Obsessive Compulsive Disorders in Children and Adolescents Paper

A research paper about Obsessive-Compulsive Disorders in children and adolescents with credible 6 references. About 8 pages APA Styles. Used this one as a reference Vernon, A., & Schimmel, C. J. (2019). Counseling children & adolescents (5th Ed.). CognellaAcademic Publishing. Look to rubric for additional information. Thanks

Statistical analysis | Operations Management homework help

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The below scenario describes a real-world or business application that utilizes statistical analysis to help resolve a business problem: increasing efficiency by decreasing processing time. Prepare an analysis by completing five steps of ÿhypothesis testing with one sample.ÿ
Last week, your manager asked you to analyze staffing needs for the Foreclosure Department. She was so impressed, and she wants you to create another report for her. She intends to decrease the processing time per document.
Based on last week’s report, the average number of processed documents per hour was 15.11, with a standard deviation of 2.666. That is, one document was reviewed in 238.25 seconds. To be objective as much as possible, the manager spoke with an employee whose average was exactly 15 documents per hour. The employee claimed that if she was given a larger monitor, the processing time would be shorter.
They conducted an experiment with a large monitor and measured processing time. After reviewing 20 documents, the calculated average processing time per document was 190.58 seconds. The manager believes that a bigger monitor helped reduce the processing time for reviewing foreclosure documents. Conduct a hypothesis test using a 95% confidence level, which means that significance level a = 0.05.
Use the 5-step process, and explain each term or concept mentioned in each section in the following.
Step 1: Set Up Null and Alternative Hypotheses
Based on the request description, explain if a one-tailed or two-tailed test is needed. If a one-tailed test is needed, is it a left or right-tailed test? Please explain why one alternative is better than the other.
State both of the following hypotheses:

Null hypothesis
Alternative hypothesis

You will need the following information to progress to Step 2:

Standard deviation: Explain what standard deviation is. Locate the calculated standard deviation in the assignment description, and enter it here.
Random variable: Explain what a random variable is. Locate it in the assignment description, and enter it here.
Test type: Compare and contrast t-test and z-test. Once done, determine which one is appropriate for the experiment given the fact that the sample size is less than 30.

Step 2: Decide the Level of Significance
Explain what the significance level is, and determine whether the one used in the assignment description is high, medium, or low. What does this significance level tell you about this test? Locate the level of significance in the given scenario, and list it in this step.
Significance level = ?
Determine the degree of freedom based on the number of reviewed documents inÿthe new experiment (n = 20) and based on the formula Degree of freedom = n ? 1.
Degree of freedom = ?
Critical value = (You will need to use the t-table and find the intersection point between the degree of freedom and the alpha value that is provided in the assignment description.)
Step 3: Calculate the Test Statistics
Calculate the test statistics based on the test type determined in Step 1.
If the determination was done correctly, you should use this formula to calculate the test statistics.
Test statistics = ?
Step 4: Compare the Calculated Test Statistics and the Critical Value
Construct a bell-shaped diagram showing the critical value and the calculated test statistic.
Step 5: Reach a Conclusion
Was the manager’s conclusion correct? Share your conclusions on the assumptions in the scenario using the hypothesis testing that you conducted in the previous four steps.

Msw 6006: week 6 – assignment: explain cultural competence for

ÿInstructions
This week, you will prepare a white paper. ÿExplain cultural competence for administrators who will act as advocates and policy makers. Consider how social work administrators might apply their leadership roles to increase cultural competency and advance social and economic justice within their organizations.ÿAddress the following in your white paper:ÿ

Explain strategies social work administrators may use to become advocates for social change through cultural competence.
Determine the challenges administrators may face in developing cultural competency within their organizations. Provide examples to support your findings.
Recommend strategies administrators might use to address the challenges of developing the cultural competency of their organizations. Be sure to include strategies for performance difficulties and ethical concerns in your report.
Formulate potential policies administrators could implement to develop and maintain cultural competency in their organizations.

Support your assignment with at least three scholarly resources. In addition to these specified resources, other appropriate scholarly resources, including seminal articles, may be included.ÿ
Length: 5-7 pages, not including title and reference pages

For madam professor | English homework help

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Introduction
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ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ The purpose of writing this research is to know the impact of a professional development plan on teachers? improvement in the KSA. In fact, a professional development plan for teacher in the KSA is one of the main problems that faces education there. To improve the education, we should improve teachers to drive the wheel of education toward the best. Teachers should be learners always to develop their abilities, expand their horizons of knowledge, and diversifies their methods. In addition, the evolution and improvement of education after teacher training and development periodically and the impact on education outcomes the KSA is one of the reasons for creating the Continuing professional development program(CPDP) in the KSA to make sure that teachers get benefits and success using new education method. (????, 2008).
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ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ A teacher is the most significant point in education because that educators have to improve teacher?s role and develop it but, before that they should believe in how greatness their role in the society. A teacher should take continuing training to make sure that s/he gets the benefits of training. Training should have a new professional styles for teaching and education (???????, 2001).
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ÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿÿEducators know the important impact of teachers on the students for that they always search for the new method to qualify teachers. When teachers get a best training and qualifying that means the education objectives will be achieved (???????, 2001).
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ÿÿÿÿ History of the professional development plans in the KSA:
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ÿÿÿÿÿÿÿÿÿÿÿÿÿÿ In 1954, the professional development (PD) plans in the KSA started, but it was not for all the areas in the KSA. Some 1025 teachers benefited from the PD. Every time, the PD lasted 1 ? 3 weeks, and it was given during the summer time. (General Directorate of Training and Scholarship, 2002).
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ÿÿÿÿÿÿÿÿÿÿÿÿÿ from 1955 to1973, the Ministry of Education designed the professional development plans in many subjects to provide teachers with their subject?s materials, but the programs still in some areas not for the whole country (General Directorate of Training and Scholarship, 2002).
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ÿÿÿÿÿÿÿÿÿÿÿÿÿ In 1974, the general directorate for training and scholarship was established, so the professional development plans have become one of the task the GDTS.
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ÿÿÿÿÿÿÿÿÿÿÿÿÿÿ In 1997, the teachers were increased. In addition, there was not training in all the KSA areas the GDTS built centers for the professional development plans to provide as many as they can of teachers by the professional development plans (General Directorate of Training and Scholarship,2002).
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ÿÿÿÿÿÿÿÿÿÿÿÿÿ In 2006, the MOH used KING ABDULLAH PROJECT?s to develop education and teachers as the most important part of education. The program is developing until now (KAAPEDP, 2010).
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ÿ Questions
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ÿÿÿÿ I have asked some questions for teachers,
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Do you know what is the professional development plan?
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where do you work?
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What do you teach?
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How important do you think the professional development plan is?
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Have you ever taken training?
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if your answer is yes, do you think it was useful for you?
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ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ What is teacher professional development plan?
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ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ Kedzior and Fifield (2004) a description of the process of teaching in the classroom with the integration of teacher?s vision and objectives which match with levels, evaluations and the suggestions to improve witch have clues.
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ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ Elmore (2002) a description of continuing training for professional development plan to be compatible with the best methods.
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ÿÿÿÿÿÿÿÿÿÿÿÿÿÿ Is a process aimed at adding knowledge, develop skills, and professional values with the teacher to achieve breeding (1998, ???????).
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ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ The impact of professional development plans on teacher?s improvement in the KSA research is a mixed research between quantities and qualitative. The research identifies for public and private teachers, all majors, men and women, and different ages of teachers in KSA.
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ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ Six questions have asked to ten different teachers in the KSA. The questions show if the teachers have taken the professional development plans. Also, the questions illustrate their opinions about the professional devolvement plans and if it?s useful for them.
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ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ The first question was about the meaning of the development professional plans and all the answers said they know what the professional development plans is. Second question was about where do they work and eight of them was in public school and two at private school. Third question was about their major and they were teaching humanity, science, math, and language. Four was the most important question if they believe the professional development plans are important or not and almost of the answers said yes. However, some said no that because they did not believe changing is important to improve their method of teaching. Question five was about if they have taken training and almost of them said Yes, but a few said no! In fact, because the professional development plans are not mandatory unfortunately in the KSA. The last question was for they who have taken training if they find it useful and all of them said yes.
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ÿLeadership:
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ÿÿÿÿÿÿÿÿÿÿÿÿ A long time ago the educational supervisors believe the importance of having strong leadership, which owns skills to enable them to develop school. However, this concept is not working today because they understand that improving school need to share leadership. ?This means distributed or shared leadership as a facet of social capital, a driving force in the success of teacher leadership? (Judith S. Nappi, 2014, p. 1).ÿÿÿÿÿÿÿÿ
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ÿÿÿÿÿÿÿÿÿÿÿÿÿ Teaching and learning is very important.ÿ It is the responsibility of the educational leader to ensure that proper teaching and learning occurs.ÿ Adult learning is actually very important in the school.ÿ Principals and educational leaders should ensure that teachers have a great deal of access to learning, continuing education, and improvement learning.ÿÿ The school should be like a community, where teachers can share their tips and teach the other teachers, meaning that everyone will be teaching and learning together.ÿ This is the way to create a good environment in which learning is required and encouraged at every level (McKay, 2013).
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ÿÿÿÿÿÿÿÿÿÿÿ It is important to create school-wide goals.ÿ The leader should consider the teacher and lead by example.ÿ Goals should be discussed during faculty meetings, as should progress and steps being taken that are conducive to reaching goals. By doing so, teachers will feel they are reaching their goals, and strive to consistently better themselves.ÿ This is essential and is necessary to avoid complacency.ÿ Teachers and educational leaders should constantly be looking for new ways to improve the instructional methods, student outcomes, achievement levels, and other issues in the school.ÿ This will help the school to improve and focus on any problem areas.ÿ It will also allow teachers to voice their opinions and have an active part in creating an exemplary school (McKay, 2013).
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ÿÿÿÿÿÿÿÿÿÿÿÿÿ When leaders collaborate and participate their roles with other that creates more leaders. Also, that makes leadership is successful and influential in the development of the school. In addition, a good leader should share the objectives with the teachers. In fact, a teacher must work outside his/her classroom. ?The need to attract and retain quality teachers is another reason to extend the role of the teacher to domains outside of the classroom walls, as ?isolation is a primary reason that new teachers leave? (Heller, 2004, p. 6).
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ÿÿÿÿÿÿÿÿÿÿÿÿÿ The continued training and the development method of the educational process is a prerequisite for making a qualified generation of leaders and teachers (Smith, 2013).
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ÿ An empirical study that concluded that the current system in Saudi Arabia views leadership as a single responsibility, rather than collaborative group effort.ÿ Leadership is not a priority, but rather the maintenance of the current system.ÿ The system does not take time to develop its staff and its leaders.ÿ This heavily contradicts the system of centralized decision making that is typically done inside the actual educational system with teachers (Algarni, 2014)
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ÿÿÿÿÿÿÿÿÿÿÿÿÿ The objectives of the professional development plans for Teacher
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First of all, to keep abreast of developments in the field of learning theory and education
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work to be applied to achieve efficiency in education. Second, the link between theory and practice in educational fields. Third, to Establish the principle of continuous learning and reliance on self-learning techniques. Fourth, to development contemporary techniques in the delivery of information to the learner skills. Fifth, to contribute the educational issues and sophisticated scientific manner. Finally, to develop competencies and skills assessment kinds specifically self-assessment skills (?????? ? ????? ,2000).
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The areas of professional development for teachers
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The professional development plans have several areas for teacher. For example, the field of human relations, guidance and direction. Also, the field of teaching performance and the use of modern technology. additionally, Scientific research and academic supervision. Last, the field of curriculum design and development according to contemporary developments in knowledge and information (Darrow, Fisher, Alien.R.van ,1972).
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The objectives of training,
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ÿÿÿÿÿÿÿÿÿÿÿÿÿÿ There are several aims of the training that some teachers do not know and those are very important.As a matter of fact, to provide teacher with knowledge and skills to qualify them doing different tasks. Likewise, to teach them how important is continuing learning.Equally important, to develop and improve their skills and abilities.Also,to help educators know new thing in education.In Addition, to support their creative think that adjust them with their jobs to face problem and overcome it. To save time and money.To the end that,to limit the absent between workers (Abdulhadi,2002).
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ÿÿÿÿÿÿÿÿÿÿÿÿÿ The importance to apply a Professional Development Plan in education. In the first place, to improve educational process outputs. Moreover, competition to upgrade the quality level of the educational system. As a matter of fact, to satisfy students because he is the goal of the educational process. similarly, to investment worker?s possibilities in the educational process. Not to mention, the transfer of power to the employees of the institution while maintaining centralized management. Equally important, to change the pattern of organizational culture management at the institution by changing the prevailing values and behavior to achieve a comprehensive qualify. In short, to change the management to the democratic style (Albana, 2007).
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How does a teacher development program support education?
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ÿÿÿÿÿÿÿÿÿÿÿ It helps to meet the needs of teachers to develop skills in their fields. Fill the needs of students, including expands the abilities of mind. Planning and evaluation of the educational process on an ongoing basis to ensure the continued improvement and development. Use the technology and modern teaching aids incorporate modern learning methods and the application of theories education for change. The program is designed to match the need and achieve aims (Alghamdi, 2011).
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ÿÿÿÿÿÿÿÿÿÿÿÿ Learning in a professional development plan is part of the process and it join to the aims to success. A professional development plan helps to understand and adjust learning environment. Always education needs like these programs to create and make new ideas, strategies, and tools which can make learning easy and improve teachers job.
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ÿÿÿÿÿÿÿÿ The education policy in the KSA in article 170 says, ?teacher training is an ongoing process to raise their level and renew their knowledge and expertise (General Directorate of Training and Scholarship,2011).
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Vision:
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ÿÿÿÿÿÿÿÿÿÿ In the future the development professional plans in the KSA should not be optional to insure all teachers get training. Next, Teachers who get training should be motivated to take more. After that, observe teachers inside classroom to see how they work after training if they improve their method or try to develop it. Then, do test for them. After, evaluate teachers. Also, training course should be developed and changed to be useful for all kinds of teachers that by study all successful experience from other countries which are successful in this field. Finally, make workshops around the cities in the KSA to observe how it works.
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The impact of teacher development plans in the KSA:
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ÿÿÿÿÿÿÿÿ The Professional development plans are very necessary for all staff who work in education. Indeed, teachers are the most important part in the process of training. Therefore, the Professional development plans help teachers to be confident and to know the best ways to teach with various styles. They teach educators how to learn and creative ways of teaching, because that is the way they should be. Professional development plans develop their skills and abilities. In addition, they know how to use technology in the way that supposed to be. The professional development plans qualify teachers to do their responsibilities on the right way to achieve the overall quality. Professional development plans are essential to improve education. It is developing teaching and learning.
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the reasons of this research is to show the impact of a Professional Development Plan on teacher?s improvement in the KSA. The old teachers do not like to take training and they like to teach in the traditional way which means no using technology no using professional new teaching method. However, new teachers love to teach in the professional new ways and use technology. They like to learn everything that help them to develop their method in education. The Professional Development Plans help teachers and administrators to be in the middle of the process to understand it and it easy to evaluate them.ÿ
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ÿÿÿÿÿÿÿÿÿÿÿ ÿÿÿÿSOURCES
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Darrow, Helen Fisher, Alien.R.van (1972). Independent for Creative Learning CN: Y: Teacher collage press
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ÿHeller, D. A. (2004). Teachers wanted: Attracting and retaining good teachers. Alexandria. VA: ASCD.
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SMITH, I; ADDISON, C. THE “NEW” SCHOOL LEADER: TRAINING INSTRUCTIONAL LEADERS FOR A NEW GENERATION OF TEACHERS AND LEARNERS. Academy of Educational Leadership Journal. 17, 2, 135-140, June 2013. ISSN: 10956328.
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Algarni, F., & Male, T. (2014). Leadership in Saudi Arabian Public Schools: Time for Devolution?
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http://edglossary.org/professional-development/
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Elmore, R. (2002). Bridging the gap between standards and achievement: The imperative for professional development education [Brochure]. Washington, DC: Albert Shanker Institute.
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Kedzior, M., & Fifield, S. (2004). Teacher professional development. Education Policy Brief, 15(21), 76?97.
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General Directorate of Training and Scholarship. (2002). A guide to educational training and scholarship. Jeddah: Almadina Printing and Publishing.
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General Directorate of Training and Scholarship. (2011). About the Directorate, Retrieved from Http://portal.moe.gov.sa/training/Pages/aboutagency1.aspx
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King Abdullah bin Abdulaziz Public Education development Project (KAAPEDP). (2010). Tatweer project. Retrieved from http://www.tatweer.edu.sa/Ar/Pages/default.aspx
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http://www.tatweer.edu.sa/content/aboutus
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Aleasa, A. (2009). Education reform in Saudi Arabia. Beirut: Dar Alsaqi.
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Alghamdi, (2011). Teachers Continuing Professional Development Programs of the Kingdom of
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Saudi Arabia
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You don’t have to be bad to get better: a leader’s guide to improving teacher quality / Candi B. McKay, foreword by Charlotte Danielson
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Nappi, Judith S. Delta Kappa Gamma Bulletin, Summer2014, Vol. 80 Issue 4, p29-34, 6p, Database: Education Source
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Individualizing professional development: a framework for meeting school and district goals / Vicki R. Husby; foreword by Jo Blas‚
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1.the useful life of a plant asset is: the length of time it is

