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Completar Complete the chart with the correct verb forms. infinitivo conducir (1) [removed] (blank) (2) [removed] (blank) yo (3) [removed] (blank) (4) [removed] (blank) quise usted (5) [removed] (6) [removed] (7) [removed] nosotras (8) [removed] (9) [removed] (10) [removed] ellos (11) [removed] pudieron (12) [removed] Completar Fill in the blanks with the preterite form of the appropriate verbs. Tú le [removed] (traer, estar) un regalo a Julián, ¿verdad? Ayer [removed] (blank) (traducir, haber) una boda en el Club Campestre. El sábado pasado yo [removed] (blank) (dar, saber) una fiesta en mi casa, pero no [removed] (poner, venir) nadie. Alejandra y Cristian [removed] (decir, hacer) que quieren celebrar su aniversario en México. Oraciones Write sentences using the information provided. Use the preterite and make any necessary changes. Modelo nosotros / decir / verdad Nosotros dijimos la verdad. ustedes / darle / beso / recién casado [removed] (blank) ¿cuándo / saber / tú / fecha / de la graduación? [removed] (blank) yo / poner / flan de caramelo / en / mesa [removed] (blank) Antonio y yo / estar / Madrid / verano pasado [removed] (blank) ¿qué / hacer / Nicolás y Fernanda / después de / divorcio? [removed] (blank) El cumpleaños Fill in the blanks with the correct preterite form of the verbs from the box. Some verbs may be used more than once. Two verbs will not be used. dar estar haber hacer jubilarse poder poner saber sonreír tener traducir traer El mes pasado mi esposo y yo (1) [removed] (blank) una gran fiesta para nuestra hija, quien cumplió tres años. Nosotros invitamos a treinta personas, pero en la fiesta sólo (2) [removed] (blank) veintiocho invitados porque la señora Casas y su hija no (3) [removed] (blank) venir. Mi madre (4) [removed] (blank) unas lasañas deliciosas y mis hermanas (5) [removed] (blank) flores ( flowers ) y globos ( balloons ) para decorar la casa. Después de comer pastel, mi hermano (6) [removed] (blank) música y todos bailamos. Los invitados se fueron a las cinco de la tarde. Luego mi esposo (7) [removed] (blank) que lavar los platos y yo (8) [removed] (blank) una lista de las tarjetas ( cards ) de agradecimiento ( gratitude ) que tenemos que escribir. .

Educación

(10)
[removed]
ellos
(11)
[removed]
pudieron
(12)
[removed]
Completar
Fill in the blanks with the preterite form of the appropriate
verbs.
Tú le
[removed]
(traer, estar) un regalo a Julián, ¿verdad?
Ayer
[removed]
(blank)
(traducir, haber) una boda en el Club Campestre.
El sábado pasado yo
[removed]
(blank)
(dar, saber) una fiesta en mi casa, pero no
[removed]
(poner, venir) nadie.
Alejandra y Cristian
[removed]
(decir, hacer) que quieren celebrar su aniversario en México.

Oraciones
Write sentences using the information provided. Use the
preterite and make any necessary changes.
Modelo
nosotros / decir / verdad
Nosotros dijimos la verdad.
ustedes / darle / beso / recién casado
[removed]
(blank)
¿cuándo / saber / tú / fecha / de la graduación?
[removed]
(blank)
yo / poner / flan de caramelo / en / mesa
[removed]
(blank)
Antonio y yo / estar / Madrid / verano pasado
[removed]
(blank)
¿qué / hacer / Nicolás y Fernanda / después de / divorcio?
[removed]
(blank)
El cumpleaños
Fill in the blanks with the correct preterite form of the verbs
from the box. Some verbs may be used more than once. Two
verbs will not be used.
dar
estar
haber
hacer
jubilarse
poder
poner
saber
sonreír

tener
traducir
traer
El mes pasado mi esposo y yo
(1)
[removed]
(blank)
una gran fiesta para nuestra hija, quien cumplió tres años.
Nosotros invitamos a treinta personas, pero en la fiesta sólo
(2)
[removed]
(blank)
veintiocho invitados porque la señora Casas y su hija no
(3)
[removed]
(blank)
venir. Mi madre
(4)
[removed]
(blank)
unas lasañas deliciosas y mis hermanas
(5)
[removed]
(blank)
flores (
flowers
) y globos (
balloons
) para decorar la casa. Después de comer pastel, mi hermano
(6)
[removed]

(blank)
música y todos bailamos. Los invitados se fueron a las cinco de
la tarde. Luego mi esposo
(7)
[removed]
(blank)
que lavar los platos y yo
(8)
[removed]
(blank)
una lista de las tarjetas (
cards
) de agradecimiento (
gratitude
) que tenemos que escribir.

