.................................................................................................................................. 5 14.3.1. SI Analysis in the Design Flow................................................................................................... 5 14.3.2. Principles of SI Analysis............................................................................................................. 7 14.4. SI Issues in Design.............................................................................................................................. 9 14.4.1. Rise Time and SI......................................................................................................................... 9 14.4.2. Transmission Lines, Reflection, Crosstalk.................................................................................. 9 14.4.3. Power/Ground Noise................................................................................................................. 10 14.5. Modeling and...
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...Learni M edi and Technol ng, a ogy I SSN :17439884 ( nt 1743Pri ) 9892 ( nlne)J O i ournalhom epage:ht p: / w w . andf i com / oi cj 20 t /w t onlne. l / em Al earni desi f st ng gn or udent -gener ed di t at gi al st oryt lng eli M at hew Kearney t To ci e t s art cl M at hew Kearney ( t hi i e: t 2011)A l ni desi f st ear ng gn or udent gener ed at di t st gial oryt lng,Learni M edi and Technol eli ng, a ogy,36: 1692, 188,D O I : 10. 1080/ 17439884. 2011. 553623 To lnk to thi arti e: ht p:/ doiorg/ 1080/ i s cl t / dx. . 10. 17439884. 2011. 553623 Publshed onlne:14 Apr 2011. i i Subm i your artcl t t s j t i e o hi ournal Ar i e vi s:1332 tcl ew Vi r at ar i es ew el ed tcl Cii ar i es:6 Vi cii ar i es tng tcl ew tng t cl Ful Ter s & Condii l m tons ofaccess and use can be f ound at ht p: / w w .andf i com / i j t /w t onlne. acton/ournalnf m aton?j nal I or i our Code=cj 20 em D ow nl oad by:[ i esex U ni siy] M ddl ver t D at 02 Febr e: uary 2016,At 11: : 17 Learning, Media and Technology Vol. 36, No. 2, June 2011, 169–188 A learning design for student-generated digital storytelling Matthew Kearney* Faculty of Arts and Social Sciences, University of Technology, Sydney, New South Wales, Australia (Received 16 December 2010; accepted 7 January 2011) CJEM_A_553623.sgm Taylor and Francis Downloaded by [Middlesex University] at 11:17 02 February 2016 shirleya@uow...
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...go to contents page > School of Health and Social Care www.brookes.ac.uk/schools/shsc mentoring a resource for those who facilitate placement learning Developed by The Practice Education Group (PEG) students and mentors School of Health & Social Care Oxford Brookes University Specific contributions by Pam Sharp, Tim Ainslie, Anna Hemphill, Stephanie Hobson Clair Merriman, Paul Ong, Judy Roche go to contents page > Definitions Placement learning “is a planned period of learning, normally outside the institution at which the student is enrolled, where the learning outcomes are an intended part of a programme of study. It includes those circumstances where students have arranged their own learning opportunity with a placement provider, with the approval of the institution…” (Quality Assurance Agency QAA (2001), Section 9 pg 4, Code of Practice for the assurance of academic quality standards in Higher Education Institutions) Accessed on 24.6.05 www.qaa.ac.uk/academicinfrastructure/codeOfPractice/section9/PlacementLearning.pdf Facilitation roles Those who facilitate placement learning undertake a variety of roles which may include support, assessment and facilitation of learning. There is a wide range of role titles that describe these roles including: Assessor, Mentor, Practice Educator, Preceptor, Clinical Teacher, Associate Mentor, Clinical Educator or Practice Teacher. 2 Version 1 September 2005 © School of Health and Social Care, Oxford Brookes...
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...From Followers to Market Leaders: Asian Electronics Firms in the Global Economy Henry Wai-chung Yeung Department of Geography, National University of Singapore, 1 Arts Link, Singapore 117570 (Tel: 65-6516 6810; Fax: 65-6777 3091; Email: HenryYeung@nus.edu.sg; Homepage: http://courses.nus.edu.sg/course/geoywc/henry.htm) Forthcoming in Asia Pacific Viewpoint, Vol.48(1), pp.1-30, 2007. Acknowledgement An earlier version of this paper was presented as the Asia Pacific Viewpoint Lecture at the International Geographical Union Regional Congress, Brisbane, Australia, 3-7 July 2006. I would like to thank Asia Pacific Viewpoint and the editor, Warwick Murray, for inviting and funding me to deliver the lecture. Conference participants also offered some useful comments. The paper was subsequently revised and reworked while I was a Visiting Researcher at the International Centre for the Study of East Asian Development (ICSEAD), Kitakyushu, Japan, 10 July to 9 September 2006. I am very grateful to ICSEAD for its generous Visiting Researcher scheme and ICSEAD colleagues for their comments on an earlier version of this paper that was presented at an ICSEAD public seminar and appeared as an ICSEAD Working Paper (No.2006-16). Further helpful comments from anonymous reviewers are much appreciated. The NUS Academic Research Fund (R-109-000-050-112) supports the research project underpinning this paper. I am grateful to all corporate and institutional interviewees for their generosity and helpfulness...
