WK5 Quiz CO101 Intro to Public SpeakingQuestion 1 1. What is t.docx

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WK5 Quiz CO101 Intro to Public Speaking Question 1 1. What is the study of proxemics? Question 2 1. Broadcast journalism is typically written in past tense, because it reports facts about something that recently occurred. True False Question 3 1. “Don’t talk to me like that” is a warning about someone’s A. Elocution B. Syntax C. Paralanguage D. Articulation Question 4 1. What is the study of kinesics? Question 5 1. Posture can indicate A. Age or culture. B. Gender C. A number of verbal messages. D. Engagement Question 6 1. It’s ok to give a speech when the audience knows more than you. True False Question 7 1. Inspirational speech writing is often considered a five-step scheme True False Question 8 1. One of the stages of inspirational speech writing is to positively visualize new practices through imagery. True False Question 9 1. Space that is not allotted to any particular person is referred to as: A. Primary B. Interactive C. Secondary D. Public Question 10 1. A good rule of thumb when engaged in debate is to: A. Avoid words like ‘always’ and ‘never’ B. Never concede C. Exaggerate to make your argument more convincing D. Point out when your competition makes a mistake .

Education

B.
Gender
C.
A number of verbal messages.
D.
Engagement
Question 6
1. It’s ok to give a speech when the audience knows more than
you.
True
False
Question 7
1. Inspirational speech writing is often considered a five-step
scheme
True
False
Question 8
1. One of the stages of inspirational speech writing is to
positively visualize new practices through imagery.
True
False
Question 9
1. Space that is not allotted to any particular person is referred
to as:
A.
Primary
B.
Interactive

C.
Secondary
D.
Public
Question 10
1. A good rule of thumb when engaged in debate is to:
A.
Avoid words like ‘always’ and ‘never’
B.
Never concede
C.
Exaggerate to make your argument more convincing
D.
Point out when your competition makes a mistake

WK8 Final Exam CO101 Intro to Public Speaking Question 1 1. Two techniques of epideictic speech are: A. Identification and magnification. B. Repetition and complexity. C. Prop utilization and gesturing. D. Motivation and inspiration. Question 2 1. When messages get replaced by facial expressions, this is called confliction. True False Question 3 1. Posturing is an example of something identified in the study of: A. Oculesics B. Kinesics C. Proxemics D. Paralanguage Question 4 1. To say that “You can learn about the mob life by watching a Joe Pesci movie” is an example of: A. An epidote. B. An anecdote. C. A lepidote. D. A synecdoche. Question 5 1. The purpose of specialized speech is to inform to a professional audience. True False Question 6 1. We tend to associate people that have positive characteristics with: A. Articulation and strong etiquette. B. Strong interpersonal skills. C. Negative vocal image. D. Positive vocal image. Question 7 1. Broadcast speech is typically written in tense. Question 8 1. Glossophobia is another word for: A. The fear of speaking on the phone. B. The fear of social situations. C. The fear of public speaking. D. The fear of people. Question 9 1. A common misperception of public speaking is that the audience will only take you seriously if you’re serious. True False Question 10 1. Understanding your listeners and preparing to deliver a speech that will be of high interest to them is called . .

WK3 Quiz CO101 Intro to Public SpeakingQuestion 1 1. Ceremonia.docx

ericbrooks84875

WK3 Quiz CO101 Intro to Public Speaking Question 1 1. Ceremonial speeches are also known as _____________ speech. A. Repetitive B. Acceptance C. Honorable D. Epideictic Question 2 1. An easy way to help your nerves before a speech is to: A. Avoid bright rooms B. Avoid your audience C. Avoid caffeine D. Avoid overeating. Question 3 1. What is a trick that you personally will work on to overcome public speaking anxiety? Question 4 1. One thing not to do when preparing to write your speech is: A. Do some research B. Jot down notes as they hit you. C. Relax and delve into positive visualization. D. Go with a topic you know so no extra preparation is required. Question 5 1. One thing that could help you develop your speaking skills is to master the ____. A. Technical B. Metaphor C. Obvious D. Mundane Question 6 1. Identification and magnification are two techniques of epideictic speech. True False Question 7 1. According to Andrew Dlugan, incorporating humor is a bad idea when giving a public speech. True False Question 8 1. Every good speaker knows that you have to be perfect in order to succeed. True False Question 9 1. Give three examples of a ceremonial speech Question 10 1. Arguably the most popular type of speech out there is: A. Persuasive B. Motivational C. Ceremonial. D. Humorous WK3 Quiz CO101 Intro to Public Speaking Question 1 1. Ceremonial speeches are also known as _____________ speech. A. Repetitive B. Acceptance C. Honorable D. Epideictic Question 2 1. An easy way to help your nerves before a speech is to: A. Avoid bright rooms B. Avoid your audience C. Avoid caffeine D. Avoid overeating. Question 3 1. What is a trick that you personally will work on to overcome public speaking anxiety? QUESTION 4 1. One thing not to do when pr eparing to write your speech is: A. Do some research B. Jot down notes as they hit you. C. Relax and delve into positive visualization. D. Go with a topic you know so no extra preparation is required. QUESTION 5 1. One thing that could help you develop your speaking skills is to master the ____. A. Technical WK3 Quiz CO101 Intro to Public Speaking Question 1 1. Ceremonial speeches are also known as _____________ speech. A. Repetitive B. Acceptance C. Honorable D. Epideictic Question 2 1. An easy way to help your nerves before a speech is to: A. Avoid bright rooms B. Avoid your audience C. Avoid caffeine D. Avoid overeating. Question 3 1. What is a trick that you personally will work on to overcome public speaking anxiety? QUESTION 4 1. One thing not to do when preparing to write your speech is: A. Do some research B. Jot down notes as they hit you. C. Relax and delve into positive visualization. D. Go with a topic you know so no extra preparation is required. QUESTION 5 1. One thing that could help you develop your speaking skills is to maste.

