...Allen Christopher Ford Jr. 12/6/14 Mrs. Hickman English 101 Double Standards: Ignorance and Racism Fueled by Media With the recent increase in self-made public news videos, there is a slight blur in the reality of what truly happens. Many people only see the side the news or the public wants them to see and they do not dig any further to reveal any other known facts about the case. In today's time what people see on the news is what they think "actually" happened. The news has the ability to change and edit videos to show what they want to be seen. The news fuels the public into thinking that racism is the only thing that is being produced from the villainous acts they are reporting on, but ignorance is also a prime outcome from these acts. The news fails to report on ignorance because they want stir the public's emotions. Stirring the public's emotions give the news another story to report on. With the recent verdict in the Ferguson Vs. Missouri case, the public demonstrated un-peaceful protest. This give the news a story for every night of the week. The more the news reports on racism, the more the crowd protests. These protests are based on the news report of racism in the death of teenager Michael Brown in the suspected "race crime shooting" by a Ferguson Police Officer. The Police Officer was called to the scene of a robbery where he then confronted Michael Brown. Brown then proceeded to reach for the Officer's gun which resulted in the Ferguson Police Officer firing...
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...UnUS/101 Course Calendar | Monday | Tuesday | Wednesday | Thursday | Friday | Saturday | Sunday | Week 1 | Day 1 | Day 2 | Day 3 | Day 4 | Day 5 | Day 6 | Day 7 | US/101 | Post Bio.Answer welcome thread | DQ Threadparticipation | DQ Threadparticipation | DQ Threadparticipation | DQ Threadparticipation | DQ Threadparticipation | Communication Styles Appendix A | Week 2 | Day 1 | Day 2 | Day 3 | Day 4 | Day 5 | Day 6 | Day 7 | US/101 | DQ Threadparticipation | DQ Threadparticipation | DQ Threadparticipation | DQ Threadparticipation | DQ Threadparticipation | Do your ethical lens inventory | Goal Evaluation Appendix D | Week 3 | Day 1 | Day 2 | Day 3 | Day 4 | Day 5 | Day 6 | Day 7 | US/101 | DQ Threadparticipation | DQ Threadparticipation | DQ Threadparticipation | DQ Threadparticipation | DQ Threadparticipation | | Collaboration Appendix E | Week 4 | Day 1 | Day 2 | Day 3 | Day 4 | Day 5 | Day 6 | Day 7 | US/101 | DQ Threadparticipation | DQ Threadparticipation | DQ Threadparticipation | DQ Threadparticipation | DQ Threadparticipation | | Reading Strategies Appendix F | Week 5 | Day 1 | Day 2 | Day 3 | Day 4 | Day 5 | Day 6 | Day 7 | US/101 | DQ Threadparticipation | DQ Threadparticipation | DQ Threadparticipation | DQ Threadparticipation | DQ Threadparticipation | | Ethical Actions Appendix G | Week 6 | Day 1 | Day 2 | Day 3 | Day 4 | Day 5 | Day 6 | Day 7 | US/101 | DQ Threadparticipation | DQ Threadparticipation | DQ Threadparticipation | DQ Threadparticipation...
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...Finals Amos Rolle BA460 Public Relations Professor Emily Hachman 4 January, 2015 Question 1 Imagine you have been hired to manage the PR function for a startup company specializing in environmental concerns and preservation. Develop a high level PR plan that will carry you through the first six months of the company’s launch. Keep in mind initial startup tasks that might include reaching out to key stakeholders or customers, or explaining the nature of your company to others. A – By definition, Public Relations (PR) is the deliberate, planned and sustained effort to establish and maintain mutual understanding between an organization and its publics. PR planning efforts determines the possible future course of actions for the company initiatives for maintaining PR. The below table details a plan of PR activities for the next six months of the company which is specialized in environmental concerns and preservation: |Month |Schedule PR Events |Target Public | |1st Month |Release Mission statement to Media/Press detailing the mission and goals of the |Community | | |company to the society. | | |2nd Month |Using electronic social media, the company information is included as a part...
