HW 4 Gung Ho Commentary Unlike watching a movie for enterta.docx

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HW 4: Gung Ho Commentary Unlike watching a movie for entertainment, this assignment requires you to mindfully pay attention to how leadership is expressed, and how people from different cultures differ in their leadership styles. Specifically, use the guide below to (1) describe leaders, (2) analyze effective and ineffective leadership styles, and (3) provide suggestions for improving leadership in cross-cultural situations. Use the entire movie to inform your answers. Read this viewing guide BEFORE you begin watching the movie. AFTER watching the movie, write down your observations and analysis pertaining to each of these questions. Instructions · Read through the questions in this worksheet · Watch the movie “Gung Ho” · Use this worksheet to write down your answers to each of the questions · Save your completed file as “YourLastName_HW4.docx” (other acceptable file extensions are .doc) · Upload your file AND bring a hard copy to hand in at the beginning of class 1) Based on this movie, how would you describe the culture—values and beliefs about what is “right” and “wrong”—in Japanese companies? 2) Based on this movie, how would you describe the culture—values and beliefs about what is “right” and “wrong”—in American companies? 3) Drawing on your answers on questions 1 and 2, what would be an effective leadership style in Japanese organizations? Alternatively, what would be an effective leadership style in American organizations? 4) Gung Ho means working together in Chinese. What tactics did the leaders of this factory use to get workers from different cultures to work together? 5) How would you describe Hunt’s leadership style at the beginning of the movie? What about the end of the movie? Support your answers with specific examples from the movie. 6) How would you describe the leadership style of the executives at Assan Motors (such as Kazihiro and Saito)? Support your answers with specific examples from the movie. ...

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1) Based on this movie, how would you describe the culture—
values and beliefs about what is “right” and “wrong”—in
Japanese companies?
2) Based on this movie, how would you describe the culture—
values and beliefs about what is “right” and “wrong”—in
American companies?
3) Drawing on your answers on questions 1 and 2, what
would be an effective leadership style in Japanese
organizations? Alternatively, what would be an effective
leadership style in American organizations?

4) Gung Ho means working together in Chinese. What tactics
did the leaders of this factory use to get workers from different
cultures to work together?
5) How would you describe Hunt’s leadership style at the
beginning of the movie? What about the end of the movie?
Support your answers with specific examples from the movie.

6) How would you describe the leadership style of the
executives at Assan Motors (such as Kazihiro and Saito)?
Support your answers with specific examples from the movie.

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HW in teams of 3 studentsAn oil remanufacturing company uses c.docx

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HW 5.docx Assignment 5 – Currency risk You may do this assignment alone or with one other person. For each of your answers, be as specific as possible about all transactions and amounts involved. All interest rates are stated as annual rates. Part 1 Transaction risk 1 (10 points) a. Select a foreign currency b. Find the spot exchange rate for that currency c. Select an amount between 150 million and 200 million d. Select a number of months between 3 and 9 e. Select either payable or receivable. If you select payable, for the rest of the questions in this part of the assignment, assume a US firm is required to make a payment of the number selected in part c of the foreign currency from part a at the time selected in part d. If you select receivable, assume a US firm expects to receive a payment of the number of units selected in part c of the foreign currency from part a at the time selected in part d. e. Describe the future payment (in $) from the above assumptions if the exchange rate remains the same as it is today. 2. (10 points) Explain how the firm can use leading or lagging to reduce the exchange rate risk created by this payment. 3. (20 points) Assume the US interest rate is 2% and the foreign interest rate is 5%, how can the firm hedge the transaction risk associated with the payment using a money market hedge? 4 (20 points) a. How can the firm hedge the transaction risk associated with the payment using a forward market hedge? b. If the forward price is 1% lower than the spot exchange rate (from 1b) and the actual exchange rate on the date the payment is due is 1% higher than the spot exchange rate, what will the dollar value of the amount the firm pays or receives on the due date be? c. If the forward price is 2% higher than the spot exchange rate (from 1b) and the actual exchange rate on the date the payment is due is 1% higher than the spot exchange rate, what will the dollar value of the amount the firm pays or receives on the due date be? 5 (20 points) a. How can the firm hedge the risk associated with the payment using a foreign currency option? b. If the option’s strike price is equal to the spot exchange rate (from 1b) and the actual exchange rate on the payment is due is 2% lower than the spot market price, will the firm exercise the options and what will the dollar amount the firm pays or receives on the due date be? c. If the option’s strike price is equal to the spot exchange rate (from 1b) and the actual exchange rate on the payment is due is 2% higher than the spot market price, will the firm exercise the options and what will the dollar amount the firm pays or receives on the due date be? 6. (10 points) How could the firm hedge the transaction risk associated with this payment by exposure netting or funds adjustment? Part 2 Economic risk 1. (10 points) Obtain weekly stock prices for the last five years for a US company and a foreign company of your choice. 2. (10 points) Obtain exchange rates for three dif ...

