Written Assignments Reaction paperStudent presentation – a two-p.docx

•Download as DOCX, PDF•

0 likes•2 views

Written Assignments: Reaction paper/Student presentation – a two-page reaction paper regarding the theme provided in the syllabus. Find a supporting article to support your reaction paper. Reaction Paper #2: 2/17/21 - Two-page (2) reaction paper on Police Discretion. .

Education

More from jeffevans62972

www.free-ebooks-download.org www.free-ebooks-download.org Praise for Building a Web 2.0 Portal with ASP.NET 3.5 “Omar and his collaborators have applied their awesome talents and a huge amount of time to crafting what might be the most advanced web site yet that’s based on ASP.NET and Ajax. In this book, Omar distills everything he’s learned from his experience, going in- depth into design goals, architecture, and implementation, including many pitfalls that he teaches you how to avoid. If you’re serious about creating a high-performance, modern, Ajax-based ASP.NET web site, Building a Web 2.0 Portal with ASP.NET 3.5 is for you.” — Mike Pope, Microsoft User Education, Microsoft Corporation “An outstanding overview of the technologies, techniques, and best practices involved in working with today’s most popular web application model. Highly recommended for any web developer who wants to stay relevant.” — Craig Wills, Training Manager, Infusion Building a Web 2.0 Portal with ASP.NET 3.5 Other Microsoft .NET resources from O’Reilly Related titles C# 3.0 Cookbook™ C# 3.0 Design Patterns C# 3.0 in a Nutshell Learning ASP.NET 2.0 with AJAX Programming ASP.NET Programming ASP.NET AJAX Programming C# 3.0 Programming .NET 3.5 .NET Books Resource Center dotnet.oreilly.com is a complete catalog of O’Reilly’s books on .NET and related technologies, including sample chapters and code examples. ONDotnet.com provides independent coverage of fundamental, interoperable, and emerging Microsoft .NET programming and web services technologies. Conferences O’Reilly brings diverse innovators together to nurture the ideas that spark revolutionary industries. We specialize in docu- menting the latest tools and systems, translating the innovator’s knowledge into useful skills for those in the trenches. Visit conferences.oreilly.com for our upcoming events. Safari Bookshelf (safari.oreilly.com) is the premier online reference library for programmers and IT professionals. Conduct searches across more than 1,000 books. Subscribers can zero in on answers to time-critical questions in a matter of seconds. Read the books on your Bookshelf from cover to cover or simply flip to the page you need. Try it today for free. Building a Web 2.0 Portal with ASP.NET 3.5 Omar AL Zabir Beijing • Cambridge • Farnham • Köln • Paris • Sebastopol • Taipei • Tokyo Building a Web 2.0 Portal with ASP.NET 3.5 by Omar AL Zabir Copyright © 2008 Omar AL Zabir. All rights reserved. Printed in the United States of America. Published by O’Reilly Media, Inc., 1005 Gravenstein Highway North, Sebastopol, CA 95472. O’Reilly books may be purchased for educational, business, or sales promotional use. Online editions are also available for most titles (safari.oreilly.com). For more information, contact our corporate/institutional sales department: (800) 998-9938 or [email protected] Editor: John Osborn Production Editor: Laurel R.T. Ruma Copyeditor: Laurel R.T. .

www.free-ebooks-download.orgwww.free-ebooks-download.o.docx

jeffevans62972

www.hbr.org B E S T O F H B R The Work of Leadership by Ronald A. Heifetz and Donald L. Laurie Included with this full-text Harvard Business Review article: The Idea in Brief—the core idea The Idea in Practice—putting the idea to work Article Summary The Work of Leadership A list of related materials, with annotations to guide further exploration of the article’s ideas and applications Further Reading Followers want comfort, stability, and solutions from their leaders. But that’s babysitting. Real leaders ask hard questions and knock people out of their comfort zones. Then they manage the resulting distress. Reprint R0111K 2 3 14 This document is authorized for use only in ANGELA MONTGOMERY's WAL DDBA 8151 Organizational Leadership: Doctoral Theory and Practice-1 at Laureate Education - Baltimore from Dec 2017 to Feb 2019. B E S T O F H B R The Work of Leadership The Idea in Brief The Idea in Practice C O P Y R IG H T © 2 00 2 H A R V A R D B U S IN E S S S C H O O L P U B LI S H IN G C O R P O R A T IO N . A LL R IG H T S R E S E R V E D . What presents your company with its toughest challenges? Shifting markets? Stiffening competition? Emerging technologies? When such challenges intensify, you may need to reclarify corporate values, redesign strategies, merge or dissolve busi- nesses, or manage cross-functional strife. These adaptive challenges are murky, systemic problems with no easy answers. Perhaps even more vexing, the solutions to adaptive challenges don’t reside in the executive suite. Solving them requires the involvement of people throughout your organization. Adaptive work is tough on everyone. For leaders , it’s counterintuitive. Rather than providing solutions, you must ask tough questions and leverage employees’ collective intelligence. Instead of maintaining norms, you must challenge the “way we do business.” And rather than quelling conflict, you need to draw issues out and let people feel the sting of reality. For your employees , adaptive work is painful— requiring unfamiliar roles, responsibilities, values, and ways of working. No wonder employees often try to lob adaptive work back to their leaders. How to ensure that you and your employees embrace the challenges of adaptive work? Applying the following six principles will help. 1. Get on the balcony. Don’t get swept up in the field of play. Instead, move back and forth between the “action” and the “balcony.” You’ll spot emerging patterns, such as power strug- gles or work avoidance. This high-level per- spective helps you mobilize people to do adaptive work. 2. Identify your adaptive challenge. Example: When British Airways’ passengers nick- named it “Bloody Awful,” CEO Colin Marshall knew he had to infuse the company with a dedication to customers. He identified the adaptive chall.

