Why is Latin so hard to get

You do not need to use macrons (long marks) for this assignment.

Translate to Latin

English Sentences:

1. Good schoolmasters are not foolish.

2. The good women are thinking about great wisdom. [Use a substantive adjective (Ch. 4) for “good women”]

3. Warn the good men! The poets of the fatherland are giving bad plans to the Roman boys!

Here are some of the concepts that you will need to use to translate the above sentences into Latin:

  • First and second conjugation verbs
  • Imperative verbs
  • First conjugation nouns and adjectives
  • Second conjugation nouns and adjectives
  • Substantive adjectives
  • Predicate nouns and adjectives
  • Noun-adjective agreement
  • The subject of a verb
  • The direct object of a verb
  • The notion of “possession”, i.e. the case that indicates possession.
  • The indirect object of a verb
  • Prepositions
  • The object of a preposition

4 Page History Paper

Term Paper

  Much instruction on history deals with dates and events.  We rarely discuss the emotions or internal drives that led  men and women to  create the history that we study.  Yet,  one purpose of studying our past is to learn how and why people acted or reacted the way they did.  The objective of the term paper I have assigned for this course this semester seeks to rectify that.

There are several characteristics Americans, including Europeans, and Native Americans have displayed during our history, such as

Courage,

Risk taking

Greed

Generosity

Loyalty

Perseverance

Genius/ingenuity

Stupidity

Emotional reactions

Hate

Anger

Love

Sacrifice

What I want you to do is pick three of these words above and then:

1. Provide a definition of the word you chose. 

2.  Give three one or two sentence examples of historical events that occurred before 1877 that demonstrate that characteristic

3.  Write a narrative (1-2 pages) of the event which best describes that characteristic.

4.  Explain why that event best describes that characteristic.

Your notes,  the powerpoints, and the text are sufficient sources to use in crafting your responses.

For risk taking I wanted to talk about the mayflower compact and how the colonists set up a government different from what they experience back in england, sacrifice I wanted to talk about the native americans and how they had to give up their land and also hariett tubman and how she escaped and sacrificed her freedom to help others escape and for perseverance you can do whatever.

 now i have already started, I just cant finis. Here is what I have

Janay Aikens

Professor David A. Davis

AMH 2010 Term Paper

12 June 2014

The Character Traits of History

  Many people look at history solely as a factually based subject that lacks true meaning and importance. History is more than just memorizing dates and the foundations of colonies. History teaches many lessons, much wisdom can be learned. Throughout the study of history, values and morals can be obtained. In just this semester alone, I have seen risk taking, sacrifice, and perseverance demonstrated multiple times in stories that I once brushed aside.

  Risk taking is defined as adventurous, courageous, brave; exposure to the chance of injury or loss. The act of taking a risk occurred well before the revolutionary war. The real revolution was the colonists even having the courage to venture off across the seas, not knowing the danger that they could be facing. From the time Jamestown was founded, the colonists endured death from foreign diseases and starvation.

 

Answer the questions about Donna and her condition, Alterations in Immunity questions help, health and medicine homework help

I need 2 pages.

Alterations in Immunity

Donna, a twenty-one-year-old nursing student, comes to her nurse practitioner in December with a five-week history of itchy eyes and nasal congestion with watery nasal discharge. She also complains of a “tickling” cough, especially at night, and she has had episodes of repetitive sneezing. She gets frequent “colds” every spring and fall.
Physical Examination
Vital Signs: Afebrile; respiratory rate, pulse, and blood pressure all normal
Skin: Flaking erythematous rash on the flexor surfaces of both arms
Head, Eyes, Ears, Nose, and Throat: Tender overmaxillary sinuses; sclera red and slightly swollen with frequent tearing; outer nares with red, irritated skin; internal nares with red, boggy, moist mucosa and one medium-sized polyp on each side; pharynx slightly erythematous, with clear postnasal drainage
Lungs: Clear to auscultation and percussion
Answer the questions about Donna and her condition and provide a pathophysiological response in the body. Examine and describe the pathophysiology associated with the possible disease.
What is the possible disease process according to the client’s history?
What assessment questions would be useful to ask about her medical and family history?
What evidence suggests that Donna does not have an acute severe infection?
If Donna has allergic rhinitis, what type of hypersensitivity reaction is involved?

