Wikipedia and other Websites do notqualify as academic resources.docx
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Wikipedia and other Websites do not qualify as academic resources. Only professiona l websites can be used along with ebooks, library, etc. Below are a few good websites: www.IRS.gov http://www.law.cornell.edu/uscode/text/26/165 https://turbotax.intuit.com/tax-tools/tax-tips/Tax-Deductions-and-Credits/About-Casualty-Deduction-for-Federal-Income-Tax/INF14772.html http://www.aicpa.org/InterestAreas/Tax/Resources/Individual/ToolsandAids/DownloadableDocuments/Casualty_Guide__June2012.pdf http://www.forbes.com/sites/kellyphillipserb/2012/03/05/taxes-from-a-to-z-c-is-for-capital-losses/ .
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Will China Continue to Be a Growth Marketplace?
China is expected to have some 200 million people in the middle-and upper-income categories by the early 2020s. This is a tenfold increase in people with significant purchasing power in China in the last decade, from only about 17 million people in these income brackets as recently as in 2010. China’s purchasing power for virtually all products and services has strong potential, and foreign companies now strategically try to take advantage of these market opportunities.
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WHYPARTIESFORM 45
equilibrium the ordinary circumstance, there would be no incentive
to form a party based on the social choice problem. But even when an
equilibrium exists, the political party need not make its members
worse off than without the parry; they can always choose to take no
"partisan" actions. With PIEs generally considered impossible, there
is a strong incentive for parties to form, precisely because of the likeli-
1altves hood of disequilibrium. Riker's dismal conclusion turns out to provide
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The new institutionalism (e.g., Shepsle 1979) emerged in response
to the ordinary absence of (pure) voting equilibria. Two points
discussed below and in later chapters are also relevant here. First,
':ss transactions many different institutional arrangements can be sufficient to yield
Wus making C (structure-induced) equilibria, such as committee systems, agenda
designs, and even separated powers. None of these are necessary—
l)ority coalition like parties, all yield possibility results. Second, partisan institutions
cs" of C. Sup- are one of those sets of sufficient institutions.
• id B find more
sa. As Axelrod
nal conflict of .i
•nnected, hay-
COLLECTIVE ACTION AND ELECTORAL
coalition must
MOBILIZATION
A-B-D, in- The Problem of Collective Action in Elections
2-C or B-C-D,
cong C's ideal The Federalist and Jeffersonian Republican parties began with the
government as a means of solving a social choice problem (see chap.
ihere is an equi- 3). Such parties-in-government may also become electoral parties.
ijine we should The most obvious motivation lies with the minority. The examples
ci preferences, above demonstrated incentives for some majority to form a party. If
Incentives to this happens, some or all of those excluded might form a parry in reac-
he disequilib- tion, seeking to become the legislative majority. Failing to reach major-
) has formed ity size, the minority would naturally turn to the public, seeking to
2.1 sometime elect more of its members. That is essentially what the Jeffersonians
agree on C's did when facing a Hamiltonian majority. Later parties, notably the
n on this pol- Jacksonian Democratic party, formed more directly for electoral pur-
e
would have poses (see chap. 4). The question for this section and the next, then,
t Won at least is what set of incentives candidates for elective office might have that
Presumably would lead them to form or join a political party. In this section we
at of prefer- examine incentives that arise from attempting to mobilize the elector-
ate. Mobilizing the electorate by definition is getting the public to turn
that PIEs are out to vote for, or otherwise support, a candidate. Examining the logic
Indeed, were of voting among citizens introduces the second form in which prob-
46 Political Parties and Democracy
lems of collective action are studied, and in this case turno.
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about, someone whom you may know and gain access. Consider individuals who in some
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o Key Events: A short summary of the key events in this leaderâ s life that may have had an impact on
his/her approach to leadership. Note: This is an analysis â not a biography.
o Leadership Approach: Analyze your leader integrating the readings and key learning from class.
Areas that your analysis should include but be limited to:
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o How does this leader demonstrate certain specific leadership practices or perspectives we covered
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o How did this leader sustain commitment and build trusting partnerships?
o What were mistakes or missteps that were valuable lessons about leadership for this person?
o Principles and Values: What espoused principles and values guide their approach as a leader? How
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o Response to Challenges: Has the leader faced significant challenges that demanded leadership?
How did they react to these challenges? What do those actions say (to the Learning Team) about
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o Results: What significant results were they able to achieve? How did their approach to leadership
contribute to their results?
26/02/20
1
Measuring Consumer Behaviour
Part I
Week 5
Required readings
Extract from another textbook (available on FLO):
“Conducting research in consumer behaviour”, i.
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notes
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Financial Intelligence: A Manager’s Guide to Knowing What the Numbers Really Mean
Free download
from Antioch University Library use your AU ID and password for access.
