...LISTENING REACTION PAPER [pic] Speech 100 – all sections. Assignment Instructions: The Listening Exercise takes place in class. You must be in class doing the exercise to be able to write this short paper. Type a double-spaced, two page paper (see ”Format” in the class syllabus for instructions on margins, etc.) Type full pages – don’t skimp! It’s worth points to fill the page. NUMBER your answers and answer the following: 1. As you listened to a classmate in a “duo” or a “trio” in class, were you “empathically” listening? Explain. 2. Discuss your personal “barriers” to listening (p. 29-31 in the workbook “Communicate.”) How well did you listen? Discuss difficulties you may have experienced during the exercise. 3. Consider page 31 in the workbook – what steps did you take while listening to another person? 4. Do page 37-38 in the Communicate workbook, “Analysis of my listening effectiveness” – and tell me what your results were. What did your results tell you? 5. Finally, when it was YOUR turn to talk and have another person listen to you: (a) Discuss how it felt to have someone listen to you – really listen, without judging, without offering advice, or without trying to ”fix” it. (b) How could you tell they were listening to you? 6. What did you think of this exercise? ** This paper is worth 20 points – points are awarded on the QUALITY and also the required length of the paper, as well as...
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...websites and tools that can assist you in completing assignments, connecting to other students, and searching for careers. Instructions Complete the following Scavenger Hunt Matrix regarding student resources provided by the university. In the first column, list the steps used to locate each resource. In the second column, explain how each resource might contribute to your success. Scavenger Hunt Matrix |Student resource |List the specific steps you used to locate |Explain how you can use each resource to support your | | |each resource. |academic, career, or personal success. | |Course syllabus |The course syllabus is located in the |The class syllabus is useful because it is a listing of| | |classroom. 1st location is on class home |all of the required study materials, tasks to complete,| | |and from the current class list on your |and exercises. It lists your assignments and their due | | |ecampus home page |dates. You can check off completed items. | |Academic policies |These are found on the class home page on |The academic policy has a wide range of very important | | |the right hand side of the screen above the|information. It...
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...This file of BUS 642 Week 3 Exercises consists of: 1. Complete Making Research Decisions, 5, page 315. Using this measuring scale we can be pretty sure about the real attitude of the customer about that product. The customer decision in a ranking scale is just based on possible answers of the customer. I strongly believe that the Coke was fine but not 3.more than Sprite. We cannot make any other judgments in such sort of scale. Complete Terms in Review, 1- 3, page 123. How does each of these five evaluation factors for a secondary source influence its management decision making value? 2. Distinctions between primary, secondary and tertiary sources in secondary search 3. What problems of secondary data quality must researchers face? How can they deal with them? On companion website: 1. Read the case study, State Farm: Dangerous Intersections. Answer questions 1 through 5. (This case can be downloaded from the text book web site, highered.mcgraw-hill.com/sites/0073373702/student_view0/cases.html) 2. What hypothesis might drive the research of one of the cities on the top 10 dangerous intersection list? 3. Evaluate the methodology for State Farm Business - General Business Week Three Exercises Complete the following exercises: In your text book Complete Making Research Decisions, 5, page 315. Complete Terms in Review, 1- 3, page 123. On companion website Read the case study, State Farm: Dangerous Intersections...
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...THIS ARTIcLE OUTLINES AND ExPLAINS THE cONcEPT Of AUDIT RISK, MAKINg REfERENcE TO THE KEY AUDITINg STANDARDS WHIcH gIVE gUIDANcE TO AUDITORS AbOUT RISK ASSESSMENT. 01 TEcHNIcAL audit risk RELEVANT TO AccA QUALIfIcATION PAPERS f8 AND P7 AND This article outlines and explains the concept of audit risk, making reference to the key auditing standards which give guidance to auditors about risk assessment. Identifying and assessing audit risk is a key part of the audit process, and ISA 315, Identifying and Assessing the Risks of Material Misstatement Through Understanding the Entity and Its Environment, gives extensive guidance to auditors about audit risk assessment. The purpose of this article is to give summary guidance to CAT Paper 8, Paper F8 and P7 students about the concept of audit risk. All subsequent references in this article to the standard will be stated simply as ISA 315, although ISA 315 is a ‘redrafted’ standard, in accordance with the International Auditing and Assurance Standards Board (IAASB) Clarity Project. For further details on the IAASB Clarity Project, read the article by Lisa Weaver, examiner for Paper P7, in the August 2009 issue of Student Accountant. WHAT IS AUDIT RISK? According to the IAASB Glossary of Terms1, audit risk is defined as follows: ‘The risk that the auditor expresses an inappropriate audit opinion when the financial statements are materially misstated. Audit risk is a function of material...
