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The final paper reflects a culmination of your learning throughout this course. Choose one of the following two topic categories: Your life journey The life of a historical figure, such as Florence Nightingale, President John F. Kennedy, Martin Luther King, Ghandi, or Muhammad Ali. (These are just examples; select your example from any period and from any historical category you find meaningful.) Write a paper on the life journey of you or the person you selected. Your paper should do the following: Describe the life journey of the person who is the subject of your study. Apply Freud’s, Erikson’s, or Maslow’s theory to discuss and explain the development of the person’s life that is your subject, addressing each of the seven stages listed below. Evaluate whether and in what ways the theory has explanatory power for each stage of the life under examination. For any life stages for which the theory was unable to adequately explain, model, and/or otherwise cast light on the life, critique those shortcomings of the theory and identify those unique characteristics of the life that explain the divergence between the life and the theoretical conception. The following stages of life must be included: Prenatal and Infancy Early childhood Middle childhood Adolescence Emerging adulthood Adulthood (assuming you or your historical figure has reached 30) Late adulthood (if you or your historical figure have reached or did reach that stage). Writing requirements are: 3,000-4,000 words in length Support your application and evaluation of the theory to the life with citations from the course textbook and at least four outside peer-reviewed resources. .

Education

The following stages of life must be included:
Prenatal and Infancy
Early childhood
Middle childhood
Adolescence
Emerging adulthood
Adulthood (assuming you or your historical figure has reached
30)
Late adulthood (if you or your historical figure have reached or
did reach that stage).
Writing requirements are:
3,000-4,000 words in length
Support your application and evaluation of the theory to the life
with citations from the course textbook and at least four outside
peer-reviewed resources.

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Does Psychology Make a Significant Difference in Our Lives? Philip G. Zimbardo Stanford University The intellectual tension between the virtues of basic versus applied research that characterized an earlier era of psychology is being replaced by an appreciation of creative applications of all research essential to improving the quality of human life. Psychologists are positioned to “give psychology away” to all those who can benefit from our wisdom. Psychologists were not there 35 years ago when American Psychological Association (APA) President George Miller first encouraged us to share our knowledge with the public. The author argues that psychology is indeed making a significant difference in people’s lives; this article provides a sampling of evidence demonstrating how and why psychology matters, both in pervasive ways and specific applications. Readers are referred to a newly developed APA Web site that documents current opera- tional uses of psychological research, theory, and methodology (its creation has been the author’s primary presiden- tial initiative): www.psychologymatters.org. Does psychology matter? Does what we do, andhave done for a hundred years or more, reallymake a significant difference in the lives of individuals or in the functioning of communities and nations? Can we demonstrate that our theories, our research, our professional practice, our methodologies, our way of thinking about mind, brain, and behavior make life better in any measurable way? Has what we have to show for our dis- cipline been applied in the real world beyond academia and practitioners’ offices to improve health, education, welfare, safety, organizational effectiveness, and more? Such questions, and finding their answers, have always been my major personal and professional concern. First, as an introductory psychology teacher for nearly six decades, I have always worked to prove relevance as well as essence of psychology to my students. Next, as an author of the now classic basic text, Psychology and Life (Ruch & Zimbardo, 1971), which claimed to wed psychology to life applications, I constantly sought to put more psychology in our lives and more life in our psychology (Gerrig & Zim- bardo, 2004; Zimbardo, 1992). To reach an even broader student audience, I have coauthored Core Concepts in Psychology (Zimbardo, Weber, & Johnson, 2002) that strives to bring the excitement of scientific and applied psychology to students in state and community colleges. In order to further expand the audience for what is best in psychology, I accepted an invitation to help create, be scientific advisor for, and narrator of the 26-program PBS TV series, Discovering Psychology (1990/2001). For this general public audience, we have provided answers—as viewable instances—to their “so what?” questions. This award-winning series is shown both nationally and inter- nationally (in at least 10 nations) and has been the foundation for the most popular telecou ...

