<IP_ADDRESS>: What Is Enlightenment?
Enlightenment is man's release from his self-incurred tutelage. Tutelage s man's inability to make use of his understanding without direction from another. Self-incurred is this tutelage when its cause lies not in lack of reason but in lack of resolution and courage to use it without direction from another. Sapere aude! "Have courage to use your own reason!"- that is the motto of enlightenment.
Laziness and cowardice are the reasons why so great a portion of mankind, after nature has long since discharged them from external direction (naturaliter maiorennes), nevertheless remains under lifelong tutelage, and why it is so easy for others to set themselves up as their guardians. It is so easy not to be of age. If I have a book which understands for me, a pastor who has a conscience for me, a physician who decides my diet, and so forth, I need not trouble myself. I need not think, if I can only pay - others will easily undertake the irksome work for me.
That the step to competence is held to be very dangerous by the far greater portion of mankind (and by the entire fair sex) - quite apart from its being arduous is seen to by those guardians who have so kindly assumed superintendence over them. After the guardians have first made their domestic cattle dumb and have made sure that these placid creatures will not dare take a single step without the harness of the cart to which they are tethered, the guardians then show them the danger which threatens if they try to go alone. Actually, however, this danger is not so great, for by falling a few times they would finally learn to walk alone. But an example of this failure makes them timid and ordinarily frightens them away from all further trials.
For any single individua1 to work himself out of the life under tutelage which has become almost his nature is very difficult. He has come to be fond of his state, and he is for the present really incapable of making use of his reason, for no one has ever let him try it out. Statutes and formulas, those mechanical tools of the rational employment or rather misemployment of his natural gifts, are the fetters of an everlasting tutelage. Whoever throws them off makes only an uncertain leap over the narrowest ditch because he is not accustomed to that kind of free motion. Therefore, there are few who have succeeded by their own exercise of mind both in freeing themselves from incompetence and in achieving a steady pace.
But that the public should enlighten itself is more possible; indeed, if only freedom is granted enlightenment is almost sure to follow. For there will always be some independent thinkers, even among the established guardians of the great masses, who, after throwing off the yoke of tutelage from their own shoulders, will disseminate the spirit of the rational appreciation of both their own worth and every man's vocation for thinking for himself. But be it noted that the public, which has first been brought under this yoke by their guardians, forces the guardians themselves to renain bound when it is incited to do so by some of the guardians who are themselves capable of some enlightenment - so harmful is it to implant prejudices, for they later take vengeance on their cultivators or on their descendants. Thus the public can only slowly attain enlightenment. Perhaps a fall of personal despotism or of avaricious or tyrannical oppression may be accomplished by revolution, but never a true reform in ways of thinking. Farther, new prejudices will serve as well as old ones to harness the great unthinking masses.
For this enlightenment, however, nothing is required but freedom, and indeed the most harmless among all the things to which this term can properly be applied. It is the freedom to make public use of one's reason at every point. But I hear on all sides, "Do not argue!" The Officer says: "Do not argue but drill!" The tax collector: "Do not argue but pay!" The cleric: "Do not argue but believe!" Only one prince in the world says, "Argue as much as you will, and about what you will, but obey!" Everywhere there is restriction on freedom.
Which restriction is an obstacle to enlightenment, and which is not an obstacle but a promoter of it? I answer: The public use of one's reason must always be free, and it alone can bring about enlightenment among men. The private use of reason, on the other hand, may often be very narrowly restricted without particularly hindering the progress of enlightenment. By the public use of one's reason I understand the use which a person makes of it as a scholar before the reading public. Private use I call that which one may make of it in a particular civil post or office which is entrusted to him. Many affairs which are conducted in the interest of the community require a certain mechanism through which some members of the community must passively conduct themselves with an artificial unanimity, so that the government may direct them to public ends, or at least prevent them from destroying those ends. Here argument is certainly not allowed - one must obey. But so far as a part of the mechanism regards himself at the same time as a member of the whole community or of a society of world citizens, and thus in the role of a scholar who addresses the public (in the proper sense of the word) through his writings, he certainly can argue without hurting the affairs for which he is in part responsible as a passive member. Thus it would be ruinous for an officer in service to debate about the suitability or utility of a command given to him by his superior; he must obey. But the right to make remarks on errors in the military service and to lay them before the public for judgment cannot equitably be refused him as a scholar. The citizen cannot refuse to pay the taxes imposed on him; indeed, an impudent complaint at those levied on him can be punished as a scandal (as it could occasion general refractoriness). But the same person nevertheless does not act contrary to his duty as a citizen, when, as a scholar, he publicly expresses his thoughts on the inappropriateness or even the injustices of these levies, Similarly a clergyman is obligated to make his sermon to his pupils in catechism and his congregation conform to the symbol of the church which he serves, for he has been accepted on this condition. But as a scholar he has complete freedom, even the calling, to communicate to the public all his carefully tested and well meaning thoughts on that which is erroneous in the symbol and to make suggestions for the better organization of the religious body and church. In doing this there is nothing that could be laid as a burden on his conscience. For what he teaches as a consequence of his office as a representative of the church, this he considers something about which he has not freedom to teach according to his own lights; it is something which he is appointed to propound at the dictation of and in the name of another. He will say, "Our church teaches this or that; those are the proofs which it adduces." He thus extracts all practical uses for his congregation from statutes to which he himself would not subscribe with full conviction but to the enunciation of which he can very well pledge himself because it is not impossible that truth lies hidden in them, and, in any case, there is at least nothing in them contradictory to inner religion. For if he believed he had found such in them, he could not conscientiously discharge the duties of his office; he would have to give it up. The use, therefore, which an appointed teacher makes of his reason before his congregation is merely private, because this congregation is only a domestic one (even if it be a large gathering); with respect to it, as a priest, he is not free, nor can he be free, because he carries out the orders of another. But as a scholar, whose writings speak to his public, the world, the clergyman in the public use of his reason enjoys an unlimited freedom to use his own reason to speak in his own person. That the guardian of the people (in spiritual things) should themselves be incompetent is an absurdity which amounts to the eternalization of absurdities.
But would not a society of clergymen, perhaps a church conference or a venerable classis (as they call themselves among the Dutch) , be justified in obligating itself by oath to a certain unchangeable symbol inorder to enjoy an unceasing guardianship over each of its numbers and thereby over the people as a whole , and even to make it eternal? I answer that this is altogether impossible. Such contract, made to shut off all further enlightenment from the human race, is absolutely null and void even if confirmed by the supreme power , by parliaments, and by the most ceremonious of peace treaties. An age cannot bind itself and ordain to put the succeeding one into such a condition that it cannot extend its (at best very occasional) knowledge , purify itself of errors, and progress in general enlightenment. That would be a crime against human nature, the proper destination of which lies precisely in this progress and the descendants would be fully justified in rejecting those decrees as having been made in an unwarranted and malicious manner.
