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Title ABC/123 Version X 1 Week One Assignment Worksheet PSY/410 Version 5 University of Phoenix MaterialWeek One Assignment WorksheetMatching Match the definitions to the correct theoretical model. 1. _____ Experiences as a child affect life. Child is influenced by caretaker but also has a part in development. 2. _____ 2–3 years of age and the body wants to retain and eliminate. 3. _____ When a stimulus elicits a specific response 4. _____ 6–12 years of age; skills and activities are the focus, rather than sexual exploration. 5. _____ Overall, people are good. Humans strive for health and wellbeing. Persons develop a sense of self and create a value system based on experiences, with the goal of self-actualizing. 6. _____ This is the part of the personality that mediates desires and the reality of the operational world. 7. _____ People are unique, values are important, and overall the goal is to find fulfillment. Individual experiences assist with confronting and understanding the negative world. 8. _____ This develops in time and becomes the moral compass of the personality. 9. _____ When learning is completed through observation alone; reinforcement or conditioning are absent. 10. _____ Thoughts are called schema, which is the knowledge that guides processing. This processing then leads the person to behave based on the thinking processes. 11. _____ Focus is on the mouth, and sensation is achieved by sucking. 12. _____ Information processing at a basic level and mental processing, which includes thinking, planning, and making decisions 13. _____ Includes two driving forces of life and death; life is sexual in nature and includes libido, and death includes aggression and destructive actions. Pleasure is derived here. 14. _____ The person has a goal and, with reinforcement, the behavior is repeated or withdrawn. 15. _____ Self-touch and exploration causes pleasure. 16. _____ When there is a predisposition for developing a disorder and stress is present in these persons with the predisposition 17. _____ Sexual relations become the focus for pleasure. A. Diathesis-stress models B. Psychoanalytic theory personality – Id C. Psychoanalytic theory personality – Ego D. Psychoanalytic theory personality – Superego E. Psychoanalytic theory stages – Oral F. Psychoanalytic theory stages – Anal G. Psychoanalytic theory stages – Phallic H. Psychoanalytic theory stages – Latency I. Psychoanalytic theory stages – Genital J. Attachment theory K. Behavior classical conditioning L. Behavior operant conditioning M. Behavior observational learning N. Existential perspective O. Humanistic perspective P. Cognitive behavioral perspective Q. Cognitive theory Essay In 150 to 200 words, describe the goals of clinical assessment and diagnosis. Explain how these goals affect treatment. Copyright © XXXX by University of Phoenix. All rights reserved. Copyright © 2013 by University of Phoenix. All rights reserved. ...
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Match the definitions to the correct theoretical model. .docx
Match the definitions to the correct theoretical model.
1. _____ Experiences as a child affect life. Child is influenced by caretaker but also has a part in development.
2. _____ 2–3 years of age and the body wants to retain and eliminate.
3. _____ When a stimulus elicits a specific response
4. _____ 6–12 years of age; skills and activities are the focus, rather than sexual exploration.
5. _____ Overall, people are good. Humans strive for health and wellbeing. Persons develop a sense of self and create a value system based on experiences, with the goal of self-actualizing.
6. _____ This is the part of the personality that mediates desires and the reality of the operational world.
7. _____ People are unique, values are important, and overall the goal is to find fulfillment. Individual experiences assist with confronting and understanding the negative world.
8. _____ This develops in time and becomes the moral compass of the personality.
9. _____ When learning is completed through observation alone; reinforcement or conditioning are absent.
10. _____ Thoughts are called schema, which is the knowledge that guides processing. This processing then leads the person to behave based on the thinking processes.
11. _____ Focus is on the mouth, and sensation is achieved by sucking.
12. _____ Information processing at a basic level and mental processing, which includes thinking, planning, and making decisions
13. _____ Includes two driving forces of life and death; life is sexual in nature and includes libido, and death includes aggression and destructive actions. Pleasure is derived here.
14. _____ The person has a goal and, with reinforcement, the behavior is repeated or withdrawn.
15. _____ Self-touch and exploration causes pleasure.
16. _____ When there is a predisposition for developing a disorder and stress is present in these persons with the predisposition
17. _____ Sexual relations become the focus for pleasure.
