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Reflect on the significance of sociology in your personal experience. Specifically examine how the sociological imagination can be applied to help you understand the impact of sociology in your own life. Be sure to define sociology, the sociological imagination and social forces (e.g., culture, social structure, socialization or social institutions). Reflect on the relationship between the individual and society. At the microlevel, identify examples of either individual behaviors or personal experiences that carry significance. At the macrolevel, identify examples of either agents of socialization, large secondary groups or formal organizations that shape your individual behavior or personal experiences. Reflect on how sociological theory and research can be used to help you understand the relationship between individual and society. Which sociological theory (e.g., structural-functionalism, conflict perspective, symbolic-interactionism) can best be used to understand the relationship between individual and society? Why? Which research methodology (e.g., quantitative, qualitative) can best be used to understand the relationship between individuals and society? Which specific research methods would you use? Why? The video must be at least 3 to 7 minutes long, clearly show the face of the student (for identification purposes), apply sociological theory and concepts, demonstrate relevance to course content, and use academic, credible sources for support. 3. The video project should be a unique creative endeavor of the students' choosing that is sociological, using course terminology to address individual behavior and personal interactions, demonstrating and engaging the student's deep understanding of sociology as a discipline, and its impact on the relationship between the individual and society on either a macro or micro scale. 4. Frame-in-frame is a good way to accomplish this requirement. Listed below are examples of acceptable presentation styles. Students can create a PowerPoint then narrate and explain the topic (lecture/presentation style); Students can create a song, a rap, etc., then perform it. Students may write a poem, recite it, illustrate it, and explain its significance; Students may write a short story, narrate it, and illustrate it; Students may create a comic or another work of art then illustrate and narrate it, etc. Students may write and enact a puppet show .

Education

The video must be at least 3 to 7 minutes long, clearly show the
face of the student (for identification purposes), apply
sociological theory and concepts, demonstrate relevance to
course content, and use academic, credible sources for support.
3. The video project should be a unique creative endeavor of the
students' choosing that is sociological, using course terminology
to address individual behavior and personal interactions,
demonstrating and engaging the student's deep understanding of
sociology as a discipline, and its impact on the relationship
between the individual and society on either a macro or micro
scale.
4. Frame-in-frame is a good way to accomplish this
requirement. Listed below are examples of acceptable
presentation styles.
Students can create a PowerPoint then narrate and explain the
topic (lecture/presentation style);
Students can create a song, a rap, etc., then perform it.
Students may write a poem, recite it, illustrate it, and explain its
significance;
Students may write a short story, narrate it, and illustrate it;
Students may create a comic or another work of art then
illustrate and narrate it, etc.
Students may write and enact a puppet show

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NEGOTIATING DIFFERENCE Face-negotiation theory: is a communication theory that focuses on how individuals manage their self-image, or "face," in social interactions and conflicts. Developed by Stella Ting-Toomey, this theory posits that individuals from different cultures and backgrounds have varying concerns about-face, which influences their communication and conflict resolution strategies. Face-negotiation theory provides a framework for understanding how individuals balance their own needs and concerns with those of others during conflicts, ultimately shaping their communication behaviors and conflict resolution outcomes. Core Concepts of Face Negotiation Theory: Face: The projected image of one's self in a social context. Facework: The specific verbal and nonverbal behaviors that we engage in to maintain, save, or restore face in a situation. Individualistic Cultures: Cultures that tend to prioritize self-expression, autonomy, and direct communication. People from these cultures may focus more on self-face maintenance. Collectivistic Cultures: Cultures that value community, harmony, and indirect communication. People from these cultures often prioritize other-face or mutual-face maintenance. Purpose of the theory: The purpose of Face Negotiation Theory is to understand and explain how individuals from different cultural backgrounds manage conflicts and communicate in situations where maintaining face (i.e., one's self-image or social standing) is a concern. Example In Chinese culture, for example, saving face is of utmost importance. This means causing a Chinese businessperson to feel embarrassed or lose composure during a negotiation can have disastrous impacts on the deal at hand. Japanese culture also values politeness and tends to avoid confrontations that could result in loss of face. And, in Arabic culture saving face and honor are closely intertwined – and offering praise elevates not only the receiver of the praise but also the giver. Example & Application: In a multicultural workplace, an American manager (from a low-context culture valuing directness) might inadvertently offend a Japanese employee (from a high-context culture where saving face is crucial) during a performance review. Face Negotiation Theory can guide the manager in adopting a more indirect and face-saving approach, ensuring the feedback is given in a manner that respects the employee's cultural background, thereby preserving harmony and improving communication effectiveness. Workplace Conflict: Imagine a scenario where a manager from an individualistic culture (e.g., the United States) needs to address a performance issue with an employee from a collectivistic culture (e.g., Japan). The manager's direct approach could be perceived as threatening to the employee's face. An understanding of Face Negotiation Theory would suggest a more indirect and face-saving approach, such as framing the feedback in the context of team improvement or offering private