The touchstone of everything that can be concluded as a law for a people lies in the question whether the people could have imposed such a law on itself. Now such religious compact might be possible for a short and definitely limited time, as it were, in expectation of a better. One might let every citizen, and especially the clergyman, in the role of scholar, make his comments freely and publicly, i.e. through writing, on the erroneous aspects of the present institution. The newly introduced order might last until insight into the nature of these things had become so general and widely approved that through uniting their voices (even if not unanimously) they could bring a proposal to the throne to take those congregations under protection which had united into a changed religious organization according to their better ideas, without, however hindering others who wish to remain in the order. But to unite in a permanent religious institution which is not to be subject to doubt before the public even in the lifetime of one man, and thereby to make a period of time fruitless in the progress of mankind toward improvement, thus working to the disadvantage of posterity - that is absolutely forbidden. For himself (and only for a short time) a man may postpone enlightenment in what he ought to know, but to renounce it for posterity is to injure and trample on the rights of mankind. And what a people may not decree for itself can even less be decreed for them by a monarch, for his lawgiving authority rests on his uniting the general public will in his own. If he only sees to it that all true or alleged improvement stands together with civil order, he can leave it to his subjects to do what they find necessary for their spiritual welfare. This is not his concern, though it is incumbent on him to prevent one of them from violently hindering another in determining and promoting this welfare to the best of his ability. To meddle in these matters lowers his own majesty, since by the writings in which his own subjects seek to present their views he may evaluate his own governance. He can do this when, with deepest understanding, he lays upon himself the reproach, Caesar non est supra grammaticos . Far more does he injure his own majesty when he degrades his supreme power by supporting the ecclesiastical despotism of some tyrants in his state over his other subjects.
If we are asked , "Do we now live in an enlightened age?" the answer is, "No ," but we do live in an age of enlightenment. As things now stand, much is lacking which prevents men from being, or easily becoming, capable of correctly using their own reason in religious matters with assurance and free from outside direction. But on the other hand, we have clear indications that the field has now been opened wherein men may freely dea1 with these things and that the obstacles to general enlightenment or the release from self-imposed tutelage are gradually being reduced. In this respect, this is the age of enlightenment, or the century of Frederick.
A prince who does not find it unworthy of himself to say that he holds it to be his duty to prescribe nothing to men in religious matters but to give them complete freedom while renouncing the haughty name of tolerance, is himself enlightened and deserves to be esteemed by the grateful world and posterity as the first, at least from the side of government , who divested the human race of its tutelage and left each man free to make use of his reason in matters of conscience. Under him venerable ecclesiastics are allowed, in the role of scholar, and without infringing on their official duties, freely to submit for public testing their judgments and views which here and there diverge from the established symbol. And an even greater freedom is enjoyed by those who are restricted by no official duties. This spirit of freedom spreads beyond this land, even to those in which it must struggle with external obstacles erected by a government which misunderstands its own interest. For an example gives evidence to such a government that in freedom there is not the least cause for concern about public peace and the stability of the community. Men work themselves gradually out of barbarity if only intentional artifices are not made to hold them in it.
I have placed the main point of enlightenment - the escape of men from their self-incurred tutelage - chiefly in matters of religion because our rulers have no interest in playing guardian with respect to the arts and sciences and also because religious incompetence is not only the most harmful but also the most degrading of all. But the manner of thinking of the head of a state who favors religious enlightenment goes further, and he sees that there is no danger to his lawgiving in allowing his subjects to make public use of their reason and to publish their thoughts on a better formulation of his legislation and even their open-minded criticisms of the laws already made. Of this we have a shining example wherein no monarch is superior to him we honor.
But only one who is himself enlightened, is not afraid of shadows, and has a numerous and well-disciplined army to assure public peace, can say: "Argue as much as you will , and about what you will , only obey!" A republic could not dare say such a thing. Here is shown a strange and unexpected trend in human affairs in which almost everything, looked at in the large , is paradoxical. A greater degree of civil freedom appears advantageous to the freedom of mind of the people, and yet it places inescapable limitations upon it. A lower degree of civil freedom, on the contrary, provides the mind with room for each man to extend himself to his full capacity. As nature has uncovered from under this hard shell the seed for which she most tenderly cares - the propensity and vocation to free thinking - this gradually works back upon the character of the people, who thereby gradually become capable of managing freedom; finally, it affects the principles of government, which finds it to its advantage to treat men, who are now more than machines, in accordance with their dignity.


14.1: The Purpose of Résumés
- Discuss the purpose and contents of a résumé
A résumé is your first introduction to a potential employer. It is a written picture of who you are—it’s a marketing tool, a selling tool, and a promotion of you as an ideal candidate for any job you may be interested in.
The word résumé comes from the French word résumé , which means “a summary.” Leonardo da Vinci is credited with writing one of the first known résumés, although it was more of a letter that outlined his credentials for a potential employer, Ludovico Sforza. The résumé got da Vinci the job, though, and Sforza became a longtime patron of da Vinci and later commissioned him to paint The Last Supper . You can see the letter and read the translation at Leonardo da Vinci’s Handwritten Resume (1482)
Résumés and cover letters work together to represent you in the brightest light to prospective employers. With a well-composed résumé and cover letter, you stand out—which may get you an interview and then a good shot at landing a job.
In this section, we discuss résumés and cover letters as key components of your career development tool kit. We explore some of the many ways you can design and develop them for the greatest impact in your job search.
Your Résumé: Purpose and Contents
Your résumé is an inventory of your education, work experience, job-related skills, accomplishments, volunteer history, internships, residencies, and more. It’s a professional autobiography in outline form to give the person who reads it a quick, general idea of who you are. With a better idea of who your are, prospective employers can see how well you might contribute to their workplace.
As a college student or recent graduate, you may be unsure about what to put in your résumé, especially if you don’t have much employment history. Still, employers don’t expect recent grads to have significant work experience. And even with little work experience, you may still have a host of worthy accomplishments to include. It’s all in how you present yourself.
You don’t need to be new to the employment world to struggle with what to put in a résumé. This is an important advertising tool that takes time and skill to demonstrate how your past experiences and education fit a new position. Remember the soft skills discussed earlier. They work in any résumé. From there, you demonstrate your successes.
The following video is an animated look at why résumés are so important. You can read a transcript of the video “Why Do I Need a Resume?” here .
Elements of Your Successful R ésumé
Perhaps the hardest part of writing a résumé is figuring out what format to use to organize and present your information in the most effective way. There is no correct format, per se, but most résumés follow one of the four formats below. Which format appeals to you the most?
- Reverse chronological résumé : A reverse chronological résumé (sometimes also simply called a chronological résumé) lists your job experiences in reverse chronological order—that is, starting with the most recent job and working backward toward your first job. It includes starting and ending dates. Also included is a brief description of the work duties you performed for each job, and highlights of your formal education. The reverse chronological résumé may be the most common and perhaps the most conservative résumé format. It is most suitable for demonstrating a solid work history, and growth and development in your skills. It may not suit you if you are light on skills in the area you are applying to, or if you’ve changed employers frequently, or if you are looking for your first job.
- Functional résumé : A functional résumé is organized around your talents, skills, and abilities (more so than work duties and job titles, as with the reverse chronological résumé). It emphasizes specific professional capabilities, like what you have done or what you can do. Specific dates may be included but are not as important. So if you are a new graduate entering your field with little or no actual work experience, the functional résumé may be a good format for you. It can also be useful when you are seeking work in a field that differs from what you have done in the past. It’s also well suited for people in unconventional careers.
- Hybrid résumé : The hybrid résumé is a format reflecting both the functional and chronological approaches. It’s also called a combination résumé. It highlights relevant skills, but it still provides information about your work experience. With a hybrid résumé, you may list your job skills as most prominent and then follow with a chronological (or reverse chronological) list of employers. This résumé format is most effective when your specific skills and job experience need to be emphasized.
- Video, infographic, and website résumé : Other formats you may wish to consider are the video résumé, the infographic résumé, or even a website résumé. These formats may be most suitable for people in multimedia and creative careers. Certainly with the expansive use of technology today, a job seeker might at least try to create a media-enhanced résumé. But the plain-text, traditional résumé is by far the most commonly used—in fact, some human resource departments may not permit submission of any format other than a document-based, plain-text résumé.