Part Two: The (Many) Peculiarities Of The Income Statement
Topic 5: Profit Is an Estimate
Topic 6: Cracking the Code of the Income Statement
Topics 7: Revenue: The Issue is Recognition
Topic 8: Costs and Expenses: No Hard and Fast Rules
Topic 9: The Many Forms of Profit
Part Two Tool Box:
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Profits at Nonprofits
A Quick Review: Percent of and Percent Change
Study Notes and Reflection
Supplemental Differences Between Profit and Nonprofit Reporting: Fund Accounting
Supplemental Nonprofit Income Statement
Lecture Notes
The income statement is also known as the Profit and Loss Statement, P&L, Operating Statement, Earnings statement, and a few other names. At its most basic, this statement is a company’s revenues, expenses, and the difference between the two. The difference is called net income.
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Expenses are not necessarily amounts that have been paid. They include expenses that have been incurred but may be paid later. There may also be amounts that were paid in an earlier time-period but are now being recognized due to the matching of revenues and expenses. Estimates and assumptions are also present in expenses.
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Why the Rich are Getting Richer and the Poor, Poorer
The thesis of the Paper
The report " Why the Rich are Getting Rich and the Poor, Poorer opens the eyes of the audience by making them understand the unemployment that people are suffering from is because of lack of technology and education. The paper aims to make the reader understand why the rich continue to get richer and the poor poorer (Heyward 40). The author gives an introduction of three boats sailing within the economy of America. One of the boats carries the symbolist analysis; another one is the in-person servers, and the last one carries the routine producers. The author states that the Americans were once in the same boat when corporations could sell goods and services globally as this increased the purchasing power of the Americans (Berry, 13). In this part, the author introduces the reader on its main ideas of the essay and what will be covered in the essay.
Supporting arguments
Robert Reich supports his thesis by giving various explanations to help in the understanding of the reasons behind his arguments. First, the author talks about increasing rates of the sinking of the boats that belong to the routine producers from the time the Americans began to construct companies in the developing countries. When this happens, the employees are hired from these countries and are given the exact payments that the Americans could have earned. Meaning, the minority who depend on these industries for their survival continues to suffer and remain poor. However, the only people who benefit are the symbolic Analysts.
The second argument is that the in-person server’s and the routine producers have lost their jobs because they have been replaced with modern technology. According to Reich, as much as the in-person servers suffer, they are protected from the direct impacts of global competition as compared to the routine producers who are directly affected by the issue (Heyward 16). The author states that only the symbolic analysts have their jobs in the rise as their services are demanded across the globe because they have problem-solving skills. The report also brings a clear understanding of the reason why the poor are getting poorer especially be talking about the companies replacing human efforts with the robots which are believed to be more efficient.
Another argument is that the author explains that the in-person servants become even more miserable when the routine producers lose their jobs and begin board ships carrying the In-Person servants. According to the author, these people are exposed to more risks of unemployment and are threatened by the increased number of high school graduates, the high rates of immigration and the labour saving machinery (Berry, 5). He believes that the world has only created more opportunities for the symbolic analysts and they end up getting more money from selling their knowledge to those who want to make a fortune. The customers that are served .
Why was the formation of labor unions an effect of U.S. industrializ.docx
Why was the formation of labor unions an effect of U.S. industrialization in the late 1800s?
A. Unions were needed to guarantee a steady supply of workers.
B. Union membership was required for employment in new industries.
C. Factory owners set up labor unions in order to control their large workforce.
D. Unions organized industrial workers to protest unsafe working conditions and long workdays.
4. One effect of industrialization in the United States in the late 19th century was
A. a decrease in child labor.
B. an increase in the demand for handicraft goods.
C. a decrease in immigration to the United States.
D. an increase in urbanization.
5. During the Industrial revolution which major change in the economy of the United States was set in motion by the development of technological advances?
A. An increase of the portion of the work force engaged in manufacturing
B. A labor shortage due to a decreasing population
C. A shift from a free market economy to a command economy
D. A decreasing need for international trade agreement
6. Industrialization in the United States resulted in
A. Politics not being affected by the economic changes
B. Workers seeing no need to unite to form labor unions
C. The transformation from an urban to an agrarian society
D. The country becoming more urban than rural
7. In the late 19th century, farmers in the United States responded to the changing economy in which of the following political movements?
A. Populist
B. Abolitionist
C. Civil Rights
D. Progressive
8. During the end of the 19th and beginning of the 20th centuries, Progressive reformers worked to influence the government to enact laws improving conditions brought on by industrialization. One law that was passed was the Keating-Owen Child Labor Act in 1916. Part of the act stated that following: That no producer, manufacturer, or dealer shall ship or deliver for shipment in interstate or foreign commerce, an article or commodity the product of any mine or quarry situated in the United States, in which thirty days prior to the time of the removal of such product therefrom children under the age of sixteen years have been employed or permitted to work
The excerpt could be used to support the thesis that:
A. Progressive reformers wanted to limit the number of hours children worked.
B. Progressive reformers wanted to end child labor altogether.
C. Progressive reformers wanted to ship products made by children overseas.
D. Progressive reformers wanted children to be allowed to work only in mines and quarries.
9. What problem arising from U.S. industrialization did the progressive reformers of the late 19th and early 20th centuries want the federal government to address?