www.hbr.orgBE S TO F H B RTh.docx

jeffevans62972

www.hbr.org B E S T P R A C T I C E Why It’s So Hard to Be Fair by Joel Brockner • Everyone knows that being fair costs little and pays off handsomely. Then why do so few executives manage to behave fairly, even though most want to? Reprint R0603H This document is authorized for use only in Prof. Paul Arntson's MSC 496-0 at Northwestern University from Sep 2017 to Mar 2018. http://www.hbr.org http://harvardbusinessonline.hbsp.harvard.edu/relay.jhtml?name=itemdetail&referral=4320&id=R0603H B E S T P R A C T I C E Why It’s So Hard to Be Fair by Joel Brockner harvard business review • march 2006 page 1 C O P Y R IG H T © 2 0 0 6 H A R V A R D B U S IN E S S S C H O O L P U B L IS H IN G C O R P O R A T IO N . A L L R IG H T S R E S E R V E D . Everyone knows that being fair costs little and pays off handsomely. Then why do so few executives manage to behave fairly, even though most want to? When Company A had to downsize, it spent considerable amounts of money providing a safety net for its laid-off workers. The severance package consisted of many weeks of pay, exten- sive outplacement counseling, and the continu- ation of health insurance for up to one year. But senior managers never explained to their staff why these layoffs were necessary or how they chose which jobs to eliminate. What’s more, the midlevel line managers who deliv- ered the news to terminated employees did so awkwardly, mumbling a few perfunctory words about “not wanting to do this” and then hand- ing them off to the human resources department. Even the people who kept their jobs were less than thrilled about the way things were handled. Many of them heard the news while driving home on Friday and had to wait until Monday to learn that their jobs were se- cure. Nine months later, the company contin- ued to sputter. Not only did it have to absorb enormous legal costs defending against wrongful termination suits, but it also had to make another round of layoffs, in large part because employee productivity and morale plummeted after the first round was mishandled. When Company B downsized, by contrast, it didn’t offer nearly as generous a severance package. But senior managers there explained the strategic purpose of the layoffs multiple times before they were implemented, and executives and middle managers alike made themselves available to answer questions and express regret both to those who lost their jobs and to those who remained. Line managers worked with HR to tell people that their jobs were being eliminated, and they expressed genuine concern while doing so. As a result, virtually none of the laid-off employees filed a wrongful termination lawsuit. Workers took some time to adjust to the loss of their former colleagues, but they understood why the layoffs had happened. And within nine months, Company B’s performance was better than it had been before the layoffs .

www.hbr.orgBE S T PR A C T I C E.docx

jeffevans62972

www.circuitmix.com www.circuitmix.com FUNDAMENTALS OF DATABASE MANAGEMENT SYSTEMS Second Edition MARK L. GILLENSON Fogelman College of Business and Economics University of Memphis John Wiley & Sons, Inc. www.circuitmix.com CREDITS VP & PUBLISHER Don Fowley EDITOR Beth Lang Golub EDITORIAL ASSISTANT Elizabeth Mills MARKETING MANAGER Christopher Ruel DESIGNER James O’Shea SENIOR PRODUCTION MANAGER Janis Soo SENIOR PRODUCTION EDITOR Joyce Poh This book was set in 10/12 TimesNewRoman by LaserWords and printed and bound by RR Donnelley. The cover was printed by RR Donnelley. This 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 © 2012, 2005 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 use in your course, please accept this book as your complimentary desk copy. Outside of the United States, please contact your local sales representative. Library of Congress Cataloging-in-Publication Data Gillenson, Mark L. Fundamentals of database management systems / Mark L. Gillenson.—2nd .

