Complete the following problems· P22-9B· P22-10BSubmit your.docx

Complete the following problems:
· P22-9B
· P22-10B
Submit your answers in an Excel file with a tab for each
problem.
QUESTIONS:
1. (Introductory) What is the crisis facing Uber's new CEO?
2. (Advanced) Why do crisis situations shape the leadership
image and reputation for new leaders? How will this crisis
shape the leadership of Uber's new CEO?
3. (Advanced) What is Uber's reputation? How is the self-
driving car situation impacting the company reputation?
Uber's New CEO Confronts His First Crisis With Driverless-Car
Death
By Greg Bensinger | Mar 21, 2018
TOPICS: Crisis Leadership
SUMMARY: Dara Khosrowshahi spent much of the first six
months as Uber's CEO cleaning up scandals he inherited. Just as
it appeared Uber was turning a corner, a new crisis has
emerged.
CLASSROOM APPLICATION: Crisis situations impact the
image and reputation of the company and the CEO. Leaders are
expected to quickly manage crisis situations and effectively

work to rebuild trust. Acting swiftly and effectively to
communicate with key stakeholders is important in a crisis
situation. This article discusses the recent crisis at Uber.
QUESTIONS:
1. (Introductory) What is the crisis facing Uber's new CEO?
2. (Advanced) Why do crisis situations shape the leadership
image and reputation for new leaders? How will this crisis
shape the leadership of Uber's new CEO?
3. (Advanced) What is Uber's reputation? How is the self-
driving car situation impacting the company reputation?
READ THE ARTICLE
WSJ Weekly Review Questions (individual): Read one of the
WSJ articles from one of the professor’s past Friday emails
(you may choose whichever one most interests you). Write out
each question, briefly answer the questions (i.e. no more than
one paragraph on each) on the email for that reading and
support your statements. Use APA formatting, cite all sources,
and provide a reference page.. To get an “exceeds expectations”
grade, you will need to use outside scholarly articles and/or
relate your answers to your own experience or to course subject
matter (if possible), and/or create graphics to summarize large
volumes of information.
FN 305; Nutrition, Science and Health Online
Assignment 1-Nutrition Self Study and Evaluation
Introduction

You will be using this assignment for many other assignments,
so please try to be very
careful in your measurements and estimations.
-day food record (see forms
below)
of hours that you
exercise and what type of exercise you do each of those days.
In subsequent assignments, you will analyze your diet and
compare it to different
nutrition standards. For example, you will input your diet into
the Diet Analysis
program (the access card that came with your textbook) to
obtain a record of the
nutrients you consumed. You are undertaking this analysis
before you have
learned very much about the nutrients, but there is an advantage
to that; having
the results in front of you as you learn more about nutrition,
will make the reading
more meaningful. One of the final assignments of this self-study
project will be a
self-assessment narrative of your dietary intake.
Directions
Record what you eat and drink on the sheets provided or
similar. Record all
foods you eat for a usual three-day consecutive period. If you
eat differently on
the weekends than on weekdays, you should probably record for
two weekdays
and one weekend day. As you record each food, make careful

note of the
amount and how it was prepared (fried, baked etc.). Estimate
the amount to the
nearest weight or fluid ounce, quarter cup, tablespoon, or other
common
measure. It is suggested to bring a measuring cup with you to
meals.
In guessing at the sizes of meat portions, it helps to know that a
piece of meat
the size of the palm of your hand weighs about 3 or 4 ounces. It
also helps to
know that a slice of cheese (such as sliced American cheese) or
a 1 1/2-inch
cube of cheese weighs about 1 ounce. If you are unable to
estimate serving
sizes, measure out servings the size of a cup, tablespoon, and
teaspoon onto a
plate or into a bowl to see how they look. You may have to
break down mixed
dishes to their ingredients. Other mixtures are simple to
analyze. A ham-and-
cheese sandwich, for example, could be listed as 2 slices of
bread, 1 tablespoon
of mayonnaise, 2 ounces of ham, 1 ounce of cheese, and so on.
If you can't
discern all the ingredients, estimate the amounts of only the
major ones, like the
beef, tomatoes, carrots, onions, and potatoes in a beef-vegetable
soup.
You will, of course, make some errors in estimating amounts.
Still, you will have
a rough approximation that will enable you to compare your
nutrient intakes with