A. use of child labor in the workplace
B. unfair taxes on the wealthy
C. restrictions on the use of natural resources
D. lack of capital for railroad expansion
10. As a result of industrialization in the Uni.
Why We Should Design Policy to Care for Vulnerable PopulationsPr.docx
Why We Should Design Policy to Care for Vulnerable Populations
Previous
Next
For the discussion, we will be reviewing the “For Your Consideration” box on page 122 of the Shi text. Shi states that we should care about vulnerable populations because of the following items:
Vulnerable populations have greater health needs.
The prevalence of vulnerability is influenced [by] and therefore should be remedied by social forces.
Vulnerability is fundamentally linked with national resources.
Vulnerability and equity cannot coexist.
After reviewing this and the required background reading (and doing any additional research) discuss your thoughts on these items. As Shi asks, “Are these points valid?” (p. 122) How does this affect health administrators?
Be sure to cite reliable sources in support of your answer.
.
Why was the Panama Canal built Which country started the project .docx
Why was the Panama Canal built? Which country started the project? Which country finished it? Give at least two reasons as to why it took so long to be completed. (5 points)
Why did Germany help Lenin get back to Russia after Nicholas II abdicated? What was Lenin's underlying purpose in drawing out peace talks with Germany after he took control of Russia? (5 points)
Choose two nations from the following: Turkey, Egypt, Iran, Saudi Arabia, Japan. Compare and contrast how nationalistic movements within each country along with the influence of Westen powers helped shape them with either similar or different results. (10 points)
Explain the different politcal, economic and social philosophies that the leaders of France, Great Britain and the United States has in regard to the creation of the Treaty of Versailles. Which of these leaders got a Treaty that mose closely resembked his desires? Why? What compromises were made? Also explain how Germany responded to the treaty? And finally, whose philosophies for the Treaty do you most agree with? Why? (10 points)
Name and describe three new weapons or methods of warfare first used during World War I. What effect did the introduction of new technology have on the war? (10 points)
Choose a person that we've studied who has made a major contribution to the shaping of the world between 1850 and 1930. (You're not allowed to choose Hitler because we have not spent enough time on him yet). Write a brief biography of that person describing his/her background, contributions to the world (for better or worse), and why you believe that he/she is the most significant person we've studied in terms of shaping the politcal, economic, and/or social lanscape(s) of the world. (10 points)
.
Why was it important for the United State to test the first bomb bef.docx
Why was it important for the United State to test the first bomb before the Potsdam Conference? If atomic bombs were available, why did Truman want them used against Japan before the Soviet army attacked that country? Describe what happened to Robert Openheimer's career during the postwar McCarthy era.
.
Why was Freud’s work so influentialHow did the analysts that foll.docx
Why was Freud’s work so influential?
How did the analysts that followed Freud dissent from his viewpoint?
What links the theorists in the psychoanalytic theory group?
What are three or more psychoanalytic concepts that are relevant to today’s culture? Explain their relevance and provide an example of each.
.
Why Study Political ScienceInitial Post InstructionsI.docx
Why Study Political Science?
Initial Post Instructions
Identify why students should learn about political science. Use evidence (cite sources) to support your response from assigned readings or online lessons,
and
at least one outside scholarly source. Describe at least one reason why political science is interesting or relevant to you personally.
two sources
1. online scholarly less than 5 years and current and
2. text book Whitman Cobb, W. N. (2020).
Political science today
(1st ed.). Washington, DC: Sage, CQ Press.
one paragraph with 2 citation
.
Why Should We Study Intercultural Communication Minimum Length.docx
Why Should We Study Intercultural Communication? Minimum Length/Amount of Words: 250 words
As Martin and Nakayama discuss in their Chapter One ("Why Study Intercultural Communication?"), there are several imperatives for why we should and do study and engage in intercultural communication. Discuss the one imperative that you see as being the most critical and important and provide reasons as to why. In addition, identify an imperative that is not discussed in this chapter that you think should be for why we should study intercultural communication.
.
Why should the police be required to advise suspects of their Fifth .docx
Why should the police be required to advise suspects of their Fifth Amendment rights when police are not required to advise people who consent to searches that they need not give consent? What is the difference? When does Miranda apply? Give examples. Support your position.
500 words
APA Format
2 References
.
why Security as a Service is a good investment.Use at least .docx
why Security as a Service is a good investment.
Use at least three sources. Include at least 3 quotes from your sources enclosed in quotation marks and cited in-line by reference to your reference list. Cite your sources. Do not copy. Write in essay format not in bulleted, numbered or other list format.
.
Why is skilled communication among health professionals so difficu.docx
Why is skilled communication among health professionals so difficult to achieve? How will you overcome the use of ineffective communication?
TERRY L. HAPNEY
TERRY L. HAPNEY
Public Relations and the School Superintendent
Marshall University
From the SelectedWorks of Terry L. Hapney Jr., Ph.D.
Summer June, 2018
Public Relations and the School Superintendent: From Theory to Practice
Terry L. Hapney, Jr.
Available at:
https://works.bepress.com/terryhapney/10
/
Public Relations and the School Superintendent
From Theory to Practice TERRY L. HAPNEY, JR.
