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· · Please view the following video: · http://www.youtube.com/watch?v=gVdu51OrfLk · · Discussion Questions: · Identify three EA pitfalls that were addressed in the video and how your memo to the CIO would ensure success. · · Notes: · Please briefly recap the success criteria from your memo to the CIO (the one you did for me last week ) so that the class would have a foundation of your viewpoints. · Be sure to address all follow-up questions which are used to enhance critical thinking skills and see how well the course objectives were understood. .

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· Unit: Interface-User Interaction · Assignment Objectives: Employ appropriate tools and methods for simple, functional, and effective interfaces. · Deliverable Length: Screenshot or functional application, and a Word document of 1-2 pages Building on your initial user interface (UI) design mock-up of the organization’s program UI, the interface now needs to present more information to the user. Complete the following for this assignment: · The interface should present information visually with icons or graphics and text regarding critical issues related to the system, such as the following: · New orders · Change in employee status · Updated pictures · New products or services offered · You must add at least 5 critical issue UI design items to your interface. Remember to ensure that these are easily understood by users. · Submit a screenshot in Word or another functional application. · Describe the items that you added to your interface design. Be specific with your descriptions, and identify the particular design features along with an explanation of why they are added in the way that they were. .

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· The Victims’ Rights Movement Write a 2 page paper. Address the following in your paper: · Explain how has the victims’ rights movement has affected the criminal justice system and the rights of offenders? Include a title page and 3-5 references. Only one reference may be from the internet (not Wikipedia). Paper 2 · Victim Selection Write a 2 page paper. Address the following in your paper: · Is the victim selection process different between team serial killers and those who work alone? · Discuss any differences and or similarities as it relates to motives, methods, and offender history. · Support your argument. Be sure to cite your resource(s), use APA style formatting. Include a title page and 3-5 references. Only one reference may be from the internet (not Wikipedia Paper 3 · Credit Card Crime In a two to three page paper, please discuss the following: Assume a person accidentally picks up a credit card that is not theirs and uses the card in several instances. Can the person be charged with multiple violations of a state statute that makes it a crime to "knowingly obtain, possess, use, or transfer a means of identification or financial information of another?" Why or why not? See State vs. Leyda, 138 P.3d 610 (Wash. 2006). Make sure you format your paper and cite all sources used in this paper appropriately according to APA style guidelines. .

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· Question 1 · · How does internal environmental analysis help health care organizations sustain competitive advantage? As a health care leader, what are some of the key aspects that you will assess in conducting your own internal environmental analysis?     Question 2 ·  How does the “value chain” relate to health care organizations? What is the role of the value chain in the strategic planning process?    Question 3 · How can the value chain be used to identify organizational strengths and weaknesses in health care organizations?    · Question 4 · Read the Perspective 4-3–LEAN Six Sigma on page 140 in your textbook   Discuss the Ottawa Ankle Rules as an example of Six Sigma utilization. How was Six Sigma beneficial in this case example? Think about your own health care organization or one which you hope to lead. How might Six Sigma be utilized in your own facility, as our colleagues in Ottawa did a few years ago?     ATT00001 ATT00002 ATT00003 ATT00004 ATT00005 Clarence_Eder_Biography_(Jan_2015) (1).pdf BIOGRAPHY: CLARENCE L. EDER (January 2015) Clarence Eder is a retired United States Air Force officer and is currently working as Principal Acquisition Associate and Senior Systems Engineer for Quantech Services, Inc. in El Segundo, California. He leads a team of systems engineers and acquisition professionals in the development of strategies and documents to start the new Air Force Weather Systems Follow-On (WSF) program. Clarence has over 18 years of acquisitions, engineering, and operational experience in space, intelligence, missile defense, and aircraft programs. Clarence was raised in Honolulu, Hawaii. He graduated with a Mechanical Engineering degree from the University of Hawaii and was commissioned into the Air Force in 1996. As a second lieutenant, he was assigned to Wright-Patterson Air Force Base in Dayton, Ohio. He worked to improve Air Force flying training systems, and then became a project manager to improve T-37 aircraft engines and A-10 aircraft engines. In 1999, he was assigned to Space and Missiles Systems Center in Los Angeles, California. He worked as an Acquisition Support manager to implement Department of Defense (DoD) processes and policies to major space programs. As a captain, he became a Mission Integration Manager for launch vehicles. He led teams to integrate Global Positioning System (GPS), weather, and intelligence satellites into the newly acquired $18.8B Air Force rockets. He also worked Ground systems integration issues. In 2003, he was assigned to the National Geospatial Intelligence Agency (NGA) in Reston, Virginia to be Chief of Tactical Imagery Dissemination. He led a team to develop, test, and deploy a $17M imagery system. He trained Navy Seals and Special Forces deployed worldwide to use the system. As a major, he became a Contacting Officer Technical Representative (COTR) for the $2B Geoscout program, NG.

