Anthony is sitting in your office with his mom.

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He’s ten years old.

Right now, his attention is focused on his iPod. He’s so riveted, it’s like he’s gazing into a portal to the next dimension.

Anthony is sitting in your office with his mom.

He’s ten years old.

Right now, his attention is focused on his iPod. He’s so riveted, it’s like he’s gazing into a portal to the next dimension.

“Uffff” sighs his mom. \”Anthony won’t eat—

“Tony,” says Anthony, without looking up.

Mom rolls her eyes. “Tony. Fine. Anyway, Anthony won’t eat anything.”

“That’s not true,” says Anthony — sorry, Tony — into his iPod. “I like chicken nuggets.”

“And Cheerios. He’ll eat corn. Sometimes peas. Hot dogs. Tater tots or French Fries. That’s about it. Oh, soda of course. Juice, I guess.”

Tony shrugs. “Other stuff tastes gross to me.”

“You won’t even try it,” says mom, exasperated. “And now you get sick all the time, and you don’t have any energy. You’re pale. You just sit like a lump. I’m sure your eating is the problem.”

Silence from Tony. You can hear the faint sound of bass beats through his earphones.

“I just feel like I can’t make any headway here,” says mom.

“Well, who buys the groceries?” you ask.

Mom looks guilty. “We do, of course. But you know, it’s hard when he’s asking for things. I feel like I can’t say no to him. I’m so tired of meal time always being a battle.”

You take notes. “If you had to describe the cupboards and fridge at your house, what would you say is in there?”

Mom looks even more guilty. \”Well… I mean… I try to have some healthy stuff in there… but my husband likes the snacks too. My daughter, she’s 14, loves ice cream. And I’m afraid that everyone will get mad about it if I try to take those away.

“Plus, you know, it’s so hard to juggle everyone’s preferences, especially while my husband and I are both working, and trying to drive Tony and his sister to their activities.”

You persist. “And who cooks?”

“Me, most of the time,” says mom, \”but my husband sometimes as well, although honestly, he could probably help out more… I just have trouble asking. It’s easier to do it myself, I guess.

“Often we’ll just get takeout because we’re so busy. It’s like, OK, I have 45 minutes between school ending and my daughter’s cheerleading practice, and that’s across town, and then Tony’s school is asking me to send snacks one day a week, and on the weekends it’s just a crazy whirlwind of trying to get everything done.”

You nod understandingly.

The picture is starting to emerge — the acorn doesn’t fall far from the tree.

Tony’s picky eating problem isn’t his alone. It’s a whole-family issue.

What do you do, coach?

Welcome to this week’s case study.

Assignment instructions

Anthony is sitting in your office with his mom.

He’s ten years old.

Right now, his attention is focused on his iPod. He’s so riveted, it’s like he’s gazing into a portal to the next dimension.

Anthony is sitting in your office with his mom.

He’s ten years old.

Right now, his attention is focused on his iPod. He’s so riveted, it’s like he’s gazing into a portal to the next dimension.

“Uffff” sighs his mom. \”Anthony won’t eat—

“Tony,” says Anthony, without looking up.

Mom rolls her eyes. “Tony. Fine. Anyway, Anthony won’t eat anything.”

“That’s not true,” says Anthony — sorry, Tony — into his iPod. “I like chicken nuggets.”

“And Cheerios. He’ll eat corn. Sometimes peas. Hot dogs. Tater tots or French Fries. That’s about it. Oh, soda of course. Juice, I guess.”

Tony shrugs. “Other stuff tastes gross to me.”

“You won’t even try it,” says mom, exasperated. “And now you get sick all the time, and you don’t have any energy. You’re pale. You just sit like a lump. I’m sure your eating is the problem.”

Silence from Tony. You can hear the faint sound of bass beats through his earphones.

“I just feel like I can’t make any headway here,” says mom.

“Well, who buys the groceries?” you ask.

Mom looks guilty. “We do, of course. But you know, it’s hard when he’s asking for things. I feel like I can’t say no to him. I’m so tired of meal time always being a battle.”

You take notes. “If you had to describe the cupboards and fridge at your house, what would you say is in there?”

Mom looks even more guilty. \”Well… I mean… I try to have some healthy stuff in there… but my husband likes the snacks too. My daughter, she’s 14, loves ice cream. And I’m afraid that everyone will get mad about it if I try to take those away.

“Plus, you know, it’s so hard to juggle everyone’s preferences, especially while my husband and I are both working, and trying to drive Tony and his sister to their activities.”

You persist. “And who cooks?”

