...Associate Program Material Appendix G Sequential and Selection Process Control Structure In the following example, the second line of the table specifies that tax due on a salary of $2,000.00 is $225.00 plus 16% of excess salary over $1,500.00 (that is, 16% of $500.00). Therefore, the total tax is $225.00 + $80.00, or $305.00. | |Salary Range in Dollars |Base Tax in Dollars |Percentage of Excess | |1 |0.00-1,499.99 |0.00 |15 % | |2 |1,500.00-2,999.99 |225.00 |16 % | |3 |3,000.00-4,999.99 |465.00 |18 % | |4 |5,000.00-7,999.99 |825.00 |20 % | |5 |8,000.00-14,999.99 |1425.00 |25 % | Ok number 3 if the excess is over $3,000.00 then that would be 16% of $236.00; therefore the total tax would be $236.00 +36.00 which would be $272.00 Number 4 if the excess is 5,000 then that would be 18% of $232.5; therefore the total tax would be $232.5 + 32.5, or $265.00. Number 5 if the excess is over 8,000 then that would be 25% of $570.00 therefore...
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...Associate Level Material Appendix G Ethical Actions Worksheet Write a 100- to 150-word response to each of the following questions: • Was there anything in either the University Of Phoenix Student Code Of Conduct or the Student Code of Academic Integrity that surprised you? If so, what was it? Why were you surprised? If not, why not? I was surprised about one and that was self-plagiarism, double dipping, or dovetailing. – Submission of work that has been prepared for a different course without fair citation of the original work and prior approval of faculty. Students who submit assignments that were previously submitted in another course are subject to the same consequences they would face if they plagiarized these assignments. The use of one’s previous work in an assignment requires prior approval from the current faculty member and citation of the previous work. The reason I was surprised was because it is your own work. It is what you have already learned. And this is saying you cannot use what you have already learned in one class for another class. I could see the self-plagiarism if you just copied it. But while taking the quiz it said you couldn’t tweak it or use it even if it fits the question in another class. That I am confused about. • What did you learn about the behaviors considered important for an ethical learner or student in the University of Phoenix learning community? What I have learn about the behaviors that are considered important...
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...Associate Level Material Appendix G Ethical Actions Worksheet Write a 100- to 150-word response to each of the following questions: • Was there anything in either the University of Phoenix Student Code of Conduct or the Student Code of Academic Integrity that surprised you? If so, what was it? Why were you surprised? If not, why not? There was nothing that really surprised me about the University of Phoenix Student Code of Conduct or the Student Code of Academic Integrity. These are simple rules that everyone should follow on a day to day basis. Anywhere someone goes there are always going to be rules and regulations to follow. If students are not able to conduct themselves in a respectful and honest manner, then the University of Phoenix is not the place for them. If students are able to follow the simple rules that are set forth by the University of Phoenix then they make their time at the University of Phoenix much easier. However, if faculty and staff where to do the opposite, then of course they only make it harder for themselves. Decisions that we make as students and faculty members can have a big effect on us in the future. • What did you learn about the behaviors considered important for an ethical learner or student in the University of Phoenix learning community? I learned that to be an ethical learner requires a person to be honest. We should behave in an appropriate manner and make proper choices...
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...Associate Level Material Appendix G Ethical Actions Worksheet Write a 100- to 150-word response to each of the following questions: • Was there anything in either the University Of Phoenix Student Code Of Conduct or the Student Code of Academic Integrity that surprised you? If so, what was it? Why were you surprised? If not, why not? I wasn’t surprised at all. In the text that I read all of it has a great point with what it is saying. I agree with the text in both, University of Phoenix Student Code of Conduct and Student Code of Academic Integrity. What stood out the most to me was the little saying that said Ethics plus Choice equal Character. Everything that was written in both Students code of conduct is what you need to make right choices when it comes to schooling if you want to pass. It is good to read and to remind students who like to take short cuts and like to cheat on their work that it is not okay to do so, Even if they don’t get caught in the process it will still hurt them in the end because they haven’t learned anything. They just let others do the work for them. • What did you learn about the behaviors considered important for an ethical learner or student in the University of Phoenix learning community? I learned that you have to have a positive attitude and positive outlook on everything in school in order to achieve excellence. Behavior plays a role in everything that you do in your professional and personal life. If you...
