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Module 6 CT Paper Ethics and Intellectual Property.doc by Mary Pruitt FILE T IME SUBMIT T ED 26- JAN- 2018 05:4 8PM (UT C- 07 00) SUBMISSION ID 907 309659 WORD COUNT 94 7 CHARACT ER COUNT 5816 1517 014 108_MODULE_6_CT _PAPER_ET HICS_AND_INT ELLECT UAL_PRO PERT Y.DOC (4 2K) %33 SIMILARIT Y INDEX %6 INT ERNET SOURCES %2 PUBLICAT IONS %30 ST UDENT PAPERS 1 %27 2 %2 3 %1 4 %1 5 %1 6 %1 EXCLUDE QUOT ES OFF EXCLUDE BIBLIOGRAPHY OFF EXCLUDE MAT CHES OFF Module 6 CT Paper Ethics and Intellectual Property.doc ORIGINALITY REPORT PRIMARY SOURCES Submitted to Colorado State University, Global Campus St udent Paper Submitted to University of Hong Kong St udent Paper www.igi-global.com Int ernet Source Submitted to Indiana State University St udent Paper www.dailymail.co.uk Int ernet Source scholarcommons.usf .edu Int ernet Source Module 6 CT Paper Ethics and Intellectual Property.docby Mary PruittModule 6 CT Paper Ethics and Intellectual Property.docORIGINALITY REPORTPRIMARY SOURCES ...

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Module 6 CT Paper Ethics and Intellectual Property.doc
ORIGINALITY REPORT
PRIMARY SOURCES
Submitted to Colorado State University, Global

Campus
St udent Paper
Submitted to University of Hong Kong
St udent Paper
www.igi-global.com
Int ernet Source
Submitted to Indiana State University
St udent Paper
www.dailymail.co.uk
Int ernet Source
scholarcommons.usf .edu
Int ernet Source
Module 6 CT Paper Ethics and Intellectual Property.docby Mary
PruittModule 6 CT Paper Ethics and Intellectual
Property.docORIGINALITY REPORTPRIMARY SOURCES

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Name 1. The table shows the number of days per week, x, that 100 students use the gym at a local high school. x frequency Relative frequency Cumulative frequency 0 3 1 12 2 33 3 28 4 11 5 9 6 4 1. The table shows the number of days per week, x, that 100 students use the gym at a local high school. a. Complete the table b. Display the information as either a pie chart, a horizontal bar chart, or a vertical bar chart. c. Determine the mean, median, minimum frequency, maximum frequency, range, Q1, Q3 and the standard deviation, Sx d. Based on the information and chart, what can you say about the distribution.a. Complete the table b. Display the information as either a pie chart, a horizontal bar chart, or a vertical bar chart. c. Determine the mean, median, minimum frequency, maximum frequency, range, Q1, Q3 and the standard deviation, Sx d. Based on the information and chart, what can you say about the distribution. Theme one is to identify the types of cultures or models of cultures and how they work or fit within an organization Learning Activity #1 Using your reading material create a chart that describes the type, characteristics of the culture, associated values that would be important to keep the culture alive, and kinds of organizations structures that work best for culture. Compare and contrast them in your explanation of the chart. For instance what culture might work for Joe at the new sawmill and then which one might work at Purvis' shoe company. Theme two: How to Create, Change, and Align Culture to the Structure and Vision. Organizational Structure Preface: A leader’s job is to create the direction for the company to move forward. The leader does this in steps. Here are the steps of the process: First, the leader designs the vision and mission for the company and second, the leader must establish an organizational structure which promotes the vision, mission and empowers the employees to keep the forward movement in the organization. In creating the structure various factors must be considered. · First and foremost is the purpose of the company or organization. What type of structure will best accomplish that goal? Certainly a company like UPS needs a somewhat rigid structure that is set up to focus on procedure and time sensitivity. Since UPS has as its goal to get the correct parcels to the right customers in the fastest way possible, variance in procedures or ways of accomplishing the tasks would never work. A tight delineated structure is imperative. · Along with the purpose the leader must look at the vision of the organization. Where does the leader want the organization to go? How best can the structure provide for the future? Will the vision call for expansion into other countries or simply call for product development changes? Do you plan a struct ...

