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Timeline: The History of the Internet May 1, 19XX: Name of milestone May 1, 19XX: Name of milestone May 1, 19XX: Name of milestone May 1, 19XX: Name of milestone May 1, 19XX: Name of milestone May 1, 19XX: Name of milestone May 1, 19XX: Name of milestone May 1, 19XX: Name of milestone May 1, 19XX: Name of milestone May 1, 19XX: Name of milestone May 1, 19XX: Name of milestone May 1, 19XX: Name of milestone 19XX 19XX 19XX 19XX 19XX 19XX 19XX 19XX 19XX 20XX 20XX 20XX May 1, 19XX: Name of Milestone May 1, 19XX: Name of Milestone May 1, 19XX: Name of Milestone May 1, 19XX: Name of Milestone May 1, 19XX: Name of Milestone May 1, 19XX: Name of Milestone May 1, 19XX: Name of Milestone May 1, 19XX: Name of Milestone May 1, 19XX: Name of Milestone May 1, 19XX: Name of Milestone May 1, 19XX: Name of Milestone May 1, 19XX: Name of Milestone ...

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May 1, 19XX: Name of Milestone
May 1, 19XX: Name of Milestone
May 1, 19XX: Name of Milestone
May 1, 19XX: Name of Milestone
May 1, 19XX: Name of Milestone
May 1, 19XX: Name of Milestone

May 1, 19XX: Name of Milestone
May 1, 19XX: Name of Milestone
May 1, 19XX: Name of Milestone
May 1, 19XX: Name of Milestone
May 1, 19XX: Name of Milestone
May 1, 19XX: Name of Milestone

Timeline The History of the Internet.docx

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Title: Authors: Source: Document Type: Subject Terms: Company/Entity: NAICS/Industry Codes: People: Abstract: Record: 1 Waking Up IBM. HAMEL, GARY Harvard Business Review. Jul/Aug2000, Vol. 78 Issue 4, p137146. 8p. 1 Color Photograph. Article *ORGANIZATIONAL change *INTERNET industry *CORPORATE turnarounds Management *INDUSTRIAL management *BEST practices *WORLD Wide Web *WEB development ECONOMIC aspects INTERNATIONAL Business Machines Corp. DUNS Number: 001368083 Ticker: IBM 519130 Internet Publishing and Broadcasting and Web Search Portals GROSSMAN, David PATRICK, John, 1945 In the early 1990s, IBM was a hasbeen. Fujitsu, Digital Equipment, and Compaq were hammering down its hardware margins. EDS and Andersen Consulting were stealing the hearts of ClOs. Intel and Microsoft were running away with PC profits. Today, Big Blue is back on top, a leader in ebusiness services. This is the story of how the company, which had lagged behind every computer trend since the mainframe, caught the Internet wave. Much of the credit for the turnaround goes to a small band of activists who built a bonfire under IBM's rather broad behind. It started in February 1994, when a lone midlevel IBM programmer watched Sun Microsystems pirate IBM's Winter Olympics data for its own rogue Website. Dave Grossman knew that IBM's mucketymucks were clueless about the Web. But he was convinced that if nothing changed Sun would eat Big Blue's lunch. Frustrated in his attempts to warn executives over the phone, he drove down to Armonk, walked straight into headquarters with a UNIX workstation in his arms, set it up in a closet, and demonstrated the future of computing to a trio of IBM execs. One of them was John Patrick, head of marketing for the hugely successful ThinkPad, who quickly became his mentor. Together, building simultaneously from the top and the bottom of the organization through an everwidening grassroots coalition of technicians and executives, they put IBM on the Web and morphed it into an ebusiness powerhouse. People who want to foment similarly successful insurrections can learn a lot from their example. INSET: How to Start an Insurrection. [ABSTRACT FROM AUTHOR] Harvard Business Review Notice of Use Restrictions, May 2009Harvard Business Review and Harvard Business Publishing Newsletter content Full Text Word Count: ISSN: Accession Number: Database: Section: on EBSCOhost is licensed for the private individual use of authorized EBSCOhost users. It is not intended for use as assigned course material in academic institutions nor as corporate learning or training materials in businesses. Academic licensees may not use this content in electronic reserves, electronic course packs, persistent linking from syllabi or by any other means of incorporating the content into course resources. Business licensees may not host this content on learning management systems or use persistent linking or other means to incorporate the content into learn ...

