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Title ABC/123 Version X 1 Rural, Suburban, and Urban Issues Worksheet POL/215 Version 6 1 University of Phoenix MaterialRural, Suburban, and Urban Issues Worksheet Determine whether the following issues are associated with a rural, suburban, or urban community. Your answers may be a mix of two or all three. Provide a rationale for your answer by explaining why you think the issue is associated with this community. 1. Not enough public transportation – Rural, Suburban, or Urban 2. Roads – Rural, Suburban, or Urban 3. Traffic – Rural, Suburban, or Urban 4. Access to public services – Rural, Suburban, or Urban 5. Gang violence on the street – Rural, Suburban, or Urban 6. Gang activity in schools – Rural, Suburban, or Urban 7. School funding – Rural, Suburban, or Urban 8. Availability of energy, water, and resources – Rural, Suburban, or Urban 9. Demands on ecosystems – Rural, Suburban, or Urban 10. Lack of diversity – Rural, Suburban, or Urban Copyright © XXXX by University of Phoenix. All rights reserved. Copyright © 2016, 2014, 2011, 2010, 2009 by University of Phoenix. All rights reserved. ...

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9. Demands on ecosystems – Rural, Suburban, or Urban
10. Lack of diversity – Rural, Suburban, or Urban
Copyright © XXXX by University of Phoenix. All rights
reserved.
Copyright © 2016, 2014, 2011, 2010, 2009 by University of
Phoenix. All rights reserved.

Deadline 6 PM Friday September 27, 2013 10 Project Management Questions with sub-questions under each question. A word document is provided with all questions and directions. Problem 1 The following data were obtained from a project to create a new portable electronic. Activity Duration Predecessors A 5 Days --- B 6 Days --- C 8 Days --- D 4 Days A, B E 3 Days C F 5 Days D G 5 Days E, F H 9 Days D I 12 Days G Step 1: Construct a network diagram for the project. Step 2: Answer the following questions: a) What is the Scheduled Completion of the Project? b) What is the Critical Path of the Project? c) What is the ES for Activity D? d) What is the LS for Activity G? e) What is the EF for Activity B? f) What is the LF for Activity H? g) What is the float for Activity I? Problem 2 The following data were obtained from a project to build a pressure vessel: Activity Duration Predecessors A 6 weeks --- B 6 weeks --- C 5 weeks B D 4 weeks A, C E 5 weeks B F 7 weeks D, E, G G 4 weeks B H 8 weeks F I 5 weeks G J 3 week I Step 1: Construct a network diagram for the project. Step 2: Answer the following questions: a) Calculate the scheduled completion time. b) Identify the critical path c) What is the slack time (float) for activity A? d) What is the slack time (float) for activity D? e) What is the slack time (float) for activity E? f) What is the slack time (float) for activity G? Problem 3 The following data were obtained from a project to design a new software package: Activity Duration Predecessors A 5 Days --- B 8 Days --- C 6 Days A D 4 Days C, B E 5 Days A F 4 Days D, E, G G 4 Days B, C H 3 Day G Step 1: Construct a network diagram for the project. Step 2: Answer the following questions: a) Calculate the scheduled completion time. b) Identify the critical path(s) c) What is the slack time (float) for activity B? d) What is the slack time (float) for activity D? e) What is the slack time (float) for activity E? f) What is the slack time (float) for activity G? Problem 4 The following data were obtained from an in-house MIS project: Activity Duration Predecessors A 5 Days --- B 8 Days --- C 5 Days A D 4 Days B E 5 Days B F 3 Day C, D G 7 Days C, D H 6 Days E, F, G I 9 Days E, F Step 1: Construct a network diagram for the project. Step 2: Answer the following questions: a) Calculate the scheduled completion time. b) Identify the critical path c) What is the slack time (float) for activity A? d) What is the slack time (float) for activity D? e) What is the slack time (float) for activity E? f) What is the slack time (float) for activity F? PROBLEM 5 Use the network diagram below and the additional information provided to answer the corresponding questions. a) Give the crash cost per day per activity. b) Which activities should be crash.

DEADLINE 15 HOURS6 PAGES UNDERGRADUATECOURSEWORKHARV.docx

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DEADLINE 15 HOURS 6 PAGES UNDERGRADUATE COURSEWORK HARVARD FORMATING DOUBLE SPACING INSTRUCTIONS This assignment seeks to assess your ability to: • Critically evaluate and discuss the major developments during 2017 in corporate taxation from the perspective of multinational companies and their auditors, governments and other stakeholders. • Apply appropriate knowledge, analytical techniques and concepts to problems and issues arising from both familiar and unfamiliar situations; • Think critically, examine problems and issues from a number of perspectives, challenge viewpoints, ideas and concepts and make well-reasoned judgements; • Present, discuss and defend ideas, concepts and views effectively through formal language. Background: In the final weeks of 2017 a leading tax expert suggested that “a whirlwind of international tax changes has swept the globe”. He also went on to say that for companies operating in Europe there is no end in sight to the pace of change. The final recommendations on base erosion and profit shifting (BEPS) from the OECD have been endorsed by the EU. In fact a number of European governments have already implemented large parts of these proposals ahead of schedule. The third quarter of the year saw the European Commission in the spotlight with its landmark decision that the technology giant Apple must repay no less than €13 billion of taxes to the Irish government. This ruling was based on the view that the favourable tax treatment was effectively state aid and hence the Irish government had broken EU law. At the same time countries across the world continue to compete by reducing the rate of corporate taxes. Many commentators suggest that the UK government will cut the corporate tax rate to 10% if the country fails to negotiate a trade deal with the European Union as part of the Brexit process. In a separate development earlier in the year the government of Hungary announced it would become the tax haven of Central Europe with a plan to reduce corporation tax to a mere 9%. Required: You are to write a report for the Board of Directors of a listed global company that has manufacturing and R&D activities across Europe, Asia, Australasia and America. The report should assume that the directors have detailed knowledge of the group activities but are not taxation specialists. However they would be aware of issues relating to corporate governance, transparency and reputational risks. The report should cover the following aspects: Evaluate the major developments that occurred in corporate taxation in 2017 and the issues that may arise in the current year. Discuss the implications for the group in regard to the relationship with its auditors. Consider how other stakeholders and non-governmental organisations (NGOs) may be affected by changes in the level of corporate taxes and their possible reaction. The resources below are on Blackboard and provide an introduction to the topic. “Corpor.