“Me, most of the time,” says mom, \”but my husband sometimes as well, although honestly, he could probably help out more… I just have trouble asking. It’s easier to do it myself, I guess.

“Often we’ll just get takeout because we’re so busy. It’s like, OK, I have 45 minutes between school ending and my daughter’s cheerleading practice, and that’s across town, and then Tony’s school is asking me to send snacks one day a week, and on the weekends it’s just a crazy whirlwind of trying to get everything done.”

You nod understandingly.

The picture is starting to emerge — the acorn doesn’t fall far from the tree.

Tony’s picky eating problem isn’t his alone. It’s a whole-family issue.

What do you do, coach?

Welcome to this week’s case study.

Assignment instructions

  1. Review previous lessons for background and inspiration.Look at lessons on things like:
    • the kitchen makeover
    • client values, priorities, and goals
    • communication
    • etc.
  2. Consider the individual features of this situation.Who are the players? What are their individual particularities?How is this situation unique? What is the primary objective here?
  3. Consider what else you might need to know as a coach.We’ve given you a snapshot, from which you can learn or infer some information.What else you might need or want to know here?What questions would you ask in order to find out?What other data or information would you want to have in order to understand this situation better?
  4. Use a whole-family/life stage approach.Mom thinks this is just Tony’s problem. Obviously it’s a whole-family challenge.Each person in the family (mom, dad, teenage daughter, Tony) has a particular developmental age, a particular set of concerns and interests, and a particular role in the family drama.
  5. Develop a whole-family/life stage action plan.How would you develop a whole-family/life stage approach action plan?What habits and routines might you have to adjust, change, or “dislodge” in addressing this situation?What obstacles might you confront and how will you work around those?What’s the big picture for this family, and what would your first few action steps be? Why?This assignment should be 2–3 pages long.

Assignment instructions summary

  1. Review previous lessons for background and inspiration.
  2. Consider the individual features of this situation.
  3. Consider what else you might need to know as a coach.
    • What else might you need or want to know here?
    • What questions would you ask in order to find out?
  4. Use a whole-family/life stage approach.For each person in the family:
    • What is their developmental age?
    • What are their particular concerns and interests?
    • What role do they play in the family drama?
  5. Develop a whole-family/life stage action plan.Identify:
    • the larger strategy/approach;
    • the individual steps you would suggest, and in what order;
    • why you chose this approach and steps;
    • what obstacles you anticipate, and how you’ll work around them.
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The grocery store is 37.0 Miles west of the bicycle shop. The science lab is 25.7 miles east of the radio tower and 56.2 miles east of the bicycle shop. How far apart are the science lab and the grocery store?

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The groceryThe grocery store is 37.0 Miles west of the bicycle shop. The science lab is 25.7 miles east of the radio tower and 56.2 miles east of the bicycle shop. How far apart are the science lab and the grocery store?

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Write an original 2 page story that imitates gothic literature such as Frankenstein & includes 5 parts of the story (exposition, rising action, conflict, climax, Falling action & resolution). Be sure to use gothic and scientific elements.

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Write an original 2 page story that imitates gothic literature such as Frankenstein & includes 5 parts of the story (exposition, rising action, conflict, climax, Falling action & resolution). Be sure to use gothic and scientific elements.

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As discussed in the lecture and textbook reading, the 1990s elicited extreme opinions and political disagreement on a host of domestic social and economic issues. This week’s Document Discussion Board will give you a chance to delve into different perspectives of what Pat Buchanan called the “Culture War for the Soul of America.” Before posting, please make sure you have read the introduction to the documents below, reviewed the Domestic Tranquility? and New Political Order pages in the lecture, and have read Chapter 12 in Building the American Republic. This background information is required – you will have trouble fully understanding and analyzing the documents without this information. While the Republicans drew closer to their right wing in the 1990s, the next three documents show the orientation of the Democratic Party and how “New Democrats” like Clinton played to the center – and in some cases, stole pages out of the Republican playbook. Finally, Al Gore in his 1996 Democratic Convention speech shows again the centrist message of the New Democrats of the 1990s. When listing the accomplishments of Clinton’s first term in office, Gore celebrates a smaller deficit, “leaner” government, and trade in language more reminiscent of his Republican opponents than the New Deal/Great Society Democrats of previous decades. Gore does emphasize how Clinton and the Democrats have protected the environment and supported everyday Americans, but nowhere to be found is the expansive social liberalism we associate with Democrats today. Directions: For this assignment students must choose a document from the list below (Already Chosen) and write an Initial Post describing and analyzing the document.