www.circuitmix.comwww.circuitmix.comFUNDAMENTA.docx

jeffevans62972

www.elsevier.com/locate/compstruc Computers and Structures 85 (2007) 235–243 On the treatment of uncertainties in structural mechanics and analysis q G.I. Schuëller * Institute of Engineering Mechanics, Leopold-Franzens University Innsbruck, Technikerstr. 13, 6020 Innsbruck, Austria Received 9 August 2006; accepted 31 October 2006 Available online 22 December 2006 Abstract In this paper the need for a rational treatment of uncertainties in structural mechanics and analysis is reasoned. It is shown that the traditional deterministic conception can be easily extended by applying statistical and probabilistic concepts. The so-called Monte Carlo simulation procedure is the key for those developments, as it allows the straightforward use of the currently used deterministic analysis procedures. A numerical example exemplifies the methodology. It is concluded that uncertainty analysis may ensure robust predictions of variability, model verification, safety assessment, etc. � 2006 Elsevier Ltd. All rights reserved. Keywords: Uncertainty; Monte Carlo simulaton; Finite elements; Response variability; Model verification; Robustness 1. Introduction Structural mechanics analysis up to this date, generally is still based on a deterministic conception. Observed varia- tions in loading conditions, material properties, geometry, etc. are taken into account by either selecting extremely high, low or average values, respectively, for representing the parameters. Hence, this way, uncertainties inherent in almost every analysis process are considered just intuitively. Observations and measurements of physical processes, however, show not only variability, but also random char- acteristics. Statistical and probabilistic procedures provide a sound frame work for a rational treatment of analysis of these uncertainties. Moreover there are various types of uncertainties to be dealt with. While the uncertainties in mechanical modeling can be reduced as additional knowledge becomes available, the physical or intrinsic uncertainties, e.g. of environmental loading, can not. Furthermore, 0045-7949/$ - see front matter � 2006 Elsevier Ltd. All rights reserved. doi:10.1016/j.compstruc.2006.10.009 q Plenary Keynote Lecture presented at the 3rd MIT Conference on Computational Fluid and Solid Mechanics, Boston, MA, USA, June 14– 17, 2005. * Tel.: +43 512 507 6841; fax: +43 512 507 2905. E-mail address: [email protected] the entire spectrum of uncertainties is also not known. In reality, neither the true model nor the model parameters are deterministically known. Assuming that by finite ele- ment (FE) procedures structures and continua can be repre- sented reasonably well the question of the effect of the discretization still remains. It is generally expected, that an increase in the size of the structural models, in terms of degrees of freedom, will increase the level of realism of the model. Comparisons with measurements, however, clearly show that this expect.

www.elsevier.comlocatecompstrucComputers and Structures .docx

jeffevans62972

www.downloadslide.com http://www.downloadslide.com RETAIL MANAGEMENT A Strategic Approach THIRTEENTH EDITION GLOBAL EDITION Barry Berman Hofstra University Joel R. Evans Hoftsra University Patrali Chatterjee Montclair State University Harlow, England • London • New York • Boston • San Francisco • Toronto • Sydney • Dubai • Singapore • Hong Kong Tokyo • Seoul • Taipei • New Delhi • Cape Town • São Paulo • Mexico City • Madrid • Amsterdam • Munich • Paris • Milan A01_BERM4672_13_GE_FM.indd 1 6/28/17 3:45 PM www.downloadslide.com http://www.downloadslide.com To Linda; Glenna, Paul, Danielle, Sophie, and Joshua; and Lisa, Ben, Philip, Emily, and Levi To Linda, Jennifer and Phil, and Stacey and Adam To Amit; Amal, Bharati, and Parnali; and Trisha and Raaka Thank you for support and encouragement. Vice President, Business Publishing: Donna Battista Director of Portfolio Management: Stephanie Wall Portfolio Manager: Daniel Tylman Editorial Assistant: Linda Albelli Project Manager, Global Edition: Nitin Shankar Acquisitions Editor, Global Edition: Tahnee Wager Senior Project Editor, Global Edition: Daniel Luiz Managing Editor, Global Edition: Steven Jackson Manager, Media Production, Global Edition: M. Vikram Kumar Senior Manufacturing Controller, Production, Global Edition: Trudy Kimber Vice President, Product Marketing: Roxanne McCarley Director of Strategic Marketing: Brad Parkins Strategic Marketing Manager: Deborah Strickland Product Marketer: Becky Brown Executive Field Marketing Manager: Adam Goldstein Field Marketing Manager: Lenny Ann Kucenski Field Marketing Assistant: Kristen Compton Product Marketing Assistant: Jessica Quazza Vice President, Production and Digital Studio, Arts and Business: Etain O’Dea Director of Production, Business: Jeff Holcomb Managing Producer, Business: Ashley Santora Content Producer: Linda Albelli Operations Specialist: Carol Melville Creative Director: Blair Brown Manager, Learning Tools: Brian Surette Content Developer, Learning Tools: Sarah Peterson Managing Producer, Digital Studio, Arts and Business: Diane Lombardo Digital Studio Producer: Darren Cormier Digital Studio Producer: Alana Coles Full-Service Project Management and Composition: Nathaniel Jones, SPi Global Interior Design: SPi Global Cover Design: Lumina Datamatics, Inc. Cover Art: Shutterstock/Creative Lab Acknowledgments of third-party content appear on page[s] 560–576, which constitute an extension of this copyright page. Pearson Education Limited KAO Two KAO Park Harlow CM17 9NA United Kingdom and Associated Companies throughout the world Visit us on the World Wide Web at: www.pearsonglobaleditions.com © Pearson Education Limited 2018 The rights of Barry Berman, Joel R. Evans and Patrali Chatterjee to be identified as the authors of this work have been asserted by them in accordance with the Copyright, Designs and Patents Act 1988. Authorized adaptation from the United States edition, entitled Ret.

