...download=devry-sbe-330-all-case-study-new For Further Information And For A+ Work Contact US At SPINWOOP@GMAIL.COM Devry SBE 330 Week 1 Case Study Latest 2016 Jan. Read Case Study 1 and respond to question 3. Your response should be at least one page long and conform to APA Version 6 standards. If you have questions about APA Version 6 standards, refer to the Syllabus for instructions about accessing an APA tutorial. Below is the grading rubric used for this case study: Criteria Points Case Study Submitted case study and addressed all questions asked in assignment. Each case study presents one or more questions for analysis and explanation. A quality response fully answers the question or questions asked. 25 points APA Standards Written response conforms to APA format (in-text citations and references as required, punctuation, headings, paraphrasing, seriation). At a minimum, focus on in-text citations, sentence punctuation, seriation rules, and reference list construction. You should list and cite the text, as appropriate, when responding to case study questions. 3 points Spelling and Grammar Submitted assignment was checked for spelling and grammar errors. 2 points Devry SBE330 Week 2 Case Study Latest 2016 Jan. Read Case Study 6 and respond to question 2. Your response should be at least one page long and conform to APA Version 6 standards. If you have questions about APA Version 6 standards, refer to the Syllabus for instructions about accessing an APA tutorial. Below...
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...download=devry-sbe-330-all-case-study-new For Further Information And For A+ Work Contact US At SPINWOOP@GMAIL.COM Devry SBE 330 Week 1 Case Study Latest 2016 Jan. Read Case Study 1 and respond to question 3. Your response should be at least one page long and conform to APA Version 6 standards. If you have questions about APA Version 6 standards, refer to the Syllabus for instructions about accessing an APA tutorial. Below is the grading rubric used for this case study: Criteria Points Case Study Submitted case study and addressed all questions asked in assignment. Each case study presents one or more questions for analysis and explanation. A quality response fully answers the question or questions asked. 25 points APA Standards Written response conforms to APA format (in-text citations and references as required, punctuation, headings, paraphrasing, seriation). At a minimum, focus on in-text citations, sentence punctuation, seriation rules, and reference list construction. You should list and cite the text, as appropriate, when responding to case study questions. 3 points Spelling and Grammar Submitted assignment was checked for spelling and grammar errors. 2 points Devry SBE330 Week 2 Case Study Latest 2016 Jan. Read Case Study 6 and respond to question 2. Your response should be at least one page long and conform to APA Version 6 standards. If you have questions about APA Version 6 standards, refer to the Syllabus for instructions about accessing an APA tutorial. Below...
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...com/product/pad-500-week-6-dq/ Contact us at: SUPPORT@ACTIVITYMODE.COM PAD 500 WEEK 6 DQ "Ethics of Public Service" Please respond to the following. Note: Online students, please respond to two (2) of the following three (3) bulleted items. From the first and second articles of the e-Activity, review three to four (3-4) codes of the ASPA Codes of Conduct from 1994 and 2013. Appraise the significance of changing the ethical guidelines in order to ensure that they match the current social context. Provide a rationale for your response. From the text and the third article of the e-Activity, use the theory of ethical relativism and the Center for American Progress report to consider the recent bans on foreign law. Propose two (2) advantages and two (2) disadvantages of using foreign or international law in legal disputes. Provide a rationale for your response. According to the text, the Hatch Act defines prohibited activities of public employees. Analyze the significance of these prohibitions with regard to an individual’s political actions. Provide a rationale for your response. Analyze the key ethical challenges of privatization. Take a position on whether the private sector should be responsible for program outcomes of a public program or service. Provide a rationale for your response. Activity Mode aims to provide quality study notes and tutorials to the students of PAD 500 WEEK 6 DQ in order to ace their studies. PAD 500 WEEK 6 DQ To purchase this visit here: http://www.activitymode...