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DESCRIPTION-
As discussed in the lecture and textbook reading, the 1990s elicited extreme opinions and political disagreement on a host of domestic social and economic issues. This week’s Document Discussion Board will give you a chance to delve into different perspectives of what Pat Buchanan called the “Culture War for the Soul of America.” Before posting, please make sure you have read the introduction to the documents below, reviewed the Domestic Tranquility? and New Political Order pages in the lecture, and have read Chapter 12 in Building the American Republic. This background information is required – you will have trouble fully understanding and analyzing the documents without this information.
While the Republicans drew closer to their right wing in the 1990s, the next three documents show the orientation of the Democratic Party and how “New Democrats” like Clinton played to the center – and in some cases, stole pages out of the Republican playbook. Finally, Al Gore in his 1996 Democratic Convention speech shows again the centrist message of the New Democrats of the 1990s. When listing the accomplishments of Clinton’s first term in office, Gore celebrates a smaller deficit, “leaner” government, and trade in language more reminiscent of his Republican opponents than the New Deal/Great Society Democrats of previous decades. Gore does emphasize how Clinton and the Democrats have protected the environment and supported everyday Americans, but nowhere to be found is the expansive social liberalism we associate with Democrats today.
Directions:
For this assignment students must choose a document from the list below (Already Chosen) and write an Initial Post describing and analyzing the document.

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homework help 36320

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Hi Danielle,

This assignment is for you to choose the topic, give your research question, and the thesis statement for the Week 8 Final Project Presentation. Please review the assignment instructions, include those three things, using the thesis generator tool to help you write the thesis statement (one, single sentence). Message me with any questions.

Submitted Text (Instructor comments are highlighted in yellow)

STUDENT RETENTION IN COLLEGE

Danielle Murray

APUS COLL 100 B027

Date: OCT. 25, 2015

Topic: Student retention and effective strategies for promoting personal success in college.

Question:  Today’s first time university students appear to be less prepared, carrying more emotional baggage than their counterparts and they have a different set of expectations compared to previous students (Swail, 2006) . As a result, universities have been having a harder time retaining students up to completion. Every student lost represents a financial loss for universities and colleges in a variety of revenue streams. Hence universities need to carry our inquiries as to why students fail to complete their programs and find solutions to mitigate this problem. The poignant question then is, “What are the main reasons why students leave universities without completing their courses?”

Answer:  The three main reasons that cause students to leave universities are Academic difficulty, Financial Difficulties and Family reasons, but universities are addressing these problems using various approaches in order to reduce the number of leaving students.

A typical university earns a lot of money from a single student via many revenue paths. This includes tuition fees, income from book purchases and associated services, housing as well as revenue from alumni associations’ contributions. Furthermore, students who drop out of the university lose too. Apart from losing their financial investment, studies have shown that students who complete college education report better quality of life for themselves as well as their children, better job satisfaction, higher incomes, and higher general indicators of happiness compared to their counterparts. In response, universities usually have departments of student retention, whose main mandate is to calculate annual retention rates, conducts surveys and interviews among students to find out levels of student satisfaction, and find out the trends and characteristics that define the students who leave before their due time. With these facts in hand, universities can then get a clear picture about the state of education in their institutions, identify students likely to default on their studies and implement measures that support and encourage these students to finish.

Strategies for Promoting Personal Success in University

Universities have implemented various strategies in order to maintain student retention at acceptable rates in line with institutional policy as well as in comparison to their peers. Research indicates that successful retention programs involve partnerships between academic and student affairs, multi-functional collaborations, and responsive departments or units. They strive to create an academically, socially, and emotionally conducive environment for students to create the best probabilities for their completion. However, in addition to the university administration’s efforts, the individual in campus is personally obligated to ensure their success. By adopting a go-getter and I-will-make-it-attitude, they are able to persevere through the academic and social challenges that face the average university student (Utah State University, 2010).

Every student should give special attention to their GPA scores at the end of each semester and ensure that they are acceptable. They should be effective managers of their time, ensuring that they set aside ample time for study and academic review. Universities have various programs that are designed to intervene in student’s welfare, academically and socially. This includes tutor programs, student counseling as well as financial aid programs that are designed to mitigate the main reasons of student drop-out. Students should take advantage of these programs to address the problems that are bothering them and hindering their academic efficiency. Befriending their professors as well as their tutors has been proven to be an effective strategy. Conversations with these people may provide insights into the academic work that may be omitted when the tutors are teaching in a group setting thus enhancing understanding, and increasing the probability for the occurrence of light bulb moments when facing academic challenges.