www.downloadslide.comhttpwww.downloadslide.comRET.docx

jeffevans62972

www.ebook3000.com List of Cases by Chapter Chapter 1 Development Projects in Lagos, Nigeria 2 “Throwing Good Money after Bad”: the BBC’s Digital Media Initiative 10 MegaTech, Inc. 29 The IT Department at Hamelin Hospital 30 Disney’s Expedition Everest 31 Rescue of Chilean Miners 32 Chapter 2 Tesla’s $5 Billion Gamble 37 Electronic Arts and the Power of Strong Culture in Design Teams 64 Rolls-Royce Corporation 67 Classic Case: Paradise Lost—The Xerox Alto 68 Project Task Estimation and the Culture of “Gotcha!” 69 Widgets ’R Us 70 Chapter 3 Project Selection Procedures: A Cross-Industry Sampler 77 Project Selection and Screening at GE: The Tollgate Process 97 Keflavik Paper Company 111 Project Selection at Nova Western, Inc. 112 Chapter 4 Leading by Example for the London Olympics— Sir John Armitt 116 Dr. Elattuvalapil Sreedharan, India’s Project Management Guru 126 The Challenge of Managing Internationally 133 In Search of Effective Project Managers 137 Finding the Emotional Intelligence to Be a Real Leader 137 Problems with John 138 Chapter 5 “We look like fools.”—Oregon’s Failed Rollout of Its ObamacareWeb Site 145 Statements of Work: Then and Now 151 Defining a Project Work Package 163 Boeing’s Virtual Fence 172 California’s High-Speed Rail Project 173 Project Management at Dotcom.com 175 The Expeditionary Fighting Vehicle 176 Chapter 6 Engineers Without Borders: Project Teams Impacting Lives 187 Tele-Immersion Technology Eases the Use of Virtual Teams 203 Columbus Instruments 215 The Bean Counter and the Cowboy 216 Johnson & Rogers Software Engineering, Inc. 217 Chapter 7 The Building that Melted Cars 224 Bank of America Completely Misjudges Its Customers 230 Collapse of Shanghai Apartment Building 239 Classic Case: de Havilland’s Falling Comet 245 The Spanish Navy Pays Nearly $3 Billion for a Submarine That Will Sink Like a Stone 248 Classic Case: Tacoma Narrows Suspension Bridge 249 Chapter 8 Sochi Olympics—What’s the Cost of National Prestige? 257 The Hidden Costs of Infrastructure Projects—The Case of Building Dams 286 Boston’s Central Artery/Tunnel Project 288 Chapter 9 After 20 Years and More Than $50 Billion, Oil is No Closer to the Surface: The Caspian Kashagan Project 297 Chapter 10 Enlarging the Panama Canal 331 Project Scheduling at Blanque Cheque Construction (A) 360 Project Scheduling at Blanque Cheque Construction (B) 360 Chapter 11 Developing Projects Through Kickstarter—Do Delivery Dates Mean Anything? 367 Eli Lilly Pharmaceuticals and Its Commitment to Critical Chain Project Management 385 It’s an Agile World 396 Ramstein Products, Inc. 397 Chapter 12 Hong Kong Connects to the World’s Longest Natural Gas Pipeline 401 The Problems of Multitasking 427 Chapter 13 New York City’s CityTime Project 432 Earned Value at Northrop Grumman 451 The IT Department at Kimble College 463 The Superconducting Supercollider 464 Boeing’s 787 Dreamliner: Failure to Launch 465 Chapter 14.

