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Grand Valley State - BIO - 105
Larger ecological unitsI.The earth as an interconnected set of systemsA.Biosphere (ecosphere): contains the following:1. Atmosphere2. Hydrosphere3. LithosphereII.Biomes - Areas sharing similar climate, topographic and soil conditions, and roughly
Grand Valley State - BIO - 105
Human PopulationsI.II.III.IV.V.Population growthA.For most of human history, humans have not been very numerousB.It took all of human history to reach 1 billionC.Human population tripled during the twentieth century.Limits to growthA.Thomas
Grand Valley State - BIO - 105
Populations, Communities, and Species InteractionI.Critical Factors and Tolerance LimitsA.Critical Factor-single factor in shortest supply relative to demandB.Tolerance Limits-min and max levels beyond which a species cannotsurvive/reproduceC.Man
Grand Valley State - BIO - 105
Bio105EnvironmentalScienceDefinitionsofEnvironment30/08/201010:16:00Ecologicalconditionsthatsurround??Scienceasawayofknowingrestsontheassumptionthattheworldisknowablethruempiricalstudyandlogicalanalysis Reducestendencytorelyonemotionalreactions Se
Grand Valley State - BIO - 105
Introduction to Environmental ScienceI.II.III.IV.V.VI.VII.VIII.Definitions of Environmenta. Ecologicalb. Anthropologicalc. Environmental Science: Inclusive and InterdisciplinaryScience as a way of knowing- rests on the assumption that the wor
Florida A&M - ACG - 4401
Aylin McGinnisDr. Steven Swirsky15 September 2010ACG 4401J&B Case3. J&B EnterpriseEntity: SaleAttributes:saleIDsale-dateactual-selling-pricesuggested-selling-pricesale-total-amtIdentifier: saleID-Entity: Cash ReceiptAttributes:cash-receipt
Florida A&M - ACG - 4401
Aylin McGinnisDr. Steven Swirsky15 September 2010ACG 4401PhoneSource Case3. J&B EnterpriseEntity: SaleAttributes:saleIDsale-dateactual-selling-pricesuggested-selling-pricesale-total-amtIdentifier: saleID-Entity: Cash ReceiptAttributes:cash
Florida A&M - ACG - 4401
Aylin McGinnisDr. Steven SwirskyACG 44011 September 2010Chapter 2 Review QuestionsReview Questions 1-6R1. What is a model? Why do we create models of systems?- A model is a representation intended to serve as a plan or blueprint forsomething to be
Florida A&M - ACG - 4401
Aylin McGinnisDr. Steven Swirsky11 September 2010ACG 4401Chapter 4 BowerkateApplied Learning3. Bowerkate CorporationEntity: SaleAttributes:saleIDsale-total-amtactual-selling-priceqty-of-items-sold-on-invoicesuggested-selling-pricesale-total-
Florida A&M - ACG - 4401
Aylin McGInnisCh. 6 D2-10; A-1Dr. Swirsky21 October 2010D2 . In creating relational tables we have three objectives. Explain what these objectives are,and how we attempt to meet them in converting a conceptual model into relational tables. Do anyof
Florida A&M - ACG - 3632
AylinMcGinnisDr.Bates7Nov108.45(ThirdEd)Description BegBalanceLand10,000Bldg130,000Bldg2ComputerA5,000ComputerBPress1,500Auto115Auto2Total46,515DescriptionLandBldg1Bldg2ComputerAComputerBPressAuto1Auto2TotalAssetCost($000s)A
