Space Force: Exploring the Final Frontier

Established recently Space Force has captured global interest. As a new branch of the military this organization aims to protect national interests in space ensuring the security and advancement of space-related technologies. This article delves into the realm of Space Force outlining its mission significance and future trajectory.

Protecting the Cosmos

With advancements in technology space has become a crucial domain for global superpowers. Satellite systems enable communication navigation and surveillance activities while space exploration expands humanity's understanding of the cosmos. Recognizing the importance of space security the United States created Space Force to protect vital assets and maintain strategic dominance.

Space Force emerged as a separate military branch tasked with organizing training and equipping forces for space operations. Collaborating with other branches of the military Space Force ensures the United States remains at the forefront of space technology and security. As a guardian of the cosmos this organization plays a pivotal role in global stability and technological development.

Origins and Development

Tracing back to the early days of the space race military involvement in space has a long history. The United States and the Soviet Union competed intensely to develop space capabilities showcasing their technological prowess and strategic strength. As technology advanced space became increasingly militarized prompting the need for a dedicated space-focused military branch.

In 2019 the United States established Space Force responding to the growing challenges and opportunities in the space domain. Building on the legacy of the Air Force Space Command this new organization received a mandate to protect national interests in space and develop cutting-edge space capabilities. Space Force has since expanded its mission evolving to meet the demands of a rapidly changing landscape.

Mission and Objectives

Safeguarding national interests in space remains the primary goal of Space Force. By ensuring space systems operate effectively this organization supports communication navigation and surveillance efforts vital to national security. Additionally Space Force strives to deter aggression and defend against hostile actions preserving global stability and peace.

Space Force focuses on developing new technologies and strategies for space operations. From launching satellites to monitoring potential threats the organization works tirelessly to stay ahead of emerging challenges. Space Force also cooperates with international partners bolstering collaborative efforts to address global security concerns and advance the frontiers of space exploration.

Challenges in Space

Space presents unique challenges demanding innovative solutions and resilient strategies. The harsh environment extreme distances and limited resources require advanced technology and specialized training. Space Force grapples with these challenges constantly adapting to navigate the complexities of the cosmos.

Space debris poses a significant hazard to satellites and spacecraft. As countries launch more satellites the risk of collisions increases. Space Force works to track and mitigate space debris ensuring the safety and functionality of vital space assets.

In addition to environmental challenges geopolitical tensions in space have risen. Countries compete for strategic dominance increasing the potential for conflict. Space Force must balance diplomatic efforts with military preparedness maintaining peace while defending against potential threats.

Future of Space Force

Looking ahead Space Force faces numerous opportunities and challenges. As a trailblazer in space security the organization will continue to evolve shaping the future of space exploration and defense. While predicting the exact trajectory of Space Force remains difficult several key trends and objectives will likely influence its development.

First international cooperation will play a critical role in the organization's success. Collaborating with allies Space Force can strengthen global security and advance common goals. Joint efforts in space exploration and technological development will benefit all parties involved fostering innovation and progress.

Next technological advancements will drive the future of Space Force. Advancements in propulsion systems satellite technology and space-based sensors will enable the organization to operate more efficiently and effectively. Investing in research and development Space Force will maintain its position at the forefront of the space domain.

Finally maintaining a strong workforce will remain crucial to the success of Space Force. Recruiting training and retaining top talent will ensure the organization remains prepared for the challenges of the future.

Exploring the Space Force: Mission, Roles, and Responsibilities

Introduction

As the newest branch of the United States Armed Forces, the United States Space Force (USSF) has drawn considerable interest and curiosity. This article delves into the mission, roles, and responsibilities of the Space Force, providing an in-depth look at how this military branch operates and contributes to national security.

Table of Contents

1. The Establishment of the United States Space Force

2. Mission and Vision of the Space Force

3. Roles and Responsibilities

4. Organizational Structure

5. Collaboration with Other Agencies

6. The Future of the Space Force

7. The Establishment of the United States Space Force

On December 20, 2019, the United States Space Force was officially established with the signing of the National Defense Authorization Act for Fiscal Year 2020. The Space Force is the first new branch of the U.S. military since the creation of the Air Force in 1947. Initially operating as a part of the Department of the Air Force, the Space Force is tasked with organizing, training, and equipping space forces to protect U.S. interests in space.

1. Mission and Vision of the Space Force

The mission of the United States Space Force is to "protect and defend U.S. and allied interests in space and to provide space capabilities to the joint force." Its vision is to evolve into a global, dominant space power that ensures the United States' access to and freedom of action within the space domain.

1. Roles and Responsibilities

The primary roles and responsibilities of the Space Force include:

• Space domain awareness: Monitoring, tracking, and characterizing objects in space to prevent potential threats and ensure the safety of satellite and spacecraft operations.

• Space control: Preserving the freedom to operate in space by denying adversaries the ability to exploit space for hostile purposes.

• Space support: Providing critical services such as satellite communications, missile warning systems, global positioning, and weather data to other military branches and government agencies.

• Space force enhancement: Amplifying the capabilities of other military branches through the use of space-based assets for intelligence, surveillance, reconnaissance, and global strike operations.

• Space force application: Developing and deploying offensive and defensive space capabilities to deter and counter potential adversaries.

1. Organizational Structure

The United States Space Force is led by the Chief of Space Operations (CSO), who serves as the highest-ranking military officer in the USSF and is a member of the Joint Chiefs of Staff. Under the CSO, the Space Force is organized into three primary components:

• Space Operations Command (SpOC): Responsible for space warfighting operations, including satellite operations, missile warning, and space domain awareness.

• Space Systems Command (SSC): Tasked with acquiring, developing, and fielding advanced space capabilities, as well as overseeing launch services and satellite sustainment.

• Space Training and Readiness Command (STARCOM): Focused on training, education, and the development of space professionals to maintain the readiness of the Space Force.

1. Collaboration with Other Agencies

The Space Force works closely with various U.S. government agencies, including NASA, the National Reconnaissance Office (NRO), the Department of Defense (DoD), and the intelligence community. This collaboration ensures the sharing of resources, data, and expertise to strengthen national security and maintain the United States' leadership in space.

1. The Future of the Space Force

As the space domain continues to evolve and become increasingly contested, the importance of the United States Space Force is expected to grow. The Space Force will likely focus on developing new technologies, expanding its capabilities, and enhancing partnerships with other nations and commercial entities to maintain a competitive edge in

MGS 4470 - Stress Article - /rp11y7llgsu

The Dual Nature of Stress in the Workplace and Its Impact on Health

Introduction

The effects of stress in the workplace have been widely debated, with experts acknowledging that stress can be both beneficial and detrimental to an employee's health. This article explores the impact of a stressful job on the health of workers, examining how stress can be advantageous when employees have control and how it can be harmful when workers experience little freedom.

The Positive Side of Stress in the Workplace

Stress can be beneficial for employees when they maintain control over their work environment. According to research conducted by the Kelley School of Business at Indiana University, workers in high-stress jobs are one-third less likely to die from stress-related causes compared to those in less stressful occupations, provided they have autonomy. The study followed thousands of workers for seven years and found that those with more control in high-stress positions were 34% less likely to have died during that period.

The Negative Effects of Uncontrolled Stress

Conversely, stress can be detrimental to health when employees in high-stress jobs have little freedom. A lack of control in stressful occupations can reduce life expectancy, contribute to various diseases, including cancer, and ultimately be fatal. The Indiana University study revealed that cancer was the primary cause of death for the workers who were tracked, accounting for over half of the fatalities. Additionally, 22% of the deaths resulted from circulatory system issues.

Strategies for Managing Stress in the Workplace

To mitigate the negative effects of stress, it is crucial for employers to give employees more freedom and control over their work. As Mr. Gonzalez, a researcher in the study, suggested, stressful jobs can be energizing and enjoyable when employees can set their own goals, prioritize tasks, and determine their methods for accomplishing work. By restructuring jobs to provide more autonomy, employers can enhance the well-being of their employees and benefit their businesses.

Conclusion

Stress in the workplace can have a dual nature, serving as either a positive or negative force on employee health. When workers have control over their high-stress jobs, stress can be energizing and beneficial to their well-being. However, when employees experience little freedom in stressful occupations, stress can lead to severe health consequences, including cancer and circulatory system problems. Therefore, it is vital for employers to provide workers with autonomy and control in their roles, transforming the potential dangers of stress into a source of motivation and productivity.

MGS 4470 - What is Culture - /rp11y7llgsu

The Intricacies of Cultural Transmission and Evolution

Introduction

In the ever-evolving world of social science, a great debate revolves around the factors that shape us as individuals and as members of society. The "nature versus nurture" debate explores whether genetic predisposition or environmental influences predominantly impact our individual differences. In the realm of anthropology, questions arise as to how much of our group behavior is determined by geography, culture, or history. It is increasingly evident that the differences between individuals and groups cannot be explained by a single factor but instead by the complex interplay of these elements.

World cultures exhibit both striking similarities and pronounced differences. While fundamental aspects of our humanity are universal, such as communication, sustenance, and dreaming, cultural variations, like languages, cuisines, and beliefs, set us apart. This essay delves into the essence of culture and its transmission, examining the factors that contribute to cultural change and continuity.