1.The useful life of a plant asset is: ÿ
ÿ ÿ ÿ ÿThe length of time it is used productively in a company’s operations
ÿ ÿ ÿ ÿNever related to its physical life
ÿ ÿ ÿ ÿIts productive life, but not to exceed one year
ÿ ÿ ÿ ÿDetermined by the FASB
ÿ ÿ ÿ ÿDetermined by law
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2. ÿDepreciation:ÿ
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ÿ ÿ ÿ ÿMeasures the decline in market value of an asset
ÿ ÿ ÿ ÿMeasures physical deterioration of an asset
ÿ ÿ ÿ ÿIs the process of allocating to expense the cost of a plant asset
ÿ ÿ ÿ ÿIs an outflow of cash from the use of a plant asset
ÿ ÿ ÿ ÿIs applied to land
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3. Plant assets are
ÿ ÿ ÿ ÿTangible assets used in the operation of a business that have a useful life of more than one accounting period
ÿ ÿ ÿ ÿCurrent assets
ÿ ÿ ÿ ÿHeld for sale
ÿ ÿ ÿ ÿIntangible assets used in the operations of a business that have a useful life of more than one accounting period
ÿ ÿ ÿ ÿTangible assets used in the operation of business that have a useful life of less than one accounting period
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4. ÿ A company has net sales of $870,000 and average accounts receivable of $174,000. What is its accounts receivable turnover for the period?ÿ
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ÿ ÿ ÿ ÿ0.20
ÿ ÿ ÿ ÿ5.00 ÿ ÿ
ÿ ÿ ÿ ÿ20.0
ÿ ÿ ÿ ÿ73.0
ÿ ÿ ÿ ÿ1,825
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5. ÿFICA taxes include:
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ÿ ÿ ÿ ÿSocial Security taxes
ÿ ÿ ÿ ÿCharitable giving
ÿ ÿ ÿ ÿEmployee income taxes
ÿ ÿ ÿ ÿUnemployment taxes
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6. ÿ Times interest earned is calculated by:ÿ
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ÿ ÿ ÿ ÿMultiplying interest expense times income
ÿ ÿ ÿ ÿDividing interest expense by income before interest expense
ÿ ÿ ÿ ÿDividing income before interest expense and any income tax by interest expense
ÿ ÿ ÿ ÿDividing interest and income tax expense by income before interest and income tax expense
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7. ÿ Amortization:ÿ
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ÿ ÿ ÿ ÿIs the systematic allocation of the cost of an intangible asset to expense over its estimated useful life
ÿ ÿ ÿ ÿIs the process of allocating to expense the cost of a plant asset to the accounting periods benefiting from its use
ÿ ÿ ÿ ÿIs the process of allocating the cost of natural resources to periods when they are consumed
ÿ ÿ ÿ ÿIs an accelerated form of expensing an asset’s cost
ÿ ÿ ÿ ÿIs the same as depletion
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8. ÿ A method of estimating bad debts expense that involves a detailed examination of outstanding accounts and their length of time past is the:ÿ
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ÿ ÿ ÿ ÿDirect write-off method
ÿ ÿ ÿ ÿAging of accounts receivable method
ÿ ÿ ÿ ÿPercentage of sales method
ÿ ÿ ÿ ÿAging of investments method
ÿ ÿ ÿ ÿPercent of accounts receivable method
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9. ÿ A company purchased a tract of land for its natural resources at a cost of $1,500,000. It expects to mine 2,000,000 tons of ore from this land. The salvage value of the land is expected to be $250,000. The depletion expense per ton of ore is:ÿ
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ÿ ÿ ÿ ÿ$0.75
ÿ ÿ ÿ ÿ$0.625 ÿÿ
ÿ ÿ ÿ ÿ$0.875
ÿ ÿ ÿ ÿ$6.00
ÿ ÿ ÿ ÿ$8.00
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10. The matching principle requires:ÿ
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ÿ ÿ ÿ ÿThat expenses be ignored if their effect on the financial statements are less important than revenues to the financial statement user
ÿ ÿ ÿ ÿThe use of the direct write-off method for bad debts
ÿ ÿ ÿ ÿThe use of the allowance method of accounting for bad debts
ÿ ÿ ÿ ÿThat bad debts be disclosed in the financial statements
ÿ ÿ ÿ ÿThat bad debts not be written off
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11. Liabilities:ÿ
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ÿ ÿ ÿ ÿMust be certain
ÿ ÿ ÿ ÿMust sometimes be estimated
ÿ ÿ ÿ ÿMust be for a specific amount
ÿ ÿ ÿ ÿMust always have a definite date for payment
ÿ ÿ ÿ ÿMust involve an outflow of cash
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12. ÿ In the accounting records of a defendant, lawsuits:ÿ
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ÿ ÿ ÿ ÿAre estimated liabilities
ÿ ÿ ÿ ÿShould always be recorded
ÿ ÿ ÿ ÿShould always be disclosed
ÿ ÿ ÿ ÿShould be recorded if payment for damages is probable and the amount can be reasonably estimated
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13. A contingent liability:ÿ
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ÿ ÿ ÿ ÿIs always of a specific amount
ÿ ÿ ÿ ÿIs a potential obligation that depends on a future event arising out of a past transaction or event
ÿ ÿ ÿ ÿIs an obligation not requiring future payment
ÿ ÿ ÿ ÿIs an obligation arising from the purchase of goods or services on credit
ÿ ÿ ÿ ÿIs an obligation arising from a future event
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14. Total asset turnover is calculated by dividing:
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ÿ ÿ ÿ ÿGross profit by average total assets
ÿ ÿ ÿ ÿAverage total assets by gross profit
ÿ ÿ ÿ ÿNet sales by average total assets
ÿ ÿ ÿ ÿAverage total assets by net sales
ÿ ÿ ÿ ÿNet assets by total assets
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15. If the times interest ratio:ÿ
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ÿ ÿ ÿ ÿIncreases, then risk increases
ÿ ÿ ÿ ÿIncreases, then risk decreases
ÿ ÿ ÿ ÿIs greater than 1.5, then the company is in default
ÿ ÿ ÿ ÿIs less than 1.5, the company is carrying too little debt
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16. Promissory notes that require the issuer to make a series of payments consisting of both interest and principal are:ÿ
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ÿ ÿ ÿ ÿDebentures
ÿ ÿ ÿ ÿDiscounted notes
ÿ ÿ ÿ ÿInstallment notes
ÿ ÿ ÿ ÿIndentures
ÿ ÿ ÿ ÿInvestment notes
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17. A company borrowed $300,000 cash from the bank by signing a 5-year, 8% installment note. The present value factor for an annuity at 8% for 5 years is 3.9927. Each annuity payment equals $75,137. The present value of the note is:ÿ
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ÿ ÿ ÿ ÿ$75,137
ÿ ÿ ÿ ÿ$94,013
ÿ ÿ ÿ ÿ$300,000 ÿ ÿÿ
ÿ ÿ ÿ ÿ$375,685
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18. A bond traded at 102 « means that:
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ÿ ÿ ÿ ÿThe bond pays 2.5% interest
ÿ ÿ ÿ ÿThe bond traded at $1,025 per $1,000 bond ÿÿ
ÿ ÿ ÿ ÿThe market rate of interest is 2.5%
ÿ ÿ ÿ ÿThe bonds were retired at $1,025 each
ÿ
19. ÿDividend yield is the percent of cash dividends paid to common shareholders relative to the:
ÿ
ÿ ÿ ÿ ÿCommon stock’s market value
ÿ ÿ ÿ ÿEarnings per share
ÿ ÿ ÿ ÿInvestors’ purchase price of the stock
ÿ ÿ ÿ ÿAmount of retained earnings
ÿ ÿ ÿ ÿAmount of cash
ÿ
20. A bondholder that owns a $1,000, 10%, 10-year bond has:
ÿ
ÿ ÿ ÿ ÿOwnership rights
ÿ ÿ ÿ ÿThe right to receive $10 per year until maturity
ÿ ÿ ÿ ÿThe right to receive $1,000 at maturity
ÿ ÿ ÿ ÿThe right to receive $10,000 at maturity
ÿ
21. A company issues at 9% bonds at par with a par value of $100,000 on April 1, which is 4 months after the most recent interest date. How much total cash interest is received on April 1 by the bond issuer?ÿ
ÿ
ÿ ÿ ÿ ÿ$750
ÿ ÿ ÿ ÿ$5,250
ÿ ÿ ÿ ÿ$1,500
ÿ ÿ ÿ ÿ$3,000 ÿ ÿÿ
ÿ ÿ ÿ ÿ$6,000
ÿ
22. Bonds owned by investors whose names and addresses are recorded by the issuing company and for which interest payments are made with checks to the bondholders, are called:ÿ
ÿ
ÿ ÿ ÿ ÿCallable bonds
ÿ ÿ ÿ ÿSerial bonds
ÿ ÿ ÿ ÿRegistered bonds
ÿ ÿ ÿ ÿCoupon bonds
ÿ
23. The right of common shareholders to protect their proportionate interest in a corporation by having the first opportunity to buy additional proportionate shares of common stock issued by the corporationÿ
