THE AGE of RESPONSIBILITY ~ CSR 2.0 and the New DNA of Business Wayne Visser, Journal of Business Systems, Governance and Ethics, Vol
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Animorphs the Suspicion
Animorphs The Suspicion Converted to E-Book by: Kamal Raniga Go forth, mighty warriors! Go forth into space! All the galaxy shall tremble before the Helmacrons. All will obey us. All will be our slaves. For only we are truly worthy to be Lords of the Universe. - Posthumous Exhortation of the Emperor. From the log of the Helmacron ship, Galaxy Blaster My name is Cassie. There are a lot of things about me that I can't tell you. My last name, for example. Or my address. I live in a paranoid world. I wish I didn't, but I do. And I have no choice but to conceal, to lie, to mislead. Even while I am desperately trying to tell the truth. You must know the truth. You must accept what is happening to Earth, to humanity. Because only by knowing can you fight the terrible evil that is upon us. I am referring, of course, to the Yeerks. Not to the Helmacrons. The Yeerks are a parasitic species from a far-distant planet. They originate in an aquatic environment. A Yeerk pool. At some point in their evolution they moved out of the safety and sensory deprivation of the pool and evolved an ability to enter the brains of a species called Gedds. For a long time, millennia, maybe, they were content to go that far. They did not know about space travel or technology at all. Like humans, they did not know of the existence of other species in the galaxy. At least, that's what our Andalite friend, Ax, tells us. -
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Answer Key Test 1, Reading and Use of English (page 8) 33 B: Greenfield concluded that ‘growing use of screen-based media’ had resulted in ‘new weaknesses in higher-order Part 1: The Mysterious Isle cognitive processes’ and listed several mental processes that have been affected (abstract vocabulary, etc.). 1 C: The other words do not complete the fixed phrase. 34 C: It was expected that the people who did a lot of 2 B: Only this answer creates the correct phrasal verb. multitasking would ‘have gained some mental 3 D: Only this word can be used in the context to mean ‘the advantages’ from their experience of multitasking but exact place’. this was not true. In fact, they ‘weren’t even good at 4 A: The other words cannot be followed with ‘out of’. multitasking’ – contrary to the belief that people who do 5 C: Only this phrase indicates what’s already been a lot of multitasking get good at it. mentioned. 35 C: The writer says that the ‘ill effects’ are permanent and 6 B: Although the meaning of the other words is similar, they the structure of the brain is changed. He quotes someone do not collocate with ‘intact’. who is very worried about this and regards the long-term 7 D: Only this word collocates with ‘permanent’ to describe an effect as ‘deadly’. island. 36 D: The writer uses Ap Dijksterhuis’s research to support his 8 D: Only this answer collocates with ‘opportunity’. point that ‘not all distractions are bad’ – if you are trying to solve a problem, it can be better to stop thinking Part 2: Choosing Binoculars about it for a while than to keep thinking about it all the time. -
Strategy Formation As Solving a Complex and Novel Problem
Strategy Formation as Solving a Complex and Novel Problem Timothy E. Ott Kenan-Flagler Business School University of North Carolina at Chapel Hill, 4200 Suite, McColl Building, Chapel Hill, North Carolina 27599, U.S.A. Tel. (732) 778 - 6692 Email: [email protected] Ron Tidhar Department of Management Science & Engineering Stanford University Huang Engineering Center 475 Via Ortega Road Stanford, CA 94305 Email: [email protected] Working Paper – 04/10/2018 ABSTRACT In this paper, we seek to better understand how executives can intelligently combine modular and integrated problem solving processes to form the best possible strategy in entrepreneurial environments. To do so, we compare the efficacy of strategies formed via different processes under various market conditions, exploring the sources of significant performance differences. We address this question