www.ebook3000.comList of Cases by ChapterChapter 1.docx

jeffevans62972

www.cambridge.org/9781107008519 CAMBRIDGE TEXTS IN THE HISTORY OF PHILOSOPHY IMMANUEL KANT Groundwork of the Metaphysics of Morals CAMBRIDGE TEXTS IN THE HISTORY OF PHILOSOPHY Series editors KARL AMERIKS Professor of Philosophy, University of Notre Dame DESMOND M. CLARKE Emeritus Professor of Philosophy, University College Cork The main objective of Cambridge Texts in the History of Philosophy is to expand the range, variety, and quality of texts in the history of philosophy which are available in English. The series includes texts by familiar names (such as Descartes and Kant) and also by less well-known authors. Wherever possible, texts are published in complete and unabridged form, and translations are specially commissioned for the series. Each volume contains a critical introduction together with a guide to further reading and any necessary glossaries and textual apparatus. The volumes are designed for student use at undergraduate and postgraduate level, and will be of interest not only to students of philosophy but also to a wider audience of readers in the history of science, the history of theology, and the history of ideas. For a list of titles published in the series, please see end of book. IMMANUEL KANT Groundwork of the Metaphysics of Morals t ra n s lat e d a n d e d i t e d by MARY GREGOR a n d JENS TIMMERMANN University of St. Andrews t ra n s lat i o n r ev i s e d by JENS TIMMERMANN w ith a n i nt ro duct i o n by CHRISTINE M. KORSGAARD Harvard University Revised Edition cambr idge un iver s i ty pre s s Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo, Delhi, Mexico City Cambridge University Press The Edinburgh Building, Cambridge cb2 8ru, UK Published in the United States of America by Cambridge University Press, New York www.cambridge.org Information on this title: www.cambridge.org/9781107008519 © Cambridge University Press 2012 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 1998 and reprinted eighteen times Revised edition first published 2012 Printed in the United Kingdom at the University Press, Cambridge A catalogue record for this publication is available from the British Library i sbn 978-1-107-00851-9 Hardback i sbn 978-1-107-40106-8 Paperback Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. www.cambridge.org www.cambridge.org/9781107008519 Contents Preface to the revised edition page vii Introduction ix Chronology xxxvii Further reading xl Groundwork of the Metaphysics of Morals Preface 3 First section: Transition from comm.

www.cambridge.org9781107008519CAMBRIDGE TEXTS IN THEH.docx

jeffevans62972

www.AEP-Arts.org | @AEP_Arts EDUCATION TRENDS www.ecs.org | @EdCommission TUNE IN. Explore emerging education developments. SEPT 2017 ESSA creates flexibility allowing states and schools to more fully explore and leverage the arts in K-12 teaching and learning. Research indicates that deeper learning skills contribute significantly to a student’s college, career and citizenship readiness. Thirty years ago, in response to a K-12 public education system defined by mediocrity1, with low student test scores and widening gaps in achievement, the accountability movement was born. Federal and state education policies focused on raising standards and regularly assessing students. However, over the years, many policymakers and the public observed a connection between the accountability movement and an overemphasis on testing in core subjects, such as English and math, a narrowing of curricula and the elimination of many important subjects, including the arts. Arts education fosters critical deeper learning skills, such as collaboration and perseverance, in students. Yet, research consistently shows that arts education and the integration of the arts into core subjects can have dramatic effects on student success — defined not just by student test scores, but also critical skills, such as creativity, teamwork and perseverance. Research indicates that these skills can be as effective predictors of long- term success in college, careers and citizenship as test scores.2,3 The Every Student Succeeds Act (ESSA), which passed in late 2015, is the first major federal law in more than 30 years offering states a significant degree of flexibility to broaden — rather than narrow — curricula, and strongly encourages states to ensure all students have access to a well-rounded education, which includes the arts and music.4 Armed with the evidence presented in this report highlighting the impressive effects education in and through the arts can have on student Beyond the Core: Advancing student success through the arts EMILY WORKMAN EDUCATION TRENDS www.AEP-Arts.org | @AEP_Arts 2 EDUCATION TRENDS www.ecs.org | @EdCommission success, state policymakers have an opportunity and incentive to take advantage of the flexibility awarded under ESSA related to the arts. “Despite [deeper learning] skills’ central roles in our education and, more broadly, our lives, education policy has tended to overlook their importance.”5 Bolstering Deeper Learning Through Arts in Education Deeper Learning The arts — including dance, music, theatre, media arts and visual arts — bolster the development of what are commonly referred to as deeper learning skills. Deeper learning is an umbrella term defining the skills and knowledge students need to attain success in college, career and citizenship. Students that possess deeper learning skills6: 1. Master core academic content. 2. Think criti.