is called a:
ÿ
ÿ ÿ ÿ ÿPreemptive right
ÿ ÿ ÿ ÿProxy right
ÿ ÿ ÿ ÿRight to call
ÿ ÿ ÿ ÿFinancial leverage
ÿ
24. Owners of preferred stock often do not have:ÿ
ÿ
ÿ ÿ ÿ ÿOwnership rights to assets of the corporation
ÿ ÿ ÿ ÿVoting rights
ÿ ÿ ÿ ÿPreference to dividends
ÿ ÿ ÿ ÿThe right to sell their stock on the open market
ÿ ÿ ÿ ÿPreference to assets at liquidation
ÿ
25. The dividend yield is computed by dividing:
ÿ
ÿ ÿ ÿ ÿCash dividends per share by earnings per share
ÿ ÿ ÿ ÿEarnings per share by cash dividends per share
ÿ ÿ ÿ ÿCash dividends per share by the market price per share
ÿ ÿ ÿ ÿMarket price per share by cash dividends per share
ÿ ÿ ÿ ÿCash dividends per share by retained earnings
ÿ
26. A company issues 9%, 20-year bonds with a par value of $750,000. The current market rate is 9%. The amount of interest owed to the bondholders for each semiannual interest payment is.
ÿ
ÿ ÿ ÿ ÿ$0
ÿ ÿ ÿ ÿ$33,750 ÿÿ
ÿ ÿ ÿ ÿ$67,500
ÿ ÿ ÿ ÿ$750,000
ÿ ÿ ÿ ÿ$1,550,000
ÿ
27. Secured bonds:
ÿ
ÿ ÿ ÿ ÿAre also referred to as debentures
ÿ ÿ ÿ ÿHave specific assets of the issuing company pledged as collateral
ÿ ÿ ÿ ÿAre backed by the issuer’s bank
ÿ ÿ ÿ ÿAre subordinated to those of other unsecured liabilities
ÿ ÿ ÿ ÿAre the same as sinking fund bonds
ÿ
28. Bonds with a par value of less than $1,000 are known as:
ÿ
ÿ ÿ ÿ ÿJunk bonds
ÿ ÿ ÿ ÿBaby bonds
ÿ ÿ ÿ ÿCallable bonds
ÿ ÿ ÿ ÿUnsecured bonds
ÿ ÿ ÿ ÿConvertible bonds
ÿ
29. A corporation’s distribution of additional shares of its own stock to its stockholders without the receipt of any payment in return is called a:
ÿ
ÿ ÿ ÿ ÿStock dividend
ÿ ÿ ÿ ÿStock subscription
ÿ ÿ ÿ ÿPremium on stock
ÿ ÿ ÿ ÿDiscount on stock
ÿ ÿ ÿ ÿTreasury stock
ÿ
30. A premium on common stock:ÿ
ÿ
ÿ ÿ ÿ ÿIs the amount paid in excess of par by purchasers of newly issued stock
ÿ ÿ ÿ ÿIs the difference between par value and issue price when the amount paid is below par
ÿ ÿ ÿ ÿRepresents profit from issuing stock
ÿ ÿ ÿ ÿRepresents capital gain on sale of stock
ÿ ÿ ÿ ÿIs prohibited in most states
ÿ
31. A company had a market price of $83.12 per share, earnings per share of $4.87 and dividends per share of $5.40. Its price-earnings ratio is equal to:
ÿ
ÿ ÿ ÿ ÿ.056
ÿ ÿ ÿ ÿ.065
ÿ ÿ ÿ ÿ8.09
ÿ ÿ ÿ ÿ15.39
ÿ ÿ ÿ ÿ17.07 ÿÿ
ÿ
32. Reporting of discontinued segments includes:
ÿ
ÿ ÿ ÿ ÿIncome or loss from operating the discontinued segment net of tax and gain or loss from disposal of the segment’s net assets net of tax
ÿ ÿ ÿ ÿExtraordinary items
ÿ ÿ ÿ ÿChanges in accounting principle
ÿ ÿ ÿ ÿItems that are both unusual and infrequent
ÿ ÿ ÿ ÿWriting off of receivables
ÿ
33. One of several ratios that reflects solvency includes the:ÿ
ÿ
ÿ ÿ ÿ ÿAcid-test ratio
ÿ ÿ ÿ ÿCurrent ratio
ÿ ÿ ÿ ÿTimes interest earned ratio
ÿ ÿ ÿ ÿTotal asset turnover
ÿ ÿ ÿ ÿDays’ sales in inventory
ÿ
34. The ability to meet short-term obligations and to efficiently generate revenues is called:
ÿ ÿ ÿÿ
ÿ ÿ ÿ Liquidity and efficiency
ÿ ÿ ÿ ÿSolvency
ÿ ÿ ÿ ÿProfitability
ÿ ÿ ÿ ÿMarket prospects
ÿ ÿ ÿ ÿCreditworthiness
ÿ
35. A company’s transactions with its creditors to borrow money and/or to repay the principal amounts of loans are reported as cash flows from:ÿ
ÿ
ÿ ÿ ÿ ÿOperating activities
ÿ ÿ ÿ ÿInvesting activities
ÿ ÿ ÿ ÿFinancing activities
ÿ ÿ ÿ ÿDirect activities
ÿ ÿ ÿ ÿIndirect activities
ÿ
36. A company had net cash flows from operations of $120,000, total cash flows of $500,000 and average total assets of $2,500,000. The cash flow on total assets ratio equals:ÿ
ÿ
ÿ ÿ ÿ ÿ4.8%
ÿ ÿ ÿ ÿ5.0%
ÿ ÿ ÿ ÿ20.0% ÿ ÿ
ÿ ÿ ÿ ÿ20.8%
ÿ ÿ ÿ ÿ24.0%
ÿ
37. Net sales divided by average accounts receivable is equal to the:ÿ
ÿ
ÿ ÿ ÿ ÿDays’ sales uncollected
ÿ ÿ ÿ ÿAverage accounts receivable ratio
ÿ ÿ ÿ ÿCurrent ratio
ÿ ÿ ÿ ÿProfit margin
ÿ ÿ ÿ ÿAccounts receivable turnover ratio
ÿ
38. The comparison of a company’s financial condition and performance across time is known as:
ÿ
ÿ ÿ ÿ ÿHorizontal analysis
ÿ ÿ ÿ ÿVertical analysis
ÿ ÿ ÿ ÿPolitical analysis
ÿ ÿ ÿ ÿFinancial reporting
ÿ ÿ ÿ ÿInvestment analysis
ÿ
39. Selected information from Doodle Company’s for 2010 is below (in millions):
ÿ
Inventory decreased ÿ ÿ$6.0ÿ
Accounts Payable increased by ÿ$7.0ÿ
Cost of goods sold ÿ $36.50ÿ
Salaries Expense ÿ ÿ ÿ$24.0ÿ
Salaries Payable decreased ÿ$6.0ÿ
Accounts Receivable increased by ÿ$10.0ÿ
Sales ÿ ÿ$56.4
ÿ
What is the amount of cash paid for salaries by Doodle during 2010?ÿ
ÿ
ÿ ÿ ÿ ÿ$4.0
ÿ ÿ ÿ ÿ$6.0
ÿ ÿ ÿ ÿ$24.0
ÿ ÿ ÿ ÿ$30.0 ÿÿ
ÿ ÿ ÿ ÿ$18.0
ÿ
40. A company has sales of $5,417,000, a gross profit ratio of 35%, ending merchandise inventory of $201,425, and total current assets of $1,539,600. What is the days sales’ in inventory ratio for the year?
ÿ
ÿ ÿ ÿ ÿ6.10
ÿ ÿ ÿ ÿ20.88 ÿ
ÿ ÿ ÿ ÿ26.15
ÿ ÿ ÿ ÿ22.67
ÿ ÿ ÿ ÿ15.77
ÿ
41. Financial statements with data for two or more successive accounting periods placed in columns side by side, sometimes with changes shown in dollar amounts and percents, are referred to as:ÿ
ÿ
ÿ ÿ ÿ ÿPeriod-to-period statements
ÿ ÿ ÿ ÿControlling statements
ÿ ÿ ÿ ÿSuccessive statements
ÿ ÿ ÿ ÿComparative statements
ÿ ÿ ÿ ÿSerial statements
ÿ
42. The average number of times a company’s inventory is sold during an accounting period, calculated by dividing cost of goods sold by the average inventory balance is equal to the:ÿ
ÿ
ÿ ÿ ÿ ÿAccounts receivable turnover
ÿ ÿ ÿ ÿInventory turnover
ÿ ÿ ÿ ÿDays’ sales uncollected
ÿ ÿ ÿ ÿCurrent ratio
ÿ
43. Which of the following items is not likely to be considered an extraordinary item?ÿ
ÿ
ÿ ÿ ÿ ÿLoss from an unexpected union strike
ÿ ÿ ÿ ÿCondemnation of property by the city government
ÿ ÿ ÿ ÿLoss of use of property to a new and unexpected environmental regulation
ÿ ÿ ÿ ÿLoss to an earthquake in Florida
ÿ ÿ ÿ ÿExpropriation of property by a foreign government
ÿ
44. Net income divided by net sales is equal to the:ÿ
ÿ
ÿ ÿ ÿ ÿReturn on total assets
ÿ ÿ ÿ ÿProfit margin
ÿ ÿ ÿ ÿCurrent ratio
ÿ ÿ ÿ ÿTotal asset turnover
ÿ ÿ ÿ ÿDays’ sales in inventory
ÿ
45. Comparative financial statements in which each amount is expressed as a percentage of a base amount and in which the base amount is expressed as 100%, are called:ÿ
ÿ
ÿ ÿ ÿ ÿComparative statements
ÿ ÿ ÿ ÿCommon-size comparative statements
ÿ ÿ ÿ ÿGeneral-purpose financial statements
ÿ ÿ ÿ ÿBase line statements
ÿ ÿ ÿ ÿIndex statements
ÿ
46. The reporting of net cash provided or used by operating activities that lists the major items of operating cash receipts, such as receipts from customers and subtracts the major items of operating cash disbursements, such as cash paid for merchandise is referred to as the:ÿ
ÿ
ÿ ÿ ÿ ÿDirect method of reporting net cash provided or used by operating activities
ÿ ÿ ÿ ÿCash basis of accounting
ÿ ÿ ÿ ÿClassified statement of cash flows
ÿ ÿ ÿ ÿIndirect method of reporting net cash provided or used by operating activities
ÿ ÿ ÿ ÿNet method of reporting cash flows from operating activities
ÿ
47. The indirect method for the preparation of the operating activities section of the statement of cash flows:ÿ
ÿ
ÿ ÿ ÿ ÿSeparately lists each major item of operating cash receipts
ÿ ÿ ÿ ÿSeparately lists each major item of operating cash payments
ÿ ÿ ÿ ÿReports net income and then adjusts it for items necessary to determine net cash provided or used by operating activities
ÿ ÿ ÿ ÿIs required if the company is a merchandiser
ÿ
48. A company has a profit margin of 5%. If net income is equal to $83,000 and average total assets is equal to $45,000, how much are net sales?ÿ
ÿ
ÿ ÿ ÿ ÿ$4,150
ÿ ÿ ÿ ÿ$2,250
ÿ ÿ ÿ ÿ$1,660,000 ÿ ÿ
ÿ ÿ ÿ ÿ$6,400
ÿ ÿ ÿ ÿ$128,000
ÿ
49. A component of operating efficiency and profitability, calculated by expressing net income as a percent of net sales is equal to the:ÿ
ÿ
ÿ ÿ ÿ ÿAcid-test ratio
ÿ ÿ ÿ ÿMerchandise turnover
ÿ ÿ ÿ ÿPrice earnings ratio
ÿ ÿ ÿ ÿAccounts receivable turnover
ÿ ÿ ÿ ÿProfit margin ratio
ÿ
ÿ50. ÿAn investment that is readily convertible to a known amount of cash and that is sufficiently close to its maturity date so that its market value is relatively insensitive to interest rate changes is a(n):ÿ
ÿ
ÿ ÿ ÿ ÿShort-term marketable equity security
ÿ ÿ ÿ ÿOperating activity
ÿ ÿ ÿ ÿCommon stock
ÿ ÿ ÿ ÿCash equivalent
ÿ ÿ ÿ ÿFinancing activity

