...BIS 155 Complete Course, BIS 155 Complete Class, BIS 155 Entire Course, BIS 155 Entire Class, Strayer BIS 155 , BIS 155 LAW , BIS 155 All Assignments, BIS 155 All Dqs, BIS 155 ExerCises, BIS 155 Final, BIS 155 Week 1, BIS 155 Week 2, BIS 155 Week 3, BIS 155 Week 4, BIS 155 Week 5, BIS 155 Week 1-5, BIS 155 mcqs, BIS 155 , BIS 155 DeVry, BOSP 434 Complete Course, BOSP 434 Complete Class, BOSP 434 Entire Course, BOSP 434 Entire Class, Strayer BOSP 434 , BOSP/434 , BOSP 434 All Assignments, BOSP 434 All Dqs, BOSP 434 ExerCises, BOSP 434 Final, BOSP 434 Week 1, BOSP 434 Week 2, BOSP 434 Week 3, BOSP 434 Week 4, BOSP 434 Week 5, BOSP 434 Week 1-5, BOSP 434 mcqs, BOSP 434 , BOSP 434 DeVry, BUS 100 Complete Course, BUS 100 Complete Class, BUS 100 Entire Course, BUS 100 Entire Class, BUS 100 , BUS 100 New Course, BUS 100 All Assignments, BUS 100 All Dqs, BUS 100 ExerCises, BUS 100 Final, BUS 100 Week 1, BUS 100 Week 2, BUS 100 Week 3, BUS 100 Week 4, BUS 100 Week 5, BUS 100 Week 1-5, BUS 100 , BUS 100 , BUS 100 Strayer, BUS 475 Complete Course, BUS 475 Complete Class, BUS 475 Entire Course BUS 475 Entire Class, Strayer BUS 475 , BUS 475 New Course, BUS 475 All Assignments, BUS 475 All Dqs, BUS 475 ExerCises, BUS 475 Final, BUS 475 Week 1, BUS 475 Week 2, BUS 475 Week 3, BUS 475 Week 4, BUS 475 Week 5, BUS 475 Week 1-5, BUS 475 mcqs, BUS 475 , BUS 475 Strayer, BUSN 319...
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...Department of International Affairs College of Arts and Sciences Ver. 1.0 07-July-11 Bachelor of Arts (B.A.) in International Affairs (120 Credit Hours) ﻟﻳﺳﺎﻧﺱ ﺍﻟﺷﺅﻭﻥ ﺍﻟﺩﻭﻟﻳﺔ Fall 2011 Plan 2011 ﺧﻁﺔ ﺧﺭﻳﻑ Overall Degree Structure for the Bachelor of Arts (B.A.) in International Affairs: ﺗﻭﺯﻳﻊ ﺳﺎﻋﺎﺕ ﺍﻟﺧﻁﺔ ﺍﻟﺩﺭﺍﺳﻳﺔ ﻟﻘﺳﻡ ﺍﻟﺷﺅﻭﻥ ﺍﻟﺩﻭﻟﻳﺔ ﻋﻠﻰ ﻣﺩﻯ ﺍﺭﺑﻊ ﺳﻧﻭﺍﺕ No. Description ﺍﻟﺗﻭﺻﻳﻑ Courses ﻣﻘﺭﺭﺍﺕ Credit Hours ﺳﺎﻋﺎﺕ ﻣﻛﺗﺳﺑﺔ 13 39 1 Major Requirements 2 Major Electives 6 18 3 ﺍﻟﻤﻘﺮﺭﺍﺕ ﺍﻻﺧﺘﻴﺎﺭﻳﺔ ﻟﻘﺴﻢ ﺍﻟﺸﺆﻭﻥ ﺍﻟﺪﻭﻟﻴﺔ Concentration OR Minor 8 24 2 6 11 33 40 120 ﺍﻟﻤﺘﻄﻠﺒﺎﺕ ﺍﻻﺟﺒﺎﺭﻳﺔ ﻟﻘﺴﻢ ﺍﻟﺸﺆﻭﻥ ﺍﻟﺪﻭﻟﻴﺔ ﺗﺧﺻﺹ ﺩﻗﻳﻕ ،ﺃﻭ ﻓﺭﻋﻲ 4 Free Electives ﺍﺧﺗﻳﺎﺭﻱ ﺣﺭ 5 Core Curriculum Requirements ﻣﺗﻁﻠﺑﺎﺕ ﺍﻟﺟﺎﻣﻌﺔ Total: Page 1 of 11 Department of International Affairs College of Arts and Sciences Ver. 1.0 07-July-11 1. Major Requirements (39 Credits Required) Students should take courses totaling 39 credits (13 courses of 39 credits) 1. ﺍﻟﻤﺘﻄﻠﺒﺎﺕ ﺍﻹﺟﺒﺎﺭﻳﺔ ﻟﻘﺴﻢ ﺍﻟﺸﺆﻭﻥ ﺍﻟﺪﻭﻟﻴﺔ ﻳﺠﺐ ﻋﻠﻰ ﺍﻟﻄﺎﻟﺐ ﺍﻻﻧﺘﻬﺎء ﻣﻦ ﺩﺭﺍﺳﺔ 93 ﺳﺎﻋﺔ ﻣﻜﺘﺴﺐ ﺑﻤﺎ ﻳﻌﺎﺩﻝ 31 ﻣﻘﺮﺭ ﺩﺭﺍﺳﻲ Course Id. ﺭﻗﻢ ﺍﻟﻤﻘﺮﺭ INTA 100 Nb. of Credit Hours Course Title ﺍﺳﻢ ﺍﻟﻤﻘﺮﺭ ﻋﺪﺩ ﺍﻟﺴﺎﻋﺎﺕ ﺍﻟﻤﻜﺘﺴﺒﺔ ﻣﺘﻄﻠﺐ ﺳﺎﺑﻖ Semester Offered ﻓﺻﻝ ﺍﻟﻁﺭﺡ None ﻻ ﻳﻭﺟﺩ None ﻻ ﻳﻭﺟﺩ None ﻻ ﻳﻭﺟﺩ None ﻻ ﻳﻭﺟﺩ Fall ﺧﺭﻳﻑ Fall ﺧﺭﻳﻑ Fall ﺧﺭﻳﻑ Spring ﺭﺑﻳﻊ INTA 101 First Year Seminar ...
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...ACC 560,Course,Complete,All,Entire,final,Week,1,2,3,4,5,6, ACC 560,dq,discussion,question,assignment,midterm, ,exam,quiz,Strayer,Latest,New,Project,Keller,Homework,Phoenix,Ashford, ACC 561,Course,Complete,All,Entire,final,Week,1,2,3,4,5,6, ACC 561,dq,discussion,question,assignment,midterm, ,exam,quiz,Strayer,Latest,New,Project,Keller,Homework,Phoenix,Ashford, ACC 565,Course,Complete,All,Entire,final,Week,1,2,3,4,5,6, ACC 565,dq,discussion,question,assignment,midterm, ,exam,quiz,Strayer,Latest,New,Project,Keller,Homework,Phoenix,Ashford, ACCT 346,Course,Complete,All,Entire,final,Week,1,2,3,4,5,6, ACCT 346,dq,discussion,question,assignment,midterm, ,exam,quiz,Strayer,Latest,New,Project,Keller,Homework,Phoenix,Ashford, ACCT 434,Course,Complete,All,Entire,final,Week,1,2,3,4,5,6, ACCT 434,dq,discussion,question,assignment,midterm, ,exam,quiz,Strayer,Latest,New,Project,Keller,Homework,Phoenix,Ashford, ACCT 567,Course,Complete,All,Entire,final,Week,1,2,3,4,5,6, ACCT 567,dq,discussion,question,assignment,midterm, ,exam,quiz,Strayer,Latest,New,Project,Keller,Homework,Phoenix,Ashford, PHI 200,Course,Complete,All,Entire,final,Week,1,2,3,4,5,6, PHI 200,dq,discussion,question,assignment,midterm, ,exam,quiz,Strayer,Latest,New,Project,Keller,Homework,Phoenix,Ashford, Res 301,Course,Complete,All,Entire,final,Week,1,2,3,4,5,6, Res 301,dq,discussion,question,assignment,midterm, ,exam,quiz,Strayer,Latest,New,Project,Keller,Homework,Phoenix,Ashford BA 215,Course...