Florida A&M - ACG - 3632
FLORIDA A&M UNIVERSITYSCHOOL OF BUSINESS & INDUSTRYFall Semester 2010ACG 3632Auditing and Assurance ServicesInstructor:Ira W. Bates, Ph.D.Chair, Accounting and Finance DepartmentOffice Information:Location:SBI 408-EWPhone:(850) 561-2404E-mail
Florida A&M - ACG - 3632
Aylin McGinnis13-Oct-10Case 3 - Ocean Manufacturing, Inc.Balance2006Common SizeBalance2007Common SizeChange (2006-07)AmountAssets:Current AssetsCashAccounts ReceivableRaw & in-process inventoriesFinished Goods InventoryOther Current Asset
Florida A&M - ACG - 3632
Aylin McGinnisPhaedra SimpsonJordan GlennBritney ThomasDr. Bates14 September 2010Comptronix Case Study 4.21. Professional auditing standards present the audit risk model, which isused to determine the nature, timing, and extent of audit procedures
Florida A&M - ACG - 0000
FromDepartmentoftheTreasuryInternalRevenueService1040U.S.IndividualIncomeTaxReturnLabel2009(99)IRSUseOnlyDonotwriteorstapleinthisspace.FortheyearJan.1Dec.31,2009,orothertaxyearbeginning,2009,Ending,20(Seeinstructionsonpage14.)UsetheIRSLAB
Florida A&M - ACG - 0000
INDIVIDUAL TAXATIONExcel Assignment 1Fall 2010Taxpayer has approached you to estimate his tax liability. He has provided you with all informationreadily available. You cannot reach the taxpayer because he is out of the country, but he expectsan answe
Florida A&M - ACG - 0000
FLORIDA A & M UNIVERSITYSCHOOL OF BUSINESS AND INDUSTRYTAX 4001 INDIVIDUAL TAXATIONFALL 2010Do not look where you fell, but where you slipped. African ProverbProfessor: A. Holmes, CPAEmail: andre.holmes@famu.eduOffice: 415 SBI East WingPhone: (850
Florida A&M - ACG - 3632
Aylin McGinnisPhaedra SimpsonBritney ThomasJordan Glenn6-Oct-10Prior Year (Audited)BalanceCommon SizeAssets:CashAccounts ReceivableAllowance doubt. acctsInventoryTotal Current AssetsFixed AssetsAccum. DepreciationTotal AssetsCurrent Year
GWU - SPANISH - 108
JC StiassniEssay # 15/23/11Tres Mundos, Dos Idiomas, Una experiencia: Cmo lacomunidad latina me ha cambiadoEl Censo del 2010 cont 50.5 millones de hispanos en losEstados Unidos, lo que representa 16,3% de la poblacin total.Tambin la poblacin de la
GWU - SPANISH - 108
JC Stiassni5/17/11Examen Diagnstico # 1Mi nombre es Juan Carlos Stiassni, y originalmente yo soy deLos Angeles, CA. Mi familia es de Inglaterra, Hungra y la RepblicaCheca. He terminado dos aos de George Washington, y estoyestudiando Historia, con es
GWU - SPANISH - 108
JC Stiassni5/17/11Un Huracn PeorUn huracn grande y fuerte desembarc en la costanoreste de la Florida ayer. Muchos se sorprendieron por elhuracn, porque las noticias dijeron que los vientos heridaaterriz mucho ms al sur. Desafortunadamente, miles de
GWU - HISTORY - 110
1JC StiassniHistory of the Roman Empire A.D. 138-400Essay Group CDr Sophie Lunn-RockliffeAnd Dr Micaela LangellottiCandidate number: N30732Word Count: 2,501Intelligence and cunning always overcome disarray and navet:The Story of Emperor Constanti