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Completar Complete the chart with the correct verb forms. infinitivo conducir (1) [removed] (2) [removed] yo (3) [removed] (4) [removed] quise usted (5) [removed] (6) [removed] (7) [removed] nosotras (8) [removed] (9) [removed] (10) [removed] ellos (11) [removed] pudieron (12) [removed] Completar Fill in the blanks with the preterite form of the appropriate verbs. Tú le [removed] (traer, estar) un regalo a Julián, ¿verdad? Ayer [removed] (traducir, haber) una boda en el Club Campestre. El sábado pasado yo [removed] (dar, saber) una fiesta en mi casa, pero no [removed] (poner, venir) nadie. Alejandra y Cristian [removed] (decir, hacer) que quieren celebrar su aniversario en México. Oraciones Write sentences using the information provided. Use the preterite and make any necessary changes. Modelo nosotros / decir / verdad Nosotros dijimos la verdad. ustedes / darle / beso / recién casado [removed] ¿cuándo / saber / tú / fecha / de la graduación? [removed] yo / poner / flan de caramelo / en / mesa [removed] Antonio y yo / estar / Madrid / verano pasado [removed] ¿qué / hacer / Nicolás y Fernanda / después de / divorcio? [removed] El cumpleaños Fill in the blanks with the correct preterite form of the verbs from the box. Some verbs may be used more than once. Two verbs will not be used. dar estar haber hacer jubilarse poder poner saber sonreír tener traducir traer El mes pasado mi esposo y yo (1) [removed] una gran fiesta para nuestra hija, quien cumplió tres años. Nosotros invitamos a treinta personas, pero en la fiesta sólo (2) [removed] veintiocho invitados porque la señora Casas y su hija no (3) [removed] venir. Mi madre (4) [removed] unas lasañas deliciosas y mis hermanas (5) [removed] flores ( flowers ) y globos ( balloons ) para decorar la casa. Después de comer pastel, mi hermano (6) [removed] música y todos bailamos. Los invitados se fueron a las cinco de la tarde. Luego mi esposo (7) [removed] que lavar los platos y yo (8) [removed] una lista de las tarjetas ( cards ) de agradecimiento ( gratitude ) que tenemos que escribir. .

CompletarComplete the chart with the correct verb forms.infi.docx

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Complet vector/.dep.inc # This code depends on make tool being used DEPFILES=$(wildcard $(addsuffix .d, ${OBJECTFILES} ${TESTOBJECTFILES})) ifneq (${DEPFILES},) include ${DEPFILES} endif Complet vector/build/Debug/Cygwin-Windows/main.o Complet vector/build/Debug/Cygwin-Windows/main.o.d build/Debug/Cygwin-Windows/main.o: main.cpp SimpleVector.h SimpleVector.h: Complet vector/dist/Debug/Cygwin-Windows/complet_vector.exe Complet vector/main.cppComplet vector/main.cpp/* * File: main.cpp * Author: Bebo * Created on April 8, 2019, 6:18 PM * Purpose:Complex Vector */ #include<cstdlib> #include"SimpleVector.h" //System Libraries #include<iostream>//Input/Output Library usingnamespace std; //User Libraries //Global Constants, no Global Variables are allowed //Math/Physics/Conversions/Higher Dimensions - i.e. PI, e, etc... //Function Prototypes void fillVec(SimpleVector<int>&); void addVec(SimpleVector<int>&); void delVec(SimpleVector<int>&); void prntVec(SimpleVector<int>&,int); //Execution Begins Here! int main(int argc,char** argv){ //Declare Variables int size; //Read in the size cout<<"What size vector to test?"<<endl; cin>>size; SimpleVector<int> sv(size); //Initialize or input i.e. set variable values fillVec(sv); //Display the outputs prntVec(sv,10); //Add and subtract from the vector addVec(sv); //Display the outputs prntVec(sv,10); //Add and subtract from the vector delVec(sv); //Display the outputs prntVec(sv,10); //Exit stage right or left! return0; } void addVec(SimpleVector<int>&sv){ int add=sv.size()*0.1; for(int i=1;i<=add;i++){ sv.push_front(i+add-1); sv.push_back(i-add); } } void delVec(SimpleVector<int>&sv){ int del=sv.size()*0.2; for(int i=1;i<=del;i++){ sv.pop_front(); sv.pop_back(); } } void fillVec(SimpleVector<int>&sv){ for(int i=0;i<sv.size();i++){ sv[i]=i%10; } } void prntVec(SimpleVector<int>&sv,int n){ cout<<endl; for(int i=0;i<sv.size();i++){ cout<<sv[i]<<" "; if(i%n==(n-1))cout<<endl; } cout<<endl; } Complet vector/Makefile # # There exist several targets which are by default empty and which can be # used for execution of your targets. These targets are usually executed # before and after some main targets. They are: # # .build-pre: called before 'build' target # .build-post: called after 'build' target # .clean-pre: called before 'clean' target # .clean-post: called after 'clean' target # .clobber-pre: called before 'clobber' target # .clobber-post: called after 'clobber' target # .all-pre: called before 'all' target # .all-post: called after 'all' target # .help-pre: called before 'help' target # .help-post: called after 'help' target # # Targets beginning with '.' are not intended to be called on their own. # # Main targets can be executed dire.