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...THE PDMA HANDBOOK OF NEW PRODUCT DEVELOPMENT T HIRD E DITION Kenneth B. Kahn, Editor Associate Editors: Sally Evans Kay Rebecca J. Slotegraaf Steve Uban JOHN WILEY & SONS, INC. Cover image: © Les Cunliffe/iStockphoto Cover design: Elizabeth Brooks This book is printed on acid-free paper. Copyright © 2013 by John Wiley & Sons, Inc. All rights reserved Published by John Wiley & Sons, Inc., Hoboken, New Jersey Published simultaneously in Canada No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA 01923, (978) 750-8400, fax (978) 646-8600, or on the web at www.copyright.com. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, (201) 748-6011, fax (201) 7486008, or online at www.wiley.com/go/permissions. Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with the respect to the accuracy or completeness of the contents of...
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...Harvard Referencing Style July 2015 Harvard Referencing Style What is it? Academic writing requires authors to support their arguments with reference to other published work or experimental results/findings. A reference system will perform three essential tasks: Enable you to acknowledge other authors’ ideas (avoid plagiarism). Enable a reader to quickly locate the source of the material you refer to so they can consult it if they wish. Indicate to the reader the scope and depth of your research. The Harvard style is a widely used referencing system to help you achieve these objectives. How do I use the Harvard Referencing Style? The Harvard style involves two tasks: How you refer to other authors in the body of your text (in-text citation). How you compile a list of reference sources at the end of your text (reference list). What does it look like? Here is an extract showing what in-text citations look like in the Harvard Style It has been claimed that due to funding being almost exclusively available from the Irish Film Board (IFB), Irish film makers are restricted to the type of Ireland they can depict in their work (MacDougall, 2009). Jervir (2011) argues that subjects such as Northern Ireland are disproportionately represented as these are key areas of interest to the IFB. Here is an example of what a Reference List looks like in the Harvard Style Hayes, B. C., McAllister, I. and Dowds, L. (2011) 'Depicting...
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...AACSB Table 10-1: Summary of Faculty Qualifications, Development Activities, and Professional Responsibilities Date Range: January 1, 2007 - August 1, 2012 Accounting: Professor | | | | | | | Five-Year Summary of Development Activities Supporting AQ or PQ Status | | Name | Highest Earned Degree & Year | Date of First Appointment to the School | Percent of Time Dedicated to the School's Mission | Acad Qual | Prof Qual | Other | Intell. Contrib. | Prof. Exper. | Consult. | Prof. Develop. | Other Prof. Activities | NormalProfessionalResponsibilities | | | | | | | | | | | | | | Som Bhattacharya | Ph D, 1994 | | 100.0 | YES | | | 12 (5) | Service: 0Work: 0 | 0 | 0 | Editor/Review: 6Other:13 | UG, GR, RES, SER and ADM | Intellectual Contributions (12) Hopwood, W., Bhattacharya, S., Premuroso, R. (2011). Tasteless Tea Company: A Comprehensive Revenue Transaction Cycle Case Study. Issues in Accounting Education, 26(1), 163-179. Cao, J., Nicolaou, A., Bhattacharya, S. (2010). A Longitudinal Study of market and Firm Level Factors Influencing ERP Systems’ Adoption and Post-Implementation System Enhancement Options. 7th Annual International Conference on Enterprise Systems, Accounting, and Logistics. Rhodos: ICESAL. Behara, R., Bhattacharya, S. (2008). DNA of a successful BPO. Journal of Service Science, 1(1), 111-118. Premuroso, R., Bhattacharya, S. (2008). Do Early Members of XBRL International Signal Superior Corporate Governance and Future...