ABSTRACT: This article examines public relations in the K–12 school system context. Specifically, the goal of this article is to examine the school superintendent as the chief public relations practitioner of the school system and how he/she would operate as such in the realms of seven public relations theories, as the superintendent works toward meeting the goals and objectives of his/her school district: strategic management function, communitas versus corporatas, persuasion, storytelling and branding, postmodernism, understanding, and sociology.
INTRODUCTION AND OVERVIEW
S
chools are organizations that are located in every community in the United States. Stakeholders in, and related to, schools include students, parents, teachers, administrators, school board members, legislators and other government officials, and alumni, among others. Research shows strong communication skills are a must for superintendents of school systems. Unfortunately, the assumption is anyone can be an effective communicator (Kowalski, 2005). Communication is at the heart of an effective public
306 Journal of School Public Relations Volume 37—Summer 2016
307
relations program in an organization (Kowalski, 2011). Many superintendents question the relevance of allocating funds and designating time to engage in public relations (2011). Studies have shown that superintendents have received poor performance evaluations and have even been dismissed due to “inconsistent and incompetent communication” (Kowalski, 2005, p. 112). Thus, the chief administrator in the school system has a big problem to overcome, and effective school public relations can help solve that problem.
School public relations consists of applying public relations in organizations that deliver educational services. It is utilized in both private and public K–12 schools, as well as colleges and universities (Kowalski, 2011). This article examines public relations in the K–12 school system context. Specifically, the goal of this article is to examine the school superintendent as the chief public relations practitioner of the school system and how he/she would operate as such in the realms of seven public relations theories, as the superintendent works toward meeting the goals and objectives of his/her school district: strategic management function, communitas versus corporatas, persuasion, storytelling and branding, postmodernism, understanding, and soc.
Why Luck Matters More Than You Might ThinkWhen people see themse.docx
Why Luck Matters More Than You Might Think
When people see themselves as self-made, they tend to be less generous and public-spirited.
· MAY 2016 ISSUEBottom of Form
I’m a lucky man. Perhaps the most extreme example of my considerable good fortune occurred one chilly Ithaca morning in November 2007, while I was playing tennis with my longtime friend and collaborator, the Cornell psychologist Tom Gilovich. He later told me that early in the second set, I complained of feeling nauseated. The next thing he knew, I was lying motionless on the court.
He yelled for someone to call 911, and then started pounding on my chest—something he’d seen many times in movies but had never been trained to do. He got a cough out of me, but seconds later I was again motionless with no pulse. Very shortly, an ambulance showed up.
Ithaca’s ambulances are dispatched from the other side of town, more than five miles away. How did this one arrive so quickly? By happenstance, just before I collapsed, ambulances had been dispatched to two separate auto accidents close to the tennis center. Since one of them involved no serious injuries, an ambulance was able to peel off and travel just a few hundred yards to me. EMTs put electric paddles on my chest and rushed me to our local hospital. There, I was loaded onto a helicopter and flown to a larger hospital in Pennsylvania, where I was placed on ice overnight.
Doctors later told me that I’d suffered an episode of sudden cardiac arrest. Almost 90 percent of people who experience such episodes don’t survive, and the few who do are typically left with significant impairments. And for three days after the event, my family tells me, I spoke gibberish. But on day four, I was discharged from the hospital with a clear head. Two weeks later, I was playing tennis with Tom again.
If that ambulance hadn’t happened to have been nearby, I would be dead.
Not all random events lead to favorable outcomes, of course. Mike Edwards is no longer alive because chance frowned on him. Edwards, formerly a cellist in the British pop band the Electric Light Orchestra, was driving on a rural road in England in 2010 when a 1,300-pound bale of hay rolled down a steep hillside and landed on his van, crushing him. By all accounts, he was a decent, peaceful man. That a bale of hay snuffed out his life was bad luck, pure and simple.
Most people will concede that I’m fortunate to have survived and that Edwards was unfortunate to have perished. But in other arenas, randomness can play out in subtler ways, causing us to resist explanations that involve luck. In particular, many of us seem uncomfortable with the possibility that personal success might depend to any significant extent on chance. As E. B. White once wrote, “Luck is not something you can mention in the presence of self-made men.”
Seeing ourselves as self-made leads us to be less generous and public-spirited.
My having cheated death does not make me an authority on luck. But it has motivated me t.
Why is vision essential to facilitating successful change in an orga.docx
Why is vision essential to facilitating successful change in an organization? What is the correlation between a leader's role/vision and a successful change initiative? Describe a vision that you have seen/heard/read/viewed that you felt inspired successful change. How did this vision influence people's behavior and attitudes toward a major change initiative?
.
Unit 8 - Information and Communication Technology (Paper I).pdf
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Supporting (UKRI) OA monographs at Salford.pptx
How libraries can support authors with open access requirements for UKRI funded books
Wednesday 22 May 2024, 14:00-15:00.
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Wiki Instructions
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How basic discretion steps can help in countermeasures?
Conduct your own research and post a short relevant summary of your findings. ( Post current information, not older than five years ). Use not more than three (3) references.
.