Risk management

Select a health care organization in your community to conduct an
interview with an appropriate risk management employee. The organization
can be your current employer, or a different health care facility in
your community. Acute care, urgent care, large multi-provider private
medical clinics, assisted living facilities, and community/public health
clinical facilities are all ideal options to complete the requirements
of this assignment. Make sure to select an individual who can provide
sufficient information regarding how that organization manages risk
within its facility to answer the questions below.

In your interview, address the following:

  1. Identification of the challenges the organization faces in controlling infectious diseases.
  2. Risk management strategies used in the organization’s infection control program, along with specific examples.
  3. How the facility’s educational risk management program addresses key
    professional issues, such as prevention of negligence, malpractice
    litigation, and vicarious liability.
  4. Policies the facility has implemented that address managing emergency triage in high-risk areas of health care service delivery.
  5. Strategies the facility utilizes to monitor and maintain its risk management program.

Post-interview, compose a 750-1,000 word summary analysis of the
interview to include the questions above as well as the following
elements:

  1. A brief assessment of the organization’s risk management program,
    including what works well and what could work better (the pros and
    cons).
  2. Action steps you would take to improve the program. Select one area
    and provide your rationale and possible steps required to implement your
    suggestion.

Cite appropriate references as needed to support your statements and rationale.

Prepare this assignment according to the guidelines found in the APA
Style Guide, located in the Student Success Center. An abstract is not
required.

This assignment uses a rubric. Please review the rubric prior to
beginning the assignment to become familiar with the expectations for
successful completion.

Principles of Managerial Accounting

1.) Managers are responsible for numerous activities including planning, operating, and controlling. Define these three types of activities and provide at least one example of each.

2.) Grant Enterprises is considering the introduction of a new product. The marketing and production departments have begun informal discussions about its design, production, and sales. List three examples of accounting information that the marketing and production managers would find useful in their meeting.

A friend has informed you of a part-time job for which you are well-qualified. It would begin next semester and require working 20 hours a week at a rate of $35 per hour. You would have to commute 2 hours round trip four days a week to work. You have already registered for 18 credit hours (6 classes) next semester, and you have been told that each of the classes is very demanding, requiring projects and extensive study time. If you complete these 18 hours, you will graduate. You are only taking 12 credit hours this semester. You have enough money for tuition ($100 per credit hour) and room and board but would love some extra spending money.

  • Define your problem related to the information above.
  • What information above would you consider relevant to the decision? Why?
  • What information above would you consider not relevant to the decision? Why?
  • What other factors not provided above might be relevant to the decision?
  • What are some possible alternatives?
  • Which alternative would you choose? Why?

You can earn a maximum of 75 points for the entire Complete section assignment in each of the five units. The Complete section is due each Sunday at midnight. Complete responses should meet or exceed the required word count if applicable. The minimum word count will need to exceed 150 words for each question unless otherwise stated. You must show your work if the question required a numerical answer.

make sure you use reference from this book.

Central Duplicating Internal Service Fund, accounting homework help

7–3 Central Duplicating Internal Service Fund. As of September 30, 2010, the Central Duplicating Fund of the Town of Fredericksburg had the following post-closing trial balance:

Cash $ 15,000 Due from Other Funds 20,200 Service Supplies Inventory 35,300 Machinery and Equipment 300,000 Allowance for Depreciation $ 90,000 Due to Federal Government 1,500 Due to Other Funds 800 Accounts Payable 12,700 Net Assets—Invested in Capital Assets 210,000 Net Assets—Unrestricted 55,500 $370,500 $370,500

During the fiscal year ended September 30, 2011, the following transactions (summarized) occurred:

1. Employees were paid $290,000 wages in cash; additional wages of $43,500 were withheld for federal income and social security taxes. The employer’s share of social security taxes amounted to $23,375.