An important note about formatting is that initially, employers may spend only a few seconds reviewing each résumé—especially if there are a lot of them or they seem tedious to read. That’s why it’s important to choose your format carefully so it will stand out and make the first cut.
As potential employers do that first review, they are looking to see the evidence that you match, at least, all the minimum specifications in their ad or job listing. (If you do not match 100% of the minimums, and list it in the resume, then do not apply.)
Contributors and Attributions
- Practice question. Authored by : Susan Kendall. Provided by : Lumen Learning. License : CC BY: Attribution
- College Success. Authored by : Linda Bruce. Provided by : Lumen Learning. Located at : https://courses.lumenlearning.com/waymaker-collegesuccess/ . License : CC BY: Attribution
- WHY DO I NEED A RESUME?. Authored by : Leinard Tapat. Located at : https://youtu.be/Yc4pgOsUJfA . License : All Rights Reserved . License Terms : Standard YouTube License


18.2: Percentages and Tape Diagrams
Lesson
Let's use tape diagrams to understand percentages.
Exercise \(\PageIndex{1}\): Notice and Wonder: Tape Diagrams
What do you notice? What do you wonder?
Exercise \(\PageIndex{2}\): Revisiting Jada's Puppy
Jada has a new puppy that weighs 9 pounds. It is now at about 20% of its adult weight.
- Here is a diagram that Jada drew about the weight of her puppy.
- The adult weight of the puppy will be 45 pounds. How can you see that in the diagram?
- What fraction of its adult weight is the puppy now? How can you see that in the diagram?
- Jada’s friend has a dog that weighs 90 pounds. Here is a diagram Jada drew that represents the weight of her friend’s dog and the weight of her puppy.
- How many times greater is the dog’s weight than the puppy’s?
- Compare the weight of the puppy and the dog using fractions.
- Compare the weight of the puppy and the dog using percentages.
Exercise \(\PageIndex{3}\): 5 Dollars
Noah has $5.
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- Elena has 40% as much as Noah. How much does Elena have?
- Compare Elena’s and Noah’s money using fractions. Draw a diagram to illustrate.
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- Diego has 150% as much as Noah. How much does Diego have?
- Compare Diego’s and Noah’s money using fractions. Draw a diagram to illustrate.
Exercise \(\PageIndex{4}\): Staying Hydrated
During the first part of a hike, Andre drank 1.5 liters of the water he brought.
- If this is 50% of the water he brought, how much water did he bring?
- If he drank 80% of his water on his entire hike, how much did he drink?
Are you ready for more?
Decide if each scenario is possible.
- Andre plans to bring his dog on his next hike, along with 150% as much water as he brought on this hike.
- Andre plans to drink 150% of the water he brought on his hike.
Summary
Tape diagrams can help us make sense of percentages.
Consider two problems that we solved earlier using double number lines and tables: “What is 30% of 50 pounds?” and “What is 100% of a number if 140% of it is 28?”
Here is a tape diagram that shows that 30% of 50 pounds is 15 pounds.
This diagram shows that if 140% of some number is 28, then that number must be 20.
Glossary Entries
Definition: Percent
The word percent means “for each 100.” The symbol for percent is %.
For example, a quarter is worth 25 cents, and a dollar is worth 100 cents. We can say that a quarter is worth 25% of a dollar.
Definition: Percentage
A percentage is a rate per 100.
For example, a fish tank can hold 36 liters. Right now there is 27 liters of water in the tank. The percentage of the tank that is full is 75%.
Practice
Exercise \(\PageIndex{5}\)
Here is a tape diagram that shows how far two students walked.
- What percentage of Priya’s distance did Tyler walk?
- What percentage of Tyler’s distance did Priya walk?
Exercise \(\PageIndex{6}\)
A bakery makes 40 different flavors of muffins. 25% of the flavors have chocolate as one of the ingredients. Draw a tape diagram to show how many flavors have chocolate and how many don’t.
Exercise \(\PageIndex{7}\)
There are 70 students in the school band. 40% of them are sixth graders, 20% are seventh graders, and the rest are eighth graders.
- How many band members are sixth graders?
- How many band members are seventh graders?
- What percentage of the band members are eighth graders? Explain your reasoning.
Exercise \(\PageIndex{8}\)
Jada has a monthly budget for her cell phone bill. Last month she spent 120% of her budget, and the bill was $60. What is Jada’s monthly budget? Explain or show your reasoning.
(From Unit 3.4.2)
Exercise \(\PageIndex{9}\)
Which is a better deal, 5 tickets for $12.50 or 8 tickets for $20.16? Explain your reasoning.
(From Unit 3.3.5)
Exercise \(\PageIndex{10}\)
An athlete runs 8 miles in 50 minutes on a treadmill. At this rate:
- How long will it take the athlete to run 9 miles?
- How far can the athlete run in 1 hour?
(From Unit 3.3.4)


1.3: Generating an Electrostatic Potential Map of a Molecule
An electrostatic potential (ESP) surface or map of a molecule shows the partial distribution of change along the molecule’s surface. These map are very useful to help determine molecular polarity and allow for the placement of the dipole arrow.
To generate the map, first the molecular surface must be created. Go to Extensions on the menu bar and select Create Surfaces… at the bottom of the menu.
The Create Surfaces pop-up menu then appears. Using the dropdown arrow on Color By: select Electrostatic Potential and then press the Calculate button.
The ESP surface will be generated, with red areas being negative and blue areas being positive .
Here is the ESP map for the water molecule. The two lone pairs on the water molecule are slightly negative and the hydrogens are slightly positive. The computer generated dipole arrow is also shown.
The calculated dipole moment is 1.176 D.
Here are the ESP maps of two dichlorobenzene isomers, which are planar molecules. Are they polar or nonpolar molecules? If polar, draw the dipole arrow. You may want to build these two molecules and generate the ESP maps.
Build and produce the ESP maps for ethane (C2H6), ethene (C2H4), and ethyne (C2H2). You may want to do Lewis dot structures for the molecules. How do the three compare to each other?


11.6: Building an Organization for the Future
- What is talent acquisition, and how can it create a competitive advantage for a company?
We’ve discussed some of the key focus areas that human resource management professionals need to address to ensure that employees are performing their roles well and are being fairly rewarded for their contributions. We haven’t yet addressed how we think about where these employees come from—Whom do we hire? What skills do we need now and in the future? Where will we even look for these employees? What are some best practices? Talent acquisition is the area within human resource management that defines the strategy for selection, recruiting, and hiring processes, and helps the organization fight the “ war for talent ” during good times and bad.
Hiring strong talent is a key source of competitive advantage for a company, yet so many companies do it poorly. Often, the recruiting and hiring processes happen reactively—someone leaves the organization and then people scramble to fill the gap. Very few companies take a longer-term, proactive approach and work to create a strategic plan for talent acquisition. In the article “The Definitive Guide to Recruiting in Good Times and Bad” (Fernandez-Araoz, Groysberg, Nohria, HBR, 2009), the authors advocate for a rigorous and strategic recruiting process that includes the following critical actions:
- Anticipate your future leadership needs based on your strategic business plan.
- Identify the specific competencies required in each position you need to fill.
- Develop a sufficiently large candidate pool.
In organizations today, there are often pieces of the talent acquisition process that are outsourced to external recruiters, as opposed to being managed internally by human resources employees. 9 While outsourcing specific searches is not an issue, there must be internal HR/talent acquisition employees responsible for creating the overall strategic plan for the recruiting function. Contract recruiters may then take responsibility for a piece of the overall process by leveraging the strategy and competencies that the HR team puts forth. 10
Recruiting and hiring of high-level leadership candidates has special risks and rewards associated with it. The risk that a key leadership position is vacant or becoming vacant poses a risk to the organization if it is left open for too long. These high-level positions are often harder to fill, with fewer candidates being available and the selection of the right talent being so critical to the organization’s future. The reward, however, is that with due diligence and clear goals and competencies/skills defined for the position, the HR/talent acquisition professional can create a competitive advantage through the recruitment of key high-level talent.