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Best wishes,
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WHYPARTIESFORM 45 equilibrium the ordinary circumstance, t.docx
WHYPARTIESFORM 45
equilibrium the ordinary circumstance, there would be no incentive
to form a party based on the social choice problem. But even when an
equilibrium exists, the political party need not make its members
worse off than without the parry; they can always choose to take no
"partisan" actions. With PIEs generally considered impossible, there
is a strong incentive for parties to form, precisely because of the likeli-
1altves hood of disequilibrium. Riker's dismal conclusion turns out to provide
a strong case for the formation of political parties.
The new institutionalism (e.g., Shepsle 1979) emerged in response
to the ordinary absence of (pure) voting equilibria. Two points
discussed below and in later chapters are also relevant here. First,
':ss transactions many different institutional arrangements can be sufficient to yield
Wus making C (structure-induced) equilibria, such as committee systems, agenda
designs, and even separated powers. None of these are necessary—
l)ority coalition like parties, all yield possibility results. Second, partisan institutions
cs" of C. Sup- are one of those sets of sufficient institutions.
• id B find more
sa. As Axelrod
nal conflict of .i
•nnected, hay-
COLLECTIVE ACTION AND ELECTORAL
coalition must
MOBILIZATION
A-B-D, in- The Problem of Collective Action in Elections
2-C or B-C-D,
cong C's ideal The Federalist and Jeffersonian Republican parties began with the
government as a means of solving a social choice problem (see chap.
ihere is an equi- 3). Such parties-in-government may also become electoral parties.
ijine we should The most obvious motivation lies with the minority. The examples
ci preferences, above demonstrated incentives for some majority to form a party. If
Incentives to this happens, some or all of those excluded might form a parry in reac-
he disequilib- tion, seeking to become the legislative majority. Failing to reach major-
) has formed ity size, the minority would naturally turn to the public, seeking to
2.1 sometime elect more of its members. That is essentially what the Jeffersonians
agree on C's did when facing a Hamiltonian majority. Later parties, notably the
n on this pol- Jacksonian Democratic party, formed more directly for electoral pur-
e
would have poses (see chap. 4). The question for this section and the next, then,
t Won at least is what set of incentives candidates for elective office might have that
Presumably would lead them to form or join a political party. In this section we
at of prefer- examine incentives that arise from attempting to mobilize the elector-
ate. Mobilizing the electorate by definition is getting the public to turn
that PIEs are out to vote for, or otherwise support, a candidate. Examining the logic
Indeed, were of voting among citizens introduces the second form in which prob-
46 Political Parties and Democracy
lems of collective action are studied, and in this case turno.
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of a leader you believe was/is extraordinary and showing how the readings inform your
leadership development and professional experience.
o How: Complete or review the readings, videos, and instructor lectures for weeks through the week
the assignment is due. Select an extraordinary leader that you would like to learn more
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leader you select may be from any walk of life (business, the arts, humanities, politics, etc.)
Ask for an opportunity to conduct a phone, email or in-person interview. Consider selecting
a person at your work, a professor or Northeastern community member, anyone who has a
compelling story to tell about leadership. Create a preliminary list of open-ended questions
to ask the person that you are profiling. Conduct the interview with the person you select.
Prepare an analysis of this leader that includes the following information and connects to our readings and class learning:
o Key Events: A short summary of the key events in this leaderâ s life that may have had an impact on
his/her approach to leadership. Note: This is an analysis â not a biography.
o Leadership Approach: Analyze your leader integrating the readings and key learning from class.
Areas that your analysis should include but be limited to:
o How does this leader exemplify effective leadership? Provide specific evidence for your claims.
o How does this leader demonstrate certain specific leadership practices or perspectives we covered
in our text and readings and discussion?
o How did this leader sustain commitment and build trusting partnerships?
o What were mistakes or missteps that were valuable lessons about leadership for this person?
o Principles and Values: What espoused principles and values guide their approach as a leader? How
are these principles or values apparent to those s/he leads? How were those values formed?
o Response to Challenges: Has the leader faced significant challenges that demanded leadership?
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Week 5
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-
http://seeingdata.org/developing-visualisation-literacy/
Choose
three
of your favorite visualizations. Post a 3 – 5 sentence summary (for each) of why you chose the visualizations. What catches your attention? Are these visuals effective in presenting the provided data? If possible, explain what you would do to improve the visualization(s).
.
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Why not just recognize revenue when cash is received and expense when cash is paid?
It would be much easier, but would it be better?
Do you think nonprofits worry about revenues and expenses? Why?
2. Choose two concepts/topics you learned from the chapter that you found most interesting. Please briefly explain the concepts and why you found them to be the most interesting.
notes
Here is your reading list for this week:
Financial Intelligence: A Manager’s Guide to Knowing What the Numbers Really Mean
Free download
from Antioch University Library use your AU ID and password for access.