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· Processed on 09-Dec-2014 9:01 PM CST · ID: 488406360 · Word Count: 1969 Similarity Index 47% Similarity by Source Internet Sources: 46% Publications: 2% Student Papers: N/A sources: 1 30% match (Internet from 27-Mar-2009) http://www.isaca.org/Content/ContentGroups/Journal1/20023/The_IS_Audit_Process.htm 2 13% match (Internet from 29-Mar-2011) http://www.scribd.com/doc/36655995/Chapter-1-the-Information-System-Audit-Process 3 2% match (publications) Athula Ginige. "Web site auditing", Proceedings of the 14th international conference on Software engineering and knowledge engineering - SEKE 02 SEKE 02, 2002 4 1% match (Internet from 26-Feb-2012) http://www.dc.fi.udc.es/~parapar/files/ai/The_IS_Audit_Process_isaca_sayana.pdf 5 1% match (Internet from 01-Apr-2009) http://www.idkk.gov.tr/web/guest/it_audit_manual_isaca paper text: Running head: AUDITING INFORMATION SYSTEMS PROCESS Auditing information systems process Student’s Name University Affiliation Auditing information systems 2process Information systems are the livelihood of any huge business. As in past years, computer systems do not simply record transactions of business, but essentially drive the main business procedures of the enterprise. In such a situation, superior management and business managers do have worries concerning information systems. Auditing is a methodical process by which a proficient, independent person impartially obtains and assesses evidence concerning assertions about a financial entity or occasion for the reason of outlining an outlook about and reporting on the extent to which the contention matches to an acknowledged set of standards. Auditing of information systems is the administration controls assessment inside the communications of Information Technology. The obtained proof valuation is used to decide if systems of information are defensive assets, maintenance reliability of data, and also if they are efficiently operating in order to attain organization’s goals or objectives (Hoelzer, 2009). Auditing of Information Systems has become an essential part of business organization in both large and small business environments. This paper examines the preliminary points for carrying out and Information system audit and some of the, techniques, tools, guidelines and standards that can be employed to build, manage, and examine the review function. The Certified Information Systems Auditor (CISA) qualifications is recognized worldwide as a standard of accomplishment for those who assess, monitor, control and audit the information technology of an organization and business systems. Information Systems experts with a concern in information systems security, control and audit. At least five years of specialized information systems security, auditing and control work practice is necessary for certification. An audit contract should be present to evidently state the responsibility of the management, 2objectives for, and designation of authority to Information .

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· Strengths Public Recognition of Organization Overall Positive Perception of Organization Established Integrity and Longevity of the Organizations Continued success in saving lives and always willing to lend a helping hand Weaknesses Lack of Congruency of public and internal views Commitment to service to the public overlooks the work environment of the employees that make these endeavors possible daily Opportunities Disaster relief is always a turning point for anyone’s perception of the organization especially when it hits close to home Threats Possibility of not being able to help someone due to lack in financial or physical resources Understanding that it’s impossible to please everyone, there could be some bad experiences that are communicated to many tarnishing the positive perception of the brand Strengths with Opportunities Increasing amount of volunteers and assistance of employees on a continual basis in order to secure definite support in the face of a disaster Weaknesses with Threats Increase and expand awareness of employees concerns through surveys and group discussions in order to increase the morale of the organization. Strengths with Threats With understanding the necessity of all aspects of the organization needing to be congruent, implementing and ensuring that public and employees all hold the same values to be true simultaneously through continued efforts of the organization increasing the involvement of the employees in minor decision making abilities in order to feel as if the organization is less of a dictatorship and slightly reflective of a democracy Weaknesses with Opportunities Increasing awareness of the severity of a need for this organization in the country due to the lack of ability by the country alone .