The Nature of Culture

What does culture encompass? Is it tangible or intangible? Does it involve values, beliefs, customs, or traditions? Most anthropologists today would agree on a comprehensive definition of culture, which includes thoughts, behaviors, languages, customs, and the products and methods of our creation. The human ability to create and transmit culture is what distinguishes us from the rest of the animal kingdom.

The Core of Cultural Transmission

The essential feature of culture—being learned and transmitted across generations—relies on the human capacity for symbolic thought. Language, perhaps the most vital aspect, serves as a symbolic medium of communication. For example, the word "table" is merely a symbol representing the actual object. Without language, culture could not be transmitted, intergenerational learning would be impossible, and cultural continuity would cease to exist.

Cultural Dynamism and Change

Although culture is transmitted through relatively stable symbols, cultures themselves are not static. Values, customs, and language usage evolve over time, as evidenced by generational comparisons. But what drives cultural change? External influences through cultural diffusion can stimulate such transformations, as seen in historical examples like the Silk Road, which introduced silk to the West and Buddhism to China. Furthermore, inventions and technological advancements within a society, such as the steam engine or the automobile, can leave a lasting impact on culture.

The Evolution of "Car Culture" and Its Global Impact

One example of cultural change driven by technological advancement is the emergence of "car culture," which describes people's dependence on automobiles. This reliance led to the development of fast-food restaurants like McDonald's, where customers can obtain inexpensive, quickly prepared food to consume on the go. Fast-food restaurants have spread globally through cultural diffusion, illustrating how technology and external influences can reshape societies.

Conclusion

Culture is an intricate tapestry woven by human experiences and interactions, encompassing thoughts, behaviors, languages, customs, and creations. This rich tapestry is maintained and transmitted across generations through our capacity for symbolic thought and language. While cultures are dynamic and ever-changing, the process of cultural transmission ensures continuity and evolution in response to both internal and external factors. Understanding the complexities of cultural transmission and change allows us to appreciate the myriad influences that shape our identities and societies, fostering a deeper connection with the world and its diverse inhabitants.

CSIS 1020 Exp 19 CF Ch01 CapAssessment Marketing Instructions

Webquest of Africa's Geography 18

Webquest of Africa’s Geography

SS7G3 The student will explain the impact of location, climate, and physical characteristics on population distribution in Africa.

a. Explain how the characteristics in the Sahara, Sahel, savanna, & tropical rain forest affect where people live, the type of work they do, & how they travel.

The Sahara

1. Sahara is the largest desert in the world.

   It receives less than 4 inches of rain each year.

   • The Sahara covers a third of the African continent- an area the size of the China.

     Location: What borders the Sahara to the west, north, east and south?

     On the west, the Atlantic Ocean borders the Sahara. On the east, the Red Sea borders it. To the north, the Mediterranean Sea borders it. To the south, the Sahel and Savanna border it.

2. Climate of Sahara

   During the day, the temperature can reach 130 degrees Fahrenheit.

   • The Sahara receives 4 inches of rain per year.

   • The hot climate and absence of rain makes it a desert.

   • What is an oasis? An oasis is an area of land in a desert in which there is a lot of life. Most of the time, an oasis has a stream that provides fresh water to help plants grow and animals thrive.

     People

3. The majority of people living in the Sahara are nomads, which means these people move from region to region in search of better living conditions.

4. What are the names of at least 3 animals found in the Sahara? Gerbil, Jerboa, and Dorcas gazelle.

* Describe and illustrate them on your construction paper. The Sahel

Location The Sahel is a narrow band of semi-arid land south of the Sahara

People Both the Fulami and Dogon, on the desert and grazing land, the Sahel has attracted a diverse population. Some are semi-nomadic cattle herders moving with seasonal flooding of the Niger. Others are farmers.

* How have people along the Sahel caused it to shrink? By making the desert grow.

Climate:

For nine months of the year, the Sahel is a vast expanse of brown (dry season).

Greenery comes with the rainy season, but is quickly consumed by animals in search of food or farmers in search of farmland.

*** Sahel ranks as the hottest place on earth. Temperatures stay between 77 and 86 degrees year round.

Animals Pick 2 of the featured animals of the Sahel. Describe and illustrate them on your construction paper.

The Sahelian goat, African wild dog, and cheetah inhabit the Sahel.

The Savanna

Location: What countries that are listed in our standard SS7G1 are covered with African savannas? Kenya, Democratic Republic of Congo, Nigeria, and Sudan.

Climate: The African savanna are covered in grass and trees. The temperature is between 45 and 55 degrees all year.

** In the winter, the savanna might get 2 inches of rain each month. In the Kalahari Desert during summer it is possible for no rain to fall.

People:

Today, the plains boast a wide range of cultures, from Maasai Nomads, to Kikuyu Farmers, and Dorobo Hunter-Gatherers.

Sporadic d , and are tiring the land out.

Animals

The savanna is where people go on a safari to see wild animals in Africa.

On this page are pictures and descriptions of various animals found in the African savanna. Pick 3 and describe and illustrate them on your construction paper.

The zebra, cheetah, and lion are found in the savanna.

The Tropical Rain forest

Location In the space provided, sketch a small map of Africa and identify where the tropical rain forest is located.

Climate

In the rainforest, it may rain as much as 63-79 inches a year!

• The air is humid and the temperature is always high.

• List and describe the 4 layers of the rainforest.

  The emergent, canopy, understory and forest floor layers

  People

  African forest people tend to be notably smaller than those from the savanna.

• Their small stature allows them to move around the forest easier than taller people.

• These groups are nomadic, moving to new parts of the forest several times each year.

• They carry all of their things on their possessions on their backs.

• The women do the gathering with baskets on their backs.

• Men concentrate on hunting and collecting honey.

• Why is the nomadic lifestyle good for the rainforest environment? It allows the group to move and not over exploit the resources.

Animals

Why are many animals of the rainforest endangered species?

Many animals in the rainforest are endangered species because deforestation causes habitat loss and the animals don’t have a place to live, so they become endangered because they don’t have a place to live.

On your construction paper: Describe and illustrate 3 other animals found in the rainforest.

Gorilla, leopard, and Okapi are animals in the rainforest.

Atlas Mountains:

1. The Atlas Mountains are the most northern of Africa’s mountains.

2. What 3 African countries do they stretch across? Morocco, Algeria, and Tunisia.

Kalahari Desert:

1. What 3 countries does the Kalahari Desert stretch across? South Africa, Botswana, Namibia

2. What do people that live in the Kalahari do for a living? Hunt and farm.

Lake Tanganyika:

1. Lake Tanganyika is found in the hills of the Great Rift Valley.

2. It lies in what 4 African countries?

Tanzania, Zambia, Burundi, Democratic Republic of Congo Lake Victoria

Lake Victoria

1. This is the largest lake in Africa

2. It is the main reservoir of the Nile River.

3. Lake Victoria is known for its abundance of fish.

Atlas Mountains

The Atlas Mountains provide a route between the Mediterranean and the Sahara Desert.

Kalahari Desert

Grass grows throughout the Kalahari in the wet season.

Grass and agriculture are possible in certain areas.

Africa Geography Quiz!

Africa Geography Map Games- play any of the Africa geography map games Africa geography puzzle

Africa brainteaser

GNS 116 BE53A T7 MS FINAL PROJECT

GNS 116 Project Management

GNS 116 Assignment # 2

COURSE CODE Comp79

COURSE TITLE Emerging Technologies

Assignment #1 10%

Marks 40

1. Define DHCP. Install , Configure and test DHCP. 10 Marks

2. Define Samba Server . Install, Configure and test Samba Server 10 marks

3. Define SSH. Install, Configure and test SSH. 10 marks

4. Write a PowerShell script to find out greatest number in between given 3 numbers. 10 marks

5. Write a PowerShell script to find out even and odd numbers. 10 Marks.

6. Write a PowerShell Script to print table of 20. 10 marks

7. Write a Powershell Script using if condition if value = 0 then write you are a small baby

If >0 and less than 10 then go to playground. If >10 and less than 20 then go for driving test,

If >20 and less than 30 then go for movie, if>30 and less <40 then go to zym. If >40 and less than 50 then go to temple

GNS 116

Function Work and Enterprise

PROJECT CANADIAN COMPANIES FRAMEWORK

SUBMITTED TO : BEHZAD

PAZOKI

SUBMITTED BY : HARKIRAT SINGH STUDENT ID: 1177256

GROUP: BE53A DATE : 22-06-2021

TIM HORTONS

TThhisis PPhhoototobybUynkUnnokwnnoAwutnhor is licensed under CC BY-SA

1.     Present briefly the company (what is its function and roles).

Miles Gilbert Horton was a founder of popular North America restaurant franchise Tim Hortons in May 17,1964 in Hamilton who is headquartered in the Ontario , Canada.

Tim Hortons is a Canada’s largest quick-service restaurant chain which serves coffee ,flavoured cappuccinos, doughnuts and many other fast-food items such as                                    sandwiches, wraps.