Anhcd khoi a1_d_2014_giao_duc_9683

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The document provides guidance for students to complete an oral history project involving interviewing a person about their experiences with a historical event or era before 1990. It outlines 6 steps for the project: 1) pick an event or era to research, 2) find someone to interview, 3) develop 15 questions to ask, 4) conduct the interview, 5) create a final product demonstrating understanding, and 6) have other students review the final product. Suggested product types include a thank you letter, PowerPoint, podcast, video, or narrative. The goal is for students to learn about a specific person's historical experiences through conducting an in-depth interview.

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SkyLawaan

OVERVIEW Speaking in public, whether in front of small or large groups, makes some people jittery. However, this is a normal part of life. When you take this seriously, it will certainly benefit you when you become a professional. (Madrunio & Martin, 2018) Having excellent communication skills can practically help you express yourself clearly and confidently, gained respect of other people, achieve your goals, and succeed in life. Competence in oral communication is important because it makes you become an effective leader; listen attentively to identify the conveyed meaning, collaborate with others, use critical thinking and problem-solving skills, give appropriate feedback and, converse with others of different background these are the qualities that are relevant in the present 21st century world.

QUESTION 11. Accepting an unsuitable practice because doing so f.docx

makdul

QUESTION 1 1. Accepting an unsuitable practice because doing so follows an accepted way of doing things. A. Categorical Proposition B. Irrelevant Reason C. Traditional Wisdom D. Worldview 1 points QUESTION 2 1. A way of saying something that literally says one thing though the intended meaning is something else, usually opposite to its literal meaning. A. Irony B. Puffery C. Analogy D. Tokenism 1 points QUESTION 3 1. The positive or negative overtones of a word or expression. A. Denial B. Composition C. Emotive Meaning D. Biased Statistics 1 points QUESTION 4 1. The fallacy in which a wrong is justified on the grounds that lots or most others do that sort of thing. A. Ad Hominem Attack B. Suppressed Evidence C. Irrelevant Reason D. Common Practice 1 points QUESTION 5 1. A reason offered in support of an argument’s conclusion. A. Worldview B. Categorical Proposition C. Premise D. Equivocation 1 points QUESTION 6 1. The predicate of the conclusion of a syllogism. A. Major Term B. Tokenism C. Composition D. Questionable Premise 1 points QUESTION 7 1. To attempt to take advantage of the failure of one’s opponent to cross every t and dot every i, to spell out what should be taken for granted. A. Provincialism B. Appeal to Authority C. Quibble D. Questionable Cause 1 points QUESTION 8 1. Generalized, vague, or exaggerated claims, particularly when asserted humorously A. Claim B. Concatenated Reasoning C. Slanting D. Puffery 1 points QUESTION 9 1. A questionable analogy. A. Delusion B. Faulty Comparison C. Mood D. Premise 1 points QUESTION 10 1. The tendency to keep our beliefs, and thus our actions, within the bounds of what society as a whole will accept. A. Herd Instinct B. Irrelevant Reason C. Biased Statistics D. Claim 1 points QUESTION 11 1. Valid reasoning from justified premises that include all likely relevant information. A. Higher Level Inductions B. Rationalization C. Slippery Slope Reasoning D. Cogent Reasoning 1 points QUESTION 12 1. The attitudes or feelings expressed by a passage. A. Essay B. Tone C. Questionable Cause D. Form 1 points QUESTION 13 1. Assuming as a premise some form of the very point that is at issue - the conclusion we intend to prove. A. Biased Statistics B. Questionable Analogy C. Suppressed Evidence D. Begging the Question 1 points QUESTION 14 1. A word that appears to make little or no change in a passage while in fact sucking out most of its content. A. Suppression B. Composition C. Delusion D. Weasel Word 1 points QUESTION 15 1. A strong belief held despite strong evidence invalidating it. A. Rationalization B. Common Practice C. Dilemma D. Delusion 1 points QUESTION 16 1. Believing that something is true because there is no good evidence that it is false. A. Pseudoscientific Theories B. Loyalty C. Appeal to Ignorance D. Either-Or Fallacy 1 points QUESTION 17 1. Arguing for a course ...

Communication Strategies .pptx

MelodieWilson1

This document outlines an agenda and goals for a communication strategies workshop. The workshop will discuss communication barriers, verbal and nonverbal communication skills, asking good questions, and mastering conversation. Participants will learn tips and techniques through discussion and activities. They will also identify areas for self-improvement to apply after the workshop. The goal is for participants to leave with stronger communication skills.