HW 5.docxAssignment 5 – Currency riskYou may do this assig.docx

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HW#3 – Spring 2018 1. Giulia is traveling from Italy to China. The plane briefly lands in Thailand to refuel and pick up new passengers. In the process of landing in Thailand, the overhead storage bin across the aisle flies open and a carry-on bag whacks Giulia in the head causing a concussion. Does the Montreal Convention govern this incident? Explain in detail why or why not. (4) 2. Following up on #1, Giulia’s husband, Kevin, is on board and is deeply disturbed by the incident to the point that he files a claim for mental anguish. What are his chances of success? Explain. (3) 3. How many U.S. dollars would someone get if they sustained 100 kilograms worth of cargo losses under the Montreal convention on February 1st, 2018? (3) 4. Lucas is flying from Houston, TX to Ixtapa, Mexico for a fishing vacation when a 3 hour delay in Houston forces him to miss his connecting flight, resulting in a loss of $500 in pre-paid expenses. If the delay was due to weather would the airline be liable under the Montreal Convention? What about a mechanical issue? Explain the likelihood of his success in recovery in each case. (4) 4. Answer #4 page 179. (4)Fishman shipper a container of boys’ pants on a ship owner by Tropical. The container was lost at sea due to improper storage. The pants were attacked into bundles of 12 each and placed into what is known in the industry as a “big pack.” A “big pack” is similar to a 4’x4’ pallet, partially enclosed in corrugated cardboard, with a base and cover made of plastic. The bill of lading stated, “1 x 40 ft. [container] STC [said to contain] 39 Big Pack Containing 27,908 unit’s boy’s pants.” Fishman maintains that Tropical is liable for an amount up to $500 for each of the 2,325 bundles. If the carrier is liable for up to $500 per “package,” what is the limit of the carrier’s liability? Fishman & Tobin, Inc. v. Tropical Shipping & Const. Co., Ltd., 240 F.3d 956 (11th Cir. 2001). 5. I’m the process of shipping goods that are damaged while sitting on the dock in California waiting for loading. Absent contractual language about choice of law, which law will govern my claim? (2) 6. My goods are going to be shipped from Florida to South Africa. During the voyage, the ship’s captain makes a navigational error and runs aground 50 miles off course, destroying my cargo. Will the carrier be liable under COGSA? Explain why/why not? (4) 7. Watch the video and review in detail the following website: https://www.youtube.com/watch?v=8fGrS0kU2h0, http://worldjusticeproject.org/. What is the rule of law? Why is this concept a concern for International business? Do you think the United States lives by the Rule of Law? This has actually been a hot topic of late in our political discussions. (8 points) 8. What does it mean to have “normal trade relations” with a country and why is this a big deal? (3) 9. An Italian company believes that its products have been unfairly treated in terms of tariffs by the U.S. government. In wha ...

HW#3 – Spring 20181. Giulia is traveling from Italy to China. .docx

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HW 2Due July 1 by 500 PM.docx

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HW 5: Math 405. Due: beginning of class – Monday, 10 Oct 2016 1. Strogatz (1988). Consider lovers, Romeo and Juliet. Let: R(t) = Romeo’s love/hate for Juliet at time t; J(t) = Juliet’s love/hate for Romeo at time T; where positive values of R(t), J(t), signify love, and negative values signify hate, at a time t. Consider this model for a “fickle” lover, in which “the more Romeo loves Juliet, the more she wants to run away and hide. But when Romeo gets discouraged and backs off, Juliet begins to find him strangely attractive. Romeo, on the other hand, tends to echo Juliet: he warms up when she loves him and grows cold when she hates him.” R′(t) = aJ, J′(t) = −bR, (1) where a,b > 0 . (a) Rewrite (1) as a system. (b) Find the fixed point(s). (c) Find the eigenvalues. (d) Find the eigenvectors. (e) Write the general solution. Show that it can be written as a real-valued solution like: [ R(t) J(t) ] = { cos( √ ab t) [ k1 √ a/b k2 ] + sin( √ ab t) [ k2 √ a/b −k1 ]} (f) Show that the trajectories in phase space are ellipses, governed by the equation R2 aC2 + J2 bC2 = 1, where C2 > 0 is an arbitrary constant. (g) Classify the fixed point and its stability. (h) In what direction do Romeo’s and Juliet’s feelings go around the ellipse? (i) Discuss the possible outcome for different initial conditions of love/hate. 2. (Doug Wright, Drexel U.) Romeo’s best friend, Mercutio, doesn’t like Juliet’s fick- leness and thinks that Romeo is too good for her. He has decided to try to break them up for good. So, he has started telling Romeo how awful Juliet is. Romeo trusts Mercutio, and so, his ardor for Juliet wanes a bit when Mercutio tells him such things, though he still really likes Juliet. On the other hand, Juliet dislikes 1 Mercutio and the more he disapproves of her relationship with Romeo, the more she likes Romeo. Let R and J be as before, and let M(t) be Mercutio’s disapproval of Romeo and Juliet’s relationship at time t, with positive values of M signifying disapproval. Then a model for this complicated saga is: R′(t) = J − 2M, J′(t) = −R + 4M, M ′(t) = R + 4J (2) (a) Rewrite (2) as a system. (b) Find the fixed point(s). (c) Find the eigenvalues. (d) Without further calculation, describe what happens to Romeo and Juliet’s relationship now. Does Mercutio’s tampering have the effect he wants? Do Romeo and Juliet continue to oscillate between love and hate as before? 3. (Doug Wright, Drexel U.) So, now, it turns out that Mercutio has feelings for Juliet. Let R(t) be Romeo’s love/hate for Juliet at time t, as before; JR(t) be Juliet’s love/hate for Romeo at time t; M(t) be Mercutio’s love/hate for Juliet at time t; and JM (t) be Juliet’s love/hate for Mercutio at time t. The situation is that: • Romeo still likes/dislikes Juliet more the more she likes/dislikes him; • Romeo doesn’t know about the Mercutio/Juliet leg of the triangle, so his feelings are unaffected by Mercutio’s feelings for Juliet and Juliet’s fe ...

