World Civ I Study GuideIDEAS & PERSONSSt. Augustine· A Mani.docx
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World Civ I Study Guide IDEAS & PERSONS: St. Augustine · A Manichean before he converted to Christianity · Bishop of Hippo (Early Neo-Platonism) · Doctrine of original Sin · Confessions – Christians biography (on desire) Early Christianity & Creeds · The spread of Christianity was prepared by Hellenization. · There were many different beliefs during the first Christian centuries. Judaism of Jesus’ day Neo-Platonism · Manicheism · Founded by Mani · Semi gnostic – dualists (light – God, and darkness – matter) · Support celibacy · Plotinus · The One (the God) · Godliness emanating power as the sun – emanates light · The Spirit – looks up to the One, which is an image, and down toward other thing · The Soul – look up and contemplate Gregory of the Great · Promotes ascetism (self discipline) Byzantium Empire · First Christian State · Shares much with the old roman empire (legal system) · Justinian (living bridge) (posses enormous spiritual power) (pagan temple torn down to built an enormous church) · Eastern orthodoxy (patriarch of constent noble)broke away from the roman catholic church Justinian I Ashoka · United all of northern India into a single empire. · He is honored for what he did after the victory over the Kalngsas. Converted to Buddhism and renounced warfare. He sent out ministers of dharma to administer the kingdom. Hinduism · Divinely endowed kingship were most useful to kings and Kshatriyas throughout South Asia. Buddha & Buddhism · Preferred the quiet and direct dharma of monasteries to the messiness of politics. · Embraced poverty and was oddly a route to general prosperity. Muhammad & Islam · Islamic community led by caliphs (sucessors) · Arab language unifies Muslims · See note Abbasids (Classic Islamic Civilazation) · Banu Abbas defeats Umayyads · With the help of the Prophet’s descendants and Persian Muslims · Baghdad-cultural center of Islamic world · Cosmopolitan age · “house of wisdom” Avicenna · The book of healing · Ontology as foundation of theology · The Oriental Philosophy · Source of school of illumination Averroes · The Commentator · The incoherence of the Incoherent · Combines Aristotle & Islam Sufism · Mystic understanding of footsteps of the Prophet & Ali · Monotheistic basis (Arise from God) · Transformation of the soul (see reality clearly – illumination) · Use of music ritual Christian Mystics · St Francis Assisi · Vow of poverty · Tried to convert the sultan · Received the stigmata · Meister Eckhart · Vernacular sermins · Neoplatic, apophatic thought with mysticism Mongol Invasions · Temujin-Genghis Khan (1162-1227): · Unified Mongols · Northern China/Central Asia invasions · Trade routes: “Pax Mongolica” · Hundred Years War (1337-1453) · Over territory in France (devastated France) · National identity of England & France Plague · Black death · About 1/3 population of the entire population of Europe · Hundred Years War (1337-1453) Crusades · See note Scholasticism & Aquinas · See notes Dante .
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Church history part of the people's salvation 12345%.ppt
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Fundamentals of Risk and InsuranceEmmEtt J. Vaughan • .docx
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
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COVER DESIGNER Kenji Ngieng
COVER CREDIT Bart Sadowski/iStockphoto
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by Courier/Kendallville. The cover was printed by Courier/Kendallville.
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Fungi reproduce ___________________________ by fragmentation, buddin.docx
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
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
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
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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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
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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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Fully answer any ONE of the following essay questions1. Is t.docx
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2. What does it mean to claim that ethics is an
a priori
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Q1: In consideration with this revelation, identify and name these factors, and provide a brief discussion about them?
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FTER watching the videos and reviewing the other materials in this.docx
FTER
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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
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FS-3FORD MOTOR COMPANY AND SUBSIDIARIESCONSOLIDATED INCO.docx
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
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 your daily briefs, Kaiser Health News Morning Briefing or P.docx
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APA format minimum 2 scholarly articles
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From the end of Chapter 14, complete Discussion Question 3 What are.docx
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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 Chapter Seven How does horizontal growth differ from v.docx
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From Chapter Eight:
Are functional strategies interdependent, or can they be formulated independently of other functions?
.
