Unit 3 lesson 3 sustainable cultural tourism learning go

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Unit 3 lesson 3 sustainable cultural tourism learning go

Unit 3: Lesson 3
Sustainable Cultural Tourism
Learning Goals:
-expand your vocabulary of Travel and Tourism key words and
terms
-identify recent trends in travel and tourism
-analyze the economic, political and cultural effects of tourism-
related development on a community or region
-analyze the involvement of indigenous peoples in travel and
tourism
-analyze the major characteristics of selected tourist regions in
terms of natural, cultural, economic, and
political criteria
Success Criteria:
-successfully complete the unit test
-use the Travel and Tourism terminology appropriately
-successfully complete the Comparative Assignment
LESSON TASKS:
• Read the text pages which follow- the entire chapter.
• Answer the following questions in your notes:
TERMINOLOGY:
Define the following terms so that you can explain them (write
the meanings in
your own words):
centrally controlled state
empowerment

ethical travel
external market
internal market
reunification
societal guidance
sustainable cultural tourism
(pages 204-207)
1. Why are international organizations concerned with educating
people about cultural tourism?
(pages 208-211)
2. What circumstances helped to preserve Gaelic cultural
traditions
in Nova Scotia?
3. What is the main difference between the internal and
external
markets for Gaelic tourism to Nova Scotia?
4. In the case study on Cultural Tourism in Nova Scotia, how
are
economic benefits closely tied to cultural sustainability?
(pages 212-219)
5. Describe the trends in Vietnam’s increasing tourism.
(pages 220-227)
6. Explain why it is important to protect Aboriginal culture.
7. How have the Anangu protected their culture while still
participating in cultural tourism? Suggest two off-shoot
businesses
that could be developed to support cultural tourism in that area.

ASSIGNMENT TO SUBMIT for this lesson:
Comparing Travel and Tourism Industries in Vietnam and
Canada
Use information from the text and do additional research to
compare
the travel and tourism industries of Vietnam and Canada.
Use these categories:
1. Opportunities
2. Challenges
3. Role of Government
4. Role of Local People
5. The Future
• You may organize your information in chart form.
• Write one paragraph summarizing your findings.
• List the websites you use for your additional research.
Knowledge: 10 marks
Communication: 5 marks
Application: 5 marks
Total: 20 marks

Unit 3 lesson 3 sustainable cultural tourism learning go

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BCJ 4385, Workplace Security 1 UNIT IV STUDY GUIDE I.docx

BCJ 4385, Workplace Security 1 UNIT IV STUDY GUIDE I.docx

BCJ 4385, Workplace Security 1 UNIT II STUDY GUIDE Threats and Legal Aspects to Security Course Learning Outcomes for Unit II Upon completion of this unit, students should be able to: 1. Evaluate threats to safety and security within the private, corporate, and local level. 2. Analyze the legal issues present within the private security profession and the court of law. 3. Outline various crime causation theories and how this impacts workplace security. Unit Lesson General Overview Have you ever entered an area or a building and immediately felt as if you were in imminent danger? Do you remember that feeling you get in your chest and gut when you almost slip and fall on the wet tile floor in your house? Alternatively, have you entered a building and felt like you were trying to enter an armory? Have you ever been stopped in an arena or airport or even a shopping mall and asked to provide your bag for searching? You’ve probably answered yes to at least one of these questions. We have all, whether we realize it or not, experienced threats to our safety and security and benefited from the legal aspects of safety that help provide ethical standards and expectations for the maintenance of safety. Threats to safety and security can be intentional or unintentional and, as such, have numerous sources. These sources range from accidents and human error, to natural and environmental disasters, to civil disorder and crime. For example, identity theft is a major concern since much of the commerce transactions are now done online. Oftentimes the theft is a result of human error, such as not shredding documents that contain personal information or not using a secure web browser to conduct transactions. Human error is also exhibited when employees do not properly handle merchandise, resulting in its theft, damage, or lack of repair. Natural disasters are said to be a direct result of “the forces of nature.” We often see natural disasters in the form of forest fires, earthquakes, and tsunamis. On the other hand environmental disasters are the result of hazardous materials being released into the environment. These types of disasters are the result of some type of hazardous materials being released in larger amounts into the environment (e.g., oil spill, leakage of nuclear reactors). Fire and environmental disasters are examples of how the sources of the threats to security and safety can be hard to identify and/or intertwined. A fire can be started by lightning, it can result from human error that causes a spark (e.g., a loose metal chain being dragged across concrete at high speeds), or it can result from intentional criminal behavior, in which an arsonists sets a fire to cause widespread damage. An environmental disaster, such as an oil spill, may have resulted from an accident, such as two ships colliding or some mechanical failure. Environmental disasters can also be the result of companies ...

