Speaker NameSpeech TitleDirections For each area li.docx

•Download as DOCX, PDF•

0 likes•3 views

Speaker Name: Speech Title: Directions: For each area listed below, check either strong or weak. Then write a 2-3 sentence for each area, explaining the response you chose (give specific examples from your speech) and how you intend to improve the areas marked as weak. Area Strong Weak How I can improve Check here or Check here Write out 2-3 sentence explanation why you checked strong or weak and improvement (if needed) Opening/Introduction Attention-getter, Thesis, Credibility Structure Logical, Good supports (examples, details, statistics), Transitions Closing Concise Summary, Memorable? Connection to audience Enthusiasm? Relevant to audience? Physical Posture, Gestures, Eye contact Voice Volume, Pace, Pauses, Distractors? Sources or Visuals Used Strong, Valid Sources? Type of visual used (if any). Effectiveness? *One Paragraph Summary of your review: .

Education

Physical
Posture, Gestures, Eye contact
Voice
Volume, Pace, Pauses, Distractors?
Sources or Visuals Used
Strong, Valid Sources? Type of visual used (if any).
Effectiveness?
*One Paragraph Summary of your review:

Similar to Speaker NameSpeech TitleDirections For each area li.docx

The Listening Process

Ruby Soho

Paper 2 - Info Speech Personal Analysis/Critique COMM 111.Mann View the recording of your speech and analyze and critique your presentation and delivery. DO NOT focus on the content – on what you said. But rather, focus on HOW you said it. In a 2-4 page paper, consider and discuss what you did well and what/how you could improve. Cover these points: Vocal Delivery – did your delivery enhance or support your points effectively? Did it enhance meaning/understanding? Consider: Rate & use of pauses Volume Pitch and inflection Articulation and pronunciation Physical Delivery – did your nonverbal signals complement and reinforce your message, as well as connect you with the audience? Consider: Appearance Posture Facial expression Eye contact Movement Gestures Presentation Aids – did your PAs increase the clarity and impact of your speech? Consider: Type Quality Appropriateness for audience/topic/point Did you effectively present and integrate your PA(s) into your speech? Evaluation NAME_______________________________Grade_________________(50 pts) Vocal Delivery (15 pts) _____ Physical Delivery (15 pts) _____ Presentation Aids (15 pts) _____ Paper Style (5 pts) _____ .

Paper 2 - Info Speech Personal AnalysisCritiqueCOMM 1.docx

alfred4lewis58146

Concert Review Rubric By the appropriate deadlines (see Course Syllabus) turn in Concert Reviews which will be graded using the following rubric. C ri te ri a Unacceptable 0 Points Needs Improvement 5 Acceptable 7 Points Good 9 Points Excellent 10 Points 1 P e rf o rm e rs Does not reference soloist or ensemble References both soloist, conductor and/or ensemble specifically but provides no name References both soloist, conductor and/or ensemble specifically but provides name of only one Includes name of soloist, conductor or ensemble but not both Includes names of all soloists, conductor(s) and ensembles 2 C o n te x t Provides no context for the performance Provides little context for the performance Provides some context for the performance Provides good context for the performance Provides clear context for the performance including time, place and reason for concert 3 M u si c D e sc ri p ti o n The text contains no musical description. The text contains limited facts and examples related to the topic. The text may fail to offer a conclusion. The text provides facts, definitions, details, quotations, and examples that attempt to develop and explain the topic. The conclusion merely restates the development. The text provides relevant facts, definitions, concrete details, quotations, and examples that develop and explain the topic. The conclusion ties to and supports the information/explanation. The text provides significant facts, definitions, concrete details, and examples that fully develop and explain the topic. The conclusion provides insight to the implications, explains the significance of the topic, and projects to the future, etc. 4 W ri te r’ s O p in io n The text does not contain a writer's opinion. The text contains an unclear opinion that suggests a vague position. The text attempts a structure and organization to support the position. The text introduces a an opinion but may not be supported by evidence of descriptions. The text has a structure and organization that is aligned with the claim. The text introduces an opinion that is clearly arguable and takes an identifiable position on the performance. The text has an effective structure and organization that is aligned with the claim. The text introduces a compelling opinion that is clearly arguable and takes a purposeful position on the performance. The report has a structure and organization that is carefully crafted to support the opinion. 5 Le n g th The text is significantly less than 400 words. The text is significantly more than 600 words. The text is a little less than 400 words. The text is a little more than 600 words. The text is between 400 and 600 words in length. 6 S tr u ct u re The text has no identifiable structure. The text ha ...

Concert Review RubricBy the appropriate deadlines (see Cou

AlleneMcclendon878

Attack the prompt

quesoqueen

MODULE 3 Writing n Exposition or Discussion on a Familiar Issue to Include Ke...