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Title ABC/123 Version X 1 Week Two Assignment Worksheet PSY/410 Version 5 University of Phoenix MaterialWeek Two Assignment Worksheet Complete the following table. Category Disorders within the category Behavioral criteria for the category Possible causes Prevalence Anxiety disorders Trauma- and stressor-related disorders Bipolar and related disorders Depressive disorders Copyright © XXXX by University of Phoenix. All rights reserved. Copyright © 2013 by University of Phoenix. All rights reserved. ...

TitleABC123 Version X1Week Two Assignment Worksheet.docx

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Title ABC/123 Version X 1 Weekly Overview: Week Four HCS/550 Version 2 3 Weekly OverviewWeek FourOverview Policies are developed at all levels of government: federal, state, and local. The federal government is described in the US Constitution as sovereign, and no state may create laws that conflict with federal law. But states also create their own policies. States create policies that support the implementation of federal laws. Several states have created far-reaching health reform proposals. States sometimes create policy guidelines that are more strict than federal law, or may make specific laws where no federal laws exist. Local governments play a significant policy role as well, especially in public and environmental health, disaster management, etc. Morton Grodzins, a political scientist who lived in the early 20th century, famously described the roles of government as a marble cake rather than a layer cake because of its interwoven roles. Individuals can directly impact the policy process. For example, an individual with a powerful story can result in policy change. Sometimes stakeholders group together to form a more powerful coalition, such as an interest group, to create change. Major organizations and lobbyists also exert powerful pressure on policy makers by using a variety of adovacacy methods.What you will cover 1. Development of Health Policy a. Analyze local, state, and federal roles in the development of health policy. 1) Federalism refers to the relationship between the states and the federal government a) No role is completely independent or autonomous b) Morton Grodzin: roles are like a marble cake rather than a layer cake c) Federal government supersedes d) Supreme Court may intervene in cases of conflict between state and federal roles (1) Example: Supreme Court authorized states to opt out of the Medicaid expansion of ACA. Gave authority to states to make the Medicaid expansion decision. (2) Example: 2015 same-sex marriage ruling required states to authorize same-sex marriage. Removed authority of states to deny same-sex marriage. 2) State Roles a) States implement federal laws (1) State role in Medicaid program (a) Shared funding (b) May adjust the program to meet state-specific needs within federal guidelines (c) May opt into or out of the ACA Medicaid expansion b) States can strengthen or weaken federal policies (1) States and the ACA Medicaid expansion: How did the Supreme Court ruling in the ACA that allows states to opt out of the Medicaid expansion affect the strength of the Affordable Care Act? (2) Some states have implemented attempts at comprehensive health reform (a) Massachusetts: model for Affordable Care Act (b) Oregon Health Plan: model for wide-reaching health care coverage (c) Vermont’s single payer experiment: failed attempt at government-funded universal care c) States create policy (1) Marijuana legalized in some states, either for recreational or medical use (2) Abortion: ...

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TitleABC123 Version X1Week One Assignment Worksheet.docx

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Title ABC/123 Version X 1 Week 4 Practice Worksheet PSY/315 Version 6 4 University of Phoenix MaterialWeek 4 Practice Worksheet Prepare a written response to the following questions. Chapters 9 &11 1. Two boats, the Prada (Italy) and the Oracle (USA), are competing for a spot in the upcoming America’s Cup race. They race over a part of the course several times. The sample times in minutes for the Prada were: 12.9, 12.5, 11.0, 13.3, 11.2, 11.4, 11.6, 12.3, 14.2, and 11.3. The sample times in minutes for the Oracle were: 14.1, 14.1, 14.2, 17.4, 15.8, 16.7, 16.1, 13.3, 13.4, 13.6, 10.8, and 19.0. For data analysis, the appropriate test is the t-Test: Two-Sample Assuming Unequal Variances. The next table shows the results of this independent t-test. At the .05 significance level, can we conclude that there is a difference in their mean times? Explain these results to a person who knows about the t test for a single sample but is unfamiliar with the t test for independent means. Hypothesis Test: Independent Groups (t-test, unequal variance) Prada Oracle 12.170 14.875 mean 1.056 2.208 std. dev. 10 12 n 16 df -2.7050 difference (Prada - Oracle) 0.7196 standard error of difference 0 hypothesized difference -3.76 t .0017 p-value (two-tailed) -4.2304 confidence interval 95.% lower -1.1796 confidence interval 95.% upper 1.5254 margin of error 2. The Willow Run Outlet Mall has two Haggar Outlet Stores, one located on Peach Street and the other on Plum Street. The two stores are laid out differently, but both store managers claim their layout maximizes the amounts customers will purchase on impulse. A sample of ten customers at the Peach Street store revealed they spent the following amounts more than planned: $17.58, $19.73, $12.61, $17.79, $16.22, $15.82, $15.40, $15.86, $11.82, $15.85. A sample of fourteen customers at the Plum Street store revealed they spent the following amounts more than they planned when they entered the store: $18.19, $20.22, $17.38, $17.96, $23.92, $15.87, $16.47, $15.96, $16.79, $16.74, $21.40, $20.57, $19.79, $14.83. For Data Analysis, a t-Test: Two-Sample Assuming Unequal Variances was used. At the .01 significance level is there a difference in the mean amount purchased on an impulse at the two stores? Explain these results to a person who knows about the t test for a single sample but is unfamiliar with the t test for independent means. Hypothesis Test: Independent Groups (t-test, unequal variance) Peach Street Plum Street 15.8680 18.2921 mean 2.3306 2.5527 std. dev. 10 14 n 20 df -2.42414 difference (Peach Street - Plum Street) 1.00431 standard error of difference 0 hypothesized difference -2.41 t .0255 p-value (two-tailed) -5.28173 confidence interval 99.% lower 0.43345 confidence interval 99.% upper 2.85759 margin o ...