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Annotated Bibliography and Outline Kirsten Vincent RES 802 March 29, 2017 Dr. Millett Running head: ANNOTATED BIBLIOGRAPHY AND OUTLINE 1 ANNOTATED BIBLIOGRAPHY AND OUTLINE 6 Annotated Bibliography and Outline Hall, C. S., & Lindzey, G. (1957). Social psychological theories: Adler, Fromm, Horney, and Sullivan. In Theories of personality (pp. 114-156). Hoboken, NJ: John Wiley & Sons Inc. doi:10.1037/10910-004 https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login .aspx?direct=true&db=pzh&AN=2006-03537-004&site=ehost-live&scope=site This article defines and explains the different theories of personality and social psychological theories. The contributions of Alfred Adler, Karen Horney, Erich Fromm, and Harry Stack Sullivan in the development of the ideas are discussed in the article. These psychologists agreed with previous works of Freud but incorporated their ideas and theories to develop new theories. These theories aim at answering questions and explaining concepts that previous theories could not explain. Adler developed a theory that had social interest and striving for superiority as its primary pillars. Horney and Fromm insisted on the relevance of social psychological variables in the development of the personality theories. Later, Harry Stack developed the theory of interpersonal relationships and provided insight on its relationship with the personality theory. Despite different assumptions and concepts are shown by the different theories, some concepts complement each other in explaining certain behaviors. Weaver, Y. (2009). Mid-life - A time of crisis or new possibilities? Existential Analysis, 20(1), 69–78. https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login .aspx?direct=true&db=a9h&AN=37585685&site=ehost-live&scope=site This article offers insight on the different views held by various psychologists concerning mid-life crises. There are two groups holding views from the various schools of thought. One group believes that the cause of the mid-life crisis is rooted in childhood difficulties that cause disorders of the ego. They argue that psychoanalysis is the only solution that allows the disturbed individuals to revisit their childhoods and deal with issues emanating from the same. The other group views mid-life as a normal stage of human development. This stage, according to this panel, is characterized by a time for people to re-evaluate their achievements and gauge their accomplishments. This period involves critiquing of one's abilities at this stage is also a feature of this period. It also entails conflicts between who an individual is and what they are aiming to be or what they expected to achieve at their age. These psychologists argue that these conflicts can occur at any age and are not specifically characteristic of mid-life. Axelrod, S. D. (2012). "Self-awareness: At the interface of executive development and psychoanalytic thera.

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While all major developmental theories attempt to explain the growth of individuals, each theory has a slightly different perspective. Some theories emphasize environmental (nurture) more than biological (nature) influences. Some theories focus on a particular construct (e.g., cognition), while others emphasize the impact of age range in shaping development. Piaget's cognitive developmental theory emphasizes fixed stages during which the mind's capacities allow an individual to learn about the world. Vygotsky's sociocultural theory, on the other hand, is not stage-based and describes growth as an interaction between the individual and his or her environment. Contemporary theories (e.g., Langer's theory of mindfulness) typically build upon the foundation generated by earlier theories. Langer's theory of mindfulness contains similarities to classical theories, such as Vygotsky's sociocultural theory, in that they both agree that development is contextual and the organism is an active "mindful" participant. Langer took Vygotsky's theory to a new level, focusing specifically on education and the learner. Other contemporary theories include neo-Piagetian cognitive developmental theories, which attempt to address the limitations found within Piaget's classical theory. Robbie Case, Andreas Demetriou, and Kurt Fischer proposed theories that were extensions of Piaget's theory. These theorists added concepts that expanded on cognitive functioning within the stages of development. Most developmental psychologists today do not believe that a single perspective or theory can sufficiently explain lifespan development; rather, an eclectic approach accounts for development better. For this Discussion, you will examine classical and contemporary developmental theories as they relate to current applications in developmental psychology. To prepare for this Discussion: Review the course text and other Learning Resources related to mid-20th-century theories and recent theoretical perspectives Select two theories from the following list, one from each column (classical, contemporary), that examine the same developmental processes (i.e., cognitive, physical, and/or social-emotional). Classical TheoriesContemporary Theories Psychoanalytic/Psychosexual Psychosocial Behaviorism/Learning Social Learning Cognitive-Developmental Information Processing Developmental Cognitive Neuroscience Ethology/Evolutionary Developmental Sociocultural Systems Theory By Day 4 Post a brief description of the two theories you selected (one classical and one contemporary). Contrast the theories you selected. Specifically, identify important similarities and differences, including an explanation of the strengths and limitations of each theory in explaining developmental processes (i.e., cognitive, physical, and social-emotional). Note: Your descriptions should be in paragraph form, not bullet points. Use your Learning Resources and/or other scholarly sources to suppor ...

