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3- You have been employed as a quality assurance manager for a small metal fabrication firm (100 people). Your first assignment is to certify the supplies and schedule a visit to each. Mark a checklist with scoring criteria for your visit? ــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ ...

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100.0 %Criteria 10.0 %Part 1: PLAAFP The PLAAFP thoroughly and adeptly incorporates student's academic strengths, evaluations, performance in classes, and any other relevant issues. 10.0 %Part 2: Present Levels for Transition COE 3.8 [CEC 5.1, ICSI.5.S8, ICSI.5.S15, IGC.5.K1, IGC.5.S7, IGC.5.S23, IGC.5.S24; InTASC 1(b), 2(d), 5(f), 6(v), 8(s), 9(h); MC2, MC3, MC4, MC5] Preferential learning environment, strengths and interests relating to the transition, and areas in need of improvement for transition are substantially described. 15.0 %Part 2: Transition Plan COE: 3.10 [CEC 5.5, ICSI.5.S8, ICSI.5.S8, ICSI.5.S15, ICSI.5.S17, ICSI.5.S19, IGC.5.K1, IGC.5.K3, IGC.5.K8, IGC.5.S1, IGC.5.S2, IGC.5.S11 IGC.5.S23, IGC.5.S24; InTASC 7(b), 7(e); MC1, MC2, MC4, MC5] The transition plan demonstrates best practices in identifying proficient, measureable transition plan goals that are aligned with student's interests and present levels. Also includes quality aligned activities/services, persons/agency involved and realistic expected dates of achievement. 10.0 %Part 3: Rationale - Justification COE: 5.1 [ACEI 5.0; CEC 6.1, ICSI.6.K2, ICSI.6.K4 ICSI.6.S1, ICSI.6.S2, ICSI.6.S3, ICSI.6.S4, ICSI.6.S5, ICSI.6.S7, IGC.6.K4, IGC.6.K6, IGC.6.S2; InTASC 9(l), 9(o); MC2, MC3, MC4] Rationale skillfully justifies content and decisions displayed in PLAAFP, annual goals, and transition plan, convincingly demonstrating how they meet the needs of the student. Claims are fully grounded in CEC Code of Ethics. 15.0 %Part 4: Rationale - Confidentiality COE: 5.8 [CEC 6.1, ICSI.6.S1, ICSI.6.S2, ICSI.6.S4, ICSI.7.S1, IGC.6.K1, IGC.6.K6; InTASC 5(k); MC1, MC2, MC4, MC5] The rationale thoroughly defends the legal, ethical, and quality requirements related to the management of confidential student information. 10.0 %Reflection COE: 5.4 [CEC 6.2, ICSI.6.S1, ICSI.6.S2, ICSI.6.S4, IGC.6.K1, IGC.6.K2, IGC.6.K3; InTASC 10(h); MC1, MC2, MC4; COE 5.4] Reflection convincingly relates how foundational knowledge developed relating to providing professional, ethical and legal educational services will be used in future professional practice. 5.0 %Research Research strongly supports the information presented. Sources are timely, distinctive and clearly address all of the criteria stated in the assignment. 10.0 %Organization The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea. 10.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. 5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) Sources are documented completely and correctly, as appropria.

100.0 Criteria10.0 Part 1 PLAAFP The PLAAFP thoroughly an.docx

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100635307 FLORIDA BUILDING CODE Sixth Edition(2017) Building Item No. 5601L17 Copyright © 2017 ICC. ALL RIGHTS RESERVED. Accessed by JUAN RUGERO ([email protected]), (-) Order Number #100635307 on Mar 28, 2019 07:24 AM (PDT) pursuant to License Agreement with ICC. No further reproduction or distribution authorized. Single user only, copying and networking prohibited. ANY UNAUTHORIZED REPRODUCTION OR DISTRIBUTION IS A VIOLATION OF THE FEDERAL COPYRIGHT ACT AND THE LICENSE AGREEMENT, AND SUBJECT TO CIVIL AND CRIMINAL PENALTIES THEREUNDER. 100635307 Florida Building Code, Building, 6th Edition (2017) First Printing: July 2017 ISBN: 978-1-60983-687-0 COPYRIGHT © 2017 by INTERNATIONAL CODE COUNCIL, INC. ALL RIGHTS RESERVED. This Florida Building Code, Building, 6th Edition (2017) contains substantial copyrighted materials from the 2015 International Building Code®, 3rd printing, which is a copyrighted work owned by the International Code Council, Inc., that is © 2015 International Code Council, Inc. ALL RIGHTS RESERVED. Without advance written permission from the copyright owner, no part of this work may be reproduced, distributed or transmitted in any form or by any means, including, without limitation, electronic, optical or mechanical means (by way of example, and not limitation, photocopying, or recording by or in an information storage retrieval system). For information on use rights and permissions, please contact: Publi- cations, 4051 Flossmoor Road, Country Club Hills, IL 60478. Phone 1-888-ICC-SAFE (422-7233). The following trademarks: “International Code Council,” the “International Code Council” logo, “ICC,” the “ICC” logo, the “International Building Code,” and the “IBC” are trademarks of the International Code Council, Inc., and may not be used without permission. PRINTED IN THE U.S.A. Copyright © 2017 ICC. ALL RIGHTS RESERVED. Accessed by JUAN RUGERO ([email protected]), (-) Order Number #100635307 on Mar 28, 2019 07:24 AM (PDT) pursuant to License Agreement with ICC. No further reproduction or distribution authorized. Single user only, copying and networking prohibited. ANY UNAUTHORIZED REPRODUCTION OR DISTRIBUTION IS A VIOLATION OF THE FEDERAL COPYRIGHT ACT AND THE LICENSE AGREEMENT, AND SUBJECT TO CIVIL AND CRIMINAL PENALTIES THEREUNDER. 100635307 FLORIDA BUILDING CODE — BUILDING, 6th EDITION (2017) iii PREFACE History The State of Florida first mandated statewide building codes during the 1970s at the beginning of the modern construction boom. The first law required all municipalities and counties to adopt and enforce one of the four state-recognized model codes known as the “state minimum building codes.” During the early 1990s a series of natural disasters, together with the increasing complexity of building construction regulation in vastly changed markets, led to a comprehensive review of the state building code system. The study revealed that building code adoption and enforcement was inco.