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...following. Note: Online students, please respond to two (2) of the following three (3) bulleted items. • From the first and second articles of the e-Activity, review three to four (3-4) codes of the ASPA Codes of Conduct from 1994 and 2013. Appraise the significance of changing the ethical guidelines in order to ensure that they match the current social context. Provide a rationale for your response. • From the text and the third article of the e-Activity, use the theory of ethical relativism and the Center for American Progress report to consider the recent bans on foreign law. Propose two (2) advantages and two (2) disadvantages of using foreign or international law in legal disputes. Provide a rationale for your response. • According to the text, the Hatch Act defines prohibited activities of public employees. Analyze the significance of these prohibitions with regard to an individual’s political actions. Provide a rationale for your response. • Analyze the key ethical challenges of privatization. Take a position on whether the private sector should be responsible for program outcomes of a public program or service. Provide a rationale for your response. PAD 500 WEEK 6 DQ “Ethics of Public Service” Please respond to the following. Note: Online students, please respond to two (2) of the following three (3) bulleted items. • From the first and second articles of the e-Activity, review three to four (3-4) codes of the ASPA Codes of Conduct from 1994 and 2013. Appraise the significance...
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...Educator Guide to the 2014 Grade 7 Common Core English Language Arts Test THE UNIVERSITY OF THE STATE OF NEW YORK Regents of The University MERRYL H. TISCH, Chancellor, B.A., M.A., Ed.D. ................................................................ ANTHONY S. BOTTAR, Vice Chancellor, B.A., J.D. ............................................................... ROBERT M. BENNETT, Chancellor Emeritus, B.A., M.S. ....................................................... JAMES C. DAWSON, A.A., B.A., M.S., Ph.D. .......................................................................... GERALDINE D. CHAPEY, B.A., M.A., Ed.D. ........................................................................... HARRY PHILLIPS, 3rd, B.A., M.S.F.S. .................................................................................... JAMES R. TALLON, Jr., B.A., M.A. .......................................................................................... ROGER B. TILLES, B.A., J.D. ................................................................................................... CHARLES R. BENDIT, B.A. ..................................................................................................... BETTY A. ROSA, B.A., M.S. in Ed., M.S. in Ed., M.Ed., Ed.D. ............................................. LESTER W. YOUNG, Jr., B.S., M.S., Ed.D. .............................................................................. CHRISTINE D. CEA, B.A., M.A., Ph.D. .......................
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...Arkansas Error Details | Steps to Resolve | Response Error Code: 101Primary Error Text: DOB Is MissingDescription: Date of Birth is missing in the Request | 1. Look up the Transaction in ASSIST.A. Verify that the Date of Birth appears in ASSIST on the Request page of the Transaction. If the Date of Birth appears in the Request, have the Agent rerun the Transaction. If the Date of Birth does not appear in the Request, have the Agent rerun the transaction by manually entering the ID # and Date of Birth.2. Look up the Customer File in the Admin Console.A. Verify that the Date of Birth appears on file. If the Date of Birth appears on file, have the Agent rerun the transaction by using the Customer ID #. If the Date of Birth does not appear on file, update if allowed according to the Customer Update Guidelines, and have the Agent rerun the Transaction. | Response Error Code: 102Primary Error Text: ID Type MissingDescription: Request is missing the ID Type (DL, SSN, CID, or ATL ID) | 1. Look up the Transaction in ASSIST.A. Verify that the ID # appears in ASSIST on the Request page of the Transaction. If the ID # appears in the Request, have the Agent rerun the Transaction. If the ID # does not appear in the Request, have the Agent rerun the transaction by manually entering the ID # and Date of Birth.2. Look up the Customer File in the Admin Console.A. Verify that the ID # appears...
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...ANNOTATING WORKSHEET A Write out the answers/responses to these prompts in your spiral notebook. |If reading a new piece or a first chapter, what is the genre… and who is the audience… and why do you say that? | |What is the author’s main point? | |What arguments does the author use to support his/her point? | |How does the author appeal to Logos? | |How does the author appeal to Pathos? | |How does the author appeal to Ethos? | |How does all of this relate to your life? | ANNOTATING WORKSHEET B Write out the answers/responses to these prompts in your spiral notebook. |What kinds of appeals have been made in this article? Use examples! ...
