Category: Uncategorized

distributing heat for residential and commercial heating requirements

distributing heat for residential and commercial heating requirements

Expanded Definition I (Draft)
Introduction to Technical Writing

Reading Based Expanded Definitions – District Heating

District Heating

District heating is perhaps the best solution for distributing heat for residential and commercial heating requirements. It involves the generation and distribution of heat, or thermal energy, at the community level rather than on a building-specific basis. In other words, instead of having on-site infrastructure, cumbersome boilers, and costly maintenance concerns, buildings are able to connect to an external network that delivers reliable heating and cooling. Not only does District Heating offer excellent opportunities for reducing environmental pollution, but it also helps to save energy. It is an extremely flexible technology, and can make use of any fuel.

District heating traces its roots to the hot water-heated baths and greenhouses of the ancient Roman Empire. These systems gained prominence in Europe during the Middle Ages and Renaissance, with one system in France in continuous operation since the 14th century. Although these and numerous other systems have operated in Europe over the centuries, the first commercially successful district heating system in North America wasn’t launched until 1877. American hydraulic engineer Birdsill Holly launched a district heating system in Lockport, New York.

Although the technology has matured over the centuries, it still relies on an old system of resource sharing. The heat is generated centrally. Great vats of water are heated in a power plant, and although these plants often burn fossil fuels, geothermal heating, central solar heating, and nuclear power are also being used. The heat travels via hot water or steam and is distributed to the customers via a network of pipes that circulate right into the structures being heated. District heating systems thus provide significantly higher efficiencies and better pollution control than localized boilers.

After the water is heated to near-boiling, it is fed into a network of pipes, a system of feed lines and return lines. The feed pipes take the heated water from the power station to the geographic area or district being heated. Generally, the pipes are installed underground, under the roads and sidewalks. Smaller offshoot pipes, fitted into these feed pipes, take the water directly into the individual dwellings. At the customer level, each residence is connected to the district heating network by heat exchangers, devices that transfer the heat from the water in the pipes into the structure’s individual boiler. When the heat has been transferred, the water passes into a return line, and is taken into the power plant and reheated. Thus the district heating supply water circulates endlessly in a closed pipeline.

The common medium used for heat distribution is water, but steam can also be also used. The advantage of steam is that in addition to heating purposes, it can be used in industrial processes due to its higher temperature. The disadvantage of steam is a higher heat loss due to the high temperature.

The system is efficient and robust. Very little heat is lost in transit. The pipes consist of steel piping, an insulation layer and an outer casing. Minor power outages have little to no effect on the large District Heating system; however, even short outages can cause individual boilers to fail.

District heating is a system that works. In Denmark, district heating covers more than 60% of space heating and water heating. In Finland, district heating accounts for about 50 per cent of the total heating market. Over 90 per cent of apartment blocks, more than half of all terraced houses, and the bulk of public buildings and business premises, are connected to a district heating network.

Benefits to the communities served by district heating have included avoided costs of energy, and reduced investment in individual household or building heating equipment. However, District heating is a long-term commitment that fits poorly with a focus on short-term returns on investment. The systems are expensive to install.

Abridged from the articles below:

District Heating, retrieved February 2009, from Wikipedia.org, http://en.wikipedia.org/wiki/District_heating
Enwave District Hearting, retrieved October 2009 from Enwave.com, http://www.enwave.com/heating.php

Expanded Definition Outlining Worksheet

Step 1: Read the article.

Step 2: Draw a picture of a district heating system.

Step 3: Outline

Introduction Outline

Formal Sentence Definition:

Etymology/History/Background:

Introductory Paragraph

Parts Analysis Outline

Determine the parts involved in a district heating system.

Tips

Choose an order of description (front to back; outside to inside; north to south).
Explain how these parts fit together in space.
Describe the physical characteristics of the parts themselves.
Avoid explaining how the parts function.

Parts Analysis Paragraph

Write a Parts Analysis paragraph.

Tip

Begin by writing a topic sentence.
Operating Principles Outline

Write an outline of the steps.

Tips

Start by listing the steps in chronological order.
Double check to ensure that that the steps are written on logical order and that no steps are missing.

Operating Principles Paragraph

Write an Operating Principles paragraph.

Tip

Use “time” transition words to guide the reader through the sequence.
Choose from Examples, Required Materials/Conditions, or Comparison or Contrast.

Examples

Can you classify the examples?
Remember to include technical detail.

Required Materials/Conditions

What, other than its parts, is required for the technology to function?
What do these required materials/condition contribute to the technology?

Comparison or Contrast

Tips

To what will you compare/contrast?
What will this comparison or contrast illuminate about the technology?
Will it be a comparison or a contrast?
Introduction to Technical Writing
Reading Based Expanded Definitions – District Heating

District Heating

District heating is perhaps the best solution for distributing heat for residential and commercial heating requirements. It involves the generation and distribution of heat, or thermal energy, at the community level rather than on a building-specific basis. In other words, instead of having on-site infrastructure, cumbersome boilers, and costly maintenance concerns, buildings are able to connect to an external network that delivers reliable heating and cooling. Not only does District Heating offer excellent opportunities for reducing environmental pollution, but it also helps to save energy. It is an extremely flexible technology, and can make use of any fuel.

District heating traces its roots to the hot water-heated baths and greenhouses of the ancient Roman Empire. These systems gained prominence in Europe during the Middle Ages and Renaissance, with one system in France in continuous operation since the 14th century. Although these and numerous other systems have operated in Europe over the centuries, the first commercially successful district heating system in North America wasn’t launched until 1877. American hydraulic engineer Birdsill Holly launched a district heating system in Lockport, New York.