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...Duck and Cover Hist/415 03/03/2014 James Fennessy Duck and Cover There are many questions in today’s society vs. the era of the nuclear bomb. Back during the cold war, it must have been brutal just thinking about a nuclear bomb dropping on us. Imagine being a child, and constantly having the fear of possibly being in the path of a nuclear bomb. The adults were just as afraid and nervous for the lives and those of their children as well. The government was always looking at nuclear weapons and showed its power with the bombing of Hiroshima during August 6, 1945. (Rosenburg, n.d.) With the knowledge that our country has today, and thinking of a nuclear war, no one could imagine living through one in this day and age. However, the threat of the nuclear confrontation is somewhat similar today. A nuclear war is very similar to the threat we see today with terrorism. Both of these threats can lead to a lot of mental issues, economic issues, and political issues. Not to mention the amount of stress of conflict has on the American psyche. The threat of terrorist attacks is immediate, but the nuclear threat does still loom. Although, both are dangerous, terrorists attacks are typically the explosion of buildings, bridges, and other highly populated areas. Nuclear attacks can decimate continents, and wide ranges of area. Terrorist attacks are normally minor compared to the attack of a nuclear weapon. Since the bombing of the Twin Towers and the Pentagon, we still suspect...
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...Colleen Anderson The Civil War HIST 415 Essay One Why did the South Secede? At the beginning of the American Revolution in 1775 all of the colonies allowed slavery. Between Independence and 1820, all states in the North had either banned slavery and were choosing to base their economies on free labor instead. The Free states remained agricultural, but went through a process of industrialization, creating a diversified economy as they invested in cities, factories, and new forms of transportation. The South invested more in agriculture and was extremely reliant on slave labor for its cotton production. The economic, political and cultural life was shaped by a need to maintain slavery. The South was wealthy and its wealth was invested in land and slaves. (McPherson 77) They were worth a lot more than the land which they worked. The South had a society and an economy that revolved around the institution of slavery, and it was being threatened. Abolition was causing the South to bleed money by slaves escaping and the slaves were not being returned to their owners. In my opinion the John Brown raid was a strong factor that pushed the south to secede. Around the time of the Mexican War, both the Northerners and Southerners were concerned over whether or not the new territories should be free of slavery or not. This promoted the development of free soil, in which people mostly Northerners opposed the expansion of slavery into Western territories. The southerners opposed this new group...
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...Forward March: an American Dilemma Stephanie C. Perkins DeVry University HIST 415: Vietnam & 20th Century Experience Fall B, 2014 Forward March: an American Dilemma On assuming office, a government’s leader is charged with making decisions, based on input from trusted collaborators, advisors, and associates. This element of cooperation, at times, has resulted in exposure to the possibility of being party to actions based on willfully manipulated information, creating political embarrassment, or worse, betrayal. America in early 1960s, believed the situation in South Vietnam was under control, since the President believed it was. President Kennedy had made public declarations in December of 1962, on the successes of the Diem regime in South Vietnam, in creating a stable government aligned with the American ideals of democracy, and progressing in the fight against the communists (Moss, 2010, p. 102). This optimism, despite numerous reports from diplomats as well as military personnel, advising Kennedy of the disintegration of the armed forces, as well as Diem’s dictatorial approach to his job (Winters, 1988). Definite Dictator Diem, although not a communist, based his stewardship of South Vietnam on an equally autocratic approach, described in his terms, as the management of “…an enlightened sovereign” (Moss, 2010, p.69). To Diem, those words meant centralizing all political powers under direct control of his government, much akin to the imperialists he displaced...