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· Part I: Key Case Summary This case discusses the Union Carbide gas leak that occurred in Bhopal, India in 1984. Over five thousand people were killed and hundreds of thousands were injured after water inadvertently mixed with methyl isocyanate (MIC) causing the release of a deadly gas. The plant in Bhopal was a pesticide production facility that served the increasing demand of India’s thriving farming industry. However, uncontrolled zoning allowed the plant to be built within close proximity to a densely populated region. While the plant was initially profitable, market changes negatively impacted revenue forcing budget cuts that led to the decay of maintenance and safety practices. There are several theories as to why the incident occurred such as a disgruntled employee’s maliciousness or an accidental contamination. Over several years, Union Carbide paid out hundreds of millions of dollars to the survivors and ultimately ceased to exist, while the community continues to struggle with the aftermath of the disaster. Main Critical Issues (the list): · India’s officials adopted careless zoning practices and allowed the construction of the plant near dense population. · The proper safety procedures were not followed and the equipment was not being properly utilized as designed. UCIL managers placed a higher weight on cost cutting than on safety, resulting in the reduction of maintenance and safety practices. · Union Carbide Corp. did not require frequent reporting from its subsidiary in India (UCIL), which allowed malpractices and unsafe systems in the Bhopal plant to go unnoticed. · Union Carbide Corporation and UCIL had an ethical obligation to warn the surrounding community of potential dangers of living close to the pesticide plant · If the case, the disgruntled employees action to sabotage the plant to take vengeance · Employees and supervisors in the Bhopal plant did not follow numerous policies and routines that could have prevented the tragedy (e.g. acting upon the alarming increase in the tank pressure, instead of postponing it to after the tea break). · The residents were not informed of what actions to take in the event of a toxic leak or accident. · The employees did not use the emergency buses to evacuate surrounding residents. · Part II: Key Stakeholders: The following are the stakeholders in the case: The Union Carbide’s Corporation Stockholders, The Bhopal’s population, The Indian Government, The Bombay Stock Exchange, The Union Carbide’s workers from de Indian subsidiary “UCIL”. The workers from Union Carbide headquarter in Connecticut, The Board of Directors of Union Carbide Headquarter, and The Board of Directors from Union Carbide’s Indian subsidiary. The American and Indian lawyers. UCIL’s Executives. Carbides’ Scientifics. Indian Scientists and engineers. Indian Court Systems. Insurance company. Indian Public. Corrupts Physicians. Corrupts Court Officials. Bhopal Congress. Chemical Industry. Dow Chemical. The Activis.

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· Perceptual process is a process through manager receive organize and interpret information. According to this case, after Andrea decided quit this job, Sam chose Grant for the manager position from three candidates, even he is not very suitable for this position, because Sam strongly believes the manager have to be a full time based on previous customer experience(He believed that you can’t be a part time manager and that his customers would think Vibe was not a serious company if he appointed a part time manager for marketing and public relations-Sam Nguyen) Moreover Sam thought Grant could Increase himself-awareness to achieve demonstrate good relationship with customer. · Job satisfaction is a collection of positive or negative felling that an individual holds toward their job. In this case, Andrea is a good example of having a negative felling of her job. ( Sam’s only criticism of her was that she seemed to live to work). Because Sam does not care about the employee satisfaction, Andrea can not get more spiritual benefit even get good salary. People may have different level of the job satisfaction. In this case, Andrea work long hours, she may feel very stressful, she is happy with cognitive job satisfaction, but not with the affective job satisfaction. LIBRARY USE lllillllllllllllll LA TROBE UNIVERSITY 3 2934 02374381 0 SEMESTER TWO EXAMINATION PERIOD 2010 student ID: Seat Number: Unit Code: LST2LBA Unit Name: Paper Name: Reading Time: Writing Time: Paper No: 1 Law of Business Association Final 30 minutes 3 hours No. of Pages (including cover sheet): 9 OFFICE USE ONLY (FACULTY/SCHOOL STAFF): CAMPUS AW BE BU MI SH Number 102 92 ALLOWABLE MATERIALS Description Open book, including electronic dictionary Students may make notes during reading time (not on script books or multiple choice answer sheets) INSTRUCTIONS TO CANDIDATES 1. This examination Is in three parts: i. Part A: This Is a set of 20 multiple choice questions, worth 1 mark each. You may tear off the answer sheet at the back of the examination paper. Write your student number on the answer sheet. Circle the appropriate letter for each question. li. Part B: This comprises three questions worth 10 marks each. Answer all questions. III. Part C: Answer ONE of the two questions In Part C. It Is worth 20 marks. 2. This examination is worth 70 marks, being 70% of the marks for the course. This paper MUST NOT BE REMOVED from the examination venue Part A This Part of the examination consists of twenty (20) multiple choice questions, each worth one (1) marlc. The suggested time for completion is fifty minutes; that is, two minutes and thirty seconds for each question. Be very careftal not to spend too much time on this section. Students should circle the most appropriate answer to each question in Part A on the Part A answer sheet provided at the end of this examination paper. Y o u may tear the answer shee.