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Name: Speech Title I. Intro: A) Attention getter -- B) Purpose Statement -- C) Thesis -- II. BODY A) Main Point Number 1: a) b) c) transition -- B) Main Point Number 2: a) b) c) transition -- C) Main Point Number 3: a) b) c) transition – III. CONCLUSION: A) Summary statement -- B) Memorable conclusion -- References List all references on a separate page with the word “References” centered at the top. Name: Suepin Nguyen Hygiene Saves Lives I. Intro: To give an informational speech about Ignaz Philipp Semmelweis A) Attention getter – On each square centimeter of your skin, there are about 1,500 bacteria. That’s a lot of germs. According to a study conducted by Michigan State University researchers, 95% of people do not properly wash their hands long enough to kill the infection causing germs and bacteria (Jaslow, “95 Percent of People Wash Their Hands Improperly: Are You One of Them?”). B) Purpose Statement - That’s gross. While I can’t force you to wash your hands, perhaps today I can help you realize just how much history and evidence is behind this crucial bathroom ritual. C) Thesis – Today, I will inform you all about Ignaz Philipp Semmelweis by discussing first about his practice and studies, second about his scientific methods that saved a lot of lives, and third about the germ theory we all take for granted. II. BODY: A) Main Point Number 1: To begin, I want to introduce Ignaz Philipp Semmelweis. a) Ignaz Semmelweis became a physician and earned his doctorate degree in medicine in 1844. This time period was known as the start of the golden age of the physician scientist” (NPR.org). This means that doctors were expected to have scientific training. Doctors were more interested in numbers and collecting data (Justin Lessler, an assistant professor at Johns Hopkins School of Public Health). b) In 1846, Dr. Semmelweis showed up for his new job in the maternity clinic at the General Hospital in Vienna. Due to the time period, Dr. Semmelweis thought like a physician scientist and wanted to figure out why so many women in maternity wards were dying from childbed fever (Davis, “The Doctor Who Championed Hand-Washing and Briefly Saved Lives”). c) So what did he do? He collected data of his own. He studied two maternity wards in the hospital. One was staffed by all male doctors and medical students, and the other by female midwives. He tallied up the number of deaths in each ward and found that women in the clinic staffed by doctors and medical students died at a rate 5 times ...

Name Speech Title I. Intro A) Atten.docx

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n engl j med 352;16 www.nejm.org april 21, 2005 1630 P E R S P E C T I V E verse populations and less inclusive health care pro- grams, cautioned Joanne Lynn, a senior research- er with the RAND Corporation and director of the Washington Home Center for Palliative Care Stud- ies in Washington, D.C. “There isn’t a huge demand for assisted suicide in good care systems, but there could be a huge demand in much less adequate care systems,” Lynn said. Psychiatrist Linda Ganzini of Oregon Health and Sciences University agrees that her state’s high- quality system of palliative care is the factor most responsible for keeping the number of assisted-suicide cases low. “Your safety net is your end-of-life care and your hospice care,” she said. “It’s not the safeguards that you build into the law.” 1. Colburn D. Why am I not dead? The Oregonian. March 4, 2005:A01. 2. Tolle SW, Tilden VR, Drach LL, Fromme EK, Perrin NA, Hedberg K. Characteristics and proportion of dying Oregonians who person- ally consider physician-assisted suicide. J Clin Ethics 2004;15:111-8. 3. Ganzini L, Nelson HD, Lee MA, Kraemer DF, Schmidt TA, Delorit MA. Oregon physicians’ attitudes about and experiences with end-of-life care since passage of the Oregon Death with Dig- nity Act. JAMA 2001;285:2363-9. 4. House of Lords Select Committee on the Assisted Dying for the Terminally Ill Bill. Volume I: Report. HL Paper 86-I. The story of Terri Schiavo should be disturbing to all of us. How can it be that medicine, ethics, law, and family could work so poorly together in meet- ing the needs of this woman who was left in a persistent vegetative state after having a cardiac arrest? Ms. Schiavo had been sustained by artificial hydration and nutrition through a feeding tube for 15 years, and her husband, Michael Schiavo, was locked in a very public legal struggle with her parents and siblings about whether such treatment should be continued or stopped. Distortion by inter- est groups, media hyperbole, and manipulative use of videotape characterized this case and demonstrate what can happen when a patient becomes more a precedent-setting symbol than a unique human being. Let us begin with some medical facts. On Feb- ruary 25, 1990, Terri Schiavo had a cardiac arrest, triggered by extreme hypokalemia brought on by an eating disorder. As a result, severe hypoxic–ische- mic encephalopathy developed, and during the sub- sequent months, she exhibited no evidence of high- er cortical function. Computed tomographic scans of her brain eventually showed severe atrophy of her cerebral hemispheres, and her electroenceph- alograms were flat, indicating no functional activity of the cerebral cortex. Her neurologic examina- tions were indicative of a persistent vegetative state, which includes periods of wakefulness alternating with sleep, some reflexive responses to light and noise, and some basic gag and swallowing responses, but no signs of emotion, wi ...