2. Cash remitted to the federal government during the year for withholding taxes and social security taxes amounted to $65,500.

3. Utility bills received from the Town of Fredericksburg’s Utility Fund during the year amounted to $23,500.

4. Office expenses paid in cash during the year amounted to $10,500.

5. Service supplies purchased on account during the year totaled $157,500.

6. Parts and supplies used during the year totaled $152,300 (at cost).

7. Charges to departments during the fiscal year were as follows:

General Fund $308,700 Street Fund 279,300

8. Unpaid balances at year-end were as follows:

General Fund $10,000 Street Fund 20,000

9. Payments to the Utility Fund totaled $21,800.

10. Accounts Payable at year-end amounted to $13,250.

11. Annual depreciation rate for machinery and equipment is 10 percent.

12. Revenue and expense accounts for the year were closed.

Required

a. Prepare a statement of revenues, expenses, and changes in net assets for the year.

b. Comment on the evident success of the pricing policy of this fund, assuming that user charges are intended to cover all operating expenses, including depreciation, but are not expected to provide a net income in excess of 3 percent of billings to departments.

c. Prepare a statement of net assets for the Central Duplicating Fund as of September 30, 2011.

d. Prepare a statement of cash flows for the Central Duplicating Fund for the year ended September 30, 2011.

7–8 Enterprise Fund Journal Entries and Financial Statements. Following is the June 30, 2010, statement of net assets for the City of Bay Lake Water Utility Fund.

Current assets: Cash and investments Accounts receivable (net of $13,367 provision for uncollectible accounts) Accrued utility revenue Due from General Fund Accrued interest receivable $ 1,775,019 306,869 500,000 29,311 82,000 Total current assets Restricted assets: Cash Capital assets: Land Buildings (net of $3,420,000 in accumulated depreciation) Machinery and equipment (net of $5,129,928 in accumulated depreciation) $1,780,945 5,214,407 8,488,395 2,693,199 9,193 Total capital assets (net) 15,483,747 Total Assets 18,186,139 Current liabilities: Accounts payable Accrued interest payable Current portion of long-term debt 532,047 131,772 400,000 Total current liabilities payable from restricted assets: Customer deposits Long-term liabilities: Revenue bond payable 1,063,819 9,193 11,600,000 Total Liabilities 12,673,012 Invested in capital assets, net of related debt Unrestricted 3,483,747 2,029,380 $ 5,513,127

Required

a. For fiscal year 2011, prepare general journal entries for the Water Utility Fund using the following information.

(1) The amount in the Accrued Utility Revenue account was reversed.

(2) Billings to customers for water usage during fiscal year 2011 totaled $2,982,557; $193,866 of the total was billed to the General Fund.

(3) Cash in the amount of $260,000 was received. The cash was for interest earned on investments and $82,000 in accrued interest.

(4) Expenses accrued for the period were: management and administration, $360,408; maintenance and distribution, $689,103; and treatment plant, $695,237.

(5) Cash receipts for customer deposits totaled $2,427.

(6) Cash collections on customer accounts totaled $2,943,401, of which $209,531 was from the General Fund.

(7) Cash payments for the period were as follows: Accounts Payable, $1,462,596; interest (which includes the accrued interest payable), $395,917; bond principal, $400,000; machinery and equipment, $583,425; and return of customer deposits, $912.

(8) A state grant amounting to $475,000 was received to help pay for new water treatment equipment.

(9) Accounts written off as uncollectible totaled $10,013.

(10) The utility fund transferred $800,000 in excess operating income to the General Fund.

(11) Adjusting entries for the period were recorded as follows: depreciation on buildings was $240,053 and on machinery and equipment it was $360,079; the allowance for uncollectible accounts was increased by $14,913; an accrual for unbilled customer receivables was made for $700,000; accrued interest income was $15,849; and accrued interest expense was $61,406.

(12) The Revenue Bond Payable account was adjusted by $400,000 to record the current portion of the bond.