100635307FLORIDABUILDINGCODE Sixth Edition(2017).docx

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1003 Violence Against Women Volume 12 Number 11 November 2006 1003-1018 © 2006 Sage Publications 10.1177/1077801206293328 http://vaw.sagepub.com hosted at http://online.sagepub.com Conflict and Control Gender Symmetry and Asymmetry in Domestic Violence Michael P. Johnson The Pennsylvania State University, University Park Four types of individual partner violence are identified based on the dyadic control context of the violence. In intimate terrorism, the individual is violent and controlling, the partner is not. In violent resistance, the individual is violent but not controlling; the partner is the violent and controlling one. In situational couple violence, although the individual is violent, neither the individual nor the partner is violent and controlling. In mutual violent control, the individual and the partner are violent and controlling. Evidence is presented that situational couple violence dominates in general surveys, intimate terrorism and violent resistance dominate in agency samples, and this is the source of differences across studies with respect to the gender symmetry of partner violence. An argument is made that if we want to understand partner violence, intervene effectively in individual cases, or make useful policy recommendations, we must make these distinctions in our research. Keywords: gender symmetry; intimate terrorism; mutual violent control; situational couple violence; violent resistance The central argument of this article is that there are four major types of intimatepartner violence and that the failure to distinguish among them has left us with a domestic violence literature that, to a large extent, may be uninterpretable. The types of domestic violence (situational couple violence, intimate terrorism, violent resistance, and mutual violent control) are defined conceptually in terms of the control motives of the violent member(s) of the couple, motives that are identified oper- ationally by patterns of controlling behavior that indicate an attempt to exercise general control over one’s partner. With respect to implications for the question of gender symmetry, these types of domestic violence differ dramatically. In heterosexual relationships, intimate terrorism is perpetrated almost exclusively by men, whereas violent resistance is found almost exclusively among women. The other two types are gender symmetric. With respect to the general importance of distinguish- ing among types of violence, I believe that they have different causes, different patterns of development, different consequences, and that they require different forms of intervention. 1004 Violence Against Women Resolving the Gender Symmetry Debate The long-standing argument in the family literature regarding the gender symmetry of intimate partner violence takes the form of a disagreement about the nature of heterosexual intimate partner violence, as if heterosexual partner violence were a single phenomenon. One side of t.

1003Violence Against WomenVolume 12 Number 11Novembe.docx

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10/21/2015 1 De-Myth-tifying Grading in Special Education 1980 2015 10/21/2015 2 Primary Purpose • “the primary purpose of…grades… (is) to communicate student achievement to students, parents, school administrators, post-secondary institutions and employers.” and • To provide teachers with information for instructional planning. Taken from “Reporting Achievement at the Secondary School Level: What and How?”, in Communicating Student Learning: ASCD Yearbook 1996, p. 120. What makes grading so hard? • Teacher preparation programs seldom include course work or even discussions of recommended practices for grading students in general, much less for students who may be struggling learners. As a result, teachers at all grade levels grapple with issues of fairness in grading. • Despite the magnitude of this problem, few recommendations for grading struggling learners can be found in the research literature or in education policy. • Urban Grading Legends 10/21/2015 3 Urban Legends: Bigfoot/Sasquatch Urban Legends • I can’t fail a special education student. • I give all my Life Skills students an 85. • The report card grade does not really mean anything. 10/21/2015 4 Urban Legends • The grade on the report card can’t be less than the IEP mastery level (default 70%) • I teach a lot in my classroom, but I can only grade the things that are on the IEP. • I don’t do the grades for my special education students in my classroom, the special education teacher does that for me. What’s the problem?? • Some students are not getting REAL grades. • Multiple court cases regarding failing students who are not receiving appropriate specially designed instruction or students only get “A’s” and it doesn’t truly reflect how he/she really performs in relation to the curriculum 10/21/2015 5 What does the law really say? • Neither the Individuals with Disabilities Education Act (IDEA) nor any other federal education laws contain requirements for grading. Therefore, each state has discretion on the issue. • The TEC is the set of state laws our state legislators have passed that relate to education. ARD committees do not have the authority to override state laws. The Texas Administrative Code (TAC) is the set of rules that the State Legislature has authorized Texas Education Agency (TEA) or the State Board to write. ARD committees must also follow these rules. • The state statutes apply to all public school students in Texas regardless of special education eligibility. Local Grading Policies TEC §28.0216 (1) “must require a classroom teacher to assign a grade that reflects the students’ relative mastery of an assignment; [and] (2) may not require a classroom teacher to assign a minimum grade for an assignment without regard to the student’s quality of work.” (3) may allow a student a reasonable opportunity to make up or redo a class .