n engl j med 352;16www.nejm.org april 21, .docx

gilpinleeanna

Name: Class: Date: HUMR 211 Spring 2018 - Midterm Copyright Cengage Learning. Powered by Cognero. Page 1 Indicate the answer choice that best completes the statement or answers the question. 1. Each of the following is considered the business of social welfare except: a. telling people how to live their lives. b. ending all types of discrimination and oppression. c. providing child-care services for parents who work outside the home. d. rehabilitating people who are addicted to alcohol or drugs. 2. Which of the following statements is consistent with the residual view of social welfare? a. Recipients are viewed as being entitled to social services and financial help. b. Social services and financial help should be provided to an individual on a short-term basis, primarily during emergencies. c. It is associated with the belief that an individual’s difficulties are due to causes largely beyond his or her control. d. There is no stigma attached to receiving funds or services. In this view, when difficulties arise, causes are sought in the society, and efforts are focused on improving the social institutions within which the individual functions. 3. Which of the following is consistent with an institutional view of social welfare? a. Social services and financial aid should be provided only when other measures or efforts have been exhausted. b. Causes for client’s difficulties are sought in the society. c. Clients are to blame for their predicaments because of personal inadequacies. d. Recipients are required to perform certain low-grade work assignments to receive financial aid. 4. The Elizabethan Poor Law of 1601 established three categories of relief recipients: a. the insane, the poor, and the disabled. b. the insane, dependent children, and the poor. c. the able-bodied poor, the impotent poor, and dependent children. d. the disabled, wives of prisoners, and the poor. 5. Before 1930 social services and financial assistance for people in need were provided primarily by _____. a. churches and voluntary organizations b. federal and state institutions c. richer European countries d. the military 6. President Clinton and the Republican-controlled Congress abolished Aid to Families with Dependent Children (AFDC) in 1996 and replaced it with: a. Welfare Services for Single Mothers. b. Temporary Assistance to Needy Families. c. Conditional Aid to Single Parents. d. Assistance for Poor Families. Indicate whether the statement is true or false. Name: Class: Date: HUMR 211 Spring 2018 - Midterm Copyright Cengage Learning. Powered by Cognero. Page 2 7. One of the businesses of social welfare is to provide adequate housing for the homeless. a. True b. False 8. In the past, social welfare has been more of a pure sci ...

Name Class Date HUMR 211 Spr.docx

gilpinleeanna

NAME ----------------------------------- CLASS -------------- DATE ----------- THE Source Articles from WALL STREET JOURNAL. CLASSROOM EDITION Chapter 17 International Trade This article from the April2004 Wall Street Journal Classroom Edition offers a broader view of a long-running trend in global trade: the movement of manufacturing jobs to other countries. In "Two-Way Street," Journal staff reporters Joel Millman and Norihiko Shirouzu explain that while many manufacturing jobs are indeed streaming out of the U.S., some foreign companies are eagerly creating new manufacturing jobs in the U.S. Before reading the article, you may want ro look up the following terms: proximity, incentives, rhetoric, value chain. uBut free trade works both ways, and just as U.S. companies look overseas for workers, a lot of foreign companies have been expanding their operations in the U.S. and creating new jobs for Americans. The attractions for them are better business conditions, proximity to the ever-expanding U.S. consumer market, and the promise of incentives that many U.S. communities offer to attract new investment.'' Free trade has hammered a lot of U.S. towns, making it easier for companies to send manu-facturing jobs south of the border or overseas, and idling hundreds of American factories and tens of thousands of workers. But free trade works both ways, and just as U.S. companies look overseas for workers, a lot of foreign companies have been expanding their operations in the U.S. and creating new jobs for Americans. The attractions for them are better business conditions, proximity to the ever-expanding U.S. consumer market, and the promise of incentives that many U.S. communities offer to attract new investment. In 1999, for example, Gruma, Mexico's largest pro- ducer of corn flour and tor- tillas, wanted to extend its sa les territory in the eastern U.S. The manufacturer found that the quickest way was to buy a rival, Barnes Foods, ven- dor of the regional Pepito brand in Goldsboro, N .C .. After closing the $12 million transaction, Gruma found something else: a com- munity eager to offer incentives to persuade the Mexican company to invest millions more. Within a year, Gruma delighted Goldsboro by agree- ing to buy an empty warehouse the city owned outside rown. The building had sat for four years, after officials spent more than $1 million trying to market it as parr of an industrial park. By promising to invest $13 million locally, and add 100 jobs to Barnes's payroll, Gruma got $200,000 chopped off the building's sale price and another $200,000 in grants to defray infrastructure costs. Gruma also received job-cre- ation tax credits to offset almost $200,000 annually from its state corporate income tax. Ultimately, the Mexican company well exceeded the n urn ber of new hires it promised, tripling its Golds- boro work force to nearly 200. ...