cherbellabelle

Assessing speaking assignment

Dhek SaNti

Assessment and Evaluation Edu 361

Tom Whitby

Impromptu Speaking

toastmastersarea16

English Debate

riche_dewata

Chapters 4-6: Preparing Written Messages Preparing Written Messages Lesson Outline Seven Steps to Preparing Written Messages Effective Sentences and Coherent Paragraphs Revise to Grab Your Audience’s Attention Improve Readability Proofread and Revise Seven Steps to Preparing Written Messages Seven Preparation Steps Step 1: Consider Contextual Forces Step 2: Determine Purpose, Channel, and Medium Step 3: Envision Audience Step 4: Adapt Message to Audience Needs and Concerns Step 5: Organize the Message Step 6: Prepare First Draft Step 7: Revise, Edit, and Proofread Effective Sentences and Coherent Paragraphs Step 6: Prepare the First Draft Proceed Deductively or Inductively Know Logical Sequence of Minor Points Write rapidly with Intent to Rewrite Use Active More Than Passive Voice Craft Powerful Sentences Rely on Active Voice—Subject Doer of Action (Passive—Subject Receiver of Action Sentence Is Less Emphatic) Passive Voice Uses Conceal the Doer/Avoid Finger Pointing Doer Is Unknown Place More Emphasis on What Was Done (Receiver of Action) 5 Emphasize Important Ideas Techniques Sentence Structure—place important ideas in simple sentences/place in independent clauses (emphasis) Repetition—repeat a word in a sentence Labeling Words—use words that signal important Position—position it first or last in a clause, sentence, paragraph, or presentation Space and Format—use extraordinary amount of space for important items or use headings Develop Coherent Paragraphs Develop Deductive/Inductive Paragraphs Consistently Link Ideas to Achieve Coherence Keep Paragraphs Unified Vary Sentence and Paragraph Length Position Topic Sentences and Link Ideas Deductive—topic sentence precedes details Inductive—topic sentence follows details Link Ideas to Achieve Coherence (Cohesion) Repeat Word from Preceding Sentence Use a Pronoun for a Noun in Preceding Sentence Use Connecting Words (e.g., Conjunctive Adverbs) Link Paragraphs by Using Transition Words Use Transition Sentences before Headings, But Not Subheadings Paragraph Unity Keep Paragraphs Unified—support must be focused on topic sentences Ensure Paragraphs Cover Topic Sentence, But Do Not Write Extraneous Materials Arrange Paragraphs in a Logical and Systematic Sequence Vary Sentence and Paragraph Length Vary Sentence Length (Average—Short) Vary Sentence Structure (Sentence Variety) Vary Paragraph Length (Average—Short 8-10 Lines) Changes in Tense, Voice, and Person in Paragraphs Are Discouraged Revise to Grab Reader’s Attention Cultivate a Frame of Mind (Mind-set) for Revising and Proofreading Have Your Revising/Editing Space/Room View from Audience Perspective (You Attitude) Revise until No More Changes Would Improve the Document Be Willing to Allow Others to Make Suggestions (Writer’s Pride of Ownership?) Ensure Error-Free Messages Use Visual Enhancements for More Readability Add Only When They Aid Comprehension Create an A.

Chapters 4-6 Preparing Written MessagesPrepari.docx

tiffanyd4

Writiing issue essay gre

Haider Shishmahal

Speaking asssesmentslide shares

Carmen Totoy Sani

Writing Assignment 2 Listening Styles Assignment Directio.docx

odiliagilby

Lesson Six Developing Paragraphs

msbirkbeck

Similar to Speaker NameSpeech TitleDirections For each area li.docx (14)

The Listening Process

Paper 2 - Info Speech Personal AnalysisCritiqueCOMM 1.docx

Concert Review RubricBy the appropriate deadlines (see Cou

Attack the prompt

MODULE 3 Writing n Exposition or Discussion on a Familiar Issue to Include Ke...

Assessing speaking assignment

Assessment and Evaluation Edu 361

Impromptu Speaking

English Debate

Chapters 4-6 Preparing Written MessagesPrepari.docx

Writiing issue essay gre

Speaking asssesmentslide shares

Writing Assignment 2 Listening Styles Assignment Directio.docx

Lesson Six Developing Paragraphs

More from susanschei

Src TemplateStandard Recipe CardName of dish:Spanish Vegie Tray BakePortion nos.:50Ref.source:Total Cost:$252.89Portion size.:150Portion Cost:$5.06Sales Price at $20.0030%( Food Cost)Desired Sales Price$16.86Desired Food Cost %30.0%Sales Price$20.00Food Cost %25.3%CommoditiesItemSpecificationWeight kg/l/UnitCost per kg/l/UnitActual costPotatoesBrush5.625Kg$3.00Kg$16.88TomatoesRiped2.025kg$8.67kg$17.56ZuchiniCut into 4cm4.900kg$4.90kg$24.01Red OnionSliced, Round0.355kg$3.50kg$1.24Olive oilExtra virgin0.179lts$10.00lts$1.79Oregano leavesDried0.105kg$256.00kg$26.88Sweet paprika0.052kg$20.00kg$1.040.0$0.000.0$0.00GREEN OLIVE PICADA0.0$0.00Green olivesPitted, rinse0.688kg$13.04kg$8.97Smoked almondsChopped0.750kg$17.50kg$13.13Fresh parsleyFresh0.750kg$187.00kg$140.25GarlicChopped0.050kg$16.67kg$0.83Red wine vinegar0.052lts$6.00lts$0.310.0$0.000.0$0.000.0$0.000.0$0.00Total Cost$252.89Portion Cost$5.06 &"Arial,Regular"&8&K000000Standard Recipe Card A La CarteNameQty.Qty.UOMCostEntrée1Pork & Prawn Gyoza (6 PCS per Serve)5All Purpose Flour27054g.0.05Warm Water13527ml.0.02Salt1/41Tsp0.01Mince Pork21010g.0.07Mince Prawn9010g.0.27Savoy Cabbage21010g.0.01Garlic30.6Cloves0.01Cheives6010g.0.01Soy Sauce (Shoyu)30.6Tsp0.01Oyster Sauce30.6Tsp0.01Sugar10.2Tsp0.01White Pepper1/20.0166666667Tsp0.01Potato Starch20.4Tsp0.01Sesami Oil10.2Tsp0.01Fixed Cost - Utility (per Month)500.00Fixed Cost - Rent (per Month)2,500.00Fixed Cost - Staff (per Month)14,400.00Total Cost0.50Selling Price1.672Vegetable Spring Rolls (5 PCS per Serve) (V)4Vermicelli Noodle10025g.0.15Vegetable Oil11Tsp0.01Garlic20.5Cloves0.01Carrot (grated)10025g.0.03Cabbage (grated)10025g.0.03Soy Sauce (Vegetarian)10.25Tsp0.01White Pepper1/40.25Tsp0.01Sugar10.25Tsp0.01Sesami Oil1/20.25Tsp0.01Corn Flour21Tsp0.01Tofu (Hard) Chop10025g.0.33Frozen spring roll wrappers (21.5 cm)205PCS0.20Sweet Chilli Sauce30ml.0.05Fixed Cost - Utility (per Month)500.00Fixed Cost - Rent (per Month)2,500.00Fixed Cost - Staff (per Month)14,400.00Total Cost0.87Selling Price2.893Chicken Soup (Clear Soup) (GF)4Chicken Breast800200g.1.80Brown Onion (Chop)5012.5g.0.02Carrot (Chop)10025g.0.03Daikon (Chop)10025g.0.03Potato (Chop)10025g.0.02Coriander Root20.5Root0.01Coriander (Chop)20.5Tbsp0.01Whole Black peppercorn1/20.125Tsp0.01Salt1/40.0625Tsp0.01Garlic20.5Cloves0.01Fixed Cost - Utility (per Month)500.00Fixed Cost - Rent (per Month)2,500.00Fixed Cost - Staff (per Month)14,400.00Total Cost1.95Selling Price 6.494Beef Noodle Salad (Cold) (GF) Beef Rib Eye (Grilled)150150g.3.45Soba Noodle (GF)200180g.0.60White Sesami1010g.0.01Black Sesami1010g.0.01Pumpkin Seed1010g.0.01Carrot (shredded)3030g.0.02Zuchini (shredded)3030g.0.02Daikon (pickle)3030g.0.03Spring Onion (Chop)1010g.0.01Coriander (Chop)1010g.0.01Soy Sauce (Shoyu)11Tbsp0.01Sesami Oil11Tsp0.01White pepper1/41/4Tsp0.01Sugar1/21/2Tsp0.01Mirin11Tbsp0.01Japanese Dressing22Tbsp0.02Fixed Cost - Utility (per Month)500.00Fixed Cost - Rent (per Month)2,500.00Fixed Cost - Staff (per Month)14,4.