BCJ 4385, Workplace Security 1 UNIT II STUDY GUIDE T.docx

BCJ 4385, Workplace Security 1 UNIT II STUDY GUIDE T.docx

BCJ 4385, Workplace Security 1 UNIT II STUDY GUIDE T.docx

Be sure to read Chopin's "Desiree's Baby" very carefully. It's unclear whether Armand first learns about his ethnic heritage when he reads his mother's letter (at the conclusion of the story), or if he had discovered this truth at an earlier time (before he reads the letter). Question: Did he know or did he not know about his ancestry before the story's conclusion? Explain your answer thoughtfully, using quoted language from the story to effectively support your answer. Désirée’s Baby by Kate Chopin As the day was pleasant, Madame Valmondé drove over to L’Abri to see Désirée and the baby. It made her laugh to think of Désirée with a baby. Why, it seemed but yesterday that Désirée was little more than a baby herself; when Monsieur in riding through the gateway of Valmondé had found her lying asleep in the shadow of the big stone pillar. The little one awoke in his arms and began to cry for “Dada.” That was as much as she could do or say. Some people thought she might have strayed there of her own accord, for she was of the toddling age. The prevailing belief was that she had been purposely left by a party of Texans, whose canvas-covered wagon, late in the day, had crossed the ferry that Coton Maïs kept, just below the plantation. In time Madame Valmondé abandoned every speculation but the one that Désirée had been sent to her by a beneficent Providence to be the child of her affection, seeing that she was without child of the flesh. For the girl grew to be beautiful and gentle, affectionate and sincere,—the idol of Valmondé. It was no wonder, when she stood one day against the stone pillar in whose shadow she had lain asleep, eighteen years before, that Armand Aubigny riding by and seeing her there, had fallen in love with her. That was the way all the Aubignys fell in love, as if struck by a pistol shot. The wonder was that he had not loved her before; for he had known her since his father brought him home from Paris, a boy of eight, after his mother died there. The passion that awoke in him that day, when he saw her at the gate, swept along like an avalanche, or like a prairie fire, or like anything that drives headlong over all obstacles. Monsieur Valmondé grew practical and wanted things well considered: that is, the girl’s obscure origin. Armand looked into her eyes and did not care. He was reminded that she was nameless. What did it matter about a name when he could give her one of the oldest and proudest in Louisiana? He ordered the corbeille from Paris, and contained himself with what patience he could until it arrived; then they were married. Madame Valmondé had not seen Désirée and the baby for four weeks. When she reached L’Abri she shuddered at the first sight of it, as she always did. It was a sad looking place, which for many years had not known the gentle presence of a mistress, old Monsieur Aubigny having married and buried his wife in France, and she having loved her own land too well ever to leave it. The roof came down steep ...

Be sure to read Chopins Desirees Baby very carefully.Its un.docx

Be sure to read Chopins Desirees Baby very carefully.Its un.docx

Be sure to read Chopins Desirees Baby very carefully.Its un.docx

BBA 3301 Unit V Assignment Instructions: Enter all answers directly in this worksheet. When you are finished, select Save As, and save this document using your last name and student ID as the file name. Upload the data sheet to Blackboard as a .doc, .docx or .rtf file when you are finished. Question 1. (30 points total) Use this balance sheet and income statement from Carver Enterprises to complete parts a and b: a. (15 points) Prepare a common size balance sheet for Carver Enterprises. Complete the common-size balance sheet: (Round to one decimal place.) Common−Size Balance Sheet 2013 Cash and marketable securities $ 490 % Accounts receivable 5,990 Inventories 9,550 Current assets $ 16,030 % Net property plant and equipment 17,030 Total assets $ 33,060 % Accounts payable $ 7,220 % Short−term debt 6,800 Current liabilities $ 14,020 % Long−term liabilities 7,010 Total liabilities $ 21,030 % Total owners’ equity 12,030 Total liabilities and owners’ equity $ 33,060 % b. (15 points) Prepare a common-size income statement for Carver Enterprises. Complete the common-size income statement: (Round to one decimal place.) Common−Size Income Statement 2013 Revenues $ 30,020 % Cost of goods sold (19,950) Gross profit $ 10,070 % Operating expenses (7,960) Net operating income $ 2,110 % Interest expense (940) Earnings before taxes $ 1,170 % Taxes (425) Net income $ 745 % Question 2. (10 points total) Use this data table of Campbell Industries liabilities and owners' equity to complete parts a and b. a. (5 points) What percentage of the firm's assets does the firm finance using debt (liabilities)? (Round to one decimal place.) b. (5 points) If Campbell were to purchase a new warehouse for $1.3 million and finance it entirely with long-term debt, what would be the firm's new debt ratio? (Round to one decimal place.) Question 3. (10 points total) (Liquidity analysis)Airspot Motors, Inc. has $2,433,200 in current assets and $869,000 in current liabilities. The company's managers want to increase the firm's inventory, which will be financed using short-term debt. How much can the firm increase its inventory without its current ratio falling below 2.1 (assuming all other assets and current liabilities remain constant)? (Round to one decimal place.) Question 4. (10 points total) (Efficiency analysis)Baryla Inc. manufactures high quality decorator lamps in a plant located in eastern Tennessee. Last year the firm had sales of $93 million and a gross profit margin of 45 percent. a. (5 points) How much inventory can Baryla hold and still maintain an inventory turnover ratio of at least 6.3 times? (Round to one decimal place.) b. (5 points) Currently, some of Baryla's inventory includes $2.3 million of outdated and damaged goods that simply remain in inventory and are not salable. What inventory ratio must the good inventory maintain in order to achieve an overall turnover ratio of at least 6.3 (including the ...