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...ENCOUNTERING SOCIAL CLASS DIFFERENCES AT WORK: HOW “CLASS WORK” PERPETUATES INEQUALITY Using a microsociological lens, we develop a theoretical framework that explains how social class distinctions are sustained within organizations. In particular, we intro- duce the concept of “class work” and explicate the cognitions and practices that members of different classes engage in when they come in contact with each other in cross-class encounters. We also elucidate how class work perpetuates inequality, as well as the consequences of class work on organizations and those at the lower end of the organizational hierarchy. By examining microlevel interactions and how they become institutionalized within organizations as prevailing rules and practices, we contribute to both institutional theory and the sociology of social class differences. We encourage future research on social class and discuss some of the challenges inher- ent in conducting it. Several contemporary developments—includ- ing the financial crisis of 2008 (Rajan, 2010), the shrinking of the middle class (Leicht & Fitzger- ald, 2007), and the rise of the “new poor” in America (Cohen, 2010)— have reinjected the is- sue of social class differences and inequality (Stiglitz, 2012) into contemporary discourse. Within organization studies, however, social class has received only scant consideration (cf. Castilla & Benard, 2010; Dacin, Munir, & Tracey, 2010; Scully & Blake-Beard, 2006). While two re- cent exceptions...
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...Pittsburgh, PA Contract Number DTNH22-90-C-05189 -------------------------------------United States Department of Transportation National Highway Traffic Safety Administration EMT-Basic: National Standard Curriculum i EMT-Basic: National Standard Curriculum Instructor's Course Guide ------------------------------------- CURRICULUM DEVELOPMENT GROUP James Bothwell, EMT-P National Flight Paramedics Association William Brown, RN, NREMT-P National Registry of Emergency Medical Technicians Ricky Davidson International Association of Fire Chiefs Karla Holmes, RN National Council of State EMS Training Coordinators Richard Judd, Ph.D., EMSI National Association of Emergency Medical Technicians Kathryn Lewis, RN, Ph.D. Phoenix College, Education Design Expert Paul Maniscalco National Association of Emergency Medical Technicians Susan McHenry National Association of State EMS Directors William Metcalf, EMT-P American College of Emergency Physicians Mary Beth Michos International Association of Fire Chiefs Joe Taylor, RN, Ph.D. Emergency Nurses Association Katherine West, RN, MS Infection Control Expert Roger...
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...BULLYING BOYS: AN EXAMINATION OF HEGEMONIC MASCULINITY IN THE PLAYGROUND Dr L Trickett1 ABSTRACT Violence between young men, particularly resulting from the emergence of a so called ‘gun and knife culture’, is currently subject to extensive media coverage in UK2. Alongside this there has been increased anxiety about both the scale and impact of bullying in schools (Cawson et al, 2002; Tyler, 2002). These issues form part of a more generalised concern about men and boys in Britain often referred to as a ‘crisis of masculinity’ (see Clare, 2000). This article examines findings from research with male respondents about their relationship with hegemonic masculinity (Connell, 1987, 1989, 1995, 2005) and bullying whilst at school and makes suggestions as to what can be done to tackle abusive behaviour amongst boys and young men. 1 Dr Loretta Tricket is a Senior Lecturer and researcher with the Nottingham Law School, Nottingham Trent University, UK. 2 See Lockhart, G; McClory, J and Qvortrup, M. (2007) Gun and Knife Crime in Great Britain, Policy Exchange, Research Note. Knife crime is a fact of life for teenagers (Bryony Gardon, telegraph.co.uk, 31 May 2008). 2 Introduction This article is in five parts. Part One outlines the theoretical background to the research. Part Two describes the methodology and the participants. Part Three discusses different types of bullying and the factors that were associated with them. Part Four discusses resistance...
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...EMPLOYEE ATTITUDES AND JOB SATISFACTION Lise M. Saari and Timothy A. Judge This article identifies three major gaps between HR practice and the scientific research in the area of employee attitudes in general and the most focal employee attitude in particular—job satisfaction: (1) the causes of employee attitudes, (2) the results of positive or negative job satisfaction, and (3) how to measure and influence employee attitudes. Suggestions for practitioners are provided on how to close the gaps in knowledge and for evaluating implemented practices. Future research will likely focus on greater understanding of personal characteristics, such as emotion, in defining job satisfaction and how employee attitudes influence organizational performance. © 2004 Wiley Periodicals, Inc. “Happy employees are productive employees.” “Happy employees are not productive employees.” We hear these conflicting statements made by HR professionals and managers in organizations. There is confusion and debate among practitioners on the topic of employee attitudes and job satisfaction— even at a time when employees are increasingly important for organizational success and competitiveness. Therefore, the purpose of this article is to provide greater understanding of the research on this topic and give recommendations related to the major practitioner knowledge gaps. As indicated indirectly in a study of HR professionals (Rynes, Colbert, & Brown, 2002), as well as based on our experience, the major...