A. Diathesis-stress models
B. Psychoanalytic theory personality – Id
C. Psychoanalytic theory personality – Ego
D. Psychoanalytic theory personality – Superego
E. Psychoanalytic theory stages – Oral
F. Psychoanalytic theory stages – Anal
G. Psychoanalytic theory stages – Phallic
H. Psychoanalytic theory stages – Latency
I. Psychoanalytic theory stages – Genital
J. Attachment theory
K. Behavior classical conditioning
L. Behavior operant conditioning
M. Behavior observational learning
N. Existential perspective
O. Humanistic perspective
P. Cognitive behavioral perspective
Q. Cognitive theory
...
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Match the definitions to the correct theoretical model. .docx
Match the definitions to the correct theoretical model.
1. _____ Experiences as a child affect life. Child is influenced by caretaker but also has a part in development.
2. _____ 2–3 years of age and the body wants to retain and eliminate.
3. _____ When a stimulus elicits a specific response
4. _____ 6–12 years of age; skills and activities are the focus, rather than sexual exploration.
5. _____ Overall, people are good. Humans strive for health and wellbeing. Persons develop a sense of self and create a value system based on experiences, with the goal of self-actualizing.
6. _____ This is the part of the personality that mediates desires and the reality of the operational world.
7. _____ People are unique, values are important, and overall the goal is to find fulfillment. Individual experiences assist with confronting and understanding the negative world.
8. _____ This develops in time and becomes the moral compass of the personality.
9. _____ When learning is completed through observation alone; reinforcement or conditioning are absent.
10. _____ Thoughts are called schema, which is the knowledge that guides processing. This processing then leads the person to behave based on the thinking processes.
11. _____ Focus is on the mouth, and sensation is achieved by sucking.
12. _____ Information processing at a basic level and mental processing, which includes thinking, planning, and making decisions
13. _____ Includes two driving forces of life and death; life is sexual in nature and includes libido, and death includes aggression and destructive actions. Pleasure is derived here.
14. _____ The person has a goal and, with reinforcement, the behavior is repeated or withdrawn.
15. _____ Self-touch and exploration causes pleasure.
16. _____ When there is a predisposition for developing a disorder and stress is present in these persons with the predisposition
17. _____ Sexual relations become the focus for pleasure.
A. Diathesis-stress models
B. Psychoanalytic theory personality – Id
C. Psychoanalytic theory personality – Ego
D. Psychoanalytic theory personality – Superego
E. Psychoanalytic theory stages – Oral
F. Psychoanalytic theory stages – Anal
G. Psychoanalytic theory stages – Phallic
H. Psychoanalytic theory stages – Latency
I. Psychoanalytic theory stages – Genital
J. Attachment theory
K. Behavior classical conditioning
L. Behavior operant conditioning
M. Behavior observational learning
N. Existential perspective
O. Humanistic perspective
P. Cognitive behavioral perspective
Q. Cognitive theory
...
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Literature Research on Personality development and personality disorders prepared by Daniel Asare, a psychiatric mental health nurse and the founder of Asdanny Health Consult.
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This study aimed at identifying emotional intelligence Levels among gifted and ordinary students as well as finding wether there were differences among these students. The study was conducted on a sample of (100) ordinary and gifted eight graders at thaled bin al-waleed and king Abdullah II excellence schools at Irbid governorate, where (50) students from each school were selected. Data were collected using a researcher based on Goleman (1983) model, developed questionnaire. Results showed that emotional intelligence level among gifted students was high, however, among ordinary students, emotional level was moderate. Results also showed statistically significant differences in emotional intelligence levels between ordinary and gifted students where gifted students outperformed their ordinary partuers in this intelligence. The study also included some suggested recommendation.
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Consider the models of Piaget, Erickson, and others regarding the stages of cognitive developmental. Do these models suggest a correlation between cognitive development and learning development throughout the human lifespan? Why or why not?
Learning development consists of allowing a person to learn at their own pace so they fully understand what is learned and feel accomplished when they master a task. If a person is pushed to learn to fast, they feel defeated because they do not understand the concepts. If a person is learning at a pace that is too slow, they become bored. People also need to have time to learn, reflect, and apply what they have learned (Mayhew, Wolniak & Pascarella, 2008). Although some learning needs to be structured so people learn the correct concepts, there needs to be time for out of the box thinking and hands on applications.