Pragmatics

gerusalemme1

The document discusses adjacency pairs and conversation analysis (CA). Some key points: - Adjacency pairs refer to common question-answer, offer-acceptance patterns in conversations where one utterance expects a particular response. - CA examines the sequential structure and progression of conversations through adjacency pairs and how each utterance shapes the next. Context is created through talk rather than external to it. - There are limitations to CA as it does not provide an exhaustive list of pairs and does not consider sociolinguistic context. However, its focus is on qualitative analysis of conversational structure. - The cooperative principle and its maxims of quantity, quality, relation and manner guide conversational expectations but can be flouted

Three interactive activities that focus on intercultural awareness are described. The first, "Who are you culturally?", involves cultural self-reflection conversations in pairs. The second, "staying in description", is an eye-opening group activity where participants describe rather than interpret photos. They then generate questions on cultural context. The third involves teams creating presentations on peacemaking ideas. Example student presentations are shown, covering ideas like celebrating different cultures, singing peace songs, and learning greetings in multiple languages. Intercultural learning and peacemaking are said to go hand in hand.

COMM4153 NONVERBAL COMMUNICATION OPTIONAL ASSIGNMENT JOURN.docx

mccormicknadine86

COMM4153: NONVERBAL COMMUNICATION OPTIONAL ASSIGNMENT: JOURNAL 1 Dr. Elaine Hsieh DUE: May 1, 2020 Credibility and Competence Activity: 1. You can do this activity either in-person (with family members or any person you are currently not exercising social distancing) or online. Please either print 3 copies or email the file to them so that they can fill the form out for you. 2. Find a cause/topic that you believe in. The topic has to be a topic appropriate for a persuasive speech (i.e., you have to SELL that idea to your conversational partner). 3. Have a conversation (at least 10 minutes) with someone, try to bring in this topic gently. You can say that you learned about something in class, in the news, from friends, and was really convinced by it and thought it’d be a good idea to share with them. 4. After the conversation, ask your listener to fill the following survey. 5. You have to repeat step 3 and 4 three times (i.e., having at least 3 individuals to listen to your comments and evaluate you). Journal Write-up: Requirements [Be sure to address each item] 1. Use the first paragraph to provide background information: what was the topic chosen? Who are the listeners and where did the conversation take place? 2. Based on their response, did they have similar perceptions or suggestions on certain elements? What are they? 3. Based on the lectures and readings, which dimension of credibility are you most good at? 4. Based on lectures and readings, which dimension of credibility do you need to work on more? 5. Write 5 things that you can work on to improve your credibility in the future? 6. Include the 3 completed evaluation forms with your journal when you submit the journal assignment via Canvas. 7. Make sure you incorporate the course content we covered, including PowerPoint, course readings, and additional videos that I have designated, on credibility and competence in your analysis. NONVERBAL CUE EVALUATION Communicator: ______________________ Evaluator: _________________________ Please reflect the communicator’s nonverbal cues very carefully to determine which cues had a positive and negative impact on credibility. The communicator should use these evaluations to make the adjustments in persuasive communication that are necessary to develop personal credibility. During the discussion, did the communicator: Eye Behaviors Yes No + 1 sustain eye contact with the listener? + 2 look directly at the customer? – 3 look down or away before making a point? – 4 exhibit shifty eyes? – 5 blink excessively? Gestures + 1 use hand and head gestures to emphasize points/ + 2 use gestures to signal a desire to continue talking? + 3 keep hands and elbows out and away from the body? + 4 avoid using distracting hand-to-face gestures? – 5 exhibit any weak and tentative gestures? – 6 clear throat? – 7 smile out of context? – 8 fid ...

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This document summarizes the key points from a presentation about the Montana Heritage Project. It discusses how people are shaped by the places they grow up and live. It provides examples of interview questions to understand how places influence identity. The presentation emphasizes using oral histories and story-based writing. It provides guidance on developing essential questions, outlines for writing stories, and tips for finding stories within communities.

Q4-LUNA-M2.pdf

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This document discusses interpersonal communication. It defines interpersonal communication as the process of exchanging ideas, information, and experiences between people. It provides examples of different types of interpersonal communication, including verbal communication using words, non-verbal communication without words, listening, and written communication. The document also outlines the key elements of interpersonal communication like the communicator, message, noise, feedback, context, and channel. It concludes by providing tips for effective interpersonal communication such as active listening, being confident, and using the appropriate communication method.

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Student ID 21722970 Exam 250483RR - The Reading and Writing Proc.docx

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Student ID: 21722970 Exam: 250483RR - The Reading and Writing Process When you have completed your exam and reviewed your answers, click Submit Exam. Answers will not be recorded until you hit Submit Exam. If you need to exit before completing the exam, click Cancel Exam. Questions 1 to 30: Select the best answer to each question. Note that a question and its answers may be split across a page break, so be sure that you have seen the entire question and all the answers before choosing an answer. 1. Your topic is courtesy, and you're writing from the point of view of a caring mentor. Which of the following sentences is most persuasive for an audience of high school graduates from a working-class neighborhood? A. Courtesy to others shows self-respect as much as it does respect for others. B. Remember that you can catch more flies with honey than with vinegar. C. Courtesy yields profits to the impecunious as well as to the wealthy. D. Courtesy is the oil that lubricates the machinery of discourse. 2. As a general rule, where in your essay is it best to place your thesis statement? A. In the first, introductory paragraph of the essay B. In the second or third paragraph of the body of the essay C. At the end of the essay, as part of the conclusion D. Anywhere at all, because the best thesis statement is implied, not specified 3. Bette and Juan are choosing a topic for their writing assignment. In doing so, Bette will take the time necessary to choose a good topic. Juan will focus on narrowing his topic ideas. Who is using guidelines to choose a successful topic? A. Only Bette B. Only Juan C. Both Bette and Juan D. Neither Better nor Juan 4. Which of the following methods is used to narrow a broad essay topic? A. Wikipedia B. Polling classmates C. Branching and questioning D. Brainstorming 5. Ron and Quincy are organizing the facts in their essays. Ron says putting details in spatial order means to organize them according to the order in which they happened. Quincy says it means putting the details in order according to their location. Who is correct? A. Neither is correct. B. Only Ron is correct. C. Only Quincy is correct. D. Both are correct. 6. Please read the following excerpt from an essay, and answer the question that follows. In the passage, the sentences are numbered to help you respond to the question. (1) Biologically, adolescence is marked by hormonal changes that produce secondary sexual characteristics. (2) These include breast development in females and beard growth in males. (3) Psychologically, however, adolescence is a concept that applies only to modern industrial societies. (4) In fact, in most preliterate or tribal societies, the modern American idea of adolescence simply does not exist. (5) In such societies, the social roles of adulthood are to be learned during childhood. (6) Then, around the time of biological puberty, a child becomes an adult through a ritual anthropologists call a rite of passage. (7) By contrast,.