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...selected reports, and explains its relevance to our course study by drafting report reviews through the development of a 3,200 to 4,000-word paper (approx. 8 to 10 pages). The general purpose of the assignment is to familiarize you with published corporate responsibility statements and provide you with an opportunity to assess their veracity and usefulness. Successful papers will include a complete analysis of the reports by meeting the requirements provided below and will demonstrate (1) familiarity with the relevant course topic(s), (2) personal reflection about the quality of the reports, and (3) college-level writing ability. The paper will include a minimum of five (5) sources and is due by the date indicated in the course syllabus during week fourteen. ASSIGNMENT REQUIREMENTS Audience and Style A. Assume that you are writing to a reasonably intelligent college student who is in your GBL class or is ready to study business law. B. Use plain language. Do not try to impress your reader with long sentences and big words that you do not understand. Assignment Content A. Select two companies from different industries with one of the company’s classified in the Fortune 100 or 500 and that publish some type of sustainability/ responsibility/citizenship report. Each company / organization will serve as your client. A...
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...Warren E. Buffett, 1995, Case Questions The purpose of this case is to introduce the themes that we will be covering in this course. In fact, if you look at Buffett’s investment philosophy (question 3 below) and compare it to the syllabus, you will find extensive overlap. 1. What is the possible meaning of the changes in the stock price for GEICO and Berkshire Hathaway on the day of the acquisition announcement? Specifically, what does the $718 million gain in Berkshire’s market value of equity imply about the intrinsic value of GEICO? (Note that Berkshire owned 33.25 million shares before the acquisition was announced.) Geico stock price will move up on the day of the acquisition announcement. Meant, GEICO intrinsic value also increase, total value will be more than $718 million in the market. 2. How well has Berkshire Hathaway performed? In the aggregate? In its investment in Scott & Fetzer? In its investment in earlier purchases of GEICO stock? Scott & Fetzer conservatively financed with Berkshire Hathaway. Buffett offered to buy the company for $315 million. Scott and Fetzer paid Berkshire Hathaway $125 million. Buffett noted that in terms of return on book value of equity, Scott & Fetzer would have easily beaten the Fortune 500 firms. 3. Please critically assess Buffett’s investment philosophy, and prepare to identify points where you agree and disagree with him. Graham’s approach was to focus on the value of assets, such as cash, net working...
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...Paper Assignment SOC 315 Your assignment is to view two films outside of class. It is your responsibility to choose and watch these films. You will need to pick out one film that shows the creation of relationships. The other film will illustrate the breaking down of a relationship. Some suggested titles are (you do not have to choose from this list): Creation of relationships Breaking down of relationships Love Actually Kramer vs. Kramer Fools Rush In War of the Roses Creator Mrs. Doubtfire Falling In Love Radio Flyer Gone with the Wind Divorce His, Divorce Hers Casablanca Smash Palace West Side Story Manhattan Dr. Zhivago Breaking Up Anne Hall When Harry Met Sally You will chose any One Topic from any lecture or the text that you think relates to both films and this class. Examples could include among others; communication styles, love types, domestic violence, etc. Your task is to write a 5-7 page comprehensive paper analyzing your topic. The last section of your paper is to find examples in the two films that illustrate your topic from both the negative and positive aspects. The structure should be as follows IN THIS ORDER: - First, include a brief introduction. This should tell me the topic of choice, what two films that you chose and why you chose them. - Then, outline your topic. Explain it to...
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...Econ 136A: Intermediate Accounting University of California Santa Barbara Fall 2015 Syllabus Professor: Douglas E. Kulper Office Hours: Mon 12:45 – 1:45 pm Office: North Hall 3050 Mon 5:00 – 6:15 pm E-mail: doug.kulper@ucsb.edu Wed 5:00 – 6:15 pm Class Meeting Information Class Time: Monday/Wednesday, 2:00 pm – 3:15 am (Room: NH 1110) Class Time: Monday/Wednesday, 3:30 pm – 4:45 am (Room: NH 1110) Course Description Three hours lecture/discussion/problem solving. An in-depth analysis of recognition, measurement, classification, and valuation issues in financial reporting within the framework of generally accepted accounting principles. Required Text Intermediate Accounting, 15th Edition, Kieso/Weygandt/Warfield Note: It is critical that you use this edition. Materials 1. GauchoSpace at https://gauchospace.ucsb.edu/ 2. WileyPLUS (Course ID: 478331) 3. PowerPoint Slides at Wiley’s website or on GauchoSpace 4. Non-Programmable Calculator – not your phone or a programmable calculator Course Format As discussed below, there will be regular homework, a number of small quizzes, and three noncumulative exams. This course will be rather flexible and students will be responsible for checking e-mail and/or GauchoSpace each week for announcements, corrections, and clarifications to the schedule. GauchoSpace This class is set up on GauchoSpace. I will post announcements and other relevant...