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· Performance Critique Assignment · During the first month of class, you are required to attend a theatrical production and to respond to it in the form of a performance critique (due February 29). A performance critique is a short essay in which you describe and offer your perspective on the specific choices that were made in a production. For this particular assignment, you are asked to develop an argument about how the production choices reflected (or failed to clearly reflect) the play’s central message. · This piece of writing is uniquely tied to your own experience as a spectator in the theatre. Your critique should engage with the production as performance. This is different from doing a simple literary analysis of the main themes in the play. You should explore how these ideas are communicated through specific scenic choices – acting, directing, design, use of space, etc. – and make an argument about how these choices contributed to the production as a whole. Did they further the audience’s understanding of the message it was trying to convey? Did they make sense within the world they were trying to create? Was the text more alive because of them?   · · *If there is a director’s note in the program, this will be particularly useful in ascertaining what the director’s intentions were or why he/she chose to stage this play in particular.   · · A Performance Critique Looks Like: · · Format: 4 pages, 12-point font, double-spaced, 1” margins. Consulting other sources is not recommended (and you should definitely NOT consult other reviews of the performance), but if there is a secondary source that you feel provides important supporting information for your argument, you may use it if you include proper MLA citation.   · · Ticket: Staple your ticket stub to the back page of your paper.   · · Description: Give the audience a sense of the play. Include information about the name of the production, location, notable cast members, etc. Also include a very brief description of the main action, and/or the driving character relationships, and/or the genre (period piece, musical, etc.). When describing the action of the play, use the present tense.   · · Argument: You should move far beyond saying simply whether you liked or disliked the play. Be sure to develop a clear thesis about what you think the production company was attempting to accomplish and whether they were successful.  · · Specific Examples: Remember to provide specific examples to back up your argument. Your critique should help readers "visualize" the play. Provide relevant and evocative details. You will likely want to address several of the following elements: Acting (were the characters believable? Were they supposed to be?), Directing (Did there seem to be a unifying concept behind the production? How was that concept realized? Did the different elements of the production fit together?), Costume/Set/Lighting/Sound Design (H.