TitleABC123 Version X1Week 4 Practice Worksheet.docx

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Title ABC/123 Version X 1 Workplace Safety Plan Worksheet HRM/420 Version 4 1 Workplace Safety Plan Worksheet OSHA has cited your company, Smith & Baker Construction Co. (SBCC), in the past year for violations. SBCC operates in three Western states: California, Arizona and Nevada. The violations were for the following accidents: Andrew fell into an open excavation in California, and the company failed to identify the hazard. Thomas fell from scaffolding during construction of a three-story office building in Arizona. Lindsay became ill from breathing toxic contamination as she walked the work site in Nevada. Andrew Thomas Lindsay Identify OSHA regulations or standards applicable to each scenario. Describe how the 3 OSHA regulations or standards apply to your company and how they were violated. Describe ways to minimize the identified Safety Concerns. Explain one or two Workers’ Compensation issues as identified by the applicable State laws that you will need to address for each of the individuals. Describe ways to minimize the risk of employee injury in order to avoid future Workers’ Compensation claims. References APA-formatted citation APA-formatted citation . Copyright © XXXX by University of Phoenix. All rights reserved. Copyright © 2016 by University of Phoenix. All rights reserved. Regina's Expectations for Class Discussions and assignments: In regards to discussion posts I generally follow the guidelines spelled out in Walden's grading rubric in regards to posts (see the grading rubric outlined in the course information section of blackboard). However, if you do not use APA format or references in at least your initial post, I will deduct at least 5 points for that (so please do that). This is also the same rules for assignments, that they must follow APA style format. Also, in past courses I have been flexible in certain situations regarding delayed or late posts. I do believe that life sometimes gets in the way when we least expect it to. Please know that I would prefer a late post than no post at all. However, I will not accept posts that are more than a week late. If you are not able to post by the required date for whatever reason, just please let me know beforehand. As a rule, however, I do deduct points off the posts if they are late so as to be fair to those who post on time. In addition, I will be following very closely with Walden's Tunitin Policy, which I posted below. Therefore, any paper that is submitted to me with more than 30% of the paper with improperly cited passages (or to many cited passages) I will return the paper to you and ask for you to re-review it and for a re-write if necessary. You will not lose points if the original paper was submitted on-time, but will be given a limited period of time to review/rewrite the paper (2-3 days). I have provided an outline of what is specifically required for discussion posts and written assignments in this course: Discussion Posts ...