BBA 3301 Unit V AssignmentInstructions Enter all answers dire.docx

BBA 3301 Unit V AssignmentInstructions Enter all answers dire.docx

BBA 3301 Unit V AssignmentInstructions Enter all answers dire.docx

BBA 3361, Professionalism in the Workplace 1 Course Description Presents an overview of the challenges associated with workplace expectations regarding business etiquette, appropriate use of technology, and proper attire. It is designed to assist students in gaining knowledge of how to appropriately communicate with others and how to effectively deal with conflict, teamwork, and accountability in a fair and ethical manner. The basic skills necessary for obtaining a job and achieving success in today’s challenging economy and increasingly competitive work environment are enhanced through this course. Course Textbook Anderson, L. E., & Bolt, S. B. (2016). Professionalism: Skills for workplace success (4th ed.). Boston, MA: Pearson. Course Learning Outcomes Upon completion of this course, students should be able to: 1. Evaluate the effect of attitude, personality, and goal setting on work performance development. 2. Describe the impact of time management in the workplace. 3. Explain the meaning of ethical behavior in the workplace. 4. Analyze the advantages to an organization offering quality customer service and human resources. 5. Analyze techniques used to promote effective communication, accountability, and positive relationships within the workplace. 6. Explain the dynamics of teamwork, to include motivation, conflict resolution, and leadership. 7. Construct a resume package that demonstrates methods for highlighting job-related skills. 8. Critique interview techniques. Credits Upon completion of this course, the students will earn three (3) hours of college credit. Course Structure 1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson, required reading assignments, and supplemental resources. 2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge students should gain upon completion of the unit. 3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material. 4. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook and/or outside resources. Chapter presentations are provided in each unit study guide as Required Reading to aid students in their course of study. 5. Suggested Reading: Suggested Readings are listed in each unit’s study guide. Students are encouraged to read the resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested Readings. 6. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their course of study. 7. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications can be found in the Student Resources link listed in the Course Menu bar. BBA 3361, Professionalism in the Workplace Course Syllabus BBA 3361, Professio ...

BBA 3361, Professionalism in the Workplace 1 Course Desc.docx

BBA 3361, Professionalism in the Workplace 1 Course Desc.docx

BBA 3361, Professionalism in the Workplace 1 Course Desc.docx

Be sure to listen to all of the pieces first, then answer the questions and re-listen as needed! After you have completed the required reading and listened to each piece as identified, please complete the following questions. Please keep in mind that the aim of these questions is not necessarily a right or wrong answer (you are NEVER graded on your opinion), but how well you present your ideas, demonstrate your understanding of the material, and support your reasoning. 1. Two of the concepts discussed in your text include rhythm and meter. Rhythms and meters are placed in groups (or a feeling of) of 2’s or 3’s, often referred to as duple or triple. After listening to “Cantecul Miresei,” how would you identify the meter? Is it duple, triple, or it is a combination of both? Explain your answer and how you arrived at your decision. (Hint: Listen to the piece several times and try clapping with the beat.”) 2. Tempo, the speed at which the music is performed, is an important aspect in all forms and genres of music. Whether or not we understand the words, or if words are completely absent, tempo can give us a feeling of the overall mood or emotion of a piece of music. Tempo can also change and is not a static function in the music of any culture. For each piece in this assignment, identify the tempo (slow, moderate, fast, furious, et cetera). In addition, describe the mood of each piece and how this might be different if the tempo were different. Give examples from your listening to help explain your answers. 3. Understanding the concept of harmony can be both complicated and frustrating. However, in the most simple of definitions, harmony is simply the part of music that adds to (or rounds) out the melody, which many would say makes music more interesting to listen and relate to. Choose one of the pieces from the list above and describe the harmony using terms discussed and defined in the text. Is the pitch tendency of the piece (not a specific voice or instrument) high or low? Is it “chant-like,” a cappella, or accompanied? If it is accompanied, is the accompaniment chordal, and if so does it use chord progressions or merely one chord? Does it sound like the harmony was written down or simply improvised? Be sure to explain your answer and offer examples from the piece you have selected. 4. Timbre and the study of acoustics is possibly one of the most interesting elements of music. Every voice, instrument, and sound made has a distinct, unique quality that either makes it attractive to our ears or unbearable. However, it is also important to remember that while an instrument or voice (ex. a screechy soprano or an accordion) may not sound good to us on their own, when paired with other instruments or voices may sound absolutely wonderful. Choose one of the pieces from this assignment and describe the timbre of the piece. How would you describe the sound? Is it airy, woody, tin-like, open, closed, high, low, etc.? Does the timbre change at all? If s ...