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ENG125: Introduction to Literature How to Ask an Open-Ended Question There are two ways of asking questions: close-ended and open-ended. Close-ended questions · Can be answered with either a single word or a short phrase such as “yes” or “no.” · Are easy to answer and provide no details or analysis. · Do not encourage in-depth or long-range thinking. Open-ended questions · Are likely to receive an in-depth, detailed answer. · Ask the respondent to think and reflect on what he or she has read. · Encourage critical thinking that leads the respondent to think beyond the reading assignment. · Usually begin with “how,” “why,” or “what.” Examples: Close-Ended Open-Ended Do you get along well with your supervisor? How do you view your relationship with your supervisor? Who will you vote for in this election? What do you think about the two candidates in this election? Did you like that story we read for this week? What did you think of the story we read for this week? Did the protagonist act unwisely in the story? Why did the protagonist make the choices she did? Did you understand Macbeth? What were the consequences of Macbeth’s actions? General Open-Ended Question Template · What do you think about? · In what way does the story/poem? · How would you interpret the character’s______? · How did the ending? · What was the problem? · Why did the story/poem ? · Why did the character react? · What did it mean when? · How does the symbolism? · What kind of conflict? ENG125: Introduction to Literature Critical Literary Theories Purpose: Use this resource to learn about literary criticism. What is literary criticism? Literary Critical Theory is a tool that helps you find meaning in stories, poems and plays. There are many different ways to interpret a novel or short story. When we read literature, we do so to learn more about:  The human condition  The experience of loss and death  The structure of power in society and how it is implemented (including the issues that surround race and gender).  The psychology of characters and individuals in general  The sociology and history of cultures that produce specific pieces of literature Literary Theory helps us discover the things listed above in the books and stories we read. How do I apply Literary Critical Theory to read a book? So how do you use theory to read a book? Before exploring, in brief, different theories, it is important to develop a reading strategy that will help you form ideas. Woman Reading Book in a Landscape, Camille Corot ENG125: Introduction to Literature You should keep a reading notebook and write down ideas and information as you read. Here is a checklist of things to notice:  Title: How does it pertain to the story? Does it symbolize events or people in the story?  Narration: Who is telling the story? How does the narrator approach the topic?  Subject: What is the basic situatio ...

ENG125 Introduction to Literature How to Ask an Open-Ended .docx

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Part 1: Many people think that human development means childhood development from birth to adolescence. This assumption had been supported by the developmental theories of Freud and Piaget. However, we will learn throughout this course that development does not end at the start of adulthood; it continues till the end-of-life. This is the life span perspective of development. Describe the importance of the life span perspective of development. Describe some of the main hallmarks of each one of these groups, using your own life experiences and observations explain why each one of these areas is important to study. Childhood Adolescence Adulthood Old Age Justify your answers with appropriate reasoning and research from your text and course readings. Comment on the postings of at least two peers, and provide an analysis of each peer’s postings while also suggesting specific additions or clarifications for improving the discussion question response. Part 2: Several theories attempt to describe human development. Briefly describe how Freud, Erickson, and Piaget developed their theories. Explain why there is much criticism about race, ethnicity, gender, and social and economic status when it comes to human growth and development theories. Choose two theories, each from a different area (e.g., psychoanalytic, cognitive, and behavioral or social cognitive theories). Briefly describe their main features, explain their major similarities and differences. .

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Part 1Many people think that human development means childhoo.docx

herbertwilson5999

[InternetShortcut] URL=https://mediasite.video.ufl.edu/Mediasite/Play/0c2bf4768f1042b9ad6c259c3048e5961d Abraham Maslow and the pyramid that beguiled business In this article by William Kremer and Claudia Hammond of the BBC give and a different approach to Maslow’s hierarchy of needs. At first, they do go in-depth to explain what the hierarchy is and how it is broken down into various levels, also how it has played a role in the workforce since it was published in 1943, and the positive and negative effects of it in the workforce. Also the article explains how After Maslows’ death his theory was put to the test in field studies to test the hierarchy needs (Kremer et al., 2013). Since then his theory has been broken down and completely re-thought and in one case even re-categorized into only three parts Existence, relatedness, and growth. Kremer, W., & Hammond, C. (2013, September 1). Abraham Maslow and the pyramid that beguiled business. Retrieved from https://www.bbc.com/news/magazine-23902918 (Links to an external site.). Rethinking the Place of Love Needs in Maslow’s Hierarchy of Needs This Article analyzes and rearranges the place of the “love need” on Maslow’s hierarchy pyramid. The author gives a well-explained version on why the “love need” places a large level of importance and need to be included in the basic needs category, or even then before those needs. He also gives a time span tracing back millennia on how we humans even though lacking in what we consider survival needs, the lack of love is the true need that all of us as humans crave and is essential feeling we thirst for, long before we may seek shelter or food. Also his defining point in his theory, he points out that people go to great lengths to risking their lives in order to save loved ones’. This human selflessness shows the power of love (Oved, Or., 2017). Oved, Or. (2017, October 16). Rethinking the Place of Love Needs in Maslow's Hierarchy of Needs. Retrieved from https://link.springer.com/article/10.1007/s12115-017-0186-x. 1 College of Professional and Continuing Studies University of Oklahoma LSTD 3003 - Interdisciplinary Inquiry Unit 8.1 Interdisciplinary Critical Analysis Essay Maslow’s Hierarchy of Needs 1. This paper will require a minimum of 3 sources. You must use the article A Theory Of Human Motivation by Abraham Maslow as one of your sources. One will be from the unit 7.3 bulletin board that was posted by another student. The final (3rd source) will be one that you found on your own. 2. Write an 8-10 page interdisciplinary critical analysis essay as described in the instructions below. 3. Use APA formatting as described in the PACS APA style guide found at the APA student resource page, for information on how to correctly format and cite your writing assignments: https://canvas.ou.edu/courses/122820 4. Cite all 3+ resources in the “References” section at the end of your paper. 5. Proper .