Complet vector.dep.inc# This code depends on make tool being .docx

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Complementary Therapies in Medicine (2012) 20, 377—384 Available online at www.sciencedirect.com j o u r n a l h o m e p a g e : w w w . e l s e v i e r h e a l t h . c o m / j o u r n a l s / c t i m Argentine tango dance compared to mindfulness meditation and a waiting-list control: A randomised trial for treating depression Rosa Pinniger a,∗, Rhonda F. Brown a, Einar B. Thorsteinsson a, Patricia McKinley b,c a University of New England, Australia b McGill University, Canada c Centre Interdisciplinaire de recherché en réadaptation du Montréal metropolitain, Canada Available online 3 August 2012 KEYWORDS Depression; Mindfulness; Tango dancing; Psychological stress Summary Objectives: To determine whether tango dancing is as effective as mindfulness meditation in reducing symptoms of psychological stress, anxiety and depression, and in promoting well-being. Design: This study employed analysis of covariance (ANCOVA) and multiple regression analysis. Participants: Ninety-seven people with self-declared depression were randomised into tango dance or mindfulness meditation classes, or to control/waiting-list. Setting: classes were conducted in a venue suitable for both activities in the metropolitan area of Sydney, Australia. Interventions: Participants completed six-week programmes (1½ h/week of tango or meditation). The outcome measures were assessed at pre-test and post-test. Main outcome measures: Depression, Anxiety and Stress Scale; The Self Esteem Scale; Satisfac- tion with Life Scale, and Mindful Attention Awareness Scale. Results: Sixty-six participants completed the program and were included in the statistical analysis. Depression levels were significantly reduced in the tango (effect size d = 0.50, p = .010), and meditation groups (effect size d = 0.54, p = .025), relative to waiting-list controls. Stress levels were significantly reduced only in the tango group (effect size d = 0.45, p = .022). Attend- ing tango classes was a significant predictor for the increased levels of mindfulness R2 = .10, adjusted R2 = .07, F (2,59) = 3.42, p = .039. Conclusion: Mindfulness-meditation and tango dance could be effective complementary adjuncts for the treatment of depression and/or inclusion in stress management programmes. Subsequent trials are called to explore the therapeutic mechanisms involved. Crown Copyright © 2012 Publish ∗ Corresponding author at: School of Behavioural, Cognitive and Social Tel.: +61 2 6773 2410; fax: +61 2 6773 3820. E-mail address: [email protected] (R. Pinniger). 0965-2299/$ — see front matter. Crown Copyright © 2012 Published by E http://dx.doi.org/10.1016/j.ctim.2012.07.003 ed by Elsevier Ltd. All rights reserved. Sciences, University of New .

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Compile and present the data that will inform your project. Examples: pie charts, bar charts, line charts, column charts, poll results, survey results, trend graphs, timelines, raw data table, summary table, narrative summary table, etc. Briefly introduce your data, present your data, then write a 200-word explanation of the data type and why this type of data is beneficial for your project. Example data types: primary, secondary, qualitative, quantitative, categorical, mixed, cross-sectional, longitudinal, etc. Incorporate concepts and key terms from the course. Examples: · Compile various poll results into a bar graph. · Compile multiple financial results to develop a trend graph. · Annotate studies in a narrative summary table. · Create a timeline graph of historical events. · Develop a bar graph of demographics. · Compile raw data into a table. .