102120151De-Myth-tifying Grading in Sp.docx

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100.0 %Criteria 30.0 %Flowchart Content The flowchart skillfully depicts the two possible discipline paths following the manifestation determination. In addition, there are two comprehensively aligned IEP goals for each determination. 40.0 %Legal Issues Analysis A compelling analysis is included regarding any legal issues raised by the change in Carrie's transportation, proficiently incorporating relevant statutes, regulations, and case decisions. 5.0 %Research Research strongly supports the information presented. Sources are timely, distinctive and clearly address all of the criteria stated in the assignment. 5.0 %Rationale Organization The content is well organized and logical. There is a sequential progression of ideas related to each other. The content is presented as a cohesive unit and the audience is provided with a clear sense of the main idea. 5.0 %Overall Flowchart Presentation The work is well presented. The overall appearance is neat and professional. Work would be highly desirable for public dissemination. 10.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. 5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error. 100 %Total Weightage .

100.0 Criteria30.0 Flowchart ContentThe flowchart skillful.docx

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100 words agree or disagree to eac questions Q 1. As her defense attorney, I will argue that the officer did not only not read Sally's Miranda rights; he also did not respect her right to consul. After Sally made her allegedly verbal utterance, the Officer should have known to read Sally her rights. I will bring up that during New Jersey v. James P. Kucinski, Oct 26, 2016, the defendant was arrested for the bludgeoning death of his brother. The defendant was taken to police headquarters for questioning after the defendant was advised of his Miranda rights; he requested an attorney. The law enforcement officers terminated the interrogation, spoked with their supervisor, and approximately eight minutes later, the officers returned into the room and advised the defendant that he was being charged with murder. The scare tactic worked, and the defendant asked to speak with the officers. The defendant reluctantly answered a series of questions. Before trial, the defendant moved for suppression motion because the officers did not honor his request for counsel. The court denied the motion, during further questioning the defendant claimed to have acted in self-defense, the defense counsel moved for a mistrial. The trial court denied the motion for mistrial but instructed the jury that the defendant's right to remain silent should be limited to assessing his credibility. The defendant was charged with first-degree murder and third-degree possession of a weapon for unlawful purposes The Appellate Division reversed the defendant's conviction and motion for a new trial due to the prosecutor's question doing cross-examination was improper. The panel concluded that the defendant invoked his right to remain silent by telling law enforcement officers that he did not want to talk or answer questions. The Appellate Division found that the trial court instructions to the jury were flaws, and the supreme court agreed and affirmed. The officers should have stopped all questioning and contacted the defendant's attorney. New Jersey v. Kucinski (2017). https://law.justia.com/cases/new-jersey/supreme-court/2017/a-58-15.html Q 2. My last name begins with a K. so I am answering in the role of prosecutor. Sally was originally pulled over because she had shown probable cause of drunk driving. Upon her traffic stop, Sally was then searched after being arrested and the handgun and drugs were found on her body. The police asked about the two items but did not “interrogate” her. Sally voluntarily answered the arresting officers’ questions and in doing so piled new charges onto her initial arrest charge. I believe that the judge will deny the request to suppress the admission of Sally’s statements. Sally does have rights under the Fifth Amendment, but her statements to the police officers were not coerced out of her. The Cornell Law School website states that the Fifth Amendment, under the self-incrimination clause, if an individual makes a spo.

100 words agree or disagree to eac questions Q 1.As her .docx

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10/11/18, 4(36 PMCollection – MSA 603 Strategic Planning for the Admin ... Page 1 of 1https://blackboard.cmich.edu/webapps/discussionboard/do/message?ac…_146240_1&nav=discussion_board_entry&isSearch=N&requestType=print Collection Users can Collect posts into a printable, sortable format. Collections are a good way to organize posts for quick reading. A Collection must be created to tag posts. More Help Thread: dis 4 Post: dis 4 Author: Posted Date: October 9, 2018 8:50 PM Status: Published Overall Rating: Tags: None (Post is Read) Brian Mcleod I would say that for them to move the work and still be ethical defensible are work conditions, respect for labor laws of the parent company, and job opportunities for the long-term employees. To expand on this would be the work conditions. The conditions that the workers have to work under should be the same conditions that workers in the US have to work under. This involves safety and environmental protection for the workers. Labor laws of the host country and “most” of the internally recognized laws must be observed. Overtime and child labor are a couple of items. The long-term employees should be given the opportunity to move to another US based plant if possible or to the new country. Sometimes because of the state of the industry companies do have to make these decisions or face possible bankruptcy. This alternative may not be the perfect solution but better than bankrupting a company that still has operation in the US. ← OK � https://blackboard.cmich.edu/webapps/discussionboard/do/message?action=collectPrint&conf_id=_248584_1&forum_id=_382697_1&course_id=_146240_1&nav=discussion_board_entry&isSearch=N&requestType=print# javascript:self.close() 10/11/18, 4(38 PMCollection – MSA 603 Strategic Planning for the Admin ... Page 1 of 1https://blackboard.cmich.edu/webapps/discussionboard/do/message?ac…_146240_1&nav=discussion_board_entry&isSearch=N&requestType=print Collection Users can Collect posts into a printable, sortable format. Collections are a good way to organize posts for quick reading. A Collection must be created to tag posts. More Help Thread: DB4 Post: DB4 Author: Posted Date: October 10, 2018 8:51 PM Status: Published Overall Rating: Tags: None (Post is Read) Christina Lacroix It is ethically defensible to outsource production when the outcome of not outsourcing would negatively impact stakeholders. Organizations define their most important stakeholders, often the shareholders, as they invested capital. While some risk is assumed by shareholders as a fiduciary managers have an obligation to the shareholders to protect their interest when possible. A company risks shareholder investment (access to capital) and jeopardizes all other stakeholders such as employees, suppliers, and creditors. An organization cannot risk itself and the other stakeholders depending upon in order to save employees. The organization should do its due diligence in securing its outso.

