WK8 Final Exam CO101 Intro to Public SpeakingQuestion 1 1. Two.docx

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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 . .

Education

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 .

WK8 Final Exam CO101 Intro to Public SpeakingQuestion 1 1. Two.docx

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. .

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 .

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SentilaineElape

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This document provides a sample verbal reasoning practice test with 34 multiple choice questions to help examinees prepare for the real test. It explains that the test administrator will go through 3 practice examples before examinees have 30 minutes to answer as many questions as possible without spending too much time on any single question. The questions cover topics like word meanings, logical reasoning through statements, and analyzing relationships between sets of words or concepts.

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ENGLISH-10-Q1-Week-8-Day-1-5 JENEFER week 8.pdf

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This document provides lesson objectives and activities for an English class. It focuses on identifying types of spoken texts, describing features of spoken texts, and evaluating spoken texts using criteria like fluency, tone, cohesion, and accuracy. The lessons include mini lessons, guided practice identifying features in conversations and evaluating speeches, and independent practice with exercises and videos.

The role of corrective feedback in second language learning

ahfameri

Corrective feedback (CF) takes various forms to address errors in second language learning. It can involve recasts that reformulate the learner's utterance with the correct form, or prompts that indicate an error without providing the correction. Research has explored the role of CF from different theoretical perspectives, with some arguing it provides negative evidence needed for acquisition, while others see it as only developing explicit knowledge. Effective CF strategies include recasts, clarification requests, and repetitions that help learners notice errors and self-correct.

The role of corrective feedback in second language learning

Amir Hamid Forough Ameri

The document discusses corrective feedback (CF) in second language learning. It defines CF and outlines its theoretical positions from universal grammar, cognitive-interactionist, and sociocultural perspectives. The document also describes various types of oral and written CF strategies, including recasts, clarification requests, metalinguistic clues, and explicit correction. Guidelines for conducting effective CF are provided, emphasizing the cognitive advantages of CF and importance of opportunities for learner self-correction and uptake.

Here is my analysis of 3 sentences from the song lyrics: 1. My life will never be the same cause girl, you came and changed Locution: Declarative sentence in the future tense Illocution: Expressive. The singer is expressing his feelings about how meeting this girl has changed his life. Type: Expressive illocution according to Searle's classification. 2. Oh, oh, oh, oh, ooh, it feels so right I've searched for the perfect love all my life Locution: Declarative sentences Illocution: Expressive. The singer is expressing his feelings about how being with this girl feels right and she is the perfect

Introduction_to_Discourse_Studies_by_Jan.pdf

DrMehdiDehghani

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.

Anhcd khoi a1_d_2014_giao_duc_9683

Hate To Love

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KristalMacasaetMauha

The document provides information and activities about examining biases in writing. It defines bias as expressing a personal opinion without sufficient evidence that can mislead readers. Students are asked to identify biased and unbiased statements by looking for factual evidence and diction that conveys a positive or negative connotation. An activity examines sentences for bias and another asks students to identify biased words. The document teaches students to recognize bias by analyzing an author's use of evidence and language.

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The passage discusses various topics related to English grammar and language. It covers pragmatics concepts like speech acts, types of force, and cooperative principles. It also discusses views about language, parts of a newspaper, reading fluency, and grammatical cohesion. Key concepts explained in detail include presupposition, implicature, entailment, Grice's conversational maxims, and different types of referencing. Examples are provided to illustrate each concept.

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.

Speech Act (Andrew D. Cohen)

1213anita

This document provides an overview of speech acts, including their definition, historical context, research methodologies used to study them, and empirical studies on speech act sets such as apologies, refusals, compliments, complaints, and requests. Speech acts are functional units of communication that depend on social and cultural factors. Researchers have studied their production and perception using methods like discourse completion tasks, role plays, and interviews. Studies have found differences between native and non-native speakers in selecting appropriate speech act strategies and forms.

The goals class for Sunday, Octuber 1st 2023.pptx

Ignacio Valdes Vega

This document contains the goals and lesson plan for an English class that will take place on Sunday, October 8th, 2023. The lesson focuses on grammar, including a review of the simple present tense and completing exercises on verb forms. Students will also read a paragraph and fill in verbs in their correct form. The lesson then covers asking and answering questions, describing similarities and differences between classmates, and vocabulary related to describing people's appearance.

Fundamentals of Risk and InsuranceEmmEtt J. Vaughan • .docx

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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

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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 ___________________________ . .

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? .

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

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

ericbrooks84875

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. .

fter completing the reading this week, we reflect on a few key conce.docx

ericbrooks84875

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

ericbrooks84875

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. .

From your readings in Chapter 4, choose one of the organizational sy.docx

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From your daily briefs, Kaiser Health News Morning Briefing or P.docx

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