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Compiled by Jennifer Miros, MPT , Cynthia Frisina, MA, Gavin Colquitt, Ed.D Updated September 2018. List is not inclusive. Adaptive Sports Programs & Resources 2018 International & National Adaptive Sports Organizations: Cerebral Palsy International Sport & Recreation Association (CPISRA) www.cpisra.org CPISRA is the leading international sports organization governing and promoting sport and recreation for Cerebral Palsy (CP) and related neurological conditions throughout the World. CPISRA is one of only four International Organizations of Sport for the Disabled (IOSD) recognized by the International Paralympic Committee (IPC) to represent impairment groups. CPISRA’s vision is that all people who have CP or related neurological conditions have the opportunity to benefit from and participate in sport and recreation throughout the World. National Center on Health, Physical Activity and Disability (NCHPAD) http://www.nchpad.org is positioned to effect change in health promotion/obesity management among people with disabilities through its history of providing advocacy, services and programs to numerous organizations and people throughout the country. The primary focus of the Center’s approach is to collaborate with the nation’s leading health advocacy and disability organizations in linking them to the hundreds of program initiatives ongoing across the nation, using this framework to build inclusion and integration into existing programs. US Paralympic Sport Clubs https://www.teamusa.org/us-paralympics/gateway-to-gold/paralympic- sport-clubs U.S. Paralympics partners with community-based adaptive sport organizations from across the US to create a network of Paralympic Sport Clubs providing local sport programming for individuals with Paralympic-eligible impairments, including physical disabilities and visual impairments. While many Paralympic Sport Clubs focus on grassroots programming, many also provide opportunities at the national and international levels. By supporting Paralympic Sport Clubs with resources including coaching education and program development courses, U.S. Paralympics and its National Governing Bodies/High Performance Management Organizations have helped increase the availability of sport programming for athletes with Paralympic-eligible impairments. Currently operating in 48 states and Washington, D.C., U.S. Paralympics is committed to partnering with organizations across the United States to ensure Paralympic Sport Clubs are available in all 50 states. Disabled Sports USA (DSUSA) http://www.disabledsportsusa.org - Disabled Sports USA’s mission is to provide national leadership and opportunities for individuals with disabilities to develop independence, confidence, and fitness through participation in community sports, recreation and educational programs. Disabled Sports USA is a nation-wide network of community-based chapters offering a variety of recreation programs. DSUSA sanct.

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Compiled FRAMEWORK Framework for the Preparation and Presentation of Financial Statements This compiled Framework applies to annual reporting periods beginning on or after 1 July 2014. Early application is permitted. It incorporates relevant amendments made up to and including 4 June 2014. Prepared on 15 March 2016 by the staff of the Australian Accounting Standards Board. FRAMEWORK-compiled 2 COPYRIGHT Obtaining Copies of the Framework Compiled versions of the Framework, the original Framework and amending pronouncements (see Compilation Details) are available on the AASB website: www.aasb.gov.au. Australian Accounting Standards Board PO Box 204 Collins Street West Victoria 8007 AUSTRALIA Phone: (03) 9617 7637 E-mail: [email protected] Website: www.aasb.gov.au Other Enquiries Phone: (03) 9617 7600 E-mail: [email protected] COPYRIGHT © Commonwealth of Australia 2016 This compiled AASB Framework contains IFRS Foundation copyright material. Reproduction within Australia in unaltered form (retaining this notice) is permitted for personal and non-commercial use subject to the inclusion of an acknowledgment of the source. Requests and enquiries concerning reproduction and rights for commercial purposes within Australia should be addressed to The Director of Finance and Administration, Australian Accounting Standards Board, PO Box 204, Collins Street West, Victoria 8007. All existing rights in this material are reserved outside Australia. Reproduction outside Australia in unaltered form (retaining this notice) is permitted for personal and non-commercial use only. Further information and requests for authorisation to reproduce for commercial purposes outside Australia should be addressed to the IFRS Foundation at www.ifrs.org. FRAMEWORK-compiled 3 CONTENTS CONTENTS COMPILATION DETAILS COMPARISON WITH IASB FRAMEWORK FRAMEWORK FOR THE PREPARATION AND PRESENTATION OF FINANCIAL STATEMENTS Paragraphs Application Aus1.1 – Aus1.5 Introduction Purpose and Status 1 – 4 Scope 5 Underlying Assumptions Going Concern 23 The Elements of Financial Statements 47 – 48 Financial Position 49 – 52 Assets 53 – 59 Liabilities 60 – 64 Equity 65 – 68 Performance 69 – 73 Income 74 – 77 Expenses 78 – 80 Capital Maintenance Adjustments 81 Recognition of the Elements of Financial Statements 82 – 84 The Probability of Future Economic Benefit 85 Reliability of Measurement 86 – 88 Recognition of Assets 89 – 90 Recognition of Liabilities 91 Recognition of Income 92 – 93 Recognition of Expenses 94 – 98 Measurement of the Elements of Financial Statements 99 – 101 Concepts of Capital and Capital Maintenance Concepts of Capital 102 – 103 Concepts of Capital Maintenance and the Determination of Profit 104 – 110 FRAMEWORK-compiled 4 CONTENTS Appendix: Objective and Qualitative Characteristics Chapter 1: The Objective of General Purpose Finan.