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Title ABC/123 Version X 1 Week 4 Practice Worksheet PSY/315 Version 7 1 University of Phoenix MaterialWeek 4 Practice Worksheet Provide a response to the following questions. Note: Each team member should compute the following questions and submit to the Learning Team forum. The team should then discuss each team member’s answers to ascertain the correct answer for each question. Once your team has answered all the questions, submit a finalized team worksheet. 1. Two boats, the Prada (Italy) and the Oracle (USA), are competing for a spot in the upcoming America’s Cup race. They race over a part of the course several times. The sample times in minutes for the Prada were as follows: 12.9, 12.5, 11.0, 13.3, 11.2, 11.4, 11.6, 12.3, 14.2, and 11.3. The sample times in minutes for the Oracle were as follows: 14.1, 14.1, 14.2, 17.4, 15.8, 16.7, 16.1, 13.3, 13.4, 13.6, 10.8, and 19.0. For data analysis, the appropriate test is the t test: two-sample assuming unequal variances. The next table shows the results of this independent t test. At the .05 significance level, can you conclude that there is a difference in their mean times? Explain these results to a person who knows about the t test for a single sample but who is unfamiliar with the t test for independent means. Hypothesis Test: Independent Groups (t test, unequal variance) Prada Oracle 12.170 14.875 mean 1.056 2.208 std. dev. 10 12 n 16 df -2.7050 difference (Prada - Oracle) 0.7196 standard error of difference 0 hypothesized difference -3.76 t .0017 p-value (two-tailed) -4.2304 confidence interval 95.% lower -1.1796 confidence interval 95.% upper 1.5254 margin of error 2. The Willow Run Outlet Mall has two Haggar Outlet Stores, one located on Peach Street and the other on Plum Street. The two stores are laid out differently, but both store managers claim their layout maximizes the amounts customers will purchase on impulse. A sample of 10 customers at the Peach Street store revealed they spent the following amounts more than planned: $17.58, $19.73, $12.61, $17.79, $16.22, $15.82, $15.40, $15.86, $11.82, $15.85. A sample of 14 customers at the Plum Street store revealed they spent the following amounts more than they planned when they entered the store: $18.19, $20.22, $17.38, $17.96, $23.92, $15.87, $16.47, $15.96, $16.79, $16.74, $21.40, $20.57, $19.79, $14.83. For data analysis, a t test: two-sample assuming unequal variances was used. At the .01 significance level, is there a difference in the mean amount purchased on an impulse at the two stores? Explain these results to a person who knows about the t test for a single sample but who is unfamiliar with the t test for independent means. Hypothesis Test: Independent Groups (t test, unequal variance) Peach Street Plum Street 15.8680 18.2921 mean 2.3306 2.5527 std. dev. 10 14 n 20 df ...

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TMGT 361 Assignment V Instructions Lecture/Essay Statistics 001 Though you might have forgot most of it, you have already had course work on most of the math and statistics required in this course. There was a prerequisite math quiz to review some of this math. Statistics is merely math (mostly algebra) aimed at (a) summarizing data (descriptive statistics) or (b) judging how well sample data fits a population of data (inferential statistics). Statistics as a term refers to doing a or b, the results of a or b, or the profession or field of study of the math to do a or b. What makes statistics difficult or scary is not the math (software does that in a second) but the qualitative knowledge you need to do the statistics correctly (especially when software will do the number crunching) and interpret the results. Terminology It is helpful to understand the interrelationship of the following. Population. A population is made up of things (or units or pieces, subjects, or test blanks, dogs, test tubes, persons, molecules, or other things). The population is the big set of things we are really interested in. Most hypotheses have to do with a population. Knowledge is most useful and generalizable when it pertains to a population. Usually, we do not have access to a population (because of time, money, availability, or other reasons). Sample. A sample is a subset of the population. We can look at (test, measure, observe, experiment with) a sample much easier than we can the population. We can make decisions about the population based on the results of the sample (inferential statistics). Sampling unit. The sampling unit is often called the unit of observation. The population and sample must have the same types of units or things because the sample is a subset of the things/units in the population. It is easy to understand a unit when it is common, discreet, individual thing, e.g., a person or a car. However, the unit can be a foot of rope, or a mile of rope, one marble, a gram of marble dust, a bag of marbles. The unit is often called the unit of observation due to the traditional reminder that for it to be measurable it must be observable. If I was measuring empathy or love or other emotion or desire, the same is true. I have to define those qualities (those variables, those characteristics) but I also need to know what they are qualities of. Aristotle's explanation is still used and valid. There are objects (things) like an apple. The object has qualities (like color or sugar content or weight or number of worms). Characteristic or quality. A unit/object has any number of characteristics or qualities. The important characteristics are often redundantly called quality characteristics (meaning that those are the important characteristics). Characteristics are also called variables (when they can vary; they are not constant), factors, inputs, descriptors, signals, attributes, and many others depending on the situation or profession. Variable value. Va ...