Strategic and operational challenges facing nike

Nike is in many ways the quintessential global corporation. Established in 1972 by former University of Oregon track star Phil Knight, Nike is now one of the leading marketers of athletic shoes and apparel on the planet. Today the company has $20 billion in annual revenues and sells its products in some 140 countries. Nike does not do any manufacturing. Rather, it designs and markets its products, while contracting for their manufacture from a global network of 600 factories scattered around the globe that employ some 650,000 people.1 This huge corporation has made Knight into one of the richest people in America. Nike?s marketing phrase, ?Just Do It!? has become as recognizable in popular culture as its ?swoosh? logo or the faces of its celebrity sponsors, such as Michael Jordan and Tiger Woods. For all of its successes, the company was dogged for more than a decade by repeated and persistent accusations that its products were made in ?sweatshops? where workers, many of them children, slaved away in hazardous conditions for below-subsistence wages. Nike?s wealth, its detractors claimed, was built upon the backs of the world?s poor. For many, Nike had become a symbol of the evils of globalization?a rich Western corporation exploiting the world?s poor to provide expensive shoes and apparel to the pampered consumers of the developed world. Niketown stores became standard targets for antiglobalization protesters. Several nongovernmental organizations, such as San Francisco-based Global Exchange, a human rights organization dedicated to promoting environmental, political, and social justice around the world, targeted Nike for repeated criticism and protests.2 News shows such as CBS-TV?sÿ48 Hoursÿran expos‚s on working conditions in foreign factories that supply Nike. Students on the campuses of several major U.S. universities with which Nike had lucrative sponsorship deals protested against the ties, citing Nike?s use of sweatshop labor. For its part, Nike took many steps to try to counter the protests. Yes, it admitted, there were problems in some overseas factories. But the company signaled a commitment
to improving working conditions. It required that foreign subcontractors meet minimum thresholds for
working conditions and pay. It arranged for factories to be examined by independent auditors. It terminated contracts with factories that did not comply with its standards. But for all this effort, the company continues to be a target of protests and a symbol of dissent.
ÿ
The Case Against Nike
ÿ
Typical of the expos‚s against Nike was a CBS-TVÿ48 Hoursÿnews report that aired October 17, 1996.3 Reporter Roberta Basin visited a Nike factory in Vietnam. With a shot of the factory, her commentary began:
ÿ
The signs are everywhere of an American invasion in search of cheap labor. Millions of people who are
literate, disciplined, and desperate for jobs. This is Nike Town near what use to be called Saigon, one of
four factories Nike doesn?t own but subcontracts to make a million shoes a month. It takes 25,000 workers,
mostly young women, to ?Just Do It.? But the workers here don?t share in Nike?s huge profits. They work six days a week for only $40 a month, just 20 cents an hour.
ÿ
Baskin interviewed one of the workers in the factory, a young woman named Lap. Baskin tells the listener:
ÿ
Her basic wage, even as sewing team leader, still doesn?t amount to the minimum wage . . . . She?s down
to 85 pounds. Like most of the young women who make shoes, she has little choice but to accept the low
wages and long hours. Nike says that it requires all subcontractors to obey local laws; but Lap has already
put in much more overtime than the annual legal limit: 200 hours.
ÿ
Baskin then asks Lap what would happen if she wanted to leave. If she was sick or had something she needed to take care off such as a sick relative, could she leave the factory? Through a translator, Lap replies:
ÿ
It is not possible if you haven?t made enough shoes. You have to meet the quota before you can go home.
ÿ
The clear implication of the story was that Nike was at fault here for allowing such working conditions to persist in the Vietnam factory, which was owned by a South Korean company. Another attack on Nike?s subcontracting practices came in June 1996 from Made in the USA, a foundation largely financed by labor unions and domestic apparel manufacturers that oppose free trade with low-wage
countries. According to Joel Joseph, chairman of the foundation, a popular line of high-priced Nike sneakers, the Air Jordans, were put together made by 11-year-olds in Indonesia making 14 cents per hour. Nike spokeswoman Donna Gibbs countered that this was not true. According to Gibbs, the average worker made 240,000 rupiah ($103) a month working a maximum 54-hour week, or about 45 cents per hour. Moreover, Gibbs noted that Nike had staff members in each factory monitoring
conditions to make sure that they obeyed local minimum wage and child labor laws.4 Another example of the criticism against Nike is the following extracts from a newsletter published by Global
Exchange:5
ÿ
During the 1970s, most Nike shoes were made in South Korea and Taiwan. When workers there gained new freedom to organize and wages began to rise, Nike looked for ?greener pastures.? It found them in Indonesia and China, where Nike started producing in the 1980s, and most recently in Vietnam. The majority of Nike shoes are made in Indonesia and China, countries with governments that prohibit independent unions and set the minimum wage at rock bottom. The Indonesian government admits that the minimum wage there does not provide enough to supply the basic needs of one person, let alone a family. In early 1997 the entry-level wage was a miserable $2.46 a day. Labor groups estimate that a livable wage in Indonesia is about $4.00 a day.
ÿ
In Vietnam the pay is even less?20 cents an hour, or a mere $1.60 a day. But in urban Vietnam, three
simple meals cost about $2.10 a day, and then of course there is rent, transportation, clothing, health care, and
much more. According to Thuyen Nguyen of Vietnam Labor Watch, a living wage in Vietnam is at least $3 a day.
ÿ
In another attack on Nike?s practices, in September 1997 Global Exchange published a report on working conditions in four Nike and Reebok subcontractors in southern China.6 Global Exchange, in conjunction with two Hong Kong human rights groups, had interviewed workers at the factories in 1995 and again in 1997. According to Global Exchange, in one factory, a Korean owned subcontractor for Nike, workers as young as 13 earned as little as 10 cents an hour and toiled up to
17 hours daily in enforced silence. Talking during work was not allowed, with violators fined $1.20 to $3.60 according to the report. The practices violated Chinese labor law, which states that no child underÿ16 mayÿwork in a factory, and the Chinese minimum wage requirement of $1.90 for an eight-hour day. Nike condemned the study as ?erroneous,? stating the report incorrectly stated the wages of workers and made irresponsible accusations.
ÿ
Global Exchange, however, continued to be a major thorn in Nike?s side. In November 1997, the organization obtained and then leaked a confidential report by Ernst & Young of an audit that Nike had commissioned of a factory in Vietnam owned by a Nike subcontractor.7 The factory had 9,200 workers and made 400,000 pairs of shoes a month. The Ernst & Young report painted a dismal picture of thousands of young women, most under age 25, laboring 10« hours a day, six days a week, in excessive
heat and noise and in foul air, for slightly more than $10 a week. The report alsofound that workers with skin or breathing problems had not been transferred to departments free of chemicals and that more than half the workers who dealt with dangerous chemicals did not wear protective masks or gloves. It claimed workers were exposed to carcinogens that exceeded local legal standards by 177 times in parts of the plant and that 77 percent of the employees suffered from respiratory problems. Put on the defensive yet again, Nike called a news conference and pointed out that it had commissioned the report, and had acted on it.8 The company stated it had formulated an action plan to deal with the problems cited in the report, and had slashed overtime, improved safety and ventilation, and reduced the use of toxic chemicals. The company also asserted that the report showed that its internal monitoring system had performed exactly as it should have. According to one spokesman:
ÿ
?This shows our system of monitoring works . . . We have uncovered these issues clearly before anyone else,
and we have moved fairly expeditiously to correct them.?
ÿ
Nike?s Response
ÿ
Unaccustomed to playing defense, over the years, Nike formulated a number of strategies and tactics to deal with the problems of working conditions and pay in subcontractors. In 1996, Nike hired onetime U.S. Ambassador to the United Nations, U.S. congressman, and former Atlanta Mayor Andrew Young to assess working conditions in subcontractors? plants around the world. Young released a mildly critical report of Nike in mid-1997. After completing a two-week tour that covered
three countries and 15 factories, Young informed Nike it was doing a good job in treating workers, though it should do better. According to Young, he did not see:
ÿ
sweatshops, or hostile conditions . . . I saw crowded dorms . . . but the workers were eating at least two
meals a day on the job and making what I was told were subsistence wages in those cultures.9
ÿ
Young was widely criticized by human rights and labor groups for not taking his own translators and for doing slipshod inspections, an assertion he repeatedly denied.
ÿ
In 1996, Nike joined a presidential task force designed to find a way of banishing sweatshops in the shoe and clothing industries. The task force included industry leaders such as Nike, representatives from human rights groups, and labor leaders. In April 1997, they announced an agreement for workers? rights that U.S. companies could agree to when manufacturing abroad. The accord limited the workweek to 60 hours and called for paying at least the local minimum wage in foreign factories.
The task force also agreed to establish an independent monitoring association?later named the Fair Labor Association (FLA)?to assess whether companies are abiding by the code.10
ÿ
The FLA now includes among its members the Lawyers Committee for Human Rights, the National Council of Churches, the International Labor Rights Fund, some 135 universities (universities have extensive licensing agreements with sports apparel companies such as Nike), and companies such as Nike, Reebok, and Levi Strauss.
ÿ
In early 1997, Nike also began to commission independent organizations such as Ernst & Young to audit the factories of its subcontractors. In September 1997, Nike tried to show its critics that it was involved in more than just a public relations exercise when it terminated its relationship with fourIndonesia subcontractors, stating they had refused to comply with the company?s standard for wage levels and working conditions. Nike identified one of the subcontractors, Seyon, which manufactured specialty sports gloves for Nike.
ÿ
Nike said Seyon refused to meet a 10.7 percent increase in the monthly wage, to $70.30, declared by the Indonesian government in April 1997.11ÿOn May 12, 1998, in a speech given at the National
Press Club, Phil Knight spelled out in detail a series of initiatives designed to improve working conditions for the 500,000 people that make products for Nike at subcontractors.12ÿ Among the initiatives, Knight highlighted were the following:
ÿ
We have effectively changed our minimum age limits from the ILO (International Labor Organization)
standards of 15 in most countries and 14 in developing countries to 18 in all footwear manufacturing and 16 in all other types of manufacturing (apparel, accessories, and equipment.). Existing workers legally employed under the former limits were grandfathered into the new requirements.
ÿ
During the past 13 months we have moved to a100 percent factory audit scheme, where every Nike
contract factory will receive an annual check by PricewaterhouseCoopers teams who are specially
trained on our Code of Conduct Owner?s Manual and audit/monitoring procedures. To date they have
performed about 300 such monitoring visits. In a few instances in apparel factories they have found workers under our age standards. Those factories have been required to raise their standards to 17 years of age, to require three documents certifying age, and to redouble their efforts to ensure workers meet those standards through interviews and records checks. Our goal was to ensure workers around the globe are protected by requiring factories to have no workers exposed to levels above those mandated by the permissible exposure limits (PELs) for chemicals prescribed in the OSHA indoor air quality standards.13
ÿ
These moves were applauded in the business press, but they were greeted with a skeptical response from Nike?s long-term adversaries in the debate over the use of foreign labor. While conceding that?s Nike?s policies were an improvement, one critic writing inÿThe New York Timesÿnoted:
ÿ
Mr. Knight?s child labor initiative is . . . a smokescreen. Child labor has not been a big problem with Nike,ÿand Philip Knight knows that better than anyone. But public relations is public relations. So he announces that he?s not going to let the factories hire kids, and suddenly that?s the headline.
ÿ
Mr. Knight is like a three-card monte player. You have to keep a close eye on him at all times. The biggest problem with Nike is that its overseas workers make wretched, below-subsistence wages. It?s not the minimum age that needs raising; it?s the minimumÿ wage. Most of the workers in Nike factories in China and Vietnam make less than $2 a day, well below the subsistence levels in those countries. In Indonesia the pay is less than $1 a day.
ÿ
The company?s current strategy is to reshape its public image while doing as little as possible for the
workers. Does anyone think it was an accident that Nike set up shop in human rights sinkholes, where
labor organizing was viewed as a criminal activity and deeply impoverished workers were willing, even eager, to take their places on assembly lines and work for next to nothing?14
ÿ
Other critics question the value of Nike?s auditors, PricewaterhouseCoopers (PwC). Dara O?Rourke, an assistant professor at MIT, followed the PwC auditors around several factories in China, Korea, and Vietnam. He concluded that although the auditors found minor violations of labor laws and codes of conduct, they missed major labor practice issues including hazardous working conditions, violations of overtime laws, and violation of wage laws. The problem, according to O?Rourke, was that the auditors had limited training and relied on factory managers for data and to set up interviews with workers, all of which were performed in the factories. The auditors, in other words, were getting an incomplete and somewhat sanitized view of conditions in the factory.15
ÿ
ÿ
ÿ
The Controversy Continues
ÿ
Fueled perhaps by the unforgiving criticisms of Nike that continued after Phil Knight?s May 1998 speech, beginning in 1998 and continuing into 2001, a wave of protests against Nike occurred on many university campuses. The moving force behind the protests was the United Students Against Sweatshops (USAS). The USAS argued that the Fair Labor Association (FLA), which grew out of the presidential task force on sweatshops, was an industry tool and not a truly independent auditor of foreign factories. The USAS set up an alternative independent auditing organization, the Workers Rights Consortium (WRC), which they charged with auditing factories that produce products under collegiate licensing programs (Nike is a high-profile supplier of products under these programs). The WRC is backed, and partly funded, by labor unions and refuses to cooperate with companies, arguing that doing so would jeopardize its independence.
ÿ
By mid-2000, the WRC had persuaded some 48 universities to join the WRC, including all nine campuses of the University of California systems, the University ofMichigan, and the University of Oregon, Phil Knights? alma mater. When Knight heard that the University of Oregon would join the WRC, as opposed to the FLA, he withdrew a planned $30 million donation to the university.ÿ16ÿDespite this, in November 2000 another major northwestern university, the University of Washington, announced it too would join the WRC, although it would also retain its membership in the FLA.17
ÿ
Nike continued to push forward with its own initiatives, updating progress on its website. In April 2000, in response to accusations that it was still hiding conditions, it announced it would release the complete reports of all independent audits of its subcontractors? plants. Global Exchange continued to criticize the company, arguing in mid-2001 that the company was not living up to Phil Knight?s 1998 promises, and that it was intimidating workers from speaking out about abuses.18