(13) Closing entries and necessary adjustments were made to the net asset accounts.

b. Prepare a statement of revenues, expenses, and changes in fund net assets for the Water Utility Fund for the year ended June 30, 2011.

c. Prepare a statement of net assets for the Water Utility Fund as of June 30, 2011.

d. Prepare a statement of cash flows for the Water Utility Fund as of June 30, 2011.

Two (MLA8) esssys well developed discussion with detailed supporting examples given to you.

DON’T USE ANY OUT SOURCES THAT I DON’T GIVE YOU ONLY USE WHAT I GIVE YOU THANK YOU !!!

Times new roman pt 12 for both essays. Thank you

ESSAY # 1

In their essays, “The Meanings of a Word” and “Being a Chink”, Gloria Naylor and Christine Leong describe their personal experiences with race growing up in the United States. Although their essays are personal, they can be considered universal for many people like Naylor and Leong because they are describing life in a society that is not inclusive and not color blind.

Using Naylor’s and Leong’s essays, answer the following question in an essay:

How important is the topic of race in the United States today in 2017?

• Support your point of view with examples from Naylor’s and Leong’s essays.

• Use at least 3 in-text citations–2 from the readings and 1 from one of the posted videos. You may not use other outside sources. The format for a video clip citation and its corresponding in-text citation USE MLA 8 citation

• Include a Works Cited list for your citations MLA 8. 1300 words which does not include identifying information or Works Cited, limited use of “I”

THIS IS THE ESSAY BY NAYLOR

“The Meanings of a Word” by Gloria Naylor

source: http://faculty.ucc.edu/english-chewning/naylor.htm

Language is the subject. It is the written form with which
I’ve managed to keep the wolf away from the door and, in
diaries, to keep my sanity. In spite of this, I consider the
written word inferior to the spoken, and much of the
frustration experienced by novelists is the awareness that
whatever we manage to capture in even the most
transcendent passages falls far short of the richness of life. Dialogue achieves
its power in the dynamics of a fleeting moment of sight, sound, smell, and
touch. (1)

I’m not going to enter the debate here about whether it is language that
shapes reality or vice versa. That battle is doomed to be waged whenever we
seek intermittent reprieve from the chicken and egg dispute. I will simply take
the position that the spoken word, like the written word, amounts to a
nonsensical arrangement of sounds or letters without a consensus that assigns
“meaning.” And building from the meanings of what we hear, we order
reality. Words themselves are innocuous; it is the consensus that gives them
true power. (2)

I remember the first time I heard the word nigger. In my third-grade class,
our math tests were being passed down the rows, and as I handed the papers to
a little boy in back of me, I remarked that once again he had received a much
lower mark than I did. He snatched his test from me and spit out that word.
Had he called me a nymphomaniac or a necrophiliac, I couldn’t have been
more puzzled. I didn’t know what a nigger was, but I knew that whatever it
meant, it was something he shouldn’t have called me. This was verified when I
raised my hand, and in a loud voice repeated what he had said and watched
the teacher scold him for using a “bad” word. I was later to go home and ask
the inevitable question that every black parent must face— “Mommy, what
does nigger mean?” (3)

And what exactly did it mean? Thinking back, I realize that this could not have
been the first time the word was used in my presence. I was part of a large
extended family that had migrated from the rural South after World War II and
formed a close-knit network that gravitated around my maternal
grandparents. Their ground-floor apartment in one of the buildings they owned
in Harlem was a weekend mecca for my immediate family, along with countless
aunts, uncles, and cousins who brought along assorted friends. It was a
bustling and open house with assorted neighbors and tenants popping in and
out to exchange bits of gossip, pick up an old quarrel, or referee the ongoing
checkers game in which my grandmother cheated shamelessly. They were all
there to let down their hair and put up their feet after a week of labor in the
factories, laundries, and shipyards of New York. (4)