the recommended ones. The closer your approximations, the
closer your actual
intake will be. Some common errors include using weight
ounces instead of fluid
ounces. Record the liquids as fluid ounces and the solids as
weight oz.
Please do not record any nutrient supplements you take. It will
be interesting to
discover whether your food choices alone deliver the nutrients
you need. You'll
know better after analyzing your diet what supplements or types
of foods you
need to incorporate into your diet. Write your food records on
the provided charts
(provided with this assignment). Be sure to list the amounts of
foods eaten.
Activity chart next to the individual meal is to help identify if
your time/choice of
food had a psycho-social trigger -- you ate due to peer pressure
(party, watching
tv/movie, birthday) or emotional trigger (stressed, absent
minded snacking) etc.
Your activity chart is ALL your 3-day activities including what
you may consider
minor e.g. sleeping, sitting in class, typing/reading email on
computer etc. When
you in put these activities in ChooseMyPlate (assignment 2) and
Diet Analysis
(assignment 3) you will see how much energy/calories you are
expending while
doing these simple activities (Basal Metabolic Rate and
thermogenesis).

Complete your 3-day foodlists/activity lists on the Microsoft
Word document
provided and submit it via the Assignment box in Course
Information. After
submitting, a document cannot be retrieved or changed.
You have finished the Assignment #1 when you have:
consumed.
r 3-day foodlists/activity lists onto the provided
Microsoft Word
document and saved it as a .pdf
in Course
Information
NAME: WEIHUNG HO
FOOD LIST DAY 1
Food Amount
Breakfast Measurement
of Food
Activities
EXAMPLE: Egg McMuffin 1 fried egg, 1 muffin,
1 oz cheese, 2 oz
bacon

Ate in car while
rushing to class
Kongbao Chicken(chinese food)
8 oz Chicken,
2cloves garlic, 1
Oz ginger , 6 dried red
Chili peppers
Ate alone at home
Rice
1 cup of rice Ate alone at home
Hot Mike tea
Half cup of mike and
Half cup of black tea
mixed
Drank alone at home
Lunch
Pineapple Bun
1 Bread,
1 oz pineapple
Market food court
Stir fried rice noodles with beef 6 oz wide rice flour
Noodles rice sticks,
1 oz green onions,
1 oz onions, 2 garlic
Cloves finely minced
4 oz steak, 1 oz ginger

Market food court
Hot water
Half cup of water Market food court
Dinner
Sichuan spicy wonton in red oil
15 Wonton wrappers,
5 oz minced pork ,
1 oz ginger,
1 oz green onion,
1 egg
Ate alone at home
Spinach with mashed garlic 5 oz spinach,
1 oz garlic
Ate alone at home
Hot tea
Full cup of black tea Drank alone at home
Snacks
Kitkat chocolate
3 oz chocolate Ate in car
NAME:
FOOD LIST DAY 2
Food Amount

of Food
Activities
Fried bread stick 2 Bread stick Ate in the restaurant
Soybean mike Full cup of Soybean
Mike
Drank in the
Restaurant
Lunch
Hainanese style chicken with rice 8 oz Boneless chicken
thighs, 1 oz grated
ginger, 1 oz green
onion, 1 cup of rice,
1 oz garlic chopped
Ate in the
restaurant
Tai tea Full cup of tai tea Drank in the
restaurant
Fried spring roll 3 oz bean thread
noodles, 1 oz dried
wood ear mushrooms,
1 oz garlic cloves,
1 oz grated carrots,
5 oz pork shoulder
Ate in the
restaurant

Dinner
Peking sauce pork
8 oz pork tenderloin, 1
oz scallion
Ate alone at home
Garlic cabbage
1 oz garlic cloves,
8 oz cabbage
Ate alone at home
Hot tea Half cup of black tea Drank at home
Snacks
Mango cup
1 oz mango ,
3 oz jelly
Ate at cake store
NAME:
FOOD LIST DAY 3
Food Amount
of Food
Activities

Glutinous oil rice 6 oz oil rice, 1 oz
mushroom, 1 oz green
onion, 1 oz carrot, 2 oz
chopped pork
Ate at the Chinese
market
Boba mike tea 2 oz boba, full cup of
Milk tea
Drank at the boba
Tea house
Lunch
Tomato scrambled eggs 5 oz tomato, 5 oz egg,
1 oz green onion
Ate alone at home
White rice
Full 2 cups of rice Ate alone at home
Garlic broccoli
1 oz garlic, 7 oz
broccoli
Ate alone at home
Dinner
Poached sliced beef in hot chili oil 12 oz beef, 1 oz garlic,
2 oz onion, 1 oz green
onion, 8 oz lettuce,