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...English 311.01 (13471): The History of African-American Writing Fall 2015 Tuesday, Thursday 11:00-12:15 JR 244 Professor Nate Millsnathaniel.mills@csun.eduOffice hours: Tuesdays 1:00-3:30 and by appointmentSierra Tower 718 | Course Description / Objectives Through a historical survey of the work of major African-American writers from slavery to the present, this course will examine the defining features of African-American expression. The course is organized around a foundational question: what makes African-American literature African-American? Is it just a set of texts that happen to have been written by authors who identified as black in their respective historical moments? Are there distinct formal and thematic paradigms that unify these texts into a coherent literary tradition? What relation do black texts bear to other black texts, as well as to the Western canon? Are African-American texts necessarily “political,” by definition protesting the social and political marginalization of black people in America? Do African-American texts represent the particular experiences of African Americans, or do they (also?) address universal problems and experiences? The cultural, literary-formal, and political distinctiveness of African-American writing will thus be the guiding theme of this course’s rigorous, fast-moving survey. Additionally, students in 311 will acquire knowledge of the following: * The ways African-American...
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...than thirty feet. In the summer, though, with the runoff down to a trickle, the creek bed was mainly dry, littered with rocks and mud and tree branches. The creek itself shrank back until it was only six feet wide, hugging the far bank and deep enough to swim in. That’s where the fish liked to lurk, up under the tree root overhang. From the base of our hill the creek had only another couple hundred yards of independence before it joined the river, adding strength to the flow to town. 2 I started casting along the banks of the opposing shore, and it wasn’t long before I’d hooked and pulled in a nice little brook trout. I put it in the creel, thinking that a couple more just like it and we’d skip the hamburgers that evening. 3 A few minutes later I had another one, and then another. Man, they were really biting! I left the...
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...Connecticut State Department of Education Connecticut Academic Performance Test (CAPT) Third Generation Handbook for Reading and Writing Across the Disciplines Contents Technical note: If using an electronic version of this handbook, click on any underlined text to link to the specific section in the document. Foreword 3 Position Statement 4 Introduction 6 Reading Across the Disciplines: • Response to Literature 8 • Reading for Information 11 Writing Across the Disciplines: • Interdisciplinary Writing 15 • Editing and Revising 18 Instructional Strategies to Use All Year 19 CAPT Strategies for All Students 22 Additional Assessment Information 25 Released Items 26 Foreword On behalf of the Connecticut State Department of Education (CSDE), I am pleased to present the Connecticut Academic Performance Test (CAPT) Third Generation Handbook for Reading and Writing Across the Disciplines. The third generation CAPT, developed in 2004 and piloted in 2005 and 2006, will be administered live for the first time in March 2007. This handbook has been developed to provide Connecticut’s public school educators with important information about the CAPT reading and writing across the disciplines assessments. It should serve as a reference for all content area teachers as they prepare their students. It is designed to answer the frequently asked questions about...
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...Module 3 – A Closer look at Information Processing, Personalities, and Perception Slide 1 Text: This module will look at an Information Processing model first, then it will cover what happens when we detect or think we detect an information signal. Next, this module looks at how our personality affects the way we perceive information, and finally provide some examples of interesting and complex pictures to perceive (a true example of information processing). (You should have done the Common Sense demo and determined your MBTI four letters before you view this slide presentation.) Slide 2 Text: According to Wickens, 1984, information processing begins when a stimuli hits one or many of our five senses. Once that stimuli is sensed, our long-term memory determines if this stimuli is something experienced before (like the smell of a lemon) or is a new sensation. If it is a new sensation, then it is put into short term memory (often referred to as working memory) until a decision and response is selected (is this a good or bad sensation). Once a response is made (that is very cold or hot!), we receive feedback from our senses on whether the initial response was correct or another decision or response is required based on the feedback from our first decision. Let’s use as an example, looking at someone showing their hand with the fingers in a fist and the thumb pointing up. Most of us would interpret that signal as an “alright or good deal” signal. However, in Australia...
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...CRITICAL ANALYTICAL RESPONSE AND PERSONAL RESPONSE PERSONAL RESPONSE CRITICAL ANALYTICAL RESPONSE THIS RESPONSE MUST FOCUS ON THE DEVELOPMENT OF STRONG INSIGHTFUL IDEAS STEMMING FROM A THESIS. 1) It can be written in any prose format. 2) The response must be an insightful exploration of the ideas developed in your own head through the process of living and experiencing life. The text of a writer has inspired personal reflection in a certain direction. You should identify the idea(s) in the text as you explore or relate to them. 3) The ideas will revolve around exploring relationships between concepts. 4) The personal response is far more than just a partial or complete telling of your life’s story. 5) Any relating of events in your life should be done solely for the purpose of supporting and explaining the ideas. In other words, build your response around ideas rather than events. 6) Support of these ideas may come from the text of a writer that inspired reflection, world history, personal history or invented scenarios. 7) Ideas can be implicitly stated. In doing so, figurative language can be a powerful and beneficial tool. 8) Support can also be implicit in nature by alluding to text or events. 9) The ideas and the support should not become cryptic. This is best avoided through planning before writing. | THIS RESPONSE MUST FOCUS ON THE...