Piaget’s stages of cognitive development starts with an infant that cannot recognize that they are separate from the world and ends around age 11 where a child has a good concept of themselves and the world around them (Malerstein and Ahern, 1979). Erickson’s stages of life development stretches from birth to old age. Erickson believed that people had to complete steps in one phase before entering the next stage. These stages go from learning about one’s self and the world and end in reflecting on life and making sure all questions are answered (Ornstein, Cron & Slocum, 1989). Both of these models have a correlation with learning development. People have to learn certain things in each stage of their life. If they do not learn or accomplish certain things it is difficult for them to move forward in their life. Although there are age ranges set up with the models of cognitive development not everyone reaches each stage in the same time period. Just like learning development, people must learn and accomplish things at their own pace.
Resources:
Malerstein, A., & Ahern, M. M. (1979). Piaget's Stages of Cognitive Development and Adult Character Structure. American Journal Of Psychotherapy, 33(1), 107. Retrieved from: https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=rlh&AN=5349402&site=eds-live&scope=site
Mayhew, M. J., Wolniak, G. C., & Pascarella, E. T. (2008). How Educational Practices Affect the Development of Life-long Learning Orientations in Traditionally-aged Undergraduate Students. Research in Higher Education, (4). 337. Retrieved from: https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsjsr&AN=edsjsr.25704567&site=eds-live&scope=site
Ornstein, S., Cron, W. L., & Slocum, J. W. (1989). Life stage versus career stage: A comparative test of the theories of Levinson and Super. Journal Of Organizational Behavior, 10(2), 117-133. Retrieved from: https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1989-31344-001&site=eds- ...
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TNEEL-NE Theoretical Perspectives Learning Activ.docx
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Theoretical Perspectives
Learning Activities
Compiled by Jinny Tesiik, M.A., Bereavement Counselor. Used with permission
Activity 2: The Creative Expressions and Descriptions of Grief and Loss
Directions: The sayings are separated with dashed lines. To prepare for the in-class activity,
print the pages and cut on the dashed lines to separate each saying.
Page 1
C:\Documents and Settings\gregory.fiero\My Documents\UTA\N3325 Holistic Care of Older
Adults\Resources\Grief Activity Sayings_TNEEL.doc
TNEEL-NE 2001 D.J. Wilkie & TNEEL Investigators Grief: Theoretical Perspectives
TNEEL-NE
Saying 1: Edgar N. Jackson “You and Your Grief”
GRIEF is...
Grief is the intense emotion that floods life when a person’s inner security system is shattered by an acute loss,
usually associated with the death of someone important in his/her life.
In more personal terms, grief is a young widow who must find a way to bring up her three children, alone. Grief is
the angry reaction of a man so filled with shocked uncertainty and confusion that he strikes out at the nearest
person. Grief is the little old lady who goes to the funeral of a stranger and does some unfinished business of her
own feelings by crying her eyes out there; she is weeping for herself, for the event she is sure will come, and for
which she has so little help in preparing herself.
Grief is a mother walking daily to a nearby cemetery to stand quietly alone for a few moments before she goes on
about the tasks of the day; she knows that part of her is in the cemetery, just as part of her is in her daily work.
Grief is the deep sympathy one person has for another when he wants to do all he can to help resolve a tragic
experience. Grief is the silent, knifelike terror and sadness that comes a hundred times a day, when you start to
speak to someone who is no longer there.
Grief is the emptiness that comes when you eat alone after eating with another for years. Grief is the desperate
longing for another whose loss you cannot learn to endure. Grief is teaching yourself how to go to bed without
saying good night to the one who has died. Grief is the helpless wishing that things were different when you know
they are not and never will be again. Grief is a whole cluster of adjustments, apprehensions that strike life in its
forward progress and make it difficult to reorganize and redirect the energies of life.
Grief is always more than sorrow. Bereavement is the event in personal history that triggers the emotion of grief
Mourning is the process by which the powerful emotion is slowly and painfully brought under control. But when
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To Board of Directors of Reed Elsevier Plc.From Report.docx
To Board of Directors of Reed Elsevier Plc.
From Reporting Accountant
Date 11th November 2015
Subject: Corporate performance analysis 2010 - 2014
Introduction
The following report shows the financial appraisal of Reed Elsevier Plc. The financial analysis relates to five years financial period covering the periods 2010-2014. In order to have a full understanding of the figures computed I have attached a summary of five appendices. This appendix shows the vertical and horizontal trend analysis and the financial ratios covering the relevant period included in your financial statements.