NAME ----------------------------------- CLASS -------------- .docx

gilpinleeanna

NAHQ Code of Ethics and Standards of Practice ©Copyright 2011 .docx

gilpinleeanna

Name: Understanding by Design (UbD) Template Stage 1—Desired Results Q Established Goals: Students will understand to add and subtract of the numbers. Understandings: The student will understand some of the terms and symbols that are very important to add or subtract numbers. Essential Questions: What does the mean plus or add? How can we find the different between two numbers? What does “=” mean? And when can we use it? Students will know the most popular of the three symbols: 1- "+" to add the numbers. 2- "-" to subtract the numbers. 3- "=" to equal the numbers. Students will be able to · Use the terms 'add, plus, equals, minus, and the difference between them'. · Use number line to model and determine the difference between two numbers, e.g. “Difference between 7 and 4 is 3”. · Use the symbols for plus (+), minus (–) and equals (=). Stage 2 – Assessment Evidence Performance Tasks: • I am math teacher (R) and I have been hired by the principal and council (A) of The School of Riyadh for elementary students who are 11 years old. The exercise will target the addition and subtraction of the math. I must illustrate and define each one. (G) I am going to use audio aids in teaching them then the students are going to write down new ideas in a table that I have made in a booklet. (P) The table contains topics and underneath each topic, there are three boxes that contain each pillar. Each box has to have the particular picture that defines each pillar and must be colorful as well. All this is in stapled booklet. (S) The cost of the tablet and booklets are $100. This task must be completed in one week (S2). Other Evidence: How were addition and a subtraction derived? (E) How is addition translated to sunbathing? (I) How is addition or subtraction use in our world? (A) How does addition compare to subtraction? (P) How can I best recognize addition and subtraction? (SK) Stage 3 – Learning Plan Learning Activities: Differentiated Instruction White Cube (Basic Level) EXPLAIN Big Idea: INTERPRET APPLICATION PERSPECTIVE Unit: Cubing Examples using the Six Facets of Understanding EMPATHY SELF-KNOWLEDGE Differentiated Instruction Red Cube (Intermediate Level) KNOWLEDGE Big Idea: . COMPREHENSION APPLICATION ANALYSIS Unit: Cubing Examples using Bloom’s Taxonomy SYNTHESIS EVALUATION Differentiated Instruction (Advanced Level) ThinkDOTS Sternberg’s Triarchic Model ● SC Big Idea: ●● SA ●●● SC ●● ●● SP Unit: Cubing Examples using ThinkDots and Sternberg ●●● ●● SP KEY: SC = Creativity SP = Practical SA = Analytical ●●● ●●. SA G U Q S T� OE L L Running head: KEEPING SCORE 1 Keeping Score Jillian Grantham Grantham University KEEPING SCORE 2 Abstract Proposed changes to Little League scoring policies can seriously affect the elements that make this game not only popular, but beneficial to th ...

Name Understanding by Design (UbD) TemplateStage 1—Desir.docx

gilpinleeanna

Name MUS108 Music Cultures of the World Points /40 Winter 2018 Exam 2 (Take Home, open notes – NOT open book) Matching – (1 point each, 8 points total) Match each term with one of the following cultures by writing the corresponding letter in the blank space: A. India B. Bali C. Ireland 1. _______sitar 2._______kilitan telu 3._______kecak 4._______gamelan 5._______Sean-nós 6._______beleganjur 7._______alap 8._______céilí 9. Describe Irish music. Please include information from each of the 3 different “eras” discussed in the book. (4 points) 10. Describe a raga in detail, with much attention paid to form, instruments, and development/barhat. (4 points) 11. What effect did the potato famine have on the culture and music of Ireland? (6 points) 12. What is ombak? Please explain it in detail, including how it is achieved. (4 points) 13. What is the difference between ceili and session? (2 points) 5. Listening Exercise – 12 points ( 4 points each) Sound Files are on Moodle!!! Listen to the sound clips. See if you can guess what culture/tradition they come from. You may even be able to guess the type/form of music. Please write down your thought process. What are the clues? Why might it be from one particular culture? Listen to instruments, form, texture. The right answer is not the goal. What I need to see is your reasoning. You could get full credit even if you guess the wrong culture, provided your reasoning is sound. Complete sentences are not needed; lists are fine. Clip 1. Clip 2. Clip 3. ...

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