De nada.El gusto es mío.Encantada.Me llamo Pepe.Muy bien, grac.docx

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DDBA 8307 Week 4 Assignment TemplateJohn DoeDDBA 8.docx

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DDBA 8307 Week 4 Assignment Template John Doe DDBA 8307-6 Dr. Jane Doe 1 One-Way ANOVA Type text here. You will describe and defend using the one-way ANOVA test for your analysis. Use at least two outside resources—that is, resources not provided in the course resources, readings, etc. These citations will be presented in the References section. This exercise will give you practice for addressing Rubric Item 2.13b, which states, “Describes and defends, in detail, the statistical analyses that the student will conduct….” This section should be no more than two paragraphs. Research Question Type research question here. See the Week 4 Assignment Exemplar for more detail. Hypotheses Type null and alternative hypotheses here. See the Week 4 Assignment Exemplar for more detail. Results 4 Type results here based upon the SPSS output. See the Week 4 Assignment Exemplar for more detail. References Type references here in proper APA format. Appendix – One-Way ANOVA SPSS Output Data Science & Big Data Analytics Discovering, Analyzing, Visualizing and Presenting Data EMC Education Services WILEY ' Data Science & Big Data Analytics: Discovering, Analyzing, Visualizing and Presenting Data Published by John Wiley & Sons, Inc. 10475 Crosspoint Boulevard Indianapolis, IN 46256 www. wiley. com Copyright© 2015 by John Wiley & Sons, Inc., Indianapolis, Indiana Published simultaneously in Canada ISBN: 978-1-118-87613-8 ISBN: 978-1-118-87622-0 (ebk) ISBN: 978-1-118-87605-3 (ebk) Manufactured in the United States of America 10987654321 No part ofthis publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning or otherwise, except as permitted under Sections 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA 01923, (978) 750-8400, fax (978) 646-8600. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, (201) 748-6011, fax (201) 748-6008, or online at http: I /www. wiley. com/ go/permissions. limit ofliability/DisclaimerofWarranty: The publisher and the author make no representations or warranties with respect to the accuracy or completeness of the contents of this work and specifically disclaim all warranties, including without limitation warranties of fitness for a particular purpose. No warranty may be created or extended by sales or promotional materials. The advice and strategies contained herein may not be suitable for every situation. This work is sold with the understanding that the publisher is not engaged in rendering legal, accounting, or other professional services. If professional assist.

DDL 24 hours reading the article and writing a 1-page doubl.docx

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DCF valuation methodSuper-normal growth modelApplicatio.docx

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* DCF valuation methodSuper-normal growth modelApplications: single CF, annuity, perpetuity, uneven CFs, bond, stock, etc. LECTURE 2 Valuation Basics (Chapters 4, 6, 7) * Amount of cash flows expectedRisk of the cash flows Timing of the cash flow stream Factors that Determine Value * DCF Method: General Formula Finding PVs is discounting. The discount factor i is determined by the cost of capital invested. * 10% Single Cash Flow 100 0 1 2 3 PV = ? What’s the PV of $100 due in 3 years if i = 10%? * Financial Calculator Setup BGN  END P/Y  1 FORMAT: DEC  4 or larger * Financial Calculator Solution s N I/YR PV PMTFV ? N = 3, I/YR = 10, PMT = 0, FV = 100 CPT, PV -75.13 / INPUTS OUTPUT * Spreadsheet .

ddr-.docx

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ddr-densho-297-7-1_mezzddr-densho-297-7-2_mezzddr-densho-297-7-3_mezzddr-densho-297-7-4_mezzddr-densho-297-7-5_mezzddr-densho-297-7-6_mezzddr-densho-297-7-7_mezzddr-densho-297-7-8_mezzddr-densho-297-7-9_mezzddr-densho-297-7-10_mezzddr-densho-297-7-11_mezzddr-densho-297-7-12_mezzddr-densho-297-7-13_mezzddr-densho-297-7-14_mezzddr-densho-297-7-15_mezzddr-densho-297-7-16_mezz 127Who StudieS the ASiAn AmericAn movement? • fujino • Who StudieS the ASiAn AmericAn movement? A Historiographical Analysis diane c. fujino The sixties are a stretched-out decade synonymous with political protest. Yet Asian American activism barely registers on any political radar for a number of reasons, including being conspicuously understudied. Here, I seek to develop, for the first time, a historiography of the Asian American Movement (AAM).1 The study focuses on grassroots and non-institutionalized discourses and practices from the late 1960s, when longstanding resistance by Asian Americans became characterized as a “social movement,”2 to the decline of the AAM in the late 1970s. My analysis generates four periods of study. The first (late 1960s to mid-1970s) was dominated by activists and activist-scholars produc- ing knowledge in the zenith of the AAM. The second (late 1970s to late 1980s) represented a vacuum in AAM research. The third (late 1980s to late 1990s) saw a slow upsurge in AAM scholarship and a greater inclu- sion of scholarly works and civil rights frameworks. The fourth (2000 to present) can be seen as the “coming of age”—the adolescence, but not full maturity—of AAM scholarship, with the greatest number of scholarly works, a re-emphasis on the radical roots of the AAM, and attention to Steven Lawson’s “interactive model” that calls for connecting local and national, social and political issues.3 Unlike historiographies of established fields that focus on books, my analysis also includes journal articles, book chapters, Ph.D. dissertations, jaas june 2008 • 127–169 © the johns hopkins university press 128 • jAAS • 11:2 and Masters’ theses.4 Three types of works are excluded. First, based on conventional definitions of social movements, this article does not explore participation in establishment politics, including the electoral arena.5 Second, it is beyond the scope of this essay to include the rich and varied novels, poetry, films, music, and other cultural productions created within and, in turn, generative of the AAM. Third, as is common with historiographies, this article does not analyze primary-source materials, including the many vibrant AAM newspapers.6 Five areas of struggle were critical to the 1960s–1970s AAM. First, Asian Americans of diverse ages helped to transform the Antiwar Move- ment from its emphasis on saving American lives to exposing racism, sexism, and capitalism at home and abroad. Activists linked the U.S. war in Viet.