Financial Ratio Analysis-Profitability
Reed Elsevier Plc. has maintained a high level of Return on Capital employed during the five year financial period. The Return on capital employed shows an upward trend over the years from 15.01% in 2010 to 19.61% in 2014. This shows that the company is performing above the industrial average benchmark of 8%-11% which indicates a favourable business performance and improvement in its profit margins. Further progress can be made if the business utilises its fixed assets more effectively and minimises its working capital.
The gross profit margin is viewed as gross profit expressed as a percentage of total revenues. A high Gross profit margin indicates increased profitability. As seen in our computation the gross profit margin from 2010-2014 was 63.52%, 64.58%, 65.03%, 64.90% and 65.25%. The result implies that Reed Elsevier Plc was able to generate £63.52, £64.58, £65.03, £64.90 and £65.25 of operating profit from every hundred pound of sales revenue in the corresponding financial years. These ratios above shows a moderate increase from 63.52% in 2010 to 65.25% in 2014. Despite slight decrease in 2013 to 64.90%, the gross profit margin improved marginally by 63.52% in 2010 to 65.25% in 2014. The decrease in gross profit margin in 2013 might be due to rise in inventory cost. Reed Elsevier Plc would be able to maintain a high profit margin by increasing revenue while decreasing its operating cost simultaneously. It may be plausible to increase selling price and reduce the cost of sales. More so, the company may choose to alter its product mix and sales mix in line with effective pricing policy.
Similarly, a review of the net profit margin shows a steady increase over the 5 years period from 18.00% in 2010 to 24.29% in 2014 providing evidence that the business is efficient in converting sales to profit.
There was a decrease in Return on Assets from 13.11% in 2013 to 12.65% in 2014. This occurred after an initial and steady increase from 9.77% in 2010. This suggests that the decrease in net income might have had a negative impact on the company’s earnings on investments. This may also suggest that the company did not utilise its assets efficiently during the period of decline.
The Asset Turnover fluctuated during the period showing a decline from 0.54 in 2010 to 0.52 in 2014. The low asset turnover can be attributed t ...
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Consider the models of Piaget, Erickson, and others regarding the stages of cognitive developmental. Do these models suggest a correlation between cognitive development and learning development throughout the human lifespan? Why or why not?
Learning development consists of allowing a person to learn at their own pace so they fully understand what is learned and feel accomplished when they master a task. If a person is pushed to learn to fast, they feel defeated because they do not understand the concepts. If a person is learning at a pace that is too slow, they become bored. People also need to have time to learn, reflect, and apply what they have learned (Mayhew, Wolniak & Pascarella, 2008). Although some learning needs to be structured so people learn the correct concepts, there needs to be time for out of the box thinking and hands on applications.
Piaget’s stages of cognitive development starts with an infant that cannot recognize that they are separate from the world and ends around age 11 where a child has a good concept of themselves and the world around them (Malerstein and Ahern, 1979). Erickson’s stages of life development stretches from birth to old age. Erickson believed that people had to complete steps in one phase before entering the next stage. These stages go from learning about one’s self and the world and end in reflecting on life and making sure all questions are answered (Ornstein, Cron & Slocum, 1989). Both of these models have a correlation with learning development. People have to learn certain things in each stage of their life. If they do not learn or accomplish certain things it is difficult for them to move forward in their life. Although there are age ranges set up with the models of cognitive development not everyone reaches each stage in the same time period. Just like learning development, people must learn and accomplish things at their own pace.
Resources:
Malerstein, A., & Ahern, M. M. (1979). Piaget's Stages of Cognitive Development and Adult Character Structure. American Journal Of Psychotherapy, 33(1), 107. Retrieved from: https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=rlh&AN=5349402&site=eds-live&scope=site
Mayhew, M. J., Wolniak, G. C., & Pascarella, E. T. (2008). How Educational Practices Affect the Development of Life-long Learning Orientations in Traditionally-aged Undergraduate Students. Research in Higher Education, (4). 337. Retrieved from: https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsjsr&AN=edsjsr.25704567&site=eds-live&scope=site
Ornstein, S., Cron, W. L., & Slocum, J. W. (1989). Life stage versus career stage: A comparative test of the theories of Levinson and Super. Journal Of Organizational Behavior, 10(2), 117-133. Retrieved from: https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1989-31344-001&site=eds- ...