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Common Product Yields VEGETABLES Acorn Squash Flesh Raw 74% Eggplant Trim, Pared, and Sliced 81% Artichoke Edible Leaves and Base 40% Endive Trimmed and Cored 86% Asparagus Trimmed Ends 80% Fennel Trimmed and Cored 86% Beets Peeled and Diced 91% Garlic Peeled Cloves 87% Broccoli Cored. Florets Only 47% Ginger Root Peeled Root 83-90% Brussel Sprouts Trim and Ready To Cook 90% Iceberg Lettuce 62% Butternut Squash 84% Leek Bulb and Flower Leaves 44% Red & Green Cabbage Trimmed Without Core 64% Mushrooms 90% Carrots 68% Onions 63% Cauliflower Cored. Florets Only. 53% Peppers 59% Celery 60% Potatoes Skinned By Hand and Raw 63% Cilantro 90% Romaine 86% Corn Raw Kernals Cut Off Cob 36% Spinach Trimmed Leaves 72% Cucumber Pared and Sliced 84% Zucchini 78% FRUITS Apples Peeled and Cored 40% Mango Without Pit and Skin 69% Avocado Skin and Seeded 63% Oranges Pared, Flesh 44% Banana 66% Papayas 65% Blackberries 96% Peaches Without Pit and Skin 76% Cantaloupe Rind and Seeded 43% Pears Without Pit and Skin 78% Cherries Flesh 62% Pineapple Peeled and Cored 38% Coconut Meat 48% Plantains Fully Ripe 65% Figs Without Stem 97% Plums Pitted 94% Grapefruit Segments Without Membrane 52% Pomegranates Seeded 44% Grapes Stems Removed 96% Prickle Pear Pulp 44% Honeydew Rind and Seeded 48% Strawberries Good Quality, No Stem 90% Lemons Juiced and Strained 36% Tomato Stem and Base 90% Lime/Lemon Zest 16% Watermelon Rind and Seeded 52% Limes Juiced and Strained 47% Common Product Yields MEAT Beef Chuck 85% Lamb Breast And Flank 89% Flank 90% Chop 75% Flap Meat 80% Foreleg 70% Inside Round 65% Loin 89% Neck 75% Rib 81% Rib Chop 83% Shoulder 86% Rump 79% Pork Bacon 93% Shank Hind 43% Butt Boneless 85% Shank Fore 61% Chop 75% Shoulder Clod 75% Ham 85% Short Ribs 68% Picnic 81% Sirloin Butt 70% Shoulder 84% Sirloin Top Full Cut 71% Tender 95% Steak Club 83% Veal Chuck 80% Steak Porterhouse 91% Flank 99% Steak T-Bone 88% Fore Shank 52% Tender PSMO 75% Leg, Boned and Trimmed 68% Cut Steak Ribeye Steak Lip Off 72% Loin 83% Ribeye Steak Lip On 78% Plate 79% Strip Steak Center Cut 50% Rib 77% Strip Steak End Cut 63% Round 77% Top Butt Steak Cap On 52% Top Butt Steak Center Cut 38% Peeled Tenderloin 52% Peeled Tenderloin c/c 38% Common Product Yields POULTRY AND FISH Game Hen With Neck and Giblets 91% Bass Without Skin Filet 59% Breast Skin On 74% Clams Edible Portion 15% Chicken Broiler/Fryer Without Neck/Giblets 89% Cod Filet Without Skin 30% Drum 63% Crab Blue From Shell 17% Thighs 70% Dungeness From Shell 27% Wings 50% King From Shell 25% Breast 87% Crawfish Tail 12% Breast Quarter 75% Back 23% Drum 69% Flounder Filet Without Skin 41% Leg 75% Frog Legs Flesh 65% Leg Quarter 71% Halibut Filet Without Skin 59% Thigh 82% Trout Fil.