Src TemplateStandard Recipe CardName of dishSpanish Vegie Tray Ba.docx

susanschei

SPT 208 Final Project Guidelines and Rubric Overview Marketing and advertising are often used interchangeably, yet throughout this course you have learned that marketing is a much larger concept that requires a strong understanding of consumer behavior, products and services, and often the greater economic environment. Marketing is applicable to every industry and discipline in one way or another, but within the sport industry we have the chance to see the application of marketing concepts as if under a spotlight due to the industry’s global reach and importance to society. Your final project is the creation of an Opportunity and Consumer Analysis. You will select a sport team, individual, facility, or organization as the focus of your consumer and opportunity analysis. When selecting your area of focus, think about your interests and career aspirations. As you progress through the course, you will have the opportunity to practice the skills required for this project in several milestone activities. Your final deliverable will include a strengths, weaknesses, opportunities, and threats (SWOT) analysis of your selected focus; a consumer analysis; an analysis of successful marketing and media strategies; and a brief 1-, 3-, and 5-year plan that allows you to explain your intended use of a proven marketing strategy and various media opportunities. Please note that your Opportunity and Consumer Analysis will be an eligible artifact to include in your program portfolio, as it will highlight your ability to recognize consumer characteristics and opportunities for brand improvement. The project is divided into two milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Three and Five. The final Opportunity and Consumer Analysis will be submitted in Module Seven. This assessment addresses the following course outcomes: • Analyze consumer behaviors for the influence of political, cultural, and social events on consumer motivation at the local, national, or international levels within the sport industry • Illustrate the application of key marketing strategies in successful sport-specific marketing campaigns • Identify proven marketing strategies that can be successfully applied to specific sport marketing scenarios to attract consumers • Compare media opportunities for successfully communicating and marketing towards specific consumers within the sport industry Prompt Develop a comprehensive Opportunity and Consumer Analysis. Select a sport team, individual, facility, or organization and provide a thorough analysis of the existing marketing strategies and consumers, and determine an opportunity for greater consumer reach. Outline a brief 1-, 3-, and 5-year plan for the marketing opportunity. Specifically, the following critical elements must be addressed: I. Marketing Foc.

SPT 208 Final Project Guidelines and Rubric Overview .docx

susanschei

Ssalinas_ThreeMountainsRegionalHospitalCodeofEthics73119.docxR.docx

susanschei

Spring 2020 Professor: Tim Smith E mail: [email protected] Teaching Assistant: Ray Kim E mail [email protected] Office hours: PLF South 113 TBA EVOLUTION OF ROCK MCY 127 Course Description: This general education course is a study of the birth and evolution of the music form of Rock and Roll. It is a study of both the historical and musical elements of rock with a focus on the performers and the songs in the genre. Some of the objectives for this course include: Increasing awareness of the wide range of musical styles that “add up” to form rock Provide insight on the cultural evolution of rock and how it applies to society Study how technological advances have influenced both the performers and composers in rock Prerequsites: None Required text: None Required listening: Spotify playlist MCY127TS Course Requirements and Grading: Test 1 20% Midterm exam 25% Test 3 20% Final exam 25% Essay on live musical performance 10% Essay assignment will consist of attending a live musical performance at the Frost School of Music (or approved off campus performance). At the conclusion of the performance, you will obtain signatures of two or more participants. You will compose an essay that will summarize the performance (ensemble, repertoire, etc.). You will compare and/or contrast the performance with details we have studied in class. The essay should be two to three pages long, computer printed, double spaced, and stapled. It will be due on Thursday, November 19. Conduct and rules: Rock and roll is a joyous art form. I intend for the class to be a fun and learning environment. I hope to engage you as adults, not as adolescents. However, inappropriate language or behavior to one another will not be tolerated, and will result in the student facing disciplinary action and potential removal from the class. You are adults. I am not your baby-sitter. If you fail to attend class regularly, you will find it much more difficult to excel in the course. SHOW UP AND PAY ATTENTION! It will make your life easier in the long run. Plagiarism on your essay will not be acceptable, and will result in the loss of 10% of your final grade. Cheating is rampant. While I will make every effort to curb the options students might have to copy one another on tests, I can’t stop it completely. I will have assistance from the Honor Council on test days, and cheating will result in a zero on that test. None of you can afford this. I truly believe that if you will engage the material, come to the lectures, and actively listen to the required listening material, you will not find a need to cheat. If you are feeling overwhelmed by any of the material, please make an appointment to meet with me during office hours. Lectures and listening: Each class will consist of a lecture and a period of listening to music appropriate to that lecture. The music played in class will be made available to you through Blackboard in addition. You will be responsible for the material presented.