101118, 4(36 PMCollection – MSA 603 Strategic Planning for t.docx

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100 words per question, no references needed or quotations. Only a general idea or opinion. A. · Compare and contrast two works from the Italian Baroque period with two works from the Renaissance. Be sure to note the appearance in the works of the defining characteristics from each period. · Discuss why artistic expression shifted from the restrained stoicism of the Renaissance to that of the heightened emotion in the religious and other works of the Baroque. B. From video Goya - The Third of May - If you cannot see this video, click here - https://youtu.be/e7piV4ocukg Respond in writing to the following questions after reading Chapter 12, watching the video, and exploring the sites above. 1. Heroism, nationalism, and passion are themes associated with Romanticism. Which three landmarks of the nineteenth century are most representative of these themes? You can discuss art, philosophy, or literature. 2. Compare Neoclassicism and Romanticism as styles and sensibilities. What do their differences reflect about patronage, popular taste, and historical change? Provide specific examples from the chapters. C. 1. From the arts of West Africa, what are some characteristics of African cultural heritage? 2. How did their religious beliefs influence their art and music. D. Watch video below Manet - Déjeuner sur l’herbe - If you cannot see this video, click https://youtu.be/3xBGF8H3bQ4 1. Viewers of Manet’s Déjeuner sur l’herbe initially responded to its public display by attacking the canvas with their umbrellas. Why? 2. What kind of art has evoked a comparable response in our own time? Do some research online. Find a recent work of art that caused controversy. Summarize the reasons for the controversy and your reaction to it. Try not post the same article as someone else. (This board is not POST FIRST, so you will be able to see what others have posted right away.) If you can, attach a picture of the image you are describing to your posting. E. Watch the video below. If you cannot see the video, click here: https://youtu.be/XyLNPumMMTs George Braque, Violin and Pitcher, (1909) • Pablo Picasso, Guernica, (1937) • Marcel Duchamp, Nude Descending a Staircase, (1912) Respond in writing to the following question after reading Chapter 14 in your text, watching the video above, viewing the Web Assignments, and the sites above. 1. Describe how they three have departed from styles such as symbolism and impressionism of the late nineteenth century. F. Take some time to reflect on all we have covered in this course. Then, respond in writing to the following question. 1. After your experience in this course, describe why you feel the humanities are important. .

100 words per question, no references needed or quotations. Only a g.docx

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100A 2 2 4 4 5 1A 1034 5 1B 1000 10 1C 1100 1 1D 1123 20 1E 1210 5 20 10 10 7 1A 2180 20 1B 1283 20 1C 3629 5 1D 3649 3 1E 4051 15 1F 4211 1 1G 5318 5 100B 1 2 4 1 3 1A 2180 10 1B 1283 10 1C 3629 5 100C 2 0 0 0 3 1A 6774 5 1B 6869 5 1C 6879 2 0 0 0 4 1A 6774 2 1B 6869 5 1C 6879 1 1D 7555 10 100D 1 10 5 3 3 1A 2180 5 1B 3649 2 1C 4211 3 Self-care and Residency Reflection Paper Scoring Rubric - Content 80 Points Points Earned Additional Comments: All key elements of the assignment are covered in a substantive way. Write a 700- to 1,050-word paper to reflect on your residency experience and outline your plan for self-care. Please use the self-care and residency reflection paper template posted in Student Materials for this assignment. Consider the following questions when writing your reflection: a) What have you learned about yourself during residency? b) What have you learned about yourself as a counselor-in-training during residency? c) What are aspects of residency that you enjoyed? Why did you enjoy these aspects? d) What aspects of residency did you not enjoy? Why did you not enjoy these aspects? e) What is counselor self-care? Why is it important? Include two separate in-text and end of work references. f) What strategies for maintaining self-care did you try throughout this program? How can you implement these strategies? g) How will you know when you are experiencing burnout? What can you do to prevent this? The content is comprehensive, accurate, and /or persuasive. The paper links theory to relevant examples of current experience and industry practice and uses the vocabulary of the theory correctly. This refers to the use of literary references. Generally you will need one separate literary reference for each main point (objective) of your paper. Major points are stated clearly and are supported by specific details, examples, or analysis. Organization / Development 35 Points Points Earned Additional Comments: The paper has a structure that is clear, logical, and easy to follow. The paper develops a central theme or idea, directed toward the appropriate audience. The introduction provides sufficient background on the topic and previews major points. The conclusion is logical, flows from the body of the paper, and reviews the major points. Transitions between sentences/ paragraphs/sections aid in maintaining the flow of thought. The tone is appropriate to the content and assignment. Mechanics 35 Points Points Earned Additional Comments: The paper, including the title page, reference page, tables, and appendices follow APA guidelines for format. Citations of original works within the body of the paper follow APA guidelines. The paper is laid out with effective use of headings, font styles, and white space. Rules of grammar, usage, and punctuation are followed. Sentences are complete, clear, concise, and varied. Spelling is correct. .