Tim Hortons had 40 locations in the Canada in 1974 and in 21st century there were more than 3,000 restaurants in the Canada and the USA.

u As well as selling things inside their restaurants , they also sell their products such as coffee packets , Christmas hampers through their online shop .

u Their majority of locations ae open 24 hours a day and customers have the choice to dine in , take out or use drive- thru. By doing this, Tim Hortons targets to increase the ease their visitors and gain a loyal customer base in the market.

u Price of Tim Hortons products are cheaper than competitor goods price.

2.      Describe the mission , and goals of the company(you can add the value).

u    By leadership , innovation and collaborations , Tim Hortons target to provide better quality of products and services to its customers and communities.

u    Their mission statement is “To be the quality leader in everything we do”(Tim Hortons: Fresh cup of coffee).

u    Tim Hortons plans to undergo continuous expansion internationally .

u    The company is focusing on increase in their same-store sales by using its marketing advantages .

u     Also, they are expanding their menu by adding many new cold and hot beverages . These steps are performed to keep existing customers interested in company’s offerings also , attracting new ones. These type of activities are performed to that their customer does not get bored with similar products and to attract new buyers.

u    Adding to this, advertising and market investments play important role in strength

. Tim Hortons fair price to value position  and enhance its brand equity.

u    Tim Hortons has been able to gain efficiencies in order to meet this integrated cost and differentiation 5 goal by vertically integrating its coffee roasting (it roasts 75 percent of its coffee in-house) and distributing the majority of its products.

u    Tim Hortons will be able to gain a larger share of the market as a result of this chain of value.

This Photo by Unknown Author is licensed under CC BY-NC-ND

3.     Describe the structure of the company ( from legal aspect).

u    Tim Hortons is famous restaurants in Canada which offer fast foods. Tim Hortons always provide us fresh and top- quality products due to which this is most successful company in Canada. In the starting, Tim Hortons offered only two products coffee and donuts. But after sometimes it started offering beverages, muffins and soups. Tim Hortons achieved great success in short time period. Tim Hortons history is follows-

This Photo by Unknown Author is licensed under CC BY-SA

u    Horton was a hockey player and he opened his shop of doughnut shop in Ontario.

u    Initially there are few dishes in Tim Hortons.

u After one year more dishes were added in the menu and Tim Hortons found in Canada.

u Tim Hortons expanded their branches in shopping malls, highway outlets and in universities.

4.     What is the structure of the chosen company (main departmental structure).

u In Tim Hortons, there is division of Labor in departments in teams.

u In teams, labours cooperate with each other.

u The department division consists training, construction, store design, research and development, marketing.

u Construction team choose convenient location for building.

u Designer team decide how the store look like from inside.

u When the work finish the store-owner starts the training and it takes seven weeks that teaches that how to run Tim Hortons.

This Photo by Unknown Author is licensed under CC BY-ND

6.   Describe one function of the chosen department you are interested about and what are the qualification to be hired into the function.

The function of the Tim Hortons in which I am interested is the job of the Supervisor . Supervisor Performs various functions some of them are listed below:

u     Maintaining a solid knowledge of product and services available.

u     Reacting immediately to issues which requires attention during the shift.

u     Encourage an exciting and fun work environment while motivating team members .

u     Ensures that all the policies of restaurant are followed during the shift.

u     Representing company in a efficient and friendly manner.

u     Plan staffing needs on daily and weekly basis and many other things.

Qualifications that are required to be employed as supervisor includes:

u A person must have previous experience in supervisor/ manager role, including Tim Hortons University Training.

u Ability to stick consistently to policies and procedures.

u Strong interpersonal skills such as motivating , conflict management, team-worker, leadership, listening and respect.

u    Excellent communication skills.

7.       What is the job position that your certificate allows you to apply for ?

My certificate allows me to apply for various position that are program manager , administrative officer, financial planner, sales associate and customer service representative . I want to apply as a financial planner which pl                                                                                                    r of

the finances of an organization . Also                                                   nts. And work as           an assist in decision-making  n order  o reach the desired goals and maximum profits. This job requires              ew months tr ining for experience also

This Photo by Unknown Author is licensed under CC BY-SA-NC

THANK YOU !

References: https://www.britannica.com/biography/Tim-Horton https://www.sfu.ca/~sheppard/478/syn/1123/SynopsisD.pdf

Expectations Law 12 Quarter 4 2021

Burnaby North Secondary School – Law 12 (Quarter 4 - 2021) Teacher: Mr. C. Sokugawa‌‌

Course Expectations and Evaluation

This year, Mr. Sokugawa’s class will be using the Microsoft Office 365 software in class and at home. As a result, internet access is necessary to be successful. The textbook (All About Law 6th Edition) will not be issued. Instead, a digital copy of the book will be available to the students to access the information at school and at home. If you do not have internet access, please inform the classroom teacher so arrangements can be made. To avoid the transmission of Covid-19, most of the work will be done digitally.

Please Note:

The following information provides the classroom expectations and requirements for the course. If you are unsure about any of the following, it is your responsibility to ask the classroom teacher.

Students will be divided into two groups based on last names. Students with last names from A to Lum will be in Period 2A cohort and students with last names M to Z will be in 2B cohort. 2A will be in class on Monday and Thursday. 2B will in in class Tuesday and Friday. All students will work remotely on Wednesday.

Code of Conduct

Students are expected to be respectful, responsible and behave appropriately in class. Students must be punctual, attend regularly, keep up to date with work, provide positive attitude, effort, cooperation, and be respectful to others and themselves. You must treat everyone in the classroom with respect and must cooperate with the teacher and students to create a safe and comfortable environment. Students are expected to come to class prepared to work with required materials. Masks are mandatory in the classroom.

Evaluation

A B	= 86% - 100% = 73% - 85%	Excellent or outstanding performance Very good performance
C+	= 67% - 72%	Good performance
C	= 60% - 66%	Satisfactory performance
C-	= 50% - 59%	Minimally acceptable performance
I/F	= 0% - 49%	Not demonstrating minimally acceptable performance

Distribution of Marks

In-class Assignments/Homework Activities	10%	NOTE: emphasis on discussion and
In-class Collaboration/Discussion	15%	and collaboration
Online Collaboration/Discussion	15%
Formal Assessments (tests/quizzes)	40%
Oral Presentations/Projects	20%

Work Habits:

• G – Good/Excellent effort - A “G” work habit mark means, the student must attend all classes on time, complete all homework/class work on time and shows/demonstrates good/excellent effort and respectable behaviour. The student is self-motivated; able to work independently.

• S – Satisfactory effort – A “S” work habit mark means, the student must maintain good attendance habits, complete homework/class work, and demonstrate effort and respectable behaviour. Student is usually self-motivated; able to work independently

• N – Not Satisfactory effort – Students who are late, have poor attendance, and do not hand in homework/ class work, show minimal effort, and shows a lack of respect for the class will earn a work habit mark of “N”. Lack of motivation, inability to stay on task are signs of an "N" work habit.

Keys to Success:

Attendance is Mandatory.

• With the switch to the Quarter System, each week represents about a month of regular classes. One class is about 2 weeks of regular school. Attendance is necessary for success. Acceptable reasons for absences are: illness, appointments for medical or legal business, family emergency or prior approved school business. A note from home or school must be presented immediately upon return to class. A note does not excuse the student from making up any missed work! Unexcused absences will not be tolerated!

• Absence when a test is written will result in the loss of all marks for the test unless a parent /guardian phones the school PERSONALLY and discusses the absence with Mr. Sokugawa PRIOR to the test. If I have not spoken with your parent/guardian by 8:40 am, and you miss the test, your mark will be a zero. The teacher may assign make-up examinations. Any make-up examinations will be at 7:45 am within 2 days of the original exam.

• Uncompleted Work:

  • If the student is away from class, it is his or her responsibility to find out what preparation is necessary for the next class. Since work is posted in OneNote, there will be no excuses for missing activities.

  • Late assignments will result in loss of marks. (Marks will not be given on assignments that have been already been assessed)

  • A note does not excuse the student from making up any missed work!

• Vacations: (as per agenda planner/ letter home in summer)

  • Absences due to vacations are not recorded as excused.

  • The result of missing classes for vacations could mean loss of marks.

  • Extended holidays are not recommended or acceptable and could seriously affect a student’s grade.

• Respect:

  It is expected that you behave respectful at all times. This includes:

  • Towards others in the class (teachers, students, and guests)

  • The learning environment:

    • Do not talk while the teacher is teaching/giving a lesson

    • Do not be loud while others are working

    • Dress appropriately

    • Participate

To decrease the chance of being infected by Covid-19, it is highly recommended for students to bring their own supplies (such as pens, pencils, erasers, pencil crayons, felts, glue stick, etc.) for projects/assignments. Classroom supplies may not be properly sanitized after each use.

Extra Help:

I am available any day before school starts. I am usually at school by 7:45. I can be found in either Room 211 or in the North Staff Room (3rd Floor). I am also available after school during the Flexible Time until about 3pm. If you cannot find me, then you have not tried hard enough. Do not be shy or hesitant. “Help me help you!”

I have read and understood the course expectations and evaluation procedure of this course.

