Topic that identifies characteristics of Native American Culture a

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Topic that identifies characteristics of Native American Culture and how it influences/contributes to contemporary cultures and/or what factors have changed perspectives regarding Native American cultural practices. Example topics: Native American Flute, music, dance, cultural practices, oral tradition, etc. Any subject relating to Native American Culture OR musical self-expression will be accepted . Perhaps comparing parts of Native American Culture to another people's cultural practices? Resources cited, 3 minimum any format Name and class night on paper Minimum 6 pages total - including cover page, resource page and 4 pages of text - double spaced No larger than size 12 font and normal margins Any pics or graphics must be in addition to the required 4 pages of text ...

Topic that identifies characteristics of Native American Culture
and how it influences/contributes to contemporary cultures
and/or what factors have changed perspectives regarding Native
American cultural practices. Example topics: Native American
Flute, music, dance, cultural practices, oral tradition, etc. Any
subject relating to Native American Culture
OR
musical self-expression will be accepted
.
Perhaps comparing parts of Native American Culture to
another people's cultural practices?
Resources cited, 3 minimum any format
Name and class night on paper
Minimum 6 pages total - including cover page, resource page
and
4 pages of text - double spaced
No larger than size 12 font and normal margins
Any pics or graphics must be in addition to the required 4 pages
of text

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Trochim, W. M. K. (2006). Internal validity. http://www.socialresearchmethods.net/kb/intval.php Please follow link:^^^^^ Social Work Research: Chi Square Molly, an administrator with a regional organization that advocates for alternatives to long-term prison sentences for nonviolent offenders, asked a team of researchers to conduct an outcome evaluation of a new vocational rehabilitation program for recently paroled prison inmates. The primary goal of the program is to promote full-time employment among its participants. To evaluate the program, the evaluators decided to use a quasi-experimental research design. The program enrolled 30 individuals to participate in the new program. Additionally, there was a waiting list of 30 other participants who planned to enroll after the first group completed the program. After the first group of 30 participants completed the vocational program (the “intervention” group), the researchers compared those participants’ levels of employment with the 30 on the waiting list (the “comparison” group). In order to collect data on employment levels, the probation officers for each of the 60 people in the sample (those in both the intervention and comparison groups) completed a short survey on the status of each client in the sample. The survey contained demographic questions that included an item that inquired about the employment level of the client. This was measured through variables identified as none, part-time, or full-time. A hard copy of the survey was mailed to each probation officer and a stamped, self-addressed envelope was provided for return of the survey to the researchers. After the surveys were returned, the researchers entered the data into an SPSS program for statistical analysis. Because both the independent variable (participation in the vocational rehabilitation program) and dependent variable (employment outcome) used nominal/categorical measurement, the bivariate statistic selected to compare the outcome of the two groups was the Pearson chi-square. After all of the information was entered into the SPSS program, the following output charts were generated: TABLE 1. CASE PROCESSING SUMMARY Cases Valid Missing Total N Percent N Percent N Percent Program Participation *Employment 59 98.3% 1 1.7% 60 100.0% TABLE 2. PROGRAM PARTICIPATION *EMPLOYMENT CROSS TABULATION Employment Total None Part-Time Full-Time Program Participation Intervention Group Count % within Program Participation 5 16.7% 7 23.3% 18 60.0% 30 100.0% Comparison Group Count % within Program Participation 16 55.2% 7 24.1% 6 20.7% 29 100.0% Total Count % within Program Participation 21 35.6% 14 23.7% 24 40.7% 59 100.0% TABLE 3. CHI-SQUARE TESTS Value df Asymp. Sig. (2-sided) Pearson Chi-Square 11.748a 2 .003 Likelihood Ratio 12.321 2 .002 Linear-by-Linear Association 11.548 1 .001 N of Valid Cases 59 a. 0 cells (.0%) have expected count less than 5. The minimum expected count is 6.88. The first table, titled Case ...