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...1. Using examples, explain the difference between obscene and indecent materials. Obscene and indecent both have different meanings but are similar in many ways. Obscene material is described as disgusting or repulsive but indecent material is described as being offensive to the public. Both obscene and indecent can be view differently by the public; however, the Constitution plays a role with indecent material. Obscene material "is not protected by the First Amendment,” (The Dynamics of Mass Communication Tenth Edition, page 377) and broadcast stations cannot air obscene material at anytime. The problem with this is that no one had come up with a set standard of what obscene material is. Due to the difference in beliefs between families and individuals, no two people have the same beliefs and will not agree to a set standard of what obscene material really is. Since obscene material is can not be banned completely and therefore can be view during nighttime broadcasting. A good example of this is the adult swim channel. During the day children can view cartoons like Spongebob and Rugrats; but when 10 o’clock p.m. hit, the channel switches to adult swim when there are show with naked women and sex scenes. According to the U.S. Supreme Court, to be obscene, material must meet a three-prong test, "(1) an average person, applying contemporary community standards, must find that the material, as a whole, appeals to the prurient interest (i.e., material having a tendency to excite...
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...Tuck School of Business Dartmouth College Fall Quarter B 2010 Professor Kevin Lane Keller STRATEGIC BRAND MANAGEMENT Course Times/Places Class Meetings: Office Hours: Mondays and Tuesdays 8:30 – 10:00 & 10:15 – 11:45 Borelli classroom By appointment: Tuesdays, 12:30 – 2:00 Room: Woodbury 315 (Phone: 646-0393) E-mail: kevin.keller@dartmouth.edu Alison Pearson Room: Tuck 205I (Phone: 646-2515) E-mail: alison.pearson@dartmouth.edu Academic Coordinator: Required Text Kevin Lane Keller, Strategic Brand Management, 3rd edition, Prentice-Hall, 2008. Course Objectives Some of a firm’s most valuable assets are the brands that it has invested in and developed over time. Although manufacturing processes can often be duplicated, strongly held beliefs and attitudes established in consumers’ minds cannot. This mini-elective provides students with insights into how profitable brand strategies can be created. It addresses three important questions. How do you build brand equity? How can brand equity be measured? How do you capitalize on brand equity to expand your business? Its basic objectives are to (1) provide an understanding of the important issues in planning and evaluating brand strategies, and (2) provide the appropriate concepts and techniques to improve the long-term profitability of brand strategies. The course consists of lectures, exercises, and case discussions. The course content has relevance to students pursuing a variety of different career goals in virtually any...
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...INTRODUCTION TO PUBLIC ADMINISTRATION POSC 330, Winter 2013 GCB 188, 3:40 – 4:40 PM Professor: Jennifer Kajiyama Office: SSC, Room 120A Telephone: 808-293-8002 Email address: jenniferkajiyama@gmail.com Office Hours: Appointments available upon request. I. COURSE OBJECTIVES: Public administration involves the "core activities" of government that are performed, for the most part, by highly trained experts and specialized organizations; its purpose is the development and implementation of public policy. This broad definition encompasses a large dynamic portion of government at all three levels of the federal system, engaging even nonprofit and private enterprise. The purpose of this course is to introduce students to the environment of public administration: the structural environment, the political environment, and the social environment. The structural environment consists of the different sectors that create both synergistic and antagonistic relationships. The political environment consists of the government and legislative processes that both delimit and enable action in public organizations. Finally, the social environment consists of broader forces that are at work that are often ignored or misunderstood. This course will help students become aware of how others impact them and how they impact others. II. STUDENT LEARNING OUTCOMES: Students completing this course will be able to understand the power and discretion you will have while working in the field of public administration...