Amid the clamor, which could reach deafening proportions–two or three
conversations going on simultaneously, punctuated by the sound of a baby’s
crying somewhere in the back rooms or out on the street–there was still a rigid
set of rules about what was said and how. Older children were sent out of the
living room when it was time to get into the juicy details about “you-know-
who” up on the third floor who had gone and gotten herself “p-r-e-g-n-a-n-t!”
But my parents, knowing that I could spell well beyond my years, always
demanded that I follow the others out to play. Beyond sexual misconduct and
death, everything else was considered harmless for our young ears. And so
among the anecdotes of the triumphs and disappointments in the various
workings of their lives, the word nigger was used in my presence, but it was set
within contexts and inflections that caused it to register in my mind as
something else. (5)

In the singular, the word was always applied to a man who had distinguished
himself in some situation that brought their approval for his strength,
intelligence, or drive: (6)

“Did Johnny really do that?” (7)
“I’m telling you, that nigger pulled in $6,000 of overtime last year. Said he got

enough for a down payment on a house.” (8)

When used with a possessive adjective by a woman–”my nigger”–it became a
term of endearment for her husband or boyfriend. But it could be more than
just a term applied to a man. In their mouths it became the pure essence of
manhood–a disembodied force that channeled their past history of struggle
and present survival against the odds into a victorious statement of being:
“Yeah, that old foreman found out quick enough–you don’t mess with a
nigger.” (9)

In the plural, it became a description of some group within the community that
had overstepped the bounds of decency as my family defined it. Parents who
neglected their children, a drunken couple who fought in public, people who
simply refused to look for work, those with excessively dirty mouths or
unkempt households were all “trifling niggers.” This particular circle could
forgive hard times, unemployment, the occasional bout of depression–they had
gone through all of that themselves–but the unforgivable sin was a lack of self-
respect. (10)

A woman could never be a “nigger” in the singular, with its connotations of
confirming worth. The noun girl was its closest equivalent in that sense, but
only when used in direct address and regardless of the gender doing the
addressing. Girl was a token of respect for a woman. The one-syllable word
was drawn out to sound like three in recognition of the extra ounce of wit,

nerve, or daring that the woman had shown in the situation under discussion.(11)

“G-i-r-l, stop. You mean you said that to his face?” (12)

But if the word was used in a third-person reference or shortened so that it
almost snapped out of the mouth, it always involved some element of
communal disapproval. And age became an important factor in these
exchanges. It was only between individuals of the same generation, or from
any older person to a younger (but never the other way around), that girl
would be considered a compliment. (13)

I don’t agree with the argument that use of the word nigger at this social
stratum of the black community was an internalization of racism. The
dynamics were the exact opposite: the people in my grandmother’s living room
took a word that whites used to signify worthlessness or degradation and
rendered it impotent. Gathering there together, they transformed nigger to
signify the varied and complex human beings they knew themselves to be. If
the word was to disappear totally from the mouths of even the most liberal of
white society, no one in that room was naive enough to believe it would
disappear from white minds. Meeting the word head-on, they proved it had
absolutely nothing to do with the way they were determined to live their lives.
(14)

So there must have been dozens of times that nigger was spoken in front of me
before I reached the third grade. But I didn’t “hear” it until it was said by a
small pair of lips that had already learned it could be a way to humiliate me.
That was the word I went home and asked my mother about. And since she
knew that I had to grow up in America, she took me in her lap and explained.
(15).

THE OTHER ESSAY BY LEONG I WILL UPLOAD IT TO YOU ITS CALLED Definition–Being-a-Chink-3.pdf

Video 1

Video 2

Video 3

Viedo 4

ESSAY# 2

Topic:

Does understanding gender differences in conversation and understanding stereotypes help men and women to communicate better without so many misunderstandings?

Provide 2 in-text citations for examples used from the reading.

• All citations must be MLA 8 format.

This is the URL

https://shelf.brytewave.com/books/9781319074234/ep…

This is the Citation

Kennedy, X. J. The Brief Bedford Reader, 13th Edition. Bedford/St. Martin’s, 2017. [BryteWave].

• Use an objective voice which is outside the situation as much as possible. That means, avoid the overuse of “I”.

• Carefully proofread for spelling, grammar, punctuation, and missing words

• Include Works Cited which contains citations from the reading in Bedford.