Common Product Yields VEGETABLES Acorn Squash.docx

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Common Law Strict Liability Introduction: Strict liability, or liability without fault, is a category of unintentional torts in which the wrongdoer may be held liable for harm to others even when exercising utmost care and being as careful as possible. Strict liability applies to (1) abnormally dangerous activities. Abnormally dangerous activities are those that involve a high risk of serious harm to persons or property that cannot be completely eliminated even with reasonable care, such as using and storing explosives, stunt flying, keeping wild animals, and trespassing livestock. Product Liability** Introduction: Product liability, sometimes called strict product liability refers to cases in which a person is injured by a product, or use of a product because the product is defective in some way. When a product is defective it may become abnormally dangerous although the product, when not defective, may be safe. Please also see Instructor Notes link in week 2 for further details and explanation of product liability. **Strict product liability is often confused with the separate common law tort of strict liability, sometimes referred to as “liability without fault”. Strict liability applies only to a small category of abnormally dangerous activities, such as use of explosives, fireworks, and stunt flying. Please see section above. Warranties and Product Liability Introduction: A warranty is a promise, or guarantee, by a seller or lessor that certain facts are true of the goods being sold or leased. Types of warranties include (1) warranties of title guaranteeing that the goods have clear and valid title, (2) express warranties promising specific facts about the goods, and (3) implied warranties of merchantability, or fitness for a particular purpose. A warranty creates a legal duty for the seller or lessor; a non-breaching party can recover damages for breach of warranty(ies). Because warranties are associated with the sale or lease of products, breach of warranty claims are a part of product liability claims and manufacturers and sellers of goods can be held liable for breach of warranty for defective products. Warranties are subject to regulation under the UCC, product liability tort law, contract law, and the Magnuson-Moss Warranty Act. Product Liability** Product liability, sometimes called strict product liability refers to cases in which a person is injured by a product, or use of a product because the product is defective in some way. When a product is defective it may become abnormally dangerous although the product, when not defective, may be safe. Definitions of a Defective Product in Product Liability Products may become defective because of: 1) defective manufacture (so the product is "broken", not perfectly made, i.e., a product is manufactured so that the electric wiring is improperly made/attached, etc. and may cause a fire or cause elect.

Common Law Strict Liability Introduction Strict liabilit.docx

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Common Core .docx

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common core state stanDarDs For english Language arts & Literacy in History/social studies, science, and technical subjects appendix B: text exemplars and sample Performance tasks Common Core State StandardS for engliSh language artS & literaCy in hiStory/SoCial StudieS, SCienCe, and teChniCal SubjeCtS a p p e n d ix b | 2 exemplars of reading text complexity, Quality, and range & sample Performance tasks related to core standards Selecting Text Exemplars The following text samples primarily serve to exemplify the level of complexity and quality that the Standards require all students in a given grade band to engage with. Additionally, they are suggestive of the breadth of texts that students should encounter in the text types required by the Standards. The choices should serve as useful guideposts in helping educators select texts of similar complexity, quality, and range for their own classrooms. They expressly do not represent a partial or complete reading list. The process of text selection was guided by the following criteria: • Complexity. Appendix A describes in detail a three-part model of measuring text complexity based on qualitative and quantitative indices of inherent text difficulty balanced with educators’ professional judgment in matching readers and texts in light of particular tasks. In selecting texts to serve as exemplars, the work group began by soliciting contributions from teachers, educational leaders, and researchers who have experience working with students in the grades for which the texts have been selected. These contributors were asked to recommend texts that they or their colleagues have used successfully with students in a given grade band. The work group made final selections based in part on whether qualitative and quantitative measures indicated that the recommended texts were of sufficient complexity for the grade band. For those types of texts—particularly poetry and multimedia sources—for which these measures are not as well suited, professional judgment necessarily played a greater role in selection. • Quality. While it is possible to have high-complexity texts of low inherent quality, the work group solicited only texts of recognized value. From the pool of submissions gathered from outside contributors, the work group selected classic or historically significant texts as well as contemporary works of comparable literary merit, cultural significance, and rich content. • Range. After identifying texts of appropriate complexity and quality, the work group applied other criteria to ensure that the samples presented in each band represented as broad a range of sufficiently complex, high- quality texts as possible. Among the factors considered were initial publication date, authorship, and subject matter. Copyright and Permissions For those exemplar texts not in the public domain, we secured permissions and in some cases employed a conser- vative interp.

