person. Holder states that increased inflammation from covid 19 also exasperates the underlying conditions which can cause death quickly in the patient. The author in this article is consistent with the first article and addresses the people that suffered with covid and due to their previous health concerns. I helplessly watched my husband suffer through the virus along with Pneumonia in January. He does not have underlying health conditions that we are aware of and yet this virus was very scary. I scoured the internet on natural ways to add to the routine of the medications that the medical doctors provided to him. A lot of Mexican tea that consisted of garlic, rosemary, eucalyptus, and lemon was added to the routine along with me having my husband do as much walking as possible. More than anything, we prayed for God’s help. About 5 day.

This article needs to combine four articles to write my own views on.docx

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This article needs to combine four articles to write my own views on cooperation 1. https://www.thecrimson.com/article/2012/8/30/academic-dishonesty-ad-board/ 2. https://slate.com/news-and-politics/2012/09/harvard-cheating-scandal-everyone-has-it-wrong-the-students-should-be-celebrated-for-collaborating-on-an-unfair-test.html 3. https://blogs.ams.org/phdplus/2013/02/03/the-take-home-lesson-from-the-harvard-cheating-scandal/ 4. https://ila.onlinelibrary.wiley.com/doi/full/10.1002/jaal.1002 I have written this essay but I need to revise a lot of things .

This article deals basically with the dynamic environment of todays.docx

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This article deals basically with the dynamic environment of today's businesses. Despite all of the efforts a company puts forth to scan the environmental issues, crises can occur and have to be managed. The article first reviews several crises in businesses during the recent times, to define and identify the nature of a crisis. Then the anatomy of a crisis is presented schematically. Finally, by recommending certain preventive measures and interventions, the article concludes that acknowledging a crisis and communicating with the stakeholders are as important as planning the prevention, diagnosis, and intervention to solve crisis situations. Full Text Toby J. Kash: Pittsburg State University, Pittsburg, Kansas, USA John R. Darling: Pittsburg State University, Pittsburg, Kansas, USA Introduction Strategic planning as a discipline has been concurrently taught and exercised in the past 40 years. This relatively new concept has been the major thrust in the management of US corporations. The art of strategic planning has helped the planners to forecast and cope with a variety of forces, issues and problems beyond their operating control. Nevertheless, all the non-foreseeable issues cannot be forecasted. Therefore, a certain productive function for the management of these issues and crises seems to be missing in a large number of companies. The strategic planning literature shows an experience curve in such forecasts, i.e. as mistakes are made, we learn from them. That is how contingency planning, scenario analysis and surprise management have evolved. The Johnson and Johnson Tylenol case, and the Union Carbide tragedy in Bhopal, India, are examples recurrently referred to in the strategic management literature. The way these two companies dealt with a crisis issue has provided us with a certain level of knowledge and experience that can be used in similar situations. We have also learned that it is no longer a question of "if" a business will face a crisis; it is, rather, a question of "when," "what type" and "how prepared" the company is to deal with it (Mittroff et. al., 1996). Whether it is a natural disaster, such as an earthquake, tornado or flood, or a man made disaster, such as accidents, wildcat strikes or product tampering, a business will eventually face some form of crisis. The MIR space station, built and placed in operation by the Soviet Union in 1986, had a very limited mission and encountered anticipated mechanical problems, for which the planners had devised solutions. With the infusion of $400 million by the USA to jointly operate the system, MIR faced a situation in June 1997 that was not forecasted. An unmanned cargo ship hit the spacecraft, disabling the MIR solar panels, thus affecting the airconditioning and lighting functions. This was a crisis to deal with. Two measures were found appropriate: a space walk for temporary repairs, and a manned supply shuttle later to perform major repairs. The question is, could t.