The following best practices illustrate the key steps for effective recruiting of key leadership hires. Both human resources and business leadership should partner to discuss and define each of the elements to ensure alignment and support of the recruiting plan and process (Definitive Guide to Recruiting, HBR, 2009).
Anticipate your needs. Every two to three years there should be a review of high-level leadership requirements based on the strategic plan. Some of the questions to answer here are:
- How many people will we need, and in what positions, in the next few years?
- What will the organizational structure look like?
- What must our leadership pipeline contain today to ensure that we find and develop tomorrow’s leaders?
Specify the job. For each leadership position identified, specify competencies needed in each role. For example:
- Job-based: What capabilities will the job require?
- Team-based: Will the applicant need to manage political dynamics?
- Firm-based: What resources (supporting, talent, technology) will the organization need to provide the person who fills this role?
Develop the pool. Cast a wide net for candidates by asking suppliers, customers, board members, professional service provides, and trusted insiders for suggestions. It helps to start this process even before you have a role that you’re hiring for. During succession planning and talent discussions internally, it helps to start making of list of internal and external contacts and potential candidates before the need arises.
Assess the candidates. Have the hiring manager, the second-level manager, and the top HR manager conduct a “behavioral event interview” with each candidate. Candidates will describe experiences they’ve had that are like situations they’ll face in the organization. Gain an understanding of how the candidate acted and the reasoning behind their actions. Make sure to evaluate a broad range of references to ask about results the candidate achieved.
Exhibit 11.4 The Job Fair A job fair, career fair, or career expo, like this one at the College of DuPage, is an event in which employers, recruiters, and schools give information to potential employees and job seekers attend hoping to make a good impression on potential employers. They also interact with potential coworkers by speaking face-to-face, exchanging résumés, and asking questions in an attempt to get a good feel for the work needed. Likewise, online job fairs give seekers another way to get in contact with probable employers using the Internet. (Credit: Taavi Burns/ flickr/ Attribution 2.0 Generic (CC BY 2.0))
Close the deal. Once you have chosen the final candidate, you can increase the chance that the job offer will be accepted by:
- Sharing passion about the company and role, and showing genuine interest in the candidate
- Acknowledging the opportunities and challenges of the role, differentiating the opportunities at your organization from those of your competitor
- Striking a creative balance between salary, bonuses, and other long-term incentives
Integrate the newcomer. It is important to integrate new hires into the company’s culture:
- During the first few months, have the managers and the HR team check in with each new hire.
- Assign a mentor (star employee) to provide ongoing support to each new hire.
- Check in with the new hire to ensure that they are getting enough support, and inquire about what other support might be needed. Ensure that new hires are adequately building new relationships throughout the organization.
Refer to Table 11.2:Hiring Top-Level Executives, adapted from “The Definitive Guide to Recruiting in Good Times and Bad,” from the article “Hiring Top Executives: A Comprehensive End-to-End Process,” Harvard Business Review , May 2009.
By following these best practices, human resources and business leadership can ensure that the new hire is integrating well and has the best possible start in the new role. Talent acquisition is a key element of any human resource management program, and the right process can mean the difference between a poor hire and a distinct competitive advantage gained through top talent.
- What are some best practices for recruiting and hiring leadership candidates?
- How can we ensure a more successful integration of the new hire?
9. Fernandez-Araoz, Groysberg, Nohria, “The Definitive Guide to Recruiting in Good Times and Bad”, Harvard Business Review, 2009.
10. Ibid.


16.3: Assignments
The assignments for Principles of Marketing build on one another and culminate in the submission of a finished marketing plan. If you import this course into your learning management system (Blackboard, Canvas, etc.), the assignments will automatically be loaded into the assignment tool. They can be used as is, modified, or removed. You can preview them below:
Assignments and Alignment
- Submit Marketing Plan Template ; Module 2: Marketing Function
- Marketing Plan, Part I ; Module 4: Marketing Strategy
- Marketing Plan, Part 2 ; Module 9: Branding
- Complete Marketing Plan ; Module 13: Promotion: IMC
- Marketing Plan Peer Review ; Module 14: Marketing Globally
- Marketing Plan Presentation ; Module 15: Marketing Plan
Because the assignments are designed to cover multiple course modules, we recommend that you (1) review them for alignment with specific sequence in which you teach your course, (2) adapt them as necessary to ensure alignment, and (3) move each assignment to the module that corresponds with the week in which your students will complete them.
The following discussion assignments will also be preloaded (into the discussion-board tool) in your learning management system if you import the course. They can be used as is, modified, or removed. You can preview them below:
Discussion Assignments and Alignment
- Module 1 Discussion: Self-Introduction ; Module 1: What is Marketing?
- Module 2 Discussion: Analyzing Marketing Efforts ; Module 2: Marketing Function
- Module 5 Discussion: Analyzing Social Responsibility; Module 5: Ethics and Social Responsibility
- Module 7 Discussion: Customer Profile ; Module 7: Consumer Behavior
- Module 8 Discussion: Positioning and Differentiation ; Module 8: Positioning
- Module 10 Discussion: Product Strategy ; Module 10: Product Marketing
- Module 11 Discussion: Pricing Strategy ; Module 11: Pricing Strategy
- Module 12 Discussion: Distribution Strategy ; Module 12: Place: Distribution Channels
- Module 13 Discussion: Marketing Campaign Concept ; Module 13: Promotion: IMC
- Module 14 Discussion: Global Marketing ; Module 14: Marketing Globally
Waymaker Principles of Marketing course learning outcomes cover a variety of topics related to marketing, culminating in creating a marketing plan. The recommended set of performance assessments in the Waymaker Marketing course includes a combination of submitted assignments and discussion forums, through which students develop content that contributes to the creation of their own marketing plans. Additional discussion assignments, beyond the ones automatically included in this course, are also available in a single Microsoft Word document. Download additional discussion assignments here.
Because the assignments are designed to cover multiple course modules, we recommend that you (1) review them for alignment with specific sequence in which you teach your course, (2) adapt them as necessary to ensure alignment, and (3) move each assignment to the module that corresponds with the week in which your students will complete them.
Contributors and Attributions
- Assignments. Provided by : Lumen Learning. License : CC BY: Attribution
- Pencil Cup. Authored by : IconfactoryTeam. Provided by : Noun Project. Located at : https://thenounproject.com/term/pencil-cup/628840/ . License : CC BY: Attribution


3.4: Content Words
Content Words
Rules to remember
- Content words are usually stressed. Content words give the most important information in the sentence.
- Function words are usually NOT stressed. Function words make your sentences grammatically correct.
Watch the Video
Content Words - Rachel's English
Watch the video about content words from Rachel's English. Then answer the questions below.
Video Questions 1
Write the correct answer on the lines below.
-
What are the four types of content words she mentions?
- _________________
- _________________
- _________________
- _________________
Video Questions 2
-
Content words give the ___________ in a sentence.
- information
- grammar
-
Function words give the __________ in a sentence.
- information
- grammar
-
Content words are _______________.
- stressed
- not stressed
-
Content words are ______________ in pitch.
- higher
- lower
-
Function words are ________________.
- stressed
- not stressed
-
Function words are _____________ in pitch.
- higher
- lower
Video Questions 3
- Dad's at the bank.
- She went to the store.
- He'll be here soon.
