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Topic : George Washington. Specific purpose: General information about George Washington. Thesis statement: George Washington was an important American revolutionary who left behind a great legacy . Introduction: George Washington was not just the first president; he was "the father of his country". In his role as general, he played an important role in the independence of the U.S. After the Revolutionary War, he was elected the first president of the U.S where he established a well- structured country with a strong central government. Body: 1-Birth and Childhood : Family and early life in Mount Vernon. 2- career and military service : Leading revolutionary army War with Great Britain. Elected as first president. 3- life as president: Achievements . Conflicts. 4- Retirement and Death Refrences: Thomas, N. G. (1992). G. Washington still America's finest. USA Today Magazine, 121(2570), 90 Zax, D. (2008). Washington's Boyhood Home. Smithsonian, 39(6), 24-28 Wood, G. S. (1992). The Greatness of George Washington. Virginia Quarterly Review, 68(2), 189-207. ...

Topic :
George Washington.
Specific purpose:
General information about George Washington.
Thesis statement: George Washington was an important
American revolutionary who left behind a great legacy .
Introduction:
George Washington was not just the first president; he was "the
father of his country". In his role as general, he played an
important role in the independence of the U.S. After the
Revolutionary War, he was elected the first president of the
U.S where he established a well- structured country with a
strong central government.
Body:
1-Birth and Childhood :
Family and early life in Mount Vernon.
2- career and military service :
Leading revolutionary army
War with Great Britain.
Elected as first president.
3- life as president:
Achievements .
Conflicts.
4- Retirement and Death
Refrences:
Thomas, N. G. (1992). G. Washington still America's finest.
USA Today Magazine, 121(2570), 90
Zax, D. (2008). Washington's Boyhood Home. Smithsonian,
39(6), 24-28
Wood, G. S. (1992). The Greatness of George Washington.
Virginia Quarterly Review, 68(2), 189-207.

Topic George Washington. Specific purposeGeneral informa.docx

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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.

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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.

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DDBA 8307 Week 4 Assignment TemplateJohn DoeDDBA 8.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.

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DBA CAPSTONE TEMPLATEThe pages in this template are correctl.docx

DBA CAPSTONE TEMPLATEThe pages in this template are correctl.docx

DBA CAPSTONE TEMPLATEThe pages in this template are correctl.docx

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 .

DB3.1 Mexico corruptionDiscuss the connection between pol.docx

DB3.1 Mexico corruptionDiscuss the connection between pol.docx

DB3.1 Mexico corruptionDiscuss the connection between pol.docx

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. .

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

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

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

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 .

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

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

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

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

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

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

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.

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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.

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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.

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