100A 22 4 451A 1034 51B 1000 101C 1100 11D 112.docx

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10/12/2018 Week 5 Required Reading and Supplementary Materials - MGMT 670 9042 Strategic Management Capstone (2188) https://learn.umuc.edu/d2l/le/content/333174/viewContent/13406413/View /2 Required Readings: From the UMUC library: (Note: You must search for these articles in the UMUC library. In the case of video links in the UMUC library, exact directions are given on how to find the video.) Porter's Five-Forces model. (2009). In Encyclopedia of management (6th Ed., pp. 714-717). From Other websites: Evaluating the industry. (2012). In Mastering strategic management. Washington, DC: Saylor Academy. Retrieved from https://saylordotorg.github.io/text_mastering-strategic-management/s07-03-evaluating-the-industry.html The impact of external and internal factors on strategy. (2016, 31 May). In Boundless Management. Retrieved from https://courses.lumenlearning.com/boundless-management/chapter/strategic-management/ Mapping strategic groups. (2012). In Mastering strategic management. Washington, DC: Saylor Academy. Retrieved from https://saylordotorg.github.io/text_mastering-strategic-management/s07-04-mapping-strategic-groups.html The PESTEL and SCP frameworks. (2016, 26 May). In Boundless management. Retrieved from https://courses.lumenlearning.com/boundless-management/chapter/external-inputs-to-strategy/ The relationship between an organization and its environment. (2012). In Mastering strategic management. Washington, DC: Saylor Academy. Retrieved from https://saylordotorg.github.io/text_mastering-strategic-management/s07-01-the-relationship-between-an- or.html Strategic group mapping. (2010, October 5). MBA lectures. Retrieved from http://mba-lectures.com/management/strategic- management/1000/strategic-group-mapping.html Supplementary Materials: From the UMUC library: (Note: You must search for these articles in the UMUC library. In the case of video links in the UMUC library, exact directions are given on how to find the video.) Anand, B. N. (2006). Crafting business strategy and environmental scanning [Video]. Harvard Business School Faculty Seminar Series. Follow these steps to find this video: Go to http://sites.umuc.edu/library/index.cfm Type in the entire name of the article: "Crafting business strategy and environmental scanning," into the search box and click on "search." Click on "multimedia" in the upper left hand corner of the webpage (under "Ask a Librarian.) Type in the entire name of the article: "Crafting business strategy and environmental scanning," in the box at the top of the page to the left of the word, "Search." Make sure only "Business Videos" and "Find all my search term" are the only boxes that are checked. Uncheck both "Image Collection" and "Apply equivalent subjects" Click on "Search" at the bottom right hand corner of the webpage. It is a small word in a box. The next page shows the article. Click on the article. Dahab, S. (2008). Five forces. In S. R. Clegg & J. R. Bailey (Eds.), International en.

10122018Week 5 Required Reading and Supplementary Materials - .docx

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10/14/16 5:26 PMAfter September 11: Our State of Exception by Mark Danner | The New York Review of Books Page 1 of 11http://www.nybooks.com/articles/2011/10/13/after-september-11-our-state-exception/?printpage=true After September 11: Our State of Exception Mark Danner OCTOBER 13, 2011 ISSUE We are in a fight for our principles, and our first responsibility is to live by them. —George W. Bush, September 20, 2001 1. We are living in the State of Exception. We don’t know when it will end, as we don’t know when the War on Terror will end. But we all know when it began. We can no longer quite “remember” that moment, for the images have long since been refitted into a present-day fable of innocence and apocalypse: the perfect blue of that late summer sky stained by acrid black smoke. The jetliner appearing, tilting, then disappearing into the skin of the second tower, to emerge on the other side as a great eruption of red and yellow flame. The showers of debris, the falling bodies, and then that great blossoming flower of white dust, roiling and churning upward, enveloping and consuming the mighty skyscraper as it collapses into the whirlwind. To Americans, those terrible moments stand as a brightly lit portal through which we were all compelled to step, together, into a different world. Since that day ten years ago we have lived in a subtly different country, and though we have grown accustomed to these changes and think little of them now, certain words still appear often enough in the news— Guantánamo, indefinite detention, torture—to remind us that ours remains a strange America. The contours of this strangeness are not unknown in our history—the country has lived through broadly similar periods, at least half a dozen or so, depending on how you count; but we have no proper name for them. State of siege? Martial law? State of emergency? None of these expressions, familiar as they may be to other peoples, falls naturally from American lips. What are we to call this subtly altered America? Clinton Rossiter, the great American scholar of “crisis government,” writing in the shadow of World War II, called such times “constitutional dictatorship.” Others, more recently, have spoken of a “9/11 Constitution” or an “Emergency Constitution.” Vivid terms all; and yet perhaps too narrowly drawn, placing as they do the definitional weight entirely on law when this state of ours seems to have as much, or more, to do with politics —with how we live now and who we are as a polity. This is in part why I prefer “the state of exception,” an umbrella term that gathers beneath it those emergency categories while emphasizing that this state has as its defining characteristic that it transcends the borders of the strictly legal—that it occupies, in the words of the philosopher Giorgio Agamben, “a position at the limit between politics and law…an ambiguous, uncertain, borderline fringe, at the intersection of the legal and the political.” Call it, then, the s.