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Travel Journal to Points of Interest from the Early Middle Ages, Romanesque, and Gothic Worlds Travel, whether it was to the Middle East to fight in the Crusades or on a pilgrimage to the Holy Land, was an activity that shaped the Middle Ages. For this assignment, put yourself in the place of a person living during Middle Ages who traveled throughout Europe. Select a total of six representative pieces of art or architecture that date from this period in history. You should have 2 examples from each of the time periods in the Middle Ages : two examples from the Early Middle ages, two that represent the Romanesque, and two that represent Gothic art. Each example should reflect the essential characteristics of its time period. Your objects need to date between 400 CE and 1300 CE—the time span that encompasses the Early Middle Ages, Romanesque, and Gothic periods. When you return from your travels, prepare a journal that includes the following information for each of your six representative works of art: A photograph of the object Identifying information: Name of the artist (if available) Title of the work Date of the work Medium/materials used to create the work Then, write a paragraph of 4-6 sentences that: Describes the visual characteristics that makes the object representative of its style Places the work within its social and historical context and explains why it is culturally significant Finally, in a well-developed paragraph of 6-8 sentences, summarize what you have learned from your travels, highlighting key similarities and distinctions between the six objects you selected for discussion. ...

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Triangle Shirtwaist Company Fire To understand why employment laws were developed, let’s look at a prominent, tragic incident in labor history. 1) Read/watch a description of the event. Here are some possible sources: Small, D. (Editor). (2011, March 20). Remembering the Triangle Shirtwaist fire [Television series episode]. In M. Teel (Producer), CBS News Sunday Morning. New York, NY: CBS Interactive Inc. (This runs about 7 minutes.) https://www.youtube.com/watch?v=4ulaG9x4GpE #### Writch, J. (Producer). (2011). Triangle fire [DVD]. (This was originally published by PBS, but it isn’t available on the website now. This 1-hour video is running at: https://www.dailymotion.com/video/x1itk1p_pbs-american-experience-2011-triangle-fire-720p-hdtv-x264-aac-mvgroup-org_shortfilms #### Industrial Relations School. (2017). Remembering the 1911 Triangle Factory Fire. Cornell University. (This has a set of materials about the event.) https://trianglefire.ilr.cornell.edu/ #### https://www.c-span.org has several programs about this event. Just type “Triangle Shirtwaist Fire” into the search box. #### You may be able to locate other sources if you have difficulty with the above links. 2) Analyze the material . Note the business reasons that led to the conditions. Note also the perceptions about employers and employees and the issues of equity, voice, and efficiency. When you have finished reviewing the material, in the Week 2 discussion forum , post one example of equity, voice, or efficiency illustrated in the event and discuss whether it is an issue today. ...

Triangle Shirtwaist Company FireTo understand why employment

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TRINITY WASHINGTON UNIVERSITYSchool of Professional StudiesINT

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Tuberculosis M. tuberculosis can be transmitted in virtually any setting. Clinicians should be aware that transmission has been documented in healthcare settings where healthcare workers and patients come in contact with persons with infection. • Describe the factors that determine the infectiousness of a tuberculosis (TB) patient; • Explain the main goals of a TB infection control program; • Discuss the three levels of an effective TB infection control program; • Explain the purpose and the characteristics of a TB airborne infection isolation room; and • Describe the circumstances when respirators and surgical masks should be used. 2 pages not including title and reference page ...