• Proofread and edit for correct essay formatting.

• Minimum word count: 1200

This is the reading

But What Do You Mean?

Why do men and women so often communicate badly, if at all? This question has motivated much of Tannen’s research and writing. Excerpted in Redbook magazine from Tannen’s book Talking from 9 to 5 (1994), the essay reprinted here classifies the conversational areas where men and women have the most difficulty communicating in the workplace.

William Lutz’s “The World of Doublespeak,” the essay following Tannen’s, also uses classification to examine communication problems, in the form of misleading verbal substitutions that make “the bad seem good, the negative appear positive.”

1 Conversation is a ritual. We say things that seem obviously the thing to say, without thinking of the literal meaning of our words, any more than we expect the question “How are you?” to call forth a detailed account of aches and pains.

2 Unfortunately, women and men often have different ideas about what’s appropriate, different ways of speaking. Many of the conversational rituals common among women are designed to take the other person’s feelings into account, while many of the conversational rituals common among men are designed to maintain the one-up position, or at least avoid appearing one-down. As a result, when men and women interact — especially at work — it’s often women who are at the disadvantage. Because women are not trying to avoid the one-down position, that is unfortunately where they may end up.

3 Here, the biggest areas of miscommunication.

1. Apologies

4 Women are often told they apologize too much. The reason they’re told to stop doing it is that, to many men, apologizing seems synonymous with putting oneself down. But there are many times when “I’m sorry” isn’t self-deprecating, or even an apology; it’s an automatic way of keeping both speakers on an equal footing. For example, a well-known columnist once interviewed me and gave me her phone number in case I needed to call her back. I misplaced the number and had to go through the newspaper’s main switchboard. When our conversation was winding down and we’d both made ending-type remarks, I added, “Oh, I almost forgot — I lost your direct number, can I get it again?” “Oh, I’m sorry,” she came back instantly, even though she had done nothing wrong and I was the one who’d lost the number. But I understood she wasn’t really apologizing; she was just automatically reassuring me she had no intention of denying me her number.

5 Even when “I’m sorry” is an apology, women often assume it will be the first step in a two-step ritual: I say “I’m sorry” and take half the blame, then you take the other half. At work, it might go something like this:

A: When you typed this letter, you missed this phrase I inserted.

B: Oh, I’m sorry. I’ll fix it.

A: Well, I wrote it so small it was easy to miss.

6 When both parties share blame, it’s a mutual face-saving device. But if one person, usually the woman, utters frequent apologies and the other doesn’t, she ends up looking as if she’s taking the blame for mishaps that aren’t her fault. When she’s only partially to blame, she looks entirely in the wrong.

7 I recently sat in on a meeting at an insurance company where the sole woman, Helen, said “I’m sorry” or “I apologize” repeatedly. At one point she said, “I’m thinking out loud. I apologize.” Yet the meeting was intended to be an informal brainstorming session, and everyone was thinking out loud.

8 The reason Helen’s apologies stood out was that she was the only person in the room making so many. And the reason I was concerned was that Helen felt the annual bonus she had received was unfair. When I interviewed her colleagues, they said that Helen was one of the best and most productive workers — yet she got one of the smallest bonuses. Although the problem might have been outright sexism, I suspect her speech style, which differs from that of her male colleagues, masks her competence.

9 Unfortunately, not apologizing can have its price too. Since so many women use ritual apologies, those who don’t may be seen as hard-edged. What’s important is to be aware of how often you say you’re sorry (and why), and to monitor your speech based on the reaction you get.

2. Criticism

10 A woman who cowrote a report with a male colleague was hurt when she read a rough draft to him and he leapt into a critical response — “Oh, that’s too dry! You have to make it snappier!” She herself would have been more likely to say, “That’s a really good start. Of course, you’ll want to make it a little snappier when you revise.”

