...Microeconomics In My Daily Life Throughout my life, I have always been reading and hearing about economic issues and concepts, but I never thought about the impacts of economic models on my personal life. Before learning about microeconomic concepts, I always thought that a course in the field of Economics, would teach me theories that only apply to the economy of a nation as a whole and not to an individual’s life. However, there were a lot of concepts throughout this course that I found relative to my personal life. Among all the concepts that I have learned in the Microeconomics course, “Opportunity Cost”, “Sunk Cost”, and “Supply and Demand” have the most impact on my daily life. “Choice and Opportunity Cost” is one of the most important concepts of Microeconomics that I found it relative to my everyday life. Similar to many other students, limited time during the school semester, forces me to make choices about what to study, when to study, and how to estimate the opportunity cost of every choice. Applying opportunity cost concept in my day-to-day life helps me better schedule my study time. For instance, I usually choose to study during weekdays because the opportunity cost of studying on these nights is lower than studying on Friday or Saturday nights, when usually more exciting events are happening. On the other hand, if my alternative on weekend is to stay home and organize my closet and do my laundry, I would choose to study, because to me, the value of studying...
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...Investigation HUM-111 4-14-14 Dana Greiner Questioning and Investigation As we live through this world full of wonder, solving problems and resolving issues we look back and contemplate on the work or ideas that we had. That contemplation is most likely of a critiquing nature. We use critical thinking as a form of evaluating the solutions or ideas that we had so in the future we could learn from our mistakes and work on them to make them better with less faults. As any problem can simply pop up at any given time, it is important to know about all of the phases of critical thinking including questioning and investigation. If there was a problem such as the developing of illness going around in a new suburban community, I would have to think critically with what I have learned in order to solve it. The first step is to express the problem in order to avoid having assumptions towards it. Assumptions can be easily made as a result of thinking that the problem is self-evident (Ruggiero, p. 125, 2012). Early on we had to avoid the assumption that this would be a problem due to genetics. One way to express the problem is: How can the development planning and execution of the community can be improved in order to produce better health for the community? After the problem has been properly expressed, is now time to think of the questions that would need to be answered. Mostly the types of questions that need to be asked are going to be factual data and no opinion ed questions. That...
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...Page 1 Final Exam Hum 111 11/25/12 Page 2 A critical thinker is open minded and mindful of alternatives. Critical thinking is a type of reasonable reflective thinking that is aimed at deciding what to believe or what to do. Reading, writing, speaking, and listening can be done critically or uncritically. Thinking critically involves seeing things in an open minded way and consider an idea or concept from as many angles as possible. One of the three things about what I learned in this class was one of the habits that hinder thinking is resistance to change. It is just the ways some people feel about certain things and is afraid of changes. Second thing I learned was that it is important to make a distinction between the person and the person’s idea because we tend to heed the advice of someone we like even if it is harmful to us than listen to someone we do not like. Third thing I learned was when a problem becomes an issue. This was big discussion among the class that week. As soon as you address the issue, you are going to have a problem. I knew I had to work on my critical thinking before this course ever started, to work on my critical thinking skills was something I know I could have never figured out on my own. Especially redefining the way I see things, working on my thinking skills was something I thought I did not need any help on, but as I went through this course I realize I did needed help. Asking myself questions to get the right answer to what I am thinking...
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...Problem-Solving Process: Part I HUM/111 March 30, 2014 Pam Strunk Problem-Solving Process: Part I The situation in my life what I have chosen to use for is assignment is my sons weight. This is something his father and I have weekly discussions about. The problem is my son is overweight for his age and height and we want him to be a healthier weight. The issue is that his father believes he does not eat a healthy diet and I disagree with this. His father only sees and spends time with our son every other weekend and assumes that the diet I feed him is full of fast food and candy. I spend every day with my son and almost the 2 days every other weekend that he is with his father and know that he does eat a healthy diet that I prepare for him. The way that I distinguish what is a problem and what is an issue in this situation is by thinking about the main thing we both agree on and what we disagree on to some extent. In this situation the main thing we both agree on is that my son could be at a healthier weight, this is the problem. Something we disagree on to some extent is weather my son is eating a healthy diet, this is the issue. Another way is to ask myself the following questions to determine whether it was a problem or an issue. If the answers to these questions are yes then the subject is an issue and not a problem. If not, then it is a problem and not an issue. Does the subject arouse...