Week 4 attention economic tutor date is 06/28/13

CheckPoint
Human Virtues and Character Strengths

Examine one human virtue and the associated character strengths that are important to you, as listed in Ch. 10 of Positive Psychology.
Select someone who you know or is a public figure who you feel encompasses at least one of these virtues.
Discuss why this virtue is important to you. How does the person you selected encompass this virtue and the associated character strengths?
ÿ
Post a 200- to 300-word response.
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ÿ
ÿ
ÿ
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ÿ
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ÿ
Think of someone you hold in high regard and look up to as a model for yourself and others.Perhaps a friend, relative, or a person from history or contemporary society comes tomind. Think about this individual?s personal qualities and how you might describe thebasis of your admiration to another person. Make a mental list of 4 or 5 qualities that make thisperson deserving of your respect. Now compare your list to the positive traits discussed inChapter 9. How many of them overlap? Did your list include extraversion, cheerfulness, selfesteem,or optimism? What traits on your list are not in Chapter 9? Did you include any of thefollowing qualities: integrity, courage, honesty, kindness, religious conviction, wisdom, fairness,or modesty? The point here, affirmed by how we think about people we respect, is that adescription of positive human traits would be incomplete without including personal qualitiesCHAPTER OUTLINEDeveloping a Classification of Human VirtuesMeasuring Strengths of CharacterWisdom as a Foundational Strength and VirtueWhat is Wisdom?Theories of WisdomBalance TheoryWisdom as Expert Knowledge in the Conduct of LifeWisdom in Action: The SOC Model of Effective Life ManagementFocus on Theory: Wisdom or Self-control as Master Virtues?Transcendence: Religion and SpiritualityThe Search for MeaningReligion and Spirituality: The Diversity of ViewsDefining Religion and SpiritualityReligion/Spirituality and Well-BeingReligious OrientationIntrinsic and Extrinsic Religious OrientationQuest Religious OrientationAttachment Theory and Relationship to GodStyles of Religious Coping?Explaining Religion versus Explaining Religion Away?Religion and VirtueForgivenessGratitudeFocus on Research: Increasing Well-Being by Counting Your Blessings10Virtue and Strengthsof Character207ISBN 1-256-51557-4Positive Psychology, by Steve R. Baumgardner and Marie K. Crothers. Published by Prentice Hall. Copyright ? 2009 by Pearson Education, Inc.208 Chapter 10 ? Virtue and Strengths of Characterjudged as positive because they are ?good? inmoral and ethical terms. Clearly, we may admirepeople who are outgoing, upbeat, and positiveabout the future. But just as clearly, and perhaps at adeeper level, we also admire individuals who showstrengths of character that reflect virtuous qualities likeintegrity, kindness, and compassion. In short, virtueand character strengths belong on a list of positivehuman traits.The traits reviewed in Chapter 9 were evaluatedas positive because of their benefits to individualwell-being?specifically health, happiness, andemotional well-being. Virtuous behavior may alsoincrease our life satisfaction and make life moremeaningful and healthy. However, virtue is also considereda positive trait independent of any benefit or?pay-off? to the individual. Virtue is positivelyregarded in its own right because of its connection toreligious and secular mores and its value to society.A consideration of virtue and character strengths providesan additional way to think about the meaningof ?positive.? In this chapter, we will first review arecent attempt to provide a comprehensive classificationof character strengths and virtues. Then, we willfocus on two foundational virtues (wisdom andreligion) in more detail by examining how they contributeto well-being and a life well-lived.DEVELOPING A CLASSIFICATIONOF HUMAN VIRTUESFor a considerable time in psychology?s history,virtue was not considered an appropriate constructfor scientific investigation. The study of virtue wasthought to be too easily tainted and biased by themoral beliefs of researchers and the prevailing culturalmores of the day (Tjeltveit, 2003). Many psychologistsbelieved that science should provide onlyobjective facts about how people act. Questionsabout how people should conduct themselves?thatis, whether their actions were good, bad, moral, orimmoral?were left for philosophers and theologiansto decide. However, a renewed interest incharacter strengths has begun to emerge as morepsychologists have come to realize that a completeaccount of human behavior needs to include themoral dimension of people?s lives (Fowers &Tjeltveit, 2003). Recent events from the Enron scandalto the influence-peddling of lobbyist JackAbramoff have reinforced the importance of ethicalbehavior. People?s anger and outrage at these sortsof improprieties stem primarily from moral considerations.In short, people lead moral lives in the senseof evaluating themselves and others according tomoral criteria.Describing the features of a life well-lived is acentral theme of positive psychology. Because themeaning of a good person and a good life are intimatelyconnected to virtue, positive psychology hasgiven virtue particular prominence. This is mostapparent in a recent collaborative research project(the Values in Action Project, Peterson & Seligman,2004) that had the lofty goal of developing a classificationof character strengths and virtues that wouldparallel the Diagnostic and Statistical Manualof Mental Disorders (DSM), developed by theAmerican Psychiatric Association (2000). The DSMprovides a classification of mental disorders and anextensive ?language? for describing human psychologicalweaknesses and pathologies. Authors of theValues in Action Project (VIA) hoped to create acomprehensive classification system similar to theDSM, but one that was focused on human strengthsrather than weaknesses. They also hoped to providea language describing positive human qualities thatdefined a healthy person living a good life. Putanother way, the DSM describes aspects of life?below zero? (with ?zero? representing the thresholddividing mental health from emotional illness). Onegoal of the VIA was to describe life ?above zero?(i.e., to identify the traits that define emotionalhealth and strength). This goal is consistent withpositive psychology?s emphasis on restoring balanceto the field, in place of psychology?s historic focuson problematic human behaviors.Developing a classification of characterstrengths is a daunting task. Virtue and characterare obviously complex topics. What, exactly, is ahuman virtue or character strength? Do people havea common understanding of traits that qualify asvirtuous? Getting answers to these questions wasone of the major purposes of the VIA. The VIA,coordinated by Christopher Peterson and MartinSeligman (2004), brought together a group ofresearchers who sought to describe those strengthsof character that were most prominent across historyand culture. Is there a common set of humanqualities universally regarded as positive virtues? Alist of possible ?candidates? was generated by examiningvirtues and strengths described in a variety ofphilosophic, religious, and cultural traditions. Thislist included virtues described in major religionsISBN 1-256-51557-4Positive Psychology, by Steve R. Baumgardner and Marie K. Crothers. Published by Prentice Hall. Copyright ? 2009 by Pearson Education, Inc.Chapter 10 ? Virtue and Strengths of Character 209and philosophies (e.g., Confucianism, Buddhism,Hinduism, Judeo-Christianity, and ancient Greekphilosophy), the works of famous historical figures(e.g., Benjamin Franklin), and in popular culture(e.g., Boy and Girl Scout Guides, Hallmark greetingcards, popular songs, Saturday Evening Post coversby Normal Rockwell).From a long list of candidates, 24 characterstrengths were selected and organized around 6virtues. The 6 virtues?wisdom, courage, humanity,justice, temperance, and transcendence?wereselected because they appear to be universalacross history and across societies. They representmoral virtues as defined by most religions and ethicalphilosophies. Peterson and Seligman regardthese virtues as core defining features of goodcharacter. Each virtue is defined by a set of characterstrengths that represent the ingredients, expressions,and potential means of developing thevirtue. For example, temperance as a virtue refersto people?s strength in avoiding excesses. Theingredients and expressions of temperance wouldinclude self-control, gratitude toward others,humility, prudent decision-making, and the abilityto forgive the transgressions of self and others.Developing this virtue would involve efforts toexert more self-control, become more humble andless self-aggrandizing, and more grateful and forgivingin relationships with others.Character strengths were selected by applyinga set of criteria to the list of strengths identified inthe first phase of the project. A sample of the set ofcriteria used is shown in Table 10.1. To be includedin the final classification, a character strength had tomeet all or nearly all of these criteria.Half of the strengths selected met the entire setof criteria. The other half did not. As Seligman andPeterson note, disagreements can arise about theinclusion of one or another of the strengths, the placementof a given strength under a particular virtue, andwhether some other important strength was omitted.However, taken in total, this classification system?hangs together? as a reasonably coherent first effortat describing what may be universally regarded ashuman strengths and virtues. The final classification ofstrengths and virtues is described in Table 10.2. For acomplete description of the selection criteria, previousclassification models, and literature reviews detailingwhat is known about each character strength, seePeterson and Seligman?s Character Strengths andVirtues: A Handbook and Classification (2004).Wisdom and KnowledgeAs a virtue, wisdom refers to a general intellectualstrength involving the development and use ofknowledge. Wisdom does not necessarily followfrom a formal education or a high IQ score. Wisdomrefers to a more practical intelligence and good judgmentbased on learning life?s lessons?perhapsthrough hardships. A wise person puts things in theproper perspective and avoids the pitfalls of narrowlyfocused and self-interested understandings. Wisdommeans being able to offer good counsel to othersabout how to live and how to understand and dealwith life?s challenges, uncertainties, and choices.CourageCourage is the emotional strength to overcome fearin the face of opposition and adversity. Courage isTABLE 10.1 Criteria for selecting character strengthsRegarded as a valued moral quality in and of itself, whether or not it led to concrete benefits.Contributes to personal fulfillment in the sense of enhancing personal expressiveness, meaningfulness, satisfaction,and happiness.Constitutes a stable individual difference trait for which reliable measures had been previously developed.Be distinctive and not overlap with other strengths.Have an opposite that was clearly negative (e.g., the opposite of courage is cowardice).Enhances rather than diminishes other people when expressed (i.e., the trait must evoke admiration or respect ratherthan envy, inferiority, or lowered self-evaluation).Be the focus of institutional efforts (e.g., education, churches) to promote its development.ISBN 1-256-51557-4Positive Psychology, by Steve R. Baumgardner and Marie K. Crothers. Published by Prentice Hall. Copyright ? 2009 by Pearson Education, Inc.210 Chapter 10 ? Virtue and Strengths of CharacterTABLE 10.2 Classification of virtues and character strengthsI. Wisdom and Knowledge?cognitive strengths that entail the acquisition and use of knowledge.Defining Strengths1. Creativity?thinking of novel and productive ways to do things2. Curiosity?taking an interest in all ongoing experience3. Open-mindedness?thinking things through and from all sides4. Love of learning?mastering new skills, topics, and bodies of knowledge5. Perspective?being able to provide wise counsel to othersII. Courage?emotional strengths that involve exercise of will in the face of opposition, external or internal.Defining Strengths6. Authenticity?speaking the truth and presenting yourself in a genuine way7. Bravery?not shrinking from threat, challenge, difficulty, or pain8. Persistence?finishing what one starts despite obstacles along the way9. Zest?approaching life with excitement and energyIII. Humanity?interpersonal strengths that involve ?tending and befriending? others.Defining Strengths10. Kindness?doing favors and good deeds for others11. Love?valuing close relations with others12. Social intelligence?being aware of the motives and feelings of self and othersIV. Justice?civic strengths that underlie healthy community life.Defining Strengths13. Fairness?treating all people the same according to notions of fairness and justice14. Leadership?organizing group activities and seeing that they happen15. Teamwork?working well as member of a group or teamV. Temperance?strengths that protect against excess.Defining Strengths16. Forgiveness?forgiving those who have done wrong17. Modesty?letting one?s accomplishments speak for themselves18. Prudence?being careful about one?s choices; not saying or doing things that might be later regretted19. Self-regulation?regulating what one feels and doesVI. Transcendence?strengths that forge connections to the larger universe and providing meaning.Defining Strengths20. Appreciation of beauty and excellence?noticing and appreciating beauty, excellence, and/or skilled performancein all domains of life21. Gratitude?being aware of and thankful for good things that happen22. Hope?expecting the best and working to achieve it23. Humor?liking to laugh and tease; bringing smiles to other people24. Religiousness/Spirituality?having coherent beliefs about the higher purposes and meaning of lifeSource: Seligman, M. E. P., Steen, T. A., Park, N., & Peterson, C. (2005). Positive psychology progress: Empirical validation ofinterventions. American Psychologist, 60, 410?421. Copyright American Psychological Association. Adapted and reprinted withpermission.ISBN 1-256-51557-4Positive Psychology, by Steve R. Baumgardner and Marie K. Crothers. Published by Prentice Hall. Copyright ? 