DDBA 8307 Week 2 Assignment Exemplar John Doe[footnoteRef:1] [1: Type your name here] DDBA 8307-6[footnoteRef:2] [2: Type in DDBA section number (e.g. DDBA 8307 – 6) ] Dr. Jane Doe[footnoteRef:3] [3: Enter faculty name here.] 1 Scales of Measurement Type text here. Discuss the implications of “scales of measurement” in quantitative research. Be sure to use a minimum of two citations to support your position(s). Be sure to review the “Scales of Measurement” media from Week 1. This section should be no more than two paragraphs. Research Question What are the means, standard deviations, frequencies, and percentages of the Lesson 21 Exercise File variables? Presentation of Findings I analyzed data from Lesson 21 Exercise File [footnoteRef:4]. In this section, I present descriptive statistics for the study quantitative and qualitative variables. Appropriate APA tables and figures accompany the analysis[footnoteRef:5]. [4: Insert the appropriate file name. ] [5: The tables and figures from your SPSS output will need to be copied and pasted in the appropriate location.] Descriptive Statistics[footnoteRef:6] [6: Detailed information can be found in Lesson 20, “Univariate Descriptive Statistics for Qualitative Variables,” and Lesson 21, “Univariate Descriptive Statistics for Quantitative Variables,” in the Green and Salkind text. ] Descriptive statistics were run for the quantitative and qualitative variables in the Week 1 Assignment data set. Table 1 depicts the means and standard deviations for the quantitative data. Figure 1 depicts a histogram for the GPA variable. Table 2 depicts the frequencies and percentages for the qualitative (categorical) data. Figure 2 depicts a pie chart for the ethnic variable. Appendix 1 depicts the SPSS output. Table 1[footnoteRef:7] [7: This is an example of an APA-formatted descriptive statistics table. Refer to Sections 5.01-5.19, in the APA Manual for detailed information on APA tables. The descriptive statistics table here includes the appropriate information derived from the SPSS output that is to be pasted as an appendix. Do not split tables across pages. Note: The numbers in the SPSS output presented here are fictitious numbers and do not represent correct numbers in the data set you will use for this application. ] Means (M) and Standard Deviations (SD) for Study Quantitative Variables (N = 105) Variable[footnoteRef:8] [8: You would simply add rows to the table to accommodate the variables you have used in the analysis (i.e., variable 3, variable 4, etc.). Hint: Use the Microsoft Word Table feature. ] M SD GPA 2.78 .76 Final 61.48 7.94 Percent 80.34 12.12 Figure 1. Histogram of GPA distribution. Table 2[footnoteRef:9] [9: Recall from Lesson 20, “Univariate Descriptive Statistics for Qualitative Variables” (Green & Salkind, 2017), frequencies and percentages are reported for qualitative (nominal) variables. Note: Frequency and percentages are the only c.

DBM380 v14Create a DatabaseDBM380 v14Page 2 of 2Create a D.docx

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DBM/380 v14 Create a Database DBM/380 v14 Page 2 of 2Create a Database The following assignment is based on the business scenario for which you created both an entity-relationship diagram and a normalized database design in Week 2. For this assignment, you will create multiple related tables that match your normalized database design. In other words, you will implement a physical design (an actual, usable database) based on a logical design. Refer to the linked W3Schools.com articles “SQL CREATE TABLE Statement,” “SQL PRIMARY KEY Constraint,” “SQL FOREIGN KEY Constraint,” and “SQL INSERT INTO Statement” for help in completing this assignment. Note: In the industry, even the most carefully thought out database designs can contain mistakes. Feel free to correct in your tables any mistakes you notice in your normalized database design. Also, note that in Microsoft® Access®, you follow the steps below to launch the SQL editor: Figure 1. To create a SQL query in Microsoft® Access®, begin by clicking the CREATE tab. To Complete This Assignment: 1. Use the CREATE TABLE statement to create each table in your design. Note that a table in a RDMS corresponds to an entity in an entity-relationship diagram. Recommended tables for this assignment are CUSTOMER, ORDER, ORDER_DETAIL, PRODUCT, EMPLOYEE, and STORE. 2. As part of each CREATE TABLE statement, define all of the columns, or fields, that you want each particular table to contain. Give them short, meaningful names and include constraints; that is, describe what type of data each column (field) is allowed to hold and any other constraints, such as size, range, or uniqueness. 3. Note that any field you marked as a unique identifier in your normalized database design is a key field. Key fields must be described as both UNIQUE and NOT NULL, which means a value must exist for each record and that value must be unique across all records. 4. After you have created all six tables, including relationships between the tables as appropriate (matching the primary key in one table to a foreign key in another table), use the INSERT INTO statement to insert 10 records into each of your tables. You will need to make up the data you insert into your tables. For example, to insert one record into the CUSTOMER table, you will need to invent a customer number, a customer name, and so on—one value for each of the fields you defined for the CUSTOMER table—to insert into the table. 5. To ensure that your INSERT INTO statements succeeded in populating your tables, use the SELECT statement described in Ch. 7, “Introduction to Structured Query Language,” in Database Systems: Design, Implementation, and Management.to retrieve the records you inserted. For example, to see all 10 records you inserted into the CUSTOMER table, you might apply the following SQL statement: SELECT * FROM CUSTOMER; After you have created all six tables and populated ten records in each table, submit to the Assignment Files tab the database containin.