TMGT 361Assignment V InstructionsLectureEssayStatistics 001.docx

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TL3127 Creativity & Innovation in Organisations – 201718Assig.docx

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Title: The Ship of Love Date: ca. 1500 Period: Renaissance Related People: Artist/Maker: Artist Unknown Attribution: Unknown Artist, Northern Italy Culture: Italian Medium: tempera on wood Dimensions: Sight: 25 x 29 1/2 in. (63.5 x 74.9 cm) Framed: 34 x 38 3/4 x 4 in. (86.4 x 98.4 x 10.2 cm) Credit Line: Gift of The Samuel H. Kress Foundation Provenance: Donated to the Lowe Art Museum in 1961 by The Samuel H. Kress Foundation, New York, NY. Sold July 17, 1950 to Samuel H. Kress, New York, NY (as Ercole Roberti). Collection of Count Alessandro Contini Bonacossi, Rome-Florence, Italy. Collection of Otto Lanz, Amsterdam, The Netherlands by 1934. Description: The imagery of this painting is unparalleled among surviving secular works of the Italian Renaissance, however, a number of features suggest that it is an allegory about love and marriage. Cupid, the god of love, stands on the bow of the ship, guiding it under the protection of Fortune, represented by a statuette atop the canopy of the throne. Inscribed on the canopy is the Latin phrase: “Poems are praised, but costly gifts are sought; so he [the lover] be wealthy, even a barbarian pleases. Now truly is the age of gold: by gold comes many an honor, by gold is affection gained” (Ovid’s Ars Amatoria, 2.277-78). The sleeping maiden dreams of love, whereas her older companion understands the realities of marriage in the Renaissance Italy: she holds a covered chalice symbolizing constancy and faithfulness, and leans upon the arm of the throne decorated with a relief sculpture of a putto bridling a hybrid monster representing the restraint of lust. The origins of the Ship of Love are unknown, but it probably was part of the lavish furnishings of a bedchamber, antechamber, or study of a patrician’s palace. Place Made: Italy Title: Judith with the Head of Holofernes Date: ca. 1670-1680 Period: Baroque Related People: Artist/Maker: Pietro Dandini Attribution: Pietro Dandini, Italy, 1646-1712 Culture: Italian Medium: oil on canvas Dimensions: Sight: 53 x 39 in. (134.6 x 99.1 cm) Framed: 61 1/2 x 47 1/2 x 3 in. (156.2 x 120.7 x 7.6 cm) Credit Line: Gift of George Farkas Provenance: Donated to LAM in 1951 by George Farkas, New York, NY. Description: The biblical story of Judith, the Jewish widow who saved the Israelites by beheading the Assyrian general Holofernes, was an enormously popular subject in European literature and art beginning in the Middle Ages. In addition to her importance as a heroine and defender of her people, Judith was considered a precursor of Christian triumphs, a prefiguration of Christ’s victory over death, a prototype of the Virgin and the Church, and the embodiment of many sterling virtues. Judith with the Head of Holofernes illustrates the immediate aftermath of the gruesome slaying. Judith holds the bloodied sword with which she has decapitated Holofernes, but she has not yet given the general’s head to her maidservant, Abra, to be placed in a basket in preparation for le ...

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Title ABC/123 Version X 1 Week 1 Practice Worksheet PSY/315 Version 6 1 University of Phoenix MaterialWeek 1 Practice Worksheet Prepare a written response to the following questions. Chapter 1 1. Explain and give an example for each of the following types of variables: a. Nominal: b. Ordinal: c. Interval: d. Ratio scale: e. Continuous: f. Discrete: g. Quantitative: h. Qualitative: 2. Following are the speeds of 40 cars clocked by radar on a particular road in a 35-mph zone on a particular afternoon: 30, 36, 42, 36, 30, 52, 36, 34, 36, 33, 30, 32, 35, 32, 37, 34, 36, 31, 35, 20 24, 46, 23, 31, 32, 45, 34, 37, 28, 40, 34, 38, 40, 52, 31, 33, 15, 27, 36, 40 Make a frequency table and a histogram, then describe the general shape of the distribution. 3. Raskauskas and Stoltz (2007) asked a group of 84 adolescents about their involvement in traditional and electronic bullying. The researchers defined electronic bullying as “…a means of bullying in which peers use electronics {such as text messages, emails, and defaming Web sites} to taunt, threaten, harass, and/or intimidate a peer” (p.565). The table below is a frequency table showing the adolescents’ reported incidence of being victims or perpetrators or traditional and electronic bullying. a. Using this table as an example, explain the idea of a frequency table to a person who has never had a course in statistics. b. Explain the general meaning of the pattern of results. Incidence of Traditional and Electronic Bullying and Victimization (N=84) Forms of Bullying N % Electronic victims 41 48.8 Text-message victim 27 32.1 Internet victim (websites, chatrooms) 13 15.5 Picture-phone victim 8 9.5 Traditional Victims 60 71.4 Physical victim 38 45.2 Teasing victim 50 59.5 Rumors victim 32 38.6 Exclusion victim 30 50 Electronic Bullies 18 21.4 Text-message bully 18 21.4 Internet bully 11 13.1 Traditional Bullies 54 64.3 Physical bully 29 34.5 Teasing bully 38 45.2 Rumor bully 22 26.2 Exclusion bully 35 41.7 4. Kärnä and colleagues (2013) tested the effects of a new antibullying program, called KiVa, among students in grades 1–3 and grades 7–9 in 147 schools in Finland. The schools were randomly assigned to receive the new antibullying program or no program. At the beginning, middle, and end of the school year, all of the students completed a number of questionnaires, which included the following two questions: “How often have you been bullied at school in the last couple of months?” and “How often have you bullied others at school in the last couple of months?” The table below is a frequency table that shows students’ responses to these two questions at the end of the school year (referred to as “Wave 3” in the title of the table). Note that the table shows the results combined for all of the students in the study. In the table, “victimization” refers to students’ reports of being bullied and “bullying” is students’ reports of bullying other students. a. Using this tab ...