This article appeared in a journal published by Elsevier. The .docx

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This article appeared in a journal published by Elsevier. The attached copy is furnished to the author for internal non-commercial research and education use, including for instruction at the authors institution and sharing with colleagues. Other uses, including reproduction and distribution, or selling or licensing copies, or posting to personal, institutional or third party websites are prohibited. In most cases authors are permitted to post their version of the article (e.g. in Word or Tex form) to their personal website or institutional repository. Authors requiring further information regarding Elsevier’s archiving and manuscript policies are encouraged to visit: http://www.elsevier.com/authorsrights http://www.elsevier.com/authorsrights Author's personal copy A simheuristic algorithm for the Single-Period Stochastic Inventory-Routing Problem with stock-outs Angel A. Juan a,⇑, Scott E. Grasman b, Jose Caceres-Cruz a,1, Tolga Bektas� c a Department of Computer Science, Multimedia, and Telecommunication, IN3-Open University of Catalonia, 08018 Barcelona, Spain b Department of Industrial and Systems Engineering, Rochester Institute of Technology, USA c Southampton Management School and Centre for Operational Research, Management Science and Information Systems (CORMSIS), University of Southampton, UK a r t i c l e i n f o Article history: Available online 7 December 2013 Keywords: Inventory-Routing Problem Stochastic demands Stock-outs Simulation–optimization Simheuristics Randomized heuristics a b s t r a c t This paper describes a ‘simheuristic’ algorithm – one which combines simulation with heuristics – for solving a stochastic variant of the well-known Inventory-Routing Problem. The variant discussed here is integrated by a vehicle routing problem and several inventory problems characterized by stochastic demands. Initial stock levels and potential stock-outs are also considered, as well as a set of alternative refill policies for each retail center. The goal is to find the personalized refill policies and associated routing plan that minimize, at each single period, the expected total costs of the system, i.e., the sum of inventory and routing costs. After motivating it, a detailed description of the problem is provided. Then, a review of the related literature is performed and our simulation–optimization approach is introduced. The paper presents a set of numerical experiments comparing the proposed method against different refill strategies and discusses how total costs evolve as the level of system uncertainty and the inventory-holding costs per unit are varied. � 2013 Elsevier B.V. All rights reserved. 1. Introduction One of the most important paradigms in supply chain management is to move from sequential decision making toward integrated decision making, where all parties in the supply chain determine the best policy for the entire system. This is in contrast to sequentially optimized decisions in supply chains.

This are two separate questions with 100 words each.1)Currentl.docx

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This are two separate questions with 100 words each. 1) Currently, a foreign born naturalized citizen cannot be President or Vice President, per the Constitution. Should this portion of the Constitution be amended? Why or why not? 2) One problem in the electoral process is campaign contributions. Where does that money from? Why do people and organizations contribute thousands of dollars to candidates an political parties? Does money buy influence? Shoud it? .

This age of improvement” held both a collective (public) component .docx

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This “age of improvement” held both a collective (public) component and an individual (private) component. That is, the impulse for reform aimed at improving American society by elevating the moral behavior of individual Americans. Discuss this process by examining the various reform movements that defined the age. How did this impulse for reform seek to impact the broader political, cultural, and economic landscape of American society? When responding to your peers, discuss what the reformers hoped to accomplish. What impact did their efforts have? *** Use proper citation methods for your discipline when referencing scholarly or popular sources. *** .

This assignment has three partsKnowing that global busine.docx

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This assignment has three parts: Knowing that global business models are constantly changing, how do you perceive IT systems helping or hindering the change process? Explain What elements do you believe should be included in Disaster Recovery planning and why? Companies may abuse or ethically misuse information systems in regard to customers and employees. Have you or someone you know experienced such abuse? If so, how was it handled? If not, how would you begin to take steps to eliminate such abuse or misuse? .

This assignment has many benefits. First, it requires a search o.docx

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This assignment has many benefits. First, it requires a search of indexing and abstracting databases from the online library to find an article that meets the specified criteria (must be related to ethics). It also emphasizes what a scholarly article is; to discern between scholarly and non-scholarly writing; to condense someone else's lengthy argument into a concise report; to think critically about what has been read by assessing the strengths and weaknesses of the research; and, thus, to become participants in the discussions regarding the topic at hand. FYI: Wikipedia is not an acceptable resource for academic writing. Please use the university library for reference. Articles must be peer-reviewed. .