- She took the red car.
- Sometimes it's hard to walk in a single woman's shoes.
- Bob and I finally received our wedding gift from Michael.
Types of Content Words
Below is a chart that contains different types of content words. Work with a partner. Complete the chart with an additional example of each type of content word. Write your example on the line in each box. Then check your answers with the class.
| Type of Content Word | Nouns | Verbs | Adjectives | Adverbs | Interjections | Wh- Words | Negative Auxiliaries |
|---|---|---|---|---|---|---|---|
| Examples |
friend Bob work __________ |
eat play run __________ |
beautiful good angry __________ |
always cheerfully easily ___________ |
Wow! Oops! __________ |
why where what __________ |
can't isn't don't __________ |
Types of Function Words
Below is a chart that contains different types of function words. Work with a partner. Complete the chart with an additional example of each type of function word in each section. Write your example on the line in each box. Then check your answers with the class.
| Type of Function Word | Articles | Prepositions | Pronouns | Auxiliaries | Conjunctions |
|---|---|---|---|---|---|
| Examples |
a, an ___ the_ _________ |
of, to, for, with ______________ |
he, she, I, you ______________ |
can, have, is ______________ |
but, or, so ______________ |
Review: Watch the Video
Elemental English - Stress and Rhythm in English: A Quick Overview
Watch the video.
Nursery Rhymes
It's easiest to hear the rhythm of English in songs and nursery rhymes. Read and listen to the nursery rhymes.
- Clap your hands to the beat of the song. Which words land on the beat? Which words are emphasized? Underline them.
- Which words are weak and less easy to hear? Write some examples here:
- Is the entire content word stressed, or just one syllable? Which syllable is stressed? Circle the stressed syllable in each content word.

Up above the world so high,
Like a diamond in the sky.
The incy wincy spider
The incy wincy spider
Climbed up the water spout
Down came the rain
And washed the spider out
Out came the sun
And dried up all the rain
So the incy wincy spider
Climbed up the spout again
Recording: Nursery Rhymes
Practice saying each of the nursery rhymes above. Then record yourself reading both nursery rhymes, and submit your video to your teacher.
Recording: Sentences
- Read the sentences below. Circle the content words.
- Compare the words you circled with your partner.
- Practice reading the sentences aloud. Then make a video of yourself reading the sentences.
Read and Record
- Toothpaste usually foams up in your mouth when your brush your teeth.
- When you upcycle something, that means you find a new way to use it instead of throwing it in the trash.
- If you lead a zero waste lifestyle, that means you don't make any trash.
- Lauren said the consistency of the toothpaste can fluctuate a lot. When it's cold, teh toothpaste gets hard and when it's hot, the toothpaste can become liquid.
- Peppermint and cinnamon are two examples of flavors you can put in your toothpaste.
- I use baking soda in cookie and cake recipes, but you can also use it in your toothpaste recipe.
Zero Waste Toothpaste
Read this paragraph from the video Zero Waste Toothpaste.
- Work with a partner and circle all the content words.
- Listen to the first 23 seconds of the video. Listen for the words that are stressed and higher in pitch. Did Lauren emphasize the words you circled? Did you follow all the rules you learned about content words in this unit? Are there any exceptions? Why?
Hey everybody, this is Lauren from Trash is for Tossers and today I’m going to show you how to make Zero Waste Toothpaste! I absolutely love this recipe. It’s a great alternative to buying toothpaste in tubes that are either difficult or impossible to recycle. It also works extremely well! I’ve been using it for years and I still have almost all my teeth!
Recording: Content Words
- Practice reading the excerpt below. Remember to stress the content words (in bold) and reduce the function words.
- When you're ready, make a video of yourself reading the paragraph.
Hey every bo dy, this is Laur en from Trash is for Toss ers and t o day I’m going to show you how to make Zer o Waste Tooth paste! I ab solutely love this re cipe. It’s a great al ter native to buy ing tooth paste in tubes that are either dif ficult or im pos sible to re cy cle. It also works ext rem ely well ! I’ve been us ing it for years and I still have al most all my teeth !


1.7: Putting It All Together
Learning Objectives
At the end of this section, the learner will:
- Look at to-dos/tasks ahead daily, weekly, and monthly.
- Proactively navigate scheduling conflicts.
putting it all together
Congratulations! You are now organized and ready to achieve your goals. All that you need to do now to meet your goals is to stay on top of what is happening with your calendar and to-dos/tasks. Follow these tips to stay on track.
Check your calendar and to-dos/tasks:
-
Monthly
- Keep your calendar and to-dos/tasks up to date throughout the year so that you can see conflicts before they become emergent.
- Where conflicts exist, make adjustments so that the priority items are tended to first.
- When conflicts cannot be resolved, you will have to make decisions about what is most important to you. Sometimes that may mean you have to put personal items on hold to tend to academic responsibilities.
- If conflicts exist in your preparation of coursework like assignments and exams, remember to look at the weighted average for each as a percentage of your total grade. This will clue you into which one should get the most attention. If you add those weighted percentages in your title or subject line on your calendar and to-dos/task lists as suggested earlier in this chapter, you will be able to see this without referring back to your course documents.
- As always, reach out to your instructor for support early if you need help!
-
Weekly
- Choose a day each week that you will review your calendar and to-dos/tasks.
- Make a plan to address these items prior to the start of the next week.
- If something was added to your schedule that does not fit, see if you can move anything that is not a top priority to the next week(s). If you cannot resolve the conflict, reach out right away to anyone that is affected and work toward a solution. This includes your instructor(s).
-
Morning
- This will help create a focus for your day.
- Make a to-list for the day and address the items based on the priority you assign each one.
-
Evening
- Recap your day by reviewing your accomplishments for the day! Doing so will keep you motivated as you will be able to see progress toward your goals incrementally.
- Review what is coming for the next day sometime before you go to bed.  Clearing out your mind by gaining an understanding of the next steps will help your sleep be more restful, setting you up for success tomorrow.
activity 2.7: REFLECTIVE ExERCISE
Reflecting on Your Goals
- Write down 10 things you did yesterday on one piece of paper.
- On the second piece of paper, write down 5 things you expect to complete in the next two weeks.
-
Look at the two lists next to one another. Mark items from the first list that relate to those on the second list.
- Did you spend time working toward your goal?
- If not, why?
- What adjustments can you make to achieve the items on the second list?


4.1: Introduction to Pleasure, Sexual Arousal and Response
After completing this module, students should have a working knowledge of:
- What pleasure is
- Stigma and pleasure seeking
- How culture shapes and constricts sexual pleasure
- How to tap into pleasurable things in life without regret
- The role of the brain in sexual arousal and response
- The sexual response cycle by William Masters and Virginia Johnson
- The importance of Alfred Kinsey’s work and at the Kinsey Institute
- Current work on arousal done by sex researcher Emily Nagoski
Does my sexiness upset you? Does it come as a surprise? That I dance like I’ve got diamonds at the meeting of my thighs?
Maya Angelou, Still I Rise
Introduction
This chapter will explore the topic of pleasure and sexual arousal.  What do you desire, and how did you learn this was something you wanted? Is it the sight of an attractive person, a smell you find particularly appealing, or the taste of something silky and delicious? Is it being touched in just the right way or that particular song that gets you in the mood? Or is none of this something you find pleasurable? Whatever it is, our minds, influenced by our surroundings, hold the key to understanding our pleasure. The mind is our largest sex organ, and it can either accelerate our desires or bring them to a screeching halt.