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TMDL For Temperature in Ken’s Lake, Utah Prepared by Utah Department of Environmental Quality/Division of Water Quality Michael D. Allred Project Manager Harry Lewis Judd Project Supervisor 2 Utah Department of Environmental Quality Division of Water Quality TMDL Section Waterbody ID Ken’s Lake Location San Juan County, Utah HUC # 14030005 Pollutants of Concern Temperature Impaired Beneficial Uses Class 3A: Protected for cold water species of game fish and other cold water aquatic life, including the necessary aquatic organisms in their food chain. Loading Assessment Temperature impairment is a result of natural causes. The energy input is a direct result of heating by the sun. Defined Targets/Endpoints Petition for delisting based on analysis. Implementation Strategy Incorporate site-specific standard for temperature as per target/endpoint description. This document is identified as a TMDL for Ken’s Lake and is officially submitted to the U.S. EPA to act upon and approve as a TMDL. 3 I. Introduction Ken’s Lake is an off-stream reservoir at the foot of the west slopes of the La Sal Mountains in southeastern Utah. The impoundment is approximately 10 miles south of Moab (see Figure 1) and is part of the Mill Creek Watershed. The valley is a long graben, where the underlying rocks have dropped below the surrounding terrain. It is an arid redrock desert. Water is brought into the lake via the Sheley Diversion Tunnel from Mill Creek. The Grand County Water Conservancy District initiated development of Ken’s Lake in 1979. The lake was developed to serve the agricultural irrigation needs of residents of Moab’s Spanish Valley. The reservoir includes a dam that is 95 feet high and 4,050 feet long. Nearly 900,000 cubic yards of earth were needed to complete the dam, which is designed to ho ld 2,610 acre-feet of water. The reservoir has a surface area of 35 hectares/86 acres, is 2,690 feet long, 1,400 feet wide and has a maximum depth of 70 feet. The sole perennial inflow to Ken’s Lake is the canal from the Sheley Diversion. Outflow is to a pressurized irrigation system, which provides water to irrigated acreage in Spanish Valley. Vegetation in the surrounding area is sparse and predominantly shrub and grassland. Figure 1 - Mill Creek Watershed The reservoir contains populations of largemouth bass, green sunfish, channel catfish, brown trout, and rainbow trout. These species provide a valuable recreation resource for residents and visitors of the Moab area. Approximately 11,000 catchable-size rainbow trout are stocked annually by UDWR. The Utah Division of Wildlife Resources feels that this water is appropriately designated as a coldwater trout fishery, but is managed as such on a seasonal rather than year-round basis. UDWR recognizes 4 that summer water temperatures are too high for stocked fish to survive y ...

TMDL For Temperature in Ken’s Lake, Utah Prepa.docx

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TitleName, DateInclude speaker notes on all your slides..docx

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TJ Max companyChapter 3 - Financial StatementsThe Balance Sheet.docx