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Competitive Forces Analysis Group Assignment Do some research to find an organization that is selling a product or a service. Using the Five Forces Model, write an analysis of how Information Technology/Information Systems (IT/IS) is or could impact EACH of the 5 forces (positively or negatively) in your chosen organization. For a richer analysis, feel free to discuss and reference any other strategic models or material from the text, but remember you MUST analyze the firm with respect to IT/IS and each of the forces. A grading rubric is also posted on BB along with these instructions. Choose an organization that allows for a robust discussion. This includes firms you may know about or can find information about (via interviews, readings, research etc.). This work should show that you clearly understand each of the forces, you understand how each force is impacting your organization, and you understand the role IT/IS either is having or could have with respect to each force. You should be specific; general statements without examples or detail will not be well received. You may find that your firm is not using IT/IS to impact a particular force (as far as you can tell). Stretch yourself to come up with possibilities as to how they COULD use IT/IS for positive impact. Again, be specific. Do not simply say “they need an information system for customers.” Rather, be certain to describe what type of system (or functionality of the system) you would recommend and why this system would make a difference. This is a formal paper and should be free of grammar, word usage, and sentence structure errors. The paper must be well organized and free of typos. All work MUST be cited in both a Works Cited page and inside the text. All group members should proofread the final draft CAREFULLY prior to submission. No page length rule. Just get the job done – well. Each team member should contribute equally Please do not assign a different person to write sections of the paper and expect to just tie them together. This will lead to a fragmented paper and will not earn a solid grade. You should discuss the material (that each member contributes to) and come up with a cohesive product that flows well and meets all requirements. YOU MUST SUBMIT PEER Review statements IN CLASS or Your grade will be drastically reduced if the review is NOT received. The reviews should follow the guidelines of the peer reviews that accompanied your previous group work. A WELL DEVELOPED SUBMISSION should include the following material/discussions: I. Introduction./Description of the Firm (This section is mainly devoted to facts about the firm to the “what”) its industry, its market, its competitive position (in general) including but not limited to the following: What kind of firm located where? i.e. medium sized manufacturing firm in the Midwest. What are their products/services or type of products/services? (what do they sell?) II. Analysis Section. (Bulk of paper. Develop d.

Competitive Forces Analysis Group Assignment Do some research to.docx

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Competitive Analysis Company Highlights Direct Competitors: Company Highlights Lovers and Friends Raissa Gerona, and Mitch Moseley launched the fashion brand, Lovers and Friends, in 2010. Since then, the brand has become a blogger favorite. The brand prides itself in its origins, and strives to create content and product that reflect it. Competitive Advantage: Lovers and Friends’ competitive advantage is attached to the fact that they are very much connected to their L.A. origins. This pride, which reflects in their brands’ image as a whole, has allowed them to attract and develop an L.A.-loving cult that is devoted to sporting their goods. Shrimps Shrimps is a fashion label created by London-based designer, Hannah Weiland. It was launched in 2013, and has grown immensely since then. Originally gaining widespread recognition as a result of the faux fur coat, the label has now also become distinguished for its accessories. Competitive Advantage: Shrimps’ competitive advantage is the fact that it has become known for leading the conversation on cruelty-free fashion. As a result of this, they have gained a niche and special market that only they can cater to. Indirect Competitors: Company Highlights Nasty Gal Nasty Gal was founded in 2006 by Sophia Amoruso in San Francisco, California. It is an L.A. based brand that began by selling vintage pieces on Ebay, and thirteen years later has grown into an appealing fashion brand directed at young adults; it now sells clothing, shoes, and accessories under its own label. Competitive Advantage: Nasty Gal’s competitive advantage lies in the fact that it was founded by a person whose story has inspired its customers, and which has created a loyal and special following for the brand. Asos Asos is a British online fashion retailer. The company was founded in June of 2000, and is directed at young adult consumers. The brand sells its own line of goods, and also carries other brands. Competitive Advantage: Asos has a competitive advantage in that it provides the customer with various options in regards to brands and styles. Not only that, but the brand is inclusive of all shapes and sizes, and makes it evident through their website and content. Market Information Shrimps Target Market: ★ Ages 25-45 ★ Includes various ethnicities ★ Mature female professionals ★ Income: $90,000-$120,000 ★ Location: City ★ Lead a sophisticated, luxurious lifestyle ★ Aware of the impact of their purchases Direct Competitors: Market Information Market Share: Since its emergence in 2013, it is evident that Shrimps has gained immense market share, and continues to do so. This is evident through the brand’s faux fur specialty, which has created a unique set of customers for the brand that only they appeal to. Marketing Strategy: As for their marketing strategy, like other newer brands, it seems t.