Although the technology has matured over the centuries, it still relies on an old system of resource sharing. The heat is generated centrally. Great vats of water are heated in a power plant, and although these plants often burn fossil fuels, geothermal heating, central solar heating, and nuclear power are also being used. The heat travels via hot water or steam and is distributed to the customers via a network of pipes that circulate right into the structures being heated. District heating systems thus provide significantly higher efficiencies and better pollution control than localized boilers.

After the water is heated to near-boiling, it is fed into a network of pipes, a system of feed lines and return lines. The feed pipes take the heated water from the power station to the geographic area or district being heated. Generally, the pipes are installed underground, under the roads and sidewalks. Smaller offshoot pipes, fitted into these feed pipes, take the water directly into the individual dwellings. At the customer level, each residence is connected to the district heating network by heat exchangers, devices that transfer the heat from the water in the pipes into the structure’s individual boiler. When the heat has been transferred, the water passes into a return line, and is taken into the power plant and reheated. Thus the district heating supply water circulates endlessly in a closed pipeline.

The common medium used for heat distribution is water, but steam can also be also used. The advantage of steam is that in addition to heating purposes, it can be used in industrial processes due to its higher temperature. The disadvantage of steam is a higher heat loss due to the high temperature.

The system is efficient and robust. Very little heat is lost in transit. The pipes consist of steel piping, an insulation layer and an outer casing. Minor power outages have little to no effect on the large District Heating system; however, even short outages can cause individual boilers to fail.

District heating is a system that works. In Denmark, district heating covers more than 60% of space heating and water heating. In Finland, district heating accounts for about 50 per cent of the total heating market. Over 90 per cent of apartment blocks, more than half of all terraced houses, and the bulk of public buildings and business premises, are connected to a district heating network.

Benefits to the communities served by district heating have included avoided costs of energy, and reduced investment in individual household or building heating equipment. However, District heating is a long-term commitment that fits poorly with a focus on short-term returns on investment. The systems are expensive to install.

Abridged from the articles below:
• District Heating, retrieved February 2009, from Wikipedia.org, http://en.wikipedia.org/wiki/District_heating
• Enwave District Hearting, retrieved October 2009 from Enwave.com, http://www.enwave.com/heating.php

Expanded DefinitionOutlining Worksheet
Step 1: Read the article.
Step 2: Draw a picture of a district heating system.

Step 3: Outline
Introduction Outline
Formal Sentence Definition:

Etymology/History/Background:

Introductory Paragraph
Parts Analysis Outline
Determine the parts involved in a district heating system.
Tips
• Choose an order of description (front to back; outside to inside; north to south).
• Explain how these parts fit together in space.
• Describe the physical characteristics of the parts themselves.
• Avoid explaining how the parts function.

Parts Analysis Paragraph
Write a Parts Analysis paragraph.
Tip
• Begin by writing a topic sentence.

Operating Principles Outline
Write an outline of the steps.
Tips
• Start by listing the steps in chronological order.
• Double check to ensure that that the steps are written on logical order and that no steps are missing.
Operating Principles Paragraph
Write an Operating Principles paragraph.
Tip
• Use “time” transition words to guide the reader through the sequence.
Choose from Examples, Required Materials/Conditions, or Comparison or Contrast.

Examples
• Can you classify the examples?
• Remember to include technical detail.
Required Materials/Conditions
• What, other than its parts, is required for the technology to function?
• What do these required materials/condition contribute to the technology?
Comparison or Contrast
Tips
• To what will you compare/contrast?
• What will this comparison or contrast illuminate about the technology?
• Will it be a comparison or a contrast?
Title: _______________________________________________________

INTRODUCTION (Paragraph 1)
Formal Sentence Definition: A______________________ is a ____________________ _____________________ that ______________________________________________ _______________________________________________________________________ _______________________________________________________________________
Etymology (where applicable): ______________________________________________ _______________________________________________________________________
Background/History (include dates/years where applicable):
a) ____________________________________________________________________
b) ____________________________________________________________________
c) ____________________________________________________________________

FIRST EXPANSION METHOD: (Paragraph 2)
Method: _______________________________________
Topic Sentence: __________________________________________________________ ______________________________________________________________________________________________________________________________________________
Main Points (in the order that they will be written):
a) ____________________________________________________________________
b) ____________________________________________________________________
c) ____________________________________________________________________
d) ____________________________________________________________________

SECOND EXPANSION METHOD (Paragraph 3)
Method: _______________________________________
Topic Sentence: __________________________________________________________ ______________________________________________________________________________________________________________________________________________
Main Points (in the order that they will be written):
a) ____________________________________________________________________
b) ____________________________________________________________________
c) ____________________________________________________________________
d) ____________________________________________________________________

THIRD EXPANSION METHOD (Paragraph 4)
Method: _______________________________________
Topic Sentence: __________________________________________________________ _______________________________________________________________________ _______________________________________________________________________
Main Points (in the order that they will be written):
a) ____________________________________________________________________
b) ____________________________________________________________________
c) ____________________________________________________________________
Expanded Definition

Write your full expanded definition here.

authentic and ethical leadership

authentic and ethical leadership
Servant, authentic and ethical leadership are models which have been successful not only in different types of organizations, but also in different cultures and in different countries. Using the overview of global leadership provided in this week’s lecture and readings, do you believe this to be a valid statement? In other words, are these leadership theories effective global leadership models? Why or why not? Support your position with global examples and appropriate references.

DISCUSSION PART TWO-250 WORDS

Read the article, “7 Steps to A Truly Effective Leadership Style” by Rebecca Hourston. Based on the content presented in the article, describe a current (or previous) manager’s leadership style. Evaluate how well they put these steps into action. Then, add an 8th step to the seven steps presented to supplement the article. What is your additional recommendation for developing a leadership style that is “highly prized”?