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· Please read the following article excerpt, and view the video clips below. Listen carefully in order to understand as much of the Spanish as you can, using the images and contextual clues to help you get a sense of the gist of the video content. · Next, write a 200-word response in English to the issues raised. Make sure to address the following questions: 1. What is syncretism and how does it differ from the concept of the melting pot? 2. How is Latin America’s (specifically Brazil and Cuba) experience with racial and cultural mixture different from that of the U.S.? 3. Can you give a couple of examples of syncretism in your own culture or in the U.S.? Article SYNCRETISM AND ITS SYNONYMS: REFLECTIONS ON CULTURAL MIXTURE by CHARLES STEWART (If you would like to read the article from which this excerpt was taken, you can find it in Doc Sharing.) The subject matter of anthropology has gradually changed over the last twenty years. Nowadays ethnographers rarely search for a stable or original form of cultures; they are usually more concerned with revealing how local communities respond to historical change and global influences. The burgeoning literature on transnational flows of ideas, global institutions, and cultural mixture reflects this shift of attention. This increased awareness of cultural penetration has, furthermore, been instrumental in the critique of earlier conceptions of “culture” that cast it as too stable: bounded, and homogeneous to be useful in a world characterized by migrations (voluntary or forced), cheap travel, international marketing, and telecommunications… In this body of literature the word syncretism has begun to reappear alongside such related concepts as hybridization and creolization as a means of portraying the dynamics of global social developments. My purpose in considering the history of syncretism up to the present is not to enforce a standard usage conformed to the domain of religion; nor is it my goal to promote syncretism to a position of primus inter pares in the company of all other terms for mixture. I see my approach instead as an attempt to illustrate historically that syncretism has an objectionable but nevertheless instructive past… Current Discussions of Mixture Cultures, if we still wish to retain this term (and I do), are porous; they are open to intermixture with other, different cultures and they are subject to historical change precisely on account of these influences. This has no doubt always been the case… Cultural borrowing and interpenetration are today seen as part of the very nature of cultures… To phrase it more accurately, syncretism describes the process by which cultures constitute themselves at any given point in time. Today's hybridization will simply give way to tomorrow's hybridization, the form of which will be dictated by historical-political events and contingencies… As [Edward] Said expresses it: all cultures are involved in one another, none is simple and pure, all.

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· Per the e-Activity, analyze one (1) of the core tenets established in the National Infrastructure Protection Plan. Take a position on how closely following this tenet could have resulted in better protection of critical infrastructure during Hurricane Katrina. Provide a rationale for your response. TENET #5. Collaborating To Manage Risk The national effort to strengthen critical infrastructure security and resilience depends on the ability of public and private sector critical infrastructure owners and operators to make risk-informed decisions on the most effective solutions available when allocating limited resources in both steady-state and crisis operations. Therefore, risk management is the cornerstone of the National Plan and is relevant at the national, regional, State, and local levels. National, regional, and local resilience depend upon creating and maintaining sustainable, trusted partnerships between the public and private sector. While individual entities are responsible for managing risk to their organization, partnerships improve understanding of threats, vulnerabilities, and consequences and how to manage them through the sharing of indicators and practices and the coordination of policies, response, and recovery activities. Critical infrastructure partners manage risks based on diverse commitments to community, focus on customer welfare, and corporate governance structures. Risk tolerances will vary from organization to organization, as well as sector to sector, depending on business plans, resources, operating structure, and regulatory environments. They also differ between the private sector and the government based on underlying constraints. Different entities are likely to have different priorities with respect to security investment as well as potentially differing judgments as to what the appropriate point of risk tolerance may be. Private sector organizations generally can increase investments to meet their risk tolerances and provide for their community of stakeholders, but investments in security and resilience have legitimate limits. The government must provide for national security and public safety and operates with a different set of limits in doing so. Finding the appropriate value proposition among the partners requires understanding these differing perspectives and how they may affect efforts to set joint priorities. Within these parameters, critical infrastructure security and resilience depend on applying risk management practices of both industry and government, coupled with available resources and incentives, to guide and sustain efforts. This section is organized based on the critical infrastructure risk management framework, introduced in the 2006 NIPP and updated in this National Plan. The updates help to clarify the components and streamline the steps of the framework, depicted in Figure 3 below. Specifically, the three elements of critical infrastructure (physical, cyber, and human) are explicitly i.

