Math & Nature  Geometry & Biology ◦ NGSSS  MA.912.G.7.5 Explain and use formulas for lateral area, surface area and volume of solids.  MA.912.G.7.7 Determine how changes in dimension affect the surface area and volume of common geometric solids.  MA.912.G.8.2 Use a variety of problem-solving strategies such as drawing a diagram, making a chart, guess-and-check, solve a simpler problem, writing an equation and working backwards.
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Math & Nature  Geometry & Biology ◦ NGSSS  MA.912.G.7.7: Determine how changes in dimension affect the surface area and volume of common geometric solids.  MA.912.G.8.2: Use a variety of problem solving strategies, such as drawing a diagram, making a chart, guess-and-check, solving a simpler problem, writing an equation, and working backwards.
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Math & Nature  Geometry & Biology ◦ NGSSS  MA.912.G.8.2 Use a variety of problem-solving strategies, such as drawing a diagram, making a chart, guess-and-check, solving a simpler problem, writing an equation, and working backwards.  MA.912.T.2.1 Define and use the trigonometric ratios (sine, cosine, tangent, cotangent, secant, and cosecant) in terms of angles of right triangles.
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Math & Nature  Geometry & Biology ◦ Geometry Objectives  MA.912.G.6.5 Solve real-world problems using measures of circumference, arc length, and areas of circles and sectors.  MA.912.G.8.2 Use a variety of problem-solving strategies, such as drawing a diagram, making a chart, guess-and-check, solving a simpler problem, writing an equation, and working backwards.
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Entrepreneurship: is it good enough to be social? John F. McVea and Michael J. Naughton Introduction • The term Social Entrepreneurship has experienced a huge growth in influence over that last decade. The literature proposes a number of advantages to social entrepreneurship as a frame of reference: • Promoting innovation within non-profits • Leveraging and focusing scarce philanthropic resources • Faster response to strategic challenges • Infusion of business skills to non-business world • Involvement of non government assets in social problems • Creation of hybrid (blurred) organizations between for profit and non profit worlds. It is widely observed that practice has outpaced theoretical development leading to little agreement on definitions or frameworks for social entrepreneurship. We believe that widespread and unchallenged acceptance of the term Social Entrepreneurship masks some dangers and has contributed to confusion in the field. We believe that if we apply some insights from Catholic Social Teaching to the issue of social entrepreneurship we can move beyond the false dichotomy of Entrepreneurship/ Social Entrepreneurship and identify three specific entrepreneurial strategies which support a more robust discussion of the nature of the work that is entrepreneurship. We believe that the field would benefit from spending less time discussing social entrepreneurship and more time discussion the nature of the good entrepreneur. • • • • • The dangers of naïve acceptance of Social Entrepreneurship • • • The rhetorical risk: • Narrow definition: if S.E. is simply used to rebrand non-profits then much of the value of the new activities, hybrid design, stimulation of new resources and innovation is lost. • Implied dichotomy: if “good” ventures are termed “social” it can imply that other forms of entrepreneurship are “asocial” or “anti social” • Boundarylessness: In contrast, if all business activities are deemed “social”, to some degree or other, then the term loses all meaning focus on the distinctive phenomenon that is S.E. Despite these risks we are more concerned with a risk beyond rhetoric; the risk of undermining the meaning of work, particularly from the perspective of Catholic Social Teaching. While this perspective is drawn from the Catholic tradition, accepting the content of CST does not require acceptance of Catholic faith (Guitan, 2009). The three goods of social entrepreneurship • We are concerned by the side-effects of a concentration thesis that suggests that the moral responsibilities of entrepreneurship can be concentrated in a subset of businesses called social enterprises, presumably leaving other enterprise to simply concentrate on serving themselves. • We are concerned by the impact such a concentration thesis could have on the conception of the meaning of work beyond the world of social enterprise. • We are concerned with how such an approach can focus attention solely on the altruistic contributions of entrepreneurial ventures as the sole measure of their contribution to the Common Good • Instead we propose that, rather than trying to determine the difference between entrepreneurship and social entrepreneurship, it would be more productive to focus on the questions “What is Good Entrepreneurship? What action and activities define that goodness?” • We further propose that, by apply the perspective of Catholic Social Teaching, we can identify three specific strategies through which entrepreneurial ventures may contribute to the Common Good thus suggesting that good entrepreneurship requires a focus on: 1. Good Goods. The primary way an entrepreneurial venture can contribute to the Common Good is by bringing into existence new products and services which are inherently good and which enrich lives and minimize any unintended harms. This can include what we call the “entrepreneurship of the mundane”, that is, the manufacture of the nuts and bolts and basic necessities of life as well as the creation of life saving treatments. However, inclusion of good goods as a primary moral contribution of entrepreneurship must also require of the entrepreneur analysis of what goods are not good, and what aspects of even good goods should be redesigned or rethought in order to minimize unintended consequences. We find, in our discussions, that this is a much under appreciated dimension of the good of entrepreneurship. 