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There are about eight approaches in psychology.
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8. clinical psychology
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Children learn more from what they are than from what you teach. A child is going through a tremendous number of changes and many external factors can contribute to the kid’s problems. Therefore, it is crucial to understand what influences a child’s development and foster help from psychological problems during childhood. Our 2 Month Program in Child Psychology focuses on the mental, behavioural and emotional development of a child, mainly from birth to adolescence. As an aspiring child psychologist, you must possess the requisite skills and knowledge to grow in this field and this course will get you a step closer to success!
ducational Psychology provides an intern
notes for Educational pyschology for undergraduate and masters students who need information that is relevant for exams or test.It will be useful for teachers too ,Educational psychology is one of the oldest branches in the field, with roots dating back at least to Plato.
Plato believed that learning is based on the mind’s innate capacity to receive information and judge its intellectual and moral value.
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Eng principles of human developmet
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Sebagai guru yang profesional sebaiknya kita memahami dulu kondisi anak didik kita :)
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Compiled by Jinny Tesiik, M.A., Bereavement Counselor. Used with permission
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Directions: The sayings are separated with dashed lines. To prepare for the in-class activity,
print the pages and cut on the dashed lines to separate each saying.
Page 1
C:\Documents and Settings\gregory.fiero\My Documents\UTA\N3325 Holistic Care of Older
Adults\Resources\Grief Activity Sayings_TNEEL.doc
TNEEL-NE 2001 D.J. Wilkie & TNEEL Investigators Grief: Theoretical Perspectives
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GRIEF is...
Grief is the intense emotion that floods life when a person’s inner security system is shattered by an acute loss,
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In more personal terms, grief is a young widow who must find a way to bring up her three children, alone. Grief is
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person. Grief is the little old lady who goes to the funeral of a stranger and does some unfinished business of her
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Grief is the deep sympathy one person has for another when he wants to do all he can to help resolve a tragic
experience. Grief is the silent, knifelike terror and sadness that comes a hundred times a day, when you start to
speak to someone who is no longer there.
Grief is the emptiness that comes when you eat alone after eating with another for years. Grief is the desperate
longing for another whose loss you cannot learn to endure. Grief is teaching yourself how to go to bed without
saying good night to the one who has died. Grief is the helpless wishing that things were different when you know
they are not and never will be again. Grief is a whole cluster of adjustments, apprehensions that strike life in its
forward progress and make it difficult to reorganize and redirect the energies of life.
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To Board of Directors of Reed Elsevier Plc.From Report.docx
To Board of Directors of Reed Elsevier Plc.
From Reporting Accountant
Date 11th November 2015
Subject: Corporate performance analysis 2010 - 2014
Introduction
The following report shows the financial appraisal of Reed Elsevier Plc. The financial analysis relates to five years financial period covering the periods 2010-2014. In order to have a full understanding of the figures computed I have attached a summary of five appendices. This appendix shows the vertical and horizontal trend analysis and the financial ratios covering the relevant period included in your financial statements.
Financial Ratio Analysis-Profitability
Reed Elsevier Plc. has maintained a high level of Return on Capital employed during the five year financial period. The Return on capital employed shows an upward trend over the years from 15.01% in 2010 to 19.61% in 2014. This shows that the company is performing above the industrial average benchmark of 8%-11% which indicates a favourable business performance and improvement in its profit margins. Further progress can be made if the business utilises its fixed assets more effectively and minimises its working capital.
The gross profit margin is viewed as gross profit expressed as a percentage of total revenues. A high Gross profit margin indicates increased profitability. As seen in our computation the gross profit margin from 2010-2014 was 63.52%, 64.58%, 65.03%, 64.90% and 65.25%. The result implies that Reed Elsevier Plc was able to generate £63.52, £64.58, £65.03, £64.90 and £65.25 of operating profit from every hundred pound of sales revenue in the corresponding financial years. These ratios above shows a moderate increase from 63.52% in 2010 to 65.25% in 2014. Despite slight decrease in 2013 to 64.90%, the gross profit margin improved marginally by 63.52% in 2010 to 65.25% in 2014. The decrease in gross profit margin in 2013 might be due to rise in inventory cost. Reed Elsevier Plc would be able to maintain a high profit margin by increasing revenue while decreasing its operating cost simultaneously. It may be plausible to increase selling price and reduce the cost of sales. More so, the company may choose to alter its product mix and sales mix in line with effective pricing policy.
Similarly, a review of the net profit margin shows a steady increase over the 5 years period from 18.00% in 2010 to 24.29% in 2014 providing evidence that the business is efficient in converting sales to profit.
There was a decrease in Return on Assets from 13.11% in 2013 to 12.65% in 2014. This occurred after an initial and steady increase from 9.77% in 2010. This suggests that the decrease in net income might have had a negative impact on the company’s earnings on investments. This may also suggest that the company did not utilise its assets efficiently during the period of decline.
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Control Charts
In addition to the text book, make sure you peruse the Various Essays, Explanations, and Q&A About Quality folder at the documents button. At least look to see what sort of information is in that folder (and all folders) under the documents button. Make sure you read the Why We Use Control Chart Factors and Control Chart Notation and Formulas documents because they are part of this lecture/essay. You will also have to use other files in this folder to complete this assignment.
I have already introduced that separating random error (common cause) from non-random error (special cause) is central to quality. Why is that so? We can’t do anything about common cause error for a given situation; therefore it is a waste of time and other resources to try. Trying to control common cause error actually leads to more error! We potentially can eliminate or reduce special cause error (which can save money and other resources, improve efficiency and quality, and do other good things). Is it worthwhile to get rid of the special cause error? Overall, yes (otherwise we would care about quality, or accuracy, or precision). However, it is possible to spend more money fixing a problem that the money lost due to the problem (just take a look at a lot of government funded programs!). Therefore, some sort of cost-benefit analysis is necessary to decide which special cause errors to tackle.
Essentially, quality is about hitting the target as consistently as possible. Both common and special cause error cause us to miss the target (be less accurate) and to be less consistent (less precise or reliable). When accuracy or precision is reduced, quality goes down, safety goes down, efficiency goes down, customer satisfaction goes down, profit goes down, and employee satisfaction goes down (and all the unwanted opposites, e.g., costs, complaints, accidents, etc. go up).
Control charts track the accuracy and/or precision of a process (or part dimension or other quality characteristic). By itself, plotting the accuracy and precision is a valuable thing. But humans are not good at eyeballing data and gleaning all the meaning that can be gleaned from that data (this is why we use summary/descriptive statistics, to help us make sense of the data). Specifically, humans are not good at separating common and special cause error. A control chart helps us decide if error is random or not because it has control limits based on probabilities. If a control limit is reached or exceeded (or there are distinguishable non-random patterns or trends) the conclusion is reached that the error is due to a special cause.
What a control chart actually does is plot a statistic, e.g., the average diameter of a part, over time. You will learn more about this in future lectures, e.g., an X-bar (average/mean) chart plots a t-test over time. But you do not have to know much statistics to layout, fill in, or interpret a control chart b ...
TitleHOW DIVERSITY WORKS. AuthorsPhillips, Katherine W.1.docx
Title:
HOW DIVERSITY WORKS.
Authors:
Phillips, Katherine W.1
Source:
Scientific American. Oct2014, Vol. 311 Issue 4, p43-47. 5p.
Document Type:
Article
Subject Terms:
*DIVERSITY in organizations
*DIVERSITY in the workplace
*INNOVATIONS in business
*CREATIVE ability in business
*TEAMS in the workplace
*GROUP decision making
*ORGANIZATIONAL sociology
*ETHNICITY -- Social aspects
Abstract:
The article discusses the benefits of diversity in organizations. The author notes that research has shown social diversity in a group can cause discomfort, a lack of trust, and lower communication, adding that research has also shown that socially diverse groups are more innovative than homogeneous groups. Topics include the concept of informational diversity, the impact of racial diversity on small decision-making groups, and how diversity promotes hard work, diligence, and creativity.