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...ENGLISH HOME LANGUAGE P1 FEBRUARY/MARCH 2010 MEMORANDUM MARKS: 70 This memorandum consists of 8 pages. Copyright reserved Please turn over English Home Language/P1 2 NSC – Memorandum DoE/Feb. – March 2010 INSTRUCTIONS FOR MARKERS 1. 2. 3. This marking memorandum is intended as a guide for markers. It is by no means prescriptive, exhaustive or complete. The chief marker will discuss the memorandum with the markers before the commencement of marking at the marking centre. Candidates’ responses should be considered on merit. Whenever appropriate, marks should be awarded on a holistic basis. 4. 5. Marking the comprehension: Incorrect spelling in one-word answers should be marked wrong. Incorrect spelling and language errors in longer responses should not be penalised because the focus is on understanding. For open-ended questions, no marks should be awarded for YES/NO or I AGREE/I DISAGREE. The reason/ substantiation/motivation is what should be considered. For TRUE/FALSE or FACT/OPINION questions, the mark should be split, i.e. award 1 mark for TRUE/FALSE or FACT/OPINION and a mark for the reason/substantiation/ motivation/quotation. For questions which require quotations from the text, do not penalise candidates for omitting the quotation marks. When one-word answers are required and the candidate gives a whole sentence, mark correct provided that the correct word is underlined/highlighted. When two/three facts/points are required and a range...
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...106 J. Phyiiol. (1962), 160, pp. 106-154 With 2 plate and 20 text-ftgutre8 Printed in Gret Britain RECEPTIVE FIELDS, BINOCULAR INTERACTION AND FUNCTIONAL ARCHITECTURE IN THE CAT'S VISUAL CORTEX BY D. H. HUBEL AD T. N. WIESEL From the Neurophysiolojy Laboratory, Department of Pharmacology Harvard Aledical School, Boston, Massachusetts, U.S.A. (Received 31 July 1961) What chiefly distinguishes cerebral cortex from other parts of the central nervous system is the great diversity of its cell types and interconnexions. It would be astonishing if such a structure did not profoundly modify the response patterns of fibres coming into it. In the cat's visual cortex, the receptive field arrangements of single cells suggest that there is indeed a degree of complexity far exceeding anything yet seen at lower levels in the visual system. In a previous paper we described receptive fields of single cortical cells, observing responses to spots of light shone on one or both retinas (Hubel & Wiesel, 1959). In the present work this method is used to examine receptive fields of a more complex type (Part I) and to make additional observations on binocular interaction (Part II). This approach is necessary in order to understand the behaviour of individual cells, but it fails to deal with the problem of the relationship of one cell to its neighbours. In the past, the technique of recording evoked slow waves has been used with great success in studies of functional...
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...inevitable. 2. Principle 2: Conflict may be expressed overtly or covertly. Overt conflict is out in the open and unambiguous. Whereas covert conflict is the opposite, concealed and vague. 3. Principle 3: Social Groups Shape the Meaning of Conflict Behaviors Our cultural membership and socialization in particular social communities affect how we view and respond to conflict. In certain cultures debating is done for fun, whereas other cultures frown upon it. 4. Principle 4: Conflict Can Be Managed Well or Poorly People respond to conflict in a variety of ways, from physical attack to verbal aggression to collaborative problem solving. Contingent on how differences are managed, conflict can either encourage ongoing intimacy or tear a relationship apart. 5. Principle 5: Conflict Can Be Good for Individuals and Relationships. Conflict is often viewed in a negative light, it can actually be beneficial. One of the benefits: conflict can often provide opportunities for growth. This is because it develops insight into our feelings when we exchange them with others. 2. What are the orientations to conflict? Which do you tend to use most often (if you do not know, take the quick quiz on page 250 of the text)? • The orientation to conflict that I use most often is win-win. I try to make sure that everyone involved is mutually satisfied. The other conflicts are: 1. Lose-Lose: assumes that conflict results...
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