Be sure to listen to all of the pieces first, then answer the ques.docx

Be sure to listen to all of the pieces first, then answer the ques.docx

Be sure to listen to all of the pieces first, then answer the ques.docx

BCJ 2002, Theory and Practices of Corrections 1 Course Learning Outcomes for Unit I Upon completion of this unit, students should be able to: 1. Define terms related to corrections. 1.1 Define all relevant vocabulary related to the correctional system within the unit. 1.2 Define and understand professionalism in corrections. 2. Assess the purpose, implementation, and effectiveness of corrections. 2.1 Identify standards, training, and skills of correctional officers. 2.2 Identify what organizations exist that set standards in the field. 3. Trace the historical evolution of the correctional system. 3.1 Identify key people that have helped to reform the correctional system over time. Unit Lesson The statistics currently indicate that crime has declined since the 1990s; however, the number of people incarcerated or under some sort of correctional supervision has continued to steadily increase. There are four reasons behind this phenomenon: 1. The tough on crime laws like three-strikes-laws have kept repeat offenders incarcerated for extended lengths of time. 2. The War on Drugs has led to many arrests and convictions that have increased incarcerated populations in every jurisdiction in the country. 3. Parole authorities now fear liability for inmates released early that re-offend. 4. Those that are out of jail and prison and on probation are more likely to violate probation. As the incarceration rate rises, it is important to realize that employment rates of correctional officers and support staff will also continue to rise. In 1950 there were approximately 27,000 people employed as correctional officers. Current statistics indicate that number is now at 490,000 correctional officers. If you were to factor in the increase in juvenile detention centers, probation and parole officers, administrators, and other professionals in the correctional field, the number jumps to 748,000 people employed in the correctional field (Schmalleger & Smykla, 2015). Corrections Place in the Criminal Justice System Once a person is arrested, he or she is booked into jail. Law enforcement must then present evidence to the prosecutor and the decision will be made to file formal charges or release the person from custody. If a person is charged with a crime, he or she must go before a judge in an initial, or first, appearance in court. At this time he or Reading Assignment Chapter 1: Corrections: An Overview Chapter 2: Punishments: A Brief History Learning Activities (Non-Graded) See information below. Key Terms 1. Adjudication 2. Arraignment 3. Community corrections 4. Corporal punishment 5. Cost-benefit analysis 6. Criminal law 7. Evidence-based corrections 8. Hedonistic calculus 9. Institutional corrections 10. Mores 11. Nolo contendere 12. Noninstitutional corrections 13. Penal law 14. Sustainable justice 15. Utilitarianism ...

BCJ 2002, Theory and Practices of Corrections 1 Cour.docx

BCJ 2002, Theory and Practices of Corrections 1 Cour.docx

BCJ 2002, Theory and Practices of Corrections 1 Cour.docx

BBA 3651, Leadership 1 Course Description Leadership presents the importance of leadership in conjunction with various leadership traits, styles, and qualities. Enhances the importance of having a vision, the motivation to lead, social motives in the workplace, levels of morality and values, and the significance of empowerment for effective leadership. Topics include situational leadership, organizational climate, moral dilemmas, personal integrity, servant leadership, participative management, human relations, high- performance teams, diversity, cultural and interpersonal differences, workplace stress, performance management, and organizational change. Course Material(s) No physical textbook is required; resources are integrated within the course. Course Learning Outcomes Upon completion of this course, students should be able to: 1. Analyze the significance of the concept of leadership and the different leadership styles. 2. Distinguish between the importance of vision, the motive to lead, and organizational climate. 3. Explore various aspects of effective leadership, to include influence, follower motivation, and effective followership. 4. Illustrate the role of ethics and values in guiding organizational behavior. 5. Articulate globalization and the resulting cultural implications of leadership, including unique considerations for leading multicultural teams. 6. Analyze the role of leadership in decision-making processes that serve to establish an organizational climate oriented to meet business goals. 7. Analyze methods used to appropriately manage groups and teams. 8. Evaluate different aspects of organizational change. Credits Upon completion of this course, the students will earn three (3) hours of college credit. Course Structure 1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson, required reading assignments, and supplemental resources. 2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge students should gain upon completion of the unit. 3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material. 4. Reading Assignments: Each unit contains Reading Assignments from outside resources. 5. Suggested Reading: Suggested Readings are listed in the Unit III, IV, and VI-VIII study guides. Students are encouraged to read the resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested Readings. 6. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their course of study. 7. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications can be found in the Student Resources link listed in the Course Menu bar. BBA 3651, Leadership Course Syllabus BBA 3651, Leadership 2 8. Unit Assignm ...