Spring 2020Professor Tim SmithE mail [email protected]Teach.docx

susanschei

Spring 2020 – Business Continuity & Disaster R.docx

susanschei

Sports Business Landscape Graphic OrganizerContent.docx

susanschei

Spring 2020 Carlow University Department of Psychology & Counseling Professional Counseling Program LGBT Lives Cultures & Theories PRC-742-G1, PY-235-DA, WS-237-DA 3 Credits; No Prerequisites Course Syllabus- Spring 2020 Wednesday’s 6:00pm-8:30pm Instructor: Michelle Colarusso, Ph.D., LPC, NCC Office: TBD Cell phone: 724-396-9769 E-mail: [email protected] Office hours: By appointment only Location: Antonian Hall 403 Carlow's Mission Statement The mission of Carlow University, a Catholic liberal arts university, is to involve persons, primarily women, in a process of self-directed, lifelong learning which will free them to think clearly and creatively, to discover and to challenge or affirm cultural and aesthetic values, to respond reverently and sensitively to God and others, and to render competent and compassionate service in personal and professional life. Course Description This course will address issues related to counseling gay, lesbian, bisexual and transgender clients. These include issues of sexual identity development, coming out, homophobia and heterosexism, family and relationship issues, multicultural issues, youth, aging, spirituality, HIV/AIDS, and substance abuse as well as ethical and professional issues in working with gay, lesbian, bisexual and transgender clients through affirmative counseling/therapy. Learning Outcomes and Assessment What students will learn How students will learn it How students will demonstrate learning Impact dominant culture has on LGBT individuals Readings, Experiential Activities, Class Discussions Class Participation, Reflection Journals, Exam Multifaceted issues facing specific LGBT populations Readings, Experiential Activities, Class Discussions Class Participation, Reflection Journals, Exam Familiarize themselves with theories of identity development Readings, Experiential Activities, Class Discussions Class Participation, Reflection Journals, Exam Affirmative counseling/therapy and their knowledge and skill in providing it. Readings, Experiential Activities, Class Discussions Class Participation, Reflection Journals, Exam Variety of counseling issues that have particular relevance to LGBT clients. Readings, Experiential Activities, Class Discussions Class Participation, Reflection Journals, Exam Access to local and national resources available to assist in work with LGBT clients. Readings, Experiential Activities, Class Discussions Class Participation, Reflection Journals, Exam Course Requirements and Resources Methods of Involvement & Examination Methods of Instruction Classes will consist of didactic and experiential elements, including lectures, large and small group discussions, modeling, structured role-plays and simulations, live or video demonstrations, and student presentations in class and on CelticOnline/Schoolology. Primary methods include lecture/discussion, readings, and a variety of experiential exercises. Students will immurse themselves into the LGBTQ Cul.

Spring 2020Carlow University Department of Psychology & Co.docx

susanschei

SPOTLIGHT ON STRATEGY FOR TURBULENT TIMES Spotlight ARTWORK Tara DonovanUntitled, 2008, polyester film HBR.ORG What Is the Theory f ̂ Fiof y Firm? Focus less on competitive advantage and more on growth that creates value, by Todd Zenger f asked to define strategy, most executives would probably come up with something like this: Strategy involves discovering and targeting attractive markets and then crafting positions that deliver sustained competitive advantage in them. Companies achieve these positions by configuring and arranging resources and activities to provide either unique value to customers or common value at a uniquely low cost. This view of strategy as position remains central in business school curricula around the globe: Valuable positions, protected from imitation and appropriation, provide sustained profit streams. Unfortunately, investors don't reward senior managers for simply occupying and defending positions. Equity markets are full of companies with powerful positions and sluggish stock prices. The retail giant Walmart is a case in point. Few people would dispute that it remains a remarkable firm. Its early focus on building a regionally dense network of stores in small towns delivered a strong positional advantage. Complementary choices regarding advertising, pricing, and information technology all continue to support its low-cost and flexibly mer- chandised stores. Despite this strong position and a successful stra- tegic rollout, Walmart's equity price has seen little growth for most of the past 12 or 13 years. That's because the ongoing rollout was anticipated long ago, and investors seek evidence of newly discovered value—value of compounding magnitude. Merely sustaining prior financial returns, even if they are outstanding, does not significantly increase share price; tomorrow's positive surprises must be worth more than yesterday's. Not surprisingly, I consistently advise MBA students that if they're confronted with a choice between leading a poorly run company and leading a well-run one, they should choose the former. Imag- ine assuming the reins of GE from Jack Welch in Sep- tember 2001 with shareholders' having enjoyed a 40- fold increase in value over the prior two decades. The expectations baked into the share price of a company like that are daunting, to say the least. To make matters worse, attempts to grow often undermine a company's current market position. As Michael Porter, the leading proponent of strategy as positioning, has argued, "Efforts to grow blur June 2013 Harvard Business Review 73 SPOTLIGHT ON STRATEGY FOR TURBULENT TIMES uniqueness, create compromises, reduce fit, and ultimately undermine competitive advantage. In fact, the growth imperative is hazardous to strategy." Quite simply, the logic of this perspective not only provides little guidance about how to sustain value creation but also discourages growth that might in einy way move a compeiny away from i.

SPOTLIGHT ON STRATEGY FOR TURBULENT TIMESSpotlight ARTWORK.docx

susanschei

Sport Ticket sales staff training Chapter 4 Sales Staff Developed not born Skill set of a seller Different to skill set of a manager Sales process Develop lifelong relationship with purchaser Best source of increasing business Upselling Referrals Sales Department Recruit Train Develop Motivate Retain Recommendations Balance in house and outsourced Communication between sales manager and sales staff Success celebrations Gather feedback from sales staff Recruiting/Hiring Personality, creativity (intangibles) Fit with organization Dress for success (opportunity taken seriously) Positive attitude Welcoming personality Poised/confident (not over confident) Initiative (carry conversation) Energy, enthusiasm, commitment Sales positions 10-20 inside sales staff Supervisor to staff ratio 1:8 Annual training New employee training (1 week to 1 month) Ideal structure 8-16 Part-time 2 ½ months than ready to replace nonperforming FT 6-8 full time season ticket dedicated 3-6 full time group sales dedicated Self-training One book per month, mentor, seminars, practice Sales Culture Desired outcomes Effectiveness Productivity Stability Long term growth Created by the sales manager (leadership) Orlando Magic three A’s Action Visible displays Find needs, wants, desires of employees Reward accomplishments Attitude Believe in sales staff Atmosphere Visible signs of success gong Retaining/Motivating Database management Lead distribution Reporting Evaluation Satisfy need of employees first Better able to meet customer needs Achieve organizational goals Four types of sales employees Competitor Rivalries, win contests It’s All About me Recognized as best Achiever Team Builder Recognition of achievements, group success Empathetic Seller Cultivate relationships, not volume producers Sales Career Exploration Establishment Maintenance Disengagement Employee rate feeling appreciated and informed as top want Sport Consumer Incentivization Chapter 3 Incentives Depend on consumption motives Items of perceived value that add to offer Overcome indifference or resistance Later stage of buying/communication process Price based incentives Discounting core product damaging Contingency based Consumer action (provide info, prior purchase, etc) prior to price reduction Attract infrequent customers 8% increase in attendance (top 10, 2004) “cherry pickers” – only attend with promotion MLB 14% increase, 2% watering down effect, more is better, weekdays (vs. high attendance – max total entertainment value) Incentives continued Rule changes, star players (consumption incentive) Place based incentives 26 fundamental motives for sport consumption Primary motives Achievement Ordinary runners (sense of accomplishment) Perfect attendance Vicarious achievement (enhance self esteem through success of athlete) Sponsors – increased sales volume, exposure Craft Developing or observing physical skill Winning record – highest predictor of attendance/s.