1. A common misperception of public speaking is that the a.docx

adolphoyonker

1. A common misperception of public speaking is that the audience will only take you seriously if you’re serious. True False 2. Posturing is an example of something identified in the study of: A. Paralanguage B. Kinesics C. Oculesics D. Proxemics 3. Understanding your listeners and preparing to deliver a speech that will be of high interest to them is called? 4. Two techniques of epideictic speech are: A. Identification and magnification. B. Prop utilization and gesturing. C. Motivation and inspiration. D. Repetition and complexity. 5. We tend to associate people that have positive characteristics with: A. Strong interpersonal skills. B. Articulation and strong etiquette C. Negative vocal image. D. Positive vocal image. 6. The purpose of specialized speech is to inform to a professional audience. True False 8. To say that “You can learn about the mob life by watching a Joe Pesci movie” is an example of A. An anecdote. B. A lepidote. C. A synecdoche. D. An epidote. 9. When messages get replaced by facial expressions, this is called confliction. True False 10. Glossophobia is another word for: A. The fear of social situations. B. The fear of speaking on the phone. C. The fear of people. D. The fear of public speaking. .

Question 1 of 402.5 PointsEllen and Mike are trying to decide .docx

IRESH3

Question 1 of 40 2.5 Points Ellen and Mike are trying to decide where to go for an anniversary dinner. Mike says to Ellen, “Okay, you can have anything you want. We can do Chinese, Italian, Thai, Mexican, or Spanish food. If you want sushi, that is fine, or we can go to an upscale steakhouse! I’m even fine if you want to go get a few fast-food burgers and then go for ice cream. So what will it be?” According to the concept of decision aversion, what is Ellen likely to choose? A. Ellen is likely to get angry at Mike for not choosing dinner. B. Ellen is likely to make no choice at all. C. Ellen will choose the most expensive meal, since Mike gave her the option of choosing anything she wants. D. Ellen will consider which meal she likes the best and choose a restaurant that will serve that meal. Question 2 of 40 2.5 Points __________ is a rare disorder that occasionally accompanies autism in which a person of below-average intelligence has an extraordinary ability. A. Impulsive ability syndrome B. Savant syndrome C. Prodigy disorder D. Schizoaffective disorder Question 3 of 40 2.5 Points The __________ state refers to a problem-solving condition in which a person has incomplete or unsatisfactory information. A. initial B. boggled C. inadequate D. misinformed Question 4 of 40 2.5 Points The __________ bias describes the effect that occurs when a person’s existing ways of thinking distort his or her logical decisions. A. hindsight B. representative C. heuristic D. belief Question 5 of 40 2.5 Points Have you ever been distracted while you were speaking and accidentally switched the sounds of two words? For example, a person might mean to say, “I’m going to get a turkey sandwich” and instead say, “I’m going to get a surkey tandwich.” This type of expressive inversion is called a __________. A. phonemic reversal B. syntactic switch C. spoonerism D. morphism Question 6 of 40 2.5 Points The term book knowledge most resembles __________ intelligence from the theory of Robert Sternberg. A. analytic B. emotional C. practical D. academic Question 7 of 40 2.5 Points Which of the following is one of the aspects of intelligence according to the theory of psychologist Robert Sternberg? A. interpersonal intelligence B. crystallized intelligence C. intrapersonal intelligence D. creative intelligence Question 8 of 40 2.5 Points The __________ fallacy is a phenomenon that causes people to believe that additional information increases the probability that a statement is true, even though that probability actually decreased. A. hindsight B. irrationality C. conjunction D. discursion Question 9 of 40 2.5 Points Going from broad to specific conclusions is called __________, while going from specific examples to broad conclusions is called __________ reasoning. A. theoretical; analytical B. deductive; inductive C. analytical; theoretical D. inductive; deductive Ques ...

ORAL COM L2-FUNCTION.pptx

CristinaGrumal

This document outlines a lesson on the nature and elements of communication. It begins with a review of key terms like the Latin origin of the word "communication" and what distinguishes communication from other activities. The lesson then covers the objectives of identifying and explaining the different functions of communication. These functions include regulation, motivation, social interaction, information dissemination, and emotional expression. Several examples are provided for each function. The document concludes with assessment activities like multiple choice and true/false questions to test comprehension of the communication functions.