HW 5 Math 405. Due beginning of class – Monday, 10 Oct 2016.docx

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HW 5-RSA/ascii2str.m function str = ascii2str(ascii) % Convert to string str = char(ascii); HW 5-RSA/bigmod.m function remainder = bigmod (number, power, modulo) % modulo function for large numbers, -> number^power(mod modulo) % by bennyboss / 2005-06-24 / Matlab 7 % I used algorithm from this webpage: % http://www.disappearing-inc.com/ciphers/rsa.html % binary decomposition binary(1,1) = 1; col = 2; while ( binary(1, col-1) <= power-binary(1, col-1) ) binary(1, col) = 2*binary(1, col-1); col = col + 1; end % flip matrix binary = fliplr(binary); % extract binary decomposition from number result = power; cols = length(binary); extracted_binary = zeros(1, cols); index = zeros(1, cols); for ( col=1 : cols ) if( result-binary(1, col) > 0 ) result = result - binary(1, col); extracted_binary(1, col) = binary(1, col); index(1, col) = col; elseif ( result-binary(1, col) == 0 ) extracted_binary(1, col) = binary(1, col); index(1, col) = col; break; end end % flip matrix binary = fliplr(binary); % doubling the powers by squaring the numbers cols2 = length(extracted_binary); rem_sqr = zeros(1, cols); rem_sqr(1, 1) = mod(number^1, modulo); if ( cols2 > 1 ) for ( col=2 : cols) rem_sqr(1, col) = mod(rem_sqr(1, col-1)^2, modulo); end end % flip matrix rem_sqr = fliplr(rem_sqr); % compute reminder index = find(index); remainder = rem_sqr(1, index(1, 1)); cols = length(index); for (col=2 : cols) remainder = mod(remainder*rem_sqr(1, index(1, col)), modulo); end HW 5-RSA/EGCP447-Lecture No 10.pdf RSA Encryption  RSA = Rivest, Shamir, and Adelman (MIT), 1978  Underlying hard problem – Number theory – determining prime factors of a given (large) number  e.g., factoring of small #: 5 -) 5, 6 -) 2 *3 – Arithmetic modulo n  How secure is RSA? – So far remains secure (after all these years...) – Will somebody propose a quick algorithm to factor large numbers? – Will quantum computing break it? -) TBD RSA Encryption  In RSA: – P = E (D(P)) = D(E(P)) (order of D/E does not matter) – More precisely: P = E(kE, D(kD, P)) = D(kD, E(kE, P))  Encryption: C = Pe mod n KE = e – n is the key length – Note, P is turned into an integer using a padding scheme – Given C, it is very difficult to find P without knowing KD  Decryption: P = Cd mod n KD = d  We will look at this algorithm in detail next time RSA Algorithm 1. Key Generation – A key generation algorithm 2. RSA Function Evaluation – A function F, that takes as an input a point x and a key k and produces either an encrypted result or plaintext, depending on the input and the key Key Generation  The key generation algorithm is the most complex part of RSA  The aim of the key generation algorithm is to generate both th ...

HW 5-RSAascii2str.mfunction str = ascii2str(ascii) .docx

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HW 3: Project Control • Status meeting agenda – shows time, date and location of the meeting. Each agenda item should show the item to be discussed, who is the primary facilitator for that topic, and how long the item is estimated to be discussed. A section of the form should capture action items taken from the meeting, including who is responsible and what the desired date for conclusion is. • Issues tracking worksheet – allows all open issues on a project to be captured, along with a rating of their importance, point person responsible, notes, and desired date of resolution. • Status report form – includes the most important elements of project status. Examples: project name, brief scope, CPI, SPI, project manager, key issues, key risks, recent accomplishments, upcoming accomplishments. ...

HW 3 Project Control• Status meeting agenda – shows time, date .docx

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HW 1 January 19 2017 Due back Jan 26, in class. 1. (Tadelis p.12) You plan on buying a used car. You have $12,000 and you are not eligible for any loans. the prices of available cars on the lot are given as follows: Make, model and year Price Toyota Corolla 2002 9350 Toyota Camry 2001 10500 Buick Lesabre 2001 8825 Honda Civic 2000 9215 Subaru Impreza 2000 9690 For any given year, you prefer a Camry to an Impreza, an Impreza to a Corolla, a Corolla to a Civic, and a Civic to a LeSabre. For any given year, you are willing to pay $999 to move from any given car to the next preferred one. For example, if the price of the Corolla is z, then you are willing to buy it rather than a Civic if the Civic costs more than z−999 but prefer the civic if it costs less than this. For any given car, you are willing to move to a model a year older if it is cheaper by at least $500. For example, if the price of a 2003 Civic is x, then you are willing to buy it rather than a 2002 Civic, if the 2002 Civic costs more than x−500. (a) What is your set of possible alternatives? (b) What are your preferences between each pair of alternatives in your set? (c) What car would you choose? 2. Harrington, end of Chapter 2, #1 3. Harrington, end of Chapter 2, #6 4. Harrington, end of Chapter 2, #9. 1 Symmetric Information and Competitive Equilibrium Neil Wallace January 3, 2017 1 Introduction We are all familiar with the general idea of uncertainty. We are uncertain about tomorrow’s weather, about whether we will wake up with a headache tomorrow morning, and about whether someone’s estimate of the labor required to repair our car is correct. Considerable effort is directed toward coping with uncertainty. Some farmers have costly irrigation systems in order to make output less dependent on variations in rainfall. And many of us buy insurance of various sorts to limit our exposure to some kinds of uncertainty. Moreover, there are government programs like disaster aid and unemployment insurance that are intended to offset some of the effects of uncertainty. Here is an example of the kind of setting we will study. There are N people labelled 1, 2, ...,N. Rainfall is uncertain and it can either be high or low, just two possibilities. We denote the level of rainfall by s ∈ {H,L}, where we use the letter s as a shorthand for state or state-of-the-world and where H stands for high and L for low. We suppose that each person has some land that will without effort bear a crop of some amount of rice. The size of the crop will depend on whether rainfall is high or low. For person n, we denote the size of the rice crop by (wnH,wnL), where wns is the crop on n’s land if the state is s. We assume that wns > 0, but, otherwise, make no other special assumptions about it. In particular, we want to assume that some land does better with high rainfall and other land does better with low rainfall. If s = H, the total crop is ∑N n=1 wnH, denoted WH; if s = L, t ...