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TitleWeek 2 Textbook AssignmentsTyler Backman, Kimberly Deady, Stephanie Foreman, Tommie Green, William ZellerACC/42328-Jul-14Kristie May Problem 15-1Name: Date:Points EarnedPoints WorthInstructor:Kristie MayCourse:ACC423Intermediate Accounting, 15th Edition by Kieso, Weygandt, and WarfieldP15-1 (Equity Transactions and Statement Preparation) On January 5, 2014, Phelps Corporation15received a charter granting the right to issueshares ofpar value,cumulative and nonparticipating preferred stock, andshares ofpar value common stock. It then completed these transactions.Issuedshares of common stock atper share.Issued to Sanchez Corp.shares of preferred stock for the following assets:Equipment with a fair market value ofA factory building with a fair market value ofand land with an appraised value ofPurchasedshares of common stock atper share. (Use the cost method.)Sold thetreasury shares atper share.Declared aper share cash dividend on the common stock and declared the preferred dividend.Closed the Income Summary account. There was anet income.Instructions:(a) Record the journal entries for the transactions listed above.Dec 31, 99Dec 31, 99Dec 31, 99Dec 31, 99*(The debit is made to Retained Earnings because no Paid-in Capital *from Treasury Stock exists.)Dec 31, 99Dec 31, 99(b) Prepare the stockholders' equity section of Phelps Corporation's balance sheet as of December 31, 2014.PHELPS CORPORATIONStatement of Stockholders' EquityDecember 31, 2014Capital StockPreferred stock, $100 par value, 8% cumulative, 5,000 shares authorized, 4,000 shares issued and outstanding$0Common Stock, $10 par value, 50,000 shares authorized, 20,000 shares issued0Total capital stock0Additional Paid-in CapitalExcess over par-preferred stock$0Excess over par-common stock00Total paid-in capital0Retained Earnings0Total stockholders’ equity0 &F, &A, Page &P of &N, &D, &T Problem 15-11Name: Problem 15-11Section: ACC 423Date: Earnhart Corporation(a) and (b)Points EarnedPoints WorthDateDebitCredit151(a)May 5, 201412233445June 30, 201456677889(b)November 30, 20149101011111212131314December 31, 201414151516161717(c)Earnhart CorporationStockholders' EquityDecember 31, 20141122334455667788Earnhart CorporationStatement of Retained EarningsFor The Year Ended December 31, 2014Earnhart CorporationSchedule of Additional Paid-In CapitalFor Year Ended December 31, 2014Note 1 798 Exercise 16-15Name:Date:Instructor:Kristie MayCourse:Intermediate Accounting, 15th Edition by Kieso, Weygandt, and WarfieldPoints EarnedPoints WorthE16-15 (Weighted-Average Number of Shares) Newton Inc. uses a calendar year for financial reporting. The company is authorized to issueshares of15par common stock. At no time has ...

TitleWeek 2 Textbook AssignmentsTyler Backman, Kimberly Deady, Ste.docx

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Title ABC/123 Version X 1 Week 4 Research Methods in Pivotal Studies PSYCH/665 Version 3 2 University of Phoenix MaterialWeek 4 Research Methods in Pivotal Studies Matching Match the study with the individual researcher by entering the letter of the correct study to match the number of the researcher in the Answer column in the following tables. Table 1 Researchers Study Answer 1. Edward Lee Thorndike A. Group Conflict 1. E 2. Solomon Asch B. Race and Self-Concept 2. H 3. Muzafer Sherif C. Strength of Situation 3. 4. Philip Zimbardo D. Cognitive Dissonance 4. C 5. Kenneth and Mamie Clark E. Puzzle Box and Learning 5. B 6. Leon Festinger F. Obedience 6. D 7. Stanley Milgrim G. Social Facilitation 7. F 8. Gordon Allport H. Conformity 8. Table 2 Researchers Seminal Study Answer 1. Bibb Latane A. Operant Conditioning 1. 2. John Darley and Bibb Latane B. Learning 2. 3. Albert Bandura C. Cognitive Development 3. 4. B. F. Skinner D. Learned Helplessness 4. 5. Martin Seligman E. Social Loafing 5. 6. John B. Watson F. Modeling 6. 7. Jean Piaget G. Bystander Intervention 7. 8. Ivan Pavlov H. Classical Conditioning 8. Multiple Choice Choose one or more researchers who conducted each type of research. 1. Which of the following researcher(s) conducted a combination of observation and descriptive research? a. Piaget b. Clark c. Thorndike d. Milgram 2. Which of the following researcher(s) conducted experimental research? a. Asch b. Festinger c. Sherif d. Zimbardo 3. Which of the following researcher(s) conducted experimental research? a. Latane b. Bandura c. Allport d. Darley & Latane 4. Which of the following researcher(s) conducted experimental research? a. Seligman b. Watson c. Pavlov d. Skinner 5. Which of the following researcher(s) conducted quasi-experimental research? a. Jung b. Thorndike c. Watson d. Freud For the following research questions, choose which research method would be most appropriate to use. 1. Is there a link between television and obesity? a. True experiment b. Correlation c. Quasi-experiment d. Historical e. Observation/Descriptive 2. How does schizophrenia differ in young women and men? a. Observation/Descriptive b. True experiment c. Historical d. Correlation e. Quasi-experiment 3. How does social anxiety disorder affect the routine life of a person? a. Correlation b. True experiment c. Observation/Descriptive d. Quasi-experiment e. Historical 4. Does gender affect memory? a. True experiment b. Observation/Descriptive c. Quasi-experiment d. Correlation e. Historical 5. Does room temperature affect long term memory? a. Historical b. Quasi-experiment c. Observation/Descriptive d. True experiment e. Correlation 6. What is the influence of work environment on the worker’s self-esteem? a. Correlation b. Observation/Descriptive c. Quasi-experiment d. Historical e. True experiment 7. How does in-store music influence product selection? a. Observation/Des ...