Ate at Si-Chuan
restaurant
Spicy cola Barbecue spareribs 1 full can of cola,
8 oz pork ribs, 1 oz
dried spicy, 1 oz
yellow onion, 1 oz
garlic,
Ate at Si-Chuan
restaurant
White rice
Full cup of rice Ate at Si-Chuan
restaurant
Snacks
Jamba Juice’s Waffle 1 waffle Ate at Jamba Juice
Activity Charts Name:WEIHUNG HO
Intensity:
Light: most sitting and standing activities. Activity examples
are: Attending class,
studying, using a computer, watching TV, talking, doing
homework, sleeping.
Moderate: breathing rate increases, but conversation is possible.
Activity examples are:
walking moderately, cycling briskly, scrubbing floors, raking,
car-washing, waiting tables,
washing dishes, social dancing, swimming, hitting a punching

bag.
Vigorous or intense: too out of breath to easily carry on a
conversation. Activity
examples are: hiking uphill, carrying heavy items, heavy
construction work, running or
jogging, high impact exercises classes-aerobic or spinning, most
competitive sports
Activity Chart-Day 1
Time Activity Intensity
12:00 am Using a phone Light
12:45 am Sleeping Light

Activity Chart Day -1
8:45 am Taking shower Moderate
9:00 am Cooking Moderate
9:45 am Eating Breakfast Light
10:00 am Eating Breakfast Light
10:15 am Driving Moderate
10:45 am Attending class Light
12:00 pm Attending class Light
12:30 pm Driving Moderate
1:00 pm Eating lunch Light

2:30 pm Sleeping Light
3:45 pm Using a phone Light
8:00 pm Eating Dinner Light

10:00 pm Taking shower Moderate
10:45 pm Using computer Light
All activities should be completely filled in. Include sleeping
hours.
Activity Chart Day –2

9:15 am Eating breakfast Light
10:00 am Watching TV Light

11:00 am Shopping at Supermarket Moderate
1:30 pm Playing computer game Light
3:15 pm Doing homework Light
4:00 pm Working out at gym Vigorous
5:00 pm Dog walking Moderate

6:00 pm Cooking Moderate
7:00 pm Eating dinner Light
8:45 pm Washing dishes Moderate
10:30 pm Using phone Light
11:15 pm Skyping with my parent Light
hours.
12:00 am Skyping with my parent Light
12:15 am Skyping with my parent Light

9:00 am Using phone Light

5:30 pm Watching TV Light
8:30 pm Shopping at market Moderate
8:45 pm Shopping at market Moderate
hours.

FN 305; Nutrition, Science and Health OnlineAssignment 1-
Nutrition Self Study and Evaluation Introduction
DirectionsMeasurement of Food ActivitiesMeasurement of Food
ActivitiesMeasurement of Food ActivitiesActivity Charts
Activity Chart-Day 1Activity Chart Day -1Activity Chart Day -
1Activity Chart Day –2Activity Chart Day –2Activity Chart Day
–3Activity Chart Day -3Activity Chart Day -3
Mehmet Aydin
Daniel
DeBellis
The WBS can be either expressed using a list with indention or
using a hierarchical tree.
Delph Printers Project 1.0
Project Management 1.1
Administration 1.1.1
Assembling 1.3
System Engineering 1.2
Multilayer PCB 1.3.1
Design Work 1.2.1
Reporting 1.1.2
Frame assembling 1.3.2
Design Approval 1.2.1

Paper Transport Ass 1.3.3
Transfer corona Assembly 1.3.4
Purchase of Materials 1.2.3
Scanning Assembly 1.3.5
Toner Cartridge 1.3.9
DC Power Supply 1.3.8
High Voltage Power supply 1.3.7
Fuser Assembly 1.3.6
Mehmet
Aydin
Daniel
DeBellis
Project Charter
1: The project is all about creating a new printer which will be a
competition to their rival company.
With all the recommended facilities it should be created and co
mpany will help with all the resources which the team needs to
create it.
2: The main purpose of the project is to create a new printer wit
h extra benefits, creating a new printer is worth doing as it supp
orts the company growth and also the team member’s individual
growth. All the necessary needs are supported by the organizati
on to help the team to fulfill the requirement in the given span o
f time.
3: The following are the project objectives:
· To create a new printer
· The new printer should give competition to other companies