HW 1January 19 2017Due back Jan 26, in class.1. (T.docx

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Hussam Malibari Heckman MAT 242 Spring 2017 Assignment Chapter 6 due 04/04/2017 at 11:59pm MST In some of the problems in this chapter, you will be asked to enter a basis for a subspace. You should do this by placing the entries of each vector inside of brackets, and giving a list of these vectors, separated by commas. For instance, if your basis is    12 3  ,   11 1    , then you would enter [1,2,3],[1,1,1] into the answer blank. 1. (1 point) Find the characteristic polynomial of the matrix[ 10 −6 1 10 ] . (Use x instead of λ.) p(x) = . 2. (1 point) Find the characteristic polynomial of the matrix  −1 −1 00 1 −3 −5 5 0  . (Use x instead of λ.) p(x) = . 3. (1 point) The eigenvalues of   8 −16 160−2 4 −88 0 0 −12   are . (Enter your answer as a list of numbers; for example, 1, 2, 3.) 4. (1 point) The eigenvalues of   −3 −4 4 −1 0 3 −5 1 0 0 4 3 0 0 0 −2   are . (Enter your answer as a list of numbers; for example, 1, 2, 3, 3. If an eigenvalue is repeated, then it should be listed as many times as appropriate.) 5. (1 point) 3 The matrix A =   −3 0 0 0 0 −3 −3 −3 3 0 2 2 −3 0 −2 −2   has two distinct eigenvalues λ1 < λ2. Find the eigenvalues and a basis for each eigenspace. λ1 = , whose eigenspace has a basis of . λ2 = , whose eigenspace has a basis of . 6. (1 point) The matrix A =   0 0 05 5 0 5 5 0   has two real eigenvalues, one of multiplicity 1 and one of multiplicity 2. Find the eigenvalues and a basis of each eigenspace. λ1 = has multiplicity 1, with a basis of . λ2 = has multiplicity 2, with a basis of . 7. (1 point) Let A = [ −2 2 0 −1 ] . Find an invertible matrix P and a diagonal matrix D such that A = PDP−1. P = [ ] , D = [ ] , 8. (1 point) The matrix C =   37 0 −8412 −5 −24 18 0 −41   has two distinct eigenvalues, λ1 < λ2: λ1 = has multiplicity . The dimension of the corresponding eigenspace is . λ2 = has multiplicity . The dimension of the corresponding eigenspace is . Is the matrix C diagonalizable? (enter YES or NO) 9. (1 point) If n is a positive integer, then [ 2 −24 −4 −2 ]n is[ ] (Hint: Diagonalize the matrix [ 2 −24 −4 −2 ] first. Note that your answer will be a formula that involves n. Be careful with parentheses.) Generated by c©WeBWorK, http://webwork.maa.org, Mathematical Association of America 1 Hussam Malibari Heckman MAT 242 Spring 2017 Assignment Chapter 4 due 04/04/2017 at 11:59pm MST In some of the problems in this chapter, you will be asked to enter a basis for a subspace. You should do this by placing the entries of each vector inside of brackets, and giving a list of these vectors, separated by commas. For instance, if your basis is    12 3  ,   11 1    , then you would enter [1,2,3],[1,1,1] into the answer blank. 1. (1 point) Which of these vectors can be written as a linear combination of   −7 1 −1 2   and   7 −2 7 −6  ? • A.   35 −7 17 −18   • B.  ...

Hussam Malibari Heckman MAT 242 Spring 2017Assignment Chapte.docx

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hw1.docxCS 211 Homework #1 Please complete the homework problems on the following page using a separate piece of paper. Note that this is an individual assignment and all work must be your own. Be sure to show your work when appropriate. This assignment is due in lab on Monday, October 10, 2016. 1. [3] Given the following pre-order and in-order traversals, reconstruct the appropriate binary tree. NOTE: You must draw a single tree that works for both traversals. Pre-order: A, E, D, G, B, F, I, C In-order: D, E, B, G, A, F, I, C 2. [3] Starting with an empty BST, draw each step in the following operation sequence. Assume that all removals come from the left subtree when the node to remove is full. Insert(5), Insert(10), Insert(2), Insert(9), Insert(1), Insert(3), Remove(5). 3. [3] Starting with an empty BST, draw each step in the following operation sequence. Assume that all removals come from the right subtree when the node to remove is full. Insert(10), Insert(5), Insert(23), Insert(4), Insert(19), Insert(7), Insert(9), Insert(6), Remove(5). 4. Given the following binary tree: A. [1] What is the height of the tree? B. [1] What is the depth of node 90? C. [1] What is the height of node 90? D. [3] Give the pre-order, in-order, and post-order traversal of this tree. 5. Given the following two functions: int f(int n) { if(n <= 0) { Return 0; } return 1 + f(n - 1); } int g(int n) { int sum = 0; for(int i = 0; i < n; i++) { sum += 1; } Return sum; } A. [2] State the runtime complexity of both f() and g() B. [2] State the memory complexity for both f() and g() C. [4] Write another function called "int h(int n)" that does the same thing but has a more efficient runtime complexity. Requirements： This abstract and outline is for your individual paper that you will be handing in on finals week. Same topic as with your team, but you will write a one paragraph abstract describing your topic, and how you plan to treat it. While you will be walking through all the steps of the Systems Process (which I understand we havent covered in full yet) you may in your abstract and outline want to mention parts that will have more emphasis based on your knowledge of the background of your problem. The outline should obviously include all the steps of the systems process with extra elements based your what you think will have heavier emphasis. Idea： So as you know, Elon Musk has just announced SpaceX plan to colonize Mars in the upcoming decades and we thought this would be an interesting topic to research through the 13 steps of the systems engineering process. Links: Full Video: https://www.youtube.com/watch?v=IAZ-Xbn5hr0 Short Abbreviated: https://www.youtube.com/watch?v=Yzw6_V7LGeY Our group idea: after people went to Mars, they will build a system these ideas supposed to be I think or depends on you: Buildings, spaces to live, water, and other elements required for life， write in an engineering ...