11 Whether criticism is given straight or softened is often a matter of convention. In general, women use more softeners. I noticed this difference when talking to an editor about an essay I’d written. While going over changes she wanted to make, she said, “There’s one more thing. I know you may not agree with me. The reason I noticed the problem is that your other points are so lucid and elegant.” She went on hedging for several more sentences until I put her out of her misery: “Do you want to cut that part?” I asked — and of course she did. But I appreciated her tentativeness. In contrast, another editor (a man) I once called summarily rejected my idea for an article by barking, “Call me when you have something new to say.”

12 Those who are used to ways of talking that soften the impact of criticism may find it hard to deal with the right-between-the-eyes style. It has its own logic, however, and neither style is intrinsically better. People who prefer criticism given straight are operating on an assumption that feelings aren’t involved: “Here’s the dope. I know you’re good; you can take it.”

3. Thank-Yous

13 A woman manager I know starts meetings by thanking everyone for coming, even though it’s clearly their job to do so. Her “thank-you” is simply a ritual.

14 A novelist received a fax from an assistant in her publisher’s office; it contained suggested catalog copy for her book. She immediately faxed him her suggested changes and said, “Thanks for running this by me,” even though her contract gave her the right to approve all copy. When she thanked the assistant, she fully expected him to reciprocate: “Thanks for giving me such a quick response.” Instead, he said, “You’re welcome.” Suddenly, rather than an equal exchange of pleasantries, she found herself positioned as the recipient of a favor. This made her feel like responding, “Thanks for nothing!”

15 Many women use “thanks” as an automatic conversation starter and closer; there’s nothing literally to say thank you for. Like many rituals typical of women’s conversation, it depends on the goodwill of the other to restore the balance. When the other speaker doesn’t reciprocate, a woman may feel like someone on a seesaw whose partner abandoned his end. Instead of balancing in the air, she has plopped to the ground, wondering how she got there.

4. Fighting

16 Many men expect the discussion of ideas to be a ritual fight — explored through verbal opposition. They state their ideas in the strongest possible terms, thinking that if there are weaknesses someone will point them out, and by trying to argue against those objections, they will see how well their ideas hold up.

17 Those who expect their own ideas to be challenged will respond to another’s ideas by trying to poke holes and find weak links — as a way of helping. The logic is that when you are challenged you will rise to the occasion: Adrenaline makes your mind sharper; you get ideas and insights you would not have thought of without the spur of battle.

18 But many women take this approach as a personal attack. Worse, they find it impossible to do their best work in such a contentious environment. If you’re not used to ritual fighting, you begin to hear criticism of your ideas as soon as they are formed. Rather than making you think more clearly, it makes you doubt what you know. When you state your ideas, you hedge in order to fend off potential attacks. Ironically, this is more likely to invite attack because it makes you look weak.

19 Although you may never enjoy verbal sparring, some women find it helpful to learn how to do it. An engineer who was the only woman among four men in a small company found that as soon as she learned to argue she was accepted and taken seriously. A doctor attending a hospital staff meeting made a similar discovery. She was becoming more and more angry with a male colleague who’d loudly disagreed with a point she’d made. Her better judgment told her to hold her tongue, to avoid making an enemy of this powerful senior colleague. But finally she couldn’t hold it in any longer, and she rose to her feet and delivered an impassioned attack on his position. She sat down in a panic, certain she had permanently damaged her relationship with him. To her amazement, he came up to her afterward and said, “That was a great rebuttal. I’m really impressed. Let’s go out for a beer after work and hash out our approaches to this problem.”

5. Praise

20 A manager I’ll call Lester had been on his new job six months when he heard that the women reporting to him were deeply dissatisfied. When he talked to them about it, their feelings erupted; two said they were on the verge of quitting because he didn’t appreciate their work, and they didn’t want to wait to be fired. Lester was dumbfounded: He believed they were doing a fine job. Surely, he thought, he had said nothing to give them the impression he didn’t like their work. And indeed he hadn’t. That was the problem. He had said nothing — and the women assumed he was following the adage “If you can’t say something nice, don’t say anything.” He thought he was showing confidence in them by leaving them alone.