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Introduction_to_Discourse_Studies_by_Jan.pdf

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The document provides an introduction to discourse studies. It discusses three key topics: 1. The relationship between form and function in communication. Examples show how the same words or statements can take on different meanings based on context. 2. Discourse studies is proposed as a separate discipline to study this relationship between form and function across different fields like linguistics and literature. 3. Communication is analyzed as an action, with theories like speech act theory examining what people do with language through locutions, illocutions and perlocutions. Felicity conditions for successful speech acts are discussed.

Seminar 1 Unit 1

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The document provides information about culture shock experienced by people living in a new country. It discusses the typical stages of culture shock: the initial "honeymoon" stage, the subsequent "rejection" stage as difficulties arise, then a stage of "adjustment and reorientation" as people begin to understand and adapt to the new culture. Finally, people reach a stage of adaptation where they have accepted the new customs and view the culture differently. The passage suggests the "rejection" stage, where initial enthusiasm turns to frustration and depression, is often the most difficult part of culture shock.

Communication

RehanaWhiteley

This document discusses communication skills for media production. It addresses both verbal and non-verbal communication. It describes an activity where a group had to build a newspaper tower using only non-verbal cues. Good communication skills discussed include listening, ensuring all parties can contribute, using an appropriate environment, and clear speaking. Poor communication can lead to misunderstandings and missed opportunities. The document also discusses preparing for discussions, including setting an agenda, allocating time, and establishing ground rules. Interacting respectfully and making eye contact are important parts of non-verbal communication. The document concludes by outlining the components of participating in a debate, including opening statements, questioning opponents, and having a strong conclusion.

AP Review Test Answer Key

kbolinsky

This document contains a practice exam for AP Psychology. It includes 81 multiple choice questions testing various concepts in psychology. The questions cover topics like cognition, neuroscience, research methods, disorders, therapies, and theories. For each question, the document provides the question, possible answer choices, and a brief explanation of the correct answer. The goal of the document is to help students review for and prepare to take the AP Psychology exam.

2008 pratice exam answers

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Fundamentals of Risk and InsuranceEmmEtt J. Vaughan • .docx

ericbrooks84875

Fundamentals of Risk and Insurance EmmEtt J. Vaughan • thErEsE m. Vaughan 11e ■ FUNDAMENTALS OF RISK AND INSURANCE ■ ■ FUNDAMENTALS OF RISK AND INSURANCE ■ ELEVENTH EDITION EMMETT J. VAUGHAN THERESE M. VAUGHAN VICE PRESIDENT & EXECUTIVE PUBLISHER George Hoffman EXECUTIVE EDITOR Joel Hollenbeck CONTENT EDITOR Jennifer Manias ASSISTANT EDITOR Courtney Luzzi SENIOR EDITORIAL ASSISTANT Erica Horowitz DIRECTOR OF MARKETING Amy Scholz ASSISTANT MARKETING MANAGER Puja Katariwala MARKETING ASSISTANT Mia Brady SENIOR PRODUCT DESIGNER Allison Morris SENIOR PRODUCTION MANAGER Janis Soo ASSOCIATE PRODUCTION MANAGER Joel Balbin COVER DESIGNER Kenji Ngieng COVER CREDIT Bart Sadowski/iStockphoto This book was set in 10/12 Cheltenham Light by Aptara, Corp. and printed and bound by Courier/Kendallville. The cover was printed by Courier/Kendallville. The book is printed on acid-free paper ©∞. Founded in 1807, John Wiley & Sons, Inc. has been a valued source of knowledge and understanding for more than 200 years, helping people around the world meet their needs and fulfill their aspirations. Our company is built on a foundation of principles that include responsibility to the communities we serve and where we live and work. In 2008, we launched a Corporate Citizenship Initiative, a global effort to address the environmental, social, economic, and ethical challenges we face in our business. Among the issues we are addressing are carbon impact, paper specifications and procurement, ethical conduct within our business and among our vendors, and community and charitable support. For more information, please visit our website: www.wiley.com/go/citizenship. Copyright c© 2014, 2008, 2003, and 1999 John Wiley & Sons, Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning or otherwise, except as permitted under Sections 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc. 222 Rosewood Drive, Danvers, MA 01923, website www.copyright.com. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030-5774, (201)748-6011, fax (201)748- 6008, website http://www.wiley.com/go/permissions. Evaluation copies are provided to qualified academics and professionals for review purposes only, for use in their courses during the next academic year. These copies are licensed and may not be sold or transferred to a third party. Upon completion of the review period, please return the evaluation copy to Wiley. Return instructions and a free of charge return mailing label are available at www.wiley.com/go/returnlabel. If you have chosen to adopt this textbook for us.

Fungi reproduce ___________________________ by fragmentation, buddin.docx

ericbrooks84875

Fungi reproduce ___________________________ by fragmentation, budding, or producing spores. 10. In ___________________________ , pieces of hyphae grow into new mycelia. 11. The process of a parent cell undergoing mitosis and producing a new individual that pinches off, matures, and separates from the parent is called ___________________________ . 12. When environmental conditions are right, a ___________________________ may germinate and produce a threadlike ___________________________ that will grow into a mycelium. 13. Some hyphae grow away from the mycelium to produce a spore-containing structure called a ___________________________ . 14. In most fungi, the structures that support ___________________________ are the only part of the fungus that can be seen. 15. Fungi may produce spores by ___________________________ or ___________________________ . 16. Many adaptations of fungi for survival involve ___________________________ . 17. ___________________________ protect spores and keep them from from drying out until they are released. 18. A single puffball may produce a cloud containing as many as ___________________________ spores. 19. Producing a large number of spores increases a species’ chances of ___________________________ . 20. Fungal spores can be dispersed by ___________________________ , ___________________________ , and ___________________________ . .