· New printer should be created in short period of time
· Growth of organization
· The new printer, fulfills the reliable growth goal of the firm
4: Team, should divide work equally as the time low so there is
no scope of mistakes and taking
extra time for work to complete. Every step should be pretty per
fect to implement it. All the resources will be available in firm
so they should know how to utilise it properly.
5: Task checklist to be maintained to complete it properly. Ther
e are milestones at every step in the process. To create a plan an
d to execute the vision and mission of it matters a lot in this pro
ject.
6: Highest risk in this project is time, there is a very less time t
o create a new printer but as the impossible word itself says im
possible we have to make every impossible activity to possibilit
y and complete it with more positive thoughts.
7: The project manager should follow certain activities:
· Always support the team
· Avail all the required resources
· Should pay more to them than usual
· Guide them when they require your knowledge
8: Soon after you complete the new printer it must be signed by
the author with all the legal documentation so that you can mov
e forward with the further proceedings.
Surname 1
Name: Xingyun Shao
Course: BIS 284 A
Date: 5/26/2017
IAS Learning Objecting Writing and Communication
Effective communication through writing allows someone to
relay his or her intended message to the audience correctly, in a
way that facilitates understanding and is unlikely to result in
misinterpretation. Practice through writing has contributed
highly towards my achievement on communication skills. The

paper showed my prowess of communicating through writing.
I was able to define the model of international relations and
describe its position in the contemporary world in the
introductory part. Moreover, I noted development of technology
and globalization as the factors that influence international
relations and its policies.
The theory of liberalism is one that proved to be satisfactory
and explain the concept of modern world vividly promoting
international cohesion. As such, I elaborated the reason that I
felt that pragmatism should be a core part in international
matters. My reasoning was that negotiation should come before
military engagement in international relations.
Realism and liberalism being the main hypotheses that describe
international relations were explained explicitly. The first
theory supports collaboration of states for mutual benefits,
while the latter focuses on every nation having power over
others. I gave an in-depth explanation the reason that I opposed
the second theory as it was the source of conflict in the current
world and can lead to war.
The paper in my words explain on the reasons as to why a world
government is important citing its merits and demerits. The
merits are several, examples of economic growth, averting
inequalities and war that arise due to boundaries established.
However, I noted similar to arguments of other scholars, the
practicality of the one government system is not feasible.
Reasons stated are no single constitution can favor the whole
world. Also, poor leadership may eradicate humanity through
irrational decisions.
There exist conflicting opinions regarding the establishment of
a world government. In my opinion a unified administration is
not such a good idea with the complex societies and world
diversity. Scholars state that a world government can be best
established similar to an international organization. Although,
what they don’t understand is that organization such as the
United Nations promote co-operation rather than exert
authority. I believe that developed couuntries will develop

superiority over underdeveloped states. Hence, a world
government is not a solution to urban problems. What can
promote cohesion is having strong bonds and mutual
coexistence.
Even though governance may be centralized, I realized that
inequality will still prevail as power sharing will not be entirely
fair. A world government may not be appropriate as it is not an
ultimate solution towards the inequalities in the society for both
male and females. Therefore, I realized that unification is a task
that can be best performed at the ground level.
I finalized the paper by discussing the concept of a world
government, where I presented various experts’ opinions on the
issue. Its supporters feel that it could increase economic growth
and end rivalry among nations, while opponents claim that it is
unpractical. I supported the latter opinion in the essay.
Such successful writing motivates me to continue writing. I
look forward to writing about the UK, as I am interested in
understanding the way she handles her economic issues, and life
after Brexit.

Diversity has become a crucial component of institutions today.
Therefore, there is the need for the society to embrace diversity
when tackling social issues. One of the benefits of diversity is
the multiple perspectives and lifestyles it brings in institutions
and the society. This is why any attempt to discuss or solve a
social problem has to consider the diversity of populations.
Equity is also a crucial component of social life because
people’s interest should be balanced to find lasting solutions to
problems. My research process aimed at establishing the link
between diversity, equity, and healthy living in communities
today. I prepared several artifacts in this regard, namely “A Day
in the Life of Robert Carradine,” “Cleanups in my Community,”
“Soil Ingestion and Human Health,” “Children’s Value,” and
“Critical Analysis of ‘Exposure Factors Handbook’”.
Diversity informs the manner in which people look at life. In
the case of Robert Carradine, for instance, he was apprehensive
that healthy living coupled with regular exercises would see him
live longer and progress in his law career. Some people might
not find importance in these things but the society is one after
all. Carradine’s actions contribute to the conservation of the
environment, as he chooses to cycle to work instead of driving,
and using a smart shower to regulate the amount of water he
uses to bathe. On the other hand, the remaining articles explore
the importance of having a clean environment. The exposure to
an environment determines what a person becomes because
human DNA is sensitive to environmental compositions such as
toxic chemicals and excess heat.
The thorough interdisciplinary research that underwent
the preparation of the artifacts reveals that diversity and equity
can make the world a better place if harnessed appropriately.
For example, lazy and reluctant people can emulate their
counterparts who have chosen healthy lifestyles. There is also
nothing wrong in responsible behavior to make the environment
clean at all times. In as much a people are allowed to live their
lifestyles and make choices, this should not come at a cost to
the lives of other people.