In conclusion, the students and the university administration have to work together in order to improve retention rates for the institution as well as ensure personal success on the part of the student.

References

Swail, W. S. (2006). Seven Guiding Questions for Student Retention. Retention 2006. Las Vegas, Nevada: Education Policy Institute.

Utah State University. (2010). Retetnion and Student Success: Frequently Asked Questions. Retrieved from Utah State University: https:// DetailsOpen DateOct 5, 2015 12:00 AMGraded?YesPoints Possible5.0Resubmissions Allowed?YesRemaining Submissions1Assignment InstructionsAssignment InstructionsThe culminating activity for this class is to write and submit a research project. You will be working on this project all through this course building research skills and content one step at a time. To get started, please review the following list of topics and select one you might like to use as the topic of your final paper. Please keep in mind that any topic you choose must be approved by the instructor and must deal with learning in some form or fashion. In addition: you may NOT use this presentation for any other class. Using this presentation for any other class is a form of academic dishonesty.

The project is to fully address one of the topics below. The presentation modality will dictate some of the project’s structure. We will explore presentation modalities in Week 3, so it is not important to know your modality now.

Your task:

  • Write your topic choice in the text box below.
  • Write a question that will drive your thinking and research on the topic.
  • Answer the question in one, declarative sentence (Tip: the ANSWER to your question is what you will write about in your research project. You will support or refute your topic through research. Also, visit Thesis Creator website: http://johnmcgarvey.com/apworld/student/thesiscreator.html. This website is an interactive site that helps you create your project’s thesis. )

Possible topics:

  • Reading for comprehension in __(identify a field of study)__. Think about how reading comprehension is important in General Education courses, a specific discipline, a specific course, or the workplace.

  • Ethics and the college student who is enrolled in ___(name a discipline)___.  As part of your research, report on an instance of unethical behavior in academia, in your degree field, or in the workplace.

  • Digital tools and effective strategies for student engagement in the online classroom. Consider how these tools can be used outside of the classroom.

  • Digital tools to increase academic success for the adult learner in ___(name a discipline)__. Consider how these tools can be used outside of the classroom.  

  • Netiquette and civility in the online classroom.

  • Student retention and effective strategies for promoting personal success in college.

  • Beyond the first college course and effective strategies and resources for completing a degree program in ____(name a discipline)___. This presentation should include the name of the Program Director of your degree program and the Dean of the School in which you are studying. These people are a resource to you.

  • Any topic related to the adult learner: online learning, learning strategies, plagiarism, and ethics that drive successful practices. This topic must be approved by the instructor.

  • Any topic related to online learning, resources, effective practices, ethical behavior, etc. in a specific discipline of study. This topic must be approved by the instructor.

Please note: this final project topic must be approved by the instructor. If you change your topic during the course of your research, consult your instructor to discuss the change.

Grading Information: This assignment is worth 5 pts.

Directions for Submission:  This assignment is due Sunday by 11:55pm, Eastern Time, of Week 2. Please refer back to Lessons (the link “Lessons” on the left hand side navigation tool bar in our classroom) and open Week 1: Lesson to review directions on how to submit assignments in the Sakai learning environment (our classroom).

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As a way of experiencing the Humanities beyond your classroom, computer, and textbook, you are asked to do a certain type of “cultural activity” that fits well with our course and then report on your experience.   Your instructor will require you to propose an activity and get instructor approval before you do it and report on it (students should look for any instructions in that respect). Every effort should be made to ensure that this is a hands-on experience (not a virtual one), that this activity fits the HUM 112 class well, and that the activity is of sufficient quality for this university course. The two (2) key types of activities are a museum visit or a performance. Note: This must not be a report on the same activity (and certainly not the same report) as done for another class, like HUM 111. For instance, one might go to the same museum as done for HUM 111, but this HUM 112 report will focus on entirely different works and displays. 

  1. Visit a museum or gallery exhibition or attend a theater, dance, or musical performance before the end of Week 10. The activity (museum or performance) should have content that fits our course well. Have fun doing this. 
  2. Write a two to three (2-3) page report (500-750 words) that describes your experience.
    • Clearly identify the event location, date attended, the attendees, and your initial reaction upon arriving at the event.
    • Provide specific information and a description of at least two (2) pieces.
    • Provide a summary of the event and describe your overall reaction after attending the event.
    • Use at least the class text as a reference (additional sources are fine, not necessary unless required by your content). Your report should include connections you make between things observed in your activity and things learned in the course and text. 

Note: Submit your cultural activity choice to the instructor for approval before the end of Week 5 (earlier is even better). Look for guidance from the instructor for how or where to make your proposal. You may also seek advice from your instructor (provide your town / state or zip code) for a good activity in your general area. 