Part Two: The (Many) Peculiarities Of The Income Statement
Topic 5: Profit Is an Estimate
Topic 6: Cracking the Code of the Income Statement
Topics 7: Revenue: The Issue is Recognition
Topic 8: Costs and Expenses: No Hard and Fast Rules
Topic 9: The Many Forms of Profit
Part Two Tool Box:
Understanding the Variance
Profits at Nonprofits
A Quick Review: Percent of and Percent Change
Study Notes and Reflection
Supplemental Differences Between Profit and Nonprofit Reporting: Fund Accounting
Supplemental Nonprofit Income Statement
Lecture Notes
The income statement is also known as the Profit and Loss Statement, P&L, Operating Statement, Earnings statement, and a few other names. At its most basic, this statement is a company’s revenues, expenses, and the difference between the two. The difference is called net income.
It is important to note that revenues and profits are not the same as cash. Revenues include amounts earned which may or may not have been collected from customers yet. There could be amounts that customers had paid at an earlier time but have just been earned. There could be estimates and assumptions included as well.
Expenses are not necessarily amounts that have been paid. They include expenses that have been incurred but may be paid later. There may also be amounts that were paid in an earlier time-period but are now being recognized due to the matching of revenues and expenses. Estimates and assumptions are also present in expenses.
Net income is sometimes called the bottom line. It is revenues minus expenses. If expenses are more than revenues, it is called net loss. There may be important subtotals presented in the income statement such as gross profit. This subtotal is sometimes called the line. Gross profit is net sales minus cost of goods sold. Cost of goods sold are costs or expenses directly related to sales such as direct labor, direct materials and overhead.
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Weekly Commentary:
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Why the Rich are Getting Richer and the Poor, Poorer
The thesis of the Paper
The report " Why the Rich are Getting Rich and the Poor, Poorer opens the eyes of the audience by making them understand the unemployment that people are suffering from is because of lack of technology and education. The paper aims to make the reader understand why the rich continue to get richer and the poor poorer (Heyward 40). The author gives an introduction of three boats sailing within the economy of America. One of the boats carries the symbolist analysis; another one is the in-person servers, and the last one carries the routine producers. The author states that the Americans were once in the same boat when corporations could sell goods and services globally as this increased the purchasing power of the Americans (Berry, 13). In this part, the author introduces the reader on its main ideas of the essay and what will be covered in the essay.
Supporting arguments
Robert Reich supports his thesis by giving various explanations to help in the understanding of the reasons behind his arguments. First, the author talks about increasing rates of the sinking of the boats that belong to the routine producers from the time the Americans began to construct companies in the developing countries. When this happens, the employees are hired from these countries and are given the exact payments that the Americans could have earned. Meaning, the minority who depend on these industries for their survival continues to suffer and remain poor. However, the only people who benefit are the symbolic Analysts.
The second argument is that the in-person server’s and the routine producers have lost their jobs because they have been replaced with modern technology. According to Reich, as much as the in-person servers suffer, they are protected from the direct impacts of global competition as compared to the routine producers who are directly affected by the issue (Heyward 16). The author states that only the symbolic analysts have their jobs in the rise as their services are demanded across the globe because they have problem-solving skills. The report also brings a clear understanding of the reason why the poor are getting poorer especially be talking about the companies replacing human efforts with the robots which are believed to be more efficient.
Another argument is that the author explains that the in-person servants become even more miserable when the routine producers lose their jobs and begin board ships carrying the In-Person servants. According to the author, these people are exposed to more risks of unemployment and are threatened by the increased number of high school graduates, the high rates of immigration and the labour saving machinery (Berry, 5). He believes that the world has only created more opportunities for the symbolic analysts and they end up getting more money from selling their knowledge to those who want to make a fortune. The customers that are served .
Why was the formation of labor unions an effect of U.S. industrializ.docx
Why was the formation of labor unions an effect of U.S. industrialization in the late 1800s?
A. Unions were needed to guarantee a steady supply of workers.
B. Union membership was required for employment in new industries.
C. Factory owners set up labor unions in order to control their large workforce.
D. Unions organized industrial workers to protest unsafe working conditions and long workdays.
4. One effect of industrialization in the United States in the late 19th century was
A. a decrease in child labor.
B. an increase in the demand for handicraft goods.
C. a decrease in immigration to the United States.
D. an increase in urbanization.
5. During the Industrial revolution which major change in the economy of the United States was set in motion by the development of technological advances?
A. An increase of the portion of the work force engaged in manufacturing
B. A labor shortage due to a decreasing population
C. A shift from a free market economy to a command economy
D. A decreasing need for international trade agreement
6. Industrialization in the United States resulted in
A. Politics not being affected by the economic changes
B. Workers seeing no need to unite to form labor unions
C. The transformation from an urban to an agrarian society
D. The country becoming more urban than rural
7. In the late 19th century, farmers in the United States responded to the changing economy in which of the following political movements?
A. Populist
B. Abolitionist
C. Civil Rights
D. Progressive
8. During the end of the 19th and beginning of the 20th centuries, Progressive reformers worked to influence the government to enact laws improving conditions brought on by industrialization. One law that was passed was the Keating-Owen Child Labor Act in 1916. Part of the act stated that following: That no producer, manufacturer, or dealer shall ship or deliver for shipment in interstate or foreign commerce, an article or commodity the product of any mine or quarry situated in the United States, in which thirty days prior to the time of the removal of such product therefrom children under the age of sixteen years have been employed or permitted to work
The excerpt could be used to support the thesis that:
A. Progressive reformers wanted to limit the number of hours children worked.
B. Progressive reformers wanted to end child labor altogether.
C. Progressive reformers wanted to ship products made by children overseas.
D. Progressive reformers wanted children to be allowed to work only in mines and quarries.
9. What problem arising from U.S. industrialization did the progressive reformers of the late 19th and early 20th centuries want the federal government to address?