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...College Physics I Physics 111 Fall 2015 Preliminary Syllabus (update 8/24/15) INSTRUCTOR: John J. Zielinski, Ph.D. (john.zielinski@oswego.edu) OFFICE: 293 Shineman (Second Floor) PHONE: (my office) 315 - 312 – 2680 (Office telephone has voice mail). Note: Serious subjects should be discussed with me personally, sufficiently beforehand if possible. Use email as a last resort in very serious circumstances. If you cannot talk with me directly, telephone and leave a message on voice mail, or leave a written message at the Department of Physics office. NEVER stick anything under my door. In very serious circumstances, please call the Department of Physics office: 585-312-3044. OFFICE HOURS: Monday, Wednesday: 4:00 PM – 5:00 PM. Tuesday, Thursday: 12:45 PM – 1:45 PM. I will make a very serious attempt to be in my office during formal office hours. You may visit my office at anytime. I am usually able to interrupt what I am doing and help you. Occasionally, I may ask you to return at another time if I am busy. SCOPE OF THE COURSE: Translational mechanics plus some additional material if time allows. This material is covered in Chapters 1-7 of our text. REQUIRED ITEMS: 1.) TEXT: Physics, Cutnell and Johnson, 10th edition, 2015, Wiley Choose one of the following options: a.) Buy a new or used 10th edition. Book comes in hardcover, loose leaf, and paperback. Vol I and Vol II can be...
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...Syllabus: Fall 2015 Course Number: MKTG 315-201 Course Title: New Product and Service Management Credit: 3 credits Class Days: MW 11:00-12:15 p.m. Instructor: Professor E. Yoon E-mail: eunsang_yoon@uml.edu Office: Pasteur 308 Phone: (978) 934-2814 Office Hours: MW 1:00-3:00 p.m. and also by appointment CATALOG DESCRIPTION This course focuses on the process of new product and service development and marketing. Emphasis is given on market opportunity identification, R&D-marketing interface, business model development, market potential estimation, and market entry timing. Preference: Marketing concentrators. Group Project: A product development and marketing plan. Career relevance: Developing and marketing new product or service. PREREQUSITES: MKTG 201: Marketing Principles and MSB filter courses. MSB 300/400 level courses are restricted to the MSB students who have completed the filter courses. COURSE OBJECTIVES This course is designed to familiarize students with the principles and practices in the conceptualization, design, testing, forecasting, and launching of new products and services. Course objectives include comprehension and application of: 1. Strategic elements of new product development 2. Concept generation, evaluation, testing, and screening 3. Product protocol, design, development, and sales forecasting 4. Teamwork, product use testing, and market-entry strategy, and ...
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...LBS 3001: Introduction to Labor Studies (Section RXLA-55242) Summer A 2013 Instructor: Professor Alí R. Bustamante Schedule: Mondays and Wednesdays / 11:00am – 1:40pm Credits: 3 Location: PC 439 Office Hours: LC 315, one hour before class or by appointment. E-mail: albustam@fiu.edu Department Phone: (305) 348-1519 Course Description: This course will introduce you to the challenges and struggles of working people in the United States. In our readings and classroom discussions, we will pay close attention to the conditions faced by low-wage workers in industrial, agricultural, and service jobs, as well as the impact of globalization on labor markets in the U.S. and abroad. We will also look at some of the hidden dimensions of working-class life through the lens of slavery, immigration, and global economic competition. By the end of the course, you will understand and be able to analyze: 1. What class is and how it operates in American society; 2. What it is like to work at a various low-wage jobs while trying to sustain yourself; 3. The impact of race, ethnicity, and gender on conditions in the American workplace; 4. How management exerts control over industrial, agricultural, and service workers; 5. The impact of large retailers and other consumer-oriented industries in determining conditions in the modern American workplace; 6. The role of immigration and the immigrant experience in the American workplace; 7. The evolution of and relationship...
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...Course Description Psychology asks, and in scientific ways attempts to answer, questions about why and how people think, feel, and behave as they do. Because we are all human and have much in common, sometimes discoveries can be applied more universally. However, psychology must also take into account differences in biology, in the social and cultural contexts of our lives, and in the individual way we interpret the world. Differences in perspective and the power of perspective to shape experience are themes that run throughout the course. We will study the major perspectives in psychology, research methods, brain and nervous system structures, states of consciousness, learning, memory, cognitive and social-emotional development in infancy and childhood, social psychological issues such as conformity and obedience, and some of the major categories of psychological disorders and therapies. You will have a chance to pursue some topics in more depth. The goal of the course is to strike a balance between giving a survey of a very rich, complex field and covering topics in depth. Both understanding of basic psychological principles and practical application will be emphasized. The aim is to enrich your knowledge of psychology and your ability to apply psychological principles to everyday life. Required Text Myers, D. (2011). Exploring psychology, 8th ed. NY: Worth. ISBN: 1-4292-3826-7 Course Learning Objectives To be able to understand, illustrate, apply, and discuss: ...
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