This assignment has 5 parts.Collaboration in a business enviro.docx

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This assignment has 5 parts. Collaboration in a business environment is a best practice that leverages the collective knowledge of the team that is assembled. Peer evaluation and support, provided in the spirit of continuous improvement and organizational success, result in higher quality deliverables than what are generally possible by the efforts of an individual. Describe the process that you plan to use to conduct research, identify findings, and develop the Comprehensive Project that is due in Unit 5. Present a preliminary outline that indicates how you intend to organize the project deliverable. Please review the process and outlines of other students, providing an objective assessment and constructive feedback that will help strengthen the effectiveness of their efforts and the quality of their finished products. What are the essential elements of a Mission Statement? What is the purpose of a Key Operating Principle? What sort of additional material would best ensure success of the project? Why? .

This assignment has one of two options. Please open and view the ass.docx

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This assignment has one of two options. Please open and view the assignment BEFORE sending any offers. Once you have read the assignment please send me a detailed personal message letting me know the option you have chosen and that you understand the assignment thoroughly . Thank you all serious offers will be considered. Generic responses without proof you read the attachment will NOT be considered. .

This assignment has multiple parts. Youll complete a few simple.docx

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This assignment has multiple parts. You'll complete a few simple activities, then write a short reflection on what you learned and what insights you gained. 1. Visit the Pew Research Center website and take the 10-question quiz on distinguishing factual and opinion news statements: http://www.pewresearch.org/quiz/news-statements-quiz/ Note your results to include in your reflection paper. 2. Visit at least two reputable news websites of your choice to look for articles on a single news topic of current interest. Choose one news story and one opinion piece on the same selected topic to evaluate. Note that opinion pieces are often labeled as opinion, analysis, or editorial. Copy and paste the exact URL of each piece to include in your reflection paper. If you would like, use the Fake News Checklist pdf included here to help ensure your articles are from a reputable source. 3. Carefully read the two pieces you have chosen. Be aware that reputable news stories sometimes include opinions, such as in a direct quotation from a named source, and opinion pieces sometimes include facts, such as statistics or other information to support the writer's arguments. Note significant statements of fact and of opinion in the two articles you are evaluating. Consider the following questions: Are opinion statements you find in the news article the opinion of the writer or are they quotations properly attributed to a named source? In the opinion piece, how does the writer try to persuade you to agree with his or her argument? For factual statements, what objective evidence does the writer provide to indicate that the factual statement is accurate? 4. Write a short (200-300 word) response paper reflecting on your ability to distinguish fact from opinion in news coverage. Include at least one sentence about your results on the Pew quiz and a few sentences about what you learned by analyzing the news and opinion pieces on the current news topic. Be sure to include complete, correct URLs for the two pieces you analyzed. Proofread your paper to ensure you used correct grammar, spelling, and punctuation. You may copy and paste the response into this assignment or upload a Word document as an attachment. .

This assignment has 4 parts.What competencies were you able to.docx

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This assignment has 4 parts. What competencies were you able to develop in researching and writing the course Comprehensive Project? How did you leverage knowledge gained in the intellipath assignments (Units 1- 4) in completing the Comprehensive Project? How will these competencies and knowledge support your career advancement in management? What are the important elements of strategy? Why? What issues may arise if your do not identify all the potential disadvantages of your plan? Why is it crucial to provide both proactive (during the implementation) and reactive (after completing the implementation) feedback to management? .

This assignment has four partsHow would you classify the MIS .docx

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This assignment has four parts: How would you classify the MIS departments of comparative companies? Do these classifications have a significant meaning or impact that is relevant to company performance? How and why? Based on your experience, how do organizational structure and strategy relate to MIS needs? What do you foresee is the difference between IT and MIS? Are both of these terms relevant and necessary? How would you measure the effectiveness of your company’s IT and MIS investment? If you are currently not employed, what measures would you expect to use and why? .