common core state stanDarDs For english Language arts & .docx

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COMMON ETHICAL PROBLEMS OF INDIVIDUALS BA 354 COLLEGE OF BUSINESS 1 ASSUMPTIONS OF THE “GIVING VOICE TO VALUES” APPROACH: Ethical dilemmas at work are common, not rare. You have values that you want to live up to. There are many ways that you can voice your values. Practicing ahead of time will help you to be more effective. 2 THE POWER OF FAIRNESS The example of grades Equity Reciprocity Impartiality 3 Discrimination Unequal treatment based on one’s race, gender, ethnicity, national origin, religion, age, disability, etc. Standard for hiring, promotions, etc., should be the ability to do a job + 4 Have you ever experienced discrimination? What could you have done about it? Why is discrimination an ethical issue? DISCRIMINATION 5 CONFLICTS OF INTEREST Objectivity is compromised by possibility of financial or other gains. Gifts or bribes Access to resources such as privileged information Relationships or Influence 6 CONFLICTS OF INTEREST 7 Conflict of Interest Your daughter is applying to a prestigious university. Since admission to the school is difficult, your daughter has planned the process carefully. She has consistently achieved high marks, taken preparatory courses for entrance exams, and has participated in various extracurricular activities. When you tell one of your best customers about her activities, he offers to write her a letter of recommendation. He's an alumnus of the school and is one of its most active fund raisers. Although he's a customer, you also regularly play golf together and your families have socialized together on occasion. 8 CUSTOMER CONFIDENCE Includes such issues as Confidentiality Product safety Truth in advertising Fiduciary responsibilities 9 Confidentiality You work for a consulting company in Atlanta. Your team has recently completed an analysis of Big Co. including sales projections for the next five years. You're working late one night when you receive a call from an executive vice president at Big Co. in Los Angeles, who asks you to immediately fax her a summary of your team's report. When you locate the report, you discover that your team leader has stamped "For internal use only" on the report cover. Your team leader is on a hiking vacation and you know it would be impossible to locate him. Big Co. has a long-standing relationship with your company and has paid substantial fees for your company's services. 10 Product Safety You’re the head of marketing for a small pharmaceutical company that has just discovered a very promising drug for the treatment of Alzheimer’s disease. You have spent months designing a marketing campaign which contains printed materials and medication sample kits for distribution to almost every family physician and gerontologist in the country. As the materials are being loaded into cartons for delivery to your company’s representatives, your assistant tells you that .

COMMON ETHICAL PROBLEMS OF INDIVIDUALSBA 354COLLEG.docx

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Common Core Casey Berry English / 200 August 29, 2018 Ms. Gaby Maruri Common Core I) Introduction A. Common Core is an educational tool that should not be used in our public schools. B. Common Core is unconstitutional and is a disadvantage for teachers as well as students and their parents. C. Although some people believe that Common Core has been a great model and useful for education, it is an unnecessary program to have in schools and needs to be eliminated for several reasons. II) Body A. Common core is unconstitutional. · Common Core was not a concept done by the Department of Education (DOE). · It was created by a company named Achieve, Inc. and released under two private associations, the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO). · Educational responsibility has been taken away from the states and local districts. B. Common Core has not been embraced by teachers very well. · Many teachers have had to adapt their style of teaching to accommodate the Common Core curriculum. · It only focuses on three specific subjects such as Mathematics. · Focuses more on “critical thinking” rather than knowledge. C. It is not beneficial for students and their parents. · Parents have a difficult time helping their children with homework because they do not understand the methods used to solve the problems. · Prepares students more for the workforce, rather than college. III) Refuting Opponents Arguments Comment by Author: You list opposing arguments, but you did not provide refutations. D. States win more money · States that implement Common Core have the chance to compete for Race to the Top money and a better chance at a No Child Left Behind Waiver. E. Prepares students more efficiently · Students who are taught Common Core are more prepared for college than others. F. Statewide standards benefit students from other states · Statewide based school standards allow teachers to assist better students who move frequently and are constantly changing schools. IV) Conclusion G. While for some Common Core is a success, it is still a nuisance that needs to be eliminated. It takes rights away from teachers, parents and schools. H. A Disaster For Libraries, a disaster for Language Arts, a Disaster for American Education. Comment by Author: Not sure how this will play out, but just be sure that this does not present itself as new information. Comment by Author: Comment by Author: I. Finally, there is no evidence that having national standards and increasing testing have improved student learning in the past. References Shanahan, T. (2015). COMMON CORE STATE STANDARDS. Elementary School Journal, 115(4), 464-479. I believe that this reference is justified and appropriate because the entire book covers the standards and meat of the common core curriculum. It is broad and general to help readers with little to no knowledge on the topic. Robbins, J. (2013). Uncommonly bad. Ac.