DBA CAPSTONE TEMPLATEThe pages in this template are correctl.docx

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DBA CAPSTONE TEMPLATE The pages in this template are correctly formatted and organized. Refer to the DBA Capstone Template Guide and the Doctoral Publications Guidebook. Replace text as instructed. Delete all instructions and template notes. Delete all text in yellow. CAPSTONE TITLE (12 WORDS OR LESS), ALL CAPS, CENTERED, DOUBLE-SPACED; TOP LINE ABOUT 3 INCHES FROM TOP OF PAGE by Stanley Thompson Jr. FACULTY NAME ALL CAPS, Degree, Committee Chair FACULTY NAME ALL CAPS, Degree, Committee Member FACULTY NAME ALL CAPS, Degree, Committee Member Todd C. Wilson, PhD, Dean, School of Business and Technology A Capstone Project Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Business Administration Capella University March 2021 © Copyright [year] Learner Name Instructions 1. Purpose. The template provides structure and guidance for Capella University learners enrolled in the School of Business and Technology’s DBA capstone program who began on or after January 1, 2018. This template may require updates as program requirements change. You will be notified by the doctoral chair when a new template is released. Required content pieces may vary by learner, depending upon their specific topic/project plan. Consult with your instructor/mentor/chair about potential changes, if you feel this pertains to you. 2. Rubrics. Please see the DBA Capstone Template Guide on the DBA Capstone University website to review the rubrics which will be used to grade your work. Further, the guide includes suggested content for each section. Not all studies will exactly fit into the template guide suggested content, so work with your instructor/mentor/chair/committee to ensure your project is designed appropriately for the techniques and process you have utilized. 3. Style note. This template uses APA, with some exceptions, including those noted in the Doctoral Publications Guidebook. It also uses non-APA heading levels; the headings in this template are designed to mirror a business document. To add additional heading levels, follow the format used in section 2.6.1.1, on page 2 of this template (sentence case, italics, bold, paragraph begins on same line); do not include these lower level headings in the TOC. Additionally, issue numbers should be consistently included in the reference list, regardless of pagination rules, as per the Publication Manual of the American Psychological Association (7th ed.) Permission for using the singular they, as approved by Merriam-Webster’s Collegiate Dictionary (11th ed.) and the Publication Manual of the American Psychological Association (7th ed.) is formally adopted here. DELETE ALL INSTRUCTIONS PRIOR TO FINAL SUBMISSION. Executive Summary Write a one page executive summary of your project here. This should not be written until the final approvals to your project are completed. This should explain the problem, purpose, method, population, and results of your project. Implications or practical .

DB3.1 Mexico corruptionDiscuss the connection between pol.docx

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DB3.1: Mexico corruption Discuss the connection between politics, corruption, and criminal organizations in Mexico. How would you go about separating these? Give examples and be specific. Support your ideas on why you would do these specific measures. DB3.2: Collapse of Soviet Union How has the collapse of the Soviet Union fostered pirate capitalism and organized crime? Be specific with your answer and support your answer. Do you think that if the Soviet Union did not collapse pirate capitalism and organized crime would still flourish? Support your opinion. 300 words per post .

DB2Pepsi Co and Coke American beverage giants, must adhere to th.docx

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DB2 Pepsi Co and Coke American beverage giants, must adhere to the U.S Foreign Corruption Act wherever their businesses may take them. Both companies expanded their U.S businesses to India with differing initial results. Coke came home (initially) and Pepsi Co prospered. Do your research and explain the socio-cultural barriers faced by these two companies? What in your view were the reasons which negatively impacted Coke and positively touched Pepsi Co? WEEK 3: Interactive : Select one company other than the 2 mentioned above, and share this company’s experience in the United Arab Emirates. Comment on another learner’s company experience in a different location of the world. WEEK 4: Interactive : Comment on a different learner’s company experience in a totally different location from those completed earlier. Do you feel that cultural training is an essential pre-requisite for expatriates in any host country? Why/Why not? Remember to use APA referencing in the body of your posting. .

DB1 What Ive observedHave you ever experienced a self-managed .docx

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DB1: What I've observed Have you ever experienced a self-managed team? If so, describe it. If not, why do you think your organization has not embraced self managed teams? DB2: Case Analysis Review the case study at the end of Chapter 8, Frederick W. Smith - FedEx. Answer the five questions below: 1. How do the standards set by Fred Smith for FedEx teams improve organizational performance? 2. What motivates the members of FedEx to remain highly engaged in their teams? 3. Describe the role FedEx managers play in facilitating team effectiveness. 4. What types of teams does FedEx use? Provide evidence from the case to support your answer. 5. Leaders play a critical role in building effective teams. Cite evidence from the case that FedEx managers performed some of these roles in developing effective teams. Image Source Team: http://www.freedigitalphotos.net/images/gallery-thumbnails.php?id=50143103253525199427035558 .

DB Response 1I agree with the decision to search the house. Ther.docx

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DB Response 1 I agree with the decision to search the house. There was reasonable suspicion to believe the fugitive could have been in the home. The homeowner not only consented to the search of the house but requested it for her safety. Complacency kills. In this situation, the officer is very regretful in his decision to conduct a complacent search of the home, and luckily nobody was killed. My department does not have body cameras, but I still conduct business as if somebody is recording me. We live in a generation of surveillance. You never know when there are hidden cameras, a camera on a business you did not notice, or a cell phone recording from the top floor of a building. We hire police officers with high amounts of integrity because the definition of integrity is doing the right thing even when nobody is looking. I would be lying if I said my grandmother would approve of everything I do on the job. I am most guilty of foul language and it is something that I am working on not doing that. However, I can emphatically say I work with integrity and honesty without a doubt. I think setting limits on tolerable behavior in regards to sexual and general harassment is appropriate; however, there are too many situations to make a policy for every behavior one could find inappropriate. When it comes to using force again every situation is different but there should be a pretty well laid out policy at departments for when and how an officer should use a certain amount of force. Officers should be trained on de-escalation tactics and alternatives to using force. Tactical training should include strategies to create time, space, and distance, to reduce the likelihood that force will be necessary and should occur in realistic conditions appropriate to the department’s location (U.S. Commission On Civil Rights, 2018). Philippians 2 verses 3 – 8 is a pretty straightforward verse with great leadership lessons. Be humble, put others before yourself, and be a servant leader. From the very beginning of any interrogation, the accused has constitutional rights not to speak to police and also to have an attorney present. The Eighth Amendment to the Constitution prohibits cruel and unusual punishments placed upon any persons in the U.S. With these rights in mind I will only go as far as the Constitution allows when interrogating this suspect even if the suspect admits where the child is if the admission was coerced that admission could get thrown out of court. I would never compromise the investigation. There are other ways to find the abducted girl through detective work than just interrogating the suspect. The cost of illegal interrogations is documented in the number of lost prosecutions. Literally, thousands of cases across the country have had to be dismissed because prosecutors could not trust that the evidence provided by police officers was legitimate or the officer had lost credibility as a witness in all cases because of his or her wrongdoing (P.