www.AEP-Arts.org @AEP_ArtsEDUCATION TRENDS www.ecs.org .docx

jeffevans62972

wsb.to/&NxQXp THEME: Leading with Love Andreas J. Kӧstenberger & David Crowther Introduction At the outset of this chapter, it should be frankly acknowledged that the Johannine Letters were not originally intended primarily to provide a theology of leadership. Nevertheless, a closer examination of these three letters reveals the way in which the author relates to and provides leadership for the people in the congregations to which the letters are written. The author’s relationship with his recipients in these three letters does not directly correspond to a modern model of leadership because of his unique role in the churches to which he is writing. Yet his faithful and caring relationship can provide an example to Christian leaders in every age. In order to grasp the lessons on leadership in the Johannine Epistles, one must consider the identity of the author of these letters, the source of his authority, his relationship with his audience, and the nature of the conflict addressed in his third letter. Original Setting The Authorship of the Letters The author of 1, 2 and 3 John is never named except for the title “elder” in 2 and 3 John. The early church accepted all three letters into the canon in the belief that John the apostle, the son of Zebedee, was the author.[1] While the author of these letters was doubtless known to his initial readers, the modern reader is indebted to the early church for preserving the tradition of authorship. Sources from the late second and early third centuries, such as the Muratorian Fragment (c. ad 180) and church fathers Tertullian (c. ad 160–215) and Clement of Alexandria (c. ad 155–220), ascribe authorship to John the son of Zebedee. However, not only the external but also the internal evidence points to Johannine authorship. First, in 1 John 1:1–4 the author claims to be an eyewitness of Jesus. Although the first-person plural reference (“we”) in the author’s description of what he has heard, seen, and touched may include his audience because they share in the tradition that was handed down (alternatively, the reference is to the apostles; cf. John 1:14; 2:11), there is a clear distinction between the author and his recipients with regard to their firsthand knowledge of Jesus (cf.1 John 1:2–3). While the author may use the first-person plural reference to identify with his audience, 1 John 1:1–2 indicates that the author is a personal eyewitness of the incarnate Christ.[2] Second, all three of the Johannine letters contain similar vocabulary, style, and theology. In fact, the relationship between the letters is so strong that the majority of modern scholars view them as coming from one author—albeit not all agree that their author is the same as the author of the Fourth Gospel.[3] For instance, among the Johannine letters one can identify a common background in which itinerant teachers with competing theological agendas threatened the confession of the Johannine churches.[4] In response to such threa.

wsb.to&NxQXpTHEME Leading with LoveAndreas J. Kӧste.docx

jeffevans62972

WSJ Executive Adviser (A Special Report): The Case Against Corporate Social Responsibility: The idea that companies have a duty to address social ills is not just flawed, argues Aneel Karnani; It also makes it more likely that we'll ignore the real solutions to these problems Karnani, Aneel . Wall Street Journal , Eastern edition; New York, N.Y. [New York, N.Y]23 Aug 2010: R.1. ProQuest document link ABSTRACT [...] the fact is that while companies sometimes can do well by doing good, more often they can't. Because in most cases, doing what's best for society means sacrificing profits. FULL TEXT Can companies do well by doing good? Yes -- sometimes. But the idea that companies have a responsibility to act in the public interest and will profit from doing so is fundamentally flawed. Large companies now routinely claim that they aren't in business just for the profits, that they're also intent on serving some larger social purpose. They trumpet their efforts to produce healthier foods or more fuel-efficient vehicles, conserve energy and other resources in their operations, or otherwise make the world a better place. Influential institutions like the Academy of Management and the United Nations, among many others, encourage companies to pursue such strategies. It's not surprising that this idea has won over so many people -- it's a very appealing proposition. You can have your cake and eat it too! But it's an illusion, and a potentially dangerous one. Very simply, in cases where private profits and public interests are aligned, the idea of corporate social responsibility is irrelevant: Companies that simply do everything they can to boost profits will end up increasing social welfare. In circumstances in which profits and social welfare are in direct opposition, an appeal to corporate social responsibility will almost always be ineffective, because executives are unlikely to act voluntarily in the public interest and against shareholder interests. Irrelevant or ineffective, take your pick. But it's worse than that. The danger is that a focus on social responsibility will delay or discourage more-effective measures to enhance social welfare in those cases where profits and the public good are at odds. As society looks to companies to address these problems, the real solutions may be ignored. http://ezproxy.library.berkeley.org/login?qurl=https%3A%2F%2Fsearch.proquest.com%2Fdocview%2F746396923%3Faccountid%3D38129 http://ezproxy.library.berkeley.org/login?qurl=https%3A%2F%2Fsearch.proquest.com%2Fdocview%2F746396923%3Faccountid%3D38129 To get a better fix on the irrelevance or ineffectiveness of corporate social responsibility efforts, let's first look at situations where profits and social welfare are in synch. Consider the market for healthier food. Fast-food outlets have profited by expanding their offerings to include salads and other options designed to appeal to health-conscious consu.