hw1.docxCS 211 Homework #1Please complete the homework problem.docx

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HUS 335: Interpersonal Helping Skills Case Assessment Format The case assessment takes place after the intake and assessment interviews have been conducted. The helping professional must evaluate the application for services to determine eligibility for services. This is just one process for conducting a case assessment. Step 1. Provide me with your agency’s profile with your eligibility guidelines (on a separate page) Step 2. Review the case assessment process (things to think about as you complete the assessment) Step 3. Complete the Case Assessment (p. 2) I. Examine your agency’s guidelines for eligibility as well as federal or state guidelines, if applicable. What are your agency’s guidelines for eligibility? II. Review all the information you have gather on your client during the initial contact, intake, and assessment phases. a. Applicant’s reason for applying for services b. His/her background c. Strengths d. Weaknesses e. The problem that is causing difficulty f. What the applicants want to have happen as a result of service delivery III. Determine if the client is eligible for services at your agency. A. Is the client eligible for services? Why or why not? B. What problems are identified (i.e., presenting problem)? C. Are services or resources available that relate to the problems identified? D. Will the agency’s involvement help the client reach the objectives goals that have been established. E. Is more information needed (e.g., referral source, client’s family, chool officials, employer, medical doctor, mental health professional, previous social service agencies, etc.) IV. Impressions V. Assessment VI. Service Identification/Recommendations for Services VII. Case Assignment Your Agency’s Name Case Assessment Pseudo Client Name: ____________________________________________ Date: _________________ Human Services Professional: ______________________________________ Title: _________________ Intake Date: ______________________ Assessment Interview Date: _________________________ I. Demographic description of client Age, gender, cultural background, race, socioeconomic status, religion, occupation, marital/family status, education II. Presenting Problem Indicate referral source (e.g., self-referred or agency referral). If an agency referred the client, state why they referred the client to your agency. State what brought the client to your agency from the client’s perspective. (This only needs to be a few sentences and not the history of the client.) III. Impression/Interview affect, behavior, and mental status How does the client appear to you (grooming, dress, voice, tone, mood, timeliness for the interview, cooperativeness, etc.)? Has this been consistent or changed throughout sessions (intake and assessment interview sessions)? IV. History Present the history as objectively as possible and only key information. Facts that were collected from the client, significant records, and referral source. Let the facts s ...

HUS 335 Interpersonal Helping SkillsCase Assessment FormatT.docx

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HW #1:Tech Alert on IT & Strategy (Ch 3-5 Ch 3 -5 IT Strategy option: Find one article that relatesto the content covered in Chapters 3-5in our text. For this option, choose one of the following approaches: · Summarize a recent ‘real-world’ example that illustrate atopic presented in one of these chapters or find a related article that extend the book’s discussion on IT and strategy, and /or; · Discuss or provide an example of a key term shown in the book margins from Chapters 3 -5. · Look at the discussion questions at the end of the chapter sections and find an article that helps you answer a question that is posed, or; · Follow up on a specific case study presented in the text or find comparable examples. If you choose this option, you must focus on new information about the organization that is not included in the text. 3.1 Introduction Learning Objective Understand how Zara’s parent company Inditex leveraged a technology-enabled strategy to become the world’s largest fashion retailer. Operating in the northern coastal city of La Coruña (or A Coruña in the local Galician language), Spanish entrepreneur Amancio Ortega was brainstorming names for his new shop and settled on “Zorba” after the classic movie Zorba the Greek. He simply thought it was “a nice name.” Unfortunately, there was a bar with the same name a few blocks away and the bar’s owner was worried patrons would be confused. The molds for the letters for Ortega’s shop had already been cast, so they played around with what they had and came up with “Zara.”[] As it turns out, for Zara it’s technology, not the name, that has made all the difference in its rise to dominate the decidedly ungeeky fashion industry. Today, Zara is the game-changing crown jewel in the multibrand empire of Inditex Corporation (Industrias de Diseño Textil), the world’s largest pure-play fashion retailer and a firm that’s bigger than Gap, H&M, Topshop, and anyone else in the space. The firm’s supremacy is plotted and executed from “The Cube,” the gleaming, futuristic headquarters located in La Coruña’s Arteixo industrial area. The blend of technology-enabled strategy that Zara has unleashed seems to break all of the rules in the fashion industry. The firm shuns advertising and rarely runs sales. Also, in an industry where nearly every major player outsources manufacturing to low-cost countries, Zara is highly vertically integrated, keeping huge swaths of its production process in-house. These counterintuitive moves are part of a recipe for success that’s beating the pants off the competition and has catapulted Ortega to become the world’s third richest man, ahead of Warren Buffet. Figure 3.1 Zara’s operations are concentrated in Spain, but they have stores around the world like these in Manhattan and Shanghai. Source: Used with permission from Inditex. The firm tripled in size between 1996 and 2000, and then its revenue skyrocketed from $2.43 billion in 2001 to more than $20 billion in 2012. ...