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...Colorado Seminary (University of Denver) v. National Collegiate Athletic Association This action was brought by the University of Denver (“DU”) and several of its student-athletes to enjoin the National Collegiate Athletic Association (“NCAA”) from imposing sanctions against DU and declaring several of its hockey players ineligible. Colorado Seminary (Univ. of Denver) v. Nat’l Collegiate Athletic Ass’n, 570 F.2d 320, 321 (10th Cir. 1978), aff’d, Colorado Seminary (Univ. of Denver) v. Nat’l Collegiate Athletic Ass’n, 417 F.Supp. 885 (D.Co. 1976). Because DU refused to enforce the ineligibility of several of its hockey players despite the NCAA’s declaration of such, the DU hockey team was put on a two-year probation period, all DU athletic teams were unable to participate in post-season NCAA events and have its regular season games be televised, and the University was forced to forfeit its 1973 national title. 570 F.2d at 321. Plaintiffs claimed that the NCAA violated their due process and equal protection rights through its ineligibility declaration, however the trial court disagreed, denying Plaintiffs’ motion for summary judgment in favor of Defendant’s, albeit with some conditions. 417 F.Supp. at 893, 900. Plaintiffs appealed the denial, but the 10th Circuit affirmed the trial court’s decision and ultimately held that: the “students’ interest in participating in intercollegiate athletics did not rise to level of the constitutionally-protected property or liberty interest...
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...Colleges offering to help graduates repay their loans More and more colleges are offering to help graduates repay their loans if, after they graduate, they secure employment making less than $40,000.00 per year. This is a great idea! Just the thought of having to repay thousands of dollars after graduating can become overwhelming for some, but the opportunity to have the college help repay your loans takes some of that anxiety away and would make it a little easier to make the decision to further your education by going to college. If a person moves directly into a high paying position after graduating college, that’s great, but that’s never a guarantee. At least with this program, there’s a cushion in place, just in case you are not fortunate enough to fall into a high paying position straight out of college. (c) USA TODAY, 2011 Colleges offer grads help repaying loans Authors: Mary Beth Marklein; USA TODAY Source: USA Today; 06/13/2011 There are options available to you if you’re having trouble repaying your student loans Times are rough, employment is down, and finding a job after you graduate from college may not be as easy as expected. Although most Federal student loan programs offer a 6 month grace period, after you graduate, before you have to start repaying your loans … in these times, you may need more time than that. In this case, there are options out there, to help you stay on track and not fall into default on your loans. Forbearance, Deferment...
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...Impacts of a borderless society Unit 6 Assignment Professor Robert P Black, MS I am a serious bargain shopper. I try to save wherever I can. That usually means buying products from a mega chain, whose items are usually from outside of the U.S., verses buying from a local “mom and pop” store. The local stores usually have higher prices than most of the larger chain stores. I have never really understood why. For my family, buying all our food locally can be a challenge sometimes. My husband is Asian and he refuses to let go of some of the Asian food items he loves. For example, he has to have bok choy instead of green cabbage from right here. Rice is another issue for us. It has to be jasmine rice from a South East Asian country. He swears there is a difference. In my opinion, it all tastes the same….bland. List all of the components of two of your meals. Meal 1: For breakfast I had eggs, Conecuh sausage, peaches, and iced sweet tea. Meal 2: For lunch I had a ham sandwich with Sargento Colby- jack cheese, Lays brand sour cream and onion potato chips, and a Jell-O pudding cup. I had a bottle of Aquafina water to drink. A. Where did each component of your meal originate? List the country that each part of your meal came from. (i.e., Did that glass of red wine come from Australia? Is the cheese from France?) Meal 1 – Breakfast My eggs Eggland’s Best eggs came from Jeffersonville, PA. My peaches came from Clanton, Al, which is about an hour north of my home...
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...Competitive Strategies Pg 1 A Battle in Technology Bus 508-Contemporary Business November 2, 2013 Dr. Jean Fonkoua Competitive Strategies pg 2 The U.S offers a free market where businesses are able to have free enterprise to open and operate an ideal to provide a product or service to the public. There are many businesses that offer similar products and create competition (2013, 02). Consumers are able to have options in the marketplace. Apple Inc. and Microsoft are two companies that offer similar products to consumers. Apple, created by Steve Jobs, is an American multinational cooperation headquartered in Cupertino, California that designs, develops, and sells consumer electronics, computer software and personal computers. Microsoft, created by Bill Gates, is an American multinational software cooperation headquartered in Redmond, Washington that develops, manufactures, licenses, and supports a wide range of products and services related to computing. This paper will discuss how the cooperate culture of these two companies differ, three ways that each unique culture has benefited by the other’s competition, and how these companies will potentially thrive in the future. The cooperate culture of these two technology giants are very different in that Apple is more conservative, distinct, and expensive, whereas in Microsoft is more personalized, flexible, and affordable. Apple has masterfully executed a plan to sell high-priced...