DB Response prompt ZAKChapter 7, Q1.Customers are expecting.docx

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DB Response prompt ZAK Chapter 7, Q1. Customers are expecting more from their service providers. Rather than traditionally accepting boilerplate offerings from service providers, customers desire that service providers cater to their requests. Organizations providing services must keep up with the customer’s demand or risk losing business to others who will. Many service providers have been adopting lean principles to accommodate the needs of their customers in successful attempts to decrease waste, increase efficiency, improve customer service and satisfaction (Daft, 2016, p. 275). From online music providers, customers expect music tracks personalized for their tastes. From airlines, customers can expect preflight seat and meal selections. Amazon.com provides custom personalization to a customers’ home pages by placing personally directed advertisements and products which the customer is more likely to order from the company. Amazon book recommendations are personalized to the specific customer and are provided based upon previous books read. With customers expecting customized and catered experiences, companies need to keep up with this demand and embrace mass customization in order to obtain and retain customers. Chapter 7, Q2. While many facets of businesses may involve craft technology, it is still important for business schools to teach management. Some businesses which only expect their leaders to gain knowledge and expertise from experience, may be creating a bureaucratic and restricted model for their business. Companies which rely only on internal training for their leaders can miss opportunities from potential leaders coming in from the outside. Business schools which teach management can provide potential leaders with a foundation to draw from. Teaching management can expose students to issues and opportunities experienced by others, not just ones restricted to one specific company. Teaching management from a textbook is just one method of conveying information. Just as one would not necessarily be proficient in piloting a boat from reading a book, a textbook about doing so would provide the student with underlying concepts which could dramatically increase the success of the student when they move to an actual boat. This textbook based training would be further enhanced with some practical experience. Chapter 8, Q1. Technology has progressed allowing real time instant messaging and virtual meetings. High level managers can indeed expect technology to allow them to do their jobs with little face-to-face communication, but they should question if that is something they really want to do. There are currently methods available which could be used effectively to communicate with subordinates, employees and stockholders, such as recorded feeds which would be able to reach every associated individual. These however may not provide a sense of personalization from the managers. Leaders in an organization may resort to using tec.

DB Topic of Discussion Information-related CapabilitiesAnalyze .docx

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DB Topic of Discussion: Information-related Capabilities Analyze 2 of the 14 information-related capabilities and explain how the joint force can use these capabilities to affect the three dimensions of the information environment. Give examples of real-world or life events for the capabilities and how can you use these concepts as a CSM/SGM. Consumer Brand Metrics Q3 2015 Eater Archetypes: Brand usage and preferences by consumer segment The restaurant industry has long relied on demographic factors to identify and prioritize consumer groups. For example, many brands currently obsess over attracting Millennials—some without pausing to consider the variations among consumers within this demographic cohort. In addition to life stages, consumer attitudes about health, value, convenience and the overall role of foodservice in their lives drive significant differences in preferences and behavior. With these distinctions in mind, we have updated the Consumer Brand Metrics (CBM) survey with questions that allow us to segment consumers into one of seven Eater Archetypes. Each segment has a distinct psychographic profile, which is outlined in our recent Consumer Foodservice Landscape. Accordingly, their patronage of the segments and brands tracked in CBM varies. This paper explores some differences we can discern after the initial quarterly results, including the archetypes’ segment usage, brand patronage and occasion dynamics. Examining CBM data by Eater Archetype reveals nuances that complement a demographic profile of a chain’s guests. By Colleen Rothman, Manager, Consumer Insights To learn more about the Consumer Brand Metrics program or to sign up for future Spotlight by Consumer Brand Metrics white papers, please contact Bart Henyan, Senior Marketing Manager, at [email protected] Consumer Brand Metrics Q3 2015 Segmenting consumers by psychographic factors, rather than just demographic characteristics, can lead to a better understanding of the consumers that matter to your brand and how to appeal to them. Key Takeaways Busy Balancers and Functional Eaters drive usage across restaurants and convenience stores. Full-service restaurant (FSR) operators may also consider targeting Foodservice Hobbyists and Affluent Socializers, as these archetypes comprise more than a quarter of FSR patrons, on average. How does foodservice segment usage vary by archetype? Driven by unique needs and motivations, Eater Archetypes gravitate to a wide variety of brands. For example, McDonald’s, Burger King and Whataburger each disproportionately attract unique archetypes (Habitual Matures, Bargain Hunters and Functional Eaters, respectively). Which chains do each archetype visit most frequently? Archetypes that patronize the same restaurant may not use the brand the same way. For example, usage varies by daypart, with afternoon snacks skewing to Busy Balancers and late-night meals d.

DB Instructions Each reply must be 250–300 words with a minim.docx

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DB Defining White Collar CrimeHow would you define white co.docx

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DAVID H. ROSENBLOOMSECOND EDITIONAdministrative Law .docx