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· Sealed Bidding · FAR Part 14 · Competition in Contracting Act · Statutory - P.L. 98-369 · Preference for competition · Removed preference for formal advertising · Created: · Sealed bidding · Competitive Negotiation · Exceptions to Competition · One Responsible Source · Unusual and compelling urgency · Industrial Mobilization · International Agreement · Otherwise Authorized by Statute · National Security · Public Interest · Sealed Bidding · Must be used per CICA if: · Time permits · Award will be made on the basis of price and price related factors · It is not necessary to conduct discussions · There is a reasonable expectation of receiving more than one bid · Sealed Bidding · Very Formal · Closely Regulated · Award must be made to the lowest · Responsive · Responsible Bidder · Designed to give all interested bidders and equal opportunity · Solicitation · Use an Invitation for Bid (IFB) · Display of IFB in public place · Announcement in newspapers or trade journals · Publication in synopsis form in the Commerce Business Daily or electronically (fedbizopps.gov) · Mailing to the bidders list · Bidder’s Lists · Additions · Research, experience · Bidder may apply · Long Lists · Removal · Responsiveness · Refers to the bid · Determined at time of bid opening · Bid must meet the “material” terms of the IFB · price · quantity · quality · delivery · Responsiveness · Minor informalities · Bid Acceptance Period · Binding Legal Obligation · Firm Price · Completeness · Ambiguities · Responsibility · Subjective Contracting Officer decision · CO must make an affirmative finding of responsibility · Buy-ins · Special Requirements · Preaward Surveys · Bid Opening · Unopened, in a safe or locked box · IFB number written on the bid · Publicly opened · Precise Time · Late Bids · Telegraphic Bids & Mods · IFB Deficiencies · Defective IFB · Before bid opening · After bid opening · Mistakes in Bid · Apparent Clerical Errors · Preaward mistakes · Bid verification · Postaward mistakes · Award · Procedures · Acceptance period · Notification · Quantities · Rejection of all bids · Savings · Specifications · Others · Defense Contracting Environment · Elements of a Contract · Offer and acceptance · Terms and conditions · Consideration · Competent Parties · Lawful Purpose · Certainty of Terms · Form Required by Law · Rules · Legislative Branch · Makes the rules · Executive Branch · Enforces the rules · Judicial Branch · Interprets the rules · Rules · Laws · Regulations · Policies · Instructions · Un-written rules · Rules · Agents and Authority · An agent is the representative of another · Contracting Officer · Program Manager · Contracting Officer Representative · COTR · Actual Authority · Apparent Authority · Government as a Customer · Monopsony · Public Money · Cyclic Funding · Create Technology · Sovereignty · Personnel · No Profit Motive · Government as a Customer · Social Programs · Many Players · Short Term relationships · Audits · Defense Industry · Ol.

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· Section 1.1 Exercises (p. 54-56): · Problems: 9-25 odd, 35, 39-45 odd, 61, 71, 83 · Section 1.2 Exercises (p. 62-64): · Problems: 17, 19, 29-39 odd, 43-53 odd, 89, 91 · Section 1.3 Exercises (p. 73): · Problems: 31-53 odd Section 1.1 9. 11. 13. 15. 17. 19. 21. 23. 25. 35. 39. 41. 43. 45. 61. 71. 83. Section 1.2 17. 19. 29. 31. 33. 35. 37. 39. 43. 45. 47. 49. 51. 53. 89. 91. Section 1.3 31. 33. 35. 37. 39. 41. 43. 45. 47. 49. 51. 53. Reference Barnett, R. A., Ziegler, M. R., & Byleen, K. E. (2011). College Algebra (9th ed.). NY: McGraw-Hill Companies, Inc. .

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· Read the online lectures for Module 2 · From the textbook, International marketing, read: · History and geography: The foundations of culture · Cultural dynamics in assessing global markets · Culture, management style, and business systems · From the Internet, read: · CultureGrams Online http://www.culturegrams.com/ (for-fee databases) · 3: History and Geography: THE FOUNDATIONS OF CULTURE · CHAPTER OUTLINE · Global Perspective: Birth of a Nation—Panama in 67 Hours · Historical Perspective in Global Business · History and Contemporary Behavior · History Is Subjective · Manifest Destiny and the Monroe Doctrine · Geography and Global Markets · Climate and Topography · Geography, Nature, and Economic Growth · Social Responsibility and Environmental Management · Resources · Dynamics of Global Population Trends · Controlling Population Growth · Rural/Urban Migration · Population Decline and Aging · Worker Shortage and Immigration · World Trade Routes · Communication Links · CHAPTER LEARNING OBJECTIVES · What you should learn from Chapter 3: · •The importance of history and geography in understanding international markets · •The effects of history on a country’s culture · •How culture interprets events through its own eyes · •How the United States moved west, and how this move affected attitudes · •The effect of geographic diversity on economic profiles of a country · •Why marketers need to be responsive to the geography of a country · •The economic effects of controlling population growth versus aging population · •Communications are an integral part of international commerce · Global Perspective: BIRTH OF A NATION—PANAMA IN 67 HOURS · The Stage Is Set · · June 1902 · The United States offers to buy the Panama Canal Zone from Colombia for $10 million. · August 1903 · The Colombian Senate refuses the offer. Theodore Roosevelt, angered by the refusal, refers to the Colombian Senate as “those contemptible little creatures in Bogotá.” Roosevelt then agrees to a plot, led by secessionist Dr. Manuel Amador, to assist a group planning to secede from Colombia. · October 17 · Panamanian dissidents travel to Washington and agree to stage a U.S.-backed revolution. The revolution is set for November 3 at 6:00 p.m. · October 18 · A flag, constitution, and declaration of independence are created over the weekend. Panama’s first flag was designed and sewn by hand in Highland Falls, New York, using fabric bought at Macy’s. · Philippe Jean Bunau-Varilla, a French engineer associated with the bankrupt French—Panamanian canal construction company and not a permanent resident in Panama, is named Panama’s ambassador to the United States. · A Country Is Born · Tuesday, November 3 · Precisely at 6:00 p.m., the Colombian garrison is bribed to lay down their arms. The revolution begins, the U.S.S. Nashville steams into Colón harbor, and the junta proclaims Panama’s independence. · Friday, November 6 · By 1:00 p.m., the United States recognizes the s.