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...HIST 415 Vietnam and the Twentieth Century Experience General Instructions for All Written Assignments Each week you will have a short written assignment. Though each assignment is slightly different, this should serve as general instructions for all assignments. Formatting: All assignments should be completed as Microsoft Word documents. They should be between 2 and 3 pages and be double spaced with standard indentation. The font should be size 12, Times New Roman. You should create a short title page including your name, the date, the assignment title, and the instructor’s name. The page limit does NOT include the title page or bibliography. Writing: Your writing should demonstrate both a factual understanding of the topic at hand and your own analysis. You will often be asked to explain what conclusions you have drawn on a topic. To do so, you should use historical facts to explain your own conclusions. You should NOT simply quote something from someone else’s writing. The purpose of these assignments is to demonstrate your personal understanding of the topics. Your writing should be well organized and easy to follow. Good spelling and grammar are always important and points may be deducted for poorly written work. The essay should be organized with an introduction, body, and conclusion. The introduction should include a statement of purpose or thesis. Avoid the use of first person, personal opinion that is not supported by facts from your sources, and vague pronouns...
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...Johnson’s Limited War HIST-415 DeVry University November, 2013 The year 1965 could easily have been named Lyndon Johnson’s “Conflicted Conflict”. When we consider the big picture of 1965, the war in South Vietnam is not exactly progressing, as those in Washington would like, anyway. There have already been limited strikes against some targets in North Vietnam, Laos and Cambodia. However, the full brunt of American military force has yet to be felt by Hanoi. General Westmoreland, a decorated veteran of two wars is in command at MACV and devised several strategies to allay Johnson’s greater concerns over a wider war. This paper examines Johnson’s trepidation with widening the war in South East Asia, the strategies he was offered to allay some of these fears, and finally a general assessment of the “Rules of Engagement” as they were applied in Vietnam. President Johnson’s unconditional war on poverty was his greatest concern in early 1965, over all he wanted to complete the work of the New Deal and include all Americans in the prosperity of freedom. He was also a fervent believer in containing communism, and did not intend to loose South East Asia in the same manner that China was lost. (Moss, 2010 p.122) Additionally he feared broadening the war because there was always the possibility that if the United States became too aggressive in its prosecution the Soviets and or Red China may intervene. The Chinese intervention in Korea was still a fresh memory...
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...REGENT UNIVERSITY COLLEGE OF ARTS & SCIENCES UNDERGRADUATE CATALOG 2013-2014 (Fall 2013-Summer 2014) Regent University 1000 Regent University Drive Virginia Beach, VA 23464-9800 800.373.5504 admissions@regent.edu www.regent.edu PREFACE Regional Accreditation Regent University is accredited by the Southern Association of Colleges and Schools Commission on Colleges to award associates, baccalaureate, masters, and doctorate degrees. Contact the Commission on Colleges at 1866 Southern Lane, Decatur, Georgia 30033-4097 or call 404-679-4500 for questions about the accreditation of Regent University. National and State Accreditation Regent University’s undergraduate school is accredited or certified by the following bodies: Council for Higher Education Accreditation (CHEA) (www.chea.org/) The Teacher Education Accreditation Council (TEAC) The Regent University School of Education's educational leadership and teacher preparation programs and the College of Arts & Sciences interdisciplinary studies program, which are designed to prepare competent, caring, and qualified professional educators are accredited by the Teacher Education Accreditation Council for a period of seven years, from January 9, 2009 to January 9, 2016. This accreditation certifies that the educational leadership, teacher preparation and interdisciplinary studies programs have provided evidence that they adhere to TEAC's quality principles. Teacher Educational Accreditation Council, One Dupont Circle, Suite...
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...An Analysis of the Changing Identities Influencing Iran’s Development The multifaceted political and socio-cultural context of the Middle-East often leads to misunderstandings about the nature of its society. In order to be fully aware of the reasoning as to why states in the Middle-East do what they do, an in depth analysis linking both the past and present is necessary. The continuous disorder portrayed in the news has created a negative image of the Middle-East. In the case of Iran, this is especially true. Similarly to many other states in the Middle-East, Iran’s past can be characterized by perpetual ideological conflict, rivaling tribal factions and a difficulty in sustaining a lasting identity. In contrast, however, Iran was among several developing nations to escape direct colonialism.[1] Nevertheless, “economic domination and imperial manipulation describe Europe’s relationship with Iran for much of the century leading up to 1950.”[2] In understanding Iran’s flux of identities throughout the 20th century, several notions must be clarified. Firstly, Iran is not an Arab nation nor have they adopted Arabic language or culture. Secondly, the Shi’a minority in Iran, and their lingering divergence in beliefs compared to that of the Sunnis and the West has always been an issue with respect to their distinctiveness as a nation. That being said, Iran’s inability to sustain a lasting individuality is directly related to the differing...
