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Name: Sophocles, Antigone Main Characters: Antigone, Creon (the King), Ismene (Antigone’s sister), the Chorus, the Guard, Haimon (Creon’s and Euridike’s son), Euridike (Creon’s wife/Haimon’s mother), Teiresias (the prophet), the messenger. 1. Aristotle writes that the tragic hero suffers from a harmartia or error. Who is the tragic hero of the play? Why do you think so? 2. Who is in the right? Antigone? Creon? Both? Neither? Why? 3. What makes this play tragic? 4. What is the role of the chorus in this production? How do they fit into the play? 5. What do you think about the way the production differentiates between divine law and human law? Which characters do you think are more closely linked to what (kind of) law? 6. Why is this art? What is the relationship between Antigone and a painting or a statue, such that we can call them both art? ...

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4. What is the role of the chorus in this production? How do
they fit into the play?
5. What do you think about the way the production
differentiates between divine law and human law? Which
characters do you think are more closely linked to what (kind
of) law?
6. Why is this art? What is the relationship between Antigone
and a painting or a statue, such that we can call them both art?

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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

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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

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

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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. ...

Name MUS108 Music Cultures of the World .docx

gilpinleeanna

Name: Date: Test 6 (Units 6 and 7) Save this test on your computer, and complete the questions by marking correct answers with the “text color” function ( ) located on the “home” toolbar Section I.Multiple Choice/True and False 1. One of the central tenets of homeopathy is the (unfounded) assertion that water retains a "memory" of substances dissolved in it, even when the solution becomes so weak that no trace of the original substance is present. However, if we accept this hypothesis, then any quantity of tap water would have already acquired all the beneficial chemicals, and all the harmful ones too. This . . . scenario weakens the hypothesis of water memory. This refutation is a(n) a. reduction to the absurd b. counterexample c. appeal to countervailing evidence d. post hoc e. suppressio veri The premises of this argument are dependent: “Dogs make better pets than cats. They’re smarter, more sociable, more loyal, and easier to train.” True False 2. If we can show that any premise of an argument is false, that argument has been successfully refuted. True False 3. We may have good reason to question the credibility of a source if a. the source was not in a good position to judge accurately b. the source has proven unreliable in the past c. the issue is not one that can be settled by expert opinion d. all of the above 4. Showing that one of its crucial* premises is in principle unverifiable refutes (defeats) the argument True False *Note: What Bassham titles a “critical” premise I am referring to as a “crucial premise”, because I want to avoid the ambiguity involved in the former expression (between “critical” as essential and “critical” as criticizing.) 5. The premises of this argument are dependent: “Dogs make better pets than cats. They’re smarter, more sociable, more loyal, and easier to train.” True False 6. The circumstance that a crucial premise is unsupported always renders an argument bad. (careful) True False 7. The principle of rational acceptance is a crucial technique for evaluating any claim. (careful) True False 8 There are legitimate and important ways of criticizing an argument that still don’t contribute to refuting it. True False A fuzzy argument can still be a good argument due to its intrinsic merits. True False 9. A fuzzy argument can still be a good argument due to its intrinsic merits. True False Section II.Short Answers 10. Please indicate any two of the characteristics that might serve to justify accepting a claim as a legitimate premise. 11. Name any three of the conditions that might lead to question a claim based on your own sensory experience? 12. Please indicate any 2 of the methods for showing a premise to be dubious or false: 13. What is the principle of rational acceptance? 14. Glenn Beck: “The Federal Government threatening to take over the State Parks if the State Government decides to privatize its parks! That's sh ...

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The global implications of DORA and NIS 2 Directive are significant, extending beyond the European Union. Amongst others, the webinar covers: • DORA and its Implications • Nis 2 Directive and its Implications • How to leverage directive and regulation as a marketing tool and competitive advantage • How to use new compliance framework to request additional budget Presenters: Christophe Mazzola - Senior Cyber Governance Consultant Armed with endless Excel files, a meme catalog worthy of the best X'os (formerly twittos), and a risk register to make your favorite risk manager jealous, I swapped my computer scientist cape a few years ago for that of a (cyber) threat hunter with the honorary title of CISO. Ah, and I am also a quadruple senior certified ISO27001/2/5, Pas mal non ? C'est francais. Malcolm Xavier Malcolm Xavier has been working in the Digital Industry for over 18 Years now. He has worked with Global Clients in South Africa, United States and United Kingdom. He has achieved Many Professional Certifications Like CISSP, Google Cloud Practitioner, TOGAF, Azure Cloud, ITIL v3 etc. His core competencies include IT strategy, cybersecurity, IT infrastructure management, data center migration and consolidation, data protection and compliance, risk management and governance, and IS program development and management. Date: April 25, 2024 Tags: Information Security, Digital Operational Resilience Act (DORA) ------------------------------------------------------------------------------- Find out more about ISO training and certification services Training: Digital Operational Resilience Act (DORA) - EN | PECB NIS 2 Directive - EN | PECB Webinars: https://pecb.com/webinars Article: https://pecb.com/article Whitepaper: https://pecb.com/whitepaper ------------------------------------------------------------------------------- For more information about PECB: Website: https://pecb.com/ LinkedIn: https://www.linkedin.com/company/pecb/ Facebook: https://www.facebook.com/PECBInternational/ Slideshare: http://www.slideshare.net/PECBCERTIFICATION

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1. Name: Sophocles, Antigone Main Characters: Antigone, Creon (the King), Ismene (Antigone’s sister), the Chorus, the Guard, Haimon (Creon’s and Euridike’s son), Euridike (Creon’s wife/Haimon’s mother), Teiresias (the prophet), the messenger. 1. Aristotle writes that the tragic hero suffers from a harmartia or error. Who is the tragic hero of the play? Why do you think so? 2. Who is in the right? Antigone? Creon? Both? Neither? Why? 3. What makes this play tragic?

2. 4. What is the role of the chorus in this production? How do they fit into the play? 5. What do you think about the way the production differentiates between divine law and human law? Which characters do you think are more closely linked to what (kind of) law? 6. Why is this art? What is the relationship between Antigone and a painting or a statue, such that we can call them both art?

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