Common CoreCasey BerryEnglish 200August .docx

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Common Holy Days in Jewish Religious Traditions Complete the table below with information about Jewish holy days. Identify at least seven Jewish religious holy days and place each holy day in the correct season (time of year). Provide a brief explanation of each holy day you identified. Note : An example has been provided. You may add additional rows or move the text fields to different locations within the table as needed. Fall (September – November) Winter (December – February) Spring (March – May) Summer (June – August) Enter text. Example: Hanukkah Hanukkah is an 8 day-long Festival of Lights. It is a celebration of the victory of the Maccabees over the armies of Syria, as well as the rededication of the Temple in Jerusalem. Enter text. Enter text. Enter text. Enter text. Enter text. Enter text. Part 2: Major Sects of Judaism Select three major sects of Judaism to compare and contrast. Identify them in the table below. Sect of Judaism Enter text. Sect of Judaism Enter text. Sect of Judaism Enter text. In the table below, list at least two similarities and two differences among the sects of Judaism you selected. Similarities Differences Enter text. Enter text. Part 3: Summary Write a 525- to 700-word summary that includes the following: · A description of the life and importance of one key person in Jewish history · An explanation of one key event in the history of Judaism that is connected to that person · A description of any rituals, symbols, or sacred texts in Judaism associated with this event or person · Brief explanation of Jewish ethics Summary Enter text. Include references formatted according to APA guidelines. References Enter text. .

Common Holy Days in Jewish Religious TraditionsComplete th.docx

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Common Hacking Techniques You Should Know About Hacking is the process of gaining unauthorized access into a computer system, or group of computer systems. This is done through cracking of passwords and codes which gives access to the systems. Discussion/Research Questions What are the best ways to guard against hacking attacks? List one of the biggest (known) hacks of all time and provide a few details related to this incident .

Common Hacking Techniques You Should Know AboutHacking is th.docx

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Common Pool Resource Management Kim Townsend SUS 350 Sustainable Communities Key Features of Common Pool Resources Goods that are difficult or costly to exclude users from Subtractability-use of a resource by one person means it is not available to another Core resource-a measure of the stock which must be retained to provide non-declining future stock Fringe units-extractable units where availability is a function of the relative productivity of the core resource and rate of harvest Marine Fisheries CPR Example Used by multiple individuals through time and at the same time. Subtractable—over-fishing reduces availability of stock for other users. Core—total number of fish in a specific population required to sustain the population through time. Fringe—number of fish that can be harvested without reducing the ability of the population to sustain itself through time. Water Subtractability-use of a resource by one person means it is not available to another Core? Fringe? We must consider both quantity and quality of water in a system Why is water quantity/quality important? The Tragedy of the Commons https://www.youtube.com/watch?v=WYA1y405JW0 Narrative created by Garrett Harden, a renowned ecologist, in a 1968 Nature paper Is this model too simplistic? Which assumptions can be questioned? Elinor Ostrom: Sustainable Development and the Tragedy of the Commons https://www.youtube.com/watch?v=ByXM47Ri1Kc Elinor "Lin" Ostrom (born Elinor Claire Awan;[2] August 7, 1933 – June 12, 2012) was an American political economist[3][4][5] whose work was associated with the New Institutional Economics and the resurgence of political economy.[6] In 2009, she shared the Nobel Memorial Prize in Economic Sciences with Oliver E. Williamson for "her analysis of economic governance, especially the commons".[7] To date, she remains the only woman to win The Prize in Economics. 7 Elinor Ostrom’s Cooperative Management Conditions Dr. Ostrom studied thousands of locally self-governed CPR systems all around the world to determine what the sustainable systems had in common, and what the failures had in common. Ostrom developed a set of design principles associated with sustainable local community governance of small-scale CPRs. Ostrom’s Cooperative Management Conditions (1/2) Clearly defined boundaries Who gets access, who doesn’t Resource boundaries Congruence Costs ≈ Benefits of cooperating Appropriation rules are fair and sensible, locale-specific Argues against “one rule system fits all” approach. Collective-choice arrangements Most individuals affected have a voice in changing the rules Monitoring Monitors are the cooperative members Ostrom’s Cooperative Management Conditions (2/2) Graduated sanctions Punishment scaled to the offence Sanctions administered by the cooperative Conflict-resolution mechanisms Access to low-cost, rapid, local way to resolve conflicts Recognition of Rights to Organize Community’s right t.

Common Pool Resource ManagementKim Townsend SUS 350 Sustai.docx

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Common Assignment: Prepare a written analysis of the impact of the 4th, 5th, 6 th 8 th and the 14th Amendments to the US Constitution in processing offenders through the criminal justice system. Explain the concept of due process as applied to the U.S. Constitution. What due process rights are contained in the US Constitution? Give examples. What is procedural due process and why does it exist? Do you think any of these rights should be revoked at any time? Which ones? What made you choose those? To what extent does procedural due process hinders or strengthens the criminal justice system? .