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Fundamentals of Risk and InsuranceEmmEtt J. Vaughan • .docx

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Fungi reproduce ___________________________ by fragmentation, buddin.docx

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Full-Circle LearningMyLab™ Learning Full Circle for Mar.docx

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Full-Circle Learning MyLab™: Learning Full Circle for Marketing, Management, Business Communication, and Intro to Business BEFORE CLASS AFTER CLASS DURING CLASS Decision Sims, Videos, and Learning Catalytics DSMs, pre-lecture homework, eText Writing Space, Video Cases, Quizzes/ Tests MyLab Critical Thinking MyManagementLab®: Improves Student Engagement Before, During, and After Class Decision Making BREAKTHROUGH Prep and Engagement BREAK THRO UGH To better resultsTo better results • NEW! VIDEO LIBRARY – Robust video library with over 100 new book-specific videos that include easy-to-assign assessments, the ability for instructors to add YouTube or other sources, the ability for students to upload video submissions, and the ability for polling and teamwork. • Decision-making simulations – NEW and improved feedback for students. Place your students in the role of a key decision-maker! Simulations branch based on the decisions students make, providing a variation of scenario paths. Upon completion students receive a grade, as well as a detailed report of the choices and the associated consequences of those decisions. • Video exercises – UPDATED with new exercises. Engaging videos that bring business concepts to life and explore business topics related to the theory students are learning in class. Quizzes then assess students’ comprehension of the concepts covered in each video. • Learning Catalytics – A “bring your own device” student engagement, assessment, and classroom intelligence system helps instructors analyze students’ critical-thinking skills during lecture. • Dynamic Study Modules (DSMs) – UPDATED with additional questions. Through adaptive learning, students get personalized guidance where and when they need it most, creating greater engagement, improving knowledge retention, and supporting subject-matter mastery. Also available on mobile devices. • Writing Space – UPDATED with new commenting tabs, new prompts, and a new tool for students called Pearson Writer. A single location to develop and assess concept mastery and critical thinking, the Writing Space offers automatic graded, assisted graded, and create your own writing assignments, allowing you to exchange personalized feedback with students quickly and easily. Writing Space can also check students’ work for improper citation or plagiarism by comparing it against the world’s most accurate text comparison database available from Turnitin. • Additional Features – Included with the MyLab are a powerful homework and test manager, robust gradebook tracking, Reporting Dashboard, comprehensive online course content, and easily scalable and shareable content. http://www.pearsonmylabandmastering.com Strategic ManageMent concepts and cases A Competitive AdvAntAge ApproACh This page intentionally left blank Fred r. David Francis Marion University Florence, South Carolina Forest r. David Strategic Planning C.

Functional Behavior Assessment ExampleStudent NameInes SalazarD.docx

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Functional Behavior Assessment Example Student Name:Ines SalazarDate: ____ 10-22-2017_______ Age: 5 yrs, 6 mosCase Manager: _______Yvonne Jackson____ Description of Behavior: Student isolates herself from others during class, refuses to go to lunch in the cafeteria, and prefers to stay in class during scheduled breaks. Student’s academic production is minimal. Settings in which Behavior Occurs: All Classes Frequency: 3-4 days in a row, 2-3 times a month. Intensity (Consequences of problem behavior on student, peers, instructional environment): Significant reduction in completed work and alienation from peers. Previous Interventions: Counseling, verbal redirection to complete work, medications, parent conferences, student conferences, classroom behavior management program. Educational Impact: Severe academic failure, disruption of group projects and activities, lack of appropriate socialization and development of peer relations. Social/Emotional Development: Student appears depressed. She has previously been diagnosed and expresses subjective feelings of depression when asked. Cognitive Development: Student makes frequent negative self-statements about her academic ability, her self-worth, and how other students and adults feel about her. Reinforcement: Student receives 1:1, and more frequent attention from the teacher. Home Factors: Parents frequently make critical statements about Ines. They expect academic performance that is unrealistic, given student’s cognitive and academic ability levels. They have difficulty accepting what appears to be age-appropriate behavior. Communication: Withdrawal; may tell others to leave her alone. © 2017. Grand Canyon University. All Rights Reserved. Behavior Intervention Plan Student Name: ______________________________________ Date: ______________ DOB: __________________ Case Manager: _______________________________________ Behavior Goals Interventions and Frequency of Intervention Person Responsible Goal/Intervention Review Notes © 2017. Grand Canyon University. All Rights Reserved. Behavior Intervention Plan Example Student Name: ______________________________________ Date: ______________ DOB: __________________ Case Manager: _______________________________________ Behavior Goals Interventions and Frequency of Intervention Person Responsible Goal/Intervention Review Notes Student isolates himself from others during class, refuses to go to lunch in the cafeteria, and prefers to stay in class during scheduled breaks. Student’s academic production is minimal. A. During free time, interacts with other students and staff 90% of the time. B. Goes to lunch in the cafeteria without supervision 90% of the time. C. On task 90% of the time. D. Completes assigned work 90% of the time. A. Social work involvement for referral for family counseling focused on realistic expectations of student performance. Ongoing until counseling is started. B. Daily monito.