A. use of child labor in the workplace
B. unfair taxes on the wealthy
C. restrictions on the use of natural resources
D. lack of capital for railroad expansion
10. As a result of industrialization in the Uni.
Why We Should Design Policy to Care for Vulnerable PopulationsPr.docx
Why We Should Design Policy to Care for Vulnerable Populations
Previous
Next
For the discussion, we will be reviewing the “For Your Consideration” box on page 122 of the Shi text. Shi states that we should care about vulnerable populations because of the following items:
Vulnerable populations have greater health needs.
The prevalence of vulnerability is influenced [by] and therefore should be remedied by social forces.
Vulnerability is fundamentally linked with national resources.
Vulnerability and equity cannot coexist.
After reviewing this and the required background reading (and doing any additional research) discuss your thoughts on these items. As Shi asks, “Are these points valid?” (p. 122) How does this affect health administrators?
Be sure to cite reliable sources in support of your answer.
.
Why was the Panama Canal built Which country started the project .docx
Why was the Panama Canal built? Which country started the project? Which country finished it? Give at least two reasons as to why it took so long to be completed. (5 points)
Why did Germany help Lenin get back to Russia after Nicholas II abdicated? What was Lenin's underlying purpose in drawing out peace talks with Germany after he took control of Russia? (5 points)
Choose two nations from the following: Turkey, Egypt, Iran, Saudi Arabia, Japan. Compare and contrast how nationalistic movements within each country along with the influence of Westen powers helped shape them with either similar or different results. (10 points)
Explain the different politcal, economic and social philosophies that the leaders of France, Great Britain and the United States has in regard to the creation of the Treaty of Versailles. Which of these leaders got a Treaty that mose closely resembked his desires? Why? What compromises were made? Also explain how Germany responded to the treaty? And finally, whose philosophies for the Treaty do you most agree with? Why? (10 points)
Name and describe three new weapons or methods of warfare first used during World War I. What effect did the introduction of new technology have on the war? (10 points)
Choose a person that we've studied who has made a major contribution to the shaping of the world between 1850 and 1930. (You're not allowed to choose Hitler because we have not spent enough time on him yet). Write a brief biography of that person describing his/her background, contributions to the world (for better or worse), and why you believe that he/she is the most significant person we've studied in terms of shaping the politcal, economic, and/or social lanscape(s) of the world. (10 points)
.
Why was it important for the United State to test the first bomb bef.docx
Why was it important for the United State to test the first bomb before the Potsdam Conference? If atomic bombs were available, why did Truman want them used against Japan before the Soviet army attacked that country? Describe what happened to Robert Openheimer's career during the postwar McCarthy era.
.
Why was Freud’s work so influentialHow did the analysts that foll.docx
Why was Freud’s work so influential?
How did the analysts that followed Freud dissent from his viewpoint?
What links the theorists in the psychoanalytic theory group?
What are three or more psychoanalytic concepts that are relevant to today’s culture? Explain their relevance and provide an example of each.
.
Why Study Political ScienceInitial Post InstructionsI.docx
Why Study Political Science?
Initial Post Instructions
Identify why students should learn about political science. Use evidence (cite sources) to support your response from assigned readings or online lessons,
and
at least one outside scholarly source. Describe at least one reason why political science is interesting or relevant to you personally.
two sources
1. online scholarly less than 5 years and current and
2. text book Whitman Cobb, W. N. (2020).
Political science today
(1st ed.). Washington, DC: Sage, CQ Press.
one paragraph with 2 citation
.
Why Should We Study Intercultural Communication Minimum Length.docx
Why Should We Study Intercultural Communication? Minimum Length/Amount of Words: 250 words
As Martin and Nakayama discuss in their Chapter One ("Why Study Intercultural Communication?"), there are several imperatives for why we should and do study and engage in intercultural communication. Discuss the one imperative that you see as being the most critical and important and provide reasons as to why. In addition, identify an imperative that is not discussed in this chapter that you think should be for why we should study intercultural communication.
.
Why should the police be required to advise suspects of their Fifth .docx
Why should the police be required to advise suspects of their Fifth Amendment rights when police are not required to advise people who consent to searches that they need not give consent? What is the difference? When does Miranda apply? Give examples. Support your position.
500 words
APA Format
2 References
.
why Security as a Service is a good investment.Use at least .docx
why Security as a Service is a good investment.
Use at least three sources. Include at least 3 quotes from your sources enclosed in quotation marks and cited in-line by reference to your reference list. Cite your sources. Do not copy. Write in essay format not in bulleted, numbered or other list format.
.
Why is skilled communication among health professionals so difficu.docx
Why is skilled communication among health professionals so difficult to achieve? How will you overcome the use of ineffective communication?