Common Assignment Prepare a written analysis of the impact of the.docx

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Common Assignment Essay Objective of this Assignment: This assignment will be used to evaluate student progress on the course learning objectives. The assignment will be uploaded as a file on Blackboard. Instructions: Students will follow the process outlined below to guide them in the development of a comparative essay. The essay should be approximately 700-1000 words, and should include footnotes. ➢ Step One: Essay Purpose / Relevance / The Task of a Historian o Purpose: Students should consider why the topic of memorializing the Mexican American War is a contemporary problem facing historians. o Task of a Historian: Your work should clearly communicate the purpose of public history sites (museums / battlegrounds / memorials), the current struggle between art and truth, the reasons why this event has been ignored by previous generations / administrations, and the societal impact of neglecting a major historic event. o Relevance: Your work should consider the current facilities and public history sites dedicated to honoring this event and its participants, as well as the funding and supporters associated with those sites. (At a minimum you should examine the facilities in Texas, however, there are links provided to steer you to other state /federal facilities). Furthermore, you should consider the message provided at those sites / exhibits and whether this message is satisfactory given the mission of public historians. o You may copy and paste sections of your source analysis from the previous essay, just pay attention to flow and be sure to utilize footnotes. ➢ Step Two: You must use these two sources. Read these first so you can understand the war, and how it has or has not been remembered. o REQUIRED SOURCE--"1848/1898: Memorial Day, Places of Memory, and Imperial Amnesia" by Amy Greenberg in JSTOR o REQUIRED SOURCE--"The Annexation of Texas and the Mexican War" by Z.T. Fulmore in JSTOR ➢ Step Three: Study the information on current Mexican American War exhibits, battlegrounds, monuments, dedications, etc. I have organized the suggested resources, emphasizing Texas sites in the highly suggested category. o Highly Suggested Sources: ▪ Palo Alto Battlegrounds: https://www.nps.gov/paal/learn/historyculture/places.htm ▪ Brazos Veteran’s Park: http://www.bvvm.org/photos/ ▪ Mexican American War Exhibit for BVVM: https://www.theeagle.com/news/local/new- memorial-at-veterans-park-honors-marines-valor-at-the/article_7b08cdbb-5899-5a12- bdcd-014ebd3514fc.html ▪ Capitol 360 View of Mexican American War acknowledgement: https://tspb.texas.gov/prop/tc/tc-spaces/spaces09.html ▪ Capitol Monuments: https://tspb.texas.gov/prop/tcg/tcg-monuments/index.html o Potentially Useful Sources: https://www.nps.gov/paal/learn/historyculture/places.htm http://www.bvvm.org/photos/ https://www.theeagle.com/news/local/new-memorial-at-veterans-park-honors-marines-va.

Common Assignment Essay Objective of this Assignment.docx

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Committee on Enhancing Federal Healthcare Quality Programs Janet M. Corrigan, Jill Eden, and Barbara M. Smith, Editors THE NATIONAL ACADEMIES PRESS Washington, D.C. ww.nap.edu Enhancing, Federal Healthcare Quality Programs Committee. Leadership by Example : Coordinating Government Roles in Improving Health Care Quality, edited by Jill Eden, and Barbara M. Smith, National Academies Press, 2003. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/ncent-ebooks/detail.action?docID=3375805. Created from ncent-ebooks on 2019-04-24 06:50:39. C op yr ig ht © 2 00 3. N at io na l A ca de m ie s P re ss . A ll rig ht s re se rv ed . THE NATIONAL ACADEMIES PRESS 500 Fifth Street, N.W Washington, DC 20001 NOTICE: The project that is the subject of this report was approved by the Gov- erning Board of the National Research Council, whose members are drawn from the councils of the National Academy of Sciences, the National Academy of Engi- neering, and the Institute of Medicine. The members of the committee responsible for the report were chosen for their special competences and with regard for appropriate balance. Support for this project was provided by the Department of Health and Human Services, the Commonwealth Fund, and the California Healthcare Foundation. The views presented in this report are those of the Institute of Medicine Commit- tee on Enhancing Federal Health Care Quality Programs, and are not necessarily those of the funding agencies. Library of Congress Cataloging-in-Publication Data Institute of Medicine (U.S.). Committee on Enhancing Federal Healthcare Quality Programs. Leadership by example : coordinating government roles in improving healthcare quality / Committee on Enhancing Federal Healthcare Quality Programs ; Janet M. Corrigan, Jill Eden, and Barbara M. Smith, Editors. p. ; cm. Includes bibliographical references and index. ISBN 0-309-08618-3 (pbk.) 1. Medical policy—United States. 2. National health services—United States. [DNLM: 1. Health Care Reform—United States. 2. Government Programs—United States. 3. Quality Assurance, Health Care—United States. WA 540 AA1 I455L 2003] I. Corrigan, Janet. II. Eden, Jill. III. Smith, Barbara M. IV. Title. RA395.A3I4935 2003 362.1’0973—dc21 2003001324 ISBN 0-309-51693-5 (pdf) Additional copies of this report are available from the National Academies Press, 500 Fifth Street, N.W., Lockbox 285, Washington, DC 20055; (800) 624-6242 or (202) 334-3313 (in the Washington metropolitan area); Internet, http://www.nap.edu. For more information about the Institute of Medicine, visit the IOM home page at: www.iom.edu. Copyright 2003 by the National Academy of Sciences. All rights reserved. Printed in the United States of America. The serpent has been a symbol of long life, healing, and knowledge among almost all cultures and religions since the beginning of reco.