2009 by Pearson Education, Inc.Chapter 10 ? Virtue and Strengths of Character 211exemplified in confronting and accepting one?s owndeath; dealing with a debilitating illness or disease;honestly confronting one?s own limitations, weaknesses,or bad habits; and standing up for one?sconvictions, despite the possibility of negative consequences(e.g., chastisement by others).HumanityHumanity refers to our capacity for sympathy, empathy,compassion, and love in our relationships withothers. Humanity is the basis for nurturing and caringrelationships focused on another?s needs ratherthan one?s own needs and interests. Humanity isexpressed in our willingness to help others in need,to be kind, to be generous, and to respect the feelingsand values of others.JusticeJustice is an essential ingredient in healthy societies,communities, and relationships with others. Thisvirtue is shown when people are fair mindedand even-handed rather than being biased by selfinterest.Justice also includes strengths that contributeto community well-being, such as workingcooperatively with others and taking the initiative todevelop and follow through on goals and projects.TemperanceTemperance is the strength to control excesses andrestrain impulses that may harm the self and others. Itexpresses the idea of ?willpower? in the face of temptations.Temptations and the benefits of restraintmight be focused on eating; drinking; smoking;expressing of anger, hatred, or arrogance toward others;or excessive self-promotion at the expense ofothers. Chapter 8 described some of the psychologicalprocesses involved in self-control and selfdirectedactions that are relevant to temperance.Temperance is a kind of ongoing self-awareness andself-discipline that affirms the ?look before you leap?dictum of everyday wisdom. Temperance alsoinvolves the ability to let go and forgive the indiscretionsand hurtful actions of others.TranscendenceTo transcend means to go beyond or rise above theordinary and the everyday. Transcendent thinkinglifts us out of the usual concrete preoccupations ofdaily life and out of an individualized sense of self byproviding a broader view of the world and the universe.Transcendence puts things in perspective andkeeps us from worrying about or striving for thingsthat don?t really matter. Religion and spirituality arethe clearest examples of transcendence because theyinvolve a belief in a higher power and a greater purposefor life. Whatever their various forms, transcendentbeliefs connect the individual to a moreencompassing understanding and a deeper meaningof life. The character strength of religiousness clearlyfits the virtue of transcendence.The other strengths listed under transcendencemay not seem to fit so well. Peterson and Seligman(2004) believe that the common theme here is providingopportunities to appreciate and develop a biggerpicture of the world that may provide a more enduringand satisfying understanding and purpose for life.?Appreciation of beauty is a strength that connectssomeone to excellence. Gratitude connects someonedirectly to goodness. Hope connects someone directlyto the dreamed-of future? (Peterson & Seligman, 2004,p. 519). Humor, they admit, seems a bit of stretch asan expression of transcendence. However, as theypoint out, humor keeps us from taking our selves andour virtues too seriously. It reminds us to ?lighten up.?Laughter holds nothing sacred and can cut througheverything from self-righteousness to passionate conflictsover important issues. On a daily basis, Jay Lenoand David Letterman create humor out of pain andtragedy, from political scandals to the war in Iraq.Perhaps humor serves a protective function by connectingus directly to life?s absurdities and getting usto laugh at them.Measuring Strengths of CharacterA major goal of the VIA project was the developmentof measures for each of the 24 strengths ofcharacter. Based on existing knowledge and assessmentinstruments for each of the strengths, a 240-item self-report questionnaire was created. Tenitems were used to assess each character strength.For example, forgiveness is measured by items suchas, ?I always allow others to leave their mistakes inthe past and make a fresh start.? Kindness is measuredby items like, ?I?m never too busy to help afriend.? Curiosity is measured through items such as,?I am never bored.? Items like, ?I always keep mypromises? measure integrity (Peterson & Seligman,2004, pp. 629?630). Respondents rate their degreeof endorsement on a scale from 1 (very unlike me)ISBN 1-256-51557-4Positive Psychology, by Steve R. Baumgardner and Marie K. Crothers. Published by Prentice Hall. Copyright ? 2009 by Pearson Education, Inc.212 Chapter 10 ? Virtue and Strengths of Characterto 5 (very much like me). Rating summaries producea profile of an individual?s relative standing on eachof the 24 character strengths. The entire VIA inventoryof strengths takes 30 to 40 minutes to complete.You can take the VIA inventory of strengths onlineat www.authentichappiness.sas.upenn.edu/. Thereare several questionnaires on this site. You want toselect the VIA Signature Strengths Questionnaire,which gives you a character strength profile andidentifies your top five strengths, called ?signature?strengths. You will need to log on to the site, providesome basic information, and create a passwordto take the test and have your responses scored.Although still a work in progress, the VIAStrengths Inventory has shown good internal consistencyand test?retest reliability. Individual self-ratingshave been validated against ratings by informedobservers. A youth version of the VIA inventory hasalso been developed and tested (see Peterson &Seligman, 2004). The inventory has been taken byover 350,000 people of all ages and backgrounds, representing50 countries and all 50 U.S. states (Peterson,2006; Peterson & Seligman, 2004; Seligman, Steen,Park, & Peterson, 2005).Analysis of character-strength profiles in relationto respondents? backgrounds revealed several interestingpatterns. People from around the world show substantialagreement regarding the strengths rated as?most like me.? The most commonly endorsed characterstrengths in 50 countries were fairness, kindness,authenticity, gratitude, and open-mindedness. Theleast frequently endorsed strengths were prudence,self-regulation, and modesty. The correlations ofstrength rankings across nations were typically in the0.80 range. Despite widely different cultures, religions,and ethnic backgrounds, people seem to sharea common understanding of character strengths andvirtues. Within the United States, the same pattern ofrankings was apparent with the exception of religiousness,which was stronger in the southern states.Interestingly, there was less agreement inrankings between U.S. teenagers and U.S. adultsthan among adults from different countries.American adolescents rated hope, teamwork, andzest as ?most like me,? while American adults gavehigher endorsements to authenticity, appreciation ofbeauty, leadership, and open-mindedness.Character strengths related to relationships(love) and positive emotions (e.g., zest, hope, andgratitude) were more strongly related to measures oflife satisfaction than were more intellectual-cognitivestrengths (e.g., curiosity and love of learning).?Strengths of the heart,? as Peterson and Seligmancall them (experiences such as kindness, love, andgratitude), contribute the most to our individualhappiness.Profiles of character strength also fit with thematching hypothesis discussed in Chapter 7. Peoplewere asked to think about personal experiencesinvolving their most rewarding and fulfilling jobsand hobbies, their ?truest? love, and their bestfriends. The experiences they chose as the ?mostsatisfying (they) had ever had? were those thatmatched their character strengths. For example,people strong in kindness enjoyed working as mentorsfor others. Those with curiosity as strength valuedand enjoyed romantic partners who wereadventuresome risk-takers.Finally, factor analysis revealed a five-factordimensional structure of the 24 character strengthsthat was similar (but not identical) to the originalorganization of strengths around the six virtues.The five factors were identified as strengths relatingto restraint (e.g., humility, prudence, andmercy), intelligence (e.g., creativity and curiosity),relationships (e.g., love and kindness), emotions(e.g., bravery, hope, and self-regulation), andreligion (e.g., spirituality and gratitude). Petersonand Seligman acknowledge the tentative nature ofthe organization of character strengths around thesix core virtues. Subsequent research will undoubtedlyrefine the virtue categories and the strengthsthat define them. For example, a recent studyexamining the factor structure of 42 positive charactertraits, including those from the VIA project,found only a partial overlap with the VIA six-virtuemodel (Haslam, Bain, & Neal, 2004). Results suggestedthat categories of self-control, love, wisdom,drive, and vivacity may better capture how peoplethink about and organize character strengths.Whatever the final organization, the VIA projecthas provided a useful starting point, by proposinga detailed list of character strengths and strong evidencefor their universality across time and culture.In the remainder of this chapter, we willreview research and theory related to the virtues ofwisdom and transcendence. Chapter 11 is focusedon the virtue of love. Literature relevant to otherstrengths has been discussed in previous chapters asdescribed below. Peterson and Seligman (2004) providea comprehensive review of research and theoryrelating to each character strength.ISBN 1-256-51557-4Positive Psychology, by Steve R. Baumgardner and Marie K. Crothers. Published by Prentice Hall. Copyright ? 2009 by Pearson Education, Inc.Chapter 10 ? Virtue and Strengths of Character 213WISDOM AS A FOUNDATIONALSTRENGTH AND VIRTUEFrom the ancient Greeks to the present, wisdom andliving a good life have been intimately connected.Despite cultural differences in the specifics (e.g.,Yang, 2001), wisdom is most generally understood tomean a philosophic understanding of what matters inlife and the practical knowledge of how to conduct alife that matters (Baltes & Freund, 2003b; Peterson &Seligman, 2004; Robinson, 1990). Theoretical wisdomand practical wisdom are thus wedded together andassumed to produce a happy and satisfying life. Thehappiness connected to wisdom has more to do withthe eudaimonic than with the hedonic perspective(see Chapter 4). Wisdom involves identifying and pursuingthe deeper and enduring purposes of life,beyond individual happiness. Wisdom is the ability tobalance your needs and happiness with those of others(Sternberg, 1998). Wisdom serves the commonrather than the purely individual good by finding abalance between the two. Many psychologists havecome to regard wisdom as a foundation for a life welllivedand one of humans? most important strengths(e.g., Baltes & Freund, 2003a, 2003b; Baltes, Gluck, &Kunzman, 2002; Csikszentmihalyi & Rathunde, 1990;Sternberg, 1990, 1998a).What Is Wisdom?One way to explore the meaning of wisdom is toexamine people?s everyday understanding. Each ofus has some implicit idea about wisdom, drawnfrom cultural characterizations that are embodied inexemplars of ?wise? people. Think of famous people,past and present, who exemplify your understandingof a wise person. Who comes to mind? Thetop 15 answers given by college students are shownin Table 10.3. Interestingly, along with well-knownwise people like Gandhi, Confucius, Jesus Christ,Martin Luther King, and Socrates, ?wisdom nominees?also included Oprah Winfrey and Ann Landers(Paulus, Wehr, Harms, & Strasser, 2002).This study also investigated whether peopledistinguish among wisdom, intelligence, creativity,and sheer fame by having different groups of participantsmake nominations for each of the specifiedcharacteristics. Table 10.3 shows that the nominationsfor each of the categories include a blend ofhistoric and contemporary figures. Evidence of thedifferences people perceive among wise, intelligent,creative, and just famous people was shown by thelow degree of overlap in the various nominee lists.Only one person, Oprah Winfrey, was on both thewisdom list and the intelligence list. There was nooverlap between nominees for creativity and wisdom,a 27% overlap between creative and intelligentpeople, and a 7% overlap between wisdom and creativity.People do not use pure fame or notoriety as abasis for nominating wise, creative, or intelligentpeople. Sheer fame nominees never exceeded 20%of overlap with the other three categories.To get at the specific factors that define folkwisdom, researchers have asked people to identifyStrength Topic ChapterCuriosity Five Factor Model (FFM) Chapter 9Openness to experienceLove of Learning Approach/avoidance goals Chapter 7Intrinsic/extrinsic motivationPersistence Commitment Chapter 7Persistence and self-esteem Chapter 9Integrity Autonomy Chapters 2; 7Self-determination theoryPrudence FFM?conscientiousness Chapter 9Self-regulation Self-control and regulation Chapter 8Hope Optimism/hope Chapter 9ISBN 1-256-51557-4Positive Psychology, by Steve R. Baumgardner and Marie K. Crothers. Published by Prentice Hall. Copyright ? 2009 by Pearson Education, Inc.214 Chapter 10 ? Virtue and Strengths of CharacterTABLE 10.3 Nominations for intelligent, creative, wise, and famous peopleIntelligent Creative Wise Sheer Fame1. Einstein Da Vinci Gandhi Princess Diana2. Bill Clinton Picasso Confucius Elvis Presley3. Da Vinci Michelangelo Jesus Christ Michael Jordan4. Prime Minister Mozart M. L. King Muhammad Ali5. Gates Spielberg Socrates Michael Jackson6. Shakespeare Shakespeare Mother Theresa Bill Clinton7. Hawking Michael Jackson Solomon Madonna8. Oprah Beethoven Buddha Wayne Gretzky9. Newton Walt Disney Pope Bill Gates10. Mozart Robin Williams Oprah Winfrey John F. Kennedy11. Edison Salvador Dali Winston Churchill Nelson Mandela12. Suzuki Madonna Dalai Lama Marilyn Monroe13. Madonna Sigmund Freud Ann Landers Adolph Hitler14. Gorbachev Alexander Graham Bell Nelson Mandela George Bush, Sr.15. Trudeau Margaret Atwood Queen Elizabeth Jesus ChristSource: Paulus, D. L., Wehr, P., Harms, P. D., & Strasser, D. H. (2002). Use of exemplars to revealimplicit types of intelligence. Personality and Social Psychology Bulletin, 28, 1051?1062. CopyrightAmerican Psychological Association. Reprinted by permission.wise behaviors and have analyzed the characteristicsof wisdom described in cultural, historical, andphilosophical writings. For example, Sternberg(1985) asked a group of college professors andlay-persons to list characteristics they associatedwith wise people. Researchers then took the top40 wisdom characteristics and asked college studentsto sort them into piles, according to ?whichbehaviors [were] likely to be found together in aperson.? Based on students? sortings, Sternbergidentified six groupings of attributes that characterizea wise person:1. Reasoning ability: Uncommon ability to lookat a problem and solve it through good logicalreasoning ability, by applying knowledge toparticular problems, by integrating informationand theories in new ways, and by possessing ahuge store of knowledge.2. Sagacity: A keen understanding of humannature, thoughtfulness, fairness, good listeningabilities, knowledge of self, and placing valueon the advice and knowledge of others.3. Learning from ideas and the environment:Places value on ideas, is perceptive, and learnsfrom others? mistakes.4. Judgment: Has good, sensible judgment at alltimes, takes a long-term rather than a short-termview, and thinks before acting and speaking.5. Expeditious use of information: Learnsand retains information from experience (bothmistakes and successes), willingness to changeone?s mind based on new experience.6. Perspicacity: Demonstrates perceptiveness,intuition, ability to see through things, readbetween the lines; and discern the truth andthe right thing to do.In his analysis of wisdom in philosophical writings,Baltes (1993) identified seven propertiesdescribing the nature of wisdom (taken from Baltes &Staudinger, 2000, Appendix A, p. 135).ISBN 1-256-51557-4Positive Psychology, by Steve R. Baumgardner and Marie K. Crothers. Published by Prentice Hall. Copyright ? 2009 by Pearson Education, Inc.Chapter 10 ? Virtue and Strengths of Character 2151. ?Wisdom addresses important and difficultquestions and strategies about the conduct andmeaning of life.?2. ?Wisdom includes knowledge about the limitsof knowledge and the uncertainties of theworld.?3. ?Wisdom represents a truly superior level ofknowledge, judgment, and advice.?4. ?Wisdom constitutes knowledge with extraordinaryscope, depth, measure, and balance.?5. ?Wisdom involves a perfect synergy of mindand character, that is, an orchestration ofknowledge and virtues.?6. ?Wisdom represents knowledge used for thegood or well-being of oneself and that ofothers.?7. ?Wisdom is easily recognized when manifested,although difficult to achieve and specify.?Wisdom, then, is not the same thing as technicalknowledge, ?book learning,? fame, or intelligenceas measured by an IQ test. Having lots ofeducation, being a ?smart? person, or being anexpert in a given area (like computer technologyor finance) does not by itself qualify a personas wise. Many people are clever, intelligent, orexperts in their field, but far fewer are wise.Wisdom embodies a particular kind of knowledge,intelligence, and judgment focused on the conductof a virtuous life. Wise people have learned life?smost important lessons. The broad scope of theirunderstanding includes the uncertainties of life?that is, knowing what cannot be definitivelyknown. Two prominent theories attempt to capturewisdom?s essential elements: Sternberg?s balancetheory and the work of Paul Baltes on wisdom asexpertise in the conduct of life (often referred to asthe Berlin wisdom model).Theories of WisdomBALANCE THEORY Sternberg?s balance theorydescribes the practical intelligence necessary to takewise action when confronting difficult and complexlife situations (Sternberg, 1990, 1998a). Wisdom isbased on tacit knowledge that is built up over timeas people learn how to pursue and achieve valuedgoals succe