Visiting a Museum 

  • It makes sense to approach a museum the way a seasoned traveler approaches visiting a city for the first time. Find out what is available to see. In the museum, find out what sort of exhibitions are currently housed in the museum and start with the exhibits that interest you.
  • If there is a travelling exhibition, it’s always a good idea to see it while you have the chance. Then, if you have time, you can look at other things in the museum.
  • Every effort should be made ahead of time to identify a museum that has items and works one can easily connect to our HUM 112 class and book. Since HUM 112 covers from 1600 AD to the present, it makes more sense to focus on items from this time frame. In general, museums with fine arts work better than history museums. 
  • Any questions about whether a museum-visit activity fits the course and assignment well enough will be decided by the instructor when the student seeks approval for the activity. Any alternative activity outside the normal ones listed here, such as for those limited by disability or distance, will be determined by the instructor. Normally, we do not expect students to travel over an hour to get to an approved activity. 
  • Make notes as you go through the museum and accept any handouts or pamphlets that the museum staff gives you. While you should not quote anything from the printed material when you do your report, the handouts may help to refresh your memory later.
  • The quality of your experience is not measured by the amount of time you spend in the galleries or the number of works of art that you actually see. The most rewarding experiences can come from finding two or three (2 or 3) pieces of art or exhibits which intrigue you and then considering those works in leisurely contemplation. Most museums have benches where you can sit and study a particular piece.
  • If you are having a difficult time deciding which pieces to write about, ask yourself these questions: (1) If the museum you are visiting suddenly caught fire, which two (2) pieces of art or exhibits would you most want to see saved from the fire? (2) Why would you choose those two (2) particular pieces?  

Attending a Performance

  • Check your local colleges to see if there are any free or low-cost performances or student recitals. Student performances are generally of almost the same quality as professional performances, but typically cost much less. However, performances of high school level or lower will not meet this requirement. 
  • Try to do a quality performance that fits the class subject matter well. Sorry—but this is not for pop music or rock music, rap, country music, gospel music, comedy routines, your kid’s dance recital, your international friend’s wedding, high school plays, renaissance fairs, etc. Instead, think of college level or professional recitals, string quartets, symphony orchestras, opera, jazz, some stage dramas, etc. 
  • Any questions about whether a performance activity fits the course and assignment well enough will be decided by the instructor when the student seeks approval for an activity. Any alternative activity outside the normal ones listed here, such as for those limited by disability or distance, will be determined by the instructor. Normally, we do not expect students to travel over an hour to get to an approved activity. 
  • Unlike visiting a museum, where you can wear almost anything, people attending performances are often expected to “dress up” a bit.
  • Take a pen or pencil with you and accept the program you are offered by the usher; you will probably want to take notes on it during or after the performance.
  • Turn off your cell phone before entering the auditorium. Do not use your phone to record the music or to take pictures or videos. To play it safe, turn the phone off. 
  • Most long musical performances have at least one (1) intermission. If the lights start blinking, it is the sign that the performance is about to begin. 
  • Look for very specific things (such as a particular piece of music or the way certain instruments sounded at a specific time) which tend to stand out as either enjoyable or not enjoyable. Be sure to take notes of the things which you find enjoyable as well as the things which are not enjoyable.  

Note: If a student is unable to attend a cultural event in person due to circumstances beyond the student’s control, then the instructor will recommend an alternate event / activity for the student to “attend” online. The “virtual” event / activity is usually only for students who, due to their physical location, cannot possibly attend an event / activity in person; typically, these students are stationed overseas or have no means of transportation. Experience shows most museums and activities are modest in cost and manageable for students, and you will often see students from other universities there on similar course projects. If you are facing financial hardship, keep in mind that many museums have a free day each week and performance discounts are often available for students and veterans, among others. Feel free to ask your instructor to help with finding low-cost options. If you believe that you have a legitimate reason for attending a “virtual” activity, you must contact the instructor no later than Week 5 for your request to be considered.  

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA Style format. Check with your professor for any additional instructions. (Note: Students can find APA style materials located in the Additional Resources section of their Student Center within their course shell for reference)
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

  • Explain the importance of situating a society’s cultural and artistic expressions within a historical context. 
  • Examine the influences of intellectual, religious, political, and socio-economic forces on social, cultural, and artistic expressions.
  • Use technology and information resources to research issues in the study of world cultures.
  • Write clearly and concisely about world cultures using proper writing mechanics

Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric here.