WSJ Executive Adviser (A Special Report) TheCase Against .docx

jeffevans62972

WRTG 293 students, Your first writing assignment will be to rewrite a set of instructions. The scenario for this assignment is described below. ________________________ You have just taken a position as a student worker for the Communications Arts Department at Anderson College. You began your job last week. Anderson College has an enrollment of 10,000 students. Among this student population, 20% of the students are international students for whom English is not a native language, 10% of the students are dual-enrollment high school students, 20% of the students are graduate students, and the remaining 50% of the student population consists of a mixture of adult learners and traditional students. Anderson adopted LEO as its learning management system two years ago. Anderson uses LEO for both its online classes and its hybrid classes. Since moving to LEO, Dr. Richard Johnson, Dean of the Undergraduate School at Anderson, and Dr. Lynn Peterson, Dean of the Graduate School at Anderson, have noticed that both students taking classes at Anderson and instructors teaching at Anderson are often not aware of the different settings one can choose to view discussions in LEO. This lack of awareness has caused confusion and frustration as students and faculty members have attempted to navigate through the discussions in their classes. Dr. Johnson and Dr. Peterson tried to address this problem two months ago. At that time, they asked the previous student worker to write instructions on how to change the settings for discussions in LEO for the optimal viewing arrangement. The previous student worker wrote some instructions. However, the worker wrote them very unprofessionally and poorly. They cannot be distributed to students in their current form. Moreover, shortly after the student worker finished the instructions, he left his position for another job. As a result, Anderson College now has a set of poorly designed instructions that it cannot send out to students and faculty members. Meanwhile, students and faculty members are still experiencing frustration with the system, and they need a document that guides them through how to adjust their settings in LEO for viewing discussions. Dr. Johnson, who is your immediate supervisor, has now asked you, the new student worker, to rewrite the instructions that the previous student worker wrote. He has asked you to use the same graphics the previous student worker used. He has also suggested that you use arrows to point to sections of the graphics if such arrows can help in understanding specific steps in the instructions. Keep in mind that potentially 10,000 students will be using the instructions, in addition to various faculty members. The instructions should be clear, professional, and well designed. Moreover, you will want to consider the different types of students at Anderson College, including their backgrounds and their var.

WRTG 293 students, Your first writing assignment will be .docx

jeffevans62972

Writtenn papers include the following minimum elements: Company Background Evaluation of the Supply Chain Processes Drivers of Supply Chain Performance Network Design Risk Mitigation within the Supply Chain Forecasting Practices Sales & Operations Planning Inventory Management Practices Use of Transportation Decisions in Sourcing Use of Information Technology for Supply Chain Optimization Supply Chain Sustainability with Learning Outcomes & Recommendations .

Writtenn papers include the following minimum elementsCompany.docx

jeffevans62972

written report explaining and discussing the assigned topic (generally or a specific sub-topic under it) about Database and Cloud Security The report should be at least 6 pages All sources of information (references) needs to be cited properly within the report in addition to be clearly and correctly listed at the end of the report. The use of figures/diagrams is highly recommended.. .

writtenreport explaining and discussing the assigned topic (.docx

jeffevans62972

Written Responses: Unless otherwise indicated, there is a 220 word minimum response required. Credible reference materials, including your course textbook(s), may be used to complete the assessment. If you have questions regarding the credibility of your reference, please contact your professor. APA Information In-text and reference citations are required for all written responses. REQUIRED FOR UPLOADED ASSIGNMENTS ONLY: title page, margins, header, double spacing, and hanging indentation For questions concerning APA formatting, please refer to the APA Guidelines found at the Student Resources link on your Course Menu. please do no copy and paste from internet. and list question and answer together. 1. How are the Equal Pay Act (EPA) and Title VII of the Civil Rights Act different, and how might these differences affect an employee who is seeking relief against wage discrimination based on sex/gender? 2. Victoria Williams has been employed by TEDCO for 3 years. During that time, she has been an exemplary employee, repeatedly receiving the honor of being named employee of the month. TEDCO has 150 employees, 47 of them female, yet none of its female employees have young children. However, several of the male employees have young children. TEDCO provides health insurance and disability insurance for all full time employees. Victoria told a co-worker that she was pregnant. The co-workers warned her not to tell her supervisor, Brian. Victoria told Brian anyway, informing him that she intended to take 3 months off after she had the baby. Brian didn't like having pregnant women on his team. He thought they became inefficient, missed work due to "morning sickness" and to attend doctor's appointments, and were more emotional than non-pregnant workers. Furthermore, he didn't want Victoria to return to work after the baby was born because he didn't want to deal with the hassle of having an employee with a young child and all the potential issues that go along with it. Brian started to criticize Victoria's performance, claiming that her work was substandard and that she was not a productive member of the team. Brian fired Victoria in her 6th month of pregnancy. She found out later that Brian had fired another employee when she told him she was pregnant. Does Victoria have a valid claim for pregnancy discrimination against TEDCO? Explain the reasons for your answer. Does Victoria have a valid claim based on Brian's attitude towards women with young children? Again, explain your answer. 3. Discuss the background of religious discrimination and give some contemporary issues. .