Student’s Surname 2
The debate presents the idea of physician aided suicide and
creates the case that euthanasia is wrong because it speeds the
natural process. The article is important to the course objective
because it shows the importance of evidence based research as
well as the impact of analyzing divergent viewpoints in
academia. The article suggests that “True physician aid in dying
is the facilitation of a patient’s encounter with the natural
process of dying, using the biopsychosocial perspectives and
skills of the medical profession to nurture, comfort, relieve
pain, and provide hope and interpersonal contact.” Thus, the
article is heavily against euthanasia suggesting that it is against
the hypocritical oath that physicians take to ensure that they use
their skills to alleviate pain. The artifact suggests that human
life is sacred and must be respected at all costs. The article
presents the value theory in supporting the relevance and
sanctity of human life. The value theory holds that all human
life has innate value that must be respected by the professionals
in the health field.
The article depicts the realities of collaborative work in
research. It presents cogent arguments against euthanasia by
quoting various researches and articles on the topic. For
instance, it quotes Ezekial Emmanual’s article Four Myths
About Doctor-Assisted Suicide that proposes the improvement
of therapy methods that improve the quality of life for people
with terminal illnesses. The article suggests that many of the
people that choose “physician aided suicide” do so out of fear
of losing control over their physical and mental facilities while
a more than 20 % do so with the aim of alleviating pain. Thus,
the artifact uses a rich mix of ethos, pathos, and logos to
address the complications related to euthanasia. The take away
message was that human life must be respected and preserved at

all costs. Since a majority choose euthanasia due to fear of pain
or loss of control over their physical bodies, then policy makers
must alter the approach to treatment and care for people with
terminal illnesses.
Jenny Jarvie
Trigger Happy
Born in London in 1975, Jenny Jarvie is a freelance writer
currently living in Atlanta, Georgia. She is a former reporter for
the Los Angeles Times, and her articles have also appeared in
the Atlantic and the Sunday Telegraph in London, as well as the
New Republic and Poetry Magazine. Jarvie holds a master’s
degree in English literature and philosophy from the University
of Glasgow and is the winner of the Catherine Pakenham Award
for the most promising young female writer in Britain. In the
following article, published on March 3, 2014, in the New
Republic, Jarvie discusses the negative effects of trigger
warnings.
AS YOU READ: What is a trigger warning, and how is it being
used on college campuses and in American media? The “trigger
warning” has spread from blogs to college classes. Can it be
stopped?
The headline above would, if some readers had their way,
include a “trigger warning” — a disclaimer to alert you that this
article contains potentially traumatic subject matter. Such
warnings, which are most commonly applied to discussions

about rape, sexual abuse, and mental illness, have appeared on
message boards since the early days of the Web. Some consider
them an irksome tic of the blogosphere’s most hypersensitive
fringes, and yet they’ve spread from feminist forums and social
media to sites as large as the Huffington Post. Now, the trigger
warning is gaining momentum beyond the Internet — at some of
the nation’s most prestigious universities.
Last week, student leaders at the University of California, Santa
Barbara, passed a resolution urging officials to institute
mandatory trigger warnings on class syllabi. Professors who
present “content that may trigger the onset of symptoms of
Post-Traumatic Stress Disorder”° would be required to issue
advance alerts and allow students to skip those classes.
According to UCSB newspaper the Daily Nexus, Bailey
Loverin, the student who sponsored the proposal, decided to
push the issue after attending a class in which she “felt forced”
to sit through a film that featured an “insinuation”° of sexual
assault and a graphic depiction of rape. A victim of sexual
abuse, she did not want to remain in the room, but she feared
she would only draw attention to herself by walking out.
On college campuses across the country, a growing number of
students are demanding trigger warnings on class content. Many
instructors are obliging with alerts in handouts and before
presentations, even e-mailing notes of caution ahead of class. At
Scripps College, lecturers give warnings before presenting a
core curriculum class, the “Histories of the Present: Violence,”
although some have questioned the value of such alerts when
students are still required to attend class. Oberlin College has
published an official document on triggers, advising faculty
members to “be aware of racism, classism, sexism,
heterosexism, cissexism,° ableism,° and other issues of
privilege and oppression,” to remove triggering material when it
doesn’t “directly” contribute to learning goals and “strongly
consider” developing a policy to make “triggering material”
optional. Chinua Achebe’s Things Fall Apart, it states, is a
novel that may “trigger readers who have experienced racism,