Author Affiliations:
1Paul Caleb Professor of Leadership and Ethics and senior vice dean, Columbia Business School
Full Text Word Count:
2152
ISSN:
0036-8733
Accession Number:
98530148
Persistent link to this record (Permalink):
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Cut and Paste:
<a href="https://ezproxy.faytechcc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=98530148&site=eds-live">HOW DIVERSITY WORKS.</a>
Database:
Academic Search Complete
THE STATE OF THE WORLD'S SCIENCE 2014
THE FIRST THING to acknowledge about diversity is that it can be difficult. In the U.S., where the dialogue of inclusion is relatively advanced, even the mention of the word "diversity" can lead to anxiety and conflict. Supreme Court justices disagree on the virtues of diversity and the means for achieving it. Corporations spend billions of dollars to attract and manage diversity both internally and externally, yet they still face discrimination lawsuits, and the leadership ranks of the business world remain predominantly white and male. It is reasonable to ask what good diversity does us. Diversity of expertise confers benefits that are obvious -- you would not think of building a new car without engineers, designers and quality-control experts -- but what about social diversity? What good comes from diversity of race, ethnicity, gender and sexual orientation? Research has shown that social diversity in a group can cause discomfort, rougher interactions, a lack of trust, greater perceived interpersonal conflict, lower communication, less cohesion, more concern about disrespect, and other problems. So what is the upside?
The fact is that if you want to build teams or organizations capable of innovating, you need diversity. Diversity enhances creativity. It encourages the search for novel information and perspectives, leading to better decision making and problem solving. Diversity can improve the bottom line of companies and lead to unfettered discoveries and breakthrough innova ...
TitleAuthorSetting.docx
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TitleAJS504 Week 1 AssignmentName of StudentI.docx
Title
AJS/504 Week 1 Assignment
Name of Student
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TitleABC123 Version X1Working in Diverse GroupsPSY.docx
Title
ABC/123 Version X
1
Working in Diverse Groups
PSY/110 Version 2
1
University of Phoenix MaterialWorking in Diverse Groups
Thank you for submitting your application at Rodarte’s Marketing Group, a company that prides itself on its diverse work culture. The first stage of the process is a written interview. Please provide your answers to the following questions.
1. What is cultural competence?
2. How is cultural competence advantageous in the workplace?
3. What two or three strategies can you use to develop cultural competence?
4. What strategies can you use to become more at ease with differences and diversity?
5. What does your ideal workplace look like? How would you like to be treated? How should you treat others?
Copyright © XXXX by University of Phoenix. All rights reserved.
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TitleBUS-FP3061 – Fundamentals of AccountingRatioYear .docx
TitleBUS-FP3061 – Fundamentals of Accounting
Ratio
Year 1
Year 2
Current ratio
3.12:1
2.96:1
Quick ratio
1.34:1
1.02:1
Receivables turnover
9.7 times
10.2 times
Inventory turnover
2.4 times
2.3 times
Profit margin
11.4%
12.6%
Asset turnover
1.21 times
1.22 times
Return on assets
13.7%
15.4%
Return on equity
28.5%
29.3%
Price-earnings ratio
10.4 times
12.4 times
Debt ratio
50.2%
45.3%
Times interest earned
9.6 times
13.0 times
Capella Proprietary and Confidential
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Capella Proprietary and Confidential
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Last updated: 8/28/2017 3:04 PM
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Ratio AnalysisBUS-FP3061 - Fundamentals of AccountingAssessment 5, Part 1 Template2013 Calculations2013 AnswersCurrent ratioQuick ratioReceivables turnoverInventory turnoverProfit marginAsset turnoverReturn on assetsReturn on equityEarnings per sharePrice-earningsCash Dividend payoutDebt ratioDebt-to-EquityTimes interest earned
Financial StatementsBUS-FP3061 - Fundamentals of AccountingAssessment 5, Part 1 TemplateOrange CompanyOrange CompanyIncome StatementBalance SheetsFor the Years Ended December 31December 312013201220132012Net sales (all on account)$ 600,000$ 520,000AssetsExpenses:Current AssetsCost of Goods Sold$ 415,000$ 354,000Cash$ 21,000$ 18,000Selling and administrative$ 120,800$ 114,600Short-term investments$ 18,000$ 15,000Interest Expense$ 7,800$ 6,000Accounts Receivable$ 86,000$ 74,000Income Tax Expense$ 18,000$ 14,000Inventory$ 90,000$ 70,000Total expenses$ 561,600$ 488,600Total Current Assets$ 215,000$ 177,000Net Income$ 38,400$ 31,400Plant Assets$ 423,000$ 383,000Total Assets$ 638,000$ 560,000Additional Data:1. The common stock recently sold at $19.50 per share.Liabilities and Stockholder's Equity2. Cash dividends in the amount of $15,400 were paid-out in 2013.Current LiabilitiesAccounts Payable$ 122,000$ 110,000Income Taxes Payable$ 23,000$ 20,000Total Curent Liabilities$ 145,000$ 130,000Long-term LiabilitiesBonds Payable$ 120,000$ 80,000Total Liabilities$ 265,000$ 210,000Stockholder's EquityCommon Stock ($5 par value)$ 150,000$ 150,000Retained Earnings$ 223,000$ 200,000Total Stockholder's Equity$ 373,000$ 350,000Total Liabilities and Stockholder's Equity$ 638,000$ 560,000
TemplateBUS-FP3061 Fundamentals of Accounting
Instructions
Please leave an empty row at the end of each transaction before continuing on to the next one.