101416 526 PMAfter September 11 Our State of Exception by .docx

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4 America on the World Stage SuperStock/Everett Collection This illustration from 1900 shows Uncle Sam standing between departing American soldiers and American missionaries who are arriving to Westernize the Filipino people. The United States annexed the Philippines as part of the treaty ending the Spanish–American War. bar82063_04_c04_101-130.indd 101 12/15/14 8:45 AM American Lives: Liliuokalani Pre-Test 1. U.S. imperialism resulted in the annexation or control of Puerto Rico, Hawaii, and the Philippines. T/F 2. Though Secretary of State John Hay called the Spanish–American War a “splendid little war” in which the United States won, it resulted in no significant land gains for the nation. T/F 3. The main commodity traded between the United States and Cuba was cotton. T/F 4. The American Anti-Imperialist League managed to prevent the United States from annexing territory after the Spanish–American War. T/F 5. William Randolph Hearst and Joseph Pulitzer provoked American support for intervention in Cuba with the publication of sensational newspaper articles about atrocities in Cuba. T/F Answers can be found at the end of the chapter. Learning Objectives By the end of this chapter, you should be able to: • Define imperialism and explain its significance in the late 19th century. • Discuss how issues of race influenced how some Americans and Europeans perceived imperialism. • Understand how the Monroe Doctrine shaped U.S. foreign policy. • Explore the different ways the United States practiced imperialism. • Consider the ways that new technology and means of communication influenced U.S. imperialism. • Explore how American interactions on the world stage changed or developed once the nation possessed an “empire.” American Lives: Queen Liliuokalani European explorers had visited Hawaii on numerous occasions during the age of exploration, discovering a lush paradise and a native population of Polynesian descent. British adventurer James Cook dubbed the island chain the Sandwich Islands after his sponsor, the Earl of Sand- wich, and published multiple accounts of his visits in 1778 and 1779. Early in the 19th century, American missionaries arrived. They established schools and, working among the local inhabit- ants, brought Western culture and customs to the nation located about 2,000 miles southwest of the U.S. mainland. In many ways American cultural imperialism, the policy of extending power and influence, touched Hawaii long before the age of expansion in the late 19th century. Americans also held dominant economic and political interests in the islands that evolved into almost total control by 1890. Starting in the 1840s some saw Hawaii as a natural Pacific outpost for America, and in 1842 President John Tyler declared that the United States would protect its independence against foreign threats. Significant production of cane sugar made the islands an important trading partner. By 18 ...

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4 realism.pptx Relative vs Absolute Gains U.S. Growth Chinese Growth #1 5% 10% #2 3% 5% 1 Realism Zero-Sum Game Economics → Military Military → Economics System protection, neocolonialism State level – Rational, unitary, self-interested Competition GDP over individuals Redistribution of wealth (among states) over creation IOs and Hegemon Outcome/arena for power relationships State not weakening 2 List/Hamilton Not against Trade, per se List was against agricultural protection Free Trade is beneficial if one has economic supremacy Corn Laws to make U.S. an agricultural component of Britain Historically U.S. was protectionist Goal of Hegemon Coercive Hegemon Interested in Relative Gains National Interest more important than public good How will China react to U.S. hegemony? 3 Is the US in decline? Rise of BRICs = Relative Decline LDC mercantilist policies Government involvement Collective Action (e.g. G-77) Alter System – New International Economic Order Developmental State State interaction in the market to promote development Globalization/liberalism are not beyond control of the state 4 2 post-wwii systems.pptx Post-WWII U.S. and Briton devise system at Bretton Woods Keynes and White—Lessons Learned: Governmental role necessary Moderation of Cycles Regulation State-Centric Relatively egalitarian Fear of Communism Economic problems = Political Problems 1 Embedded Liberalism Embed the Market back into Society State Intervention Focus on Unemployment and Poverty Regulation, not Laissez-Faire Relatively Demand Driven Free Trade and the Market Moderated Capitalism State-Based Trade, little Internationalization of Production Reduced Finance 2 Bretton Woods '45-'71 Fixed Exchange rate U.S. Fixed to Gold Europe Fixed to Dollar Negotiated Exchange Rates Strong Stability Done by Central Banks; Requires: Dollars Marshall Plan Capital Controls 3 IMF International Monetary Fund Financial and Monetary Originally designed to facilitate Bretton Woods System (Fixing/Pegging to Dollar) Supply of Dollars Today: Maintain Exchange Rate Avoid Financial Crises Washington Consensus* Headed By European 4 World Bank International Bank for Reconstruction and Development Provide Loans to Rebuild Europe Provide Loans to LDCs Washington Consensus Headed by an American 5 GATT 1947 General Agreement on Tariffs and Trade Failed attempt at International Trade Organization Temporary agreements on Trade No enforceable body State-Centric Trade Focus on reducing Tariffs U.S. Reluctantly allowed Sterling Area 23 States attended (159 Today) 6 Problems in the Golden Age (~'70s) Relative Decline of US Growth of German and Japanese Competition Eurodollar Market Decolonization NIEs (Newly Industrialized Economies) Group of 77 Stagflation Stagnation and Inflation Failure of keynesi ...

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4 Culture Creating Conditions for Success AN OPENING STORY Iri our first year of implementation of data-driven instruction, we knew that one teacher in particular was going to be very resistant. As one of the most veteran teachers on the staff and well respected by her peers, she also wielded great influence on others. Although we had invited her to join a leadership team to launch the initiative, she was still unprepared for the poor results her students received on their first interim assessment. As we followed the protocols established in Chapter Two and Chapter Three, her students' performance notably improved, but she remained very unhappy and completely unconvinced that data-driven practices had anything to do with these improvements.· She regularly sent us signals of her displeasure with this initiative and felt it was stifling her teaching. At the end of the year, students gained thirty points in proficiency from the previous year's cohort, despite the fact that this cohort had been even lower skilled when they started the year! Despite all the signs of her accomplishments, the teacher was still un:willing to acknowledge any impact of data-driven practices and continued to advocate for removing these systems. Two years later, however, we had a faculty meeting and were discussing whether we should shorten our analysis protocol and action plan to make it easier for teachers to complete. In the middle of the meeting, this same teacher raised her hand and said, "This is a critical reason why o}r students learn so effectively; we shouldn't shorten it at all." . It took two full years' for the teacher to buy in to data-driven instruction, but in the meantime, her students still made dramatic gains in achievement. When implemented well, data-driven instruction drives achievement from the beginning-a critical factor that distinguishes it from many other initiatives that require teacher buy-in before they have any chance of success. DEVELOPING CULTURE If you feed "culture of high expectations" to an Internet search engine, you will find hundreds of articles devoted to the topic. More concretely, .studies of high achieving schools often talk about the influence of "culture" or "shared vision" in their success.1 The question to ask, however, is not whether high-achieving schools h~ve a strong culture of high expectations-they universally do-but what were the drivers that created such a culture in each school? In traveling around the country, I have yet to meet any teachers or school leaders who did .not believe they had high expectations for student learning. The difference, then, is not in what is said but what is practiced. How can a school demystify the process of improving expectations and. operationalize it with concrete actions that have proven to yield results? Just as standards are meaningless until you define how to assess them, working to build a data-driven ...