BBA 3651, Leadership 1 Course Description Leadershi.docx

BBA 3651, Leadership 1 Course Description Leadershi.docx

BBA 3651, Leadership 1 Course Description Leadershi.docx

Basics of Quoting A guideline for good quoting is to integrate the quote into your own writing. Be sure to set up a quote with proper context, such as who said the quote, and any background information required to understand what that person is talking about. This quote set-up should go before the quote, so the reader isn’t wondering who’s talking when you start a quote. Ideally, you should be able to put the quote inside your own sentence, rather than having the quote stand alone. Level One: Summarize, then Quote If you can’t include the quote in your own sentence, at the very least you should prepare the reader for a quote by giving a brief summary before the quote. For instance: Mr. Fleharty argues that quotes should fit smoothly in your own sentences. “The more you can integrate a quote in your own writing, the better.” Level Two: Using Set-up Phrases This can get a little trickier with punctuation and proper verb tense, but you should be able to attribute a quote to somebody with a short phrase provided before the quote, in the same sentence. In MLA format, these signal phrases should use present tense verbs. According to Mr. Fleharty, “The more you can integrate a quote…the better.” In “Basics of Quoting,” Mr. Fleharty says, “--------------------------.” Be careful to avoid the common mistakes that come up when using these phrases. For instance, if you use “According to X,” you don’t need to add “X states/believes/says _____.” They mean the same thing. Also, avoid “According to the article, it says _________.” This shouldn’t happen- name the author instead, or at the very least the website or magazine the article is from. Level Three: Mid-Sentence Quotes The best way to integrate quotes into your own essay is to quote small phrases from the source as parts of your own sentence. Essentially, you are summarizing or analyzing what the author is saying WHILE using some of their own words. Be absolutely sure the sentence still flows grammatically. Picture the sentence without the quote marks. If necessary, you can change parts of the quote by using [brackets] to let readers know you’ve changed it. Mr. Fleharty argues that you should “integrate a quote in your own writing” to ensure that quotes aren’t just standing around adding nothing to your essay. One common mistake when starting to use this method is quoting too little to be worthwhile. For instance, don’t just quote one word unless it’s crucial that the author is using that specific word. Try to take whole phrases at a time to make it worth quoting, otherwise just stick to summarizing the source instead. Ultimately, quoting successfully comes down to providing context and integrating the quotes into your own writing. In other words, remember to set up your quotes. Assignment Read an article with a clearly named author and write a response to it that uses five quotes from the original. Use a different form of quote set-up for each quote- don’t repeat the same one for a ...

Basics of QuotingA guideline for good quoting is to integrate.docx

Basics of QuotingA guideline for good quoting is to integrate.docx

Basics of QuotingA guideline for good quoting is to integrate.docx

BDM Scheme of Work.doc Scheme of Work BTEC HND in Business Module Title: Business Decision Making (BDM) September 2016 Semester Module Leaders: Kuldeep Pradhan Module Lecturers: Nooreen Jafferkhan Kuldeep Pradhan Aims: The aim of this unit is to give learners the opportunity to develop techniques for data gathering and storage, an understanding of the tools available to create and present useful information, in order to make business decisions Learning Outcomes: On successful completion of this unit a learner will: LO1 Be able to use a variety of sources for the collection of data, both primary and secondary LO2 Understand a range of techniques to analyse data effectively for business purposes LO3 Be able to produce information in appropriate formats for decision making in an organisational context LO4 Be able to use software-generated information to make decisions in an organisation. Delivery: This unit will be delivered through a combination of different methods that mainly include formal lectures (1 hour) and seminars (2hours). The lecture sessions will normally introduce the topics, and will be largely tutor-led. Seminars are designed to allow for in-depth discussion on the lecture topic, and provides opportunities for students to understand in more detail the linkages between the lecture content and the assessment for the module. During seminars, several methods and techniques that can be applied may include question and answer, group discussions and short presentations based for example on scenarios, video-clips and case study material. Assessment: The assessment for this module will take the form of an “Individual Assignment” which will be scenario based over a number of tasks. The tasks presented will cover learning Outcomes (LO1 – LO4), and will be designed to evaluate students’ understanding of the module content. A completed assignment must provide evidence reflecting that students have understood and can use the information they have studied on the course. The evidence should meet all the assessment criteria and presented in a manner that helps students to receive at least a PASS grade, in order to succeed in the Module. Essential Reading: E-text book on Moodle: Newbold P, Carlson William L, Thorne B, Statistics for Business and Economics: Global Edition. 8th edition, Thomson Publications Recommended Reading: Electronic Sources 1. Times 100: http://businesscasestudies.co.uk2. The Harvard Business Review 3. Journal of Strategic Management Websites: www.businessweek.com www.ft.com Week Number Lecture Topics Duration: One hour Seminar Topics Duration: 1st Hour Seminar Topics Duration: 2nd Hour Objectives of the Sessions Week 1 Topic 1: Introductory session: -Overview of Unit content -Overview of Learning Outcomes and Assessment criteria -Overview of Assessment method teaching structure (Lectures & Seminars), Scheme of Work Health and Safety & Housekeeping Formative & summativ ...