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...Homework Week 6 Answers The homework is worth 20 points, so each answer will have points distribution at the instructor’s discretion. Chapter 14 1. a. Given that the interest rate has been 4 percent for the last ten quarters, then for IS curve I, real GDP equals 8,800 − 25(4) − 25(4) − 25(4) − 25(4) − 20(4) − 20(4) − 20(4) − 15(4) − 15(4) − 10(4) = 8,000. For IS curve II, real GDP equals 8,400 − 5(4) − 5(4) − 5(4) − 5(4) − 10(4) − 15(4) − 15(4) − 15(4) − 20(4) = 8,000. b. For IS curve I, real GDP in the first quarter equals 8,800 − 25(3) − 25(4) − 25(4) − 25(4) − 20(4) − 20(4) − 20(4) − 15(4) − 15(4) − 10(4) = 8,025. Using the same IS curve, it is easy to show that for quarters two through ten, real GDP equals 8,050, 8,075, 8,100, 8,120, 8,140, 8,160, 8,175, 8,190, and 8,200, respectively. For IS curve II, real GDP in the first quarter equals 8,400 − 5(3) − 5(4) − 5(4) − 5(4) − 5(4) − 10(4) − 15(4) − 15(4) − 15(4) − 20(4) = 8,005. Using the same IS curve, it is easy to show that for quarters two through ten, real GDP equals 8,010, 8,015, 8,020, 8,025, 8,035, 8,050, 8,065, 8,080, and 8,100, respectively. c. Real GDP increases by 200 billion for IS curve I. The increase in real GDP for IS curve II equals 100 billion. d. For IS curve I, it takes four quarters, or twelve months, for real GDP to increase by 100 billion or one-half of the total increase in real GDP. For IS curve II, it takes seven quarters, or twenty-one months, for real GDP to increase by 50 billion...
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...Homework Week 3 Answers The homework is worth 20 points, so each answer will have points distribution at the instructor’s discretion. Chapter 8 (a through e) Problem 1 a. Given that the nominal wage rate equals 50, the equation for the short-run aggregate supply curve is Y = 11,250 – 20(50) 1,000P = 10,250 + 1,000P. The amount of short-run aggregate supply when the price level equals 2 is 10,250 + 1,000(2) = 12,250. The amount of short-run aggregate supply when the price level equals 1.25 is 10,250 + 1,000(1.25) = 11,500. The amount of short-run aggregate supply when the price level equals 1 is 10,250 + 1,000(1) = 11,250. The amount of short-run aggregate supply when the price level equals .8 is 10,250 + 1,000(.8) = 11,050, and it equals 10,250 + 1,000(.5) = 10,750 when the price level equals .5. The points on the short-run aggregate supply curve are: (10,750, 0.5); (11,050, 0.8); (11,250, 1.0); (11,500, 1.25); and (12,250, 2.0). b. Given that the nominal wage rate equals 50, the equation for the short-run aggregate supply curve is Y = 11,250 – 20(50) + 1,000P = 10,250 + 1,000P. The amount of short-run aggregate supply when the price level equals 2 is 10,250 + 1,000(2) = 12,250. The amount of short-run aggregate supply when the price level equals 1.25 is 10,250 + 1,000(1.25) = 11,500. The amount of short-run aggregate supply when the price level equals 1 is 10,250 + 1,000(1) = 11,250. The amount of short-run aggregate supply when the price level equals .8 is...
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...MAPPING THE CONSTRUCTION ENGINEERING AND MANAGEMENT DISCIPLINE By Mohamed A. Aboulezz A Thesis Submitted to the faculty of the WORCESTER POLYTECHNIC INSTITUTE In partial fulfillment of the requirement for the Degree of Master of Science in Construction Project Management February 2003 Approved Prof. Roberto Pietroforte, Thesis Advisor Prof. Fredrick L. Hart, Head of Department Abstract The objective of the study was to map the structure of the construction engineering and management (CEM) discipline and its contents, trace its evolution, and to identify the most prevailing research areas in the discipline. The study entailed a review of the literature in construction engineering and management as well as two of the leading academic journals in the discipline, particularly a bibliometric study of the contents of the ASCE Journal of Management in Engineering (JME), as a case study of the CEM refereed journals. The JME’s contents were investigated from its onset in 1985 until 2002. The results of the analysis show that 70% of the published papers focused on four main subjects: management and organization of the firm, project management, industry structure and environment, and management of personnel. Considerable changes occurred within the subjects with the emergence of new topics and the decline of others over the eighteen years of publication. The study also analyzed the use of keywords, research methods, and identified authors, and the concentration of...