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4 Let (Xn)n≥1 a sample of size n by the normal density N(µ; σ2) with µ e σ2 not known, and let Xn the sample mean and S2nthe sample variance (correct). 4.1 To write the confidence interval of level 100γ% (γ(1/2;1)for the mean,found with the technique of pivotal quantity. 4.2 Considering the previous result, indicate the value L for witch the probability of the event |Xn − µ| ≤ L is equal to γ, i.e. indicate L such that: P [|Xn − µ| ≤ L] = γ. ( pag. 2 ) 6.1 Considering Fn be its cumulative function and Φ the cumulative function of N(0; 1). To say why, according to the Berry-Esseen theorem, is verified the expression (1) With C a suitable constant ( P ractice ) 1. An airline covers a certain distance using 330 seats aircraft. The experience has shown that, despite have been sold all the tickets for each flight, 8% of people are not present at departure. With the scope to reduce the number of unoccupied seats, the company sells 363 tickets for each flight, thus exceeding by 10% the number of seats available. 1.1 What’s the probability that are present on departure all 363 buyers? 1.2 What is the probability that a plane take off with 5 or more seats empty? 1.3 What’s the minimum number of tickets to sell,for each fly,for reduce this probability under the 2.5%?I.e. If Yis the number of buyers that are present on departure to find the minimum nsuch that P(Y≤325)<0.025. 1.4 For this n number of tickets sold,calculate the probability of leaving to the ground a few buyer present in the airport. 2. In the warehouse of a company the number of incoming vehicles for loading goods within one hour are counted with a random variable of PoissonMPois(λM ) of parameter λM =30.7 . 2.1 To choose between the graphs of the picture, indicating the selection with a cross under the letter, the one that corresponds to the probability law of M. . ( A ) ( B ) ( C ) 2.2 As a consequence of the previous answer to say what’s in your opinion, the most probable number of vehicles that arrive to the warehouse within an hour (that is, the mode of M). 2.3 And within 10 hours? Let now Q the random continue variable that weighs the goods loaded on each truck arrived. It seems reasonable to assume that the Q is a normal N (μ, σ2) and measured in kilograms. To estimate μ and σ2, suggested a sample(Q1,..., Qn) of size n by Q, are used respectively the estimator sample meanand the estimator sample variance 2.4 Using these estimators to say what’s the pivotal quantity to use to write the interval of confidence bilateral of level γ for µ. To indicate also the distribution of pivotal quantity. 2.5 What’s the random estimation error S committed by estimating µ with the interval of confidence of the previous point? We suppose that the company has the need to estimate μ according to this standard: Probability[estimation error≤1kg]=0.9. (2) In order to find an estim ...

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4 Activity-Based Costing and Just-In-Time Costing houdre/iStock/Thinkstock Learning Objectives After studying Chapter 4, you will be able to: • Explain the interrelationships among cost drivers, activities, and products in an activity-based cost system, and describe the system’s key components and cost flows. • Distinguish between the two stages of cost allocation in an activity-based cost system, and apply activity- based costing in a manufacturing setting. • Understand how activity-based costing is extended to nonmanufacturing settings. • Relate activity-based management to activity-based costing. • Describe the key elements of a just-in-time cost system. sch84920_04_c04_135-178.indd 135 8/1/17 1:46 PM © 2017 Bridgepoint Education, Inc. All rights reserved. Not for resale or redistribution. 136 Chapter Outline 4.1 Activity-Based Costing Issues Influencing Cost Management Systems Design Definition of Activity-Based Costing Flow of Costs Under Activity-Based Costing Influence of Production Complexity 4.2 A Comprehensive Activity-Based Costing Example Preliminary Stage Allocation Primary Stage Allocation Comparing ABC to Traditional Volume-Based Costing 4.3 ABC and Nonmanufacturing Activities 4.4 Activity-Based Management 4.5 JIT Costing sch84920_04_c04_135-178.indd 136 8/1/17 1:46 PM © 2017 Bridgepoint Education, Inc. All rights reserved. Not for resale or redistribution. 137 Testing . . . Testing Cortell Laboratories was formed in 1993 and began its operations in testing various electrical characteristics of integrated circuits sent to it by manufacturers on the west coast. Cortell focused on a strategy of providing quicker turnaround times than had been offered by manufacturers’ labs or other outside labs. The strategy was successful and was marketed well. Within 10 years, Cortell had annual revenues of over $30 million. Profit and cash flow, also highly positive, allowed Cortell to self-fund all expansion. In 2010, Cortell began offering tests for transformers. Within one year, transformer testing was so successful that the lab was now running on three full shifts. In the midst of all this success, Harriet Cortell, the company president, is now faced with a dilemma. The marketing manager, Kitty Cohen, has come to her and argued that testing transformers is much more profitable than testing integrated circuits, and therefore, the lab should concentrate more of its resources on marketing and performing transformer tests. To support her argument, Cohen compiled costs and profit margins for each testing service. These figures showed that transformer testing was over 40% more profitable than testing integrated circuits. Cortell looked at the overhead allocated to the two types of tests and could hardly believe that each test was assigned the same amount of overhead per test. She knew that testing transformers involved more job orders and required more setups than testing integrated circuits. “ ...