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Question

Question-1

You want to model the growth of the sales of three different products over the past six years. You want to emphasize the growth of the total amount of sales in addition to the relative growth rates of each of the products. Which type of chart should you use?

Clustered column chart

Stacked column chart

100% stacked column chart

Pie chart

Question-2

What is the best strategy for designing a PowerPoint presentation for the first time for your organization?

Choose the template that you used for the class that you did the best in at college.

Use the Microsoft.com 5-star rating to find the most well-liked template.

Ask around to see if there is a standard template for the organization.

Use the Blank Presentation template just to be safe.

Question-3

Nonmerchant companies

sell services that they provide

include B2C, B2B, and B2G transactions

take title to the goods they sell

arrange for the purchase and sale of goods

Question-4

Which of the following is considered to be input hardware?

Video Display

Plotter

Speakers

Keyboard

Question-5

A ________ connects computers at different geographic locations.

PSDN

LAN

VPN

WAN

Question-6

Which of the following statements is TRUE with regard to system maintenance?

All commercial software products are shipped with known failures.

All organizations track system failures and enhancements using word-processing documents.

Software developers usually club enhancement requests and failures together.

IS personnel prioritize system problems on a first-come-first-served basis

Question-7

When creating a presentation, it is most important to consider making the text

readable

colorful

decorative

beautiful

Question-8

The CPU has a small amount of very fast memory called

a cache

the main memory

a data channel

serial bus

Question-9

On a spreadsheet you have just opened, the projected sales are listed by departments. You have just summed up the projected sales by each department for year 2009 using a SUMIF function. To copy the same formulas over to use for year 2010, what types of referencing should you use?

·

Use absolute referencing to refer to the column containing department names, but relative referencing for the rest.

Use relative referencing to refer to the column containing department names, but mixed referencing for the rest.

Use relative referencing to refer to the column containing department names, but relative referencing for the rest.

Use absolute referencing to refer to the column containing department names, but mixed referencing for the rest.

Question-10

In the Web 2.0 world, the value of a site increases

with users and use

over time

as the investments in it increase

exponentially

Question-11

A grocery scanning checkout system is an example of

a vertical-market software

a one-of-a-kind application

an operating system

a horizontal market software

Question-12

Which of the following is true of VPN?

Remote access is difficult in case of VPN.

One disadvantage of VPN is that it does not encrypt messages.

It is a virtual, private pathway over a public or shared network from the client to the server.

VPN communications are secure even though they are transmitted over the public Internet.

Question-13

System that tracks changes to documents and provides features and functions to accommodate concurrent work.

Workspace management

Content regulation

Workflow regulation

Version management

Question-14

Projects that spend so much time ________ are sometimes said to be in analysis paralysis.

on project scheduling

documenting requirements

in the system definition phase of the SDLC

designing system components

Question-15

The easiest and cheapest time to alter the information system is in the ________ phase of the SDLC.

implementation

requirements analysis

component design

system definition

Question-16

In making a financial plan, you have decided to assume sales will grow by 10% from this year’s sales. The information for this year’s sales is contained in cell B5. The correct formula you should type into a cell to calculate next year’s sales is

=B5+B5*0.1

=1+B5*0.1

=10%*B5

=0.1*B5

Question-17

To locate something in the database, one must type in the keyword into the ________ of the application.

data column

report

query form

data entry form

Question-18

The broadest definition of ________ includes viruses, worms, Trojan horses, spyware, and adware.

software

malware

metadata

widgets

Question-19

Mark recently received an e-mail from what appeared to be a legitimate company, asking him to update and verify his credit card details. Unknowingly, he obliged and later realized that the information had been misused. Mark is a victim of

sniffing

phishing

hacking

pretexting

Question-20

Most homes and small businesses use ________ because they receive more data than they transmit.

ISDN

SDSL

ADSL

PPP

Question-21

If you were writing a report and wanted the bottom of the third page—after the title page and the table of contents—to say Page 1, what would you need to insert?

A section break

A header

A delimiter

A table

Question-22

Which of the following is true regarding an incident-response plan?

The plan should identify critical personnel and their off-hours contact information.

The plan should be simple enough to ensure a fast response with limited practice.

The plan should require minimal training on the part of employees.

The plan should provide decentralized reporting of all security incidents.

Question-23

The best way to apply a previously created style to the current document is to

click on the style; then select each line you want changed

select all paragraphs you want changed and click on the style

click on the style; then select all paragraphs you want changed

select each line you want changed and click on the style

Question-24

Which of the following is true of Web 2.0?

Its supporting technologies include HTTP and HTML.