Leader

Leader
In preparation for your research, select an individual currently in a leadership position. The person must be responsible in some capacity for other employees, and the person must be an individual that can be researched.

Overview
In your overview of the leader, include:

The leader’s name and title.
His or her specific role or position and responsibilities.
The name, industry, and description of the organization, including the culture of the organization.
The length of time the leader has been in his or her current position.
A brief history of the leader’s background and career path to his or her present day leadership position.
Analysis
Your analysis should:

Describe, assess, and analyze the person’s leadership style. Be sure to provide specific examples.
Identify and describe three significant challenges they faced as a leader.
Identify and describe their greatest achievement, to date, as a leader.
Apply and correctly cite a minimum of three leadership concepts from the course to this leader’s roles and responsibilities within the organization, their relationships with others, etc.
Use these concepts to help describe the person’s leadership style and assess what makes it effective or ineffective.
Reflect on what you learned about leadership from your research.
Reflect on the implications for your personal leadership style.
Writing the Final Paper:
The Final Paper:

Must be seven doubled spaced pages in length (excluding the title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center.
Must begin with an introductory paragraph that has a succinct thesis statement

Philosophy Discussion

Philosophy Discussion

Your answers to each of these questions should be at least one paragraph (6-7 sentences) long, and it should show some thoughtful consideration regarding the matters raised in the questions. Your total set of answers to these questions needs to be at least 200 words. Also, when you reply to these questions, be sure to insert the letter for each question next to your answer corresponding to that question.

You will also need to reply to at least two students. When you reply to another student, you do not need to reply to that student’s answers to every single question for this week. You can just pick their reply to one question and reply to their answer to that question. Your replies to other students should be at least 100 words long each.

A. Clifford says this at one point:

And no one man’s belief is in any case a private matter which concerns himself alone. Our lives our guided by that general conception of the course of things which has been created by society for social purposes. Our words, our phrases, our forms and processes and modes of thought, are common property, fashioned and perfected from age to age; an heirloom which every succeeding generation inherits as a precious deposit and a sacred trust to be handled on to the next one, not unchanged but enlarged and purified, with some clear marks of its proper handiwork. Into this, for good or ill, is woven every belief of every man who has speech of his fellows. A awful privilege, and an awful responsibility, that we should help to create the world in which posterity will live (500).

Explain what Clifford is saying here in your own words, and explain how this supports Clifford’s view that we need evidence for all of our beliefs.

B. Clifford thinks that we need evidence for all of our beliefs in order to be rational. One of the main ways that he reaches this conclusion is by reflecting on one example involving a ship owner and the lessons that we can learn from it. What do you think about this argument? Do you think that Clifford has argued convincingly for the conclusion that we need evidence for all of our beliefs in order to be rational? Why or why not?

C. Often in the course of discussing Clifford, philosophers discuss the following example. Suppose that someone is diagnosed with cancer and told he or she only has three weeks left to live. However, suppose that this person refuses to believe she will die in three weeks even though the doctors tell him or her that this is what the evidence indicates. Suppose that, in the face of the evidence, the person believes that she will live longer than three weeks, and suppose that as a result of this belief this person in fact ends up living longer than three weeks. This sort of thing happens in the real world. Do you think that this person is rational or irrational in what he or she believes about living longer than three weeks, and do you think that this example shows that Clifford is wrong that we must have evidence for all of our beliefs to be rational?

D. Often in discussing Clifford, people reply by saying, “As long as your beliefs aren’t hurting anyone, it is rational to believe whatever you want even if those beliefs have no evidence.” Do you agree with this? Why or why not?

How many times faster (to 0.01 X faster – that is, what is the ratio of v20/v44) would the rate…

How many times faster (to 0.01 X faster – that is, what is the ratio of v20/v44) would the rate…

How many times faster (to 0.01 X faster – that is, what is the ratio of v20/v44) would the rate of diffusion of a gas with a molecular mass of 20 g/mol be than the rate of diffusion of a second gas having a molecular mass of 44 g/mol?

DQ

DQ

300 to 500 words APA with citations on the following.

Please use the following scenario to respond to this week’s forum.

You are the second in command at a city law enforcement agency. Your agency is currently in the promotion cycle with several candidates interested in a Lieutenant’s position that has become available. The agency only has positions at this level come open about once every year. There are two candidates for the position that standout above the rest from the perspective of their service and performance records.

Both you and the head of the agency must approve all final promotion decisions. A couple of days before the final decision must be made regarding the promotion you receive a call from the Mayor’s assistance. The assistant tells you that the Mayor would consider it a huge favor if you selected a specific candidate for the Lieutenant’s position, however this individual is not one of the top two candidates being considered.

You know that the head of your agency hates to be involved in political matters and typically defers to you to take care of the matters when they arise. Also, the agency head is looking to you for a recommendation regarding which candidate should be promoted. Additionally, you know that the agency’s next annual budget is up for consideration very soon. Having the Mayor’s support would greatly increase the chances for some much needed budget increases. Without the Mayor’s support you fear that the agency’s budget may face some severe cutbacks.

In your initial response, begin by discussing the options available to you in this scenario. As part of your options discussion, highlight how they impact not only the position candidates, but also the agency as a whole. Conclude your initial response by identifying the option you would select and briefly explain why you selected that option.

Conflict Management: Mediation and Negotiations

Conflict Management: Mediation and Negotiations

Each student must keep a journal identifying what he/she learned from each of the negotiation exercises that we had in the class.