Competitive AnalysisCompany HighlightsDirect C.docx

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Competition and Quality in Health Care Markets Full text available at: http://dx.doi.org/10.1561/0700000024 Competition and Quality in Health Care Markets Martin Gaynor H. John Heinz III School of Public Policy and Management, Carnegie Mellon University and National Bureau of Economic Research, Leverhulme Centre for Market and Public Organisation University of Bristol UK [email protected] Boston – Delft Full text available at: http://dx.doi.org/10.1561/0700000024 Foundations and Trends R© in Microeconomics Published, sold and distributed by: now Publishers Inc. PO Box 1024 Hanover, MA 02339 USA Tel. +1-781-985-4510 www.nowpublishers.com [email protected] Outside North America: now Publishers Inc. PO Box 179 2600 AD Delft The Netherlands Tel. +31-6-51115274 The preferred citation for this publication is M. Gaynor, Competition and Quality in Health Care Markets, Foundations and Trends R© in Microeconomics, vol 2, no 6, pp 441–508, 2006 Printed on acid-free paper ISBN: 978-1-60198-007-6 c© 2006 M. Gaynor All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, mechanical, photocopying, recording or otherwise, without prior written permission of the publishers. Photocopying. In the USA: This journal is registered at the Copyright Clearance Cen- ter, Inc., 222 Rosewood Drive, Danvers, MA 01923. Authorization to photocopy items for internal or personal use, or the internal or personal use of specific clients, is granted by now Publishers Inc for users registered with the Copyright Clearance Center (CCC). The ‘services’ for users can be found on the internet at: www.copyright.com For those organizations that have been granted a photocopy license, a separate system of payment has been arranged. Authorization does not extend to other kinds of copy- ing, such as that for general distribution, for advertising or promotional purposes, for creating new collective works, or for resale. In the rest of the world: Permission to photocopy must be obtained from the copyright owner. Please apply to now Publishers Inc., PO Box 1024, Hanover, MA 02339, USA; Tel. +1 781 871 0245; www.nowpublishers.com; [email protected] now Publishers Inc. has an exclusive license to publish this material worldwide. Permission to use this content must be obtained from the copyright license holder. Please apply to now Publishers, PO Box 179, 2600 AD Delft, The Netherlands, www.nowpublishers.com; e-mail: [email protected] Full text available at: http://dx.doi.org/10.1561/0700000024 Foundations and Trends R© in Microeconomics Volume 2 Issue 6, 2006 Editorial Board Editor-in-Chief: W. Kip Viscusi Vanderbilt University Editors Richard Carson, UC San Diego (environmental economics) Joseph Harrington, Johns Hopkins University (industrial organization) Tom Kniesner, Syracuse University (labor economics) Mark V. Pauly, University of Pennsylvania (health economics) David Wild.