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...Appendix G Shirley Short ETH/125 10/21/2012 June Rizzo Throughout history, women have had fewer rights than men. At one time, women were not allowed to vote, women were not allowed to serve in the military, and women were expected to stay at home, clean, cook, and take care of the children, while the men were working and providing financial support for the family. Women also at one time were expected to dress and act a certain way, and were only to speak if spoken to; they had to obey their husbands. Women’s international center (2012) states that “wifehood and motherhood were regarded as women’s most significant professions” (paragraph 1). Today, women have gained complete equal rights. The women’s movements were successful and are to be thanked for that victory. Unlike years ago, women now are able to do whatever a man can do, if capable, they are allowed to vote, they can be the bread winners in the family, they can join the military, all around, they have the same rights as a man. Women still do face challenges, such as sexual assault, but there are now laws to protect them and make sure that justice is served. In society and in the media, masculinity and femininity are projected as an image. Women are expected to be thin, wear makeup...
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...Effective writing is important to both a writer and reader when writing a paragraph. The two paragraphs I chose to read were paragraph two, which is about the government effort to help the economy deal with the crisis of delinquent debt. I also read paragraph three, which is about circumstance that may lead the consumer to be denied credit. The paragraph that was most effective was paragraph three. This problem unfortunately, has, and will affect many people in the near future. It opens with a simple yet understandable topic sentence that sets up the rest of the body. The body provides facts and examples on why a person would be denied credit and what happens if one is denied. Paragraph three does not have the clarity that paragraph two does, and has a few punctuation and grammar errors, but it gives more detail on why a person would be denied credit. Paragraph three gives the consumer the reason for denial and the opportunity for the consumer to correct the damage already done by bad credit. Paragraph two just focuses on what Obama and Congress WANT to do to help the economy. The sentences in both paragraphs aren’t repetitive and they flow nicely with clear and concise points. What separates paragraph three from two is that paragraph two discusses ideas for the solution whereas paragraph three gives the consumer the power to participate in solving their own demise, thus making giving paragraph three a stronger concluding sentence. Therefore, paragraph three is more effective...
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...University of Phoenix Material Appendix E Part I Define the following terms: |Term |Definition | |Racial formation |The process where individuals are divided and categorized by mutable rules into different racial | | |categories. | |Segregation |The act of separating individuals from a main body or group. | |De jure segregation |It is a real segregation or isolation of individuals from a main group which is imposed by law. | |Pluralism |It is defined as a condition, where different groups culturally, ethnically or religiously are | | |present and are tolerated in a given society. | |Assimilation |Is to adapt or confirm one’s self to a new different environment. | Part II Answer the following questions in 150 to 350 words each: Throughout most of U.S. history in most locations, what race has been the majority? What is the common ancestral background of most members of this group? Throughout American history the white race has been the majority because it included the Hispanic Americans as...
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...The DSM-IV is an important tool for clinicians. It provides a standard for diagnoses to be standardized across psychology; however, the DSM-IV is not as precise for diagnosing personality disorders as some psychologists would like. Give an example of each of the following problems identified in your readings and explain how these problems could negatively affect a diagnosis. 1) Some criteria used for reaching a diagnosis cannot be observed directly. A patient analysis could take place in most cases so that a clinician could gain information about the patient’s symptoms that may be immediately observable in the clinical setting. If this information is not gathered by the clinician a misdiagnosis could be made. Subjective data may include information about the patient’s personality, behaviors or a patient’s reaction to information that cannot be directly from the patient due their inability or reluctance to speak with clinician directly. As an example, if a patient who did not present personality disorders in fear might be diagnosed as having a social phobia. A patient not being truthful has very serious consequences and one could not get the appropriate treatment needed. 2) Personality disorders can be similar to each other. There are several symptoms that overlap between different disorders in DSM listings. A clinician’s personal observation could misdiagnosis between one of these two disorders if the clinician relies only on information gathered in a clinical...