Sport Ticket sales staff trainingChapter 4Sales .docx

susanschei

SPOTLIGHT ARTWORK Do Ho Suh, Floor, 1997–2000, PVC figures, glass plates, phenolic sheets, polyurethane resin; modules 100 x 100 x 8 cm Installation view at Lehmann Maupin Gallery, New York Why We Love to Hate HR ...and What HR Can Do About It by Peter Cappelli SPOTLIGHT ON RETHINKING HUMAN RESOURCES Peter Cappelli is a professor of management at the Wharton School and the author of several books, including Will College Pay Off? A Guide to the Most Important Financial Decision You’ll Ever Make (PublicAffairs, 2015). HBR.ORG July–August 2015 Harvard Business Review 55 These feelings aren’t new. They’ve erupted now and in the past because we don’t like being told how to behave—and no other group in organizational life, not even finance, bosses us around as systematically as HR does. We get defensive when we’re instructed to change how we interact with people, especially those who report to us, because that goes right to the core of who we are. What’s more, HR makes us per- form tasks we dislike, such as documenting problems with employees. And it prevents us from doing what we want, such as hiring someone we “just know” is a good fit. Its directives affect every person in the organization, right up to the top, every single day. The complaints also have a cyclical quality— they’re driven largely by the business context. Usu- ally when companies are struggling with labor issues, HR is seen as a valued leadership partner. When things are going more smoothly all around, managers tend to think, “What’s HR doing for us, anyway?” This doesn’t mean that HR is above reproach. Quite the contrary: It has plenty of room to improve, and this is a moment of enormous opportunity. Little has been done in the past few decades to examine the value of widely used practices that are central to how companies operate. By separating the effective from the worthless, HR leaders can secure huge payoffs for their organizations. But it’s important to understand HR’s tumultuous history with business leaders and the economy before turning our attention to what the function should be doing now and in the future. The “Personnel” Pendulum How top executives feel about HR pretty reliably re- flects what’s going on in the U.S. economy. When the economy is down and the labor market is slack, they see HR as a nuisance. But sentiments change when labor tightens up and HR practices become essential to companies’ immediate success. Think back to the Great Depression. People would put up with nearly anything to stay employed. Line managers complained that personnel departments were getting in the way of better performance, which they thought could be achieved with the “drive” sys- tem: threatening workers and sometimes even hit- ting them if they failed to measure up. Similarly, business leaders didn’t put a lot of stock in HR during the 2001 and 2008 recessions, because employees—keenly aware of how replaceable th.

SPOTLIGHT ARTWORK Do Ho Suh, Floor, 1997–2000, PVC figures, gl.docx

susanschei

Sponsorship Works 2018 8 PROJECT DETAILS Sponsorship title: Audi Cup Duration of sponsorship: 2009-present Case study entered by: Audi AG Sponsor’s industry sector: Automotive Rights-holder: Audi AG (Ownership Platform) Agency: brands and emotions GmbH – Lead Agency, Audi Cup Other organisations involved in the planning, activation or evaluation: FC Bayern Munich; Several service providers (including event agency, TV commercialisation, TV production, etc.). Campaign summary Launched in 2009, the year of Audi’s 100th anniversary, the Audi Cup is a pre-seasonal worldwide football tournament. Leading teams including FC Barcelona, Real Madrid and Manchester United meet in Munich for the biennial Audi Cup during the summer break in football. The event is an owned and mainly refinanced platform by Audi with a strong international media presence, achieving around 2.5 billion consumer contacts across television and online media at each tournament in around 200 countries. With cutting-edge technologies as an integral part of its staging and coverage, the event provides a global opportunity to highlight Audi’s “Vorsprung durch Technik” values. Planning Business needs The Audi Cup provides an ideal platform to present a strong, resonating connection between top-level international football and the brand’s “Vorsprung durch Technik” positioning. Audi has been involved in international football for over 14 years and the launch of the Audi Cup in 2009 established a new benchmark in proprietary sports marketing, creating a whole new way for Audi to implement its own rights in a highly controlled and targeted manner. Taking a “high-tech” approach to the world of football broadcasting and marketing, the Audi Cup meets the clear business need for Audi to demonstrate Audi and the Audi Cup A u d i a n d t h e A u d i C u p Sponsorship Works 2018 9 A u d i a n d t h e A u d i C u p and underpin its core brand proposition as a highly innovative, technologically advanced automotive company. The development and implementation of tools including the first ever implementation of digital overlay of led boards in live broadcasting and the first ever live holographic press conference in sport, a dedicated chatbot and Alexa Skill and the Audi Player Index, not only underline Audi’s status as a “high-tech” brand but genuinely enhance enjoyment of the tournament for fans, building a truly relevant connection. Sponsorship selection Audi’s long association with football, with its focus on high-profile, global clubs, saw the brand develop from a classic sponsor to an owner and organiser of various leading platforms in its own right – the Audi Cup, Audi Summer Tour and Audi Football Summit. With these properties and its year-round association with the game, Audi set itself the goal of elevating its successful sponsorships into full ownership; Audi shifted from a host or a marque associated with the.