sam capstone project 1a np_excel2013_cs_p1a

New Perspectives Excel 2013Tutorials 1-4: SAM Capstone Project 1aEclipse Solar SolutionsPROJECT DESCRIPTIONAndres Gonzales runs Eclipse Solar Solutions, a New Mexico-based company that manufactures solar panels and other solar products. Andres has created a workbook that tracks employee data and examines various growth scenarios. He has asked you to format the workbook so the worksheets have an appealing and consistent look. He then wants you to complete the scenario planning worksheet using formulas and charts so he can better decide on a future business strategy.
GETTING STARTED? Download the following file from the SAM website:o NP_Excel2013_CS_P1a_FirstLastName_1.xlsx? Open the file you just downloaded and save it with the name:o NP_Excel2013_CS_P1a_FirstLastName_2.xlsxÿo Hint: If you do not see the .xlsx file extension in the Save file dialog box, do not type it. Excel will add the file extension for you automatically.? With the file NP_Excel2013_CS_P1a_FirstLastName_2.xlsx still open, ensure that your first and last name is displayed in cell B6 of the Documentation sheet. If cell B6 does not display your name, delete the file and download a new copy from the SAM website.ÿ
PROJECT STEPS1. Change the theme of the workbook to Office.2. On the Employees worksheet, change the width of columns B through D to be 17.00 characters.3. Change the height of row 2 to 30 pts.4. Merge and center the contents of the range B2:J2.5. Format the merged ranges B2:J2 and L2:M2 as described below:a. Apply the Title cell style.
b. Change to font color to Orange, Accent 2, Darker 50% (6th column, 6th row in the Theme Colors palette).
c. Apply bold formatting.
d. Change the cell fill color to Gold, Accent 4, Lighter 40% (8th column, 4th row in the Theme Colors palette).
6. Format the ranges B3:J3 and L3:M3 as described below:
a. Center cell contents
b. Change the font to Copperplate Gothic Bold.
c. Change the font size to 10 pt.
d. Change to font color to Orange, Accent 2, Darker 50% (6th column, 6th row in the Theme Colors palette).
e. Apply a Top and Bottom cell border.
f. Apply text wrapping to cell H3.
7. Select range B4:C13 and right-indent the cell contents by two levels.
8. Italicize the range B14:B17 and the range B19:B20.
9. Enter a formula in cell J4 using the IF function to calculate the bonus for Sonya Martinez. Sonya receives a bonus if her Performance rating (in cell H4) is greater than or equal to 4.
a. If this condition is true, the employee receives a bonus of $10,000. (Hint: The if_true value should be 10000)ÿ
b. If this condition is false, the employee does not qualify for a bonus, and the bonus amount is 0. (Hint: The if_false value should be ?0?)
c. Copy the formula created in cell J4 to the range J5:J13.
10. Format range I4:J17 with the Accounting Number format with no decimal places.ÿ
11. Enter a formula in cell F4 to calculate employee tenure. Tenure is calculated by subtracting the start date in E4 from the Data Updated date in cell C19. Because you want to show tenure in years, you will then divide that result by 365. You will need to use an absolute reference to the Data Updated date in cell C19. Copy the formula from cell F4 to cells F5:F13.
12. For range F4:F17, update the number format by decreasing the number of decimal places displayed to 1.
13. Enter a formula in cell I14 using the SUM function to total the salaries in the range I4:I13.
14. Enter a formula in cell I15 using the AVERAGE function to calculate the average salary at Eclipse based on the range I4:I13.
15. Enter a formula in cell I16 using the MAX function to calculate the highest, or maximum, salary at Eclipse based on the range I4:I13.
16. Enter a formula in cell I17 using the MIN function to calculate the lowest, or minimum, salary at Eclipse based on the range I4:I13.
17. Add Gradient Fill Red Data Bars to range I4:I13.
18. Enter a formula in cell M6 using the VLOOKUP function to find an exact match for the bonus amount for employee Joyce Sommers. (Hint: Use ?Sommers? as the lookup_value, the range B3:J13 as the table_array, 9 as the col_index_num argument, and False as the range_lookup argument.)ÿ
19. In cell C20, enter a formula using the TODAY function that displays the current date.
20. Hide column G.
21. On the Planning worksheet, modify the width of column B to best fit cell contents.
22. Use the Format Painter to copy the format only from range B3:F3 to the range B11:F11. Then use the Format Painter to copy the format only from the range B9:F9 to the range B16:F16.
23. Enter a formula in cell C9 using the PMT function to calculate the monthly payment on a loan using the assumptions listed in the Status Quo scenario. In the PMT formula, use C6 as the monthly interest rate, C8 as the total number of payments, and C4 as the loan amount. Enter this formula in cell C9, then copy the formula to the range D9:E9.ÿ
24. Select cell F9 and use Goal Seek Analysis to determine the loan amount in the Aggressive Expansion scenario based on a monthly payment of $10,000. In the Goal Seek calculations, set the value of cell F9 to -10,000 and select cell F4 (the Total Loan Amount) as the changing cell. Keep the outcome of the Goal Seek Analysis as the value of cell F4.ÿ
25. Enter a formula in cell C16 using the SUM function to calculate total revenues for the current year (or the range C12:C15). Copy the formula from cell C16 to the range D16:F16.
26. Insert Line Sparklines in range G12:G15 based on data in range C12:F15. Change the line color to Orange, Accent 2, Darker 50% (6th column and 6th row of the Theme Colors palette) and line weight to 1.5 pt.
27. Select range B12:C15. Use the Quick Analysis tool to insert a Pie chart segmenting revenues by product. Reposition the chart so the upper-left corner is in cell H2.ÿ
28. Make the following changes to the chart:
a. Change the chart style to Style 5.
b. Change the chart title to Current Year Revenues and change the font color to Dark Red (1st column, 1st row of the Standard Colors palette).
c. Add Inside End data labels to the chart.
d. Move the chart legend to the Right position.
29. Select the Actual and Projected Revenues chart located in the range H17:M30. Make the following changes to the chart:
a. Change the major units of the vertical axis to 500000.
b. Type Scenario as the horizontal axis title and Revenues as the vertical axis title.
c. Remove the data labels from the graph.
d. Move the chart legend to the Bottom position.
30. Set the print area as the range B1:G16. Change the worksheet orientation to Landscape.
31. Delete the Customers worksheet.
NOTE:I am using Office 2007. So, following steps could not be completed:
5d, 17, 26, 29c and 29d.