It is supported by telephones, faxes, and EDIs.

It makes use of user-generated content and is flexible.

It is a primitive interorganizational information system

Question-25

During the ________ phase of the SDLC process, developers construct, test, and install the components of the information system.

database design

requirements analysis

feasibility assessment

implementation

Question-26

Which of the following systems for sharing content provides version control?

Google Docs

Microsoft SharePoint

Windows Live SkyDrive

File Transfer Protocol

Question-27

Which of the following is TRUE of in-house custom-developed software?

The developing company pays the adaptation costs itself.

The organization has to tailor its applications to the software.

They are less expensive than off-the-shelf software.

They are easy and comparatively cheap to make

Question-28

Which of the following stands true for enterprise DBMS products?

Paradox is an example of an enterprise DBMS product.

Most of the enterprise DBMS products are out of business today.

Enterprise DBMS products are designed for small and simple database applications.

Enterprise DBMS products support many—perhaps thousands—of users and many different database applications

Question-29

Which of the following statements is true regarding position sensitivity?

It enables security personnel to prioritize their activities in accordance with the possible risk and loss.

It applies to new employees only.

It is documented only for high-sensitivity positions.

It is a type of data safeguard.

Question-30

Which of the following is TRUE of thick-client applications?

All other things being equal, thin-client applications are preferred over thick-client applications.

With a thick-client application, a system administrator must install the new version on each user computer.

A thick-client application is an application program that need not be preinstalled on the client.

A thick-client application does not require preinstallation of client codes.

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<object:standard:lacc.rl910.4>Imagery is

 the way a writer uses language that appeals to senses.

 the use of personification to get the reader to think.

 the sound that alliteration makes with “S” or “Sh.”

 the repeated use of rhyme over more than two lines.

Question 2 (Multiple Choice Worth 10 points)

<object:standard:lacc.rl910.4>

Imagine you are writing a poem about a talented football player. Which of the following phrases uses the appropriate connotation?

 Gently calling

 Lumbering by

 Zipping past

 Mistaking all

Question 3 (Multiple Choice Worth 10 points)

<object:standard:lacc.rl910.4>

Read the following poem and answer the question that follows.

“O Captain! my Captain!” by Walt Whitman

O Captain! my Captain! our fearful trip is done;

The ship has weather’d every rack, the prize we sought is won;

The port is near, the bells I hear, the people all exulting,

While follow eyes the steady keel, the vessel grim and daring:

But O heart! heart! heart!

O the bleeding drops of red,

Where on the deck my Captain lies,

Fallen cold and dead.

O Captain! my Captain! rise up and hear the bells;

Rise up—for you the flag is flung—for you the bugle trills;

For you bouquets and ribbon’d wreaths—for you the shores a—crowding;

For you they call, the swaying mass, their eager faces turning;

Here Captain! dear father!

This arm beneath your head;

It is some dream that on the deck,

You’ve fallen cold and dead.

My Captain does not answer, his lips are pale and still;

My father does not feel my arm, he has no pulse nor will;

The ship is anchor’d safe and sound, its voyage closed and done;

From fearful trip, the victor ship, comes in with object won;

Exult, O shores, and ring, O bells!

But I, with mournful tread,

Walk the deck my Captain lies,

Fallen cold and dead.

What connotation does the poet use for the word in bold?

 Fury

 Romance

 Misery

 Celebration

Question 4 (Multiple Choice Worth 10 points)

<object:standard:lacc.rl910.4>

Writers who use imagery

 are using the senses to get audiences to visualize

 must describe either fire or water in great detail

 rarely become considered “great” writers over time

 usually do so because they do not like figurative language

Question 5 (Multiple Choice Worth 10 points)

<object:standard:lacc.rl910.4>

Read the following poem and answer the question that follows.

“I Like to See It Lap the Miles” by Emily Dickinson

I like to see it lap the miles,

And lick the valleys up,

And stop to feed itself at tanks;

And then, prodigious, step

Around a pile of mountains,

And, supercilious, peer

In shanties by the sides of roads;

And then a quarry pare

To fit its sides, and crawl between,

Complaining all the while

In horrid, hooting stanza;

Then chase itself down hill

And neigh like Boanerges;

Then, punctual as a star,

Stop—docile and omnipotent—

At its own stable door.

This poem describes a train as if it were a horse. Examine the imagery of the stanza in bold. What does it describe?

 The rumbling a train makes as it passes by

 The smell of train tracks after a train has gone

 The sound a train makes as it blows its horn

 The feeling of being on a train for a vacation

Question 6 (Multiple Choice Worth 10 points)

<object:standard:lacc.rl910.4>

Read the following poem and answer the question that follows.