2. Journal: (30% of grade): Each student must keep a journal identifying what he/she learned from each of the negotiation exercises. Entries are intended to be reflective. The journal should not be a permanent record of what happened in the negotiation, but rather what went on in your head. There should be one entry for each negotiation, plus the introduction and summary discussed below.

Journal entries might address the following:

– Briefly describe what happened in the activity (note only key elements)

-What did you learn about negotiation from the simulation?
-What surprised you about your behavior? Your opponents?
-What did you learn about yourself? About others?

-If you had the chance to do this negotiation over, what would you do differently?

– How did this experience compare to others that you have had in similar or
comparable circumstances?

– How did the concepts in the lectures or readings enrich your understanding of the processes of negotiation, its outcome, and/or your own negotiation style?

In addition to the entries for each negotiation, you should prepare a two to three page (double spaced) introduction stating what you expect to get out of the course, and conclude with a two-three page (double spaced) summary of what you actually learned from the negotiation

My focus when grading will be on your ability to integrate information from the readings and class discussions with the lessons learned from participating in the negotiation exercises. I will look for evidence of insight and reflective thinking.

2. Journal: (30% of grade): Each student must keep a journal identifying what he/she learned from each of the negotiation exercises. Entries are intended to be reflective. The journal should not be a permanent record of what happened in the negotiation, but rather what went on in your head. There should be one entry for each negotiation, plus the introduction and summary discussed below.

Journal entries might address the following:

– Briefly describe what happened in the activity (note only key elements)

-What did you learn about negotiation from the simulation?
-What surprised you about your behavior? Your opponents?
-What did you learn about yourself? About others?

-If you had the chance to do this negotiation over, what would you do differently?

– How did this experience compare to others that you have had in similar or
comparable circumstances?

– How did the concepts in the lectures or readings enrich your understanding of the processes of negotiation, its outcome, and/or your own negotiation style?

In addition to the entries for each negotiation, you should prepare a two to three page (double spaced) introduction stating what you expect to get out of the course, and conclude with a two-three page (double spaced) summary of what you actually learned from the negotiation

My focus when grading will be on your ability to integrate information from the readings and class discussions with the lessons learned from participating in the negotiation exercises. I will look for evidence of insight and reflective thinking.

New Recruit
Role of Candidate
By Margaret A. Neale
© 1996-2014 Dispute Resolution Research Center (DRRC), Kellogg School of Management, Northwestern University.
All rights reserved.
DRRC/KTAG teaching materials are protected by copyright law. DRRC requires a per person royalty for use of its exercises.
Each purchase of an exercise authorizes copying or electronic distribution of that exercise equal to the quantity purchased.
Access DRRC/KTAG materials at www.negotiationexercises.com Contact DRRC at drrc@kellogg.northwestern.edu
This is a negotiation between a job recruiter and a job
candidate. You will play the role of the Job
Candidate. There are eight issues of concern in this
negotiation:
• Bonus
• Job Assignment
• Vacation Time
• Starting Date
• Moving Expense Coverage
• Insurance Coverage
• Salary
• Location
Your goal, as the candidate, is to reach an agreement
with the employer on all eight issues that is best for
you. THE MORE POINTS YOU EARN, THE
BETTER. You may determine what agreement is best
for you by referring to the “Candidate Point Sheet” on
the next page.
The eight issues are listed separately. There are five
different alternatives for each of the issues. For
example, the salary can range from $82,000 to
$90,000. Please note the number of points you will
receive for each type of agreement. As a negotiator,
you may settle upon any of the five alternatives for
each of the issues. Thus, there are a very large
number of feasible settlements.
You should note that each issue has a different degree
of importance to you, as indicated by the magnitude
of the number of points you could gain or lose. You
will have 30 minutes to reach agreement on all 8
issues. In order for any agreement to be binding, you
need to reach an agreement with the employer on all
eight issues.
Important Instructions: Do not, at any time, tell the
other person how many points you are getting. Also,
do not let the other negotiator see your “Candidate
Point Sheet.” This information is strictly for you.
Please become very familiar with your “Candidate
Point Sheet.” Feel free to make notes or write on it.
The highest number of points you can obtain from
this negotiation is plus 13,200 and the lowest number
is minus 8,400. These point totals were calculated by
adding up the highest number of points you could
receive for each of the 8 issues and the lowest
number. (See below)
PAYOFF SCHEDULE
Lowest Highest
Bonus 0 4000
Job Assignment -2400 0
Vacation Time 0 1600
Starting Date 0 2400
Moving Expense Covered 0 3200
Insurance Covered 0 800
Salary -6000 0
Location 0 1200
Total -8400 13,200
Note: Do not let the other person see your payoff schedule
2 New Recruit/Role of Candidate
CANDIDATE POINT SHEET
ISSUE OPTIONS POINTS
Bonus
10%
8%
6%
4%
2%
4000
3000
2000
1000
0
Job Assignment
Division A
Division B
Division C
Division D
Division E
0
-600
-1200
-1800
-2400
Vacation Time
25 days
20 days
15 days
10 days
5 days
1600
1200
800
400
0
Starting Date
June 1
June 15
July 1
July 15
August 1
2400
1800
1200
600
0
Moving Expense Coverage
100%
90%
80%
70%
60%
3200
2400
1600
800
0
Insurance Coverage
Plan A
Plan B
Plan C
Plan D
Plan E
800
600
400
200
0
Salary
$90,000
$88,000
$86,000
$84,000
$82,000
0
-1500
-3000
-4500
-6000
Location
San Francisco
Atlanta
Chicago
Boston
New York
1200
900
600
300
0
Note: Do not let the other person see your Point Sheet.
New Recruit
Role of Candidate
By Margaret A. Neale
© 1996-2014 Dispute Resolution Research Center (DRRC), Kellogg School of Management, Northwestern University.
All rights reserved.
DRRC/KTAG teaching materials are protected by copyright law. DRRC requires a per person royalty for use of its exercises.
Each purchase of an exercise authorizes copying or electronic distribution of that exercise equal to the quantity purchased.
Access DRRC/KTAG materials at www.negotiationexercises.com Contact DRRC at drrc@kellogg.northwestern.edu
This is a negotiation between a job recruiter and a job
candidate. You will play the role of the Job
Candidate. There are eight issues of concern in this
negotiation:
• Bonus
• Job Assignment
• Vacation Time
• Starting Date
• Moving Expense Coverage
• Insurance Coverage
• Salary
• Location
Your goal, as the candidate, is to reach an agreement
with the employer on all eight issues that is best for
you. THE MORE POINTS YOU EARN, THE
BETTER. You may determine what agreement is best
for you by referring to the “Candidate Point Sheet” on
the next page.
The eight issues are listed separately. There are five
different alternatives for each of the issues. For
example, the salary can range from $82,000 to
$90,000. Please note the number of points you will
receive for each type of agreement. As a negotiator,
you may settle upon any of the five alternatives for
each of the issues. Thus, there are a very large
number of feasible settlements.
You should note that each issue has a different degree
of importance to you, as indicated by the magnitude
of the number of points you could gain or lose. You
will have 30 minutes to reach agreement on all 8
issues. In order for any agreement to be binding, you
need to reach an agreement with the employer on all
eight issues.
Important Instructions: Do not, at any time, tell the
other person how many points you are getting. Also,
do not let the other negotiator see your “Candidate
Point Sheet.” This information is strictly for you.
Please become very familiar with your “Candidate
Point Sheet.” Feel free to make notes or write on it.
The highest number of points you can obtain from
this negotiation is plus 13,200 and the lowest number
is minus 8,400. These point totals were calculated by
adding up the highest number of points you could
receive for each of the 8 issues and the lowest
number. (See below)
PAYOFF SCHEDULE
Lowest Highest
Bonus 0 4000
Job Assignment -2400 0
Vacation Time 0 1600
Starting Date 0 2400
Moving Expense Covered 0 3200
Insurance Covered 0 800
Salary -6000 0
Location 0 1200
Total -8400 13,200
Note: Do not let the other person see your payoff schedule
2 New Recruit/Role of Candidate
CANDIDATE POINT SHEET
ISSUE OPTIONS POINTS
Bonus
10%
8%
6%
4%
2%
4000
3000
2000
1000
0
Job Assignment
Division A
Division B
Division C
Division D
Division E
0
-600
-1200
-1800
-2400
Vacation Time
25 days
20 days
15 days
10 days
5 days
1600
1200
800
400
0
Starting Date
June 1
June 15
July 1
July 15
August 1
2400
1800
1200
600
0
Moving Expense Coverage
100%
90%
80%
70%
60%
3200
2400
1600
800
0
Insurance Coverage
Plan A
Plan B
Plan C
Plan D
Plan E
800
600
400
200
0
Salary
$90,000
$88,000
$86,000
$84,000
$82,000
0
-1500
-3000
-4500
-6000
Location
San Francisco
Atlanta
Chicago
Boston
New York
1200
900
600
300
0