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...Personal Reflection Paper Maria Williams HUM/111 February 24, 2013 Stephanie Washington Personal Reflection Paper The subject of critical thinking is one that has broadened my thinking horizon by a lot and I am happy to share. Critical thinking is a “type of reasonable, reflective thinking that is aim at deciding what to believe or what to do”. It is a way of deciding whether a claim is true, sometimes true, partly true, or false. Critical thinking can be traced to the Western, thought to the Socratic method of Ancient Greece and in the East, to the Buddhist, Kalama-Sutta and Abhidharma. Critical thinking is an important component of most professions. It is part of the formal education process and is increasingly significant as a student’s progress through university to graduate education, although there is debate among educators about its precise meaning and scope, (wikepidia.com). The three most significant things I learned about critical thinking is that first off, it takes you wanting to think deeper for it to work and you cannot expect the answer to just appear in front of you or for others to answer questions for you. You have to do the job yourself in order to get the most out of it. I learned that not everybody appreciates critical thinking because they enjoy the quick answer method of getting things done and some people are too lazy to put some initiative...
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...Saturday, May 19th 2012 Hum/111 – Instructor K. Moore Week 9 Assignment: Personal Reflection Paper Critical thinking is when you use logical thinking process to evaluate things such as decisions, readings and much more. Critical thinking is developed as a person ages and the brain is introduced to critical thinking skills in order to effectively form the final tool of critical thinking. It may not be used as much if a person doesn’t employ the skills that they have been taught. How critical thinking differs from the usual thinking is the fact that there is depth. The three most significant things that I learned about critical thinking during this class are that it aides’ creative thinking, helps you better analyze things and it impacts the decisions you make. Creative thinking is aided by critical thinking because it assists in the thinking department and helps get the juices flowing when it comes to creating ideas because you have to evaluate them to see if they are worthy. Analyzing a situation wouldn’t be the same if you didn’t have critical thinking to help. When analyzing an idea or decision, critical thinking helps you answer those what, when, why and how questions that require an answer. Critical thinking impacts the decisions you make because if you don’t think critically you may find yourself in a whirlwind of confusion and frustration. When you are using critical thinking you will either get a positive result or a negative result. If you get a positive result...
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...Personal Reflection Paper Monique Clement HUM 111 06/24/2012 Arlene Browden What is critical thinking? Critical thinking is the identification and evaluation of evidence to guide decision making. A critical thinker used broad in depth analysis of evidence to make decision and communicate his or her beliefs clearly and accurately. You can say that it is described as “thinking about thinking.” It has also been described in more detail as: “the intellectually disciplined process of actively and skillfully conceptualizing, apply, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action" (Scriven, M., and Paul, R.W 1987). The three most significant things that I have learned about critical thinking during this class are the stages theory. The stages are unreflective thinker, challenged thinker, beginning thinker, practicing thinker, advanced thinker and final the master thinker. The three that I am going to focus on are unreflective thinker, beginning thinker and the master thinker. The unreflective thinker are largely unaware of the determining role that thinking is playing in their lives and of the many ways that problems in thinking are causing problems in their live. Prejudices and misconception often undermine the thoughts of an unreflective thinker. Then there is the beginning thinker which I am very familiar with because I was one...
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...Thesis: All three authors portray the voice of many people, who, on a daily basis, are underprivileged of speaking their own language, thus, emphasizing onto the lives of linguistic minority students around the world and how they struggle to cope in school and at home. Audience: Class HUM-111 and Dr. Connelly Purpose: To highlight the difficulties students have at school and at home when it comes down to learning a language which they aren’t acquainted to and the consequences of such, depending on their social background. Reflection on readings using Comparison and Contrast Maxine Hong Kingston (Tongue Tied); Richard Rodriguez (Aria); Gloria Anzaldua (How to Tame a Wild Tongue) In the short story’s ‘Tongue Tied’, ‘Aria’ and ‘How to Tame a Wild Tongue’, written by Maxine Hong Kingston, Richard Rodriguez and Gloria Anzaldua respectively, each author interrelates the issue of bilingualism and bi-culturalism as a personal, narrative-style, life experience. Their personal experience all share the same setting; them during childhood deprived of speaking their own language, struggling to get through school and get accepted in the American society and the impact on their lives as a result of such pressure. When comparing the short stories, it is clear that each individual writer share several aspects in common, as well as differences. One of the most recurring aspects that each author conveys in their short story is the notion of one’s self recognition – identity – as...
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...VINCENNES UNIVERSITY CATALOG Vol. LXIX August, 2010 No. 61 A COMPREHENSIVE TWO-YEAR COLLEGE OFFERING ASSOCIATE DEGREES IN THE LIBERAL ARTS, SCIENCES, EDUCATION, ENGINEERING, AND TECHNOLOGY AND OFFERING BACCALAUREATE DEGREES IN SPECIALIZED AREAS Accreditation The North Central Association of Colleges and Schools 30 North LaSalle Street, Suite 2400, Chicago, IL 60602 (312) 263-0456 www.ncacihe.org FAX 312-263-7462 Accreditation Review Council on Education in Surgical Technology and Surgical Assisting American Bar Association American Board of Funeral Service Education American Health Information Management Association Association of Collegiate Business Schools and Programs Commission on Accreditation of Allied Health Educational Programs Commission on Accreditation in Physical Therapy Education Federal Aviation Administration Higher Education Coordinating Board of the State of Washington Indiana State Board of Nursing Joint Review Committee on Education In Radiologic Technology National Alliance of Concurrent Enrollment Partnerships National Association of Schools of Art and Design National Association of Schools of Theatre National League for Nursing Accrediting Commission Printing Industries of America, Inc. Approved for Veterans Membership The American Association of Community Colleges Aviation Technician Education Council The Council of North Central Two Year Colleges The Higher Education Transfer Alliance The National Academic Advising Association The North Central Association...