From the e-Activity, determine the fundamental differences between t.docx
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Therefore, human intervention has significantly influenced land use patterns over many
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Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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- 1. World Civ I Study Guide IDEAS & PERSONS: St. Augustine · A Manichean before he converted to Christianity · Bishop of Hippo (Early Neo-Platonism) · Doctrine of original Sin · Confessions – Christians biography (on desire) Early Christianity & Creeds · The spread of Christianity was prepared by Hellenization. · There were many different beliefs during the first Christian centuries. Judaism of Jesus’ day Neo-Platonism · Manicheism · Founded by Mani · Semi gnostic – dualists (light – God, and darkness – matter) · Support celibacy · Plotinus · The One (the God) · Godliness emanating power as the sun – emanates light · The Spirit – looks up to the One, which is an image, and down toward other thing · The Soul – look up and contemplate Gregory of the Great · Promotes ascetism (self discipline) Byzantium Empire · First Christian State · Shares much with the old roman empire (legal system) · Justinian (living bridge) (posses enormous spiritual power) (pagan temple torn down to built an enormous church) · Eastern orthodoxy (patriarch of constent noble)broke away from the roman catholic church Justinian I
- 2. Ashoka · United all of northern India into a single empire. · He is honored for what he did after the victory over the Kalngsas. Converted to Buddhism and renounced warfare. He sent out ministers of dharma to administer the kingdom. Hinduism · Divinely endowed kingship were most useful to kings and Kshatriyas throughout South Asia. Buddha & Buddhism · Preferred the quiet and direct dharma of monasteries to the messiness of politics. · Embraced poverty and was oddly a route to general prosperity. Muhammad & Islam · Islamic community led by caliphs (sucessors) · Arab language unifies Muslims · See note Abbasids (Classic Islamic Civilazation) · Banu Abbas defeats Umayyads · With the help of the Prophet’s descendants and Persian Muslims · Baghdad-cultural center of Islamic world · Cosmopolitan age · “house of wisdom” Avicenna · The book of healing · Ontology as foundation of theology · The Oriental Philosophy · Source of school of illumination Averroes · The Commentator · The incoherence of the Incoherent · Combines Aristotle & Islam Sufism
- 3. · Mystic understanding of footsteps of the Prophet & Ali · Monotheistic basis (Arise from God) · Transformation of the soul (see reality clearly – illumination) · Use of music ritual Christian Mystics · St Francis Assisi · Vow of poverty · Tried to convert the sultan · Received the stigmata · Meister Eckhart · Vernacular sermins · Neoplatic, apophatic thought with mysticism Mongol Invasions · Temujin-Genghis Khan (1162-1227): · Unified Mongols · Northern China/Central Asia invasions · Trade routes: “Pax Mongolica” · Hundred Years War (1337-1453) · Over territory in France (devastated France) · National identity of England & France Plague · Black death · About 1/3 population of the entire population of Europe · Hundred Years War (1337-1453) Crusades · See note Scholasticism & Aquinas · See notes Dante Aligheri · See notes Papal controversies · Pope Innocent III & The Fourth Lateran Council Scotus and Ockham
- 4. · John Dun Scotus · Univocity of being rejects analogy · Denies distinction between existence and essence · Human Freedom/will · Love over the intellect · Split between reason and theology · God determines the good by commanding it · William of Ockham · Rejected pope in secular matters (Christ only Head of Church) · Franciscan poverty vs Church’s riches (Pope John XXII: 1249- 1334) · Nominalism (via moderna) & faith (voluntarism) · Only the truths of reason vested in individual things could be known for certain. China before and after Mongols · See notes Medieval Reformers before Reformation · Girolama Savonarola (1452-1498) · Florence, Republican freedom and religious reform · Against Medicis & Pope Alexander VI · Executed for rebellion · Wycliff (1329-1384) · Translated English Bible · Disputed the validity of the sacraments · Followers among the Lollards · Priests should preach in English · Jan Hus (1374-1415) · Christ the only Head of the Church · Scripture as sole authority · Council of Constance Dec 9 2014 9/2/14 1:40 PM
- 5. · Bohemian Hussites (resistance: spiritual and political)