colonialism, religious persecution, violence, suicide, and more.”
Warnings have been proposed even for books long considered
suitable material for high-schoolers: Last month, a Rutgers
University sophomore suggested that an alert for F. Scott
Fitzgerald’s The Great Gatsby say, “TW: suicide, domestic
abuse, and graphic violence.”
What began as a way of moderating Internet forums for the
vulnerable and mentally ill now threatens to define public
discussion both online and off. The trigger warning signals not
only the growing precautionary approach to words and ideas in
the university, but a wider cultural hypersensitivity to harm and
a paranoia about giving offense. And yet, for all the debate
about the warnings on campuses and on the Internet, few are
grappling with the ramifications° for society as a whole. Post-
Traumatic Stress Disorder: A mental health disorder triggered
by a traumatic event; can lead to flashbacks and severe anxiety.
insinuation: Subtle hinting at something derogatory. Cissexism:
The privileging and enforcing of gender binaries resulting in
prejudice toward those who identify as transgender. ableism:
Discrimination favoring able-bodied people. ramifications:
Consequences.
Not everyone seems to agree on what the trigger warning is, let
alone how it should be applied. Initially, trigger warnings were
used in self-help and feminist forums to help readers who might
have post-traumatic stress disorder to avoid graphic content that
might cause painful memories, flashbacks, or panic attacks.
Some Web sites, like Bodies Under Siege, a self-injury support
message board, developed systems of adding abbreviated topic
tags — from SI (self injury) to ED (eating disorders) — to
particularly explicit posts. As the Internet grew, warnings
became more popular, and critics began to question their use. In
2010, Susannah Breslin wrote in True/Slant that feminists were
applying the term “like a Southern cook applies Pam cooking
spray to an overused nonstick frying pan” — prompting
Feministing to call her a “certifiable asshole,” and Jezebel to
lament that the debate has “been totally clouded by ridiculous

inflammatory rhetoric.”
The term only spread with the advent of social media. In 2012,
the Awl’s Choire Sicha argued that it had “lost all its meaning.”
Since then, alerts have been applied to topics as diverse as sex,
pregnancy, addiction, bullying, suicide, sizeism, ableism,
homophobia, transphobia, slut shaming, victim-blaming,
alcohol, blood, insects, small holes, and animals in wigs.
Certain people, from rapper Chris Brown to sex columnist Dan
Savage, have been dubbed “triggering.” Some have called for
trigger warnings for television shows such as Scandal and
Downton Abbey. Even the New Republic has suggested the
satirical news site the Onion carry trigger warnings.
8
At the end of last year, Slate declared 2013 the “Year of the
Trigger Warning,” noting that such alerts had become the target
of humor. Jezebel, which does not issue trigger warnings, raised
hackles° in August by using the term as a headline joke: “It’s
Time To Talk About Bug Infestations [TRIGGER WARNING].”
Such usage, one critic argued, amounted to “trivializing” such
alerts and “trolling people who believe in them.” And in
Britain, Suzanne Moore, a feminist columnist for the Guardian,
was taken to task when she put a trigger warning on her Twitter
bioline, mocking those who followed her feeds only to claim
offense. Some critics have ridiculed her in turn: “Trigger
warning, @Suzanne_moore is talking again.” (Moore’s Twitter
bio now reads, “Media Whore.”)
The backlash° has not stopped the growth of the trigger
warning, and now that they’ve entered university classrooms,
it’s only a matter of time before warnings are demanded for
other grade levels. As students introduce them in college
newspapers, promotional material for plays, even poetry slams,
it’s not inconceivable that they’ll appear at the beginning of
film screenings and at the entrance to art exhibits. Will
newspapers start applying warnings to articles about rape,

murder, and war? Could they even become a regular feature of
speech? “I was walking down Main Street last night when —
trigger warning — I saw an elderly woman get mugged.”
raised hackles: Angered, or bred resentment. backlash: A
strong, negative reaction, especially to a social or political
movement.
The “Geek Feminism Wiki” states that trigger warnings should
be used for “graphic descriptions or extensive discussion” of
abuse, torture, self-harm, suicide, eating disorders, body
shaming, and even “psychologically realistic” depictions of the
mental state of people suffering from those; it notes that some
have gone further, arguing for warnings before the “depiction or
discussion of any consensual sexual activity [and] of
discriminatory attitudes or actions, such as sexism or racism.”
The definition on the Queer Dictionary Tumblr is similar, but
expands warnings even to discussion of statistics on hate crimes
and self-harming.
As the list of trigger warning–worthy topics continues to grow,
there’s scant research demonstrating how words “trigger” or
how warnings might help. Most psychological research on PTSD
suggests that, for those who have experienced trauma,
“triggers” can be complex and unpredictable, appearing in many
forms, from sounds to smells to weather conditions and times of
the year. In this sense, anything can be a trigger — a musky
cologne, a ditsy pop song, a footprint in the snow.
As a means of navigating the Internet, or setting the tone for
academic discussion, the trigger warning is unhelpful. Once we
start imposing alerts on the basis of potential trauma, where do
we stop? One of the problems with the concept of triggering —
understanding words as devices that activate a mechanism or
cause a situation — is it promotes a rigid, overly deterministic
approach to language. There is no rational basis for applying
warnings because there is no objective measure of words’
potential harm. Of course, words can inspire intense reactions,
but they have no intrinsic danger. Two people who have
endured similarly painful experiences, from rape to war, can