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...SL 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 Song Name Amanush Theme Amanush Duchokher Oi Jhiley Hai Rama Jiboner Jalchabi Monta Kore Uru Uru O My Love Aamake Aamar Moto Thaakte Dao Bhaage Jaana Hai Kahan Bneche Thakar Gaan (Rupam) Bneche Thakar Gaan (Saptarshi) Chawl Raastaye (Shreya) Chawl Raastaye (Priyam) Phnaade Poriya Bawga Knaade Re Uthche Jege Shawkalgulo Bol Na Aar Dui Prithibi It's Only Pyaar O Yara Vey Pyarelal Keno Aaj Kal Keu Mone Mone Khujechi Toke Raat Berate Pirit Koro Na Sexy Maye Aas Paas Hai Khuda (Unplugged) Aas Pass Hai Khuda Ale Ab Jo Bhi Ho Anjaana Anjaani Hai Magar Anjaana Anjaani Ki Kahani Apna Har Din Jiyo (Remix) Apna Har Din Jiyo Baki Main Bhool Gayi Chhan Ke Mohalla Sara (Remix) Chhan Ke Mohalla Sara Chori Kiya Re Jiya (Female) Chori Kiya Re Jiya (Male) Dabangg Theme Desi Kali Your A Desi Kali (Bawara Sa) (Remix) Desi Kali Your A Desi Kali (Bawara Sa) Desi Kali Your A Desi Kali (Remix) Song Code 5551 5552 5553 5554 5555 5556 5557 5558 5559 55510 55511 55525 55512 55513 55514 55515 55516 55517 55518 55519 55520 55521 55522 55523 55524 55526 55527 55528 55529 55530 55531 55532 55533 55534 55535 55536 55537 55538 55539 55540 55541 Artist/Movie/Album Amanush Amanush Amanush Amanush Amanush Amanush Amanush Autograph Autograph Autograph Autograph Autograph Autograph Autograph Autograph Dui Prithibi Dui Prithibi Dui Prithibi Dui Prithibi Dui Prithibi Josh Josh Josh Josh Josh...
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...THE EMPLOYER AND THE EX-OFFENDER: THE DISCRIMINATORY EFFECTS OF CRIMINAL BACKGROUND CHECKS TABLE OF CONTENTS I. INTRODUCTION………………………………………………………………………… 3 II. OFFENDER AND EX OFFENDER HISTORY IN THE UNITED STATES………….. 5 A. LEGAL HISTORY OF EMPLOYMENT DISCRIMINATION AGAINST EX OFFENDERS ……… 5 B. THE NUMBER OF EX OFFENDERS IS RAPIDLY INCREASING .............................................................................8 C. IMPACT OF CONVICTION ON EMPLOYABILITY OF EX OFFENDERS ................................................................. 10 III. CRIMINAL BACKGROUND CHECKS AID IN THE DISPROPORTIONATE EXCLUSION OF MINORITIES ………………………………………………………………………………… 13 A. EMPLOYERS ARE PREJUDICED UPON FINDING CRIMINAL CONVICTIONS .................................................. 13 B. BLACKS AND LATINOS ARE EXCLUDED FROM THE WORK FORCE DUE TO STIGMAS OF MINORITY STATUS AND CRIMINAL RECORD ....................................................................................................................... 15 IV. HEIGHTENED SCRUTINY TURNS ON EMPLOYER HIRING PRACTICES INFLUENCED BY CRIMINAL BACKGROUND CHECKS………………………………………………………………………………………… 18 A. THE EQUAL EMPLOYMENT OPPORTUNITY COMMISSION ATTEMPTS TO PROVIDE MUCH NEEDED GUIDANCE ON CONDUCTING CRIMINAL BACKGROUND CHECKS AND SUBSEQUENT HIRING PRACTICES ..................................................................................................................... 18 B. NOTABLE LEGAL ACTION STEMMING...
