1. In JetBlue, does the discrimination based on diversity always hav

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1. In JetBlue, does the discrimination based on diversity always have a racial undertone? If not, how does discrimination crop up? 2. How has JetBlue assisted its employees who come from diverse backgrounds? 3. What are the different kinds of diverse crew members employed by JetBlue? Does JetBlue treat all the diverse groups as a single entity? ...

1. In JetBlue, does the discrimination based on diversity always
have a racial undertone? If not, how does discrimination crop
up?
2. How has JetBlue assisted its employees who come from
diverse backgrounds?
3. What are the different kinds of diverse crew members
employed by JetBlue? Does JetBlue treat all the diverse groups
as a single entity?

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JUVENILE JUSTICE 2 NO MORE THAN ONE PARAGRAPH AND A HALF Summarize jurisdictional hearings and options. Vante supports to fight for justice and what is deemed "right." On the other hand, criminality can threaten the system of "law and order" which he or she claims to serve. For this week's class discussion, please respond to the following: After reviewing early American vigilantism, compare and contrast it with contemporary vigilantism. .

JUVENILE JUSTICE 2NO MORE THAN ONE PARAGRAPH AND A HALFSumma.docx

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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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Juvenile Facing Life in Prison, we’re doing pros and cons. I agree with Life in Prison without parole, and I have to cover the following: When: Comparing crime, what states has juveniles committing more crimes, and rates through the years. Why: Causes of the crimes (Felonies that deserve a sentence of life) How: How it affects juveniles in the community. If it;s done before 3/29/2015 better .

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JUVENILE JUSTICE 2 ONLY ONE PARAGRAPH Identify the critical need for confidentiality. According to Siegel and Welsh (2012), the presence of gangs as a threatening force began in the 1950s and 1960s. Since then gang activity has become increasingly organized and connected to larger networks. For this week's class discussion, please complete the following: Discuss the various forms of gang control used by law enforcement and community leaders today. Share your suggestions on how these can be improved. .

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Journal Entry 3: Prepare a one to two (1-2) paragraph journal entry in which you make your recommendation to Jeff Passmore concerning the hospital’s liability in Mr. Davis’s case, as discussed within Learnscape 4: Failure to Obtain Consent. Include details from your conversation within the scenario to support your position. Give your opinion on whether or not the consent given by Mr. Davis was sufficient, prior to surgery. .

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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: Effective, Consistent, and Ethical Communication Information is used in various ways, including as a tool to gain support, influence behaviors and decisions, and alter one’s perspectives. When you encounter new information, does it sway your opinion? The source of the information, the way it is presented, and the people or issue (s) that benefit from public reaction to the information all play a role in determining quality information. As both a consumer and producer of information, it is important to consider the methods used to effectively and ethically communicate to a broad audience In this week’s Journal Assignment, you examine the effectiveness of your Group Project. To prepare for this Assignment: Review Walden University’s DEEP-C Model General Education Learning Outcomes “Expression” and “Perspective” in the Syllabus . Consider “Expression” and “Perspective” as they relate to your Group Project. Review your Topic Exploration and Analysis and Literature Review to ensure that your group’s publicity campaign is effective, has an ethical approach, and has a consistent message. The Assignment: Writea 2- to 3- paragraph journal entry in which you address the following: Consider how nonverbal communication and the formatting of written communication (style, formatting, correct grammar, spelling, etc.) enhance or detract from the effectiveness and consistency of the work you produce. Reflect on ways the effectiveness of your Group Project’s publicity approach can vary according to audience and context. Think about the ways an ethical publicity approach could influence a broader audience .

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Journal: Assessing Sources for Credibility Is your topic economically or politically charged? If so, there may be a group or groups that oppose efforts to address the social issue you have chosen for the Group Project. To gain support for the opposing views, these groups may create resources that have a particular slant or bias to their side of the issue, or they may create resources that are outright untrue. For this Journal Assignment, consider how you determine whether a resource is credible and how awareness of divisive views is important for addressing a social issue. To prepare for this Assignment: Review the explanation of Walden University's DEEP-C Model General Education Learning Outcome “Evaluation” in the Syllabus. Consider the resources you and your group members chose for your Topic Exploration and Analysis. What types of sources are the most credible? Why? What sources can be less reliable or less credible? What makes them less reliable and less credible than other sources? What examples of bias and deception have you seen in sources related your group’s social issue? Why is it important to identify bias and deception in sources related to your group’s issue? The Assignment: Write a 2- to 3- paragraph journal entry in which you evaluate the credibility of information sources in general and specifically for the social issue your group has selected for the Group Project. the social issue our group chose is workforce violence, and the 2 documents attached are the work we have done on the topic so far. 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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Journal: Effective, Consistent, and Ethical Communication Information is used in various ways, including as a tool to gain support, influence behaviors and decisions, and alter one’s perspectives. When you encounter new information, does it sway your opinion? The source of the information, the way it is presented, and the people or issue (s) that benefit from public reaction to the information all play a role in determining quality information. As both a consumer and producer of information, it is important to consider the methods used to effectively and ethically communicate to a broad audience In this week’s Journal Assignment, you examine the effectiveness of your Group Project. our group project is about workplace violence in healthcare and nursing. The file attached is a copy of the last weeks journal entery that I did, I provided it as an example of how a good journal entery should be written. please make sure you look at it before the start of the work. To prepare for this Assignment: Review DEEP-C Model General Education Learning Outcomes “Expression” and “Perspective” in the Syllabus . Consider “Expression” and “Perspective” as they relate to your Group Project. Review your Topic Exploration and Analysis and Literature Review to ensure that your group’s publicity campaign is effective, has an ethical approach, and has a consistent message. The Assignment: Write a 2- to 3- paragraph journal entry in which you address the following: Consider how nonverbal communication and the formatting of written communication (style, formatting, correct grammar, spelling, etc.) enhance or detract from the effectiveness and consistency of the work you produce. Reflect on ways the effectiveness of your Group Project’s publicity approach can vary according to audience and context. Think about the ways an ethical publicity approach could influence a broader audience. 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 1 Explain what the following quote means and how it applies to your life: "Go put your creed into your deed, nor speak with double tongue." -Ralph Waldo Emerson ( 1 paragraph with 7 sentences or more ) Journal 2 Explain what the following quote means and how it applies to your life: "Each of us is inevitable; each of us limitless---each of us with his or her right upon the earth." -Walt Whitman ( 1 paragraph with 7 sentences or more ) IN MICROSOFT WORD .

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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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UChicago CMSC 23320 - The Best Commit Messages of 2024

UChicago CMSC 23320 - The Best Commit Messages of 2024

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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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Including Mental Health Support in Project Delivery, 14 May.pdf

Including Mental Health Support in Project Delivery, 14 May.pdf

Including Mental Health Support in Project Delivery, 14 May.pdf

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