This assignment has 3 parts.Part 1Visit the following Web sites,.docx

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This assignment has 3 parts. Part 1 Visit the following Web sites, and explore the collections of Ancient Art there: A New York art museum A Paris museum Select galleries in a Washington, DC museum From the gallery Web sites listed above and available through the Course Materials List, select 2 works of art from any ancient culture. Part 2 Using the terminology and concepts you are learning for evaluating art, compare and contrast the 2 works including materials used, style, meaning, symbolism, and any other aesthetic issues. What is the form of the work? Is it a 2-dimensional or 3-dimensional work of art? What materials are used? What techniques or processes are used to create the artwork? What colors are used? Describe the use of line, shape, texture, value, color, and balance. Does the work of art have subject matter? If so, what is literally depicted? Is the work of art representational, abstract, or nonobjective? What is the content? What does it mean or represent? What is the artist's message? Is symbolism used? If so, what is the meaning? What is the context of the artwork? What is the function of the artwork? What traditional role of the artist is exemplified? Part 3 Explain how the works of art fit into the context of the time period. Keep in mind that only artworks that fit into the period of Ancient Art (created between 30,000 BCE–500 CE) will be accepted. You are required to comply with APA-style format for quotations, internal citations, and a reference list. For additional information and resources on APA, visit the APA section of the Library, available under "Library Features." DB3- Put yourself in the position of an up-and-coming artist living in early-sixteenth-century Italy. Now imagine trying to distinguish yourself from the other artists living in your town: Michelangelo, Raphael, Leonardo, or Titian. Is it any wonder that the Italian High Renaissance lasted only 30 years? — Jerry Saltz New needs need new techniques. And the modern artists have found new ways and new means of making their statements ... the modern painter cannot express this age, the airplane, the atom bomb, the radio, in the old forms of the Renaissance or of any other past culture. — Jackson Pollock (American abstract-expressionist painter, 1912–1956) Part 1 A renaissance in a culture can be described as a "rebirth" a "new beginning," or "resurgence." In art, some of the periods of art are considered a "renaissance" of new stylistic choices that inspired artists. However, the culture at large can also be affected by a renaissance as architects, writers, musicians and other creative professionals embrace change. After reflecting on the quotes above, discus with classmates: What are your impressions of a "renaissance" or a "new birth" occurring in a culture? Can you think of a renaissance that has happened in the last 20 years in art, music, technology, or education? Part 2 What are your opinions of what can cause a renaissance? Is it always a good th.

This assignment has 5 parts.Collaboration in a business en.docx

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This assignment has four parts What changes in business softw.docx

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This assignment has four parts: What changes in business software platforms have you experienced, and what was the driving force behind the change? What important trends in business hardware are occurring? What relationship do you see happening between hardware changes and software? In your experience, which seems to drive the other and why? How important do you perceive databases and data mining to business? How could a small business take advantage of the technology? In your opinion, should software dictate business processes or should the business process dictate the software structure? Why? What are the risks? .