Competition and Qualityin Health Care MarketsFull text.docx

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Competency This competency will allow you to demonstrate your understanding of prominent sociological theories and how they impact the digital world. Instructions You are working for a local department store in the Operations Department. You notice that their business practices and use of technology are not up to date. The Human Resources Department does not have adequate computer access and often requires employees to complete some business at home. They also require prospective employees to apply from home. You recognize that not all people have personal computers, and some might be accessing business and personal records from a public computer. There are two prominent sociological theories that can be used to easily examine computer usage for individuals and organizations. Those theories are Conflict Theory and Symbolic Interaction Theory. At a staff meeting, you and your team are engaged in a discussion about the use of technology on both an individual and organizational level. You cite the digital divide as a major concern. Your store is considering an upgrade in some or all of their technological resources. Recognizing that you are technologically savvy, your supervisor asks you to generate a visual comparison that considers the use of public computers versus a personal computer. You will rank concepts such as ease of use, time, and comfort in completing tasks, security factors, email management, and safety in conducting business that is typically completed on a computer that may lead someone to experience the digital divide (a difference between groups of people and their use of digital technology). You will also need to consider the sociological theories named above and explain how from a sociological perspective, it would benefit or hinder the store you work in to upgrade their technology. Your comparison should consider various factors identified below and will illustrate the benefits and some potential limitations of utilizing technology. Your presentation will be presented to your supervisor and other members of the Operations Department in order to determine which, if any, components of the store's current technological operations will be updated. The visual comparison can be in any engaging format that you select. For this comparison chart, you are to reflect upon and address the following sets of questions/information. Define conflict theory. Define symbolic interaction theory. Discuss how each of these theories would explain the use of technology and the development of the digital world we now live. Consider multiple ways that society has changed in the past several decades and what contributed to that change. Provide examples of technological growth and change over the past several decades. Make direct correlations between the technologies that exist and the changes that have occurred at the organizational and societal levels in the past several decades. Define digital divide. Consider factors that create the .

CompetencyThis competency will allow you to demonstrate your u.docx

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Competency Prepare and evaluate the use of media visuals to improve persuasive and marketing communication. Scenario You are a visual communication expert for a company that creates and maintains websites for large businesses and organizations. They called a meeting a few days ago to bring various departments together for a "think tank" session. The goal of this session was to update the images and visual elements on the website of your newest client: a large medical facility's website. Currently, they are using the same website images across all websites in the following American locations: New York City, Miami, Phoenix, and Denver. As the meeting progressed, several people posed several situational conversations. You took careful notes during the meeting, and as you review them at home, you decide to create a video to address all the issues discussed. In less than seven minutes, your video will outline the importance of using cultural familiarity, perspective framing, and emotional appeal in order to visually persuade viewers in all of these different locations. For clarity, you decide to include specific visual images and examples that could replace current website images for each situation. During the video, you plan to include audio explanations to prove your points to the other "think tank" members. You review the situational conversation notes: Carol asks: "Why can't we just use the same images that are already being used for all the different locations? All the images of the medical staff look American enough." Daniel states: "Let's use images of families in all of the images that scroll through the main website page. That will catch everyone's eye-everyone has a family somewhere." Caleb questions: "The pictures we use should all be outdoors and of people having fun. Isn't that what all patients want to see when they visit the medical facilities website?" Heather states: "Maybe we should think like the potential patients that might visit this website. What would those patients want to see regarding this facility?" Samuel asks: "How can we use images to get people to feel like they will get better, or experience a miracle, or receive better treatment here than at some other facility?" Instructions The presentation must include a visual and an audio recording .

CompetencyPrepare and evaluate the use of media visuals to impr.docx

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Competency Select appropriate nursing interventions for clients with lower gastrointestinal disorders. Scenario Patient and family education is important in increasing adherence. To provide education to patient and families, you are going to create a poster about a gastrointestinal disorder that will be displayed in a physician’s office. Instructions Please be sure to include the following in your poster design. Overview of the disorder Causes of the disorder Diagnostic tests to diagnosis the disorder Assessment findings Multidimensional nursing care interventions for the disorder Resources For assistance with research, refer to the Nursing Research Guide . .

CompetencySelect appropriate nursing interventions for clien.docx

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Competency Point out how Einstein’s special and general relativity theories impact modern technology. Instructions In a two-page paper, identify the physics principles contained within the following scenario. Explain how these principals connect to Einstein's theory of relativity or in modern applications in physics. If you use a GPS option on your car or a mobile device, you are using Einstein's theory of relativity. Finally, provide another example from your own experience, then compare and contrast your scenario to the provided example below. Scenario Mandy took a trip to Rome, Italy. She gazed out over the open ocean 20,000 feet below as her airplane began its descent to her final destination of Rome. It had been a long flight from New York to Rome, but she as she stretched, and her bones creaked as though she was old, she knew that in fact, she was a tiny bit younger than her compatriots back home, thanks to traveling at hundreds of miles per hour. In fact, time for her was running differently compared to her friends in New York for two reasons: the speed at which she had traveled and the height of the airplane above the Earth. Neither, though, were noticeable. .