HW #1Tech Alert on IT & Strategy (Ch 3-5Ch 3 -5 IT Strategy opt.docx

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HW 2 (1) Visit Monsanto (http://www.monsanto.com) again and Google to find various information about internal factors of Monsanto. (2) Based on the information, perform your own internal audit for Monsanto. You do not need to perform financial analysis for this assignment. If you perform the internal audit, you will find strengths and weaknesses of Monsanto. (3) List the strengths and weaknesses of Mondanto. Then, explain why you think so. Note: Strengths and Weakness are SW of SWOT analysis. We will use strengths and weaknesses in the last module later. 1 Class Today • Print notes and examples • Trusses – Definition – Working with Trusses – Truss Analysis • Example Problems • Group Work Time http://www.mst.edu/~ide50-3/printable_notes/13_Trusses.pdf http://www.mst.edu/~ide50-3/printable_notes/13_Trusses_examples.pdf …these are cool trusses Norman Foster Sainsbury Centre Santiago Calatrava Turning Torso Shigeru Ban Japanese Pavilion KMR … be inspired! 3 Renzo Piano Kansai International Airport Rem Koolhaas The Shenzhen Stock Exchange KMR So what are trusses? http://bridgehunter.com/story/1109/ http://www.americanpoleandtimber.com/img/wood-timber-trusses-park-BIG.jpg http://www.hndszj.com/eng/uploads/201008101822313.jpg Trusses are … • Structures designed to support loads: − Will transmit loads through the joints of the structure − Will ultimately transmit loads to the foundation • Cost effective in design because: − Weight is minimized (weight of members is typically light compared to loads carried, so it is often neglected) − Strength to weight ratio is maximized Image copyright 2013, Pearson Education, publishing as Prentice Hall Working with Trusses: Assumptions • All loads are applied / transmitted at joints • All members are joined by pin connections • Consist entirely of two-force members (review section 5.4) • Can contain zero-force members Image copyright 2013, Pearson Education, publishing as Prentice Hall Zero-force Members What are zero-force members? • Structural members that carry no force Why do we use them? • Used to provide stability – During construction – If (intermittent) loading of the truss changes • Shortens chord length and increases buckling capacity of compression members 7 Zero-force Members: Case 1 Zero-force Members: Case 2 10 http://www.tatasteelconstruction.com/static_files/Images/Construction/Reference/ architectural%20studio/elements/Structural%20steel%20trusses/j2.jpg http://www.tboake.com/SSEF1/rose2.shtml http://sluggyjunx.com/rr/georgetown_branch/gallery/04_16_0 3_gb_canal_bridges/04_16_03-gb_canal_br-34.jpg Gusset plate pin Joint Connections Welded connection http://www.tatasteelconstruction.com/en/reference/teaching- resources/architectural-teaching-resource/elements/connections/connections- in-trusses 11 http://civildigital.com/wp-con ...

HW 2 (1) Visit Monsanto (httpwww.monsanto.com) again and Goog.docx

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Hunters Son Dialogue Activity 1. Please write 1-2 sentences for each of the characters below, explaining the broader point of view that they represent: HUNTER: HUNTER’S SON: THE BOY: 2. Based on your answers above, please explain in 2-3 sentences what you think the author is trying to achieve by bringing these perspectives together and having them speak with one another. 3. In a sentence or two, please explain what you think the play is telling us (the reader) about how indigenous writers and people relate to animals? ...

Hunters Son Dialogue Activity1. Please write 1-2 sentences for e.docx

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HW 2 - SQL The database you will use for this assignment contains information related to Major League Baseball (MLB) about players, teams, and games. The relations are: Players(playerID, playerName, team, position, birthYear) ● playerID is a player identifier used in MLB, and all players throughout the history of baseball have a unique ID ● playerName is player’s name ● team is the name of the MLB team the player is currently playing on (or the last team the player played for if they are not currently playing) ● position is the position of the player ● birthYear is the year that player was born Teams(teamID, teamName, home, leagueName) ● teamID is a unique ID internal to MLB. ● teamName is the name of the team ● home is the home city of the team ● leagueName is the league the team is in, i.e. either “National” or “American”, which stands for “National League” and “American League”, respectively Games(gameID, homeTeamID, guestTeamID, date) ● gameID is a unique ID used internally in MLB ● homeTeamID is the ID of the hometeam ● guestTeamID is the ID of the visiting team ● date is the date of the game. A sample instance of this database is given at the end of this homework handout. Since it is just one instance of the database designed to give you some intuition, you should not “customize” your answer to work only with this instance. 1. (10 points each) Write the following queries in SQL, using the schema provided above. (Note: Your queries must not be “state-dependent", that is, they should work without modification even if another instance of the database is given.) (a) Print the names of all players who were born in 1970 and played for the Braves. (b) Print the names of teams that do not have a pitcher. (c) Print names of all players who have played in the National League. (d) Print all gameIDs with Phillies as the home team. 2. (15 points each) Write the following queries in SQL, using the schema provided above. (a) Print all teamIDs where the team played against the Phillies but not against the Braves. (b) Print all tuples (playerID1, playerID2, team) where playerID1 and playerID2 are (or have been) on the same team. Avoid listing self-references or duplicates, e.g. do not allow (1,1,”Braves”) or both (2,5,”Phillies”) and (5,2,”Phillies”). (c) Print all tuples (teamID1, league1, teamID2, league2, date) where teamID1 and teamID2 played against each other in a World Series game. Although there is no direct information about the World Series games in the relations, we can infer that when two teams from different leagues play each other, it is a World Series game. So, in this relation, league1 and league2 should be different leagues. (d) List all cities that have a team in all leagues. For example, there are currently two leagues (National and American). Although not shown in this instance, New York is home to the Mets in the National ...

HW 2 - SQL The database you will use for this assignme.docx

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Humanities Commons Learning Goals 1. Write about primary and secondary texts on the topic of literacy from the perspective of English Studies and at least one additional discipline in the Humanities Commons in a manner that reflects their ability to read critically; 2. Engage in a process approach to writing college-level prose; 3. Produce rhetorically effective college-level expository prose; 4. Demonstrate effective use of scholarly sources in their writing; 5. Recount in college-level prose their personal literacy histories and current literacy practices; 6. Examine in writing the discourse of a community different from themselves with respect to factors such as race, class, gender, sexuality, and so forth. 7. Explore the relevance of Catholic intellectual tradition for the study of reading, writing, and/or rhetoric as human endeavors. you are to put together your Final Exam Portfolio. In this, you should have your Diagnostic Essay, drafts and revisions of your Literacy Narrative/Metawriting Assignment, Catholic Intellectual Tradition Response, Discourse Community Ethnography, and Argumentative Proposal Synthesis. You also need a final reflective essay discussing how you have grown as a writer over the term. This should be around one to three pages, but may go longer. As a review, here is an overview of the material we covered: Humanities Commons Learning Goals Write about primary and secondary texts on the topic of literacy from the perspective of English Studies and at least one additional discipline in the Humanities Commons in a manner that reflects their ability to read critically; Engage in a process approach to writing college-level prose; Produce rhetorically effective college-level expository prose; Demonstrate effective use of scholarly sources in their writing; Recount in college-level prose their personal literacy histories and current literacy practices; Examine in writing the discourse of a community different from themselves with respect to factors such as race, class, gender, sexuality, and so forth. Explore the relevance of Catholic intellectual tradition for the study of reading, writing, and/or rhetoric as human endeavors. Metawriting “Sponsors of Literacy” - Brandt Portrait of the Artists as A Young Person – Literacy Narrative A Young Adult – Autoethnography MLA Conventions Library Research Grammar Write in Active Voice Seven Comma Rules Affect/Effect; it’s its; etc. Introduce Quotations Quote, Summary, Paraphrase Hamburger Metaphor for integrating quotes Classical Aristotelian Essay Form Rebuttal Compare Contrast Essay: Block vs. Alternating Works Cited List Top Twenty Errors Discourse Community Ethnography “The Concept of a Discourse Community” – Swales C.A.R.S. – Creating a Research Space – Swales “Learning to Serve: The Language and Literacy of Food Service Workers” – Mirabelli “Rethinking Subcultural Resistance: Core Values of the Straight Edge Movement” – Haenfl ...