GWU - HISTORY - 110
1JC StiassniHistory of the Roman Empire A.D. 138-400Essay Group BDr Sophie Lunn-RockliffeAnd Dr Micaela LangellottiCandidate number: N30732Word Count: 2,386Pure, Fools or Debased Gold: Roman Empires Golden AgeKnown by historian Edward Gibbon as a
GWU - HISTORY - 110
B ibliographyBaynes N.H., The Cambridge Ancient History, The Imperial Crisis and Recovery A.D.193-324 ed. S.A. Cook, F.E. Adcock, and M.P. Charlesworth (Cambridge, UK:Cambridge University Press) 678, 679,Bowman Alan K., The Cambridge Ancient History,
GWU - HISTORY - 110
ConstantinopleNotes27/04/201116:27:00TheEmperorintheRomanWorldbyFergusMillar(London:GreatDuckworth&Co.Ltd.1977)IthadbeencharacteristicforemperorstoconductsubstantialportionsoftheirbusinessawayfromRome(53)ConstantinebeganworktorebuildConstantinopleri
GWU - HISTORY - 110
ConstantinopleOutline25/04/201122:15:00Question:Discussthereasonsfor(Part1,whydidithappen)andeffectsofdevelopment(Part2,whatweretheresults)ofConstantinopleinthefourthcentury.Intro:Talkaboutthe3rdCentury:thecivilwars,invasions,governmentuncertainty,et
GWU - HISTORY - 110
TheDeclineandFalloftheRomanEmpire18:55:0010/04/2011TheSecondCenturywasgoodtimefortheRomanEmpire TheempireofRomecomprehendedthefairestpartoftheearth,andthemostcivilizedportionofmankind.(9) TheFrontierswereguardedbywelltrainedRomansoldiers Lawsandman
GWU - HISTORY - 110
SocialandEconomicHistoryoftheRomanEmpire10/04/201120:11:00RostovtzeffChapter8TheEconomicandSocialPolicyoftheFlaviansandAntoninesAfterAugustus,theRomanempirewasnotdisturbedbyforeignwarsforoveracentury.Mostoftheconflictswerelocalwarswhichdidnoteffectt
GWU - HISTORY - 136
To rise, Phoenix-like from the ashes, or toperpetuate status quo: Europe in the Post WarPeriodDuring the 1950s Oxford professor, J.R.R Tolkien wrote a fantasytale about a group of heroes who embarked upon a crusade to preventevil from prevailing in t
GWU - HISTORY - 136
PostWarEconomicRecoveryinEurope14:31:0031/03/2011Publicofficialsdesperatelyattemptedtoconsolidatethebudgetandtoshiftworkersbetweenthepublicandprivatesectorswithoutaggravatingunemploymentandprovokinglargescalemigration(3) Countrieshadtowalkadelicatel
GWU - HISTORY - 136
PostWarEuropeNotes31/03/201113:52:00PostWarbyTonyJudtManynewlittlecountriesemergedfromthecollapseoftheoldlandempiresin1918werepoor,unstable,insecureandresentfuloftheirneighbors(4)IntheWesttheprospectofradicalchangewassmoothedaway,notleastthankstoAme
GWU - HISTORY - 136
JC StiassniEarly Modern EuropeTeaching Assistant - Maddy CareyThe Crisis: How Domestic Politics lead to WWIIn the early 20th Century many European countries participated in a period ofeconomic expansion and political upheaval. Starting in the late 19
The Chicago School of Prof. Psychology - PSY - PY437, PY
Many of these documents were from several different classes, and the student was unable to have access to all the information about the course number and professors.