Functional Requirements Document TemplateVersionDescription .docx

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Functional Requirements Document Template Version Description of Change Author Date CONTENTS 41 INTRODUCTION 1.1 Purpose 4 1.2 Scope 4 1.3 Background 4 1.4 References 4 1.5 Assumptions and Constraints 4 1.6 Document Overview 5 2 METHODOLOGY 5 3 FUNCTIONAL REQUIREMENTS 5 4.1 Context 5 4.2 User Requirements 5 4.3 Data Flow Diagrams 6 4.4 Logical Data Model/Data Dictionary 6 4.5 Functional Requirements 6 5 OTHER REQUIREMENTS 6 5.1 Interface Requirements 6 5.2 Data Conversion Requirements 7 5.3 Hardware/Software Requirements 7 5.4 Operational Requirements 7 APPENDIX A - GLOSSARY 11 1 INTRODUCTION [Provide an overview of the system and some additional information to place the system in context.] 1.1 Purpose [Provide an overall description of the FRD, its purpose. Reference the system name and identifying information about the system to be implemented.] 1.2 Scope [Discuss the scope of the document and how it accomplishes its purpose.] 1.3 Background [Describe the organization and its overall responsibilities. Describe who is producing the document and why.] 1.4 References [List references and controlling documents, including: meeting summaries, white papers, other deliverables, etc.] 1.5 Assumptions and Constraints [Provide a list of contractual or task level assumptions and/or constraints that are preconditions to preparation of the FRD. Assumptions are future situations beyond the control of the project, whose outcomes influence the success of a project.] 1.5.1 Assumptions Examples of assumptions include: availability of a technical platform, legal changes and policy decisions. 1.5.2 Constraints Constraints are boundary conditions on how the system must be designed and constructed. Examples include: legal requirements, technical standards, strategic decisions. · Constraints exist because of real business conditions. For example, a delivery date is a constraint only if there are real business consequences that will happen as a result of not meeting the date. If failing to have the subject application operational by the specified date places the organization in legal default, the date is a constraint. · Preferences are arbitrary. For example, a date chosen arbitrarily is a preference. Preferences, if included in the FRD, should be noted as such.] 1.6 Document Overview [Provide a description of the document organization.] 2 METHODOLOGY [Describe the overall approach used in the determination of the FRD contents. Describe the modeling method(s) so non-technical readers can understand what they are conveying.] 3 FUNCTIONAL REQUIREMENTS 4.1 Context [Provide a context diagram of the system, with explanations as applicable. The context of a system refers to the connections and relationships between the system and its environment.]Exhibit 2 - Generic Context Diagram Data 6 Data 1 Data 3 Data 4 Data 7 Data 2 Data 8 System/ Application Name Interface Name 2 Interface Name 4 Interface Name 1 (User) Interface Name 3 Da.

Fully answer any ONE of the following essay questions1. Is the.docx

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Fully answer any ONE of the following essay questions: 1. Is there an obligation to promote the common good? Contrast the views of Bentham, Kant, and Ross on that question. Whose view do you think is best? Why? 2. What does it mean to claim that ethics is an a priori discipline? Who agrees with that view? What is Bentham's view of the nature of ethics (hint: empirical science)? How does Ross combine those views? 3. Both Kant and Ross are nonconsequentialists, yet they disagree about the role of consequences in determining the morally right act. Compare and contrast their views regarding the role of consequences. which view is preferable? Why? .

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From the weeks chapter reading, we learn from the authors that,.docx

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From the week's chapter reading, we learn from the authors that, the use of mobile devices in our society today has indeed become ubiquitous. In addition, CTIA asserted that over 326 million mobile devices were in use within The United States as of December 2012 – an estimated growth of more than 100 percent penetration rate with users carrying more than one device with notable continues growth. From this research, it’s evident that mobile computing has vastly accelerated in popularity over the last decade due to several factors noted by the authors in our chapter reading. Q1: In consideration with this revelation, identify and name these factors, and provide a brief discussion about them? .

FTER watching the videos and reviewing the other materials in this.docx

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FTER watching the videos and reviewing the other materials in this Learning Unit, answer BOTH of the questions below. 1) Discuss the use of imagery in the poem "kitchenette building" by Gwendolyn Brooks. In your answer, make sure to identify specific images and explain how or why the poet uses them. 2) Discuss the use of diction in the poem "The Secretary Chant" by Marge Piercy. In your answer, make sure to identify specific word choices and explain how or why the poet uses them. .

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fter completing the reading this week, we reflect on a few key concepts this week and answer question number How does culture impact leadership? Can culture be seen as a constraint on leadership? Please be sure to answer all the questions above in the initial post. Please ensure the initial post and two response posts are substantive. Substantive posts will do at least TWO of the following: Ask an interesting, thoughtful question pertaining to the topic Expand on the topic, by adding additional thoughtful information Answer a question posted by another student in detail Share an applicable personal experience Provide an outside source Make an argument At least one scholarly (peer-reviewed) resource should be used in the initial discussion thread. Please ensure to use information from your readings and other sources from the UC Library. Use APA references and in-text citations. .