Committee on Enhancing Federal Healthcare Quality ProgramsJa.docx

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Committees 1. To provide for greater transparency in the HUD–VASH supported housing program for homeless veterans, and for other purposes. 2. Representative Scott H. Peters. House and Senate committees: Energy and Commerce, Ways and Means, Judiciary, Oversight and Government Reform, Education and the Workforce, Senate Committee, Homeland Security and Governmental Affairs, Veterans' Affairs, Health, Education, Labor, and Pensions, Banking, Housing, and Urban Affairs, Energy and Natural Resources. 3. N/A no committee report 4. H.R.7022 — 115th Congress (2017-2018) Homes for Our Heroes Act of 2018 Sponsor: Representative Scott H. Peters Committees: House - Financial Services, Veterans' Affairs Committee Reports: N/A Latest Action: House 10/02/2018: Referred to the Committee on Financial Services, and in addition to the Committee on Veterans' Affairs, for a period to be subsequently determined by the Speaker, in each case for consideration of such provisions as fall within the jurisdiction of the committee concerned. Tracker: introduced Here are the steps for Status of Legislation: 1. Introduced Members 1. To authorize the Department of Energy to conduct collaborative research with the Department of Veterans Affairs in order to improve healthcare services for veterans in the United States, and for other purposes. 2. Representative Ralph Norman. Both House and senate committees: Judiciary, Ways and Means, Energy and Commerce, Education and the Workforce, Oversight and Government Reform, Financial Services, Foreign Affairs, Natural Resources, Rules, Armed Services, Science, Space, and Technology, Transportation and, Infrastructure, Agriculture, Budget, House Administration, Homeland Security, Small Business, Veterans' Affairs, Appropriations, Intelligence, Ethics, Senate Committee, Judiciary, Banking, Housing, and Urban Affairs, Energy and Natural Resources, Homeland Security and Governmental Affairs, Agriculture, Nutrition, and Forestry, Armed Services, Commerce, Science, and Transportation, Environment and Public Works, Finance, Foreign Relations, Small Business and Entrepreneurship, and Veterans' Affairs. 3. The committee’s favorability is to recommend that the bill as amended do pass. 4. H.R.6398 — 115th Congress (2017-2018) Department of Energy Veterans' Health Initiative Act Sponsor: Rep. Norman, Ralph [R-SC-5] Committees: House - Science, Space, and Technology, Veterans' Affairs | Senate - Energy and Natural Resources Committee Reports: https://www.congress.gov/congressional-report/115th-congress/house- report/974/1?q=%7B%22search%22%3A%5B%22H.R.6398%22%5D%7D&r=1 Latest Action: Senate - 09/26/2018 Received in the Senate and Read twice and referred to the Committee on Energy and Natural Resources. Tracker: Passed House. Here are the steps for Status of Legislation: 1. Introduced 2. Passed House CLASS EXERCISE #2 THE STATUS OF BILLS IN CONGRESS Go to: http://thomas.loc.gov/ and become familiar.