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DAVID H. ROSENBLOOM SECOND EDITION Administrative Law for Public Managers A Member of the Perseus Books Group www.westviewpress.com R O S E N B L O O M ADM INISTRATIVE LAW FOR PUBLIC M ANAGERS S E C O N D E D IT IO N “Rosenbloom crafted a compelling narrative . . . Students like Administrative Law for Public Managers because it is straightforward and easy to understand. I teach a wide range of students—mid-level managers to students with no work experience—both are relieved that the content and examples are easily digestible. It’s an excellent book!” —Lorenda Ann Naylor, University of Baltimore “This book presents a profound, as well as comprehensive, knowledge base of administrative law.” —Public Administration Review Administrative Law for Public Managers is an accessible and comprehensive guide to the fundamentals of administrative law—why we have administrative law, the constitutional constraints on public administration, and administrative law’s frameworks for rulemaking, adjudication, enforcement, transparency, and judicial and legislative review. Rosenbloom explains administrative law from the perspective of administrative practice, emphasizing how various administrative law provisions promote their underlying goal of improving the fit between public administration and US democratic-constitutionalism. The second edition includes more coverage of state administrative law, as well as an expanded discussion of judicial review. It has also been updated to include the major statutes, court cases, executive orders, and other major executive initiatives since 2003. The addition of discussion questions makes this an even more valuable resource for public administration classrooms and students. David H. Rosenbloom is Distinguished Professor of Public Administration at American University. A major contributor to the field and a Fellow in the National Academy of Public Administration, he has received numerous awards, including the Gaus Award for exemplary scholarship in political science and public administration, the Waldo Award for outstanding contributions to the literature and leadership of public administration, the Levine Award for excellence in public administration, and the Brownlow Award for his book, Building a Legislative-Centered Public Administration. He edited Public Administration Review, coedited the Policy Studies Journal, and is now on the editorial boards of about twenty academic journals. Cover Image © Shutterstock Cover Design: Miguel Santana & Wendy Halitzer Administrative Law for Public Managers 9780813348810-text.indd 1 5/14/14 4:09 PM 9780813348810-text.indd 2 5/14/14 4:09 PM Administrative Law for Public Managers s e c o n d e d i t i o n David H. Rosenbloom American University A Member of the Perseus Books Group 9780813348810-text.indd 3 5/20/14 1:25 PM Westview Press was founded in 1975 in Boulder, Colorado, by notable publisher and.

DB ASSIGNMENTFor this Discussion Board you will be developing a th.docx

edwardmarivel

DB ASSIGNMENT For this Discussion Board you will be developing a thematic unit for preschoolers. Choose your overarching theme and explain the main parts or features of your unit. Summarize the activities you will use to integrate content areas into you unit. · Your activities need to focus on the creative arts as well as content areas and include activities that are open-ended and allow children to make choices. · Your unit needs to be your own and not one that you have discovered on the internet or in a teacher’s manual. Read your classmates units carefully and respond to them by sharing another open-ended activity that could be included in their unit. PLZ RESPOND TO THESE STUDENT ABOUT WHAT THEY WROT ABOUT THE DB ASSIGNMENT STUDENT 1 (100 WORDS OR MORE) The month of April is a wonderful time to talk about the weather so I chose it as my theme. We are going to learn the different types of weather, the impact weather has on our lives, and what causes different weather patterns. We will be using the reading, science, art, and music centers to ensure we include all the different ways children can learn. Although most themes for children this young are only a few weeks long we will be using the entire month in order to experience different types of weather and include the two field trips that are planned. We will be using both experienced-based and emerging curriculum (Isbell & Raines,2013) so that the children are comfortable learning things they already have experience with and challenging them with new knowledge. We will be introducing new vocabulary about the weather and taking clues from our discussions on what the children want to explore further. On the first day we will read the book "Oh say can you say, what's the weather today" by Tish Rabe. This book uses a familiar character, The Cat in the Hat, to introduce new words to the reader and even has a vocabulary list in the back to help define the words. Copies of this book and other weather related books will be added to the reading center for the children to look at during their free time. During circle time we will discuss some of the new words and what they mean. Observing the children as they talk about the weather the teacher will be able to decide where their interest is and what she needs to focus on. Knowing that children learn best what they are already interested in (Isbell & Raines,2013) is key to keeping these lessons fun and making sure the children get the most out of our projects. The science center will be a major focus for this months theme. A water table and wind machine is added to give the children hands on learning opportunities. We will make a weather chart that will be hung in the science center and every day a child will go to the window, check the weather and add the appropriate label, a sun for sunny, a cloud for cloudy, etc. Giving the child the freedom to choose the correct symbol even if more than one applies helps all the children to accept the ideas o.

DB .Writing a Draft of the Personal DocumentRevising your wr.docx

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DB . Writing a Draft of the Personal Document Revising your writing provides you the chance to ensure your ideas are clear and effective prior to submitting the final draft. At times it can be challenging to see problematic areas in your own writing; this is where peer feedback can be very beneficial. Prepare: Complete the assigned Unit 4 Reading and Learning Activities. Preview the Unit 4 Assignment details. Review the topic ideas and prewriting you posted to the Unit 3 Discussion Board as well as the feedback you received from your classmates. Make any necessary adjustments to your topic, audience, and main point. That will prepare you to write a rough draft of your blog post. Post: Post Your Draft Using your prewriting ideas and feedback that helped you to choose one topic, audience, and purpose, write a 2–3-paragraph rough draft of your Unit 4 Assignment and post it to the Discussion Board. This is going to be a rough draft, so do not worry if it needs editing and revision. All drafts need work. Include a bit of self-reflection as well so the class knows how to best help you: · What aspects of your draft do you think could use development? · What aspects of your draft do you think are strong? · Which areas of your draft are you still working on? · Include an open-ended question about any issue your initial post raises which your classmates can help you with. Respond: Respond to classmates’ postings Make comments and ask questions about two classmates’ drafts. Be sure to address the following points: · What was the purpose of the document? · Who is the intended audience? · If you were the audience, would you be helped by the writer’s points and use of personal experience? How so? · Are there places where more needs to be said? · Using your knowledge of the revision process, what suggestions could you make for revising this draft? Review a sample student Discussion Board post. Discussion requirements Initial post should: · demonstrate effectively developed paragraphs · be on topic · be original · contribute to the quality of the discussion · make frequent and informed references to the unit concepts ASSIGNMENT Expressing Yourself Informally For the Unit 4 Assignment, you will write a 1–1.5-page, double spaced, informal and personal blog post on an issue that is in some way relevant to your field of study and that you have personal experience with. According to The Social Psychology Network, a blog, “short for "web log," is an online journal or record of sequential postings with news, commentary, or other material” (2017). Like an essay, a blog post establishes and develops a clear point about a topic or issue. Depending on the topic, audience, and purpose, a blog can be formal or informal. A blog written by an individual, for example, tends to be about his or her experience with the topic and is written in first person. Imagine for this Assignment that you have created your own blog site and that you are writing a post for your blog .

DB 1 Research Proposal and CorrelationMany times correlation .docx

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DB 1: Research Proposal and Correlation Many times correlation and causation can be confused. Discuss some roles that correlation and causation play in criminal justice. Find examples of each in criminal justice. DB 2 : Regression Analysis Find two academic articles that have been published that use regression analysis to answer a specific research question. Review and critique these studies. Be sure to identify the important components of the research (ie independent and dependent variable, data group, etc.). .