BDM Scheme of Work.docScheme of WorkBTEC HND in Busine.docx

BDM Scheme of Work.docScheme of WorkBTEC HND in Busine.docx

BDM Scheme of Work.docScheme of WorkBTEC HND in Busine.docx

BCJ 4385, Workplace Security 1 UNIT V STUDY GUIDE Risk Assessments, Surveys, Planning, and Program Implementation & Administration Course Learning Outcomes for Unit V Upon completion of this unit, students should be able to: 1. Identify and evaluate safety and security risks to individuals and organizations and the measures available to alleviate these risks. 2. Discuss the importance of appropriate security planning with a focus on the scope of the planning at the community, institutional, and international level. 3. Compare and contrast security planning between a private and public administration including the various security agencies involved. Unit Lesson General Overview There are various types of risks (pure, dynamic, speculative, static, inherent) that are associated with the protection of one’s assets. It is important that organizations are aware of the risks that exist and take action to control known risks. As a result, organizations should utilize the various risk assessment and management tools that are available. When managing risk, the focus should be on the elimination of risk, the reduction of risk, and the mitigation of risk. There are three factors that influence risk management: vulnerability, probability, and criticality. All three factors are equally important, and once assessed, resources should be allocated so that the maximum amount of risk is reduced. Conducting a risk assessment is a very detailed procedure which requires security managers to consider several factors such as the human, physical and information assets at risk, the probability or of loss, the frequency of loss, the impact of loss (financial, psychological, and other), options available to prevent or mitigate loss, feasibility of implementing options, and cost-benefit analysis. One way to assist organizations in conducting a risk assessment is to utilize a security survey which identifies an organization’s assets, all potential threats to those assets, and existing vulnerabilities that could be exposed by the threats to the assets. Security survey results are not only useful for risk assessments, but are also useful for the current maintenance of safety and future security planning. Planning and budgeting for implementing security strategies that result from risk assessment is not a simple task. First, there are several types of plans that one must choose from: single-use, repeat-use (standing), tactical, strategic, and contingency. All plans are comprised of three elements that flow in the cyclical manner: needs or risk assessment, alternative courses of action, and action plan selection. There are also several planning and management tools (CompStat, GIS) that can assist in the development of a plan. Once the plan is drafted a budget must be developed which includes a cost-benefit analysis that can help planners determine possible consequences associated with plan-related expenditures ...

BCJ 4385, Workplace Security 1 UNIT V STUDY GUIDE Ri.docx

BCJ 4385, Workplace Security 1 UNIT V STUDY GUIDE Ri.docx

BCJ 4385, Workplace Security 1 UNIT V STUDY GUIDE Ri.docx

Based on the materials for this week, create your own unique Database table using MySQL. The table should contain at least 6 columns (use different data type, as appropriate for your application). The table should have a Primary Key and one other constraint of your choice. You should populate the table with 5 records. Then Query the table to display all columns for all records. You should provide the SQL script and screen captures of you successfully running the script. Respond to other students by supplying scripts that add additional records, modiify or query data from the tables. Demonstrate your modifications worked by providing the screen shots of your scripts successfully running. Business-level strategies are intended to help an organization take advantage of opportunities in its environment to create value for stakeholders. Low-cost and differentiation strategies are the two primary approaches used by organizations to gain competitive advantage at the business level. Describe the two types of strategies. Using the example of a chain of women’s clothing stores, analyze how such an organization might employ each type of strategy. How would the organization design its structure under each type of business-level strategy? How would the culture of the organization differ under each type of business-level strategy? Should be at least 300 words. Does not have to be in paper format this is only a post Name: William Clements Class: SDEV 300 Section: 6380 Date: 6/15/2016 Lab 7 Screen Shot: 1 Introduction to MySQL Overview This lab walks you through using MySQL. MySQL is a relational database that can be used as part of Web and other applications. This lab serves as a primer for using MySQL and will serve as a foundation when we discuss SQL injection attacks and possible mitigations. Learning Outcomes: At the completion of the lab you should be able to: 1. Connect to a MySQL database and show the tables within the Ubuntu virtual machine 2. Create MySQL tables containing popular data types and constraints 3. Insert, update and delete data from MySQL database tables 4. Create and execute SQL Select statements and simple joins on MySQL tables Lab Submission Requirements: After completing this lab, you will submit a word (or PDF) document that meets all of the requirements in the description at the end of this document. In addition, your MySQL file should be submitted. You can submit multiple files in a zip file. Virtual Machine Account Information Your Virtual Machine has been preconfigured with all of the software you will need for this class. The default username and password are: Username : umucsdev Password: umuc$d8v MySQL Username: sdev_owner MySQL password: sdev300 MySQL database: sdev Part 1 – Connect to a MySQL database and show the tables within the Ubuntu virtual machine The Virtual Machine already has MySQL installed. A MySQL username has also been created alon ...