read the same material and respond in wholly different ways.
Issuing caution on the basis of potential harm or insult doesn’t
help us negotiate our reactions; it makes our dealings with
others more fraught. As Breslin pointed out, trigger warnings
can have the opposite of their intended effect, luring in
sensitive people (and perhaps connoisseurs of graphic content,
too). More importantly, they reinforce the fear of words by
depicting an ever-expanding number of articles and books as
dangerous and requiring of regulation. By framing more public
spaces, from the Internet to the college classroom, as full of
infinite yet ill-defined hazards, trigger warnings encourage us to
think of ourselves as more weak and fragile than we really are.
What’s more, the fear of triggers risks narrowing what we’re
exposed to. Raechel Tiffe, an assistant professor in
Communication Arts and Sciences at Merrimack College,
Massachusetts, described a lesson in which she thought
everything had gone well, until a student approached her about
a clip from the television musical comedy Glee in which a
student commits suicide. For Tiffe, who uses trigger warnings
for sexual assault and rape, the incident was a “teaching
moment” — not for the students, but for her to be more aware of
the breadth of students’ sensitivities.
As academics become more preoccupied with students’ feelings
of harm, they risk opening the door to a never-ending litany of
requests. Last month, students at Wellesley College protested a
sculpture of a man in his underwear because, according to the
Change.org petition, it was a source of “triggering thoughts
regarding sexual assault.” While the petition acknowledged the
sculpture may not disturb everyone on campus, it insisted we
share a “responsibility to pay attention to and attempt to answer
the needs of all of our community members.” Even after the
artist explained that the figure was supposed to be
sleepwalking, students continued to insist it be moved indoors.
Trigger warnings are presented as a gesture of empathy, but the
irony is they lead only to more solipsism, an over-preoccupation
with one’s own feelings — much to the detriment of society as a

whole. Structuring public life around the most fragile personal
sensitivities will only restrict all of our horizons. Engaging with
ideas involves risk, and slapping warnings on them only
undermines the principle of intellectual exploration. We cannot
anticipate every potential trigger — the world, like the Internet,
is too large and unwieldy.° But even if we could, why would we
want to? Bending the world to accommodate our personal
frailties does not help us overcome them.
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citation_instruction
Accessibility Information and Tips Revised Date: 07/2015On
major developments in preschoolers' imagination
Ashford University Library

Detailed RecordTitle:On major developments in preschoolers'
imagination. Authors:Diachenko, Olga M.1Source:International
Journal of Early Years Education. Mar2011, Vol. 19 Issue 1,
p19-25. 7p. Document Type:ArticleSubject
Terms:*PRESCHOOL children
*IMAGINATION in children
*CHILD development
*COGNITIVE development
*MEDIATIONAuthor-Supplied Keywords:affective imagination
cognitive imagination
mediation
preschool developmentPeople:PIAGET, Jean, 1896-1980
FREUD, Sigmund, 1856-1939Abstract:The role of the
imagination in adult thinking is to go beyond reality and to
express generalised laws. The researcher's job is to specify the
cultural tools that preschool children use in the development of
their imagination. Previous research has identified two main
stages in the development of imagination up until the age of six,
a third stage at age six to seven, and two main types of
imagination. The first stage involves the creation of an idea or
image, while the second and third stages involve two different
kinds of planning as imagining future actions. The two types of
imagination are affective, which functions to protect the 'ego' or