2. Good Work. The second way an entrepreneurial venture can contribute to the Common Good is through the nature of the work that is carried out by the venture. This dimension has several aspects both internal and external to the entrepreneur: • The development of good character in the entrepreneur. This aspect of the good is derived from the subjective dimension of work, that is, just as how-we-work ends up changing the world, so working-on-the-world changes us. Most professionals spend the majority of their waking hours at work. As habits, character and wisdom are developed through experience and activity, for the entrepreneur, doing good work is an important opportunity to develop character. Society as a whole is better off for having good, successful entrepreneurial leaders who, through that calling, can become leaders of character. This dimension of the entrepreneurial good is widely unappreciated even by entrepreneurs themselves • Good relations with employees, customers and other stakeholders. Value creation and trade creates opportunities for the building of social relationships. The central question is “Are you in good relation with those with whom you create value?’ Do your employees have opportunity to develop as people? 3. Good Wealth. The third way the good entrepreneur can contribute to the Common Good is through the creation of good wealth. Good wealth requires a balance of reward for labor/ creativity with the provision of a living wage to all. Good wealth is often captured by individual action but has social strings attached. From the CST perspective the creation of good wealth implies a particular solidarity with the poor. One way to contribute to the common good is to donate altruistically to those in need. But even here, altruism is only one of a number of possible strategies. Good entrepreneurs may also contribute by donating their time or their particular skills. Indeed, since the donation of time and work often requires physical interaction with those in need, it often generates a solidarity of far greater integrity. Finally, it must be emphasized that altruism, for the entrepreneur, is always dependent, indeed subsequent to the creation of good wealth in the first place. Literature cited Alvord, Sarah, David L. Brown, and Christine W. Letts, 2004. “Social Entrepreneurship and Societal Transformation: An Exploratory Study,” The Journal of Applied Behavioral Science. 40:260. Benedict XVI, Caritas et veritate,   Boschee, Jerr. 1998 “What does it take to be a social entrepreneur?” National Centre for Social Entrepreneurs (www.socialentrepreneurs.org/whatdoes/html), 5pp.   Cannon, Carl. 2000. “Charity for profit: how the new social entrepreneurs are creating good by sharing wealth” National Journal, June 16: 1898-1904.   Christie, Michael and Benson Honig. 2006. “Social entrepreneurship: New research findings.” Journal of World Business. 41: 1-5.   Dees, Gregory, J., 1998. “The Meaning of ‘Social Entrepreneurship,’” Original Draft: 10/3.   Drucker, P.F. 1985. Innovation and Entrepreneurship. New York: Harper & Row.   Fowler, Alan. “NGDOs as a moment in history: beyond aid to social entrepreneurship or civic innovation?” Third World Quarterly, 21(4): 637-654.   Gregg, S. and G. Preece: 1999, Christianity and Entrepreneurship (The Centre for Independent Studies Limited, St. Leonards, NSW, Australia).   Hibbert, Sally A., Gillian Hogg and Theresa Quinn. “Consumer response to social entrepreneurship: The case of the Big Issue in Scotland.” International Journal of Nonprofit and Voluntary Sector Marketing. 7(3): 288-301.   Johnson, Sherrill, 2000. “Literature Review on Social Entrepreneurship,” Canadian Center for social Entrepreneurship. (http://www.bus.ualberta.ca/ccse/Publications/).   John Paul II, Pope.: 1992 Laborem Exercens (On Human Work): 1981, in D. J. O’Brien and T. A. Shannon, (eds.), Catholic Social Thought (Orbis Books, Maryknoll, NY).   John Paul II, Pope.: 1992 Sollicitudo Rei Socialis (On Social Concern): 1987 in D. J. O’Brien and T. A. Shannon, (eds.), Catholic Social Thought (Orbis Books, Maryknoll, NY).   Kennedy, R., G, Atkinson, and M. Naughton, (eds.): 1994, Dignity of Work: John Paul II Speaks To Managers and Workers (University Press of America, Lanham, Maryland).   Mair, Johanna and Ernesto Noboa, 2003. “Social Entrepreneurship: How Intentions to Create a Social Enterprise get Formed,” IESE Business School.   Mair, Johanna and Ignasi Marti, 2006. “Social entrepreneurship research: A source of explanation, prediction, and delight,” Journal of World Business. 41: 36-44.   