1. Explain Britain’s changing relationship to the world between

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1. Explain Britain’s changing relationship to the world between 1688 and 1815, focusing on Britain’s position in the world order, its motivations, costs and benefits of its foreign policy. OR Why did England, unlike France, not have a Revolution after 1688? OR Discuss the evolution of British political life between 1688 and 1815, focusing on the power relationship between the King, Parliament and the people. ...

1. Explain Britain’s changing relationship to the world between
1688 and 1815, focusing on Britain’s position in the world
order, its motivations, costs and benefits of its foreign policy.
OR
Why did England, unlike France, not have a Revolution after
1688?
OR
Discuss the evolution of British political life between 1688 and
1815, focusing on the power relationship between the King,
Parliament and the people.

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JUVENILE JUSTICE Outline disposition of juveniles. One of the most significant historical reforms used in dealing with the juvenile offender was the opening of the New York House of Refuge in 1825. Research this classic institution and define the social and judicial consequences of this reform movement on the Juvenile Justice System. Share your assessment of the ground breaking work that took place and how it compares to our current child saving movement. For citation guidelines, please refer to the table in the APA Style section of the syllabus. .

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Kansai International Airport Opened on 4 September 1994, the airport serves as a hub for several airlines such as All Nippon Airways, Japan Airlines, and Nippon Cargo Airlines. It is the international gateway for Japan's Kansai region , which contains the major cities of Kyoto , Kobe, and Osaka. Other Kansai DOMESTIC FLIGHTS fly from the older but more conveniently located Osaka International Airport in Itami , or from the newer Kobe Airport. The airport had been deeply in debt, losing $560 million in interest every year. Airlines had been kept away by high landing fees (about $7,500 for a Boeing 747 ), the second most expensive in the world after Narita's. In the early years of the airport's operation, excessive terminal rent and UTILITY BILLS for on-site concessions also drove up operating costs: some estimates before opening held that a cup of coffee would have to cost US$10. [19] Osaka business owners pressed the government to take a greater burden of the construction cost to keep the airport attractive to passengers and airlines. [20] On 17 February 2005, Chubu Centrair International Airport opened in Nagoya , just east of Osaka. The opening of the airport was expected to increase competition between Japan's international airports. Despite this, passenger totals were up 11% in 2005 over 2004, and international passengers increased to 3.06 million in 2006, up 10% over 2005. Adding to the competition was the opening of Kobe Airport, less than 25 km (16 mi) away, in 2006 and the lengthening of the runway at Tokushima Airport in Shikoku in 2007. The main rationale behind the expansions was to compete with Incheon International Airport and Hong Kong International Airport as a gateway to Asia, as Tokyo area airports were severely congested. Kansai saw an 5% year-on-year increase in international traffic in summer 2013, largely supported by low-cost carrier traffic to Taiwan and Southeast Asia overcoming a decrease in traffic to China and South Korea . [21] The airport authority was allotted 4 billion yen in government support for fiscal year 2013, and the Ministry of Land, Infrastructure and Transport and Ministry of Finance have agreed to reduce this amount in stages through fiscal year 2015, although local governments in the Kansai region have pressed for CONTINUED subsidies. [22] Kansai has been marketed as an alternative to Narita Airport for international travelers from the Greater Tokyo Area . By flying to Kansai from Haneda Airport and connecting to INTERNATIONAL FLIGHTS there, travelers can save the additional time required to get to Narita: up to one and a half hours for many residents of Kanagawa Prefecture and southern Tokyo. .

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Juvenile Justice Instructional Objectives for this activity: Explore results of environment and SES issues. This week you read about Social Reaction Theory, AKA Labeling Theory and Social Conflict Theory. For this week's class discussion, please consider this theory as you complete the discussion below. Pick one popular television program or historical criminal event involving youth violence. Review, research or observe the show or criminal media reports to determine if criminals or youth are portrayed as having negative physical characteristics, and police officers are portrayed as having positive physical characteristics. Each student is to report her/his findings as a clearly labeled main post. .