the self, and cognitive, which functions to develop a
representation of the world. While Freud and neo-Freudians
researched affective imagination, Piaget studied 'cognitive'
imagination in the form of the development of symbolic
function. Between two and a half and three years of age the
imagination divides into cognitive and affective. Children use
cognitive imagination when they reproduce actions with
substitute objects (for example feeding a doll) and affective
imagination when they reproduce their own feelings. Affective
imagination leads children to act out fears and conflicts in play,
and also to use symbols to represent their negative experiences.
In the early stages children can create images from their
imagination, but planning is largely absent. In the second stage
(from four to five years) creation is combined with staged
planning in which children plan a step, review it, plan the next
step and so on. This step-by-step planning, often guided by
speech, leads to the creation of invented narratives in which
events are 'threaded' on to each other. In the third stage (from
six to seven years), children are able to use forward plans, often
verbalised before action as multi-stage narratives. Only about
20% of children develop the full potential of their imagination,
and careful education in the preschool years is necessary if all
children are to realise their potential. [ABSTRACT FROM
AUTHOR] Copyright of International Journal of Early Years
Education is the property of Routledge and its content may not
be copied or emailed to multiple sites or posted to a listserv
without the copyright holder's express written permission.
However, users may print, download, or email articles for
individual use. This abstract may be abridged. No warranty is
given about the accuracy of the copy. Users should refer to the
original published version of the material for the full abstract.
(Copyright applies to all Abstracts.)Author
Affiliations:1Institute of Preschool Education, Russian
Academy of Education, Moscow, RussiaISSN:0966-
9760DOI:10.1080/09669760.2011.570996Accession
Number:62823299Publisher Logo:

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citation_instruction
Accessibility Information and Tips Revised Date:
07/2015Piaget's enduring contribution to developmental
psychology
Ashford University Library

Detailed RecordTitle:Piaget's enduring contribution to
developmental psychology.Authors:Beilin, Harry. City U New
York Graduate School & University Ctr, Developmental
Psychology Program, USSource:Developmental Psychology, Vol
28(2), Mar, 1992. pp. 191-204.NLM Title Abbreviation:Dev
PsycholPublisher:US : American Psychological
AssociationISSN:0012-1649 (Print)
1939-0599 (Electronic)Language:EnglishKeywords:Piaget's
contribution to developmental psychologyAbstract:Piaget's
transformation of society's conception of childhood thought and
intelligence is described in 4 periods in the history of his
research program, which spanned from the 1920s to the 1980s.
The account stresses the enduring contribution to developmental
psychology of Piaget's constructivism, his description of
developmental mechanisms, his cognitivism, his explication of
structural and functional analysis, and his address of
epistemological issues and nontraditional methodologies.
(PsycINFO Database Record (c) 2016 APA, all rights
reserved)Document Type:Journal
ArticleSubjects:*Developmental Psychology; *Piaget
(Jean)PsycINFO Classification:Developmental Psychology
(2800)Population:HumanFormat Covered:PrintPublication
Type:Journal; Peer Reviewed JournalPublication
History:Accepted: Nov 4, 1991; Revised: Oct 31, 1991; First

Submitted: Mar 12, 1991Release
Date:20060710Copyright:American Psychological Association.
1992Digital Object Identifier:http://dx.doi.org.proxy-
library.ashford.edu/10.1037/0012-1649.28.2.191PsycARTICLES
Identifier:dev-28-2-191Accession Number:1992-22913-
001Number of Citations in Source:63
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Physical Development: Ages 7-12
From Title: The Child from 7 to 12

Physical Development: The First Five Years
DV (Dependent Variable)
· Feeling Thermometer Clinton V16
· Feeling Thermometer Trump V17
IV (Independent Variable)
· Illegal Immigrants V79_30D
1. Create a hypothesis linking your IV with each of your DVs
2. Offer and list a brief theory sketch as to why you think your
two variables should be related as specified in your hypothesis.
What would make you expect the hypothesis to be confirmed
more often than not?
3. Describe what each statistic tells you. (Will send you a doc)
Be specific. For example, if you came up with a median of ‘57’
for V16, state that “half of all respondents (of a certain
category) rated secretary Clinton at 57° or higher, half 57° or
less. Discuss the standard deviation, for now, as you would the
MAD (mean absolute deviation), and jut add ‘with an
adjustment for extreme values’.

4. Write a thorough discussion of your comparisons – how each
of your two IV groups differed on both of your DVs. Again,
more is better than less. Make sure to discuss both averages
(Median, Mean) and variation (standard deviation) in your
analysis.
Professor Note:
· Hypotheses should each have ONE DV and ONE IV.
· Keep Hypothesis simple.
· Write up should use thorough, repetitive, boring, complete
sentences
· Stay neutral - make It hard for me to guess what your stance
on the IV or Trump/Clinton is.
· You should be describing 20 statistics. (3) number 3
Arrays
Implement the specified program from homework 3 with
functions. The reading in the values should
be in a function. The calculation and the printing all should be
in separate functions.
Strings
Implement the specified program from homework 3 with
functions. The reading in the values should
be in a function. The calculation and the printing all should be
in separate functions.

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