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...Fall 2012 Final Examination Schedule Exam Section(s) Day Date Start Finish Location 1 ACTSC 221 ACTSC 231 ACTSC 232 ACTSC 331 ACTSC 371 ACTSC 372 ACTSC 431 ACTSC 432 ACTSC 445 ACTSC 446 ACTSC 463 ACTSC 471 ACTSC 831 ACTSC 832 ACTSC 845 ACTSC 846 ACTSC 863 AFM 101 AFM 123 AFM 131 AFM 204 AFM 273 AFM 291 AFM 333 AFM 371 AFM 372 AFM 391 AFM 401 AFM 415 AFM 451 AFM 461 AFM 471 AFM 472 AFM 476 AFM 481 001 001,002 001 001 001 001 001 001 001 001 001 001,002 001 001 001 001 001 001 to 006 001 001 to 006 001 001 to 005 001 to 006 001 to 003 001,002 001 001 to 003 001 to 004 001 001 to 003 001 to 004 001 to 003 001 to 003 001,002 001 to 003 Tuesday Friday Friday Friday Thursday Saturday Saturday Thursday Tuesday Thursday Friday Saturday Saturday Thursday Tuesday Thursday Friday Monday Monday Thursday Friday Thursday Tuesday Tuesday Monday Monday Tuesday Thursday Friday Friday Monday Saturday Monday Saturday Thursday December 11, 2012 December 14, 2012 December 7, 2012 December 7, 2012 December 13, 2012 December 15, 2012 December 8, 2012 December 6, 2012 December 11, 2012 December 13, 2012 December 7, 2012 December 15, 2012 December 8, 2012 December 6, 2012 December 11, 2012 December 13, 2012 December 7, 2012 December 17, 2012 December 17, 2012 December 13, 2012 December 7, 2012 December 13, 2012 December 11, 2012 December 11, 2012 December 17, 2012 December 17, 2012 December 11, 2012 December 6, 2012 December 14, 2012 December 7, 2012 December 10, 2012 December 15, 2012...
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...LAB’S MODULE: FORECASTING In this exercise, you will learn how to create forecasts for a product group through SAP. SAP provides a complete set of forecasting tools that can be used in a number of sales and operations areas. The most flexible set of forecasting tools are provided in the Sales and Operations Planning (SOP) transaction. The flow of the forecasting flowchart can be seen below: [pic] 1: Create Product Group |Purpose of Exercise | |To assist with Sales Order Planning you firstly need to create a Product Group. Product groups (product families) support high-level | |planning. A product group combines other product groups and materials. | |Menu Path |Logistics ( Production ( SOP ( Product Group ( Create | |Trans Code | | The Create Product Group: Initial Screen appears. 1. Type KidBikeGrp### in the Product group field. 2. Type ### Sport & Fun Kid Bike Prod Grp in the Description field. 3. Type DL00 (Plant Dallas) in the Plant field. 4. Type ST (items) in the Base Unit field. 5. Check that Materials radio button has been selected. ...