How we become aroused and whether or not it involves physical embodiment is different for each and every one of us, but the pursuit of pleasure in various forms is intrinsic to the human condition. We are pleasure seekers and the sooner we acknowledge and embrace this, our lives become much fuller. Giving into pleasure is not a bad thing, it is part of radical self-love. In this chapter, we will unpack the notion of pleasure and some ways in which society constricts us from enjoying ourselves. Our goal is to eliminate those constraints and find our way to feeling joy. We will also explore some of the science behind sexual arousal and the mind-body connection. Specifically, the ways in which external factors, coupled with how our minds respond to those factors, either enhance or hinder our arousal.
Circe’s House
Bodies entwined floating over water. Gurgling, is that my stomach or the waterbed where our bodies lay tangled in dirty sheets. Scents of cheap beer and marijuana wafting through the house into your roommates room. I feel special that you selected me. So much to learn and inhabit. I am outside of myself watching as we slosh around, your strawberry blond curls brushed against my trembling body. So unsure of what’s to come and thankful that it is over.
- Anonymous


7.1: Lab 7- The Cardiovascular system
Measurable Outcomes
- Visually identify major components, vessels, and structures of a dissected heart.
- Determine the anatomical structures of the heart on available models.
- Determine the pathway of blood flow through the heart.
- List and accurately classify the distinct types of blood cells from histological slides.
- Recognize the features of cardiac tissue under a microscope.
- Identify the major blood vessels required for this lab.
- Distinguish between arterial and venous flow.
Background
The cardiovascular system is responsible for the circulation of blood and transport of nutrients. Large multicellular organisms developed such a system as a means of actively transporting nutrients to the cells of the body. The heart is the organ of focus in this lab. It is divided into four distinct chambers, which in concert work to circulate blood. When the heart beats, it pumps blood into two different circuits: pulmonary and systemic. Pulmonary circulation carries blood from the right side of the heart to the alveoli of the lungs and back to the left side of the heart, while the systemic circulation carries blood from the left side of the heart to all the organs and tissues of the body, then back to the right side of the heart. If it were possible to stretch out all of the blood vessels in the body, they would measure 60,000 to 100,000 miles, enough circle the earth roughly four times. The heart is an incredible organ capable, on average, of circulating roughly 2,000 gallons worth of blood each day. Furthermore, the heart is one of the few organs capable of operating entirely apart from the central nervous system which makes it one of the hardest working organs.
Blood is classified as liquid connective tissue and is vital in its roles of transportation, regulation, and protection. It is made of distinct types of cells, mostly derived from bone marrow, and helps maintain homeostasis. Plasma and cellular elements are the two main components of blood, where plasma makes up 55% of blood and cellular elements make up 45%. Plasma is mostly water but contains proteins and other solutes as well. The vast majority of cell elements are erythrocytes with less than 1% comprising of leukocytes and platelets .
In this lab we will focus on the major blood vessels of the cardiovascular system. Arteries are blood vessels that always carry blood away from the heart; the blood they carry is oxygenated (exception: pulmonary arteries ). They generally have thicker walls than veins, the other major blood vessels in the cardiovascular system. Veins carry blood toward the heart and carry deoxygenated blood (exception: pulmonary veins ). Both vessel types are formed by the tunica intima, tunica media, and tunica adventitia.
Vocabulary for the Cardiovascular System can be found on page(s) 163-165 .


7.16: Purpose of Human Resource Management
- List the functions of human resource management.
- Explain how HR decisions reflect the corporate strategy.
Susan Fowler is an engineer who writes a blog about her experiences. She used to work at Uber, the popular ride-share company. But although Uber did interesting work and she liked her job, her boss was harassing her.
After many attempts to change the situation by going to the Human Resources department at Uber, Susan realized that HR was not interested in supporting her. It was willing to break the law and allow her boss to get away with sexual harassment. But Susan wasn’t willing to accept this behavior from her employer. She spoke up and got others to speak up with her.
The result: Uber not only lost a great employee but also lost the respect of the public. Since Fowler started writing about her experiences, Uber has lost money, employees, and opportunities to grow.
Here is some of what Susan Fowler says about her experience at Uber:
On my first official day rotating on the team, my new manager sent me a string of messages over company chat. He was in an open relationship, he said, and his girlfriend was having an easy time finding new partners but he wasn’t. He was trying to stay out of trouble at work, he said, but he couldn’t help getting in trouble, because he was looking for women to have sex with. It was clear that he was trying to get me to have sex with him, and it was so clearly out of line that I immediately took screenshots of these chat messages and reported him to HR.
After reporting the situation, Fowler assumed HR would do the right thing. At the very least, it would reprimand the manager for breaking the company’s code of ethics. Instead, says Fowler, HR did the opposite:
I was told by both HR and upper management that even though this was clearly sexual harassment and he was propositioning me, it was this man’s first offense, and that they wouldn’t feel comfortable giving him anything other than a warning and a stern talking-to. Upper management told me that he “was a high performer” (i.e. had stellar performance reviews from his superiors) and they wouldn’t feel comfortable punishing him for what was probably just an innocent mistake on his part.
Instead of confronting the manager, HR told Fowler she could leave the team. Her other option was to stay on the team—but if she stuck with it, she should expect a poor performance review, even if she did a good job. Fowler left the team but started asking other women about their experience at Uber. Over and over, she heard stories similar to her own. She even learned that HR had lied to her: her manager had been reported for sexual harassment many times but had never been disciplined for his behavior.
Finally, after trying and failing to get an appropriate response from upper management, Fowler quit her job. She then went on to write about her experience, sharing the details of Uber’s poor management with the world. [1]
A good HR department could have handled all of Susan’s concerns legally and appropriately, and Uber could have avoided a great deal of trouble. Investors voted with their feet, and Uber’s stock lost $10 billion, according to CNBC. [2] At best, this is a lost opportunity that will cost the company far more than managing within the law.
The Functions of Human Resource Management
Managing employee conflicts and legal issues is only part of HR’s function. In fact, HR is a key department in any company, and it is responsible for many areas. Each of these areas can be categorized into the main functions of human resource management:
| Function | What It Is |
|---|---|
| Recruitment and Selection |
|
| Training and Development |
|
| Compensation |
|
| Safety and Health |
|
| Employee and Labor Relations |
|
| Terminate employee contracts when necessary |
|
Human resources management can also play an important role in strategic planning and company growth. For example, HR professionals take part in:
- Planning to hire or transfer employees when a company grows.
- Training new employees as the company makes changes or expands.
- Developing incentive programs to help the company compete with other employers.
- Researching laws and policies related to employees in other states or countries.
- Setting up employee transportation, moves, and other logistics as needed.
Why is all this important? HR is a specialty that involves a great many legal details. Mistakes in employee benefits, mismanaging sensitive employee records, or glossing over company ethics policies could land a company in legal trouble. Lawsuits that go to court have incurred a median cost of $200,000. [3] HR professionals are the people who have the knowledge, time, and responsibility to ensure that employees receive the services, resources, and support they need to be successful at work.
A recent trend is more part-time and contract workers. HR professionals source and hire both and handle the contracts and legal risks.
The following video highlights some of the important work HR managers do in a company, as in this example of the human resources director at Quiksilver.
You can view the transcript for “DAY IN THE LIFE – HUMAN RESOURCES” here (opens in new window) .
HR and Corporate Strategy
You might think of HR management as a somewhat standard part of every business–the HR department deals with hiring, training, compensation, safety issues, and so on. But successful businesses don’t take a one-size-fits-all approach to HR management. Instead, they use their HR policies to support the business’s strategic goals and increase their competitive advantage.