The Chicago School of Prof. Psychology - PSY - PY437, PY
CBT Interventions forBipolar DisorderClick to edit Master subtitle styleBy Michael Hawkins5/26/11DSM-IV Criteria Presence of at least one manic,hypomanic, or mixed episode If Bipolar II, no never have had aprevious manic episode Usually characte
The Chicago School of Prof. Psychology - PSY - PY437, PY
Existential Analysis andTherapeutic CarePsychotherapy consists in the paring away of all that stands between us, theprops, the maskscarry overs from the pastthat we use by habit andcollusionas our currency for relationships R.D. Laingto be free is to
The Chicago School of Prof. Psychology - PSY - PY437, PY
Gestalt,Transpersonal,andCriticalPsychologyandPsychotherapyBasicsGestalt Person:Conflictfree,integratedandfreelymovingego Illness:Disownedaspectsofonesselfexperienceresultsinvariouskindsofsymptomology Health:Livespontaneouslyandfullyinthepresent
The Chicago School of Prof. Psychology - PSY - PY437, PY
Person-CenteredTherapyTherapyI think no human being can give more than this. Makingthinklife possible for the other, if only for a moment. MartinBuberBuberwhat I give (someone) is permission to be, which iswhatdifferent from bestowing something
The Chicago School of Prof. Psychology - PSY - PY437, PY
PY437Fall 2010Young Adulthood What are issues faced by young adults? What are differences between young adults oftoday versus 10 years ago, 20 years ago, 50years ago? Do people stop developing and changingafter they have left adolescence? Does co
The Chicago School of Prof. Psychology - PSY - PY437, PY
PY437Fall2010IdentityPartofapersonspersonalityofwhichoneisawareandisabletoseeasameaningfulandcoherentwhole.IdentityFormationDevelopmentofaninnersenseofselfPersonalsetofvalues,beliefs,interests,choicesErikEriksonHistoryBasicAssumptionEpigeneti
The Chicago School of Prof. Psychology - PSY - PY437, PY
PY437Fall2010DevelopmentofSocialCognitionFriendshipsbecomeextremelyimportantandtakeonanewlife;qualityofthefriendshipchangesBeginningfriendshipsChangesComplexityincreasesSocialrelationshipscanreflect,predict,provideanindicationoflongtermfunction
The Chicago School of Prof. Psychology - PSY - PY437, PY
MMPI 2MMPICommon ProfilesProfile InterpretationProfile 2 pt code types provide better info thanptsingle scale analysessingle Profile analysis focuses on 1. Determine the validity of the profile 2. Interpret two point code type 3. Interpret oth
The Chicago School of Prof. Psychology - PSY - PY437, PY
MMPI-2-RFPY 441, Week 5Whats New? New, 338-item version of MMPI-2 Authors: Yossef Ben-Porath and AukeTellegen Subset of MMPI-2 pool Norms based on MMPI-2 sample MMPI-2 remains available and fullysupportedWhats New? 50 Scales8 Validity Scales3
The Chicago School of Prof. Psychology - PSY - PY437, PY
House-Tree-Person/Projective DrawingsPY 441, Personality AssessmentWeek 8Purpose *Designedtoaidclinicianinobtaininginformationconcerninganindividualssensitivity,maturity,flexibility,efficiency,degreeofpersonalityintegration,andinteractionwiththee
The Chicago School of Prof. Psychology - PSY - PY437, PY
The MMPI-2 Scales: ClinicalScales and Sub-ScalesPY441-Week 3, Part 1Over time, the MMPI-2 developedinto major scales and sub-scales: Major Scales Clinical Content Supplementary Subscales Harris-Lingoes (Clinical) Content Component (Content)MMP
The Chicago School of Prof. Psychology - PSY - PY437, PY
MMPI-2: Content Scales &SubscalesPY441-Week 3, Part 2Content Scales: General More stable and consistent than clinicalscales MMPI-2 experts see these scales asmore meaningful than the clinical scalesin many ways (T greater than 65) Good validity f
The Chicago School of Prof. Psychology - PSY - PY437, PY
MMPI-2: SupplementaryScalesPY441-Week 3, Part 3Supplementary Scales: General Each tends to have been developedindependently using various methods Generally use linear T-scores (MDS usesuniform) Generally good reliability and validityI surrender!
The Chicago School of Prof. Psychology - PSY - PY437, PY
Strategies for Scoring andInterpreting the MMPI-2Weeks 3-5Step 1: Note Completion Time Do this during administration =90 min (pencil & paper); 70 min (computer) Look for: >120 minutes; <60 minutes High # of erasuresStep 2a: Score (Hand Scoring)V
The Chicago School of Prof. Psychology - PSY - PY437, PY
Video Game AddictionBy Michael Hawkinst is Video Game Addiction?ll we dont know.search is ongoing to determineether or not video gameiction is a genuinenomenon.t public concerns and demandsphysicians for treatmentions suggest it is a realblem.