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...Sexuality and Culture 성과 문화 HANYANG Univ. Prof. Seo, Sun Young Sexuality and Culture 우리시대 연애각본 HANYANG Univ. Prof. Seo Sun Young Sexuality and Culture 자본주의와 결합된 연애의 시대 ■ 사랑의 프로그래밍 ▶ 대중매체는 사랑에 영향을 주며, 가이드 및 교육자의 역할을 함. ex) 연인들의 기본조건을 개별적으로 프로그래밍하고 적용, 사랑의 시장상황 전달, 섹스와 관련된 주요정보 제공, 사랑의 모델 제시. ▶ 끊임없이 현재의 사랑관 및 행동 모델을 제시하며, 이 모델은 단말적인 변 동성을 지님. HANYANG Univ. Prof. Seo Sun Young Sexuality and Culture 자본주의와 결합된 연애의 시대 ■ 연애권하는 사회 자본의 소비창출활동에 ‘사랑과 친밀함’이 가장 집중적인 매개가 되고 매우 성 공적 결과를 수행함 경제는 낭만적 감정을 소비를 통한 사랑의 연출로 종속시킴. 대중매체가 선 전하는 모든 사랑의 규칙과 모델은 특정 형태의 상품 소비를 유도함. 즉, 사랑 의 경제화가 가속화됨. ’dating mate’ ▶ dating의 기능 - 결혼동기 제공, 즐거움과 오락의 기능, 사회적 지위성취의 기능, 사회화의 기능 HANYANG Univ. Prof. Seo Sun Young Sexuality and Culture 자본주의와 결합된 연애의 시대 ■ 연애 = 소비 연애=소비 등식성립 - 데이트 과정은 곧 소비의 과정 광고들은 소비 욕구들을 이끌어내는 방법으로 ‘친밀성’활용 - ‘사랑하는 사람’에게 능력을 보여주는 과정 = 연애의 과정 - ‘커플’로서 물건을 구입하고 여가 및 문화생활을 즐기는 과정 = 소비의 과정 - 소비를 주도하는 주체: 능력있는 남성 남성의 구매능력과 소비능력의 행복한 수혜자: 여성 ■ 프로젝트화되는 연애 - 글로벌 소비대중문화의 영향 - 연애 공동기획자 HANYANG Univ. Prof. Seo Sun Young Sexuality and Culture 자본주의와 결합된 연애의 시대 연애의 상업화 - “혼 활 시 대 ” ; 야마다 마시히로 “취직을 위해 구직활동이 필요하듯 결혼하려면 결혼활동이 필요하다” ; 20-30대 ‘자기계발’에 익숙한 세 대, 다양한 사람을 만나고 사랑을 할 시기인 20대에 취업준비를 위한 스 펙쌓기에 20대를 소진; ‘연애’도 하나의 능력으로 보고 연애강의 환영 ▶ 독특한 서비스와 신속성을 제공하는 중매사업 부상함. - 초고속 데이트 - 가상 데이트 - 오프라인 만남도 점차 전문화됨. ex) 각종 이벤트 혹은 가상의 연인을 대여하는 방식. ▶ 낭만 카운슬링 - 사랑이 개인화되고, 규정과 의무에 따른 구속이 상대적으로 약화됨. - 현대의 개인은 완벽한 관계를 통해 자신을 규정하고...
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...where vI is relatively high, so that the output voltage vO is low. III. The transition region, where the input/output voltage is in an indeterminate state (i.e, an ambiguous region between high and low. Jim Stiles The Univ. of Kansas Dept. of EECS 11/5/2004 Noise Margins 2/12 Note that the transition region is rather arbitrarily defined by the points on the transfer function where the magnitude of the slope is greater than one (i.e., where d vO dv I > 1.0 ). Although this transfer function looks rather simple, there are actually several parameters that we use to characterize this transfer function—and thus characterize the digital inverter as well! 1. First of all, let’s consider the case when vI=0. The output of the digital inverter in this condition is defined as VOH (i.e., OH “output high”), i.e.: VOH vO when v I = 0 Thus, VOH is essentially the “ideal” inverter high output, as it is the output voltage when the inverter input is at its ideal low input value vI=0. Typically, VOH is a value just slightly less than supply voltage V+. 2. Now, let’s consider the case when vI =V+. The output of the digital inverter in this condition is defined as VOL (i.e., OL “output low”), i.e.: VOL vO when v I = V + Jim Stiles The Univ. of Kansas Dept. of EECS 11/5/2004 Noise Margins 3/12 Thus, VOL is essentially the “ideal” inverter low output, as it is the output voltage when the inverter input is at its ideal high input value vI =V+....