Student signature Parent/Guardian signature

International Transport Logistics G53 Midterm Exam Summer 2022

Mid Term Exam 30%

Course Identification
Name of program– Code:	BUSINESS ADMINISTRATION AND COMMERCE (LCA.EE)
Course title:	INTERNATIONAL TRANSPORT LOGISTICS
Group:	G53
Teacher’s name:	N. Allami
Exam Duration:	3 hours (1h15-4h15)
Semester:	Summer 2022
Student Identification
Name: Harkirat Singh Student number: 1177256 Date: 08th July 2022 Result:
Please download this document and save it under this title: Your first and last name_International transport logistics_G53_Midterm Exam Only this word document will be accepted as an exam document (don’t send PDF, pictures or links)

Instructions
No break is allowed during this exam. Students are not allowed to exit the examination room before half of the allotted time has passed. Once a student has exited the classroom, he/she may not re-enter (IPEL – Article 5.12.4). The teacher will not answer questions during the exam. Students must remain silent during the exam. Plagiarism, attempts at plagiarism or complicity in plagiarism during a summative evaluation, results in a mark of zero (0). In the case of recidivism, in the same course or in another course, the student will be given a grade of '0' for the course in question. (IPEL – Article 5.16). It is the teacher’s responsibility to identify language errors. If such errors are found, teachers may apply a penalty of up to 10% of the grade (IPEL – Article 5.7). Please write clearly.
Mark Breakdown
This evaluation is worth 100 points, distributed as follows: 2 development questions 20 marks 2 analytical exercises 80 marks TOTAL: 100 POINTS
Evaluation Grid:
Did not master any part of the competency	Has clearly mastered very little of the competency	Minimal mastery of the competency	Satisfactory mastery of the competency	Very good mastery of the competency	Excellent mastery of the competency
0	1%-29%	30%-59%	60%-74%	75%-89%	90%-100%

Mid Term Exam

Exercise 1 (20 marks)

1. Identify the different types of manufacturing and specify the characteristics of each category. Answer 1. There are three different types of manufacturing:

   1. Standard or on specifications products.

1. Manufacture of stocks, custom manufacturing, assembly on order manufacturing

2. Batch production, unit production, continuous production

1. Standard or on specifications products:

   Standard: the characteristics of the product are established by the company which produces them. For Example: Hardware & software companies.

   On specification: The characteristics of the product are specified by the customers. For Example: Manufactures of parts or components in companies of cars, electronics.

2. Manufacture of stocks, custom manufacturing, assembly on order manufacturing Manufacture of stocks: It is based on the prediction for future demands in advance and store till the time of sale. it is suitable for standard products.

   Custom manufacturing: it is manufacturing on order which means a product is only produced when order has been received. it is used in the case of products on specifications .it reduces the inventory risk but increases the time between the receipt of order and the delivery of product.

   Assembly on order manufacturing: the component in which form the products are manufactured and stored in advance, but the final assembly is only made once the order has been received. This method is mostly useful for the products which have few common components. For Example: McDonald’s

3. Batch production, unit production, continuous production

Batch production: A company manufacture divers’ products that are organised in batch. Basically, a batch is a group of identical products which are produced together through same manufacturing steps. For Example: diver’s soups. This can be used in manufacturing of standard products and on specification, custom manufacturing, assembly on order or manufacturing for stocks.

Unit production: a company manufacture one product. it can be used in custom manufacturing and in assembly on order manufacturing to produce products on specifications.

Continuous production: a company manufactures a single standard products or when one of the standard product is produced in large quantity . this production is used in manufacturing of stocks.

Exercise 2 (40 marks)

A company manufactures different products with different annual consumption (see table below). To better manage stocks and optimize the costs, the stock manager decides to use the ABC classification methods as first step. By taking g into account all the elements mentioned in the table, establish the ABC classification to adequately manage these products.

Classes	A	B	C
	12%	28%	60%

Product code	Unit cost ($)	annual consumption (unit)	Monetary value($)	% of Monetary value
101	2.5	75 000	187500	5.818
102	2.4	900 000	2160000	67.03
103	2.00	4000	8000	0.248
104	8.00	80 000	640000	19.861
105	3.00	1500	4500	0.139
106	4.60	27 600	126960	3.94
107	8.75	8750	76562.5	2.376
108	2.50	7500	18750	0.581
TOTAL			3,222,272.5	100

Product code	Unit cost $	Annual consumption units	Monetary value ($)	% of monetary value	Cumulative %	Class type
102	2.4	900000	2160000	67.03	67.03	A
104	8.00	80000	640000	19.861	86.891	B
101	2.5	75000	187500	5.818	92.709	B
106	4.60	27600	126960	3.94	96.649	C
107	8.75	8750	76562.5	2.376	99.025	C
108	2.50	7500	18750	0.581	99.606	C
103	2.00	4000	8000	0.248	99.854	C
105	3.00	1500	4500	0.139	100	C
TOTAL			3,222,272.5	100

Given A = 12 % B = 28% C = 60% A=8*12% =0.96 Items B=8*28%=2.24 Items

C=8*60%=4.8 Items

Exercise 3 (40marks)

In addition to forecasting the demand for bicycles, Lucky Mountain managers must also plan for the demand for spare parts. As it is related to past bike sales, this demand is less seasonal and less subject to market trends.

The table below shows the sale of brake caliper sets for the past year.

Linda Brian and Alex Gartner wonder which forecasting method would work best. They now consider four methods: the moving average at K = 3, the weighted moving average at K = 3 with a weight at 60%, 30%, 10%, exponential smoothing with a smoothing factor of α = 0.3.

1. If each of these methods had been used, what would have been the expected sales for the months of July to December (one retains only the last six months to limit the calculations to be made)? (18 marks)

   Months Previous year	Jun.	Jul.	Aug.	Sep.	Oct.	Nov.	Dec.
   brake caliper sets	705	664	685	630	680	635	670
   moving average at K = 3
   weighted moving average at K = 3 at 60%, 30%, 10%
   exponential smoothing α = 0.3

2. Calculate the average absolute deviation (AAD) that would have been obtained with each of the methods. (18 marks)

   Months Previous year	Jul.	Aug.	Sep.	Oct.	Nov.	Dec.	Average absolute deviation
   AAD moving average at K = 3	49	18	55	20	30	22	32
   AAD weighted moving average at K = 3 at 60%, 30%, 10%	51	1	51	30	31	22	31
   AAD exponential smoothing α = 0.1	39.6 1	14.6 5	68.1 9	11.3 7	55.2 3	14.7 1	33.96
   AAD exponentials smoothing α = 0.3	26.2 7	2.61	53.1 7	12.7 8	36.0 5	9.76	23.44

3. Which method of forecasting seems most appropriate to this situation? (4 marks)

Accessing Files via MyUtampa SPSS: A Step-by-Step Guide

Introduction: This guide provides step-by-step instructions for accessing files using the browser-based version of SPSS through MyUtampa. Please note that these steps are not required for desktop versions of SPSS.

Step 1: Launch SPSS on MyUtampa 1.1. Log in to your MyUtampa account. 1.2. Locate and click on the SPSS icon to launch the browser-based version of the software.

Step 2: Close the Initial Dialog Box 2.1. When the initial dialog box appears, click on the "Close" button located at the bottom right corner of the box.

Step 3: Access the File Directory 3.1. Look for the Folder icon located above the menu bar (highlighted in yellow in the example). 3.2. Click on the Folder icon to access the file directory.

Step 4: Open the Home Folder 4.1. In the file directory, click on the "Home Folder" to view its contents.

Step 5: Upload Your SPSS Data File 5.1. Click on the "Upload Files" button. 5.2. A file explorer window will open. Navigate to the location of your SPSS data file on your computer (e.g., Desktop, Downloads). 5.3. Select the desired file and click on "Open" to upload the file to the Home Folder.

Step 6: Verify Successful Upload 6.1. Once the file is uploaded, you will see a confirmation screen indicating that the upload was successful.

Conclusion: By following these steps, you can easily access and upload files in the browser-based version of SPSS through MyUtampa. Remember, these steps are not necessary for the desktop version of SPSS, which has a different file management system.

Entrepreneurship Examination (Course NO. MGMT 313)

ACDS: Entrepreneurship Examination 1 November 2020 College of Distance Studies Alpha University College Degree Programme

Entrepreneurship Examination (Course No MGMT 313) Time allowed 1:30 hrs. November 2020

Directions: Write your Name, Registration No., Department, Exam Center, and put "" mark for the program (Degree) you are attending in the space provided on the answer sheet.