Daylamis GonzalezDiscussion 4Prepare a 350 word draft of.docx

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Daylamis Gonzalez Discussion 4 Prepare a 350 word draft of a clinical problem that you would like to use for your Research project. There should be an introduction to the problem (as to why it is a problem) that is documented with literature, a clear problem statement (one declarative sentence that begins with "The problem is...", and a purpose to your project. Post this as your Initial response. (Essential I-IX). The problem is falls among elderly and its relation with their health problems and surrounding environmental factors. Falls are one of the most common problems in the elderly around the world. A fall is defined as an event which results in a person coming to rest inadvertently on the ground or floor or at another lower level. Currently, there is no numerical criterion that classifies people as "elderly." However, the United Nations has determined that the age of 60+ should be used to refer to people as being "elderly. This is in spite of the fact that most developed countries take the chronological age of 65 years to define the ‘elderly. In the United States, falls are a leading cause of morbidity and mortality among mature adults. It is the second leading cause of accidental or unintentional injury/death after road traffic injuries. For example, of the 11 million adults aged 65 years and over living in the UK, around 30% of community-dwelling mature adults fall at least once in their lifetime. It was found in a study conducted in the Eastern Mediterranean Region that 30%–40% of adults older than 65 years residing in the community fall each year. The rates were higher in hospitalized patients and nursing home residents. Moreover, the incidence of falls rose steadily from middle-age onward peaking in persons older than 80 years. Falls may be associated with various contiguous environmental hazards such as carpets and rugs. Most falls (72.8%) occur at home. Women represented 80.2% of fall injury victims. Not surprisingly, perhaps, the most common location for fall injuries in the home is the bathroom (35.7%). Other environmental hazards include poor stairway design and disrepair, inadequate lighting, clutter, slippery floors, unsecured mats, and the lack of nonskid surfaces in bathtubs. There is a paucity of literature on the important topic of falls amongst the elderly in the Kingdom of Saudi Arabia. However, our study will focus on estimating the true extent of falls among the elderly within the community alone and examine the relationship between the health status of elderly people as well as the impact of the environment on their propensity to experience falls. References Tinetti ME, Speechley M, Ginter SF. Risk factors for falls among elderly persons living in the community. N Engl J Med. 1988;319:1701–7 Research Chair of Health Education and Health Promotion, The College of Medicine, HTTPs://www.ncbi.nlm.nih.gov/pmc/articles/PMC5774040 Maritza Leon Urinary Tract Infections in the Elderly Prepare a 350-word dra.

Day 0s s s s s s s s s ss s s s s s s s s ss s s s s s s .docx

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Day 0 s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s i i s s s s s s s s i i s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s Day 2 s s s s s s s s s s s s s s s s s s s s s s i i i i i i s s s s i i i i i i s s s s i i r r i i s s s s i i r r i i s s s s i i i i i i s s s s i i i i i i s s s s s s s s s s s s s s s s s s s s s s Day 4 i i i i i i i i i i i i i i i i i i i i i i r r r r r r i i i i r r r r r r i i i i r r r r r r i i i i r r r r r r i i i i r r r r r r i i i i r r r r r r i i i i i i i i i i i i i i i i i i i i i i Day 6 r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r Outbreak Ends: Day 6 Peak Day: Day 4 S: 0 I: 0 R: 100 V: 0 Day 0 s s s s s s s s s s s s s s s s s s s s v v v v v v v v v v s s s s s s s s s s s s s s i i s s s s s s s s i i s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s Day 2 s s s s s s s s s s s s s s s s s s s s v v v v v v v v v v s s s i i i i s s s s s i i r r i i s s s s i i r r i i s s s s s i i i i s s s s s s s i i s s s s s s s s s s s s s s s s s s s s s s s s Day 4 s s s s s s s s s s s s s s s s s s s s v v v v v v v v v v s i i r r r r i i s i i r r r r r r i i i i r r r r r r i i s i i r r r r i i s s s i i r r i i s s s s s i i i i s s s s s s s i i s s s s Day 6 s s s s s s s s s s s s s s s s s s s s v v v v v v v v v v i r r r r r r r r i r r r r r r r r r r r r r r r r r r r r i r r r r r r r r i i i r r r r r r i i s i i r r r r i i s s s i i r r i i s s Day 8 s s s s s s s s s s s s s s s s s s s s v v v v v v v v v v r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r i r r r r r r r r i i i r r r r r r i i Day 10 s s s s s s s s s s s s s s s s s s s s v v v v v v v v v v r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r Outbreak Ends: Day 10 Peak Day: Day 4 S: 20 I: 0 R: 70 V: 10 Threshold:2 Infectious Period:2 Display:2 s,s,s,s,s,s,s,s,s,s s,s,s,s,s,s,s,s,s,s v,v,v,v,v,v,v,v,v,v s,s,s,s,s,s,s,s,s,s s,s,s,s,i,i,s,s,s,s s,s,s,s,i,i,s,s,s,s s,s,s,s,s,s,s,s,s,s s,s,s,s,s,s,s,s,s,s s,s,s,s,s,s,s,s,s,s s,s,s,s,s,s,s,s,s,s Threshold:2Infectious Period:2Display:4sssssssssssssssssssssssssssssssssssssssssssiissssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssiisssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssss.

Davis Skaros has recently been promoted to production manager. He ha.docx

edwardmarivel

Davis Skaros has recently been promoted to production manager. He has just started to receive various managerial reports, including the production cost report you prepared. It showed his department had 2,000 equivalent units in ending inventory. His department has had a history of not keeping enough inventory on hand to meet demand. He has come to you, very angry, and wants to know why you credited him with only 2,000 units when he knows he had at least twice that many on hand. .