Based on the materials for this week, create your own unique Datab.docx

Based on the materials for this week, create your own unique Datab.docx

Based on the materials for this week, create your own unique Datab.docx

BBA 3310 Unit VI Assignment Instructions: Enter all answers directly in this worksheet. When finished select Save As, and save this document using your last name and student ID as the file name. Upload the data sheet to Blackboard as a .doc, .docx or .rtf file when you are finished. Question 1: (10 points). (Bond valuation) Calculate the value of a bond that matures in 12 years and has $1,000 par value. The annual coupon interest rate is 9 percent and the market's required yield to maturity on a comparable-risk bond is 12 percent. Round to the nearest cent. The value of the bond is Question 2: (10 points). (Bond valuation) Enterprise, Inc. bonds have an annual coupon rate of 11 percent. The interest is paid semiannually and the bonds mature in 9 years. Their par value is $1,000. If the market's required yield to maturity on a comparable-risk bond is 14 percent, what is the value of the bond? What is its value if the interest is paid annually and semiannually? (Round to the nearest cent.) a. The value of the Enterprise bonds if the interest is paid semiannually is $ b. The value of the Enterprise bonds if the interest is paid annually is $ Question 3: (10 points). (Yield to maturity) The market price is $750 for a 20-year bond ($1,000 par value) that pays 9 percent annual interest, but makes interest payments on a semiannual basis (4.5 percent semiannually). What is the bond's yield to maturity? (Round to two decimal places.) The bond's yield to maturity is % Question 4: (10 points). (Yield to maturity) A bond's market price is $950. It has a $1,000 par value, will mature in 14 years, and has a coupon interest rate of 8 percent annual interest, but makes its interest payments semiannually. What is the bond's yield to maturity? What happens to the bond's yield to maturity if the bond matures in 28 years? What if it matures in 7 years? (Round to two decimal places.) The bond's yield to maturity if it matures in 14 years is % The bond's yield to maturity if it matures in 28 years is % The bond's yield to maturity if it matures in 7 years is % Question 5: (15 points). (Bond valuation relationships) Arizona Public Utilities issued a bond that pays $70 in interest, with a $1,000 par value and matures in 25 years. The markers required yield to maturity on a comparable-risk bond is 8 percent. (Round to the nearest cent.) For questions with two answer options (e.g. increase/decrease) choose the best answer and write it in the answer block. Question Answer a. What is the value of the bond if the markers required yield to maturity on a comparable-risk bond is 8 percent? $ b. What is the value of the bond if the markers required yield to maturity on a comparable-risk bond increases to 11 percent? $ c. What is the value of the bond if the market's required yield to maturity on a comparable-risk bond decreases to 7 percent? $ d. The change in the value of a bond caused by changing interest rates is called interest-rate risk. Ba ...

BBA 3310 Unit VI AssignmentInstructions Enter all answers dir.docx

BBA 3310 Unit VI AssignmentInstructions Enter all answers dir.docx

BBA 3310 Unit VI AssignmentInstructions Enter all answers dir.docx

BBA 3310 Unit VI Assignment Instructions: Enter all answers directly in this worksheet. When finished select Save As, and save this document using your last name and student ID as the file name. Upload the data sheet to Blackboard as a .doc, .docx or .rtf file when you are finished. Question 1: (10 points). (Bond valuation) Calculate the value of a bond that matures in 12 years and has $1,000 par value. The annual coupon interest rate is 9 percent and the market's required yield to maturity on a comparable-risk bond is 12 percent. Round to the nearest cent. The value of the bond is $814.17 Question 2: (10 points). (Bond valuation) Enterprise, Inc. bonds have an annual coupon rate of 11 percent. The interest is paid semiannually and the bonds mature in 9 years. Their par value is $1,000. If the market's required yield to maturity on a comparable-risk bond is 14 percent, what is the value of the bond? What is its value if the interest is paid annually and semiannually? (Round to the nearest cent.) a. The value of the Enterprise bonds if the interest is paid semiannually is $ 849.11 b. The value of the Enterprise bonds if the interest is paid annually is $ 851.61 Question 3: (10 points). (Yield to maturity) The market price is $750 for a 20-year bond ($1,000 par value) that pays 9 percent annual interest, but makes interest payments on a semiannual basis (4.5 percent semiannually). What is the bond's yield to maturity? (Round to two decimal places.) The bond's yield to maturity is 6.20 % Question 4: (10 points). (Yield to maturity) A bond's market price is $950. It has a $1,000 par value, will mature in 14 years, and has a coupon interest rate of 8 percent annual interest, but makes its interest payments semiannually. What is the bond's yield to maturity? What happens to the bond's yield to maturity if the bond matures in 28 years? What if it matures in 7 years? (Round to two decimal places.) The bond's yield to maturity if it matures in 14 years is 4.31 % The bond's yield to maturity if it matures in 28 years is 4.23 % The bond's yield to maturity if it matures in 7 years is 4.49 % Question 5: (15 points). (Bond valuation relationships) Arizona Public Utilities issued a bond that pays $70 in interest, with a $1,000 par value and matures in 25 years. The markers required yield to maturity on a comparable-risk bond is 8 percent. (Round to the nearest cent.) For questions with two answer options (e.g. increase/decrease) choose the best answer and write it in the answer block. Question Answer a. What is the value of the bond if the markers required yield to maturity on a comparable-risk bond is 8 percent? $ 893.252 b. What is the value of the bond if the markers required yield to maturity on a comparable-risk bond increases to 11 percent? $ 663.13 c. What is the value of the bond if the market's required yield to maturity on a comparable-risk bond decreases to 7 percent? $1000 d. The change in the value of a bond caused by ch ...