The Chicago School of Prof. Psychology - PSY - PY437, PY
The Thematic Apperception TestPY 441-Weeks 6 & 7Part 1: About the TATHistory and Introduction to theCardsThematic Apperception Test The Thematic Apperception Test wasdeveloped by Henry Murray and ChristinaMorgan in 1935. The TAT is a projective t
Ill. Chicago - PSCH - 343
Research ProcessPurpose of social psychology?5 Goals of Social Psych. Research:1. Describe social behavior2. Prediction: what/when behavior will occur3. Causal Analysis: explain social behavior (e.g.,watching violent TV violent behavior)4. Applicat
Ill. Chicago - PSCH - 343
Research Design, VariableTypes, and StatisticsDescribing the Participants:Gender, Age, EthnicityDescriptive StatisticsFrequencies for Categorical VariablesMean & SD for Continuous VariableTypes of Variablesvariablescategoricalcontinuousordinal
Ill. Chicago - PSCH - 343
Frequency Tables and Central TendencyExampleHow stressed have you been in the last 2 weeks?Scale: 0 (not at all) to 10 (as stressed as possible)4 7 7 7 8 8 7 8 9 4 7 3 6 9 10 5 7 10 6 87 8 7 8 7 4 5 10 10 0 9 8 3 7 9 7 9 5 8 50 4 6 6 7 5 3 2 8 5 10
Ill. Chicago - PSCH - 343
Review Mean as the balancing point Standard deviation = average distancefrom the mean Are the scores very spread out from themean? High variance, high standard deviation Are the scores all fairly close to the mean? Low variance, low standard devia
Ill. Chicago - PSCH - 343
NEW ROOM!Effective Thursday 1/25 Lecturewill meet in LC C6!SamplingSamples and PopulationsPopulation the people you want to know about Americans (attitude toward President Obama) Dentists (attitude toward Trident chewing gum) Adults between 18 and
Ill. Chicago - PSCH - 343
Covarianceand Correlation1The Concept of BivariateAssociation Question: How can we quantify theassociation between two variables?2How do peoples scoreson one variable vary asa function of anothervariable?xy[A]9.759.56[B]7.727.81[C] 10.
Ill. Chicago - PSCH - 343
Standard scoresz-scores Example: Dave gets a 50 on his Statistics midtermand an 50 on his Calculus midterm. Did he doequally well on these two exams? Big question: How can we compare a persons scoreon different variables?Example 115 In one case,
Ill. Chicago - PSCH - 343
CorrelationReviewInterpretationSPSS1Z-scores: Review Puts all scores on the same scale Tells us how far and in what direction ascore is from the mean Positive if above the mean Negative is below the mean Mean of z-scores is always 0 Standard d
Ill. Chicago - PSCH - 343
Simple Linear RegressionPrediction Using One PredictorPredictionPearsonScatterplot: TWO variables Relationship between TWO continuousvariables Grades and Studying Age and Memory Height and Weight1 draw the axes and decide whichvariable goes on
Ill. Chicago - PSCH - 343
Simple Regression (onepredictor)ReviewFacebook examplePredicted zy = (rxy)(zx)Predicted zy = (.66)(zx)zx = -.45Predicted zy = .66(-.45) = - .297meanx = 9.25 sx = 6.833meany = 3.25 sy = 1.479zy (sy) + my = Y-.297(1.479) + 3.25 = -.4393 + 3.25 =
Ill. Chicago - PSCH - 343
Multiple RegressionReviewCorrelations and Betas In multiple regression, a significantcorrelation does NOT mean theregression coefficient will besignificant The correlation is between Y and XONLY The coefficient is adjusted for theother Xs in the
Ill. Chicago - PSCH - 343
Normal CurveIntroductionThe normal curve Aka The Bell Curve; The NormalDistribution Example: Individuals IQ scoresz-scores =standarddeviationunits68.2%95.4%99.6%Normal distributionMean IQ = 100Standard deviation = 16Scores vary +16.0/-16.0