Sponsorship Works 2018 8PROJECT DETAILSSponsorship tit.docx

susanschei

SPM 4723 Annotated Bibliography You second major project for the course will be an annotated bibliography. Instead of writing a paper, an annotated bibliography requires you to research a particular legal topic or question, of your choosing, in sports and find academic and law review articles that address that topic. You will develop a question about a legal topic in sports and find seven law review articles to summarize. Each article summary should be 300-350 words in length and should both explain the contents of the article and its relevance to your question or topic. The summaries should be written in your own words. You are required to select law review articles using LexisNexis. The format for the annotated bibliography is explained below. Please put your topic as the title for your paper. Next, each annotation should begin with the APA citation for the article in bold print (do not include web links), followed by a summary of the article (300-350 words) explaining how it addresses your question. The complete annotated bibliography should be double-spaced, 12pt Times New Roman font with one-inch margins. You will be submitting it through Turnitin via Canvas, do not include your name, course number, date or UFID on your annotated bibliography (similar to the case briefs). You should start each annotation on a separate page, and please remember to begin each annotation with the APA citation for the article as instructed above. This assignment is due on Wednesday, April 22nd. 1.Which of the following is not a key component of the conceptual framework of accounting? Select one: a. internal users b. the objective of financial reporting c. cost constraint on useful financial reporting d. elements of the financial statements 2.The balance sheet and income statement for Joe's Fish Hut are presented below: Joe's Fish Hut Balance Sheet As at December 31 2016 2015 ASSETS Current Assets Cash $180,623 $60,300 Accounts receivable $18,900 $14,200 Inventory $23,600 $25,300 Total Current Assets $223,123 $99,800 Property, plant & equipment $129,000 $184,000 Less: Accumulated depreciation $-26,900 $-21,600 TOTAL ASSETS $325,223 $262,200 LIABILITIES AND EQUITY Liabilities Current Liabilities Accounts payable $28,000 $41,800 Current portion of bank loan $9,500 $9,500 Total Current Liabilities $37,500 $51,300 Non-current portion of bank loan $71,000 $42,000 TOTAL LIABILITIES $108,500 $93,300 Shareholders' Equity Common shares $80,000 $54,400 Retained earnings $136,723 $114,500 TOTAL SHAREHOLDERS' EQUITY $216,723 $168,900 TOTAL LIABILITIES AND EQUITY $325,223 $262,200 Joe's Fish Hut Income Statement For the Year Ended December 31, 2016 Sales $137,000 COGS $83,200 Gross Profit $53,800 Operating Expenses Insurance Expense $1,600 Rent Expense $5,380 Salaries Expense $5,150 Telephone Expense $840 Interest Expense $1,340 Depreciation Expense $5,300 Total Operating Expenses $19,610 Operating Profit Before .

SPM 4723 Annotated Bibliography You second major proje.docx

susanschei

Speech Environment and Recording Requirements • You must have an audience of at least 5 adults 18 years or older for all speeches. The audience must be live and in person, that is, physically present. Virtual attendance is not permitted. Your video recording must show the 5 individuals sitting as ENGAGED audience members. The audience should be visible before, during, and after the speech and you should be facing your audience. The camera should be placed behind your audience. • You are required to record and post all 3 speeches in order to earn a passing grade in this course. • The video must be of a high enough quality that the instructor is able to see your full facial expressions and gestures. Your instructor will need to be able to hear your voice very clearly. You risk a failing grade if your instructor is not able to discern facial expressions or subtle changes of vocal intonation on the recording. • Be sure to record your presentation from head to toe. Your instructor needs to be able to see your posture and other elements. • Be certain to record your video in landscape (wide), not portrait (tall). • You may not stop the recording and re-record a section of your speech. What you submit must be a complete presentation from start to finish with NO EDITING. You could record your speech a few times and then pick the best presentation to send. Just make sure you only submit one copy of your best speech. • You will upload your speech following the YouTube directions and proper privacy guidelines. Speech capture directions and instructions are in Module 1 of the Blackboard online classroom. • Be certain to provide a video link to your speech that is available for your instructor and college administrators to view without requiring passwords or special permissions. Submitting a link that does not immediately provide this access results in a failing grade for your speech and could result in a failing grade for the course. You cannot use Google Hangouts or other mediated communication in place of a live audience. Your live audience must be physically present at the location you deliver your speech. • Any attempt to circumvent live speech audience requirements perceived by your instructor as deceptive, dishonest or otherwise disingenuous results in a zero for your speech with no opportunity to make it up and may result in a failing grade in the course and referral to the appropriate FSCJ administrative official for academic dishonesty. • The video link (URL) you provide for your speech must remain posted, active and viewable until 14 calendar days following the official scheduled end of the semester, according to the official FSCJ academic calendar. Removing your speech from the URL or link you provide automatically reverts any score you have to a zero and will result in a failing grade for the course. • Attempts to work around presenting in front of a live audience are considered academic dishonesty. • Posting your speech on a screen or readin.

Speech Environment and Recording Requirements• You must have a.docx

susanschei

Sped4 Interview 2.10.17 Audio.m4a Jodee: [00:00:08] And we are looking at the collaborative process between secondary special ed teachers and transitioning and transition specialists when transitioning students with autism spectrum disorder or other disabilities from secondary to higher. OK so the first question is is describe the condition process as you understand it from the guidelines of the secondary transition plan. Sped4: [00:00:52] OK. So first thing is a series of assessments that are appropriate for assessing it can include you know obviously interviewing the teacher not not the teacher the student and then sometimes parents are involved in that process. Then there's other batteries of tests. Things like the couter doing AZCIS things other interests inventories and things of that nature to get that. Looking at transcripts students grades grade reports in those things and taking those all that data and that assessment information and looking at that.That's my understanding and interpretation and kind of what I do. Jodee: [00:01:46] So you know it's the responsibility of the secondary teacher special ed teacher as the case manager to interview the students. And you know one of the big pieces that we look at is the age appropriate goals. You know if you've got a student who is who is autistic academically They're very bright. They can do the work but they have absolutely zero social skills. And they want you maybe studied to be. They want to go into broadcast journalism or something along those lines. So it's like having you determined you know is it like a collaborative effort. You determine and work with the other person you know because sometimes you have to be that person and say yes might not be the best fit for you. How does that kind of playing into things. Sped4: [00:02:51] I don't know like I don't mind doing that or being the one. Sped4: [00:02:58] I haven't run into that exact situation but I have other situations where students wanted to go straight to university from high school and just had these visions of grandeur. But their GPA would not allow for that or they had other deficiencies and things of that nature. And so it's just it's sometimes it's like literally printing out the requirement and showing them just saying you know these aren't going to work. It's not a possibility. However it doesn't mean that you can't go on to higher education. And just providing them alternative routes like one if there is enough time if there for example is there a sophomore or a junior. You know we look at like Well is there enough time to get rid of these deficiencies. Can you take some of these courses. Can you do that to get your GPA up to get rid of the deficiencies et cetera. Is that feasible. Is that feasible with money or mom is mom and dad going to pay for that you know. And is there enough time or looking. OK well if that's not an option then community college is not necessarily a bad thing to do it right. When did yo.