New Recruit
Role of Candidate
By Margaret A. Neale
© 1996-2014 Dispute Resolution Research Center (DRRC), Kellogg School of Management, Northwestern University.
All rights reserved.
DRRC/KTAG teaching materials are protected by copyright law. DRRC requires a per person royalty for use of its exercises.
Each purchase of an exercise authorizes copying or electronic distribution of that exercise equal to the quantity purchased.
Access DRRC/KTAG materials at www.negotiationexercises.com Contact DRRC at drrc@kellogg.northwestern.edu
This is a negotiation between a job recruiter and a job
candidate. You will play the role of the Job
Candidate. There are eight issues of concern in this
negotiation:
• Bonus
• Job Assignment
• Vacation Time
• Starting Date
• Moving Expense Coverage
• Insurance Coverage
• Salary
• Location
Your goal, as the candidate, is to reach an agreement
with the employer on all eight issues that is best for
you. THE MORE POINTS YOU EARN, THE
BETTER. You may determine what agreement is best
for you by referring to the “Candidate Point Sheet” on
the next page.
The eight issues are listed separately. There are five
different alternatives for each of the issues. For
example, the salary can range from $82,000 to
$90,000. Please note the number of points you will
receive for each type of agreement. As a negotiator,
you may settle upon any of the five alternatives for
each of the issues. Thus, there are a very large
number of feasible settlements.
You should note that each issue has a different degree
of importance to you, as indicated by the magnitude
of the number of points you could gain or lose. You
will have 30 minutes to reach agreement on all 8
issues. In order for any agreement to be binding, you
need to reach an agreement with the employer on all
eight issues.
Important Instructions: Do not, at any time, tell the
other person how many points you are getting. Also,
do not let the other negotiator see your “Candidate
Point Sheet.” This information is strictly for you.
Please become very familiar with your “Candidate
Point Sheet.” Feel free to make notes or write on it.
The highest number of points you can obtain from
this negotiation is plus 13,200 and the lowest number
is minus 8,400. These point totals were calculated by
adding up the highest number of points you could
receive for each of the 8 issues and the lowest
number. (See below)
PAYOFF SCHEDULE
Lowest Highest
Bonus 0 4000
Job Assignment -2400 0
Vacation Time 0 1600
Starting Date 0 2400
Moving Expense Covered 0 3200
Insurance Covered 0 800
Salary -6000 0
Location 0 1200
Total -8400 13,200
Note: Do not let the other person see your payoff schedule
2 New Recruit/Role of Candidate
CANDIDATE POINT SHEET
ISSUE OPTIONS POINTS
Bonus
10%
8%
6%
4%
2%
4000
3000
2000
1000
0
Job Assignment
Division A
Division B
Division C
Division D
Division E
0
-600
-1200
-1800
-2400
Vacation Time
25 days
20 days
15 days
10 days
5 days
1600
1200
800
400
0
Starting Date
June 1
June 15
July 1
July 15
August 1
2400
1800
1200
600
0
Moving Expense Coverage
100%
90%
80%
70%
60%
3200
2400
1600
800
0
Insurance Coverage
Plan A
Plan B
Plan C
Plan D
Plan E
800
600
400
200
0
Salary
$90,000
$88,000
$86,000
$84,000
$82,000
0
-1500
-3000
-4500
-6000
Location
San Francisco
Atlanta
Chicago
Boston
New York
1200
900
600
300
0
Note: Do not let the other person see your Point Sheet.