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...------------------------------------------------- KWAME NKRUMAH UNIVERSITY OF SCIENCE AND TECHNOLOGY,KUMASI. ------------------------------------------------- ------------------------------------------------- COLLEGE OF HEALTH SCIENCES ------------------------------------------------- ------------------------------------------------- SCHOOL OF MEDICAL SCIENCES ------------------------------------------------- ------------------------------------------------- DEPARTMENT OF COMMUNITY HEALTH ------------------------------------------------- ------------------------------------------------- BIRTHWEIGHT OF NEWBORNS IN RELATION TO THE NUTRITIONAL STATUS OF PREGNANT WOMEN IN THE ATWIMA NWABIAGYA DISTRICT OF ASHANTI REGION OF GHANA. ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- A DISSERTATION SUBMITTED TO THE SCHOOL OF GRADUATE STUDIES, ------------------------------------------------- KWAME NKRUMAH UNIVERSITY OF SCIENCE AND TECHNOLOGY, KUMASI IN ------------------------------------------------- PARTIAL FULFILMENT OF REQUIREMENTS FOR THE AWARD OF MASTER OF ------------------------------------------------- PUBLIC HEALTH (MPH) DEGREE IN POPULATION AND REPRODUCTIVE HEALTH. ------------------------------------------------- ------------------------------------------------- ...
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...The prayer of Moses I. Wrong place and wrong time to be Born a. Mother pain and desperation b. First field and incident and escape II. New land first encounter in Midian A. Somebody called him by his name III. The prayer of Moses A. Moses second and final departure from Egypt B. The sorrow and cried of Egypt IV. God at time does not answer our prayer in the pattern we want A. So the answer to the prayer of Moses answered through the Bible, we will only considered few of those answers such as the duties of men and women, the requirement of those who dwell under the sun. XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX It a beautiful story Standing for the weak Mother prayer and grace Somebody called my name The prayer of Moses So Teach us The heart of wisdom By : Peter S. Wiah 80 Deguire Boulevard Montreal, PQ H4N 1N4, Canada Started Nov 2008 – xx 2009 The Prayer of Moses the man of God Lord, You have been our dwelling place in all generations. 2 Before the mountains were brought forth, Or ever You had formed the earth and the world, Even from everlasting to everlasting, You are God. 3 You turn man to destruction, And say, “Return, O children of men.” 4 For a thousand years in Your sight Are like yesterday when it is past, And like a watch in the night. 5 You carry them away like a flood; They are like a sleep. In the morning they are like grass which grows up: 6...
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...VIETNAM NATIONAL UNIVERSITY HOCHIMINH CITY INTERNATIONAL UNIVERSITY SCHOOL OF BUSINESS ADMINISTRATION HOW DOES CORPORATE ETHICS CONTRIBUTE TO FIRM PERFORMANCE IN HO CHI MINH CITY? TEAM 3C: LE MAI THY (MBAIU15044) TRAN DUY KHIEM (MBAIU14058) BUI THI KIEU OANH (MBAIU15033) Ho Chi Minh City, Vietnam April 27, 2016 CONTENT CHAPTER I: INTRODUCTION 4 CHAPTER II: LITERATURE REVIEW 5 1. Corporate ethics and firm performance 5 2. Theoretical framework of Corporate ethics and Firm Performance by Jinseok S. Chun, Yuhuyng Shin, Jin Nam Choi and Min Soo Kim (2013) 6 3. Conceptual framework and hypotheses 7 3.1. External ethics 7 3.2. Internal ethics 7 3.3. Employee ethics 8 CHAPTER III:METHODOLOGY 10 CHAPTER IV: DATA ANALYSIS AND DISSCUSSION 14 1. Sample demographic 14 1.1. Gender 14 1.2. Position 15 1.3. Industry 16 1.4. Strategy 16 2. Descriptive Statistics 17 2.1. External Ethics 17 2.2. Internal Ethics 18 2.3. Employee Ethics 19 2.4. Firm performance 20 3. Reliability test 20 3.1. External ethics 21 3.2. Internal ethics 22 3.3. Employee ethics 22 3.4. Firm performance 23 4. Exploratory Factor Analysis (EFA) 24 5. Hypotheses testing 25 6. Discussion 27 CHAPTER V: RECOMMENDATION AND CONCLUSION 29 1. Conclusion 29 2. Recommendation 29 3. Limitation and recommendation for future researches 30 REFERENCES 32 APPENDICES 37 LIST OF TABLES Table 1: External, Internal, and Employee...
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...Society for the Study of Social Problems Social Stratification and Health: Education's Benefit beyond Economic Status and Social Origins Author(s): John R. Reynolds and Catherine E. Ross Source: Social Problems, Vol. 45, No. 2 (May, 1998), pp. 221-247 Published by: University of California Press on behalf of the Society for the Study of Social Problems Stable URL: http://www.jstor.org/stable/3097245 Accessed: 27/02/2009 14:10 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/action/showPublisher?publisherCode=ucal. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit organization founded in 1995 to build trusted digital archives for scholarship. We work with the scholarly community to preserve their work and the materials they rely upon, and to build a common research platform that promotes the discovery and use of these resources. For...
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