21 Men and women have different habits in regard to giving praise. For example, Deirdre and her colleague William both gave presentations at a conference. Afterward, Deirdre told William, “That was a great talk!” He thanked her. Then she asked, “What did you think of mine?” and he gave her a lengthy and detailed critique. She found it uncomfortable to listen to his comments. But she assured herself that he meant well, and that his honesty was a signal that she, too, should be honest when he asked for a critique of his performance. As a matter of fact, she had noticed quite a few ways in which he could have improved his presentation. But she never got a chance to tell him because he never asked — and she felt put down. The worst part was that it seemed she had only herself to blame, since she had asked what he thought of her talk.

22 But had she really asked for his critique? The truth is, when she asked for his opinion, she was expecting a compliment, which she felt was more or less required following anyone’s talk. When he responded with criticism, she figured, “Oh, he’s playing ‘Let’s critique each other’?” — not a game she’d initiated, but one which she was willing to play. Had she realized he was going to criticize her and not ask her to reciprocate, she would never have asked in the first place.

23 It would be easy to assume that Deirdre was insecure, whether she was fishing for a compliment or soliciting a critique. But she was simply talking automatically, performing one of the many conversational rituals that allow us to get through the day. William may have sincerely misunderstood Deirdre’s intention — or may have been unable to pass up a chance to one-up her when given the opportunity.

IF YOU HAVE ANY QUESTIONS LET ME KNOW. THANK YOU

Scudder and shaler

“A student has an obligation to himself that is as great, if not greater, than the teacher’s obligation to the student.” – Laura Ingalls Wilder

Write an essay in which you examine the teaching and learning described by Scudder and Shaler from the perspective of obligations between students and teachers.

Look back over the semester at how you thought about your obligations as a student and as a writer.Like Scudder and Shaler, has your understanding of these obligations changed in any way during the semester? If, as the quotation above suggests, you do have obligations to yourself as great or greater than your teacher’s obligation to you, how would you define those obligations now? Do you think they have been met?As Scudder and Shaler were studying to become naturalists – with a goal beyond the completion of the course itself — to what extent do you see yourself as a writer now being obligated beyond this course?

You have to connect essay with your self and stick to academics. At least 3 quotes must be included from the essay of Scudder and Shaler which is attached below.

BUS 402 week 4 discussion

Week 4 Discussion

“Business Decisions” Please respond to the following:

  • Identify a type of business you would like to own. Next, evaluate two (2) advantages and two (2) disadvantages of buying an existing business compared to those of starting the new business from the ground up. State your decision and explain your rationale.
  • In buying or starting the business above, you determine that you do not need external financing. Discuss why you should write a business plan, and select one (1) element in the plan that you think will be the most difficult for you. Next, identify three (3) techniques you can use to overcome the challenges. Justify your selection of these techniques.

term paper

this is comments about my summary last time.

First, dumping clearly seems to be in the best INTEREST of the shareholders, etc. You could address issues of the fiduciary obligations of management here, if you choose.

Second, you note that those who purchase the product are not in a position to really provide INFORMED CONSENT. This would also be a good place to discuss a business’s responsibilities concerning PRODUCT LIABILITY.

You suggest that product liability is the most relevant issue in this case. What you will want to do is explore the different standards for product liability, defend the claim that one of them applies here, and then explain why that does or does not make it the responsibility of business to stop exporting. You also suggest that it might be the responsibility of government. Why would it be their responsibility rather than the business or the consumer?

Goals

Demonstrate…
…your understanding of course material
…your ability to develop a moral argument
…your ability to apply course concepts to concrete, real-world cases

End Product

A short paper defending a solution or analysis of a particular business ethics case. While there
is no strict page limit or style requirements, use the following guidelines:

● Between 1,000 and 1,500 words
● 12 point font
● Times New Roman typeface
● Double-spaced

● Chicago-style parenthetical reference for citations (however, no reference are required
beyond reference to the case study itself)

Topics

  • ● Case #1: Product Dumping
    1. Outline an argument in favor of a stance on the issue.
    2. Write a short paper (see above) including a summary of the case, identification of the
      ethical concerns, and you argument (not in outline form) in defense of your stance on the
      issue.