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· Review the case study titled “Terms of Endearment”, where teacher Virginia Lawson is confronted with issues of racially insensitive name-calling in her classroom and struggles with handling the situation appropriately. Write a five to seven (5-7) page paper in which you: 1. Take a position on whether or not Anthony’s explanation of why he was using the n-word made his actions less of a problem. Take a position on whether or not there are any circumstances in which it would be appropriate for someone to use the n-word or any variation of it in a classroom or school, and explain those circumstances. Provide a rationale for your position. 2. Suggest at least one (1) alternate way that Ms. Lawson might have decreased tension in the class following the incident instead of chastising Keisha and ordering her to sit down. Analyze how the way you suggested would have addressed Keisha’s comments, and the feelings underneath them, more effectively. 3. Examine at least one (1) other way that Ms. Lawson might have checked in with Reggie following the incident instead of calling attention to him in front of the whole class and causing him embarrassment. Analyze whether the way you chose would have more effectively allowed Reggie to express his true feelings. 4. Determine how you would handle the necessary task, after this incident, of addressing the use of the n-word with the class. Provide a list of steps that you would take, as well as a rationale for your response. 5. Use at least four (4) peer-reviewed academic resources in this assignment. Note: Wikipedia and many Websites do not qualify as academic resources. Peer-reviewed academic resources refer to articles and scholarly journals that are reviewed by a panel of experts or peers in the field. View this video for more information on obtaining peer-reviewed academic resources through your Blackboard course shell. Your assignment must follow these formatting requirements: . Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions. . Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length. The specific course learning outcomes associated with this assignment are: . Examine the historical context of contemporary issues in education. . Survey and analyze issues facing the changing demographics of education. . Critique issues related to teaching, learning and assessment within schools. . Use technology and information resources to research contemporary issues in education . Write clearly and concisely about contemporary issues in education using proper writing mechanics Case Study 1: Terms of Endearment Ms. Lawson was glad to be teaching math at Greenstown High Scho.