Melé, D.:2001, ‘A Challenge for Business Enterprises: Introducing the Primacy of the Subjective Meaning of Work in Work Organization’, (http://www.stthomas.edu/cathstudies/cst/mgmt/le/papers/mele.htm) Conclusions We have argued that, while there is great promise in the contemporary social entrepreneurship movement, there are also a number of important dangers. We propose that, if we confront rather than acquiesce to these dangers, we can use the perspective of Catholic Social Teaching to broaden the scope of entrepreneurial ventures that we study, to enrich the moral dimension of entrepreneurial strategy and to deepen the teaching of entrepreneurship as a whole. We recommend the following to move toward these contributions: • Incorporate social entrepreneurship into entrepreneurship in a way that enhances the three goods of entrepreneurship. Specifically we propose replacing the questions “What is social entrepreneurship?” with the questions “What does it mean to be a Good entrepreneur?” From this perspective we can then apply what we have called the three goods of entrepreneurship as a means of supplying critical challenge and inspiration to all forms of entrepreneurship such that the true moral dimension of this critical force in our lives comes into fruition. • Encourage research within the entrepreneurship discipline that addresses traditional social entrepreneurial issues such as micro lending, fair trade products, etc. • Develop bridge courses such as Theo/Cath 306 which help students understand and experience the meaning of the good entrepreneur as well as connect students to the spiritual and moral principles of a good entrepreneur. • Expose entrepreneurship students to so-called social entrepreneurs as well so-called conventional good entrepreneurs so they can see the spectrum of entrepreneurial activities. © File copyright Colin Purrington. You may use for making your poster, of course, but please do not plagiarize, adapt, or put on your own site. Also, do not upload this file, even if modified, to third-party file-sharing sites such as doctoc.com. If you have insatiable need to post a template onto your own site, search the internet for a different template to steal. File downloaded from http://colinpurrington.com/tips/ academic/posterdesign. Acknowledgments I am indebted to Michael Naughton and Laura Dunham for their reflections and thoughts on this paper.
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Introduction to the new mainframe Storage areas in an address space z/OS V1R13 BAR Problem (user) programs Run here LINE CVT (offset 16 (hex10) within PSA) All storage above 2 GB This area is called high virtual storage and is addressable only by programs running in 64-bit mode. It is divided by the high virtual shared area, which is an area of installation-defined size that can be used to establish cross-address space viewable connections to obtained areas within this area. Extended areas above 16 MB This range of areas, which lies above the line (16 MB) but below the bar (2 GB), is a kind of “mirror image” of the common area below 16 MB. They have the same attributes as their equivalent areas below the line, but because of the additional storage above the line, their sizes are much larger. Nucleus This is a key 0, read-only area of common storage that contains operating system control programs. System queue area (SQA) (2048 MBs)This area contains system level (key 0) data accessed by multiple address spaces. The SQA area is not pageable (fixed), which means that it resides in central storage until it is freed by the requesting program. The size of the SQA area is predefined by the installation and cannot change while the operating system is active. Yet it has the unique ability to “overflow” into the CSA area as long as there is unused CSA storage that can be converted to SQA. Pageable link pack area (PLPA), fixed link pack area (FLPA), and modified link pack area (MLPA) This area contains the link pack areas (the pageable link pack area, fixed link pack area, and modified link pack area), which contain system level programs that are often run by multiple address spaces. For this reason, the link pack areas reside in the common area that is addressable by every address space, therefore eliminating the need for each address space to have its own copy of the program. This storage area is below the line and is therefore addressable by programs running in 24-bit mode. CSA This portion of common area storage (addressable by all address spaces) is available to all applications. The CSA is often used to contain data frequently accessed by multiple address spaces. The size of the CSA area is established at system initialization time (IPL) and cannot change while the operating system is active. LSQA/SWA/subpool 228/subpool 230 This assortment of subpools, each with specific attributes, is used primarily by system functions when the functions require address space level storage isolation. Being below the line, these areas are addressable by programs running in 24-bit mode. User Region This area is obtainable by any program running in the user’s address space, including user key programs. It resides below the line and is therefore addressable by programs running in 24-bit mode. System Region This small area (usually only four pages) is reserved for use by the region control task of each address space. Prefixed Save Area (PSA) This area is often referred to as “Low Core.” The PSA is a common area of virtual storage from address zero through 8191 in every address space. There is one unique PSA for every processor installed in a system. The PSA maps architecturally fixed hardware and software storage locations for the processor. Because there is a unique PSA for each processor, from the view of a program running on z/OS, the contents of the PSA can change any time the program is dispatched on a different processor. This feature is unique to the PSA area and is accomplished through a unique DAT manipulation technique called prefixing. © Copyright IBM Corp., 2010. All rights reserved. Page 42 of 85
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Math & Nature  Geometry & Biology ◦ NGSSS  MA.912.G.4.4: Use properties of congruent and similar triangles to solve problems involving lengths and area.  MA.912.G.5.4: Solve real-world problems involving right triangles.  MA.912.G.7.5: Explain and use formulas for lateral area, surface area, and volume of solids.