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Journal: Positive Social Change—An Evolving Perspective As explored in the first week of this course, there is not one single definition for terms like social responsibility and social change. They are complex concepts determined by multiple factors. You may now recognize some of the key contributing factors that lead to social responsibility in action. Has your initial understanding of social responsibility and social change evolved through your work in this course? In this last Journal Assignment, you reflect on how this course influences your overall understanding and approach to positive social change. To prepare for this Assignment: Review Walden University’s General Education Learning Outcome: “Change” in the Syllabus . Consider how the General Education DEEP-C model contributed to your ability to discover and evaluate ideas from different perspectives, and is instrumental in your progress toward achieving personal goals and effecting positive social change. Revisit definitions of social responsibility shared in the Week 1 Discussion in light of all the information you have considered throughout this course. Read Chapters 11 and 12 in the Loeb (2010) course text. Reflect on the exercise in collective action represented by the Group Project. Think about the benefits collective action offers for accomplishing the goals of the Group Project. The Assignment: Writea 3- to 4-paragraph journal entry in which you briefly analyze the value of collective action in working toward social change. Describe how your perspective has evolved or changed through this course and how you believe it will continue to evolve after the course. How has this experience influenced your ability to create positive social change beyond the term of this course? .

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Journal: Evaluating Resources Personal experience and perception lend a great deal to addressing a social issue. However, as individuals, there are limits to one’s knowledge on any topic. The ability to conduct research on a social issue allows for a more comprehensive perspective on multiple aspects of an issue, insight into the communities impacted, and lessons learned for other like-minded groups who have done similar work. In this Journal Assignment, you explore the concept Discovery as it relates your group's research on a social topic. To prepare for this Assignment: Consider the assigned readings from the first 3 weeks of this course. Review the explanation of DEEP-C Model General Education Learning Outcome “Discovery” in the Syllabus. Consider “ Discovery” as it relates to the work you are doing in this course. Bearing in mind the amount of information that is readily available in current times, think about how people involved in social movements of the past gained information on the social issue and related topics. The Assignment: Write a 2- to 3-paragraph journal entry in which you address the following questions: What appropriate sources of information will be used to support your group's claims about your topic? At this early stage in the process of investigating your topic, what advantages do you see in conducting research to discover various factors associated with the topic? In what ways does the ability to conduct research strengthen your group's approach? General Education Learning Outcomes (The DEEP-C Model) Discovery : Students will locate and identify appropriate sources of information using multiple sources and methods, including bibliographic, textual, experiential, and experimental research. Evaluation: Students will critically assess texts and arguments in multiple forms and contexts using quantitative and qualitative logic, the scientific method, ethics, and pragmatics. Expression: Students will effectively and ethically communicate information and opinions verbally and nonverbally using written, oral, behavioral, and visual methods adapted for diverse audiences and purposes. Perspective : Students will be able to articulate the consistency and flexibility of knowledge as it is experienced across time, space, and culture. Change : Students will articulate how their ability to discover, evaluate, and express ideas from different perspectives is instrumental in their progress toward achieving personal goals and effecting positive social change. .