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...Axia College Material Appendix G Sequential and Selection Process Control Structure employee’s salary range and corresponding base tax amount and tax percentage. Given a salary amount, the tax is calculated by adding the base tax for that salary range and the product of percentage of excess and the amount of salary over the minimum salary for that range. In the following example, the second line of the table specifies that tax due on a salary of $2000.00 is $225.00 plus 16% of excess salary over $1500.00 (that is, 16% of $500.00). Therefore, the total tax is $225.00 + $80.00, or $305.00. | |Salary Range in Dollars |Base Tax in Dollars |Percentage of Excess | |1. 1|0.00-1,499.99 |0.00 |15 % | |2. 2|1,500.00-2,999.99 |225.00 |16 % | |3. 3|3,000.00-4,999.99 |465.00 |18 % | |4. 4|5,000.00-7,999.99 |825.00 |20 % | |5. 5|8,000.00-14,999.99 |1425.00 |25 % | Process: 1. Get user input 2. Calculate base tax 3. Calculate tax percentage 4. Calculate...
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...Associate Level Material Appendix G Security Assessment Directions Choose two settings from Ch. 9 of the text and list each setting. Then, complete the following tables. List five threats appropriate to the environment from the setting you chose. Rate the risk for each threat from 0 (low) to 10 (high). Then, list five appropriate countermeasures, including at least two countermeasures specific to physical security and one countermeasure specific to personnel and security management. Once you have completed the tables, write a brief explanation of each countermeasure, stating how the countermeasure reduces the risk associated with that threat. Setting 1: School Security | | | | |THREAT |RISK |COUNTERMEASURE | | |Probability |Criticality |Total | | |Example: | | | | | |Information theft |4 |7 |11 |Employee screening, limited computer | | | | | |access, and computer monitoring ...
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...Associate Level Material Appendix G Security Assessment Directions Choose two settings from Ch. 9 of the text and list each setting. Then, complete the following tables. List five threats appropriate to the environment from the setting you chose. Rate the risk for each threat from 0 (low) to 10 (high). Then, list five appropriate countermeasures, including at least two countermeasures specific to physical security and one countermeasure specific to personnel and security management. Once you have completed the tables, write a brief explanation of each countermeasure, stating how the countermeasure reduces the risk associated with that threat. Setting 1: airport security | | | | |THREAT |RISK |COUNTERMEASURE | | |Probability |Criticality |Total | | |Example: | | | | | |Information theft |4 |7 |11 |Employee screening, limited computer | | | | | |access, and computer monitoring...
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...University of Phoenix Material Appendix G The DSM-IV The DSM-IV is an important tool for clinicians. It provides a standard for diagnoses to be standardized across psychology; however, the DSM-IV is not as precise for diagnosing personality disorders as some psychologists would like. Give an example of each of the following problems identified in your readings and explain how these problems could negatively affect a diagnosis. 1. Some criteria used for reaching a diagnosis cannot be observed directly. Diagnosing a patient is very difficult face to face depending on their problems and not being able to observe them you cannot gather all issues that need help/treating. If information about the patient gathered by another party or clinician it may be documented differently or some things may not be pick up on. All of this can lead to a misdiagnosis and worsening of the primary problem(s). A prime example would be autism. Many children have been misdiagnosed in the past because of some going by other’s general and/or comments about behavior. 2. Personality disorders can be similar to each other. There are several symptoms that can overlap with other disorders. These are so similar those misdiagnoses are very possible especially if diagnosis is dependent on the information from one source in one setting. Misdiagnosis of these symptoms is even more prone if the information is second hand. For example: Schizophrenia and bipolar disorder have some symptoms that are...