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The Field Guide to Human-Centered Design By IDEO.org 1st Edition © 2015 ISBN: 978-0-9914063-1-9 This work is licensed under the creative commons attribution, noncommercial, no derivatives 3.0 unported license. Attribution — You must attribute the work in the manner specified by the author or licensor (but not in any way that suggests that they endorse you or your use of the work). Noncommerical — You may not use this work for commercial purposes. NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material. Printed in Canada THE FIELD GUIDE Contents Introduction Mindsets Creative Confidence Make It Learn from Failure Empathy Embrace Ambiguity Optimism Iterate, Iterate, Iterate Methods INSPIRATION Frame Your Design Challenge Create a Project Plan Build a Team Recruiting Tools Secondary Research Interview Group Interview Expert Interview Define Your Audience Conversation Starters Extremes and Mainstreams Immersion Analogous Inspiration Card Sort Peers Observing Peers 09 17 19 20 21 22 23 24 25 27 29 31 34 35 36 37 39 42 43 44 45 49 52 53 57 60 Collage Guided Tour Draw It Resource Flow Case Study: Vroom IDEATION Download Your Learnings Share Inspiring Stories Top Five Find Themes Create Insight Statements Explore Your Hunch How Might We Create Frameworks Brainstorm Brainstorm Rules Bundle Ideas Get Visual Mash-Ups Design Principles Create a Concept Co-Creation Session Gut Check Determine What to Prototype Storyboard Role Playing 61 64 65 67 71 75 77 78 79 80 81 84 85 89 94 95 97 101 104 105 108 109 110 111 113 118 119 123 126 127 129 133 135 136 137 140 141 144 145 146 147 148 149 152 153 157 159 163 189 Rapid Prototyping Business Model Canvas Get Feedback Integrate Feedback and Iterate Case Study: Asili IMPLEMENTATION Live Prototyping Roadmap Resource Assessment Build Partnerships Ways to Grow Framework Staff Your Project Funding Strategy Pilot Define Success Keep Iterating Create a Pitch Sustainable Revenue Monitor and Evaluate Keep Getting Feedback Case Study: Clean Team Resources Colophon 8 The Field Guide to Human-Centered Design 09 Introduction What Does It Mean to Be Embracing human-centered design means believing that all problems, even the seemingly intractable ones like poverty, gender equality, and clean water, are solvable. Moreover, it means believing that the people who face those problems every day are the ones who hold the key to their answer. Human-centered design offers problem solvers of any stripe a chance to design with communities, to deeply understand the people they’re looking to serve, to dream up scores of ideas, and to create innovative new solutions rooted in people’s actual needs. At IDEO.org and IDEO, we’ve used human-centered design for decades to create produc.

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The fictional Be Good company recorded the following financial data for the year ended 20X2: Sales $1,000,000 Cash $25,000 Cost of goods sold $700,000 Inventory $50,000 Accounts receivable $75,000 Operating expenses $200,000 Fixed assets $400,000 Interest expenses $20,000 Accounts payable $15,000 Taxes $ 30,000 Long-term debt $300,000 Owner’s equity $225,000 Accruals $10,000 Organize these data into a balance sheet and an income statement. .