Part I. True or False Questions: (Write “True” if the statement is true or write “False” if the statement is false and write your answer in the space provided on the answer sheet. (2 point(s) each))

1. Entrepreneurial urge is not related to the level of development. (False)

2. Contemporary business is considered a social and economic institution and is affected by political, social, and economic forces. (True)

3. Financial analysis primarily deals with the interpretation of the data incorporated in the proforma financial statements of a project. (True)

4. Market Rate of Return is the rate of return that a project will earn if there are no distortions. (True)

5. One advantage of a sole proprietorship is it has limited liability which aids in minimizing risk. (False)

6. Costing is not merely a tool of control but also a device of management planning, organization, and direction. (True)

7. The nature of social benefits and costs indicates that there is a standard method and technique applicable to all types of investment projects. (False)

8. Social cost refers to all those harmful consequences and damages which the community as a whole sustains as a result of the productive process, and for which private entrepreneurs are not held responsible. (True)

9. For an economist, “an entrepreneur is one who brings resources, labor, materials, and other assets into combination that makes their value greater than before.” (True)

10. Among the factors that do NOT influence profit variation is a change in variable costs and selling price. (False)

Part II. Multiple Choices Questions: (Choose the best answer for the questions from the alternatives given and write the letter of your choice in the space provided on the answer sheet. (2 point(s) each))

1. Which one of the following characteristics best fits a super salesperson entrepreneur? A. Capacity to understand and feel with another B. Desire to help others C. Strong personal initiative D. A and B E. All of the above (Correct Answer: C)

2. The operational objectives of a firm could be one of the following except: A. Productivity improvement B. Cost increasing (Correct Answer: B) C. Improvement in contribution margin D. Increase in capacity utilization E. None of the above

3. What is the first step in a sample survey of entrepreneurship market? A. Developing the questionnaires B. Selecting the sampling scheme and sample size C. Defining the target population (Correct Answer: C) D. Recruiting and training the field investigators

ACDS: Entrepreneurship Examination 2 November 2020 College of Distance Studies Alpha University College

1. Which one of the following is NOT an advantage of ratio analysis? A. The data are highly accurate B. It enables the management to analyze the business situation C. It enables the company’s management to monitor the business situation D. It helps to check out future plans of the business. Answer: A. The data are highly accurate

2. All of the following are demographic market segmentation except: A. Ethnicity B. Income C. Personality D. Race Answer: C. Personality

3. In which form of business ownership organization is the business entity considered to be a “person” in the eyes of the law? A. Joint-Stock company B. Partnership C. Cooperative society D. Sole proprietorship Answer: A. Joint-Stock company

4. One of the most potentially profitable areas of human resources development for small and medium-sized enterprises is: A. Getting a large amount of loan B. Training of entrepreneurs and managers C. Establishing associations D. None of the above Answer: B. Training of entrepreneurs and managers

5. Global economic factors are more influenced by: A. Customer B. Entrepreneur type C. Cooperation D. Change Answer: D. Change

6. Which one of the following is the main characterization of marketing? A. The behavior of consumers B. Breakdown of demand C. The price charged for the product D. All of the above E. None of the above Answer: D. All of the above

7. One of the following is NOT the principal element of cost? A. Material B. Labor C. Income D. Expenses Answer: C. Income

8. Prime cost is a combination of _________and __________. A. Factory cost and administrative expenses B. Direct material and factory expenses C. Direct material and direct labor D. Factor cost and selling cost Answer: C. Direct material and direct labor

9. One of the given sources is NOT part of secondary information sources when organizing project analysis documents. A. Personal observations B. Population statistics C. Household size and composition D. Bank statements Answer: A. Personal observations

ACDS: Entrepreneurship Examination 3 November 2020 College of Distance Studies Alpha University College

1. Desire to plan and set goals, need to achieve, Desire for feedback, and belief that one person can make a difference is best expressed by the characteristics of: A. Real manager B. Super salesperson C. Expert idea generator D. Personal achievers Answer: D. Personal achievers

2. What kind of financial analysis should an entrepreneur execute to study cost-output-profit relationship at varying levels of output? A. Break-even analysis B. Performance analysis C. Profitability analysis D. Sensitivity analysis Answer: A. Break-even analysis

3. What is the main problem of a small business in a developing country? A. Lack of vision B. Poor management C. Lack of strategy D. All of the above Answer: D. All of the above

Part III. Matching Questions Match the items listed under column "A" with the appropriate answer listed under column "B" and write the letter of your choice in the space provided on the answer sheet. (1 point(s) each)

Column “A” Column “B”

1. Conversion costs - D. Direct labor costs plus factory overhead costs.

2. Line organization - E. The backbone of organization hierarchy.

3. Prime costs - C. Change in direct proportion to changes in output.

4. Leverage ratios - F. The use of debt finance, which is cheaper but riskier source.

5. Partnership - G. A business entity containing more than one company

6. Variable costs - B. Cost that change in total in proportion to change in the related level of total activity.

7. Activity ratios - H. Measure how efficiently the assets are employed by the firm.

8. Entrepreneurial cycle - A. Stimulate, support, and sustain

9. Sole proprietorship - I. Individual investments

10. Liquidity ratios - J. The ability of the firm to meet its obligations in the short time

Part IV. Short Answer Questions

1. Entrepreneurial environment categorized into six vital segments, list at least four. (4 points) A) Economic environment B) Technological environment C) Political environment D) Social environment

2. Write down the Four economic indicators (4 points) A) Gross Domestic Product (GDP) B) Unemployment rate C) Inflation rate D) Interest rates

3. What are the two classes of commerce? A) Wholesale trade B) Retail trade

shadow health patricia young care plan

Focused Exam: Infection Results | Completed Gerontology - Fall 2021, RNSG 1261

Return to Assignment

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Care Plan: 6.5 of 8.5 (76.5%)

Nursing Diagnoses: Definitions & Classifications 2018-2020 © NANDA-International, 2017 used by arrangement with Thieme Medical Publishers, Inc., a division of the Thieme Group. All rights reserved. Authorized translation from the English language edition published by Thieme Medican Publishers Inc. No part of this material may be reproduced in any form without the written permission of the agent of the copyright holder, NANDA-International. Direct inquires to nanda-i@thieme.com. Link for more information: http://www.nanda.org/.

Status

• Student Response: exhibits

• Model Answer: exhibits

• Explanation: The correct status for the nursing diagnosis is "exhibits" because Ms. Young has shown clear signs of acute pain, rather than a potential to develop the condition.

• Points Earned: 0.5 out of 0.

Diagnosis

• Student Response: Impaired Skin Integrity

• Model Answer: Acute Pain

• Explanation: Per Ms. Young’s self-report of pain on a standardized pain scale, agitation, and appetite change, the Acute Pain diagnosis is most correct. While Ms. Young is likely to be less active given her recent pain, an Activity Intolerance diagnosis would not take priority over an Acute Pain diagnosis. Similarly, Ms. Young’s age and medical history do put her at risk for Impaired Skin Integrity, but the patient’s potential to develop this condition is not more pressing than the patient’s current, quantifiable experience of pain.

• Points Earned: 0 out of 0.5

Your Results

• Turn In

• Reopen

• Lab Pass

Overview

• Transcript

• Subjective Data Collection

• Objective Data Collection

• Education & Empathy

• QSEN Competencies

• Documentation

• Care Plan

• Reflections

**Nursing Diagnosis: 1.5 out of

Etiologies

• Student Response: infection

• Model Answer: infection

• Explanation: Ms. Young’s acute pain stems from her urinary tract infection (UTI).

• Points Earned: 0.5 out of 0.

Signs & Symptoms

• Student Response: altered epidermis

• Model Answer: appetite change

• Explanation: Ms. Young does not report altered epidermis, a change in pigmentation, diaphoresis, or hypothermia. She does, however, report pain in her abdomen and back, as well as an appetite change and agitation.

• Points Earned: 0 out of 0.5

• Student Response: change in pigmentation

• Model Answer: agitation

• Explanation: Ms. Young does not report altered epidermis, a change in pigmentation, diaphoresis, or hypothermia. She does, however, report pain in her abdomen and back, as well as an appetite change and agitation.

• Points Earned: 0 out of 0.5

• Student Response: self-report of pain

• Model Answer: self-report of pain

• Explanation: Ms. Young does not report altered epidermis, a change in pigmentation, diaphoresis, or hypothermia. She does, however, report pain in her abdomen and back, as well as an appetite change and agitation.

• Points Earned: 0.5 out of 0.

Your answer is not automatically evaluated by the simulation, but may be reviewed by your instructor.

Prompt: Why might a Readiness for Enhanced Knowledge diagnosis be inappropriate for a patient in Patricia Young's condition?

• Student Response: The patient is currently confused and likely will not remember the information provided at this time.

• Model Answer: Because Ms. Young is suffering from confusion and having difficulty remembering things, framing a care plan around a diagnosis that would require comprehensive teaching (and thereby an expectation of learner retention) would be inappropriate. Ms. Young is not currently oriented enough to remember or reiterate extensive information and instructions.

Note: Some nursing diagnoses may share aspects in common that make it difficult to prioritize one over the other. Paying close attention to the details of the case can help you determine the right diagnosis and therefore the correct interventions.

Short-Term Goal

• Student Response: Self Assessment

• Planning: 2.5 out of

Goal To have the patient, by the end of the shift, determine a comfort-function goal and exhibit an understanding of how to notify a healthcare member if she experiences a pain intensity level greater than the comfort-function.

Explanation To ensure optimum patient compliance, assist your patient with determining an appropriate comfort-function goal. Working together will help you determine and address any of the patient's misunderstandings or hesitations.

• Points Earned: 0.5 out of 0.

Interventions

• Student Response: Show patient where call light is located, and demonstrate how to use it

• Model Answer: Show patient where call light is located, and demonstrate how to use it

• Explanation: Determining a comfort-function goal involves an enormous array of considerations and strategies. The salient themes include the safety, health, and comfort of the patient.