using NK simulation methods. We show that the ‘decision weaving’ strategy formation process leads to more effective strategies than either local or ‘chunky search’ processes across a variety of problem specifications. We also offer insight into two key concepts of the decision weaving framework; stepping stones and learning plateaus, which allow executives to balance the tradeoff between quality and the speed of the strategy formation process. This provides practical points for executives forming strategy to overcome their own bounded rationality and contributes to literature on strategy processes and complex problem solving within organizations. Keywords: Strategy formation, problem solving, strategic decision making, behavioral theory, simulation 1 Introduction In 2007, Brian Chesky and Joe Gebbia were struggling to pay rent in San Francisco so they rented out their apartment to three conference attendees to help make ends meet (Tame, 2011). -
Answer Explanations: PSAT/NMSQT 2015 Practice Test #1
PSAT/NMSQT® Practice Test #1 Answer Explanations Table of Contents: Reading Test Answer Explanations .............................................................................. 1 Writing and Language Test Answer Explanations .................................................... 29 Math Test – No Calculator Answer Explanations ..................................................... 52 Math Test – Calculator Answer Explanations ........................................................... 66 Answer Key .................................................................................................................. 93 User Notes: Please have a copy of the PSAT/NMSQT Practice Test #1 to reference for the passages and other information that form the basis for the questions in the Evidence-Based Reading and Writing and the Math sections of the Practice Test. You can also refer to the test to see the information given to students about math formulas and how to record the student-produced responses. In this document, we have provided the following for each question: • difficulty level • content description • best or correct answer • answer explanation © 2015 The College Board. PSAT/NMSQT is a registered trademark of the College Board and National Merit Scholarship Corporation. All other products and services may be trademarks of their respective owners. Visit the College Board on the Web: www.collegeboard.org. PSAT/NMSQT Practice Test #1 Reading Test Answer Explanations Reading Test Answer Explanations Question 1 The main purpose of the passage is to (A) describe a main character and a significant change in her life. (B) provide an overview of a family and a nearby neighbor. (C) discuss some regrettable personality flaws in a main character. (D) explain the relationship between a main character and her father. Item Difficulty: Easy Content: Rhetoric / Analyzing purpose Best Answer: A Choice A is the best answer. Emma Woodhouse’s life and family are discussed, including the marriage of her governess Miss Taylor who then moves out of Emma’s home. -
124214015 Full.Pdf
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI DEFENSE MECHANISM ADOPTED BY THE PROTAGONISTS AGAINST THE TERROR OF DEATH IN K.A APPLEGATE’S ANIMORPHS AN UNDERGRADUATE THESIS Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra in English Letters By MIKAEL ARI WIBISONO Student Number: 124214015 ENGLISH LETTERS STUDY PROGRAM DEPARTMENT OF ENGLISH LETTERS FACULTY OF LETTERS SANATA DHARMA UNIVERSITY YOGYAKARTA 2016 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI DEFENSE MECHANISM ADOPTED BY THE PROTAGONISTS AGAINST THE TERROR OF DEATH IN K.A APPLEGATE’S ANIMORPHS AN UNDERGRADUATE THESIS Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra in English Letters By MIKAEL ARI WIBISONO Student Number: 124214015 ENGLISH LETTERS STUDY PROGRAM DEPARTMENT OF ENGLISH LETTERS FACULTY OF LETTERS SANATA DHARMA UNIVERSITY YOGYAKARTA 2016 ii PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI A SarjanaSastra Undergraduate Thesis DEFENSE MECIIAMSM ADOPTED BY TITE AGAINST PROTAGOMSTS THE TERROR OT OTATTT IN K.A APPLEGATE'S AAUMORPHS By Mikael Ari Wibisono Student Number: lz4ll4}ls Defended before the Board of Examiners On August 25,2A16 and Declared Acceptable BOARD OF EXAMINERS Name Chairperson Dr. F.X. Siswadi, M.A. Secretary Dra. Sri Mulyani, M.A., ph.D / Member I Dr. F.X. Siswadi, M.A. Member2 Drs. HirmawanW[ianarkq M.Hum. Member 3 Elisa DwiWardani, S.S., M.Hum Yogyakarta, August 31 z}rc Faculty of Letters fr'.arrr s41 Dharma University s" -_# 1,ffi QG*l(tls srst*\. \ tQrtnR<{l -