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Math & Nature  Geometry & Biology ◦ NGSSS  MA.912.G.4.4 Use properties of congruent and similar triangles to solve problems involving lengths and areas.  MA.912.G.5.3 Use special right triangles (30⁰-60-90⁰ and 45⁰- 45⁰-90⁰) to solve problems.  MA.912.G.7.5 Explain and use formulas for lateral area, surface area, and volume of solids.
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PLACEMENT HOW? Placement Placement Test Test Transfer Transfer Credits Credits SAT SAT or or ACT ACT Scores Scores High High School School AP AP Scores Scores (Mathematics) (Mathematics) WHAT TO DO? Take Take placement placement test test on on any any campus campus at at Testing Testing Center. Center. Accuplacer Accuplacer MATH MATH can can be be taken taken twice. twice. Students Students who who wish wish higher higher placement placement must must then then “appeal”. “appeal”. Appeal Appeal is is request to take a pencil-and-paper type test on material from the course they request to take a pencil-and-paper type test on material from the course they placed placed into. into. Bring Bring transcript transcript showing showing general general education education math math credits credits from from another another college college or or university university to to CCBC CCBC for for evaluation. evaluation. If If completed completed in in Maryland, Maryland, the the highest highest level level developmental math course, Intermediate Algebra can be used for placement. developmental math course, Intermediate Algebra can be used for placement. Placement Placement by by SAT SAT MATH MATH score score of of 500 500 or or higher higher (or (or by by ACT ACT MATH MATH score score 21 21 or or higher) places the student into an entry-level general education math course higher) places the student into an entry-level general education math course (MATH (MATH 111, 111, 125, 125, 131/2/3, 131/2/3, 135, 135, 163). 163). For For higher higher placement, placement, the the student student must must take take Accuplacer MATH. MATH. Accuplacer Students Students with with documentation documentation of of AP AP math math scores scores of of 3, 3, 4, 4, or or 5 5 from from high high school school can can be awarded college credit and placement according to this chart. be awarded college credit and placement according to this chart.
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Core Math MATH 95 MATH 96 MATH 126 MATH 176 MATH 96 MATH 126 MATH 176 MATH 126E MATH 176 Recommendation: If you start in Math 95 or Math 96 take summer classes to stay on track! MATH 126 MATH 176 MATH 181 or Math 182 will meet the College of Business math requirement. MATH 176 Pg. 12 of your Advising Manual
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Rounding Methods Examples Math.ceil(2.1) returns 3.0 Math.ceil(2.0) returns 2.0 Math.ceil(-2.0) returns –2.0 Math.ceil(-2.1) returns -2.0 Math.floor(2.1) returns 2.0 Math.floor(2.0) returns 2.0 Math.floor(-2.0) returns –2.0 Math.floor(-2.1) returns -3.0 Math.rint(2.1) returns 2.0 Math.rint(2.0) returns 2.0 Math.rint(-2.0) returns –2.0 Math.rint(-2.1) returns -2.0 Math.rint(2.5) returns 2.0 Math.rint(-2.5) returns -2.0 Math.round(2.6f) returns 3 Math.round(2.0) returns 2 Math.round(-2.0f) returns -2 Math.round(-2.6) returns -3 8
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Math & Nature  Geometry & Biology ◦ Geometry Objectives  MA.912.G.7.5 – Explain and use formulas for lateral area, surface area, and volume of solids  MA.912.G.4.4 – Use properties of congruent and similar triangles to solve problems involving lengths and areas  MA.912.G.1.3 – Identify and use the relationships between special pairs of angles formed by parallel lines and transversals
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