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4 Instructional Routines for Word Study and Fluency Throughout this book, we describe instructional strategies that help young readers develop fluency, learn words, and learn how to solve problems related to words. These are fine strategies. They work. But effective instruction is more than simply the sum of all these ideas; teachers must also consider how they fit together into a coherent and effective curriculum. In this chapter we offer some suggestions for planning a word‐learning, fluency‐building curriculum. Teaching styles, learning needs, and teachers’ and students’ preferences differ from classroom to classroom, even at the same grade level in the same school building. Because of these differences, teaching must involve planning curriculum. Nobody knows the situation and children’s learning needs better than the teacher who interacts daily with children. 4.1 Planning a Word‐Learning Curriculum The curriculum planning process begins with careful thought about broad aims for literacy learning. Teachers might consider such questions as: · What do I believe about literacy learning? · What do I believe about children as learners? · What is the role of the teacher? · What sort of physical and psychological environment best promotes learning? · How would I characterize an excellent learning activity? · What role should word learning play within an overall literacy program? Questions like these help teachers articulate their philosophies of teaching, learning, and literacy. We recommend making notes about beliefs because they are useful for guiding curriculum planning, selecting instructional activities, and evaluating the impact of programs on children as learners. Moreover, the beliefs can be used to double‐check existing programs—to see if children have sufficient opportunities to learn what’s important. The next stage in curriculum planning is to establish a few broad instructional goals. These goals, which reflect the teacher’s beliefs, articulate expectations for children in a particular grade. Goals provide the foundation for a reading program; they describe the general areas within which literacy instruction occurs. Here, for example, are Lyndell’s goals for his kindergarten students: · To develop interest in and appreciation for books and reading · To develop and extend understanding of stories and informative text · To learn concepts of print and gain an awareness of key features of books and printed language · To develop phonemic awareness In contrast, June’s goals for her second‐graders include: · To develop interest in and appreciation for books and reading · To develop and extend comprehension abilities with a variety of genres · To read fluently · To solve word‐related reading problems successfully Note that both sets of goals are comprehensive. Lyndell and June develop their entire reading programs based on these goals by ensuring that children have daily opportunities to develop proficiency in the targeted areas. Note, too, ...

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4) Mode of Entry for the Tobacco Industry in Turkey. Specific comp.docx

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4 Israel Becomes a People Exodus and Wilderness C H A P T E R 61 Timeline 1500 B.C.E. Beginning of the Late Bronze Age 1305 B.C.E. Beginning of the reign of Pharaoh Seti 1290 B.C.E. Beginning of the reign of Ramses II 1280 B.C.E. Possible date of the Exodus from Egypt 1250 B.C.E. Frequent guess for date of Israelite entrance into the Promised Land 1224 B.C.E. Mernerptah’s invasion of Palestine 1200 B.C.E. Beginning of the Iron Age Chapter Outline I. The Book of Israel’s Beginnings II. Moses: Birth and Wilderness Years III. Moses: The Struggle with the Pharaoh IV. The Exodus Event V. Sinai and the Giving of the Law VI. After Mount Sinai VII. Themes in the Pentateuch The Old Testament Story, Ninth Edition, by John Tullock and Mark McEntire. Published by Pearson Learning Solution s. Copyright © 2012 by Pearson Education, Inc. J O H N S O N , O L I V I A 9 1 1 0 62 Chapter 4 • Israel Becomes a People CHAPTER OVERVIEW This chapter covers a vast amount of biblical material: the books of Exodus, Leviticus, Numbers, and Deuteronomy. What holds all of this material together is the gigantic figure of Moses, who is born in Exodus 2 and dies in Deuteronomy 34. The first part of the book of Exodus will tell the story of the departure of the Israelites from Egypt. After this, the forging of the Israelites as a people appears in four movements that alternate in form and content. Exodus 14–18 will tell the initial story of the Israelites in the wilderness, leading up to their arrival at Mount Sinai. A large, diverse collection of legal material then fills the vast majority of Exodus 19 through Numbers 9 (including the entire book of Leviticus). A second collection of wilderness narratives is found in Numbers 10–36, with smaller pieces of legal material within it. Finally, most of the book of Deuteronomy contains legal material presented by Moses to the Israelites in Moab as they wait to enter the Promised Land. Thus, the whole story presents an alternating pattern: wilderness– law–wilderness–law. This pattern highlights the contrast between the threat of death and disorder and the promise of life and order contained in Mosaic law. The Literary Structure of Exodus The book of Exodus, because of its varied and composite nature, does not have an easily discernible overall design. Many attempts to determine a structure for the book of Exodus have focused upon place and movement. The book would then fall into sections such as 1:1–12:36 The Israelites in Egypt 12:37–18:27 The Israelites in the Wilderness 19:1–40:30 The Israelites at Sinai On the other hand, based upon literary form, Exodus falls roughly into two halves: the story of the departure from Egypt (1–18) and the reception of the law at Mount Sinai (19–40). The situation is more complex than either of these simple outlines, though. There is legal material in the first half of the book, and there is narrative material in the second half. The relationship between the book of ...

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3- You have been employed as a quality assurance manager for a sma.docx

1. 3- You have been employed as a quality assurance manager for a small metal fabrication firm (100 people). Your first assignment is to certify the supplies and schedule a visit to each. Mark a checklist with scoring criteria for your visit? ‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬ ‫ـــــــــــــــــــــــــــــــــــــــــــ‬ ‫ــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬ ‫ـــــــ‬ ‫ــــــــــــــــــــــــــــــ‬ ‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬ ‫ــــــــــــــــــ‬ ‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬ ‫ــــــــــــــــــــ‬ ‫ــــــــــــــــــــــــــــــــ‬

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