The fictional Be Good company recorded the following financial data .docx

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The Female Reproductive SystemPlease compose a 750 Word Essay, r.docx

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The Female Reproductive SystemPlease compose a 1000 Word minimum.docx

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The FBI considers the Animal Liberation Front to be aan _______.docx

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The Federal Response to Hurricane Katrina Lessons Learned (February, 2006) recommended that the Department of Homeland Security (DHS) establish a National Exercise and Evaluation Program (NEEP). By extension, the NEEP designated the Homeland Security Exercise and Evaluation Program (HSEEP) as a way to standardize exercise planning and execution across governmental levels and sectors. Not all nongovernmental organizations use HSEEP in full or even partially. However, communities, states, and various federal agencies are expected to adopt and employ its tenets. Certainly, it provides the standard that is employed in the National Exercise Program (NEP). The HSEEP provides a standardized methodology for planners to use in designing, developing, conducting, evaluating, and improving exercises and training. The HSEEP also serves as an extensive resource, replete with useful tools, templates, and examples for building exercises and determining training needs, creating training events, and assessing the merits of all related activities. As you know or are learning, training and exercises are ideally integrated, not merely linked. What is the difference between these concepts of linked and integrated ? Exercises that are linked to training may (or may not) draw directly or indirectly from training drills and events. Exercises that integrate training are considerably more dynamic, with training occurring as the exercise unfolds. This latter technique better develops critical thinking, problem-solving, leadership, and decision-making abilities as well. The following illustration should clarify this benefit: Soldiers and law enforcement personnel routinely attend weapons ranges to practice and qualify on their assigned weapons. This training helps them to maintain proficiency or improve in their individual skills. Consider an exercise that links this specific training to other training. The soldiers are completing a special obstacle course in which they run, climb rope ladders, swing over water obstacles, etc. Sometime during the course, they shoot at targets and then dismantle weapons under timed conditions and must achieve a certain score on their target hits. There is linkage to firing weapons accurately to the overall stress-inducing obstacle course. Integrating the weapons training might look like the following: Soldiers, equipped with laser-emitting weapons, and wearing special sensors on their helmets and vests, commence to move in tactical formations proceeding through wooded (or desert, jungle, etc.) environments. Another group of soldiers, also equipped with special weapons and sensors, plays the opposing force. The two groups engage in realistic combat operations requiring accurate weapons fire, plus evasive movement, simulated first aid, evacuation of casualties, and other assorted requirements. In this case, firing a weapon potentially has an offensive and defensive role, yet is one part of a whole scenario. (You might substitute law en.

The Federal Response to Hurricane Katrina Lessons Learned (Febru.docx

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The Federal Response to Hurricane Katrina Lessons Learned (F.docx

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The Federal Reserve System was established to provide a stable monetary system for the entire economy. The Federal Reserve Bank (the Fed) has three major tools to control the money supply: 1) reserve requirements, 2) discount window for loans to member banks, and 3) open market operations. When the economy is in a recessionary mode, what will likely be the actions by the Federal Reserve using monetary policy? Suppose the Federal Reserve purchases a $100,000 bond from John Doe, who deposits the proceeds in the Manufacturer's National Bank; what will be the impact of this transaction on the supply of money? How do each of the Fed's tools work? What is the fractional reserve system, and how does it work in relation to the Fed? Review the Federal Reserve System and how the Fed alters the monetary base to achieve the levels of money supply in the economy. .

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The Failure of Theory to Predict the Way Public Sector Organisation Responds to its Organisational Environment and the Need for a Mosaic-View of Organisational Theory Bryane Michael & Maja Popov Published online: 25 November 2014 # Springer Science+Business Media New York 2014 Abstract What does theory predict about the way government size and structure adapts to changes in government’s organisational environment (particularly to uncertainty and complexity)? In this paper, we review the theory and evidence from the literature about the way government size adjusts to such changes – particularly to changes in macroeconomic fundamentals like gross national prod- uct (GDP). We find that the traditional theories from the organisational theory literature—like the contingency-based view, resource-based view and the rational choice view – fail to provide global explanations for much of the variation we see in the world around us. Instead, theorists need to adopt a “mosaic view” of organisational theory – accepting that different theories may explain the way public sector size and structure responds to the uncertainty and variability in its (macroeconomic) organisational environment. We also provide several empirical hypotheses to test such a mosaic-view. Keywords Contingency theory. Public sector organisational theory. Resource-based view. Size of government . Government structure . “Mosaic view” JELCodes . F4 . D7 . E6 . H1 . H4 Public Organiz Rev (2016) 16:55–75 DOI 10.1007/s11115-014-0296-5 The views expressed in this paper remain the views of the authors alone and do not reflect the views of the organisations for which the authors work or are affiliated with. The affiliations shown as of time of writing. B. Michael (*) Columbia University (SIPA), 420 W 118th St #1, New York, NY 10027, USA e-mail: [email protected] M. Popov General Secretariat of the Government of Serbia, 11 Nemanjina St., Belgrade, Serbia Introduction Despite over 40 years of theorizing about public sector organisation, we still know very little about how government responds to changes in its organisational environment. A variety of theories predict how government size and structure should respond to the national macroeconomic environment it regulates (as well as buys and sells labour, capital and goods in). Contingency theorists argue – though are now in relative disrepute – that government departments and agencies grow, shrink, divide and/or merge in response to changes in the macroeconomic environment (Gupta et al. 1994). Resource-based theorists – and their newer off-spring who write about “competencies” – argue that these government departments morph, depending on the resources (budgetary, staffing, know-how and so forth) they already have available – or can obtain through bureaucratic and/or political means (Bryson et al. 2007). Rational-choice theorists, and select scholars in public administration, argue that government organisational structure does (or sho.