Adventuring with Books: a Booklist for Pre-K-Grade 6. the NCTE Booklist
DOCUMENT RESUME ED 311 453 CS 212 097 AUTHOR Jett-Simpson, Mary, Ed. TITLE Adventuring with Books: A Booklist for Pre-K-Grade 6. Ninth Edition. The NCTE Booklist Series. INSTITUTION National Council of Teachers of English, Urbana, Ill. REPORT NO ISBN-0-8141-0078-3 PUB DATE 89 NOTE 570p.; Prepared by the Committee on the Elementary School Booklist of the National Council of Teachers of English. For earlier edition, see ED 264 588. AVAILABLE FROMNational Council of Teachers of English, 1111 Kenyon Rd., Urbana, IL 61801 (Stock No. 00783-3020; $12.95 member, $16.50 nonmember). PUB TYPE Books (010) -- Reference Materials - Bibliographies (131) EDRS PRICE MF02/PC23 Plus Postage. DESCRIPTORS Annotated Bibliographies; Art; Athletics; Biographies; *Books; *Childress Literature; Elementary Education; Fantasy; Fiction; Nonfiction; Poetry; Preschool Education; *Reading Materials; Recreational Reading; Sciences; Social Studies IDENTIFIERS Historical Fiction; *Trade Books ABSTRACT Intended to provide teachers with a list of recently published books recommended for children, this annotated booklist cites titles of children's trade books selected for their literary and artistic quality. The annotations in the booklist include a critical statement about each book as well as a brief description of the content, and--where appropriate--information about quality and composition of illustrations. Some 1,800 titles are included in this publication; they were selected from approximately 8,000 children's books published in the United States between 1985 and 1989 and are divided into the following categories: (1) books for babies and toddlers, (2) basic concept books, (3) wordless picture books, (4) language and reading, (5) poetry. (6) classics, (7) traditional literature, (8) fantasy,(9) science fiction, (10) contemporary realistic fiction, (11) historical fiction, (12) biography, (13) social studies, (14) science and mathematics, (15) fine arts, (16) crafts and hobbies, (17) sports and games, and (18) holidays. -
Jaguars, Livestock, and People in Brazil: Realities and Perceptions Behind the Conflict
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln USDA National Wildlife Research Center - Staff U.S. Department of Agriculture: Animal and Publications Plant Health Inspection Service 2010 Jaguars, Livestock, and People in Brazil: Realities and Perceptions Behind The Conflict Sandra C. Cavalcanti Silvio Marchini Alexandra Zimmermann Eric M. Gese USDA/APHIS/WS National Wildlife Research Center, [email protected] David W. Macdonald Follow this and additional works at: https://digitalcommons.unl.edu/icwdm_usdanwrc Part of the Environmental Sciences Commons Cavalcanti, Sandra C.; Marchini, Silvio; Zimmermann, Alexandra; Gese, Eric M.; and Macdonald, David W., "Jaguars, Livestock, and People in Brazil: Realities and Perceptions Behind The Conflict" (2010). USDA National Wildlife Research Center - Staff Publications. 918. https://digitalcommons.unl.edu/icwdm_usdanwrc/918 This Article is brought to you for free and open access by the U.S. Department of Agriculture: Animal and Plant Health Inspection Service at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in USDA National Wildlife Research Center - Staff Publications by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Cavalcanti, 5. M. C., 5. Marchini, A. Zirnmerrnann, E. M. Gese, and D. W. Macdonald. 2010. Jaguars, livestock and people in Brazil: realities and perceptions behind the conflict. Pages 383-402 in The biology and conservation of wild felids. Edited by D. Macdonald and A. Loveridge. Oxford University Press, Oxford, United Kingdom. Jaguars, livestock, and people in Brazil: realities and perceptions behind the conflict Sandra M. C. Cavalcanti, * Silvio Marchini, * Alexandra Zirnmermann, Eric M. Gese, and David W. Macdonald Jaguar on a riverbank, Paraguay river, Pantanal, Brazil. -