In practice, that means making sure the key elements of HR are aligned with the organization’s strategy. For example, if one of your organizational goals is to create innovative products, your HR policies might allow employees a certain amount of time to work on their own ideas. Google does this with its famous “20 percent time” policy that allows employees to spend one-fifth of their time working on a project of their own choosing that they think will most benefit Google. 3M had a similar policy before Google, and it resulted in one of the company’s most successful products: the Post-It Note. Allowing employees time to be creative on the job not only helps attract the types of employees these companies want, but also benefits the company when employees come up with innovative ideas and strategies.
Today’s HR managers need to think less about enforcing compliance rules and tracking simple metrics and more about how policies will help achieve strategic goals. They must align the organization’s people with the desired outcomes. Depending on the business’s strategy, this might mean using a very selective hiring process to find the candidate with the right skills for the job, or using contractors instead of full-time employees to keep costs low. The goal of HR is to ensure that an organization has the right skills, abilities, and knowledge to implement its strategy.
High-performing organizations use HR elements such as job design and diversity management to maximize employee performance. Job design (also referred to as work design or task design) is a core function of human resource management. It’s related to the specification of contents, methods, and relationship of jobs in order to satisfy technological and organizational requirements as well as the social and personal requirements of the job holder. Its principles are geared towards how the nature of a person’s job affects their attitudes and behavior at work, particularly relating to characteristics such as skill variety and autonomy. The aim of a job design is to improve job satisfaction, to improve throughput, to improve quality, and to reduce employee problems (e.g., grievances, absenteeism).
HR managers are also concerned with diversity in the workplace. In a global economy, employing a diverse workforce and celebrating multiculturalism can create or strengthen an organization’s competitive advantage.
- Susan J. Fowler, “Reflecting on One Very, Very Strange Year at Uber,” Susan J. Fowler (blog), Feb. 19, 2017, accessed July 26, 2017, https://www.susanjfowler.com/blog/2017/2/19/reflecting-on-one-very-strange-year-at-uber . ↵
- Anita Balakrishnan, “Scandals may have knocked $10 billion off Uber's value, a report says,” CNBC, April 25, 2017, accessed July 26, 2017, http://www.cnbc.com/2017/04/25/uber-stock-price-drops-amid-sexism-investigation-greyballing-and-apple-run-in--the-information.html . ↵
- Andrea G. Simpson, “What Are Chances a U.S. Business Will Face an Employee Lawsuit?” Oct. 28, 2015, accessed July 26, 2017, http://www.insurancejournal.com/news/national/2015/10/28/386321.htm . ↵
Contributors and Attributions
- Purpose of HR Management. Authored by : Lisa Jo Rudy and Lumen Learning. License : CC BY: Attribution
- Job design. Provided by : Wikipedia. Located at : https://en.Wikipedia.org/wiki/Job_design . License : CC BY-SA: Attribution-ShareAlike
- Day in the Life--Human Resources. Authored by : Acquire Learning. Located at : https://www.youtube.com/watch?v=bb4RGuQu2Pk . License : All Rights Reserved . License Terms : Standard YouTube License


17.4: Goals or Outcome Statements
- Explain the individual and organizational effects associated with goal setting and planning.
Creating goals is an inherent part of effective managerial planning. There are two types of organizational goals that are interrelated—official and operational goals. 21 Official goals are an organization’s general aims as expressed in public statements, in its annual report, and in its charter. One official goal of a university, for example, might be to be “the school of first choice.” Official goals are usually ambiguous and oriented toward achieving acceptance by an organization’s constituencies. Operational goals reflect management’s specific intentions. These are the concrete goals that organization members are to pursue. 22 For example, an operational goal for a hospital might be to increase the number of patients treated by 5 percent or to reduce readmission.
The importance of goals is apparent from the purposes they serve. Successful goals (1) guide and direct the efforts of individuals and groups; (2) motivate individuals and groups, thereby affecting their efficiency and effectiveness; (3) influence the nature and content of the planning process; and (4) provide a standard by which to judge and control organizational activity. In short, goals define an organizational purpose, motivate accomplishment, and provide a yardstick against which progress can be measured.
Goal Formulation—Where Do Organizational Goals Come From?
There are two different views about how organizational goals are formulated. The first view focuses on an organization and its external environment. You will recall that there are many stakeholders (e.g., owners, employees, managers) who have a vested interest in the organization. Organizational goals emerge as managers try to maintain the delicate balance between their organization’s needs and those of its external environment. 23 The second view concentrates on the set of dynamics in the organization’s internal environment. Internally, an organization is made up of many individuals, coalitions, and groups who continually interact to meet their own interests and needs. 24 They bargain, trade, and negotiate, and through these political processes, organizational goals eventually emerge.
Neither approach to goal formulation can alone provide for long-term organizational success. Goals must fit an organization into its external environment while satisfying the needs of external constituencies. In addition, goals must enable an organization’s internal components to work in harmony. For example, the goals of its marketing department need to mesh with those of its production and finance departments. The challenge for managers is to balance these forces and preserve the organization.
Multiple Goals and the Goal Hierarchy
Consistent with the two views of goal emergence, Peter Drucker offers the perspective that organizations must simultaneously pursue multiple goals. A well-known management scholar, consultant, and writer, Drucker believes that to achieve organizational success, managers must try to achieve multiple goals simultaneously—namely, market standing, innovation, productivity, profitability; physical and financial resources, manager performance and development, employee performance and attitude, and public responsibility. 25 Reflecting his concerns, the Hewlett-Packard Corporation has established the seven corporate goals listed in Table 17.2. Sometimes units within organizations may pursue goals that actually conflict with the goals of other internal units. The innovation goal of a research and development department, for example, might conflict with the production department’s goal of efficiency. 26 Managers must strive to integrate the network of goals and resolve internal conflicts when they arise.
| Hewlett-Packard’s Corporate Goals |
|---|
| Source: Adapted from Y. K. Shetty. 1979. New look at corporate goals. California Management Review 22(2): 71–79. |
| Profit. To achieve sufficient profit to finance our company growth and to provide the resources we need to achieve our other corporate objectives. |
| Customers. To provide products and services of the greatest possible value to our customers, thereby gaining and holding their respect and loyalty. |
| Field of Interest. To enter new fields only when the ideas we have, together with our technical, manufacturing and marketing skills, assure that we can make a needed and profitable contribution to the field. |
| Growth. To let our growth be limited only by our profits and our ability to develop and produce technical products that satisfy real customer needs. |
| People. To help our own people share in the company’s success, which they make possible: to provide job security based on their performance, to recognize their individual achievements, and to help them gain a sense of satisfaction and accomplishment from their work. |
| Management. To foster initiative and creativity by allowing the individual great freedom of action in attaining well-defined objectives. |
| Citizenship. To honor our obligations to society by being an economic, intellectual and social asset to each nation and each community in which we operate. |
Table 17.2
Broad organizational goals, such as productivity, innovation, and profitability, are likely to be broken into subgoals at various organizational levels. The complexities posed by many interrelated systems of goals and major plans can be illustrated by a goal hierarchy. 27 Thus, an organization sets organizational-level, divisional-level, departmental-level, and job-related goals. In the process, managers must make sure that lower-level goals combine to achieve higher-level goals.
- What is the difference between official and operational goals?
- How do multiple goals fit into a goal hierarchy?


2.2: Ordered Pairs
Ordered pairs are pairs of numbers used to locate a point in the rectangular coordinate plane and written in the form \((x, y)\), where x is the x-coordinate and y is the y-coordinate.
The location of the ordered pair in the quadrants will determine the sign of the x and y coordinates, as shown in the previous section, figure above. Thus, the signs of the ordered pairs \((x, y)\) are summarized as follows,
- If \((x, y)\) is in Quadrant I then both x and y are positive.