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The Federal Open Market Committee (FOMC) will meet on Sept. 25th and 26th. In one page or less, address the following. 1. Summarize the action, if any, taken by the FOMC. 2. Explain in your analysis why the FOMC took this action. 1. Why it took this action? 2. Discuss what effect the FOMC’s actions or lack of actions had on the following: 1. Stock market immediately after the announcement on Wednesday the 26th at 1:00 central time 2. The closing price on the DJIA the day before and the day of the announcement 3. Closing interest rates (use the 3-month Treasury bill and the 10-year Treasury note) on the day before and the day of the announcement 3. Be specific (DJIA, S&P 500 up 20pts, Yield on 10yr treasury down 30bp, etc.). Project Plan Project Overview Statement, Part II Conversion of Legacy Database to New ERP Software Member 1 Member 2 Member 3 Member 4 PROJ-584 Managing Software Development Projects Professor Name School Name October 7, 2018 Project Plan Project Overview Statement Executive Summary Team #3 is proposing a software development/upgrade project to move from the legacy software/database MANFACT, to SyteLine® ERP inventory and financial database, to meet the needs of the growing business. This project is in line with the strategic objective of increasing sales and improving customer satisfaction by improving on time delivery at the Los Angeles, CA facility. This ERP software is in use at other facilities in the parent organization for many years now and has been successful in improving performance and delivery as well as reduced inventory levels and improved sales and bookings. This project has a preliminary budget of $500,000 with a duration of 12 -18 months. Statement of Scope This project will be company-wide and implemented in all departments and areas of the company. The new software Syteline® (https://www.youtube.com/watch?v=1ZLEMmqTdoE), will reduce the amount of manual tracking of jobs (phone calls, emails, manual excel schedules, attending department meetings, etc.) by providing real-time communication of timelines and part movement and flow throughout the shop and along with status of open programs or large jobs. It will also improve On Time Delivery (OTD) performance through enhanced planning and scheduling of orders. Reduction of lead times (customer delivery) through the elimination of wasted processes and excessive move and queue times built in because of manual processes. We intend to complete this transformation by: · Converting existing data into the new ERP database. · Upgrade server and network equipment to meet increased traffic demands. · Run pilot programs in parallel to test and verify new process capabilities. · Create standard work for each department · Train all employees that would use this system from managers to leads, from sales to production, and engineering to purchasing. Project Organization (MARC) This software upgrade will be in alignment with the organization's strat.

The Federal Open Market Committee (FOMC) will meet on Sept. 25th a.docx

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The Federal Government’s Fiscal Policy and the National Debt [WLOs: 3, 4] [CLOs: 6, 7] Describe the roles of government bodies that determine fiscal policy. Explain fiscal policies’ effects on the economy’s production and employment. How does the enormous U.S. national debt affect the federal government’s fiscal policy? Is the current U.S. national debt a serious problem like a heavy personal debt? Why or why not? Discuss thoroughly. .