Sample Answers the Novel Final Version
8 TH CLASS ENGLISH Of Mice & Men Sample Answers Examination Technique Junior Certificate 2007 Other Sample Answers A novel that you would A book review of “Good Night Junior Certificate 2011 recommend... Mister Tom” A brief episode... A character that impressed you... A book review of “Of Mice and 1 © Cian Hogan English Notes 2011 Junior Certificate 2010 Junior Certificate 2006 Men” Your favorite section of the novel Setting and place... © Cian Hogan English Notes 2011 Table of Contents ESSAY WRITING GUIDELINES 3- 4 GRADE PROFILES 4-5 Sample answer 2011 6-7 Sample answer 2006 14 Sample answer 2009 20 Book Review Good Night ... 16 Book Review Of Mice & Men 17 2 © Cian Hogan English Notes 2011 Junior Certificate English Studied Fiction 30 Marks Examination Technique and Sample Answers December 2011 According to the Chief-Examiner for “Your answer will be marked under English there are five different levels the headings of content a n d of answering: presentation. Content equates to TECHNIQUE your ideas and how you support them. Presentation involves the Candidates who simply expression and organisation of restate the question and add your ideas.” some randomly chosen text Evaluation - where the from the given extract – very candidate analyses and EXAMINATION EXAMINATION low level of response. offers opinion/evaluation of the text. O p i n i o n i s Summary/paraphrase - appropriately supported. – where the candidate gives very good level of response. only the ‘story’ of the novel/ play/etc., even though the Synthesis - where, having q u e s t i o n l o o k s f o r thoroughly analysed and discussion. -
Reaction Kinetics: the Iodine Clock Reaction
Bellevue College | Chemistry 162 Lab Manual Reaction Kinetics: The Iodine Clock Reaction Introduction The “clock reaction” is a reaction famous for its dramatic colorless-to-blue color change, and is often used in chemistry courses to explore the rate at which reactions take place. The color change occurs when I2 reacts with starch to form a dark blue iodine/starch complex. The ability to record the time at which the blue complex appears allows the rate of reaction to be determined accurately with a stopwatch. In this experiment, the rate law for a reaction is determined using the method of initial rates. The effect of concentration on the rate of this reaction is determined by measuring the initial reaction rate at several reactant concentrations. You will also examine the effect of a metal ion catalyst on the reaction rate. Lastly, you will investigate the effect of temperature on the rate of this reaction, which will allow you to determine the activation energy. The Clock Reaction - 2- The primary reaction to be studied is the oxidation of I by S2O8 (persulfate) in aqueous solution: - 2- 2- 2I (aq) + S2O8 (aq) I2(aq) + 2SO4 (aq) (slow, rate determining) Equation 1 2- This reaction will be run in the presence of a known amount of S2O3 (thiosulfate), which reacts very 2- 2- rapidly with I2. As long as S2O3 is present, I2 is consumed by S2O3 as fast as it is formed. This competing reaction prevents the I2 produced from our reaction of interest from reacting with starch, so no color change is observed until the thiosulfate is completely used up. -
The Capture Animorphs #6 K.A
THE CAPTURE ANIMORPHS #6 K.A. Applegate Page set by Hebi no Me Chapter 1 Chapter 12 Chapter 2 Chapter 13 Chapter 3 Chapter 14 Chapter 4 Chapter 15 Chapter 5 Chapter 16 Chapter 6 Chapter 17 Chapter 7 Chapter 18 Chapter 8 Chapter 19 Chapter 9 Chapter 20 Chapter 10 Chapter 21 Chapter 11 Chapter 22 CHAPTER 1 I'm Jake. Just Jake. You don't need to know my last name, and I can't tell you, anyway. My story is full of small lies. I've changed people's names. I've changed the names of places. I've changed small details here and there. But the big stuff is true. All of it. The Yeerks are here. On Earth. That is true. The Yeerks have made Controllers of many humans. They have inserted their gross, sluglike bodies into people's brains, and