Hmgt 372 assignment | ifsm 305

Assignment 3 contains 2 parts: a paper (12 points) and a video report (8 points)
For this assignment, students are required to Write a Paper (part 1)-12 points
and Create a Video Report (part 2- a separate dropbox below)on an interview with a healthcare professional.ÿ
Select a topic from the list below [must be a different topic from the one you chose for Assignment #l] or clear a topic with the Instructor beforehand.
The purpose of this assignment is to raise the awareness of a specific employee in a specific health care setting regarding a potentially critical aspect of his/her responsibilities. Target the right issue, the correct employee. ÿIn other words, the employee should be either a head nurse or senior administrator thus your discussion should be as you are interviewing specific employees on their specific responsibilities and the specific consequences of failing in those responsibilities.
For example, The False Credentials paper issue would be for HR offices while the Critical Event might be for operating room technicians. Patient Treatment Consent might be a good paper for a Palliative Care Organization or an Oncology Clinic discharge planning staff. The paper must discuss accurate information for the setting with full consideration of the relevant state and federal laws with citations that are accessible by the instructor. The paper can ask questions and use graphics to deliver certain points of information but the graphics must be an addendum to the paper and not in the body of the paper. The paper should include in its conclusion ?For more information about this issue?? and include a reference or references in your Conclusion.

The Genetic Information Nondiscrimination Act (GINA)
Elder abuse Mandatory Reporting
Child abuse Mandatory Reporting
HIV Mandatory Reporting
The False Claims Act- civil penalties
TB Mandatory Reporting
Proper treatment of environmental hazards.
Medical error-Critical Incident
False credentials of health care personnel
Medical Charting violation
Violation of HIPAA- confidentiality
Failure to treat patients in a timely manner
Patient Choice and treatment consent

WRITE THE PAPER.
Outline: Must use the headings from the outline below in your paper and the paper must be in a narrative form not outline or bullet format. A penalty will be deducted from paper if underlined headings not used in your paper.ÿ
1. Purpose of Paper, the topic chosen, applicable Federal and/or state laws
State the purpose of the paper and discuss why you chose the particular topic, and provide the official title of the applicable federal and/or state law, the statute and section number. ÿMust be either a federal/state statute and you must cite both, if applicable. Thus if there is both a federal and state law that covers the subject you selected, then you must cite both the applicable federal and state law. Summarize in this paragraph the relevant language from the law that applies to your issue. ÿIf there is a relevant health care organizational policy that you can find, then please add that also. Do not assume that there is just a federal and or state law. In most cases, there are both federal and state laws. You must use the laws cited in this section throughout the rest of the paper.
2. The specifically targeted employee group and specific health services setting
Pick a specific health care setting and specific employee within the health care setting and then discuss, in detail, why you picked the specific employee and the specific health care setting. ÿExamples of health care settings are the ER, the OR, nursing facilities, etc. Specific employee group may include doctors, nurses, program administrators, etc. Please be mindful to tailor your assignment to a specific employee and specific health care setting. Do not discuss your topic in general terms.ÿ

The information gathered from the interview with healthcare should be incorporated into the written paper in a paraphrased or quoted format (no more than 15% of the text for all citations in total).

3. Discussion of Three Critical Aspects of Employee?s responsibilitiesÿ
You are trying to improve the quality of care in your health care organization. Thus, in this discussion area, you are using the information you gathered from interviewing a specific employee about their specific responsibilities and the specific consequences of failing in those three responsibilities. You must discuss at least three (3) specific employee critical responsibilities. You must also specifically relate the applicable federal and/or state law as to the specific consequences [you may also add relevant hospital policies as well if found] for failing in each of those responsibilities and provide citations to support the consequences. Be sure and include in the discussion the relevant law and hospital policies. Describe how each of them is relevant to the employees? critical responsibilities. The outline below is to help you organize your thoughts but you must use a narrative format to discuss each area. ÿBe sure and use my underlined headings below.
a) ÿÿÿÿDiscussion of Employee Specific Critical Responsibility 1

Discussion of specific consequence(s) ÿfor failing in this responsibility
Discussion of a specific statutory requirement
A specific real-life legal case illustrating the consequences for violating the specific responsibility.

b) ÿÿÿÿDiscussion of Employee Specific Critical Responsibility 2

Discussion of specific consequence(s) ÿfor failing in this responsibility
Discussion of a specific statutory requirement
A specific real-life legal case illustrating the consequences for violating the specific responsibility.

c) ÿÿÿÿDiscussion of Employee Specific Critical Responsibility 3

Discussion of specific consequence(s) ÿfor failing in this responsibility
Discussion of a specific statutory requirement
A specific real-life legal case illustrating the consequences for violating the specific responsibility.

4. Conclusion ? Provide a summary of employee?s critical responsibilities, consequences and the impact failing in those critical responsibilities may have on the quality of health care. Also, add a statement ?For more information about this issue?? and include a reference or references for further information on the issue you discussed.
5. References
End of headings
The paper must be:

Late penalties: See Course Syllabus.
Be sure and use the headings found in the outline in your paper. The paper must be in a narrative format, not outline or bullets.ÿ
Double spaced and be 4-5 pages in 12 point New Times Roman font.
Include a cover page [not counted as a page] which should have student name and title of your paper [Provide a short name for the legal responsibility the specific health care organization has for one type of patient right in a specific setting ]ÿ
A the end of the paper a list of references in APA Format [not counted as a page] ÿÿÿ
Be prepared using word-processing software and saved with a .doc, .docx, or .rtf extension. No pdf.
Be uploaded to your Assignments Folder by p.m. EST on the date.ÿ
The paper, along with the video, is to be posted in Assignment #3 drop box.
Must cite to the source for all your facts in the text of your paper in APA format.

Example of an in-text citation:
(Ernst, & Young, 2000 p14).
Example of the source cited on Reference page in APA format:
References
Healthcare Financial Management Association (U.S.), Ernst, & Young. (2000). Health care system reform: A provider perspective: survey results. Westchester, Ill.: Healthcare Financial Management Association.
Paper will be 4-5 pages in length not counting cover page and reference pages.

Tvsf essay revised | English homework help

ÿPlease write an essay of approximately 3 pages (you can write a little more or a little less), typed and double-spaced, in response to one of the topics below.ÿ In your essay, it is important that you explain the issues you are writing about clearly and in your own words.ÿ When applicable, use technical terms of analysis as far as we have covered them (continuity editing, wide shot, representation, ideology, etc.) and explain them.ÿ Make sure to critically evaluate the reasons that are given in support of the views expressed in the sources, as well as the reasons that lead you to your own position. ÿPlease do not plagiarize.It is sufficient to indicate the number of the topic you are responding to.ÿ You do not need to restate the whole topic in your work.
Topics:
1.In Genre, Bordwell and Thompson suggest that there are various factors that may play a role in defining a film genre and that there are various conventional elements according to which genres can be analyzed. What are these defining factors and conventional elements? ÿIn your view, which of these factors and elements are characteristic of the Science Fiction genre and how do they typically find expression in Science Fiction film?ÿ Pick either A Trip to the Moon or Metropolis.ÿ Explore to what extent the film of your choice shares or lacks elements commonly associated with Science Fiction film.ÿ Also consider other genres to which the film may belong.ÿ Discuss whether the film is first and foremost a Science Fiction film or whether it is best categorized as exhibiting some elements of Science Fiction but belonging to a different genre.
2.Suvin suggests in Estrangement and Cognition that Science Fiction is a genre of cognitive estrangement. Explain in detail what he means.ÿ In your account, make sure to address how, according to Suvin, Science Fiction shares similarities with and is different from myth, fairy tale, and fantasy.ÿ Pick either A Trip to the Moon or Metropolis and explore by what means and to what extent the film of your choice achieves cognitive estrangement, and whether and to what extent it does indeed differ from fantasy.ÿ Discuss whether cognitive estrangement is the decisive factor that makes a film such as A Trip to the Moon or Metropolis a Science Fiction film and whether there are other factors that are equally or even more important in qualifying the film as a Science Fiction film.
3.The film medium is often credited with being capable of visual realism. What is visual realism?ÿ In your opinion, what are the most important aspects of film that allow for the achievement of visual realism?ÿ Focus on the first 45 minutes of Metropolis and discuss whether and to what extent the movie can be called a visually realist movie.ÿ In your analysis, make sure to give a detailed analysis of the features of the movie that may promote a tendency towards visual realism and those that work against visual realism, including but not limited to shot and frame selection, editing, mise-en-scŠne, etc.ÿ (Note: ÿThis topic is not about other forms of realism, such as social realism.ÿ It is not about whether the film realistically represents social realities, such a class divisions.)
4.In Science Fiction Film – The Critical Context, Telotte explains various avenues to the critical analysis and evaluation of Science Fiction film, such as humanist, ideological, psychoanalytical, and feminist approaches. Of these four approaches, pick the one that you think is most rewarding for an analysis of Metropolis (disregard the postmodernist approach for now, we will look at it in some detail later in the course to understand it properly).ÿ In your essay, explain the approach of your choice, use it to subject Metropolis to critical analysis and evaluation, and report your results.ÿ ÿ
Scrolling down, below the instructions, you can find the rubric for this assignment.ÿ Don?t be intimidated by the scope of the rubric.ÿ Writing is an inherently complex process.ÿ The rubric reflects a lot of things that are required for good essay writing that you are likely to intuitively get right.ÿ The rubric will help you check whether you have taken care of these aspects.
Some remarks about the rubric?s criteria:
1. Structure
Make sure to divide the body of your essay into an introduction, paragraphs, and a conclusion.ÿ Your introduction should tell the reader what your essay is about and what conclusion you will arrive at.ÿ Stating the conclusion briefly in the introduction allows your reader to pay attention to important points in your essay that lead up to your conclusion.ÿ It is best to first write your essay, see where your work leads you, and write your introduction after you have completed your essay.
2. Main sources mentioned in body of text
Make sure to mention the title(s) of the works that you are focusing on in your introduction, as well as the names of the authors/directors of these works.
3. Accuracy of references to texts (readings and films)
Make sure not to misquote a text or to claim something wrong about a text.ÿ For example, it would be inaccurate to say that Metropolis is about an alien longing to go home (that would be E.T.)
4. Demonstrated understanding of texts (readings and films) and the illustration of abstract points with concrete examples
In your essay, make sure to explain things.ÿ Whenever you make an abstract point, try to illustrate it with a concrete example.ÿ For example, if you claim that Fredersen is a powerful character in Metropolis, make sure to support it by providing an example, such as that he can hire and fire people at will.ÿ Keep in mind that quotations are not explanations.ÿ Whenever you use a technical term, (such as ‘mise-en-scŠne,’ or ‘montage’) explain it to the reader.
5. Quality of assessment of discussed material
Make sure to explain the reasons for why you find something plausible or convincing, or why not.ÿ For example, if you come to the conclusion that Bordwell and Thompson’s account of genres is not convincing, then you have to explain your reasons for your assessment to the reader.
6. Quality of integration of concepts from various sources
Your assignment asks you to make connections between various sources that we have been covering, in particular films and readings.ÿ Make sure to explicitly state these connection and to evaluate them.ÿ For example, if you arrive at the conclusion that the relation between A Trip to the Moon and Suvin’s definition of science fiction is problematic, what does that mean?ÿ If A Trip to the Moon does not line up with Suvin’s definition of science fiction, does that indicate that there is a problem with Suvin’s theory, or A Trip to the Moon‘s status as science fiction film, or both?
7. List of references
Make sure to provide a complete list of accurate references after the body of your essay.ÿ The complete source for each of our readings is given at the top of the reading guides.ÿ All ideas that you include in your essay that are not originally yours need to be referenced, even if you do not include word-for-word quotations by their authors in your essay.ÿ You may choose any of the accepted forms of referencing, such as MLA, APA, Chicago/Turabian, etc., but you have to use the style you decide on consistently.ÿ Films you refer to in your essay need to be included in your list of references by listing the title, country of production, and year of original release.
8. Spelling
Check your essay for spelling errors.
9. Grammar
Make sure to check your grammar.
10. Independence of articulation
Make sure to express things in your own words and to not deliver a string of quotations, citations from Canvas pages, and lecture notes.ÿ