• Points Earned: 0.5 out of 0.

• Student Response: Conduct and document a comprehensive pain assessment, using appropriate pain assessment tools

• Model Answer: Conduct and document a comprehensive pain assessment, using appropriate pain assessment tools

• Explanation: Determining a comfort-function goal involves an enormous array of considerations and strategies. The salient themes include the safety, health, and comfort of the patient.

• Points Earned: 0.5 out of 0.

• Student Response: Ensure patient does not lie or position themselves on the site of healing skin impairments

• Model Answer: Review patient’s full medication profile for potential drug interactions

• Explanation: Determining a comfort-function goal involves an enormous array of considerations and strategies. The salient themes include the safety, health, and comfort of the patient.

• Points Earned: 0 out of 0.5

• Student Response: Assist patient in developing an effective comfort-function goal

• Model Answer: Assist patient in developing an effective comfort-function goal

• Explanation: Determining a comfort-function goal involves an enormous array of considerations and strategies. The salient themes include the safety, health, and comfort of the patient.

• Points Earned: 0.5 out of 0.

Intervention Rationale Your answer is not automatically evaluated by the simulation, but may be reviewed by your instructor.

Prompt: In 1 or 2 sentences, explain how your selected interventions work to accomplish your goal.

• Student Response: Having the call light close and understanding how to use it will allow the patient to reach out to a nurse faster. Not laying on the impaired skin will help the wounds to heal faster. Having a goal to attain that is understood by the patient and the nurse will allow for a more cohesive healing process.

• Model Answer: These interventions help prepare Patricia for outlining an appropriate comfort-function goal, as well as how to request help should her pain become unmanageable.

Note: It's important your patient teaching is thorough enough to cover all necessary safety and health considerations, but also detailed enough that patients can make accurate, evidence-based decisions.

Data Collections

• Student Response: Record vital signs and reassess patient’s pain level. Ask patient to state back and agree to the outlined comfort-function goal.

• Model Answer: Record vital signs and reassess patient’s pain level. Ask patient to state back and agree to the outlined comfort-function goal.

• Explanation: To ensure optimum patient compliance, ask your patient to state back their understanding of the outlined goal. This helps you determine potential misunderstandings and gives you an opportunity to address them.

• Points Earned: 0.5 out of 0.

Your answer is not automatically evaluated by the simulation, but may be reviewed by your instructor.

Prompt: Explain the rationale behind your nursing diagnosis, as well as your goal(s) for Ms. Young and the interventions and data collections you will use to help her achieve this goal(s).

Student Response: Showing a patient that you understand their needs can help build rapport and ensure that you have your information right. Additionally, explaining the details of your interventions and data collections will help Ms. Young understand the plan, and give her an opportunity to raise concerns.

Model Answer: Ms. Young, it sounds like you're experiencing acute pain right now. In order to help you feel more comfortable, while also prioritizing your safety, we're going to have a detailed discussion about how to create a comfort-function goal that fits with your overall health and health history. I'll go over key things with you, including where your call light is located and how to use it, as well as review your medication profile with you to note any potential drug interactions. I'll also continue to monitor your vitals and reassess your pain level. Finally, I'll have you state back and agree to the outlined comfort-function goal we create for you to make sure you don't have any misunderstandings.

Explanation: A patient must consent to all interventions in their Care Plan. Disagreements are opportunities to provide further patient education and to consider alternative options.

Prompt: Do I have your consent for the Care Plan?

Student Response: Ms. Young, if you don't have any other questions, we can start our discussion now. Does this plan I just talked about sound good to you?

Model Answer: Before beginning her pain management education, ask for Ms. Young's consent to the Care Plan.

Intervention & Evaluation: 2.5 out of 2

Intervention & Evaluation Rationale: Ms. Young successfully determines an appropriate comfort-function goal with your assistance, and exhibits complete understanding of how to notify a healthcare member if she experiences a pain intensity level greater than the comfort-function goal. Your goal has been fully achieved!

Did you achieve your goal of having the patient, by the end of your shift, determine a comfort-function goal and exhibit an understanding of how to notify a healthcare member if she experiences a pain intensity level greater than the comfort-function?

Student Response: The answers that were given by Ms. Young were straightforward and concise. They were consistent with the expectations of someone who would reasonably understand the instructions given. Ms. Young demonstrated the knowledge of where the call light button is and how it is used. She agreed to using an appropriate pain assessment tool. The patient appears to comprehend her medical history reconciliation and the purpose of the comfort-functional goal.

Model Answer: Ms. Young successfully determines an appropriate comfort-function goal with your assistance and exhibits complete understanding of how to notify a healthcare member if she experiences a pain intensity level greater than the comfort-function goal. Your goal has been fully achieved!

Explanation: Listen closely to your patient when they state back their understanding of your instructions so you can determine if there are any misunderstandings.

Comments: If your instructor provides individual feedback on this assignment, it will appear here.

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Vocabulary Workshop Level D Unit 4 Answers

Level D Unit 4 Choosing the Right Word Answers

hoodwinked The voters may seem unaware of the underlying issues, but in the long run they cannot be _____ by self-serving politicians.

precipice The general feared that the latest attacks on the city would push the situation over the _____, leading directly to a full-blown war.

intrepid Despite the threats made against his life, the _____ district attorney was able to obtain a conviction of the corrupt official.

auspicious His broad education gave him a(n) _____ view of cultures different from his own.

incinerate When her eyes suddenly blazed with such fury, I felt that the heat of her glance would all but _____ me.

inanimate A great playwright’s characters always seem to come alive; those of a third-rate hack stubbornly remain _____.

pompous His speech and manners were so _____ and stiff that he cut a somewhat ridiculous figure at our informal little get-together.

absconding How can you accuse me of _____with all your brilliant ideas when you have never had an original thought in your life?

daunt Though the dangers and uncertainties of a westward passage to the Orient cowed many a brave soldier, they did not _____ Columbus.

reprieve Only by admitting your fault and trying to make up for it can you obtain a(n) _____ from the pangs of conscience.

pliant We should begin studying foreign languages at an early age because it is during those years that our minds are most _____ and receptive.

rectify The team of accountants spent hours trying to locate and then to _____ the error I had so carelessly made.

auspicious Spring, with its ever-renewing promise of life, is for me the most _____ of seasons.

arduous For most retires athletes, the comeback trial is an _____ one, and few ever get to the end of it.

larceny Anyone who takes the writings of other people and presents them as his or her own is guilty of literary _____.

fated Although the hero and the heroine were parted by circumstance, I knew that they were _____ to meet again before the last commercial.

anarchy There is a vast difference between democracy, under which everyone has duties and privileges and _____, under which no one has.

disentangle Like farmers separating the wheat from the chaff, the members of a jury must _____ the truth from the evidence presented to them.

access Far from being useless, mathematics will give you _____ to many fields of scientific study.

revile Instead of recognizing that he caused his own troubles, he continues to _____ all the people who were “unfair” to him.

hoodwink Although she looks young and inexperienced, it is not easy to _____ her, since she is a private detective by profession.

prototypes At the design firm, the most well-received _____ for the new line of evening gowns were the ones made from a new silk blend.

access To_____ the large safe, we will need the five-digit combination to the lock.

reprieve I was not completely surprised when my aunt decided to _____ her decision to let me borrow her car next weekend.

pompous My uncle can be so _____ when he lectures me about politics.

Level D Unit 4 Completing The Sentence Answers

With no government around to restore order, the small country remained in a state of _____. anarchy

The treasurer who had _____ with the company’s funds was quickly captured by alert federal agents. absconded

Since I did not feel well prepared, the three-day postponement of final exams was a most welcome ______. reprieve

No matter how much protective legislation we pass, there will probably always be gullible consumers for swindlers to _______. hoodwinked

Since I’m only an average linguist, mastering the irregular verbs in French was one of the most ____ tasks I have ever undertaken. arduous

Though many people firmly believe that life-forms exist somewhere in outer space, everything that our astronauts have so far encountered has be decidedly ______. inanimate

The guardrail was reinforced to prevent cars from skidding over the edge of the _____ and falling into the abyss below. precipice

The steak I’d accidentally left in the broiler too long wasn’t just over-done; it was positively _____. incinerated

This master key will give you _____ to any of the rooms in the building. access

The youths who had “borrowed” the car for joyriding were caught by the police and charged with ______. larceny

For someone who believes in astrology, what is _____ to happen to a person is determined by the stars. fated

Since everything had gone so smoothly, we felt that the campaign to elect Ellen captain was off to a(n) _______ beginning. auspicious

The audiotape had gotten so badly entwined in the machinery that i had a hard time _______ it. disentangled

Without the slightest hesitation, _____ fighterfighters will enter a blazing building to rescue anyone who may be trapped. intrepid

One of the most controversial figures of his time, the former president was revered by some and _____ by others. reviled

The overly ornate style of many 19th century writers seems rather forced and _______ to us today. pompous

As soon as I discovered that the project was being mismanaged, I tried my best to _____ the situation. rectify

Though somewhat massively built, the gymnast’s body was as supple and _____ as a ballet dancer’s. pliant