FS-3FORD MOTOR COMPANY AND SUBSIDIARIESCONSOLIDATED INCO.docx

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FS-3 FORD MOTOR COMPANY AND SUBSIDIARIES CONSOLIDATED INCOME STATEMENT (in millions, except per share amounts) For the years ended December 31, 2016 2017 2018 Revenues Automotive $ 141,546 $ 145,653 $ 148,294 Ford Credit 10,253 11,113 12,018 Mobility 1 10 26 Total revenues (Note 4) 151,800 156,776 160,338 Costs and expenses Cost of sales 126,195 131,321 136,269 Selling, administrative, and other expenses 10,972 11,527 11,403 Ford Credit interest, operating, and other expenses 8,847 9,047 9,463 Total costs and expenses 146,014 151,895 157,135 Interest expense on Automotive debt 894 1,133 1,171 Interest expense on Other debt 57 57 57 Other income/(loss), net (Note 5) 169 3,267 2,247 Equity in net income of affiliated companies 1,780 1,201 123 Income before income taxes 6,784 8,159 4,345 Provision for/(Benefit from) income taxes (Note 7) 2,184 402 650 Net income 4,600 7,757 3,695 Less: Income/(Loss) attributable to noncontrolling interests 11 26 18 Net income attributable to Ford Motor Company $ 4,589 $ 7,731 $ 3,677 EARNINGS PER SHARE ATTRIBUTABLE TO FORD MOTOR COMPANY COMMON AND CLASS B STOCK (Note 8) Basic income $ 1.16 $ 1.94 $ 0.93 Diluted income 1.15 1.93 0.92 CONSOLIDATED STATEMENT OF COMPREHENSIVE INCOME (in millions) For the years ended December 31, 2016 2017 2018 Net income $ 4,600 $ 7,757 $ 3,695 Other comprehensive income/(loss), net of tax (Note 21) Foreign currency translation (1,024) 314 (523) Marketable securities (8) (34) (11) Derivative instruments 219 (265) 183 Pension and other postretirement benefits 56 37 (56) Total other comprehensive income/(loss), net of tax (757) 52 (407) Comprehensive income 3,843 7,809 3,288 Less: Comprehensive income/(loss) attributable to noncontrolling interests 10 24 18 Comprehensive income attributable to Ford Motor Company $ 3,833 $ 7,785 $ 3,270 The accompanying notes are part of the consolidated financial statements. FS-4 FORD MOTOR COMPANY AND SUBSIDIARIES CONSOLIDATED BALANCE SHEET (in millions) December 31, 2017 December 31, 2018 ASSETS Cash and cash equivalents (Note 9) $ 18,492 $ 16,718 Marketable securities (Note 9) 20,435 17,233 Ford Credit finance receivables, net (Note 10) 52,210 54,353 Trade and other receivables, less allowances of $412 and $94 10,599 11,195 Inventories (Note 12) 11,176 11,220 Other assets 3,889 3,930 Total current assets 116,801 114,649 Ford Credit finance receivables, net (Note 10) 56,182 55,544 Net investment in operating leases (Note 13) 28,235 29,119 Net property (Note 14) 35,327 36,178 Equity in net assets of affiliated companies (Note 15) 3,085 2,709 Deferred income taxes (Note 7) 10,762 10,412 Other assets 8,104 7,929 Total assets $ 258,496 $ 256,540 LIABILITIES Payables $ 23,282 $ 21,520 Other liabilities and deferred revenue (Note 16) 19,697 20,556 Automotive debt payable within one year (Note 18) 3,356 2,314 Ford Credit debt payable within one year (Note 18) 48,265 51,179 Total current liabilities 94,600 95,56.

Fromm’s concept of the syndrome of decay included three personality .docx

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Fromm’s concept of the syndrome of decay included three personality disorders: (1) necrophilia, or love of death; (2) malignant narcissism, or extreme self-interest; and (3) incestuous symbiosis, or a passionate devotion to one’s mother or a mother substitute. Fromm identified Adolf Hitler as the most conspicuous example of a person with the syndrome of decay. If Fromm’s conception is valid, one would see the syndrome of decay traits in contemporary personalities. Identify recent examples of well-known people with the syndrome of decay, including serial killers or heads of state who manifest the love of death. Pay special attention to malignant narcissism and incestuous symbiosis. .

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From the perspective of the public safety field you're in, aspire to be in, or have researched, discuss what activity(s) performed by someone in that field are most likely to result in claims of civil liability against the individual, organization, or both. What, if any measures could be taken by the individual or organization to minimize those risks. What factors could leave an individual personally liable for damages related to the claim. .

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From the following terms: Orthodox Judaism, Hassidic Judaism. Briefly define these two terms, then explain their relationship to one another. How are they similar, and how are they different? What lead to their development? The destruction of the 2nd Temple in Jerusalem marks a major shift in the history and character of Judaism. What characterizes Jewish practice before the destruction of the 2nd Temple, and what characterizes Jewish practice after the Temple's destruction? How are these practices different? What was maintained? APA format minimum 2 scholarly articles .

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From the end of Chapter 14, complete Discussion Question 3: What are the main advantages of using a network-based approach to project management rather than a Gantt chart? Under what circumstances might a Gantt chart be preferable to a network-based approach? Required Resources Text Bozarth, C. C., & Handfield, R. B. (2016). Introduction to operations and supply chain management (4th ed.). Upper Saddle River, NJ: Pearson. Chapter 3: Process choice and layout decisions in manufacturing and services Chapter 6: Managing capacity Chapter 14: Managing projects Chapter 15: Developing products and services .

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From the e-Activity, determine the fundamental differences between the Reid, Kinesic, and Peace Methods of interviewing and interrogating a suspect that are used as part of a criminal investigation. Provide one example of a situation or scenario (real or fictional) when each of these has been or should have been used. Provide a rationale to support your response and respond to no less than one of your peers. .

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