Sped4 Interview 2.10.17 Audio.m4aJodee [000008] And we are .docx

susanschei

Speech Recognition in the Electronic Health Record (2013 update) Introduction Many technologies exist to assist with better clinical documentation and speech recognition technology (SRT) is one solution. Since SRT uses mathematic probabilities, the technology can be complicated. The goals of its use in healthcare today, however, are clear: Increase productivity, decrease costs, and improve documentation while placing it closest to the point of care. This practice brief focuses on increasing the understanding of how speech recognition works by highlighting the driving forces that are shaping current and future applications of this technology and its associated benefits and risks. This practice brief also provides tools including illustrated work flow, tasks and skills, and best practices to assist in efficient and effective application of SRT for day-to-day operations. Driving Forces Payment reform. Quality measures. Meaningful use. EHR adoption. Transition to ICD-10-CM/PCS. Health information exchange. Consumer engagement. Personal health records and patient portals. What do these areas have in common? They all point to the increasing need for accurate, complete, and accessible data in an environment that requires real-time documentation. Documentation should improve the quality of the patient encounter and create efficiencies. In the past, handwriting provided an immediate record of care. Legibility came to the forefront as an issue and documentation was often not as comprehensive when compared to a well-constructed dictated note. Today, speech recognition or speech-to-text is used in conjunction with the EHR and is considered a viable option in the face of the growing demand for near-real-time data. Front-end speech recognition (FESR) and back-end speech recognition (BESR) technologies can help in the production of legible and comprehensive document(s). It also serves as a productivity tool to help lower costs and increase productivity, especially when compared to the manual labor required by traditional dictation and transcription. Emerging Roles In 2012, The Association for Healthcare Documentation Integrity (AHDI) coined the term "healthcare documentation specialist (HDS)," which they define as "an umbrella term that includes medical transcriptionists, speech recognition editors and QA specialists."1 For the purposes of this practice brief, the term "HDS" will be used when referring to this role. Visit AHDI's website for more information on the role of the HDS (www.ahdi.org). Copyright © 2013 by The American Health Information Management Association. All Rights Reserved. http://www.ahima.org/copyright The use of medical scribes is increasing in various healthcare settings due to growing EHR implementations and the need for timely, detailed point-of-care documentation. There are distinct differences between HDS and scribes. HDS professionals work in a "one-way process" while scri.

Speech Recognition in the Electronic Health Record (2013 u.docx

susanschei

Sped Focus Group.m4a Jodee: [00:00:01] This is a focus group with the secondary special education teachers. So anybody feel free to chime in and we just talked about the secondary transition plan and theoretical principles of Situation and support. So the first question is How does political correctness influence transition process. So think about some of the terminology that's changed. For example we don't refer to kids with cognitive impairment as being mentally retarded. So how does that PC influence the transition process. And anybody can feel free to speak up if they would like. TS5: [00:00:49] Well I guess I'll start because I'm probably the least politically correct person around. I think you make an example of the fact of you know you know with. What you can and cannot say Well not everybody is up to date on the current lingo and everybody apparently might may be in denial about where their child is at cognitively when using certain terms they may expect more from their or their child than they're actually capable because we're not using terms of people understand or that people use. Obviously I'm not talking about in a hurtful way but you know I mean I have a student now that he's I guess they went out of their way to label him. You know he has a label of autism. But I keep telling these people on my autism is not his problem his cognitive is his problem as long as that IEP keeps talking about autism then that seems to be the direction of where they want to go with the services. And and I keep saying that autism is not the problem. So that's just my 2 cents on. Jodee: [00:02:12] How has that worked so far just to kind of pair off your response on that TS5 how has it like you're able to see that it's not the Autism that's a problem. How do you stear that to the correct path and have deal with this and what the kid is capable of doing regarding transition. Sped5: [00:02:34] Well I was fortunate in this area where I think it was an issue of the mom was in denial that it wasn't all the other teachers were like no. This is what this is what he needs. You know because of the IEP I'm trying to get him. You know support all the time and it's just a matter of when they look at the IEP and says why is it that it will be this and this and I'm like I didn't write the IEPP I didn't put down autism. I'll just tell you what I see now what I have and that's what it is. And so it wasn't until at an an IEP meeting that the other teachers who see them every day too are like no this is where he's at. He needs the support he needs this because of x y z. So you know that's just for example. Jodee: [00:03:25] Okay TS7 I'm going to kind of put you on the spot on for a minute when we talked a couple of days ago about that one student what were some of the things that you might have encountered in working with the parents on regarding transitioning him. And you know just to give a bit with a bit of background history it was a young man diagnosed with.

Sped Focus Group.m4aJodee [000001] This is a focus group wi.docx

susanschei

Specialized Terms 20.0 Definitions and examples of specialized terms for adaptive behavior assessments including content and statistical terms are proficient. Limitations of Standardized Assessments 20.0 Substantial explanation of at least two limitations of standardized assessments is provided. Consultative Role of Special Education Teacher 20.0 The description of consultative role of the special education teacher in helping parents/ guardians understand the process of assessments and terminology is expertly addressed. Aesthetic Quality 5.0 Design is pleasing. Skillful handling of color, text and visuals creates a distinctive and effective presentation. Overall, effective and functional audio, text, or visuals are evident. Mechanics of Writing (includes spelling, punctuation, grammar, and language use) 5.0 Submission is virtually free of mechanical errors. Organization 5.0 The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea. Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0 Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error. Total Percentage 100 .