Humanities Commons Learning Goals1. Write about primary and seco.docx

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HURRICANE KATRINA: A NATION STILL UNPREPARED EXECUTIVE SUMMARY REPORT OF THE SENATE COMMITTEE ON HOMELAND SECURITY AND GOVERNMENTAL AFFAIRS MAY 2006 EXECUTIVE SUMMARY Hurricane Katrina was an extraordinary act of nature that spawned a human tragedy. It was the most destructive natural disaster in American history, laying waste to 90,000 square miles of land, an area the size of the United Kingdom. In Mississippi, the storm surge obliterated coastal communities and left thousands destitute. New Orleans was overwhelmed by flooding. All told, more than 1500 people died. Along the Gulf Coast, tens of thousands suffered without basic essentials for almost a week. But the suffering that continued in the days and weeks after the storm passed did not happen in a vacuum; instead, it continued longer than it should have because of – and was in some cases exacerbated by – the failure of government at all levels to plan, prepare for and respond aggressively to the storm. These failures were not just conspicuous; they were pervasive. Among the many factors that contributed to these failures, the Committee found that there were four overarching ones: 1) long-term warnings went unheeded and government officials neglected their duties to prepare for a forewarned catastrophe; 2) government officials took insufficient actions or made poor decisions in the days immediately before and after landfall; 3) systems on which officials relied on to support their response efforts failed, and 4) government officials at all levels failed to provide effective leadership. These individual failures, moreover, occurred against a backdrop of failure, over time, to develop the capacity for a coordinated, national response to a truly catastrophic event, whether caused by nature or man-made. The results were tragic loss of life and human suffering on a massive scale, and an undermining of confidence in our governments’ ability to plan, prepare for, and respond to national catastrophes. Effective response to mass emergencies is a critical role of every level of government. It is a role that requires an unusual level of planning, coordination and dispatch among governments’ diverse units. Following the terrorist attacks of 9/11, this country went through one of the most sweeping reorganizations of federal government in history. While driven primarily by concerns of terrorism, the reorganization was designed to strengthen our nation’s ability to address the consequences of both natural and man- made disasters. In its first major test, this reorganized system failed. Katrina revealed that much remains to be done. The Committee began this investigation of the preparations for and response to Hurricane Katrina within two weeks of the hurricane’s landfall on the Gulf Coast. The tragic loss of life and human suffering in Katrina’s wake would have been sufficient in themselves to compel the Commit ...

HURRICANE KATRINA A NATION STILL UNPREPARED .docx

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Humanities 115 Short Essay Grading Criteria Excellent Passing Unacceptable Analysis 25, 18, 10 Details of individual myths are discussed thoughtfully, articulately, and accurately. Critical approaches and terminology are applied accurately and insightfully. Discussion of myths reflects rich, genuine intellectual engagement. Applications of critical approaches and terms to myths occur, and demonstrate intellectual engagement with course materials, but maybe relatively superficial or contain some inaccuracy. Discussion may at times be vague, ideas may be somewhat underdeveloped. Important elements missing or very underdeveloped. Substantial inaccuracies may occur. Scholarly Rigor 13, 9, 5 Assertions are consistently backed with textual evidence. Sources are precisely cited with in-text parenthetical citations as well as a works cited page, if applicable. Text-based support is sometimes used, citation is imprecise or incomplete. Text-based support is generally absent, and/or citations are absent. Coherence 5, 3, 1 Ideas are organized into coherent paragraphs. Transitions are used effectively within paragraphs. Transitions also fluently connect paragraphs. Ideas are organized into paragraphs. Transitions are usually present and effective. Essay lacks coherent paragraphs and transitions are absent or ineffective. Grammar & Mechanics 5, 3, 1 Standard Academic English is deployed in a controlled manner. Punctuation is precise. Small, occasional errors might occur, but never impede meaning. Controlled deployment of Academic English is emerging. When errors occur, they only occasionally impede meaning. Errors are numerous and consistently impede meaning. Formatting 2, 1, 0 The following conventions of Modern Language Association format are used precisely: essay is consistently double-spaced throughout; a heading with your name, instructor’s name, course name, and date appears at the top left corner of the first page; title is centered just below the heading; text of the journal begins one double spaced line below the title; last name and page number appear at the top right of each page. Most conventions are followed. Most conventions are not followed. Student Sample Essay #2 Genesis Myth “And God created man in His own image, in the image of God he created male and female. He created them. And God blessed them.” (Leonard, Mcclure, 87) Unfortunately, the sentiment that men and women are equals is contradicted several times in the Genesis myth. The Genesis myth has had a negative influence on women’s roles in society that continually have impacts in today’s modern world. The myth describes women’s purpose as being subservient to men, women are easily swayed and manipulated, and that for seeking knowledge, women deserve the painful shame of childbirth. This patriarchal creation myth has played a role in justifying the suppression of equal rights throughout history and is still debated today. To begin, the sole reason for the creation of woman ...