CompetencyPoint out how Einstein’s special and general relat.docx

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Competency Identify the role of music, poetry, prose, and visual art in the modern world and workplace. Scenario You have been asked to be on the town’s board of Cultural Affairs. When you step into your new role, you quickly realize that the organization is in trouble; the other board members have been on the board for a long time and haven’t done much in recent years. They explain that there is no money in the budget.You hear about a grant opportunity. Every year, a wealthy resident of your town, Mr. Brown, offers a grant of $10,000 to one local organization. In the past, he has never given this grant to an arts organization because, in the words of another board member, “Mr. Brown does not think the arts are important.”If you can change Mr. Brown’s mind about the importance of the arts in your community, you might just get the grant and be able to revitalize the town’s cultural arts scene!Write the grant proposal summary for review by a few board members to be sure you are on the right track for the grant. Instructions Compose this document in the format of a letter to Mr. Brown. Your letter should include: two to three paragraphs using persuasive language. concisely written paragraphs using bullet-points if possible. a beginning paragraph that immediately captures the reader's attention, using a story, surprising fact, or insightful quote. a complete but brief synopsis of the details in the proposal. the reason for the proposal and how the grant money will be used. NOTE - Be sure the documents display proper grammar, spelling, punctuation, and sentence structure. .

CompetencyIdentify the role of music, poetry, prose, and vis.docx

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competency Formulate, express, and support individual perspectives on diverse works and issues. For this assessment task, you are asked to act as a critic for one of the various subjects under the umbrella of the subject Humanities. Through a series of critiques, you will be demonstrating your background knowledge on these subjects and the themes studied in the Humanities. In general, a critic evaluates a work or piece based on a common language of a subject. For example, certain terminology is used in the film industry for aesthetic, whereas other terminology is used in architecture. Aside from a common language of art, each subject usually includes a history of influence-how a work was influenced by other works and how a work influence aspects of today's art and culture. Critics use this common body of history and aesthetic to offer critiques, or judgements on the validity of the importance of aesthetic (it's representation of beauty). EDU734: Teaching and Learning Environment Week.2: Effective Teaching Topic goals:  Study different models relating to an effective teacher  Develop critical analysis about the attributes of an effective teacher Forum:  Identify the characteristics of an effective teacher and support your arguments using some references sources and examples.  Watch the video and provide an assessment on the  teaching process and explain if it can be considered as effective teaching or not. Task:  Choose an article for critical review and send the title to your tutor. EDU734: Teaching and Learning Environment Page 1 EDU734: Teaching and Learning Environment 2. What are the attributes of an effective teacher? 2.1 The role model (1900-1930) • An effective teacher was a person – an exemplar- who responds to the rules of the community as a good citizen, a good parent and a good professional. • The teacher had to be honest, hardworking, friendly, generous and polite. Also they had to present these attributes in the classroom. Additional they had to demonstrate these attributes in the classroom by being strict, organized, disciplined, visionary and committed (Borich, 1992). 2.2.Presage- process -product studies (1930s-1940s) These studies discriminated three variables: 1. The presage variable : the formative experience of the teacher (experinece prior to entering the classroom) . 2. The process variables: related with actions that occurred in the classroom, i.e. activities of the teacher and the students, were called process variables. 3. The product variables were the outcomes that most often related to the progress ‘ results of the implementation of the process 4. At this period of time the studies attempted to identify the psychological characteristics for effective teaching. Finally they presented some characteristic which affects the teacher’s effectiveness like personality traits (e.g..

competencyFormulate, express, and support individual perspective.docx

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Competency Identify and create sensory elements of visual media communication to attract viewer attention. Scenario You are a member of a committee at your child's school. The committee has been assigned the task to design a flyer for the students to take home to their parents. The purpose of the flyer is to notify parents about the upcoming Field Day for all students. They have specified that it can only be one-page in length, and they have encouraged creativity to catch the eyes of the parents. Several parents wish to participate, so the leader of the committee creates a fun flyer competition. She asks that each person creates his/her own flyer and create a screen share to persuade the committee to choose your flyer. The screen share should visually show the flyer and include a verbal explanation regarding why your flyer will best attract the eyes of the parents. Since you are extremely creative, you know that in order to capture the parents' attention and win this competition, you will need to use color, lines, balance, and contrast visual elements. 1. Creates flyer which accurately analyze effects of color on specified audience. 2. detailed colorful flyer 3. explain why your flyer will atract parents on seperate word document .

CompetencyIdentify and create sensory elements of visual media.docx

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