TitleABC123 Version X1Week 4 Research Methods in Pivo.docx

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Title: Authors: Source: Document Type: Subject Terms: Abstract: Full Text Word Count: ISSN: Accession Number: Database: Section: Record: 1 As the Ground Shares Its Secrets. (cover story) Tolson, Jay U.S. News & World Report. 1/29/2007, Vol. 142 Issue 4, p64-67. 2p. 3 Color Photographs. Article *HISTORY *COLONIES *ARCHAEOLOGY JAMESTOWN (Va.) GREAT Britain AMERICA UNITED States The article discusses the work that archaeologist William Kelso has performed at the original site of the Jamestown colony. After visiting the site as a graduate student at the College of William and Mary in the 1960s, Kelso formulated a theory that the original fortress in the colony was not in the low-lying stretch of ground now underwater. The article presents details concerning Kelso's theories about the Jamestown settlement. 1283 00415537 23828219 Academic Search Complete Special Report - The Jamestown Story As the Ground Shares Its Secrets A DETERMINED ARCHAEOLOGIST CHALLENGES OLD BELIEFS On the south side of Jamestown Island stands an imposing bronze statue of Capt. John Smith, put up in 1907 to commemorate the 300th anniversary of the colony he helped to found. For most of the past century, a loose archaeological consensus held that the statue looked out over the site of the original settlement, a stretch of low-lying ground long ago eaten away by the swiftly flowing currents of the James River. The loss of that land, and the stories that its subterranean contents might have told, became a kind of coda to the standard historical interpretation of the colony itself: that Jamestown had been a largely unsuccessful venture, carried out by genteel adventurers and military men ill-suited to the task of wresting a livelihood from a rugged wilderness. That they had failed to build their palisaded encampment on higher ground was further proof of their ineptitude. No wonder Jamestown took a back seat to Plymouth Rock in American history textbooks. Lingering doubts. But one man who had doubts about the established consensus has been almost single- handedly responsible for overturning it-and with it, much of the older thinking about the first years of the Virginia Company's colony. Since 1993, as chief archaeologist of the Association for the Preservation of EBSCOhost http://ezproxy.wpunj.edu:2654/ehost/delivery?sid=3fefb1bd-1c57-4e9c-... 1 of 3 3/13/2013 5:33 PM Virginia Antiquities, William Kelso has been directing the Jamestown Rediscovery Project, pursuing a hunch born exactly 30 years before. A graduate student at the nearby College of William and Mary when he first visited the island, he was unconvinced by the park ranger's spiel. Why, Kelso wondered, would those first settlers not have put their base on higher ground where later, during the Civil War, Confederate soldiers had thrown up an artillery earthwork? Kelso knew that desultory digs in and around the Civil War mound in the 1950s had failed to find trac ...

TitleAuthorsSourceDocument TypeSubject Ter.docx

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TitleABC123 Version X1Topic Selection WorksheetENG.docx

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Title ABC/123 Version X 1 Timeline BSHS/445 Version 3 2 University of Phoenix MaterialTimelinePart One Complete this timeline by including at least 10 events that have played a role in the evolution of crisis intervention services. Include a 50- to 75-word description of each event. Event Event description Crisis interventions at the time of event Part Two Write a 750- to 1,050-word discussion of the effects of events on crisis interventions. This discussion must describe how these events may have affected multicultural awareness. Choose four of the events from Part One to discuss. Copyright © XXXX by University of Phoenix. All rights reserved. Copyright © 2015, 2013 by University of Phoenix. All rights reserved. ...

TitleABC123 Version X1TimelineBSHS445 Version 32.docx

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