made them into slaves - Controllers. That is true. Controllers are everywhere. My town. Your town. Everywhere. They can be anyone. The policeman on the corner. The teacher in your school. Your best friend. Your mother or father. Your brother. I know. Because my brother Tom is one of them. Tom is a Controller. A slave to the Yeerk in his head. If he knew who I really was - what I really was - he would have me killed. Or turned into a Controller, like him. That's what my world is like now. A world where the enemy is everywhere. Even sitting across from me at the breakfast table on a Saturday morning, which is when this part of the story begins. -
Experiment 5 Kinetics: the Oxidation of Iodide by Hydrogen Peroxide
Experiment 5 Kinetics: The Oxidation of Iodide by Hydrogen Peroxide Goals To determine the differential rate law for the reaction between iodide and hydrogen peroxide in an acidic environment. To determine the activation energy and pre-exponential factor for the reaction. To determine the effect of a catalyst on the rate of reaction. Discussion When hydrogen peroxide is added to a solution of potassium iodide, the iodide ions are slowly oxidized according to the equation: Molecular equation: 2KI(aq) + 2HCl(aq) + H22 O (aq) → I 2 (s) + 2H 2 O(l) potassium iodide hydrochloric acid hydrogen peroxide iodine colorless colorless coloroless yellow -+ Net ionic equation: 2I (aq) + 2H (aq) + H22 O (aq) →I 2 (s) + 2H 2 O(l) iodide hydrogen peroxide iodine The rate law for this reaction should include the concentrations of iodide, hydrogen ion, and hydrogen perioxide. However, if the concentration of H+ is held constant throughout the experiment then its effect will not appear in the rate law. This results in a relatively simple rate law: – n m + p rate = k[I ] [H2O2] [H ] simplifies to: – n m + p rate = k'[I ] [H2O2] where k' = k[H ] Part 1: Determination of the Rate Law The rate law for the reaction between iodide ions and hydrogen peroxide can be determined by carrying out experiments in which the concentrations of iodide and peroxide are varied. For example, consider the following reaction and data: A + B → P Rate =k[A]n[B]m M Experiment [A]0 [B]0 Initial rate s 1 0.10 0.10 0.45 2 0.20 0.10 0.90 3 0.10 0.20 1.80 For this reaction, doubling the initial concentration of reactant A doubles the initial rate of reaction (experiments 1 and 2). -
Grade 9 Literature Mini-Assessment Excerpt from Night by Elie Wiesel
Grade 9 Literature Mini-Assessment Excerpt from Night by Elie Wiesel This grade 9 mini-assessment is based on an excerpt from Night by Elie Wiesel. This text is considered to be worthy of students’ time to read and also meets the expectations for text complexity at grade 9. Assessments aligned to the Common Core State Standards (CCSS) will employ quality, complex texts such as this one. Questions aligned to the CCSS should be worthy of students’ time to answer and therefore do not focus on minor points of the text. Questions also may address several standards within the same question because complex texts tend to yield rich assessment questions that call for deep analysis. In this mini- assessment there are nine selected-response questions and one paper/pencil equivalent of a technology-enhanced item that address the Reading Standards listed below, and one optional constructed-response question that addresses the Reading, Writing, and Language Standards listed below. We encourage educators to give students the time that they need to read closely and write to the source. While we know that it is helpful to have students complete the mini-assessment in one class period, we encourage educators to allow additional time as necessary. Note for teachers of English Language Learners (ELLs): This assessment is designed to measure students’ ability to read and write in English. Therefore, educators will not see the level of scaffolding typically used in instructional materials to support ELLs—these would interfere with the ability to understand their mastery of these skills. If ELL students are receiving instruction in grade-level ELA content, they should be given access to unaltered practice assessment items to gauge their progress.