TERRY L. HAPNEY
TERRY L. HAPNEY
Public Relations and the School Superintendent
Marshall University
From the SelectedWorks of Terry L. Hapney Jr., Ph.D.
Summer June, 2018
Public Relations and the School Superintendent: From Theory to Practice
Terry L. Hapney, Jr.
Available at:
https://works.bepress.com/terryhapney/10
/
Public Relations and the School Superintendent
From Theory to Practice TERRY L. HAPNEY, JR.
ABSTRACT: This article examines public relations in the K–12 school system context. Specifically, the goal of this article is to examine the school superintendent as the chief public relations practitioner of the school system and how he/she would operate as such in the realms of seven public relations theories, as the superintendent works toward meeting the goals and objectives of his/her school district: strategic management function, communitas versus corporatas, persuasion, storytelling and branding, postmodernism, understanding, and sociology.
INTRODUCTION AND OVERVIEW
S
chools are organizations that are located in every community in the United States. Stakeholders in, and related to, schools include students, parents, teachers, administrators, school board members, legislators and other government officials, and alumni, among others. Research shows strong communication skills are a must for superintendents of school systems. Unfortunately, the assumption is anyone can be an effective communicator (Kowalski, 2005). Communication is at the heart of an effective public
306 Journal of School Public Relations Volume 37—Summer 2016
307
relations program in an organization (Kowalski, 2011). Many superintendents question the relevance of allocating funds and designating time to engage in public relations (2011). Studies have shown that superintendents have received poor performance evaluations and have even been dismissed due to “inconsistent and incompetent communication” (Kowalski, 2005, p. 112). Thus, the chief administrator in the school system has a big problem to overcome, and effective school public relations can help solve that problem.
School public relations consists of applying public relations in organizations that deliver educational services. It is utilized in both private and public K–12 schools, as well as colleges and universities (Kowalski, 2011). This article examines public relations in the K–12 school system context. Specifically, the goal of this article is to examine the school superintendent as the chief public relations practitioner of the school system and how he/she would operate as such in the realms of seven public relations theories, as the superintendent works toward meeting the goals and objectives of his/her school district: strategic management function, communitas versus corporatas, persuasion, storytelling and branding, postmodernism, understanding, and soc.
Why Luck Matters More Than You Might ThinkWhen people see themse.docx
Why Luck Matters More Than You Might Think
When people see themselves as self-made, they tend to be less generous and public-spirited.
· MAY 2016 ISSUEBottom of Form
I’m a lucky man. Perhaps the most extreme example of my considerable good fortune occurred one chilly Ithaca morning in November 2007, while I was playing tennis with my longtime friend and collaborator, the Cornell psychologist Tom Gilovich. He later told me that early in the second set, I complained of feeling nauseated. The next thing he knew, I was lying motionless on the court.
He yelled for someone to call 911, and then started pounding on my chest—something he’d seen many times in movies but had never been trained to do. He got a cough out of me, but seconds later I was again motionless with no pulse. Very shortly, an ambulance showed up.
Ithaca’s ambulances are dispatched from the other side of town, more than five miles away. How did this one arrive so quickly? By happenstance, just before I collapsed, ambulances had been dispatched to two separate auto accidents close to the tennis center. Since one of them involved no serious injuries, an ambulance was able to peel off and travel just a few hundred yards to me. EMTs put electric paddles on my chest and rushed me to our local hospital. There, I was loaded onto a helicopter and flown to a larger hospital in Pennsylvania, where I was placed on ice overnight.
Doctors later told me that I’d suffered an episode of sudden cardiac arrest. Almost 90 percent of people who experience such episodes don’t survive, and the few who do are typically left with significant impairments. And for three days after the event, my family tells me, I spoke gibberish. But on day four, I was discharged from the hospital with a clear head. Two weeks later, I was playing tennis with Tom again.
If that ambulance hadn’t happened to have been nearby, I would be dead.
Not all random events lead to favorable outcomes, of course. Mike Edwards is no longer alive because chance frowned on him. Edwards, formerly a cellist in the British pop band the Electric Light Orchestra, was driving on a rural road in England in 2010 when a 1,300-pound bale of hay rolled down a steep hillside and landed on his van, crushing him. By all accounts, he was a decent, peaceful man. That a bale of hay snuffed out his life was bad luck, pure and simple.
Most people will concede that I’m fortunate to have survived and that Edwards was unfortunate to have perished. But in other arenas, randomness can play out in subtler ways, causing us to resist explanations that involve luck. In particular, many of us seem uncomfortable with the possibility that personal success might depend to any significant extent on chance. As E. B. White once wrote, “Luck is not something you can mention in the presence of self-made men.”
Seeing ourselves as self-made leads us to be less generous and public-spirited.
My having cheated death does not make me an authority on luck. But it has motivated me t.
Why is vision essential to facilitating successful change in an orga.docx
Why is vision essential to facilitating successful change in an organization? What is the correlation between a leader's role/vision and a successful change initiative? Describe a vision that you have seen/heard/read/viewed that you felt inspired successful change. How did this vision influence people's behavior and attitudes toward a major change initiative?
.
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