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...Associate Level Material Appendix G Security Assessment Directions Choose two settings from Ch. 9 of the text and list each setting. Then, complete the following tables. List five threats appropriate to the environment from the setting you chose. Rate the risk for each threat from 0 (low) to 10 (high). Then, list five appropriate countermeasures, including at least two countermeasures specific to physical security and one countermeasure specific to personnel and security management. Once you have completed the tables, write a brief explanation of each countermeasure, stating how the countermeasure reduces the risk associated with that threat. Setting 1: School THREAT RISK COUNTERMEASURE Probability Criticality Total Example: Information theft 4 7 11 Employee screening, limited computer access, and computer monitoring Child Abduction 5 10 15 Doors locked from outside, security cameras throughout building inside and outside Earthquake/Fire 5 10 15 Extensive evacuation plan, install sprinkler system Firearm or Bomb 4 10 14 Metal detectors at all entrances, armed and unarmed guards, security cameras Drug sells/usage 3 7 10 Conduct random checks, have drug sniffing dogs do a check Internal theft 3 6 9 Security cameras Setting 2: Hospital THREAT RISK COUNTERMEASURE Probability Criticality Total Assault on a staff member 6 6 12 Security should be present on each floor Theft of narcotics 8 8 16 Keep a very strict log of...
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...Axia College Material Appendix G Building a Medical Vocabulary Ch. 6, 7, & 14 Complete activities A, B, & C, and post to the Individual forum. A. Use the word bank below to build the medical word that corresponds to each definition in problems 1-17. Word parts may be used more than once. Click the grey box to begin typing. -um-ic-blastkerat/o-home/o--poiesissebace/o- | adip/o-calc/itheli/o-coll/a-leuk/o--osenorm/o- | hemat/o-melan/o-epi-ton/o--osis-oussystem/o- | phag/o--stasis-poetin-genhem/o-glyc/o- | erythr/o- myel/o- -in lip/o- - cyte insul/o-cty/o- | Erythrocyte 1. Normal immature cell ------------------------------------------------- Hematopoiesis 2. Process of forming blood ------------------------------------------------- Erythrocyte 3. A substance that forms red blood cells ------------------------------------------------- Leukocyte 4. White blood cells ------------------------------------------------- Myeloblast 5. Immature cell in the bone marrow ------------------------------------------------- Phagocytes 6. Process of cells eating microorganisms ------------------------------------------------- Hemostasis 7. Cessation of bleeding ------------------------------------------------- Epithelium 8. A structure above the cellular level ------------------------------------------------- Keratin 9. A fibrous protein substance ------------------------------------------------- ...
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...Associate Level Material Appendix G Ethical Actions Worksheet Write a 100- to 150-word response to each of the following questions: • Was there anything in either the University of Phoenix Student Code of Conduct or the Student Code of Academic Integrity that surprised you? If so, what was it? Why were you surprised? If not, why not? When reading the University Of Phoenix Student Code Of Conduct or the Student Code of Academic Integrity there was not really anything that surprised me. Throughout my work life and life in general I have become accustom to guidelines like these. For the most part, it is basically common knowledge. The individual sections may have been worded different but all follow the same basic concept. The Code of Conduct and the Code of Academic Integrity explain to us what acceptable behavior is and what is not accepted. All in all these rules and guidelines are in place to maintain a safe and productive environment. • What did you learn about the behaviors considered important for an ethical learner or student in the University of Phoenix learning community? I learned that being an ethical learner requires honesty and dedication. When it comes to learning we need to make ethical choices and not deceitful ones. No matter if someone is failing or falling behind, dishonesty and cheating never should have a place in school. This is not only about your academic career but also your character. If someone does practice deceitful ways and is being dishonest...
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