The Federal Government’s Fiscal Policy and the National Debt [WLOs.docx

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The Federal Judiciary I. Constitutional Provisions A. Article III of the Constitution - “The judicial Power in the United States, shall be vested in one supreme Court, and in such inferior Courts as the Congress may from time to time ordain and establish.” Also provides for lifetime tenure. B. Marbury v. Madison (1803) - - gave the judicial branch the power to of judicial review - decide on the constitutionality of legislative enactments and executive actions. II. The Legal System A. Criminal and Civil Law 1. Criminal Law - the branch of law dealing with crimes and their punishments. (Murder, rape, robbery) state v citizen, innocent until proven guilty, burden of proof on government, beyond a reasonable doubt 2. Civil Law - is the body of law dealing with noncriminal matters, such as the laws of property, commercial law, and family law. (Employment discrimination) citizen v citizen, threshold of proof is lower, PREPONDERANCE OF EVIDENCE. B. Jurisdiction - the authority to hear and decide cases. 1. Original Jurisdiction - refers to a court’s authority to hear disputes as a trial court (Ex. O. J. Simpson’s case was held in a state level trial court). The facts of the case are established at the trial court level. More than 90 percent of all cases end at this stage. 2. Appellate Jurisdiction - refers to a court’s ability to review cases already decided by a trial court. III. The U.S. Court System: Organization and Jurisdiction A. Federal District Courts - are trial courts. There are 94, based on population but with at least one in each state. 1. They are courts of original jurisdiction. 2. Some use juries (either grand jury to decide if there is sufficient evidence to bring an indictment to an accused person or petit jury that hear evidence and sit in judgment) and other cases are heard by only a judge. B. Circuit Court of Appeal - are intermediate appellate courts. There are 12, based on regions or circuits that hear appeals from the federal district court. A thirteenth court, U.S. Court of Appeals for the Federal Circuit, hears cases on patents and government contracts. Usually, a group of three judges decides their cases. C. Supreme Court - is the ultimate appellate court. Most cases that it hears have proceeded through the lower courts first. Today, we have 8 justices and one chief justice - 9 in total. 1. Decisions of the U.S. Supreme Court are binding throughout the nation and establish legal precedents. 2. Also has original jurisdiction - disputes involving ambassadors, two or more states, etc. IV. Judicial Selection - the president’s means of exercising leadership of the judicial branch is through the nomination of federal judges. A. Selection of Lower-Court Judges - this involves the federal district courts and the court of appeals. The president nominates for a lifetime tenure and the Senate must confirm each nomination by a majority vo.

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The federal government has assumed responsibility for educating children living on federal property since the 1800s by paying those children’s school tuition. The advent of the Korean War led to a significant increase in military housing. Military installations began building schools on federal properties in the southern states in the early 1950s. There are several reasons why military children began attending schools on military installations rather than the local public schools, also known as Local Education Activities (LEAs). One significant reason is related to desegregation. Desegregation in the U.S. Military occurred prior to desegregation in public education. To support its own desegregation policies and the type of community these policies fostered, the government established desegregated schools for the children of military personnel. In addition, state law prohibited the expenditure of tax revenues for the education of children living on federal property. The military decided to build its own schools for the children of military personnel rather than paying for these children to attend local public schools. At present, all stateside U.S. Department of Defense Educational Activity (DoDEA) schools fall under the responsibility of the Department of Defense Title 10 under the direction of the Secretary of Defense. The overseas schools (or, DoDDS) fall under the responsibility of Title 20, Department of Education (DoDEA; School Boards for Department of Defense Domestic Schools Training Materials, 2012). Throughout the years, there have been many changes and shifts, as well as attempts to reintegrate children into LEAs. From time to time, the cost of supporting the schools is brought into question. In addition, whenever a military installation closes, its associated school, if any, closes too. Not all military children attend schools on military installations. Many receive quality educations at their LEAs. Regardless if a military child attends a school on a military installation or an LEA, it is important for helping professionals to know the types of education available to military children, to know how to support the needs of these students, and to know the laws that protect and support the social, emotional, and academic success of military children. For this paper, take into account what you have learned so far about military culture, review the two videos assigned this week, and conduct some additional research to deepen your understanding of the education of military children. Submit a 3- to 4-page paper in which you: Choose one family from the videos and briefly describe their circumstances as if they were an identified client Explain how the DoDEA school system could be utilized to help the family you chose Analyze how the scenarios discussed or circumstances may have been different in a civilian school Explain what social work strategies you would utilize with this family Explain how military culture played a part .

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The Facts Peel Factor is the leading fruit juice provider in the country. The company is family owned and has been headed by brothers, Ted and Kiki, since the untimely passing of their father a few years ago. Kiki is the face of the enterprise and acts as the Executive Director of Peel Factor, soaking in all the plaudits for how well the company has performed. Ted is the reliable right-hand man who, until recently, faithfully executes his duties as one of the directors. Unbeknownst to Kiki, Ted has always felt that he can do a better job than his brother in leading the company, if given the chance to do so. Secretly, Ted has been approached by a talent scout hired by Fresh Inc., who is Peel Factor’s direct competitor. Ted is intrigued by Fresh Inc.’s offer to head their company and is tempted by the potential to achieve recognition for his business sense and administrative ability. He gives his in-principle agreement to Fresh Inc. to accept their offer. Out of brotherly love, he decides to inform Kiki first before signing the employment contract proper. Unfortunately for Ted, a local news reporter gets wind of the intended appointment and releases the news via the country’s premier social media app. Kiki is enraged by this perceived “betrayal” and goes to talk to Ted, hoping to come to an agreement on the way forward. However, once he gets to the office, Kiki loses it and castigates Ted, calling him “a wastrel and a disgrace to the family.” Ted tries to ignore Kiki and refuses to speak to him initially. Kiki then goes on to tell Ted that he “is the reason why father passed on early,” because Ted “is such a disappointment.” Kiki also says that Ted is “lousy” and that is why he “failed” at his job, and that the company would do much better without him, even though he has no evidence for this statement. Unable to hold it together any longer, Ted yells that Kiki has “always been the spoilt favourite family brat” and has only got so far because he is “tied to mummy’s apron strings.” Incensed at the situation, Kiki then proposes to buy back Ted’s shares in the family business for $0.04 per share even though he knows that the market price is $0.20 per share. Ted shouts back that Kiki has always been a “bully” since Ted lost Kiki’s favourite stuffed toy in their youth, even though Ted knows this has nothing to do with the current dispute. Kiki and Ted then both claim that they will each hear from their respective lawyers about this situation. Inwardly, Kiki is devastated. He has always wanted the family business to do well and wanted to keep his family together. Before their father passed, Kiki promised to take care of his brother and now the family seems to be torn asunder. Heartbroken, Kiki wishes deeply to keep the promise to his late father. In fact, Kiki actually thought he was grooming Ted to eventually take over from him in the near future. Further, he is extremely concerned about losing his existing clients as well as his staff.