Each student must keep a journal identifying what he/she learned from each of the negotiation exercises that we had in the class.

2. Journal: (30% of grade): Each student must keep a journal identifying what he/she learned from each of the negotiation exercises. Entries are intended to be reflective. The journal should not be a permanent record of what happened in the negotiation, but rather what went on in your head. There should be one entry for each negotiation, plus the introduction and summary discussed below.

Journal entries might address the following:

– Briefly describe what happened in the activity (note only key elements)

-What did you learn about negotiation from the simulation?
-What surprised you about your behavior? Your opponents?
-What did you learn about yourself? About others?

-If you had the chance to do this negotiation over, what would you do differently?

– How did this experience compare to others that you have had in similar or
comparable circumstances?

– How did the concepts in the lectures or readings enrich your understanding of the processes of negotiation, its outcome, and/or your own negotiation style?

In addition to the entries for each negotiation, you should prepare a two to three page (double spaced) introduction stating what you expect to get out of the course, and conclude with a two-three page (double spaced) summary of what you actually learned from the negotiation

My focus when grading will be on your ability to integrate information from the readings and class discussions with the lessons learned from participating in the negotiation exercises. I will look for evidence of insight and reflective thinking.

2. Journal: (30% of grade): Each student must keep a journal identifying what he/she learned from each of the negotiation exercises. Entries are intended to be reflective. The journal should not be a permanent record of what happened in the negotiation, but rather what went on in your head. There should be one entry for each negotiation, plus the introduction and summary discussed below.

Journal entries might address the following:

– Briefly describe what happened in the activity (note only key elements)

-What did you learn about negotiation from the simulation?
-What surprised you about your behavior? Your opponents?
-What did you learn about yourself? About others?

-If you had the chance to do this negotiation over, what would you do differently?

– How did this experience compare to others that you have had in similar or
comparable circumstances?

– How did the concepts in the lectures or readings enrich your understanding of the processes of negotiation, its outcome, and/or your own negotiation style?

In addition to the entries for each negotiation, you should prepare a two to three page (double spaced) introduction stating what you expect to get out of the course, and conclude with a two-three page (double spaced) summary of what you actually learned from the negotiation

My focus when grading will be on your ability to integrate information from the readings and class discussions with the lessons learned from participating in the negotiation exercises. I will look for evidence of insight and reflective thinking.