Davidsen Assignment 2 Boston University MET.docx

edwardmarivel

Davidsen: Assignment 2 Boston University MET AD 642 Project Management (Year and Term) Assignment 2 Case Study: Macondo Well Project NOTE: THIS IS NOT REALLY ABOUT MACONDO! THIS IS AN OLDER TOPIC PROVIDED TO SHOW FORMAT, LENGTH, AND STRUCTURE, AS AN EXAMPLE ONLY!!!! Leif Davidsen Issues: There were several issues related to global teams working across multiple sites and time zones. 1. The first major issue was that local sites created silos to insulate them from changes that were not in their best interest but needed for global team to succeed. 2. The next issue was that working across several time zones was affecting work/life balance and team performance. 3. Another challenging issue was the low cost objective that drove a disproportionate amount of new hires and graduates in low cost regions. 4. The team also struggled with project communication and coordination. Alternative Solution s: An alternative solution to the first issue related to geographic silos is to increase the team’s cultural competence. One idea is to make newsletters on global business developments and trends available to team members, and ask them to describe the most significant implications for each region during weekly meetings. The Overall Project Manager (OPM) should meet regularly with the area leaders to discuss important trends, issues, and common opportunities. The OPM should also work with HR to institute voluntary language and cross-cultural awareness training programs. The solution to the second issue is to work with HR to institute flexible working hours, telecommuting, compressed work weeks, part-time hours, and job sharing programs so that team members can adjust to different time zones without affecting quality of life. This solution needs to include training on prioritization to ensure critical tasks are completed or escalated to mitigate schedule risk. The third solution is to work with HR to identify skills training courses and use technology so that a command of the company’s language is not critical. It will also be important to establish rewards valued by each cultural group for sharing expertise, and conduct regular skill gap assessments and development plans. The final solution is to establish a communication plan for different levels of complexity and frequency. For example, important technical documents should be in multiple languages, contain pictures and diagrams to assist people who are not fluent in the company’s official language. Moreover, complex information should be communicated face to face whenever possible, and then follow-up with printed version, and documented minutes and action items discussed. Videoconferencing, net meetings, and online chats should be utilized wherever travel restrictions apply. Analysis of .

Day 08 ActivityFisher & HughesSeptember 21, 2018StudyA study was c.docx

edwardmarivel

Day 08 ActivityFisher & HughesSeptember 21, 2018Study A study was conducted to determine the effects of alcohol on human reaction times. Fifty-seven adult individuals within two-age groups were recruited for this study and were randomly allocated into one of three alcohol treatment groups – a control where the subjects remain sober during the entire study, a moderate group were the subject is supplied alcohol but is limited in such a way that their blood alcohol content (BAC) remains under the legal limit to drive (BAC of 0.08) and a group that received a high amount of alcohol to which their BAC may exceed the legal limit for driving. Each subject was trained on a video game system and their reaction time (in milliseconds) to a visual stimulus was recorded at 7 time points 30 minutes apart (labeled T0=0, T1=30, T2=60 and so on). At time point T0, all subjects were sober and those in one of the alcohol consumption groups began drinking after the first measured reaction time (controlled within the specifications outlined). The researcher is interested in determining the influence alcohol and age (namely, is reaction time different for those in the 20s versus 30s) has on reaction times. The task for today is to do a complete analysis for this study and dig into the effects of alcohol, age and time have on reaction times.Data input and wrangling First read in the data:alcohol <- read.csv("alcoholReaction.csv") head(alcohol)## Subject Age Alcohol T0 T1 T2 T3 T4 T5 T6 ## 1 1 24 Control 255.3 254.8 256.4 255.1 257.0 256.1 257.0 ## 2 2 34 Control 250.1 249.2 249.0 248.0 248.0 248.9 248.1 ## 3 3 31 Control 248.2 247.1 246.9 246.7 246.0 246.0 247.0 ## 4 4 24 Control 253.9 253.8 254.9 254.1 253.2 254.1 255.0 ## 5 5 38 Control 250.0 251.0 250.0 249.9 248.8 249.1 249.9 ## 6 6 38 Control 246.0 248.0 247.0 248.1 248.1 246.9 244.0 Note, the Age variable is recorded as an actual age in years, not the category of 20s or 30s like we want – we need to dichotomize this variable. Also note the data is in wide format – the reaction times (the response variables) are spread over multiple columns. We need a way to gather these columns into a single column. So we need to do some data processing. First consider the below code:head(alcohol %>% mutate(Age = case_when(Age<31 ~ "20s", Age %in% 31:40 ~ "30s")))## Subject Age Alcohol T0 T1 T2 T3 T4 T5 T6 ## 1 1 20s Control 255.3 254.8 256.4 255.1 257.0 256.1 257.0 ## 2 2 30s Control 250.1 249.2 249.0 248.0 248.0 248.9 248.1 ## 3 3 30s Control 248.2 247.1 246.9 246.7 246.0 246.0 247.0 ## 4 4 20s Control 253.9 253.8 254.9 254.1 253.2 254.1 255.0 ## 5 5 30s Control 250.0 251.0 250.0 249.9 248.8 249.1 249.9 ## 6 6 30s Control 246.0 248.0 247.0 248.1 248.1 246.9 244.0 case_when is essentially a piece-wise comparison. When Age is less than 31, you overwrite Age variable .

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1. Title ABC/123 Version X 1 Rural, Suburban, and Urban Issues Worksheet POL/215 Version 6 1 University of Phoenix MaterialRural, Suburban, and Urban Issues Worksheet Determine whether the following issues are associated with a rural, suburban, or urban community. Your answers may be a mix of two or all three. Provide a rationale for your answer by explaining why you think the issue is associated with this community. 1. Not enough public transportation – Rural, Suburban, or Urban 2. Roads – Rural, Suburban, or Urban 3. Traffic – Rural, Suburban, or Urban 4. Access to public services – Rural, Suburban, or Urban 5. Gang violence on the street – Rural, Suburban, or Urban 6. Gang activity in schools – Rural, Suburban, or Urban 7. School funding – Rural, Suburban, or Urban 8. Availability of energy, water, and resources – Rural, Suburban, or Urban

2. 9. Demands on ecosystems – Rural, Suburban, or Urban 10. Lack of diversity – Rural, Suburban, or Urban Copyright © XXXX by University of Phoenix. All rights reserved. Copyright © 2016, 2014, 2011, 2010, 2009 by University of Phoenix. All rights reserved.

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