Humanities 115Short Essay Grading CriteriaExcellentPassing.docx

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HUMAN RESOURCES’ ROLE IN SUCCESSION PLANNING Succession planning and stewardship of corporate talent pool is a top priority for most companies. HRM can have a significant impact on the succession planning process. There are three general roles that HR leaders play in succession planning. 1| THE CONSIGLIORE HR can play a critical influential role in succession planning in a variety of business models such a in Public Companies, family-owned businesses and privately held firms. The chief HR officer (CHRO) should serve as an idea generator, a challenger and a confidant with an independent perspective to the CEO and to the board. HR can also serve as someone who can assist in the resolution of conflicts as they arise in the succession planning process. 2| THE PROCESS OWNER Without a capable individual providing strong and objective process discipline, boards often revert to emergency closed door sessions and uninformed decision-making. HR should be the process steward for succession planning. HR needs to create the process, provide the tools and put forth succession candidates. HR should be a counselor who can help neutralize emotions and make sure decision makers have an objective perspective. HR needs to be the leader and an integral and constant presence in the succession-planning process 3| THE SUBJECT MATTER EXPERT HR leaders need to know the leadership talent pool and provide reliable and meaningful information on succession candidates. HR should provide the insights about the strengths, weaknesses and development plans for individuals as well as characteristics of the talent pool overall. HR must serve as the central repository and “paint a picture” of various succession candidates. HR must present a succinct summary of experience, responsibilities, past performance ratings and development plans for all candidates . The most important assessment is “An assessment of potential — whether someone is ready to lead now, could step in in an emergency, or needs additional development — is extremely valuable to the company. Company’s expect human resources to provide detailed talent profiles of potential successor candidates, including strengths, weaknesses and specific development needs, particularly in areas that can help someone move to the next level. The HR department needs to be prepared for any eventuality. Human resources can play a critical role in matching the right person for each situation. For example, if the company needs someone to “shake things up” it would be important for HR to have identified Change Agents in the organization It the company needs to know “Who would step in to fill a key position in case of an emergency” HR should have identified those in the organization Human resources’ should and must take the lead and have a primary role in succession planning. Succession Planning and Human Resources Succession planning is a process whereby an organization ensures that empl ...

HUMAN RESOURCES’ ROLE IN SUCCESSION PLANNING Succession planni.docx

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Title: Maximizing Industrial Training Benefits: A Comprehensive Guide Introduction:- Welcome to our comprehensive guide on industrial training and its myriad benefits. Learn how to optimize your industrial training experience for maximum growth and skill development. Understanding Industrial Training:- Definition: Industrial training refers to a structured program that integrates academic knowledge with practical application in a professional setting. Importance: It bridges the gap between theoretical learning and real-world industry practices. Key Components of Industrial Training:- Practical Experience: Hands-on learning in a real workplace environment. Mentorship: Guidance from experienced professionals in the field. Skill Development: Enhancement of technical, interpersonal, and problem-solving skills. Benefits of Industrial Training Enhanced Skill Set: Gain practical skills relevant to your field of study or career path. Industry Exposure: Acquire firsthand knowledge of industry practices and trends. Networking Opportunities: Connect with professionals and build valuable contacts for future endeavors. Career Advancement: Increase employability and stand out in the job market with relevant experience. Personal Growth: Develop confidence, adaptability, and problem-solving abilities. Resume Enhancement: Strengthen your resume with valuable practical experience. Potential Job Offers: Impress employers and increase your chances of securing job offers post-training. Insight into Work Culture: Understand workplace dynamics and organizational structures. Professional Guidance: Receive mentorship and guidance from seasoned professionals. Test-Drive Careers: Explore different career paths and industries to make informed decisions about your future. Case Studies Highlight successful industrial training experiences and their impact on participants' careers. Showcase testimonials from trainees and employers on the benefits of industrial training. Slide 8: Conclusion Industrial training offers invaluable opportunities for skill development, career advancement, and personal growth. By implementing the strategies outlined in this guide, you can maximize the benefits of your industrial training experience. Embrace every opportunity to learn, grow, and excel in your chosen field. SEO Ranking Tags:- Industrial Training AKTU report AKTU Industrial Training Report

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1. HW 4: Gung Ho Commentary Unlike watching a movie for entertainment, this assignment requires you to mindfully pay attention to how leadership is expressed, and how people from different cultures differ in their leadership styles. Specifically, use the guide below to (1) describe leaders, (2) analyze effective and ineffective leadership styles, and (3) provide suggestions for improving leadership in cross-cultural situations. Use the entire movie to inform your answers. Read this viewing guide BEFORE you begin watching the movie. AFTER watching the movie, write down your observations and analysis pertaining to each of these questions. Instructions · Read through the questions in this worksheet · Watch the movie “Gung Ho” · Use this worksheet to write down your answers to each of the questions · Save your completed file as “YourLastName_HW4.docx” (other acceptable file extensions are .doc) · Upload your file AND bring a hard copy to hand in at the beginning of class

2. 1) Based on this movie, how would you describe the culture— values and beliefs about what is “right” and “wrong”—in Japanese companies? 2) Based on this movie, how would you describe the culture— values and beliefs about what is “right” and “wrong”—in American companies? 3) Drawing on your answers on questions 1 and 2, what would be an effective leadership style in Japanese organizations? Alternatively, what would be an effective leadership style in American organizations?

3. 4) Gung Ho means working together in Chinese. What tactics did the leaders of this factory use to get workers from different cultures to work together? 5) How would you describe Hunt’s leadership style at the beginning of the movie? What about the end of the movie? Support your answers with specific examples from the movie.

4. 6) How would you describe the leadership style of the executives at Assan Motors (such as Kazihiro and Saito)? Support your answers with specific examples from the movie.

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