New Recruit
Role of Candidate
By Margaret A. Neale
© 1996-2014 Dispute Resolution Research Center (DRRC), Kellogg School of Management, Northwestern University.
All rights reserved.
DRRC/KTAG teaching materials are protected by copyright law. DRRC requires a per person royalty for use of its exercises.
Each purchase of an exercise authorizes copying or electronic distribution of that exercise equal to the quantity purchased.
Access DRRC/KTAG materials at www.negotiationexercises.com Contact DRRC at drrc@kellogg.northwestern.edu
This is a negotiation between a job recruiter and a job
candidate. You will play the role of the Job
Candidate. There are eight issues of concern in this
negotiation:
• Bonus
• Job Assignment
• Vacation Time
• Starting Date
• Moving Expense Coverage
• Insurance Coverage
• Salary
• Location
Your goal, as the candidate, is to reach an agreement
with the employer on all eight issues that is best for
you. THE MORE POINTS YOU EARN, THE
BETTER. You may determine what agreement is best
for you by referring to the “Candidate Point Sheet” on
the next page.
The eight issues are listed separately. There are five
different alternatives for each of the issues. For
example, the salary can range from $82,000 to
$90,000. Please note the number of points you will
receive for each type of agreement. As a negotiator,
you may settle upon any of the five alternatives for
each of the issues. Thus, there are a very large
number of feasible settlements.
You should note that each issue has a different degree
of importance to you, as indicated by the magnitude
of the number of points you could gain or lose. You
will have 30 minutes to reach agreement on all 8
issues. In order for any agreement to be binding, you
need to reach an agreement with the employer on all
eight issues.
Important Instructions: Do not, at any time, tell the
other person how many points you are getting. Also,
do not let the other negotiator see your “Candidate
Point Sheet.” This information is strictly for you.
Please become very familiar with your “Candidate
Point Sheet.” Feel free to make notes or write on it.
The highest number of points you can obtain from
this negotiation is plus 13,200 and the lowest number
is minus 8,400. These point totals were calculated by
adding up the highest number of points you could
receive for each of the 8 issues and the lowest
number. (See below)
PAYOFF SCHEDULE
Lowest Highest
Bonus 0 4000
Job Assignment -2400 0
Vacation Time 0 1600
Starting Date 0 2400
Moving Expense Covered 0 3200
Insurance Covered 0 800
Salary -6000 0
Location 0 1200
Total -8400 13,200
Note: Do not let the other person see your payoff schedule
2 New Recruit/Role of Candidate
CANDIDATE POINT SHEET
ISSUE OPTIONS POINTS
Bonus
10%
8%
6%
4%
2%
4000
3000
2000
1000
0
Job Assignment
Division A
Division B
Division C
Division D
Division E
0
-600
-1200
-1800
-2400
Vacation Time
25 days
20 days
15 days
10 days
5 days
1600
1200
800
400
0
Starting Date
June 1
June 15
July 1
July 15
August 1
2400
1800
1200
600
0
Moving Expense Coverage
100%
90%
80%
70%
60%
3200
2400
1600
800
0
Insurance Coverage
Plan A
Plan B
Plan C
Plan D
Plan E
800
600
400
200
0
Salary
$90,000
$88,000
$86,000
$84,000
$82,000
0
-1500
-3000
-4500
-6000
Location
San Francisco
Atlanta
Chicago
Boston
New York
1200
900
600
300
0
Note: Do not let the other person see your Point Sheet.
New Recruit
Role of Candidate
By Margaret A. Neale
© 1996-2014 Dispute Resolution Research Center (DRRC), Kellogg School of Management, Northwestern University.
All rights reserved.
DRRC/KTAG teaching materials are protected by copyright law. DRRC requires a per person royalty for use of its exercises.
Each purchase of an exercise authorizes copying or electronic distribution of that exercise equal to the quantity purchased.
Access DRRC/KTAG materials at www.negotiationexercises.com Contact DRRC at drrc@kellogg.northwestern.edu
This is a negotiation between a job recruiter and a job
candidate. You will play the role of the Job
Candidate. There are eight issues of concern in this
negotiation:
• Bonus
• Job Assignment
• Vacation Time
• Starting Date
• Moving Expense Coverage
• Insurance Coverage
• Salary
• Location
Your goal, as the candidate, is to reach an agreement
with the employer on all eight issues that is best for
you. THE MORE POINTS YOU EARN, THE
BETTER. You may determine what agreement is best
for you by referring to the “Candidate Point Sheet” on
the next page.
The eight issues are listed separately. There are five
different alternatives for each of the issues. For
example, the salary can range from $82,000 to
$90,000. Please note the number of points you will
receive for each type of agreement. As a negotiator,
you may settle upon any of the five alternatives for
each of the issues. Thus, there are a very large
number of feasible settlements.
You should note that each issue has a different degree
of importance to you, as indicated by the magnitude
of the number of points you could gain or lose. You
will have 30 minutes to reach agreement on all 8
issues. In order for any agreement to be binding, you
need to reach an agreement with the employer on all
eight issues.
Important Instructions: Do not, at any time, tell the
other person how many points you are getting. Also,
do not let the other negotiator see your “Candidate
Point Sheet.” This information is strictly for you.
Please become very familiar with your “Candidate
Point Sheet.” Feel free to make notes or write on it.
The highest number of points you can obtain from
this negotiation is plus 13,200 and the lowest number
is minus 8,400. These point totals were calculated by
adding up the highest number of points you could
receive for each of the 8 issues and the lowest
number. (See below)
PAYOFF SCHEDULE
Lowest Highest
Bonus 0 4000
Job Assignment -2400 0
Vacation Time 0 1600
Starting Date 0 2400
Moving Expense Covered 0 3200
Insurance Covered 0 800
Salary -6000 0
Location 0 1200
Total -8400 13,200
Note: Do not let the other person see your payoff schedule
2 New Recruit/Role of Candidate
CANDIDATE POINT SHEET
ISSUE OPTIONS POINTS
Bonus
10%
8%
6%
4%
2%
4000
3000
2000
1000
0
Job Assignment
Division A
Division B
Division C
Division D
Division E
0
-600
-1200
-1800
-2400
Vacation Time
25 days
20 days
15 days
10 days
5 days
1600
1200
800
400
0
Starting Date
June 1
June 15
July 1
July 15
August 1
2400
1800
1200
600
0
Moving Expense Coverage
100%
90%
80%
70%
60%
3200
2400
1600
800
0
Insurance Coverage
Plan A
Plan B
Plan C
Plan D
Plan E
800
600
400
200
0
Salary
$90,000
$88,000
$86,000
$84,000
$82,000
0
-1500
-3000
-4500
-6000
Location
San Francisco
Atlanta
Chicago
Boston
New York
1200
900
600
300
0