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The Federal Courts The judiciary ought to be the defender of .docx

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The Financial Review 40 (2005) 1--9 Reflections on the Efficient Market Hypothesis: 30 Years Later Burton G. Malkiel∗ Princeton University Abstract In recent years financial economists have increasingly questioned the efficient market hypothesis. But surely if market prices were often irrational and if market returns were as predictable as some critics have claimed, then professionally managed investment funds should easily be able to outdistance a passive index fund. This paper shows that professional investment managers, both in The U.S. and abroad, do not outperform their index benchmarks and provides evidence that by and large market prices do seem to reflect all available information. Keywords: efficient markets, stock market predictability JEL Classifications: G12, G14 I have been an advocate of the efficient market hypothesis for over 30 years. In my view, equity prices adjust to new information without delay and, as a result, no arbitrage opportunities exist that would allow investors to achieve above-average returns without accepting above-average risk. This hypothesis is associated with the view that stock market price movements approximate those of a random walk. If new information develops randomly, then so will market prices, making the stock market unpredictable apart from its long-run uptrend. I suggested, largely in jest, that ∗Corresponding author: Chemical Bank Chairman’s Professor of Economics, Princeton University, Princeton University—Bendheim Center for Finance; 26 Prospect Avenue; Princeton, NJ 08540; United States; Phone: (609) 258-6445; Fax: (609) 258-0771; E-mail: [email protected] This paper was presented to the 2004 Meetings of the Eastern Finance Association in Mystic, Connecticut. 1 2 B. G. Malkiel/The Financial Review 40 (2005) 1–9 a blindfolded chimpanzee throwing darts at the stock pages could select a portfolio that would do as well as the experts.1 In fact, the correct analogy is to throw a towel over the stock pages and simply buy an index fund, which buys and holds all the stocks making up a broad stock-market index. In recent years, many financial economists have come to question the efficient market hypothesis. At least ex-post, there seem to be several instances where market prices failed to reflect available information.2 Moreover, periods of large-scale irra- tionality, such as the technology-internet “bubble” of the late 1990s extending into early 2000, have convinced many analysts that the efficient market hypothesis should be rejected.3 In addition, financial econometricians have suggested that stock prices are, to a significant extent, predictable on the basis either of past returns or of certain valuation metrics such as dividend yields and price-earning ratios.4 Although it is possible to cast doubt on the statistical robustness of many of the predictable patterns that have been suggested,5 my skepticism is based on somewhat different evidence. Surely, if market prices often faile.

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The financial appraisal report should contain 4 sections that co.docx

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The financial appraisal report should contain 4 sections that cover the initial design concept, initial financial appraisal, design, and financial viability analysis, balancing design, and profitability. Further detail on each of these sections is provided below. need to use excel you will post one is the Excel, other is the word documents and the excel table need to Make a screenshot to put in the word document .

The financial appraisal report should contain 4 sections that cover .docx

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The final step in the course project is to develop the presentation with audio narration. You may use PowerPoint or another method (mp4 file) approved by your instructor. Deliver the presentation in a professional and engaging manner. Include parenthetical in-text citations support observations made in the presentation. Make sure to read the citations when recording your narration. Do not read the references slide. Presentation Requirements Length: 4-6 minutes narrated presentation Slide length: 5-8 slides (not including title slide, conclusion slide, or references slide) Title slide Conclusion slide References slide (minimum of 8 scholarly sources cited in APA format; not narrated) .

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The Finalized PlanPlease respond to the following discussion.docx

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