“I Like to See it Lap the Miles” by Emily Dickinson

I like to see it lap the miles,

And lick the valleys up,

And stop to feed itself at tanks;

And then, prodigious, step

Around a pile of mountains,

And, supercilious, peer

In shanties by the sides of roads;

And then a quarry pare

To fit its sides, and crawl between,

Complaining all the while

In horrid, hooting stanza;

Then chase itself down hill

And neigh like Boanerges;

Then, punctual as a star,

Stop—docile and omnipotent—

At its own stable door. 

This poem describes a train as if it were a horse. Which lines uses imagery to describe the train arriving at the station for the night?

 “And stop to feed itself at tanks”

 “At its own stable door.”

 “Complaining all the while”

 “Then, punctual as a star,”

Question 7 (Multiple Choice Worth 10 points)

<object:standard:lacc.rl910.4>

Read the following poem and answer the question that follows.

“O Captain! my Captain!” by Walt Whitman

O Captain! my Captain! our fearful trip is done;

The ship has weather’d every rack, the prize we sought is won;

The port is near, the bells I hear, the people all exulting,

While follow eyes the steady keel, the vessel grim and daring:

But O heart! heart! heart!

O the bleeding drops of red,

Where on the deck my Captain lies,

Fallen cold and dead.

O Captain! my Captain! rise up and hear the bells;

Rise up—for you the flag is flung—for you the bugle trills;

For you bouquets and ribbon’d wreaths—for you the shores a—crowding;

For you they call, the swaying mass, their eager faces turning;

Here Captain! dear father!

This arm beneath your head;

It is some dream that on the deck,

You’ve fallen cold and dead.

My Captain does not answer, his lips are pale and still;

My father does not feel my arm, he has no pulse nor will;

The ship is anchor’d safe and sound, its voyage closed and done;

From fearful trip, the victor ship, comes in with object won;

Exult, O shores, and ring, O bells!

But I, with mournful tread,

Walk the deck my Captain lies,

Fallen cold and dead.

Examine the imagery in the stanza in bold. What is the significance of the two different images?

 The speaker does not feel the joy everyone else is experiencing.

 The speaker does not feel the misery everyone else is experiencing.

 The speaker does not want anyone to know how unhappy he truly is.

 The speaker does not want anyone to know how happy he truly is.

Question 8 (Multiple Choice Worth 10 points)

<object:standard:lacc.rl910.4>

Read the following poem and answer the question that follows.

“Fame is a Bee,” by Emily Dickinson

Fame is a bee,

It has a song—

It has a sting—

Ah, too, it has a wing.

Of what literary device is this poem an example?

 Extended metaphor

 Onomatopoeia

 Extended simile

 Apostrophe

Question 9 (Essay Worth 10 points)

<object:standard:lacc.rl910.4>

Read the following poem and answer the question that follows.

“Fame is a Bee,” by Emily Dickinson

Fame is a bee,

It has a song—

It has a sting—

Ah, too, it has a wing.

In one paragraph of at least three to five sentences, analyze the tone and imagery used in the line in bold. Identify the mood the author intended to create with this imagery, as well as the connotations used in the words “Ah” and “wing.” Use proper spelling and grammar.

Question 10 (Essay Worth 10 points)

<object:standard:lacc.rl910.4>

O Captain! my Captain! our fearful trip is done;

The ship has weather’d every rack, the prize we sought is won;

The port is near, the bells I hear, the people all exulting,

While follow eyes the steady keel, the vessel grim and daring:

But O heart! heart! heart!

O the bleeding drops of red,

Where on the deck my Captain lies,

Fallen cold and dead.

Rise up—for you the flag is flung—for you the bugle trills;

For you bouquets and ribbon’d wreaths—for you the shores a—crowding;

For you they call, the swaying mass, their eager faces turning;

Here Captain! dear father!

This arm beneath your head;

It is some dream that on the deck,

You’ve fallen cold and dead.

My Captain does not answer, his lips are pale and still;

My father does not feel my arm, he has no pulse nor will;

The ship is anchor’d safe and sound, its voyage closed and done;

From fearful trip, the victor ship, comes in with object won;

Exult, O shores, and ring, O bells!

But I, with mournful tread,

Walk the deck my Captain lies,

Fallen cold and dead.

In one paragraph of at least three to five sentences, analyze the imagery in the stanza in bold. Identify the mood the author intended to create with this imagery, as well as the connotations used in the diction. Use proper spelling and grammar.

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