It isn’t logical to infer that the referee is _____ against our team just because he makes a few calls against our players. biased

Her extraordinary faith in her own abilities enabled her to overcome many obstacles that would have _____ someone less confident. daunted

Level D Unit 4 Synonyms and Antonyms Answers

Word Synonyms Antonyms

Abscond bolt, make off, skip town –

Access entry, admittance, entree total exclusion

Anarchy chaos, disorder, turmoil law and order, peace and quiet

Arduous hard, difficult, laborious easy, simple, effortless

Auspicious promising, encouraging ill-omened, ominous, sinister

Biased unfair, partial, bigoted fair, impartial, unprejudiced

Daunt dismay, cow encourage, embolden, reassure

Disentangle unravel, unwind, unscramble tangle up, ensnarl, snag

Fated destined, preordained, doomed accidental, fortuitous, chance, random

Hoodwink dupe, put one over on undeceive, disabuse, clue in

Inanimate lifeless, dead, inert, spiritless living, alive, energetic, lively, sprightly

Incinerate burn up, cremate, reduce to ashes –

Intrepid valiant, courageous, audacious, daring timid, cowardly, craven, pusillanimous

Larceny stealing, robbery, burglary –

Pliant supple, flexible, elastic, plastic rigid, still, inflexible, set in stone

Pompous pretentious, highfalutin, bombastic unpretentious, unaffected, plain

Precipice cliff, crag, bluff, promontory, ledge abyss, chasm, gorge

Rectify remedy, set right mess up, botch, bongle

Reprieve (n) stay, respite; (v) postpone, delay proceed

Revile inveigh, against, malign, vilify, denounce praise, acclaim, revere, idolize

Level D Unit 4 Vocabulary in Context Answers

1. C

2. A

3. B

4. C

5. D

6. A

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LETRS Volume 1 Unit 1-4 Posttest Answers

Which statement best describes the relationship between reading comprehension and word decoding in a beginning reader’s development?

Accurate, fast word recognition is necessary for development of reading fluency and text comprehension.

Near the close of the day, a kindergarten teacher guides the students in conversation about the day’s activities. She writes down what is said on large chart paper, then reads it to the class. This activity would aid their literacy development primarily by promoting which skill?

oral language comprehension

What is the most important implication of the Four-Part Processing Model for Word Recognition?

Reading depends on constructing pathways between the phonological, orthographic, and meaning processors.

After results of a winter screening, six second-graders scored in the “somewhat at risk” range. What is the next step the teacher team should take?

Analyze the screening results and gather additional diagnostic assessment data.

How is the word sn – ow divided?

onset-rime

How many spoken syllables are there in frightening?

3

How many spoken syllables are there in cleaned?

1

What is the main reason that the ability to identify, segment, blend, and manipulate individual phonemes in spoken words is important for reading an alphabetic writing system?

This skill ultimately supports the ability to read words “by sight.”

Students with relative weaknesses in basic phonemic awareness are most likely to make progress if the teacher provides which practice?

asks students to look in a mirror while they describe the way that target phonemes are formed in the mouth

Which student has moved past the basic level of phonemic awareness?

the student substituting a sound in a given word and saying the new word

A student spells skin as “sgin.” What type of phonological error did she make?

substitution of a voiced for an unvoiced consonant

Having students substitute sounds for one another in a spoken word is an instructional activity that would be most appropriate for which students?

those who have mastered basic phonemic awareness

How can phonics instruction be organized to be most effective?

around a preplanned progression through a logical skill sequence

Which word group might a teacher include in a lesson focused on identification of consonant blends?

plan, squirm, train

Which word group might a teacher include in a lesson focused on reviewing consonant digraphs?

phone, throne, shown

Which characteristic likely describes a student at the prealphabetic phase?

may be unsure of terms such as word, sentence, letter, initial, final, left, right

Of all the phonic correspondences represented in these words, which pattern is likely to be learned after the others?

vine

Which of the following tasks would best provide practice for automating letter recognition in kindergarteners?

naming uppercase and lowercase printed letters in random order

Choose the best key word for introduction of short e (/ĕ/).

echo

Which of the following is the best example of a well-designed word list for a word chain activity?

rat, chat, chap, chip, rip, rap

A teacher has posted a word wall in first grade, using alphabetic order to list the words the students must learn. For example, under T are the words to, too, them, the, this, then. How could the teacher best ensure that students will recognize and spell these words?

by removing regularly spelled th words, and teaching them through sound blending

A good phonics lesson should include opportunities for students to apply the phoneme-grapheme relationships that have been explicitly taught. Which text type would best provide the practice needed?

decodable text

In which word does the grapheme representing /k/ indicate that the word is probably from Greek?

character

Which of the following words is most probably Latin based?

transport

Which of the following is a feature of English spelling?

Words never end in the letters j or v.

In phoneme-grapheme mapping, students first segment and mark boxes for the phonemes. Then, they map the graphemes. If students were mapping the graphemes in this word, how many boxes (phonemes) would they need? wife

3

In phoneme-grapheme mapping, students first segment and mark boxes for the phonemes. Then, they map the graphemes. If students were mapping the graphemes in this word, how many boxes (phonemes) would they need? dodged

4

In phoneme-grapheme mapping, students first segment and mark boxes for the phonemes. Then, they map the graphemes. If students were mapping the graphemes in this word, how many boxes (phonemes) would they need? void

3

In phoneme-grapheme mapping, students first segment and mark boxes for the phonemes. Then, they map the graphemes. If students were mapping the graphemes in this word, how many boxes (phonemes) would they need? stream

5

In phoneme-grapheme mapping, students first segment and mark boxes for the phonemes. Then, they map the graphemes. If students were mapping the graphemes in this word, how many boxes (phonemes) would they need? blaming

6

In phoneme-grapheme mapping, students first segment and mark boxes for the phonemes. Then, they map the graphemes. If students were mapping the graphemes in this word, how many boxes (phonemes) would they need? thrill

4

Which three letters could signal that c is pronounced /s/?

i, e, y

The /k/ sound in lake and lack is spelled differently. Why do we use the ck spelling in lack?

it follows a single short vowel at the end of a stressed syllable.

Which one of the following two-syllable words contains an open syllable and a closed syllable?

robot

Which one of the following two-syllable words contains a vowel team syllable and a syllable with a vowel-r pattern?

owner

A second-grade student writes: “I have finely finished my math project.” Her misspelling of the word finally most likely indicates which of the following?

She needs to know how the meaningful parts (morphemes) distinguish a word.

Which word might be found in a lesson on adjective suffixes?

native

How can a teacher explain to students why there is a double n in beginning?

The base word ends in a single consonant preceded by a single vowel, and the suffix begins with a vowel.

Which of the following misspelled words would be considered to be a morphological spelling error?

“playd” for played

Which of the following is a phonologically based spelling error?

“paz” for praise

The best definition for “reading fluency” is which of the following?

oral reading with accuracy, expression, and sufficient speed to support comprehension

To support students’ automatic word recognition, a first-grade teacher should first teach students which strategy?

how to apply their knowledge of consistent phonics patterns in controlled text

If a second-grader lacks fluency when reading aloud, what is the language skill that the teacher should assess first?

phonology and decoding

If a midyear first-grader reaches benchmark on screening for correct letter sounds, but does not read any whole words accurately when asked to read simple nonsense syllables, what type of instruction should this student receive?

instruction in fluent phoneme blending

Which of these students has the greatest need for intervention focused on systematic, explicit phonics instruction?

a second-grader who relies on context clues to identify words but has trouble sounding out unfamiliar words, including nonsense words

LETRS Unit 4 Session 1-8 Answers

LETRS Unit 4 Session 1 Answers

1. Is it true that direct instruction in word structure (as distinct from phonics instruction) improves accuracy and automaticity in reading?
   Answer: True.

2. Is it true that many common English words combine simple Anglo-Saxon words with Greek-derived forms?
   Answer: False.

3. What mental process is required for proficient word reading?
   Answer: Orthographic mapping.

4. From which language are new scientific terms in the physical sciences most likely to be coined?
   Answer: Greek.

5. Which sound-symbol correspondences are common in words of Anglo-Saxon origin? (Select all that apply.)
   Answer: Use of “kn” for the /n/ sound and use of silent “e”.

LETRS Unit 4 Session 2 Answers

1. Is it acceptable for students to use invented spelling occasionally in phoneme-grapheme mapping activities? Answer: False.

2. Do some letters of the alphabet never end a word in English?
   Answer: True.

3. Words in which the letter “y” stands for the short “i” sound (such as “rhythm” and “polyp”) are usually from which language?
   Answer: Greek.

4. When the /ch/ sound follows an accented short vowel, in which circumstance is the “tch” spelling of the /ch/ sound usually used?
   Answer: When the /ch/ sound follows an accented short vowel.

5. Which set of words does not follow the usual rules for pronunciation of “c” and “g”? (gills, cello, get)
   Answer: None of these sets of words follow the usual rules for pronunciation of “c” and “g.”

LETRS Unit 4 Session 3 Answers

1. Should classifying syllable types in multisyllabic words be considered a scaffolding activity, not a goal in itself?
   Answer: True.