Written ResponsesUnless otherwise indicated, there is a 220 word.docx

jeffevans62972

Written Responses Each: 200 word minimum response required.Credible reference materials, APA Information - In-text and reference citations are required for all written responses. 1. Rewrite the following passage in an effort to achieve conciseness. Your corrections should address voice as well as language rules. The highly pressured nature of critical-care nursing is due to the fact that the patients have life-threatening illnesses. Critical-care nurses must have possession of steady nerves to care for patients who are critically ill and very sick. The nurses must also have possession of interpersonal skills. They must also have medical skills. It is considered by most health-care professionals that these nurses are essential if there is to be improvement of patients who are now in critical care from that status to the status of intermediate care. Along with your rewritten passage, provide a summary paragraph justifying the changes that you made. Your response, including rewrite, should be at least 200 words in length. You are required to use at least your textbook as a source material for your response. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations. 2. Compare and contrast the following two paragraphs taking into consideration the writer’s style and tone: Regarding the prices of our products, respondents to our recent survey were negative. One third of them stated that if they could buy from another supplier, they would. Clearly we are making enemies with our high prices. Many customers can’t stand it. An astonishing one third of the respondents to our recent survey would leave us if they could only find another supplier. Your response should be at least 200 words in length. You are required to use at least your textbook as a source material for your response. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations. 3. William Penn, English religious leader, wrote: “Speak properly, and in as few words as you can, but always plainly; for the end of speech is not ostentation, but to be understood“(Penn, 1909). Evaluate his statement in regard to what you’ve learned about communicating effectively. Penn, W. (1909). Fruits of solitude. Vol 1, Part 3. The Harvard Classics. New York: P. F. Collier & Son, 1909-14; Bartleby.com, 2001. 4. What would be an effective communication style for telling group members that they will be expected to work about 70 hours per week for the next five weeks? Justify your opinion with specific reasons. Create a message that might be used to relay this information appropriately. Your response should be at least 200 words in length. You are required to use at least your textbook as a source material for your response. All sources used, including the textbook, must be referenced; paraphrased and quoted mate.

Written Responses Each 200 word minimum response required.Credible .docx

jeffevans62972

Written Report Individual/Group Individual Length 1200 words (+/- 10%) Learning Outcomes This assessment addresses the following subject learning outcomes: a) Demonstrate information literacy and critical analysis appropriate to the level of study. b) Understand and demonstrate academic integrity and authentic engagement with information. c) Examine the internal and external business environment to effectively interpret messages in different business contexts. d) Identify and apply effective communication skills within a variety of business environments, including the use of technology. Submission .

Written Report IndividualGroup Individual Length 1200 words (+- 10.docx

jeffevans62972

Written Requirements Make sure that you address each of the questions as it relates to the Intuit ERM program not general terms. Be sure to discuss each slide using the notes page in PowerPoint. I am seeing some of you forgetting the notes page discussion or answering the questions in general terms with out researching the Intuit ERM program case study.. All of this is causes one to lose points on the assignment .

Written RequirementsMake sure that you address each of the q.docx

jeffevans62972

written report along with a 1-slide Microsoft ® PowerPoint ® presentation for the senior management team to present your findings (see Exhibit D for the data set of the second survey). I have to do what is on purple only 250 words Intro/Conclusion - Examine week 2 and 3 and make an analysis ( use the papers that we put together within those weeks) Exhibit C explain findings- Exhibit D explain findings Descriptive Analysis- ALEXANDRA Understanding of the sources of employee dissatisfaction and to create a model that predicts employee resignation .

written report along with a 1-slide Microsoft.docx

jeffevans62972

Written Presentation: 1-Please select one of the microorganisms annotated in this homework and before you start working with it, please send an email letting me know which agent was chosen. Each student must have a different germ. Please define in the agent selected the following information: 1)Pathogenesis. 2)Organs affected in the body. 3) Chain of infection and its Links associated: Infectious agent , Reservoirs, Portal of Exit, Route of Transmission, Portal of Entry, and Susceptible Host . All must to be defined in the chosen agent. 4)Incidence, Prevalence, and Prevention of this infectious disease. 5)Treatment if possible. 6)Please answer, being a NURSE: "How are you going to break down the chain of infection of the selected microorganism, to avoid Cross Contamination?" Microorganisms and agents for your selection: Escherichia coli .

Written Presentation1-Please select one of the microorganisms a.docx

jeffevans62972

More from jeffevans62972 (20)