BBA 3310 Unit VI AssignmentInstructions Enter all answers.docx

BBA 3310 Unit VI AssignmentInstructions Enter all answers.docx

BBA 3310 Unit VI AssignmentInstructions Enter all answers.docx

BBA 3301 Unit V Assignment Instructions: Enter all answers directly in this worksheet. When you are finished, select Save As, and save this document using your last name and student ID as the file name. Upload the data sheet to Blackboard as a .doc, .docx or .rtf file when you are finished. Question 1. (30 points total) Use this balance sheet and income statement from Carver Enterprises to complete parts a and b: a. (15 points) Prepare a common size balance sheet for Carver Enterprises. Complete the common-size balance sheet: (Round to one decimal place.) Common−Size Balance Sheet 2013 Cash and marketable securities $ 490 % Accounts receivable 5,990 Inventories 9,550 Current assets $ 16,030 % Net property plant and equipment 17,030 Total assets $ 33,060 % Accounts payable $ 7,220 % Short−term debt 6,800 Current liabilities $ 14,020 % Long−term liabilities 7,010 Total liabilities $ 21,030 % Total owners’ equity 12,030 Total liabilities and owners’ equity $ 33,060 % b. (15 points) Prepare a common-size income statement for Carver Enterprises. Complete the common-size income statement: (Round to one decimal place.) Common−Size Income Statement 2013 Revenues $ 30,020 % Cost of goods sold (19,950) Gross profit $ 10,070 % Operating expenses (7,960) Net operating income $ 2,110 % Interest expense (940) Earnings before taxes $ 1,170 % Taxes (425) Net income $ 745 % Question 2. (10 points total) Use this data table of Campbell Industries liabilities and owners' equity to complete parts a and b. a. (5 points) What percentage of the firm's assets does the firm finance using debt (liabilities)? (Round to one decimal place.) b. (5 points) If Campbell were to purchase a new warehouse for $1.3 million and finance it entirely with long-term debt, what would be the firm's new debt ratio? (Round to one decimal place.) Question 3. (10 points total) (Liquidity analysis)Airspot Motors, Inc. has $2,433,200 in current assets and $869,000 in current liabilities. The company's managers want to increase the firm's inventory, which will be financed using short-term debt. How much can the firm increase its inventory without its current ratio falling below 2.1 (assuming all other assets and current liabilities remain constant)? (Round to one decimal place.) Question 4. (10 points total) (Efficiency analysis)Baryla Inc. manufactures high quality decorator lamps in a plant located in eastern Tennessee. Last year the firm had sales of $93 million and a gross profit margin of 45 percent. a. (5 points) How much inventory can Baryla hold and still maintain an inventory turnover ratio of at least 6.3 times? (Round to one decimal place.) b. (5 points) Currently, some of Baryla's inventory includes $2.3 million of outdated and damaged goods that simply remain in inventory and are not salable. What inventory ratio must the good inventory maintain in order to achieve an overall turnover ratio of at least ...

BBA 3301 Unit V AssignmentInstructions Enter all answers direct.docx

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2. ethical travel external market internal market reunification societal guidance sustainable cultural tourism (pages 204-207) 1. Why are international organizations concerned with educating people about cultural tourism? (pages 208-211) 2. What circumstances helped to preserve Gaelic cultural traditions in Nova Scotia? 3. What is the main difference between the internal and external markets for Gaelic tourism to Nova Scotia? 4. In the case study on Cultural Tourism in Nova Scotia, how are economic benefits closely tied to cultural sustainability? (pages 212-219) 5. Describe the trends in Vietnam’s increasing tourism. (pages 220-227) 6. Explain why it is important to protect Aboriginal culture. 7. How have the Anangu protected their culture while still participating in cultural tourism? Suggest two off-shoot businesses that could be developed to support cultural tourism in that area.

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