New Recruit
Role of Candidate
By Margaret A. Neale
© 1996-2014 Dispute Resolution Research Center (DRRC), Kellogg School of Management, Northwestern University.
All rights reserved.
DRRC/KTAG teaching materials are protected by copyright law. DRRC requires a per person royalty for use of its exercises.
Each purchase of an exercise authorizes copying or electronic distribution of that exercise equal to the quantity purchased.
Access DRRC/KTAG materials at www.negotiationexercises.com Contact DRRC at drrc@kellogg.northwestern.edu
This is a negotiation between a job recruiter and a job
candidate. You will play the role of the Job
Candidate. There are eight issues of concern in this
negotiation:
• Bonus
• Job Assignment
• Vacation Time
• Starting Date
• Moving Expense Coverage
• Insurance Coverage
• Salary
• Location
Your goal, as the candidate, is to reach an agreement
with the employer on all eight issues that is best for
you. THE MORE POINTS YOU EARN, THE
BETTER. You may determine what agreement is best
for you by referring to the “Candidate Point Sheet” on
the next page.
The eight issues are listed separately. There are five
different alternatives for each of the issues. For
example, the salary can range from $82,000 to
$90,000. Please note the number of points you will
receive for each type of agreement. As a negotiator,
you may settle upon any of the five alternatives for
each of the issues. Thus, there are a very large
number of feasible settlements.
You should note that each issue has a different degree
of importance to you, as indicated by the magnitude
of the number of points you could gain or lose. You
will have 30 minutes to reach agreement on all 8
issues. In order for any agreement to be binding, you
need to reach an agreement with the employer on all
eight issues.
Important Instructions: Do not, at any time, tell the
other person how many points you are getting. Also,
do not let the other negotiator see your “Candidate
Point Sheet.” This information is strictly for you.
Please become very familiar with your “Candidate
Point Sheet.” Feel free to make notes or write on it.
The highest number of points you can obtain from
this negotiation is plus 13,200 and the lowest number
is minus 8,400. These point totals were calculated by
adding up the highest number of points you could
receive for each of the 8 issues and the lowest
number. (See below)
PAYOFF SCHEDULE
Lowest Highest
Bonus 0 4000
Job Assignment -2400 0
Vacation Time 0 1600
Starting Date 0 2400
Moving Expense Covered 0 3200
Insurance Covered 0 800
Salary -6000 0
Location 0 1200
Total -8400 13,200
Note: Do not let the other person see your payoff schedule
2 New Recruit/Role of Candidate
CANDIDATE POINT SHEET
ISSUE OPTIONS POINTS
Bonus
10%
8%
6%
4%
2%
4000
3000
2000
1000
0
Job Assignment
Division A
Division B
Division C
Division D
Division E
0
-600
-1200
-1800
-2400
Vacation Time
25 days
20 days
15 days
10 days
5 days
1600
1200
800
400
0
Starting Date
June 1
June 15
July 1
July 15
August 1
2400
1800
1200
600
0
Moving Expense Coverage
100%
90%
80%
70%
60%
3200
2400
1600
800
0
Insurance Coverage
Plan A
Plan B
Plan C
Plan D
Plan E
800
600
400
200
0
Salary
$90,000
$88,000
$86,000
$84,000
$82,000
0
-1500
-3000
-4500
-6000
Location
San Francisco
Atlanta
Chicago
Boston
New York
1200
900
600
300
0
Note: Do not let the other person see your Point Sheet.

reflecting for relaxation class

reflecting for relaxation class
hi there please type a 1-2 page paper reflecting on your journey from the first day of class to the end answering the following questions.(font size: 12, spacing: double, margins: 1”.)

Did the exercises help you manage stress, improve concentration, and/or calm you? Yes, No?
Will you continue to use any of the learned techniques going forward? Please elaborate.
Did you find anything in particular that helped you the most? What was it? Why?
so this class was for 7 weeks TUESDAY AND THURSDAY , 53 mintutes. and this was the Objectives for this class:

Course Description: To provide the students with the necessary knowledge to recognize stressors and their effects on their lives as well as the implementation of various relaxation techniques to help reduce short term and chronic effects of stress.

Objectives:

Develop a better understanding of stress.
Identify stressors and their ensuing effects.
Learn various relaxation and mediation techniques.
Project does not have any attached files
Note: Do not let the other person see your Point Sheet.

Building a Relational Database Management System

Building a Relational Database Management System
Database
Project: Building a Relational Database Management System
(9

This project is where you show off your ability to (1) translate a business requirement into a database design, (2) design
a database using one-to-many and many-to-many relationships, and (3) know when to use LEFT and/or RIGHT JOINs to
build result sets for reporting.
An organization grants key-card access to rooms based on groups that key-card holders belong to. You may assume that
users below to only one group. Yourjob is to design the database that supports the key-card system.
There are six users, and four groups. Modesto and Ayine are in group ”I.T.” Christopher and Cheong woo are in group
Sales”. There are four rooms: ”101”, ”102″, ”Auditorium A”, and ”Auditorium B”. Saulat is in group
Administration.” Group ”Operations” currently doesn’t have any users assigned. I.T. should be able to access Rooms
101 and 102. Sales should be able to access Rooms 102 and Auditorium A. Administration does not have access to any
rooms. Heidy is a new employee, who has not yet been assigned to any group.
After you determine the tables any relationships between the tables (One to many? Many to one? Many to many?), you
should create the tables and populate them with the information indicated above.
Next, write SELECT statements that provide the following information:

o All groups, and the users in each group. A group should appear even if there are no users assigned to the group.

0 All rooms, and the groups assigned to each room. The rooms should appear even if no groups have been

assigned to them.
0 A list of users, the groups that they belong to, and the rooms to which they are assigned. This should be sorted
alphabetically by user, then by group, then by room.

Risk Management in Healthcare HCM4002

Risk Management in Healthcare HCM4002

Throughout the course, you have learned about the many areas of continuous quality improvement, the attributes that constitute a quality improvement team, and what questions their quality improvement program should address. Therein, your course project is to create a quality improvement (QI) program of one high-risk area of your choice based on secondary or hypothetical/credible datasets. This QI program developed throughout the course will culminate into a final instructional document.

Your assignment herein will be an evaluation of the QI program you have created using the criteria given below:

Are the indicators and their measurements appropriate to the high-risk area? Do the indicators capture the risk?
Are the fictional incidents realistic and plausible?
Is the filled chart consistent with the fictional incident?
Is the plan of correction feasible? Will it prevent the occurrence of the incident in future?
How do you know the planned worked? What measures will you use to identify effectiveness?
Support your responses with examples.

Compile your responses in a 2- to 3- page Microsoft Word document; Support your responses with a structured document free of spelling and grammatical errors, and appropriate references at the end of the document of sources you cited in the paper; Cite any sources in accordance to APA guidelines.