TuberculosisM. tuberculosis can be transmitted in virtually any

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Transnational education (TNE) has played a key role in internationalising higher education around the world. TNE can be defined as ‘higher education activities in which the learners are located in a host country different from the one where the awarding institution is based’ (Van der Wende, 2001, p. 440). In other words, TNE is where students study in their home country for a degree or other qualification from an institution abroad. According to Higher Education Statistics Agency (HESA, 2013a), there were 570,665 students studying UK HE-level qualifications abroad in 2011/2012. According to the Department for Business, Innovation and Skills (DBIS, 2013), approximately 75% of UK higher education institutions (HEIs) now engage in transnational education, in more than 200 countries. TNE is delivered in a number of different ways, which include distance learning (with or without face-to-face teaching support) and in-country delivery, such as branch campuses, twinning programmes, and franchising arrangement. Oxford Brookes University is the largest single UK institution operating in the TNE market, with over 250,000 students. However, this statistic mainly comprises students studying on the BSc in Applied Accounting, and has a very low completion rate of around 10%. The British Council have identified growth opportunities in TNE to 2020 (British Council, 2013). Currently, the countries offering a conducive climate for TNE are Hong Kong, Malaysia, Singapore and the United Arab Emirates (UAE). Other countries with future potential are Bahrain, Botswana, China, India, Mauritius, Oman, Qatar, Spain, South Korea, Thailand and Vietnam (DBIS, 2013). Since the United Arab Emirates became a country in 1971, the government has invested heavily in higher education: ‘Over the past five years many universities have opened their doors in the UAE, with some succeeding while others failing to deliver results either academically or economically’ (Mahani & Molki, 2011, p. 3). Successful institutions include the University of Wollongong (Australia), Heriot-Watt University (Scotland) and New York University, Abu Dhabi (USA), while the failures include George Mason University (USA), Michigan State University (USA) and the University of Pune (India). Answer the following key questions: What are the pros and cons of TNE? Why do you think established universities want to open up branch campuses in the UAE? What makes the UAE so attractive? What are the key factors in the success or failure of branch campuses in the UAE? Make a list. ...

Transnational education (TNE) has played a key role in international

Transnational education (TNE) has played a key role in international

Transnational education (TNE) has played a key role in international

Transitional Fossils Critics of evolution point to an absence of “missing links” or evidence for the evolutionary pathway. However, many transitional fossils do exist and serve to provide a basis for discussions on evolutionary theory. Pick a transitional fossil and describe what information this fossil provides about different lineages. Your assignment should be 500 words in length. ...

Transitional FossilsCritics of evolution point to an absence of

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Discover the Kisan Call Centre: Your Gateway to Agricultural Assistance KISAN CALL CENTRE In order to harness the potential of ICT in Agriculture, Ministry of Agriculture & Farmers Welfare launched the scheme “Kisan Call Centres” (KCCs) on January 21, 2004. Main aim of the scheme is to answer farmers’ queries on a telephone call in their own language. These call centres are working in 21 different locations in the country covering all the States and UTs. A countrywide common eleven digit Toll Free Number 1800-180-1551 has been allotted for Kisan Call Centre. This number is accessible through mobile phones and landlines of all telecom networks including private service providers. Replies to the farmers’ queries are given in 22 local languages. Kisan Call Centre services are available from 6.00 AM to 10.00 PM on all seven days of the week at each KCC location. Kisan Call Centre agents known as Farm Tele Advisors (FTAs), who are graduate or above (i.e. PG or Doctorate) in Agriculture or allied sectors (Horticulture, Animal Husbandry, Fisheries, Poultry, Bee-Keeping, Sericulture, Aquaculture, Agricultural Engineering, Agricultural Marketing, Bio-Technology, Home Science, etc.) and possess excellent communication skills in respective local language. Queries which cannot be answered by FTAs are transferred to higher level experts. These experts are Subject Matter Specialists (SMSs) of State Departments of Agriculture (SDAs), ICAR Institutes, KVKs and State Agricultural Universities (SAUs). A Kisan Knowledge Management System (KKMS) has been developed to capture all the details of the caller and sending gist of answer given through SMS. KKMS has its independent website : http://dackkms.gov.in. The KCC, FTAs working at various KCC locations throughout the country have access to this website through their specific IDs and password provided to them. Welcome to the Kisan Call Centre - your one-stop destination for agricultural assistance and support. With dedicated team of experts and cutting-edge technology, we're here to revolutionize the way farmers access information and guidance. In this powerpoint, we delve into the world of the Kisan Call Centre, exploring how it functions, the services it offers, and the impact it has on farmers across the nation. From real-time advisory services to multilingual support, we'll uncover the key features that make the Kisan Call Centre an indispensable resource for farmers of all backgrounds. Join us as we showcase the achievements of the Kisan Call Centre, from its enhanced farmer outreach to its empowerment of women farmers. Discover how our feedback mechanism ensures continuous improvement, and learn about our collaborations with agricultural institutions to provide accurate and reliable information. Whether you're a seasoned farmer or just starting out, the Kisan Call Centre is here to support you every step of the way. Subscribe now to stay updated on the latest agricultural insights

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