- If \((x, y)\) is in Quadrant II then x is negative and y is positive.
- If \((x, y)\) is in Quadrant III then both x and y are negative.
- If \((x, y)\) is in Quadrant IV then x is positive and y is negative.
Note: Points on the perpendicular axis in a rectangular plane do not belong to any of the quadrants.
To locate a point in the coordinate plane, use a process called graphing a point. This process can also be called plotting a point. Always start at the origin and move right or left to locate the x-coordinate and move up or down to locate the y-coordinate.
To graph or plot \((−2, 5)\) on a coordinate plane, start at the origin and move 2 units to the left, because the x-coordinate −2 is negative, then move up 5 units because the y-coordinate 5 is positive and draw a dot. notice that our point is in quadrant II. To graph the point \((4, 1)\), start at the origin and move 4 units to the right and 1 unit up. Similarly, graph the points \((−1, −1)\) and \((2, −3)\), as shown in the figure below.
Careful! In the previous chapter the notation \((p, q)\) was used to represent an absolute value inequality solution in interval notation. This section introduces ordered pairs that use the same parentheses representation. Make sure not to confuse the interval notation with the ordered pairs notation.
Graph the given points on the same rectangular coordinate plane, and state where each point lies. If a point does not lie in any of the quadrants, state the axis on which it lies.
- \((3, 4)\)
- \((−2, −2)\)
- \(\left(0, \dfrac{5 }{2 }\right)\)
- \((−3.5, 0)\)
Solution
- Both x and y coordinates are positive. start at the origin, move 3 units to the right then, move up 4 units and mark the point \((3, 4)\) The point lies in quadrant I
- Both x and y coordinates are negative. start at the origin, move 2 units to the left, then, move 2 units down and mark the point \((−2, −2)\). The point lies in quadrant II.
- Since the x-coordinate is 0, start at the origin and don’t move right or left. Since the y-coordinate is positive, move \(\dfrac{5 }{2}\) units or 2.5 units up. Label point \(\left(0, \dfrac{5 }{2} \right)\). The point lies on the y-axis.
- Sine the x-coordinate is negative, start at the origin and move 3.5 units to the left. Since the y-coordinate is 0, don’t move up or down. label the point \((−3.5, 0)\). The point lies on the x-axis.
Determine the coordinates of the points labeled in the figure below.
Solution
To plot any point in the coordinate plane, start at the origin then move according to the sign of the given coordinates as follows,
- Point A: Start at the origin and move 4 units to the right. The x-coordinate is 4. There is no vertical movement up or down, so the y-coordinate is 0. Hence, Point A has coordinates \((4, 0)\)
- Point B: Again, start at the origin and move 1 unit to the right and 4 unit down. Hence, point B have coordinates \((1, −4)\)
- Point C: Since the x-coordinate is 0, then start at the origin and don’t move right or left. The y-coordinate is 0 as well, so don’t move up nor down. Thus, the coordinates of point C are \((0, 0)\)
- Point D: From the origin, move 3 units to the right, then 1 unit up. Thus, coordinates of point D are \((3, 1)\)
- Point E: Start at the origin and stay there because the x-coordinate is 0, then move 4 units up. Thus, Point E have coordinates \((0, 4)\).
- Point F: Move 5 units left of the origin and 2 units up. Point F have coordinates \((−5, 2)\)
- Point G: Move 1 unit left of the origin and 2 units down. Point G have coordinates \((−1, −2)\)
- What are the x and y coordinates in \((−3, 2)\) and \((2, −3)\) ? Are they the same Point?
- Plot the following points on the same rectangular coordinate plane, and state the quadrant in which each point lies or the axis on which it lies. \((−1.5, 2),\quad (0, −3), \quad(5, 2.5),\quad \left(− \dfrac{1}{ 2 },\quad − \dfrac{1 }{2}\right), \quad\left(3\dfrac{1 }{2} ,\quad −\dfrac{ 7 }{2}\right ), \quad (−3, 3),\quad (−2, 0)\)
- Determine the coordinates for each given point in the figure below.
- Determine the coordinates for each given point in the figure below.


15.13A: Overview of the Male and Female Reproductive Systems
- Summarize the reproductive systems of men and women
The reproductive system or genital system is a set of organs within an organism that work together to produce offspring. Many non-living substances, such as fluids, hormones, and pheromones, are important accessories to the reproductive system. Unlike most organ systems, the sexes of differentiated species often have significant differences. These differences allow for a combination of genetic material between two individuals and thus the possibility of greater genetic fitness of the offspring.
  The sperm travels through the vagina and cervix into the uterus for potential fertilization of an ovum. Upon successful fertilization and implantation, gestation of the fetus occurs within the female’s uterus for approximately nine months (pregnancy). Gestation ends with labor resulting in birth. In labor, the uterine muscles contract, the cervix dilates, and the baby passes out through the vagina. Human babies and children are nearly helpless and require high levels of parental care for many years. One important type of parental care is the use of the mammary glands in the female breasts to nurse the baby.
The Male Reproductive System
The human male reproductive system is a series of organs located outside of the body and around the pelvic region. The primary direct function of the male reproductive system is to provide the male gamete or spermatozoa for fertilization of the ovum. The major reproductive organs of the male can be grouped into three categories. The first category is sperm production and storage. Production takes place in the testes, housed in the temperature-regulating scrotum. Immature sperm then travel to the epididymis for development and storage. The second category, the ejaculatory fluid-producing glands, includes the seminal vesicles, prostate, and vas deferens. The final category, used for copulation and deposition of the spermatozoa (sperm) within the female, includes the penis, urethra, vas deferens, and Cowper’s gland.
Only our species has a distinctive mushroom-capped glans, which is connected to the shaft of the penis by a thin tissue of frenulum (the delicate tab of skin just beneath the urethra).   This combined with the fact that human ejaculate is expelled with great force and considerable distance (up to two feet if not contained), suggests that men are designed to release sperm into the uppermost portion of the vagina. This may be an evolutionary adaptation to expel the semen left by other males while at the same time increasing the possibility of fertilization with the current male’s semen.
The Female Reproductive System
The human female reproductive system is a series of organs primarily located inside the body and around the pelvic region. It contains three main parts: the vagina, which leads from the vulva, the vaginal opening, to the uterus; the uterus, which holds the developing fetus; and the ovaries, which produce the female’s ova. The breasts are also a reproductive organ during parenting, but are usually not classified as part of the female reproductive system. The vagina meets the outside at the vulva, which also includes the labia, clitoris, and urethra. During intercourse, this area is lubricated by mucus secreted by the Bartholin’s glands. The vagina is attached to the uterus through the cervix, while the uterus is attached to the ovaries via the Fallopian tubes. At certain intervals, approximately every 28 days, the ovaries release an ovum that passes through the Fallopian tube into the uterus.
If the ova is fertilized by sperm, it attaches to the endometrium and the fetus develops. In months when fertilization does not occur, the lining of the uterus, called the endometrium, and unfertilized ova are shed each cycle through a process known as menstruation.
Key Points
- The male reproductive system consists of external organs. The testes in the scrotum produce the male gamete, sperm, which is ejaculated in seminal fluid by the penis.
- The female reproductive system primarily consists of internal organs. The female gamete, ovum, is produced in the ovaries and is released monthly to travel to the uterus via the Fallopian tubes.
 If an ovum is currently in the uterus, it can then be fertilized by sperm that manage to enter the cervix.
- Once fertilized, an ovum becomes a zygote and if all goes well, develops into a fetus in the uterus.
- Natural birth occurs when the fetus is pushed from the vagina after nine months in the uterus.