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Journal Assignment 2 Journal Assignment Fredrick Douglas’ “The Meaning of the Fourth of July for the Negro” Background In the early republic the annual Fourth of July oration was an important moment of commemoration, celebration, and reaffirmation in which Americans paid tribute to the heroes of the American Revolution and the ideals of American freedom and liberty. Citizens of all walks of life would gather together in their local communities to listen to orations delivered by prominent statesmen such as John Quincy Adams, Daniel Webster, and Horace Mann. A typical Fourth of July Oration would wax poetic about the virtues of America, often praising the Founders in grand terms and asking current Americans to live up to their illustrious role models. Former slave Frederick Douglass’ July 5, 1852 oration “What to the Slave is the Fourth of July?” stands in stark contrast to the typical Fourth of July Oration. Not only did Douglass look different than the typical Fourth of July orator, but his message was very different. “The rich inheritance of justice, liberty, prosperity and independence, bequeathed by your fathers, is shared by you, not me,” Douglass told his audience. “The sunlight that brought life and healing to you, has brought stripes of death to me. This Fourth of July is yours, not mine. You may rejoice, I must mourn.” Throughout the speech Douglass compared and contrasted what the Fourth of July means to white Americans (freedom) and what it means to African-Americans (slavery) and concluded, “What, to the American slave, is your 4th of July? I answer: a day that reveals to him, more than all other days in the year, the gross injustice and cruelty to which he is constant victim. To him, your celebration is a sham.” Douglass was already a famous abolitionist and speaker, but his fiery and dramatic calling out of American hypocrisy in his Fourth of July oration solidified his place as one of the greatest American orators of all time. Directions Answer the following questions: Why did Douglas suggest by inviting him to speak on the Fourth of July the audience may have been mocking him? Cite two examples of how the meaning of the Fourth of July differed for whites and African-American slaves? What does Douglas mean by “stripes of death”? How could Douglas have made such a speech yet still felt that the Constitution was a “glorious document” of liberty? Speech Fellow Citizens, I am not wanting in respect for the fathers of this republic. The signers of the Declaration of Independence were brave men. They were great men, too Ñ great enough to give frame to a great age. It does not often happen to a nation to raise, at one time, such a number of truly great men. The point from which I am compelled to view them is not, certainly, the most favorable; and yet I cannot contemplate their great deeds with less than admiration. They were statesmen, patriots and heroes, and for the good they did, and the principles they contended for,.

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Jossy is 6 year old and is in elementary school. At her last doctor visit, her measured height was 46 inches and her weight was 60 pounds. Her pediatrician voiced concern over Jossy’s excessive weight gain over the past year. Her usual diet consists of sweetened cereal with whole milk and fruit juice for breakfast and a juice drink and crackers for her mid-morning snack. On school days, Jossy buys her lunch at school; her favorite menu items are pizza and tacos. Jossy’s mother states that she started a new job this past year, which requires that Jossy attend an after-school program until 6 in the evening. She receives a snack there, usually an 8 oz box of fruit juice and crackers. Jossy’s parents report that Jossy is “always hungry” and they will often stop for her favorite chicken nuggets, fries, and soda on late evenings when the family is too tired to cook. Jossy likes to play video games and has a computer and television in her room. Her father complains that she spends more time in her room than playing outside. Jossy’s mother is overweight and her father is of normal weight, although he states he was overweight as a child. The family has discussed getting more exercise on the weekends but are not sure how to add this to their already busy schedules. Calculate Jossy’s body mass index (BMI) and use this to evaluate her weight status using the information in Figure 16-10. From the information in chapter 16, what are some factors that may have contributed to Jossy’s excess weight gain over the past year? Considering her age and the information in chapter 16, what would be a reasonable weight management goal for Jossy? Using the recommendations in Table 16-7, what strategies would you suggest that Jossy and her parents incorporate into their current lifestyle? Based on her usual intake, identify at least 2 or 3 nutrients likely to be deficient in Jossy’s diet. What major food groups provide these nutrients? Assuming her current level of activity, what are Jossy’s estimated daily kcalorie needs according to Table 16-5? Chablis is a 14 year-old female who has been referred to you by her mother and family physician. Mom is concerned that Chablis is not eating right and her doctor wants you to give Chablis some nutrition advice because she wants to be a vegetarian. Chablis has heard that red meat contains a lot of fat and she “does not want to get fat.” A physical exam by her physician shows that Chablis is in the early stage of sexual maturation, she weighs 89 pounds, and she is 5 feet tall. Chablis is extremely active, spending every afternoon after school playing some kind of sport – basketball, swimming, track, or soccer. List at least four questions you would include in your assessment session with Chablis. Why would you include these questions? How would you address Chablis’ concern about meat and her desire to be a vegetarian? What are some sources of valid nutrition information you might recomm.