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...00-BBR_18.2.book Page 209 Friday, September 12, 2008 12:00 PM Bulletin for Biblical Research 18.2 (2008) 209–231 “The Disciple Jesus Loved”: Witness, Author, Apostle— A Response to Richard Bauckham’s Jesus and the Eyewitnesses andreas j. köstenberger and stephen o. stout southeastern baptist theological seminary Richard Bauckham’s Jesus and the Eyewitnesses: The Gospels as Eyewitness Testimony (Grand Rapids: Eerdmans, 2006) makes a persuasive argument that the Gospels display eyewitness testimony and thus renews the quest for the identity of the Beloved Disciple as the author of the Fourth Gospel. While Bauckham attributes this Gospel to “the presbyter John” mentioned by Papias, the authors of this study show that the patristic evidence more likely seems to support the authorship of John the apostle and that the literary device of inclusio in the Fourth Gospel, astutely observed by Bauckham, also favors the authorship of John the son of Zebedee. Key Words: Fourth Gospel, Beloved Disciple, John, authorship, apostle, Zebedee, John the Elder, Papias, Eusebius, Muratorian Fragment, Polycrates, Irenaeus, Bauckham Introduction Recent years have witnessed a significant number of publications on the identity of “the disciple Jesus loved” in John’s Gospel. The ever more daring proposals have included identifications of this figure as diverse as the apostle Thomas, Mary Magdalene, Lazarus, James the son of Zebedee, and even the Samaritan woman, among others. 1...
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..."CHII"IURENGA II 1896 - 1897: A REVISIONIST STUDY THESIS Submitted in Fulfilment of the Requirements for the Degree of MASTER OF ARTS of Rhodes University I by MARK PHILLIP MALCOLM HORN January 1986 The following typog~aphical co~~ections attention since submission of this thesis. have come to my p.i line 8, "Phillip" should ~ead Philip. p.vi, li.ne 11, "Risings" should ~ead Rising. p.Vll, line 12, "~esponce" should ~ead ~esponse. p.3, line 17, "wa~f-io~" should read warriors. p.5, line 4, "96" should read 1896. p .. 8, line 3, IILomangLlndi should read LomagLlndi. p.9, line 2, " (inve~ted comma) missing after "role". p.19, line 9, "triatises" should read treatises. p.28, line 18, "analysis" should ~ead analyses. p.30, line 10, "the and" should ~ead "and the". p.42, line 28, "Histo~ians" should ~ead Histo~ian's. p.47, line 13, "Lomangundi" should ~ead Lomagundi. p.48, line 12, ~ sign missing befo~e the figu~e of 121 000. p.52, line 5, 1. ~5ign missing before the figure of 3. p.55, line 1, ~ sign missing befo~e the figu~es 10 to 60. p.55, line 3, -£ sign missing befo~e the figu~e of 100. p.56, lines 7 - 10, quote to be indented. p.b2, li.ne 1tJ, "dela" should be separated out to read "de la". p.tI4, line 4, "assisthim" should be sepa~ated out to ~ead "assist him"~· p.b"?, line 11, "inte~nicine" should t-ead intet-necine. p.83, line 17, "Ma~ch 1895" should ~ead Ma~ch 1894. p.89, line 5, "faction" should ~ead fl~action. p.95, line 29, fn. 12, "lNA" should ~ead NAZ...
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...Chapter 1 Business Information Systems in Your Career Multiple Choice Questions 1. One of the recent critical challenges facing Major League Baseball was: a. b. c. d. poor coordination between local and national sales channels. poorly managed sales channels. outdated information systems. decreasing ticket sales. Difficulty: Medium Reference: p. 3 Answer: d 2. The six important business objectives of information technology are new products, services, and business models; customer and supplier intimacy; survival; competitive advantage, operational excellence, and: a. b. c. d. improved flexibility. improved decision making. improved business practices. improved efficiency. Difficulty: Easy Reference: p. 6 Answer: b 3. Dell Computer's use of information systems to improve efficiency and implement "mass customization" techniques to maintain consistent profitability and an industry lead illustrates which business objective? a. b. c. d. Improved flexibility Improved business practices Competitive advantage Survival Difficulty: Hard Reference: p. 8 Answer: c 4. The use of information systems because of necessity is: a. b. c. d. survival improved business practices competitive advantage improved flexibility Difficulty: Medium Reference: p. 9 Answer: a 5. (Analysis) Which of the following choices may lead to competitive advantage (1) new products, services, and business models; (2) charging less for superior products; (3) responding to customers in real-time? a. b. c. d. 1 only 1 and 2...
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