Specialized Terms 20.0 Definitions and examples of specialized.docx

susanschei

Special notes: Media and the media are plural and take plural verbs. The use of personal pronouns "we" and "you" are unacceptable in academic writing except when otherwise indicated. The use of the first person "I" is not called for in this assignment. Write a 700- to 1,050-word paper in which you answer the following questions: · What were the major developments in the evolution of mass media during the last 120 years or so? Discuss at least five forms of major mass media in order of development. Choose from movies, recorded music, radio, television, video games, internet streaming, and social media. Newspapers may be included but only those developments in the last 120 years or so. We are not requesting the history of mass media, mass media developments before 1900, and identification of communications devices that are person to person and not mass media such as the telegraph and telephone. · What innovations did each provide to consumers (what was new about them)? How did each medium change the lives and behavior of people after its introduction? · What is meant by the term media convergence, and how has it affected everyday life? · Conclude with a reflection on why media literacy is important for responsible media consumption today. Format your essay according to appropriate course-level APA guidelines. Spelling and grammar check your work. Note: your first paper will be annotated with regard to formatting, spelling, grammar, and usage, for which you will not be penalized, but you are responsible for applying these notes to subsequent assignments. .

Special notes Media and the media are plural and take plural verb.docx

susanschei

SPECIAL ISSUE ON POLITICAL VIOLENCE Research on Social Movements and Political Violence Donatella della Porta Published online: 15 July 2008 # Springer Science + Business Media, LLC 2008 Abstract Attention to extreme forms of political violence in the social sciences has been episodic, and studies of different forms of political violence have followed different approaches, with “breakdown” theories mostly used for the analysis of right-wing radicalism, social movement theories sometimes adapted to research on left-wing radical groups, and area study specialists focusing on ethnic and religious forms. Some of the studies on extreme forms of political violence that have emerged within the social movement tradition have nevertheless been able to trace processes of conflict escalation through the detailed examination of historical cases. This article assesses some of the knowledge acquired in previous research approaching issues of political violence from the social movement perspective, as well as the challenges coming from new waves of debate on terrorist and counterterrorist action and discourses. In doing this, the article reviews contributions coming from research looking at violence as escalation of action repertoires within protest cycles; political opportunity and the state in escalation processes; resource mobilization and violent organizations; narratives of violence; and militant constructions of external reality. Keywords Political violence . Social movements Attention to extreme forms of political violence in the social sciences has been episodic, with some peaks in periods of high visibility of terrorist attacks, but little accumulation of results. There are several reasons for this. First, some of the research has been considered to be more oriented towards developing antiterrorist policies than to a social science understanding of the phenomenon. In fact, “many who have written about terrorism have been directly or indirectly involved in the business of counterterrorism, and their vision has been narrowed and distorted by the search for effective responses to terrorism…. [S]ocial movement scholars, with very few exceptions, have said little about terrorism” (Goodwin 2004, p. 259). Second, studies of different forms of political violence have followed different approaches, with “breakdown” theories mostly used for the analysis of right-wing radicalism, social movement theories sometimes adapted to research on left-wing radical groups, and area study specialists focusing on ethnic and religious forms. Third, and most fundamentally, there has been a tendency to reify Qual Sociol (2008) 31:221–230 DOI 10.1007/s11133-008-9109-x D. della Porta (*) Department of Political and Social Sciences, European University Institute, Badia Fiesolana, Via dei Roccettini 9, 50016 San Domenico di Fiesole Firenze, Italy e-mail: [email protected] definitions of terrorism on the basis of political actors’ decisions to use violence (Tilly 200.

SPECIAL ISSUE ON POLITICAL VIOLENCEResearch on Social Move.docx

susanschei

SPECIAL ISSUE: CRITICAL REALISM IN IS RESEARCH CRITICAL REALISM IN INFORMATION SYSTEMS RESEARCH John Mingers Kent Business School, University of Kent, Canterbury, Kent, CT2 7NZ UNITED KINGDOM {[email protected]} Alistair Mutch Nottingham Business School, Nottingham Trent University, Burton Street, Nottingham NG1 4BU UNITED KINGDOM {[email protected]} Leslie Willcocks London School of Economics and Political Science, Houghton Street, London WC2A 2AE UNITED KINGDOM {[email protected]} Introduction There has been growing interest in a range of disciplines (Ackroyd and Fleetwood 2000; Danermark et al. 2002; Fleetwood 1999; Fleetwood and Ackroyd 2004), not least information systems (Dobson 2001; Longshore Smith 2006; Mingers 2004b; Mutch 2010b; Volkoff et al. 2007; Wynn and Williams 2012) in ideas derived from the philosophical tradition of critical realism. Critical realism offers exciting pros- pects in shifting attention toward the real problems that we face and their underlying causes, and away from a focus on data and methods of analysis. As such, it offers a robust framework for the use of a variety of methods in order to gain a better understanding of the meaning and significance of information systems in the contemporary world. Although the term critical realism has been used in a number of different traditions, we are primarily concerned with that developed from the foundational work of Roy Bhaskar in the philosophy of science, later extended in the social arena by authors such as Archer and Sayer (Archer et al. 1998; Bhaskar 1978, 1979; Mingers 2004b; Sayer 2000). In this tradition, the benefits of CR are seen as: • CR defends a strongly realist ontology that there is an existing, causally efficacious, world independent of our knowledge. It defends this against both classical positi- vism that would reduce the world to that which can be empirically observed and measured, and the various forms of constructivism that would reduce the world to our human knowledge of it. Hence it is realist. • CR recognizes that our access to this world is in fact limited and always mediated by our perceptual and theoretical lenses. It accepts epistemic relativity (that knowledge is always local and historical), but not judgmental relativity (that all viewpoints must be equally valid). Hence it is critical in a Kantian sense. • CR accepts the existence of different types of objects of knowledge—physical, social, and conceptual—which have different ontological and epistemological characteristics. They therefore require a range of different research methods and methodologies to access them. Since a particular object of research may well have different characteristics, it is likely that a mixed-method research strategy (i.e., a variety of methods in the same research study) will be necessary and CR supports this. In this introduction, we will first introduce the basic concepts of critical realism as a philosophy of science.

SPECIAL ISSUE CRITICAL REALISM IN IS RESEARCHCRITICAL RE.docx

susanschei

More from susanschei (20)