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...hochschule hof University of Applied Sciences Univ ersityof Applied Sciences Source: wallpapers.pixxp.com Case Study Silvio Napoli at Schindler India Was Silvio the right choice? hochschule hof University of Applied Sciences Univ ersityof Applied Sciences PROS: He developed the business plan Int. Experience CONS: Age and family situation Personality and cultural background (France & USA) Experience with Swatch Project Lack of adaptation to foreign cultures No similar post before Well educated No sales and technical experience in the elevator business 2 Was Silvio the right choice? hochschule hof University of Applied Sciences Univ ersityof Applied Sciences Blindly sticking to his business plan Lack of soft skills Failed to convince the team of his plan Harsh leadership style not suitable in India Probably not the right person for this particular position as general manager 3 How to evaluate the Silvio`s first seven moths as general manager? hochschule hof University of Applied Sciences Univ ersityof Applied Sciences “The first step is always the hardest!” Teething problems in establishing the business Still in the “learning process” Too ambitious plans Having build a reasonable management team Sold the first elevators (although customized) Having failed to meet the demand of the Indian market 4 How to advice Silvio? hochschule hof University of Applied Sciences Univ ersityof Applied Sciences Do you still want to...
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...| Tue: 13 | BWVW | Worldview Assignment Pt. 2 | | | Tue: 13 | THEO | Chapter 12 | | Chapter 12 Quiz | Th: 15 | THEO | | Exam #2: Ch 9-12 | | Fri: 16 | CSTU | Chapters 11-12 | | Ch. 11-12 Quiz | Fri: 16 | BIBL | | Test 1 (Midterm Exam) | | Fri: 16 | UNIV | Effective Email Project | | | | | | | | Mon: 19 | BIBL | Romans Essay Available | | Bb Quiz: Ch 10, 14, 15 | Mon: 19 | EVAN | Reading & Book Review | + Reflection Paper | + Check for reading | Tue: 20 | BWVW | Read: World Religions Overview | | | Tue: 20 | THEO | Chapter 13 | | Chapter 13 Quiz | Th: 22 | BWVW | | Test #2 | | Th: 22 | THEO | Chapter 14 | | Chapter 14 Quiz | Fri: 23 | CSTU | Chapters 13-14 | | Ch. 13-14 Quiz | Fri: 23 | UNIV | Time Management Activity | Reflections Paper | | | | | | | Mon: 26 | EVAN | Check for possible reading | | | Tue: 27 | BWVW | Read: What is Moral Relativism | | | Tue: 27 | THEO | Chapter 15 | | Chapter 15 Quiz | Wed: 28 | BIBL | Acts 21-28 Pent-Sum; Eph. Com. Meditation; Phil. Prayer Journal | | | Th: 29 | THEO | Ch. 16 & Biblical Worldview | | Chapter 16 Quiz | Fri: 30 | CSTU | Chapters 15-16 | | Ch. 15-16 Quiz | Fri: 30 | UNIV | Information Literacy Project Pt 1 | | | | | | | | November | | | | | | | | | | Mon: 2 | BIBL | Col. Com. Prayer; Phile. Ch. Ref. | | Bb Quiz: Ch 16&22 (Col, Phile) | Mon: 2 | EVAN | Witnessing Report + | Check for reading | | Tue:...
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...Orientation Syllabus UNIV/100 Version 9 1 Orientation Syllabus UNIV/100 Version 9 University of Phoenix Orientation Workshop Copyright © 2011, 2010, 2009 by University of Phoenix. All rights reserved. Course Description This 3-week orientation workshop helps students be successful in college. Students practice using the Online Learning System (OLS), learn techniques to be successful in college, and identify useful university services and resources. Policies In every course at the University of Phoenix, faculty and students will be held responsible for understanding and adhering to all policies contained within the following two documents: • • University policies: You must be logged into the student website to view this document. Instructor policies: This document may be accessed from the student website. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials All electronic materials are available on the student website at https://ecampus.phoenix.edu. Adobe® Flash® download: http://get.adobe.com/flashplayer/ Adobe® Shockwave® download: http://get.adobe.com/shockwave/ Week One: Online Learning System (OLS) Details Objectives Nongraded Activities and Preparation UNIV/100 Course Page Overview 1.1 Use the Online Learning...
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