· Review the case study titled Terms of Endearment”, where teache.docx

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· Respond to 3 posts listed below. Advance the conversation; provide a real-world application and experiential examples; · Conceptually discuss your key [most significant] learning insight or take-away from the selected forum topic comments. · Responses should be a minimum of 150-250 words, supported by at least one reference outside of the textbook (use academic journals), either supporting or refuting the position of the author of the forum topic response or peer response. Topic #1: The Cost of Capital The cost of capital refers to the “cost” a company must incur in order to use funds towards a new project or investment. The funds may come from lenders by borrowing the funds, by financing equity, or by selling bonds or assets. The cost of capital is expressed as an annual interest rate that the company will be charged on the capital funds. Therefore, this is the minimum return a company must be striving for when undertaking a new project, making a purchase, or making an investment. Otherwise, they are simply losing money. The cost of capital is used as the minimum rate of return that the project must achieve and is also the rate that is used in a discounted cash flow analysis. If the return of future net cash flows on an investment or project are greater than the cost of capital, then the investment or project is worthwhile to the business. For example, if a project generates a return of 20% and the cost of capital was estimated at 15%, then this project has added value to the business. In addition, the NPV formula can be used to compare multiple projects using different costs of capital. For instance, Project A and Project B compared by using 10%, 15%, and 20% costs of capital. This can allow businesses to see how investing more or less capital would affect the outcome of the NPV. Just as you can compare these different costs of capital, you can also add the element of risk into your calculations by increasing the cost of capital to reflect a riskier project or investment. Very simply put, if investment B is riskier than investment A, then you could compare them with B having a cost of capital at r = 15% and A having a cost of capital at r= 10% - therefore adjusting for one project/investment being riskier than the other. Interestingly, there has been much discussion and debate over how companies set their cost of capital rates. In the case of large Fortune 500 companies, they spend hundreds of billions of dollars per year. If they miscalculate the cost of capital rate on an investment or project with a difference of even 1%, this could mean a gain or loss of billions of dollars depending on which way the value was incorrectly estimated. For example, if a company plans to invest $52 million dollars into a new project that is estimated to bring in $10.5 million per year over the next seven years, and the company incorrectly estimates the cost of capital by 1%, then you can see by the table below the affect this small percentage pot.

· Respond to 3 posts listed below. Advance the conversation; provi.docx

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· Paper need to be 6 pages. · Times New Roman Font (11) Double-spaced · Ensure paper addresses all 8 of the below questions a. Number Questions on page as they are answered. · Use at LEAST 1 reference for each question. a. (Paper should have at least 8 different references) b. (Wikipedia does not count) · Show work for all calculations. 1. Explain how governments restrict international trade and who benefits as well as who loses from the restrictions. 2. Because wage rates are so low in Africa, why don't Microsoft, Cisco and other major corporations close down their American operations and move to Africa? 3. Consider the foreign exchange market for Japanese Yen and Dollars. Assume a market where the U.S. dollars are on the x axis as shown in the background material. Indicate whether the dollar would APPRECIATE or DEPRECIATE if the following events occur (be sure to explain your answer such as including reference to the demand or supply curve): a. The interest rate in Japan is lowered. b. Prices are lower in U.S. c. Higher US interest rates. 4. What is the effect of a higher exchange rate on exports and imports? -ONLY ANSWER THE ABOVE QUESTIONS 1-4 ON PAGES 1-3 OF THE REPORT- 5. (a.) Suppose real GDP was $13.1 trillion in 2013 and $13.3 in 2014, what is the growth rate? (b.) How many years would it take for GDP (gross domestic product) to double (using your answer from part (a)? 6. What are the sources of human capital? Discuss some specific examples. 7. What is the law of diminishing returns? Give an example of what the law of diminishing returns implies. 8. What happens when the government raises taxes and uses revenue to engage in spending? -ONLY ANSWER THE ABOVE QUESTIONS 5-8 ON PAGES 4-6 OF THE REPORT- Raab English 100 NOTE-TAKING/DISCUSSION WORKSHEET: The Social Network Part I: As you watch and reflect on The Social Network, pay attention to the characters/topics and their rhetorical significance in the film. How are they portrayed? How are we, as viewers, supposed to perceive each character or idea? What choices do the filmmakers make to invite that response? COLLEGE ADMINISTRATION MEDIA CALIFORNIA LEGAL SYSTEM CONTEMPORARY COLLEGE STUDENTS GENDER SOCIAL CLASS RELIGION Part II: As you watch and reflect on the film, pay attention to the deliberate choices of the filmmakers and the impact of those choices on viewers. It may be helpful to organize your thinking around four key elements of film, listed below. CINEMATOGRAPHY (Camera Angle, Camera Distance, Camera Movement, etc) EDITING (linking/cutting together of different shots, added effects, arrangement) SOUND (emerging from within the scene AND sound that was added later, like musical score) MISE-EN-SCENE (means literally “put into the scene” and can include: props, costuming, makeup, staged body language, lighting—any element that makes the scene) Part III. Analyze the rhetorical situation and intend.

· Paper need to be 6 pages.· Times New Roman Font (11) Double-sp.docx

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