Trans. #
Accounts
Debit
Credit
Capella Proprietary and Confidential
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TitleAuthorsSourceDocument TypeSubject Terms.docx
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Authors:
Source:
Document Type:
Subject Terms:
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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 ...
TitleABC123 Version X1Week Two Assignment Worksheet.docx
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 X1Weekly Overview Week FourHCS.docx
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: ...
TitleABC123 Version X1Week 4 Practice Worksheet.docx
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 X1Workplace Safety Plan Worksheet.docx
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 ...
TitleABC123 Version X1Week 4 Practice Worksheet PSY.docx
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
...
TMGT 361Assignment V InstructionsLectureEssayStatistics 001.docx
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 ...
TL3127 Creativity & Innovation in Organisations – 201718Assig.docx
TL3127 Creativity & Innovation in Organisations – 2017/18
Assignment 3 Critical essay (50% of final grade)
Submission Date12 noon on 11th January 2018
Assignment Three
Assignment 3 is designed to assess Learning Outcomes 1 & 2.
1.
Demonstrate and develop creative thinking and creative problem solving competencies
2.
Critically compare creativity and innovation
Requirement:
Critically review an example of creativity in the workplace, using appropriate theoretical perspectives to support your analysis. Assess how and why it has made a difference in the industry and consider future possible development.
[2000 words]
1
Marking criteria for Assignment 2:
Grade %
Knowledge / Understanding
Argument / Evaluation /
Application
Research /
Evidence/ Interpretation
Presentation / Structure / Referencing
What do you know and understand?
What do you do with this?
How do you evidence/support this?
How do you communicate this?
86-100
Demonstrates outstanding knowledge and comprehension of theories on creativity & innovation in the workplace
Shows an outstanding ability to apply knowledge on creativity & innovation to analyse information in order to make reasoned judgements.
Accesses and interprets creativity & innovation in organisations in an authoritative manner
Information professionally presented, structured and communicated; references accurate, reliable and precise
70-85
Demonstrates excellent knowledge and comprehension of theories on creativity & innovation in the workplace
Shows an excellent ability to apply knowledge on creativity & innovation to analyse information in order to make reasoned judgements.
Accesses and interprets creativity & innovation in organisations in a persuasive manner
Information excellently presented, structured and communicated; references accurate, reliable and precise
60-69
Demonstrates very good knowledge and comprehension of theories on creativity & innovation in the workplace
Shows a very good ability to apply knowledge on creativity & innovation to analyse information in order to make reasoned judgements.
Accesses and interprets creativity & innovation in organisations in a convincing manner
Information precisely presented, structured and communicated; references accurate and reliable
50-59
Demonstrates good knowledge and comprehension of theories on creativity & innovation in the workplace
Shows a good ability to apply knowledge on creativity & innovation to analyse information in order to make reasoned judgements.
Accesses and interprets creativity & innovation in organisations in a confident manner
Information confidently/ clearly presented, structured and communicated; references generally accurate with minor deficiencies
40-49
Demonstrates satisfactory knowledge and comprehension of theories on creativity & innovation in the workplace
Shows a satisfactory ability to apply knowledge on creativity & innovation to analyse information in order to make reasoned judgements.
Demonstrates basic abi ...
Title The Ship of LoveDate ca. 1500Period RenaissanceRela.docx
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 ...
TitleABC123 Version X1Week 1 Practice WorksheetPSY.docx
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 ...
TitleCollapseTop of FormTotal views 3 (Your views 1)Ar.docx
Title
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Top of Form
Total views: 3 (Your views: 1)
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TMDL For Temperature in Ken’s Lake, Utah Prepa.docx
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 ...
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