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...Instructor’s Manual and Test Bank to accompany A First Look at Communication Theory Sixth Edition Em Griffin Wheaton College prepared by Glen McClish San Diego State University and Emily J. Langan Wheaton College Published by McGrawHill, an imprint of The McGrawHill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright Ó 2006, 2003, 2000, 1997, 1994, 1991 by The McGrawHill Companies, Inc. All rights reserved. The contents, or parts thereof, may be reproduced in print form solely for classroom use with A First Look At Communication Theory provided such reproductions bear copyright notice, but may not be reproduced in any other form or for any other purpose without the prior written consent of The McGrawHill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. PREFACE Rationale We agreed to produce the instructor’s manual for the sixth edition of A First Look at Communication Theory because it’s a first-rate book and because we enjoy talking and writing about pedagogy. Yet when we recall the discussions we’ve had with colleagues about instructor’s manuals over the years, two unnerving comments stick with us: “I don’t find them much help”; and (even worse) “I never look at them.” And, if the truth be told, we were often the people making such points! With these statements in mind, we have done some serious soul-searching about the texts that so many teachers—ourselves...
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...mail.com Guide to Energy Management Seventh Edition Guide to Energy Management Seventh Edition by Barney L. Capehart, Ph.D., CEM Wayne C. Turner, Ph.D. PE, CEM William J. Kennedy, Ph.D., PE Library of Congress Cataloging-in-Publication Data Capehart, B. L. (Barney L.) Guide to energy management / by Barney L. Capehart, Wayne C. Turner, William J. Kennedy. -- 7th ed. p. cm. Includes bibliographical references and index. ISBN-10: 0-88173-671-6 (alk. paper) ISBN-10: 0-88173-672-4 (electronic) ISBN-13: 978-1-4398-8348-8 (alk. paper) 1. Energy conservation--Handbooks, manuals, etc. 2. Energy consumption--Handbooks, manuals, etc. I. Turner, Wayne C., 1942- II. Kennedy, William J., 1938- III. Title. TJ163.3.C37 2011 621.042--dc23 2011021960 Guide to energy management by Barney L. Capehart, Wayne C. Turner, William J. Kennedy--Seventh Edition ©2012 by The Fairmont Press. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher. Published by The Fairmont Press, Inc. 700 Indian Trail Lilburn, GA 30047 tel: 770-925-9388; fax: 770-381-9865 http://www.fairmontpress.com Distributed by Taylor & Francis Ltd. 6000 Broken Sound Parkway NW, Suite 300 Boca Raton, FL 33487, USA E-mail: orders@crcpress.com Distributed by Taylor & Francis Ltd. 23-25 Blades Court Deodar Road London...
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...Risk and Protective Factors for Depression: Implications for Prevention Depression in Children and Adolescents Linking Risk Research and Prevention Judy Garber, PhD Abstract: The National Institute of Mental Health has called for translational research linking basic knowledge about vulnerabilities that underlie mood disorders to the development of effective preventive interventions. This paper highlights research about risk factors for depression in children and adolescents and links it to current knowledge about interventions aimed at preventing depression in youth. Basic epidemiologic and clinical research indicates that increased risk for depression is associated with being female; a family history of depression, particularly in a parent; subclinical depressive symptoms; anxiety; stressful life events; neurobiological dysregulation; temperament/personality (e.g., neuroticism); negative cognitions; problems in self-regulation and coping; and interpersonal dysfunction. These vulnerabilities both increase individuals’ chances of encountering stress and decrease their ability to deal with the stress once it occurs. Although several existing depression-prevention studies have targeted one or more of these risk factors, the efficacy of these various prevention programs for youth with different combinations of these risk factors needs to be investigated further. Most existing depression-prevention programs in youth have used cognitive– behavioral techniques, with some success...
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...A Suicide Survivor: The Life of a Chinese Migrant Worker at Foxconn Sunday, 25 August 2013 12:50By Jenny Chan, The Asia-Pacific Journal | In 2010, 18 employees working for Foxconn in China attempted suicide. These shocking events focused world attention on the manufacturing supply chains of China's export industry and the experience of working within them. What had driven these young migrant assembly line workers to commit such a desperate act? This article provides a first-hand account of the experiences of one of those who survived a suicide attempt, 17-year-old Tian Yu. Her personal narrative is embedded within the broader context of labour process, work organisation and managerial practice at Foxconn, the Taiwaneseowned multinational whose 1.4 million Chinese workers provide products and components for Apple and others. Factory conditions are further shaped by the company trade union and Chinese government policies. The paper concludes with additional contextualisation indicating the emergence of an alliance of workers, students, scholars and transnational labour movement activists who are campaigning for Chinese workers' rights. Among the most prominent firms in the global supply chain that operates in China is Foxconn, the Taiwanese-owned multinational electronics contract supplier. Foxconn is the trading name for Hon Hai Precision Industry Company and, with a workforce of 1.4 million, it is the largest private sector company in China and one of the world's largest employers...
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