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SURVEY I created for uni project research

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Nguyen Thanh Tu Collection

Transport (British English) or Transportation (American English) ransportation has developed along three basic Mode (Media):- 1. Land Transportation (way)– (a) Road Transportation (b) Rail Transportation 2. Water Transportation 3. Air Transportation Tramway Inland water transport Ocean transport These may be classified as under: (a). Liners (b). Tramps Liners Vs Tramps Figure- Layout airport runway design TRAFFIC SIGNS

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8 Tips for Effective Working Capital Management.pdf" This comprehensive guide, "8 Tips for Effective Working Capital Management", serves as a valuable resource for businesses aiming to optimize their financial operations. 💼 In this PDF, you will find practical tips and strategies to effectively manage your working capital, ensuring a healthy and sustainable financial position for your organization. for more information visit now https://www.mbaassignmentexperts.com/management-assignment-help

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Program code examples (known also as worked examples) play a crucial role in learning how to program. Instructors use examples extensively to demonstrate the semantics of the programming language being taught and to highlight the fundamental coding patterns. Programming textbooks allocate considerable space to present and explain code examples. To make the process of studying code examples more interactive, CS education researchers developed a range of tools to engage students in the study of code examples. These tools include codecasts (codemotion,codecast,elicasts), interactive example explorers (WebEx, PCEX), and tutoring systems (DeepTutor). An important component in all types of worked examples is code explanations associated with specific code lines or code chunks of an example. The explanations connect examples with general programming knowledge explaining the role and function of code fragments or their behavior. In textbooks, these explanations are usually presented as comments in the code or as explanations on the margins. The example explorer tools allow students to examine these explanations interactively. Tutoring systems, which engage students in explaining the code, use these model explanations to check student responses and provide scaffolding. In all these cases, to make a worked example re-usable beyond its presentation in a lecture, the explanations have to be authored by instructors or domain experts i.e., produced and integrated into a specific system. As the experience of the last 10 years demonstrated, these explanations are hard to obtain. Those already collected are usually “locked” in a specific example-focused system and can’t be reused. The purpose of this working group is to support broader re-used of worked examples augmented with explanations. Our current plan is to develop а standard approach to represent explained examples. This approach will enable an example created for any of the existing systems to be explored in a standard format and imported into any other example-focused system. We plan to follow a successful experience of the PEML working group focused on re-using programming exercises.

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MuleSoft Integration with AWS Textract | Calling AWS Textract API |AWS - Cloud Native Meetup #4 Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-aws-cloud-native-presents-unveiling-the-heart-of-mulesoft-intelligent-document-processing-aws-textract/ Agenda ● Introduction to Textract ● Document Processing using AWS Textract ● AWS Textract UseCases ● AWS Textract API ● Calling AWS Textract API from Postman ● Demo - Textract Integration with MuleSoft ● QnA ◈ Important Links https://aws.amazon.com/textract/resources/ https://docs.aws.amazon.com/textract/latest/dg/API_AnalyzeDocument.html https://docs.aws.amazon.com/general/latest/gr/textract.html https://docs.aws.amazon.com/IAM/latest/UserGuide/reference_aws-signing.html https://ambassadorpatryk.com/2021/01/discover-how-to-sign-aws-api-request-using-dataweave/ https://github.com/djuang1/awsv4auth-extension For Upcoming Meetups Join AWS - Cloud Native Meetup Group - https://meetups.mulesoft.com/aws-cloud-native/ Youtube:- youtube.com/@mulesoftmysore Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N Speaker:- Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/ Priya Shaw - https://www.linkedin.com/in/priya-shaw Organizers:- Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/ Robin Sinha - https://www.linkedin.com/in/robin-sinha

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