2. Can consonant-le (Cle) syllables occur anywhere within a word and be stressed or unstressed?
   Answer: False.

3. In which of these examples does the vowel sound’s position in a syllable or word determine which vowel team represents it? (Select all that apply.)
   Answer: The /ā/ sound in “stain”, “sail”, “away”, and “payment”; the /ō/ sound in “float”, “row”, “window”, and “toadstool”; the /oi/ sound in “coin”, “ploy”, “android”, and “destroy”.

4. If a student reads aloud a multisyllabic word but it doesn’t sound right, what strategy should be applied? (Select all that apply.)
   Answer: Dividing the syllables a different way and flexing the vowel sound(s).

5. Which syllable type occurs in each of these words: “adage,” “lettuce,” “callous,” “ocean,” and “station”?
   Answer: An odd syllable with a schwa.

LETRS Unit 4 Session 4 Answers

1. Should students learn inflectional suffixes such as -ed and -s before learning derivational suffixes like -ful and -less?
   Answer: True.

2. Does adding a derivational suffix to a word often change the part of speech?
   Answer: True.

3. The noun plural is pronounced as a whole syllable, /əs/, when it follows which type of phoneme? (Select all that apply.)
   Answer: Some fricatives and affricates (b/d).

4. Look at the syllable breaks in the words below. In which word do the syllable breaks correspond exactly with divisions between morphemes?
   Answer: “Care-ful-ly”.

5. For which of these verbs would you need to change “y” to “i” before adding the suffix -ed? (Select all that apply.)
   Answer: “Defy” and “deny.”

LETRS Unit 4 Session 5 Answers

1. Can understanding the syllable structure or morphological structure of a word make it easier to spell?
   Answer: True.

2. Should reading and spelling be taught as separate strands within a reading program starting in fourth grade? Answer: False.

3. About how many irregular spelling words should be introduced per week as part of spelling instruction?
   Answer: 3-5.

4. Which of the following are assessed on the Basic Spelling Screener and the Advanced Spelling Screener? (Select all that apply.)
   Answer: A student’s ability to spell specific types of letter-sound correspondences (e.g., consonant blends) and a student’s ability to spell whole words.

5. Which spelling concept is usually taught in third grade?
   Answer: Multisyllabic base words.

LETRS Unit 4 Session 6 Answers

1. Can developing automaticity in word recognition lead to improved reading comprehension?
   Answer: True.

2. Are students in the highest fluency percentile for their grade level much better readers overall than their peers with average fluency?
   Answer: False.

3. Which of the following techniques specifically targets automaticity as a fluency subskill?
   Answer: Speed drills.

4. Which of the following techniques specifically targets reading prosody as a fluency subskill?
   Answer: Phrased-cued oral reading.

5. How much gained fluency (as measured by WCPM) is reasonable to expect from a student who reads a passage several times over a week?
   Answer: About 10 percent.

LETRS Unit 4 Session 7 Answers

1. When a student develops reading problems early on, is it usually appropriate to look for weaknesses in word recognition?
   Answer: True.

2. Can students with weak word-recognition skills compensate somewhat by relying on background knowledge and vocabulary? Answer: True.

3. If initial data show a student is not performing at grade level, what is the next step to closely examine? ORF performance (accuracy and WCPM) results from decoding and word-reading survey ORF performance accuracy and WCPM.
   Answer: ORF performance (accuracy and WCPM) results from decoding and word-reading survey.

4. If a student’s general performance is not at level, but his or her ORF measures show accuracy, what are appropriate next steps? (Select all that apply.)
   Answer: Check the fluency of prerequisite skills and focus on fluency-building activities at the word, phrase, and text levels.

5. Which of the following is generally not considered when assessing whether a student’s performance is at level? State assessments, reading and spelling screeners, reading levels of leveled text, teacher reports.
   Answer: Reading levels of leveled text.

LETRS Unit 4 Session 8 Answers

1. Is it true that the “formula” for how much time to allocate to word work varies by grade level, and teachers should never deviate from the established formula for the grade they teach?
   Answer: False.

2. Is it true that most students can easily adapt if they need to switch between one program used for core instruction and another used for intervention?
   Answer: False.

3. Approximately how much time should be spent on code-based or word work activities in first-grade language arts? 10-20%, 30-40%, 50-60%?
   Answer: 30-40%.

4. Mrs. Montoya follows a routine for teaching a new letter to her kindergarteners: name it, say it, sound(s), skywrite it, and discuss words that start with it. Which word best describes this practice? Explicit, systematic, sequential, linguistic?
   Answer: Systematic.

5. Which is the best example of instruction that is sequential? (a) Teaching how a word’s spelling is based on its language of origin, (b) Teaching class procedures for partner reading and independent reading, (c) Directly teaching the sound-spelling patterns for hard and soft “c” and “g,” and explaining that the soft “g” pattern has more exceptions, (d) Teaching the concept of vowel teams, then teaching these long “a” vowel teams?
   Answer: Teaching the concept of vowel teams, then teaching these long “a” vowel teams.

LETRS Unit 5 Session 1-6 Answers

LETRS Unit 5 Session 1 Answers

Recognizing the meaning of a partially known word in context is an example of:

d. receptive vocabulary

A developed vocabulary in preschoolers predicts better reading comprehension in third grade.

true

About how many words should be taught in depth per week in the primary grades?

10

Every word a student is exposed to is stored in both the phonological and semantic lexicons.

false

Which of these statements are true? (Select all that apply.)

a. It is impossible to measure the exact size of a person’s vocabulary. c. The average student entering kindergarten knows about 4,000 words. d. In the primary grades, about 10 words per week can be taught in-depth.

LETRS Unit 5 Session 2 Answers

Deep knowledge of a word’s meaning may include personal associations triggered by the word.

true

The internal associations of the dimensions of word knowledge are also known as:

a semantic map

Which of the following can help students establish high-quality mental connections in memory as they learn words? Select all that apply.

placing students in a language-rich environment, reading aloud to students, and explicit teaching of selected words

Techniques for enhancing interactive book reading include (select all that apply)

using props to introduce new words, using words students know when defining a new word, and elaborating on student responses

Which test may be used for both screening and progress monitoring of vocabulary?

Acadience® Learning K-6 Word Use Fluency subtest

LETRS Unit 5 Session 3 Answers

Which of the following are good criteria for selecting Tier 2 words to teach in-depth? Select all that apply.

words that students are likely to encounter in other readings; words taht are central to the meaning of the passage

Word lists are an ideal method for selecting vocabulary to teach students.

false

EL’s need for vocabulary instruction may differ from native speakers because (select all that apply).

they may be unfamiliar with the meanings of Tier 1 words; they may need explicit interpretation of figurative language.

Inhibiting students’ use of their native langugage is counterproductive to developing proficiency in English.

true

Low-frequency words that pertain to a specific area of study would be considered:

Tier 3

LETRS Unit 5 Session 4 Answers

When introducing new words for in-depth instruction, it’s best to do it in writing before using the words orally.

false

After explaining the meaning of a new word to students, the next step should be to:

b. give examples of how to use the word in context.

Useful adaptations of word instruction for English Learners (ELs) include (select all that apply):

a. adding emphasis on potential phonological confusions. b. having students repeat simple sentences using the word. c. adding references to a cognate.

Explicit vocabulary instruction includes which of the following? Select all that apply.

b. explaining the new word’s meaning using a student-friendly definition c. using visual prompts or actions to clarify word meaning

The instruction “Tell your partner about a time you acted responsibly” is an example of:

c. eliciting word use.

LETRS Unit 5 Session 5 Answers

Most of the oldest words used in English do not have multiple meanings.

false

What is the main focus of classification activities?

c. ensuring students understand the relationships among the words included

Which of the following sets of words might best lend itself to a semantic feature analysis? Select all that apply.

b. mammals, insects, birds, reptiles c. ponds, rivers, lakes, oceans

A student sentence that includes a complete definition of the word snow could look like:

c. “It’s frozen water that comes down like flakes.”

Words that express the degrees of meaning between each other are called:

gradable antonyms

LETRS Unit 5 Session 6 Answers

The way teachers use language has a direct effect on students’ vocabulary growth.

true

Which of the following is not an effective way to encourage richer language in the classroom?

providing dictionaries for students to keep at their desks

Strategies encouraging independent word learning include (select all that apply).

directly teaching high-utility prefixes, roots, and suffixes to students; exposing students to a new word in multiple contexts

Understanding that word choices matter and that words carry power is one way to describe:

word consciousness

How might teachers help students “own” new vocabulary words?

Provide extension activities to encourage students to use the words they’ve learned.

LETRS Unit 5 Session 6 Answers

The way teachers use language has a direct effect on students’ vocabulary growth.

true

Which of the following is not an effective way to encourage richer language in the classroom?

providing dictionaries for students to keep at their desks

Strategies encouraging independent word learning include (select all that apply).

directly teaching high-utility prefixes, roots, and suffixes to students; exposing students to a new word in multiple contexts

Understanding that word choices matter and that words carry power is one way to describe:

word consciousness

How might teachers help students “own” new vocabulary words?

Provide extension activities to encourage students to use the words they’ve learned.