Committees1. To provide for greater transparency in the HU.docx

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Commitment to Professionalism Commitment to Professionalism. Due by Day 7 . As leaders in early childhood education we are in the unique position of creating partnerships with the community, organizations, and local government in an effort to promote the needs of the children we are serving. Through a program’s daily operation, we are witnesses to the specific issues that are facing the children, families, and community in which we work. When we highlight and broadcast these issues and advocate for a community’s needs, we are also advocating for increased awareness of the value and professionalism of the field of early childhood education. When we participate in advocating in our field we are further demonstrating that we are professionals that deserve to be valued and respected. After reading the week’s text, write a reflection in two parts: Part I Identify the focus of your advocacy efforts and give an example of an issue you would like to address as an advocate. Identify one individual or group (local policy maker, state-level legislator, corporate leader, etc.) that you can contact for support of your issue and provide a rationale for choosing this individual/group. Describe the strategies you would use to gain the support needed for this issue through individual advocacy. Describe the strategies you would use to attract the support needed for this issue through collective advocacy. Create two talking points (as discussed in Chapter 13) using one concrete example (refer to key term in chapter reading for precise definition) for each point to demonstrate the importance of the issue. These talking points should be appropriate to use when talking to legislators or the media about the issue for which you are advocating. Part II Create a Commitment to the Profession Statement. Remember, this is a draft that will continually be revised and modified as new information is acquired. Address the following: Describe how you will advocate on behalf of young children, their families, and the profession. Describe how you will support the development of future practitioners and leaders in the field. Refer to Figure 13.1 “A Professional Continuum” and describe how your efforts will support the field away from unskilled workers and toward paradigm professionals . The Commitment to Professionalism paper Must be at least two double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.) . Must include a separate title page with the following: Title of paper Student’s name Course name and number Instructor’s name Date submitted Use the text and two outside sources to support your responses. The Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.) table offers additional guidance on appropriate source types. If you have questions about whether a specific so.

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APM webinar hosted by the Scotland Network on 14 May 2024. Speakers: Chris Drysdale and Peter Huggett An interactive session discussing how Project Managers can identify mental health symptoms, provide tools to help themselves and others, plus also increase the capabilities of the Project Management function. This webinar was held on 14 May 2024. The covid-19 pandemic led to concerns about a worsening of mental health & wellbeing across the world and increased awareness in both society and the workplace. This webinar looks to advise the benefits of having a Mental Health First Aid function in the workplace whilst also providing tools and techniques that can be readily used and applied to yourself and colleagues. Additionally, there are wider benefits to Project Management which will be proposed and discussed.

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

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會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽

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Đề tieng anh thpt 2024 danh cho cac ban hoc sinh

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

會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽

Observing-Correct-Grammar-in-Making-Definitions.pptx

PSYPACT- Practicing Over State Lines May 2024.pptx

Supporting Newcomer Multilingual Learners

Transparency, Recognition and the role of eSealing - Ildiko Mazar and Koen No...

Spellings Wk 4 and Wk 5 for Grade 4 at CAPS

Stl Algorithms in C++ jjjjjjjjjjjjjjjjjj

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Reflect on the significance of sociology in your personal experi.docx

1. Reflect on the significance of sociology in your personal experience. Specifically examine how the sociological imagination can be applied to help you understand the impact of sociology in your own life. Be sure to define sociology, the sociological imagination and social forces (e.g., culture, social structure, socialization or social institutions). Reflect on the relationship between the individual and society. At the microlevel, identify examples of either individual behaviors or personal experiences that carry significance. At the macrolevel, identify examples of either agents of socialization, large secondary groups or formal organizations that shape your individual behavior or personal experiences. Reflect on how sociological theory and research can be used to help you understand the relationship between individual and society. Which sociological theory (e.g., structural-functionalism, conflict perspective, symbolic-interactionism) can best be used to understand the relationship between individual and society? Why? Which research methodology (e.g., quantitative, qualitative) can best be used to understand the relationship between individuals and society? Which specific research methods would you use? Why?

2. The video must be at least 3 to 7 minutes long, clearly show the face of the student (for identification purposes), apply sociological theory and concepts, demonstrate relevance to course content, and use academic, credible sources for support. 3. The video project should be a unique creative endeavor of the students' choosing that is sociological, using course terminology to address individual behavior and personal interactions, demonstrating and engaging the student's deep understanding of sociology as a discipline, and its impact on the relationship between the individual and society on either a macro or micro scale. 4. Frame-in-frame is a good way to accomplish this requirement. Listed below are examples of acceptable presentation styles. Students can create a PowerPoint then narrate and explain the topic (lecture/presentation style); Students can create a song, a rap, etc., then perform it. Students may write a poem, recite it, illustrate it, and explain its significance; Students may write a short story, narrate it, and illustrate it; Students may create a comic or another work of art then illustrate and narrate it, etc. Students may write and enact a puppet show

Reflect on the significance of sociology in your personal experi.docx

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