This assignment has 3 parts What competencies were you able t.docx

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This assignment has 3 parts: What competencies were you able to develop in researching and writing the Comprehensive Project due in Unit 5? How did you leverage feedback from your peers in the Discussion Board for Units 1- 4 in completing the Project? How will these competencies and knowledge support your career advancement in management? An important skill to possess for risk management is the ability to recognize your own biases. How do you believe this knowledge will assist you in the risk management process? When a risk event occurs in a project what steps do you believe should be taken to address the risk? Provide an example. In your own words, please post a response to the Discussion Board and comment on other postings. You will be graded on the quality of your postings. For assistance with your assignment, please use your text, Web resources, and all course materials. Discussion Board Reminders: Must have 3 posts: A main post and two replies to peers. First post : Either your main post or a reply to others must be posted before midnight CT (Central time) on Friday of each week. Second and third post : Must be posted on a different day from the first post. Connect to content : At least 1 post must refer to course learning materials. See the Academic Resource on Discussion Boards for help with connecting to the content. Engaging in class discussions : For more information on making the most of your class dialog, review the Academic Resource on Discussion Boards . Assignment CriteriaProficient DescriptorPoints Quality of Main Post 16 Points Total Student’s main post meets or exceeds the following requirements: Responds completely to all of parts of discussion question (4 points) Communicates content information accurately and/or logically (4 points) Delivers a thoughtful response demonstrating insights and reflections (4 points) Connects to both key content concepts and personal experiences (4 points) /16 pts. Response to Peers 16 Points Total Responds to a minimum of 2 peers (8 points per response) Substantive response (4 points) Furthers the conversation with peers. Examples could include (4 points): Provides additional resources Connects to key concepts Shares personal or professional experiences Contributes new information or perspective Presents a competing viewpoint /16 pts. Support from Learning Resources 4 Points Total At least one post refers to course learning resources./4 pts. Professional Writing 4 points Response is well-organized, clear, and free of grammatical and mechanical errors. Posts demonstrate courtesy and respect for others. /4 pts. Total40 points possible /40 pts. NEED HELP? FACULTY Sladan Sinanovic Looking for tutoring?Free, online, 24/7 tutoring on a variety of subjects. Go to Smarthinking >> .

This activity is designed to introduce a convenient unit used by.docx

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This activity is designed to introduce a convenient unit used by chemists and to illustrate uses of the unit. Part I: What Is a Mole And Why Are Chemists Interested in It? Counting things is a normal part of everyday life. How many days left until vacation? How many eggs do I need for the recipe? If large numbers of things are involved, we use grouping strategies to make the numbers easier to manage. For example, 4 more weeks until vacation, tells us that there are twenty-eight days. One dozen eggs is the common way of expressing the quantity 12. Half of a dozen of anything would be 6 units. One gross is 144 items (12 dozen) and a ream of paper contain 500 sheets. Chemist are faced with a unique problem when dealing with numbers of atoms or molecules. The particles are so small that any amount of them that we are able to physically handle contains a number of particles so large that there is nothing else in our experience that contains so many units. This incredibly large number calls for a special counting group - the MOLE. A MOLE is 6.022 x 1023 particles . This is often referred to as Avogadro=s number . Let=s make sure we understand how big this is. One mole of the element carbon has a mass of 12.01 grams. The smallest particle of an element is an atom. So one mole of carbon contains 602,200,000,000,000,000,000,000 atoms of carbon. Look for the element carbon on the periodic table. Do you notice anything special about the value 12.01? Explain The mass of one mole of the element magnesium is 24.30 grams. How many atoms does a sample of magnesium with a mass of 24.30 grams contain? Stated in general terms, the mass of one mole of any element is equal to the of that element expressed in grams. The mass of a mole of any element can be found by looking on . The mass of 0.5000 moles of carbon is and contains atoms of carbon. Remember when dividing numbers written in scientific notation the number portion is divided normally and the exponents are subtracted. 6.022x1023 divided by 2 is the same as 6.022 x1023/2 x 100. So the answer is found by dividing 6.022 by 2 = 3.011 and the subtracting exponent 0 from exponent 23. The answer in scientific notation is 3.011x1023 atoms of carbon. Calculator tip : for exponential notation use the EE or EXP key (not 10^) If you have a bottle containing 8.10 grams of magnesium, how many Mg atoms are present in the bottle? Show your work. What is different about this problem compared to the last one involving carbon? Remember that some elements, when alone, exist in the form of diatomic molecules: H2, O2, N2, I2, F2, Cl2, Br2, Their smallest piece is a molecule containing two atoms. If one mole of oxygen were required for an experiment you would be using O2 the gas. One mole of O2 would have a mass of and contain particles (molecules). The characteristic unit of the compound CO2 is a molecule. Each CO2 molecule has atoms. In order to find the mass .

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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence. The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth. Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration. The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority. Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages. Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.

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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction. This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.

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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

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.

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