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[removed] Data Sheet: Activity - Enzymes All Content is Copyright Protected and May NOT Be Posted or Shared Outside Of The Classroom Name Course Date Bio-103 10/15/2022 Activity Data Code ZCM Procedure I - Enzyme Reaction Rate - Concentration Dependence Complete the tables below using your data and information found under the Background tab (see the Summary of Needed Formulas section) 4 TableTop Science – All Rights Reserved 1 TableTop Science – All Rights Reserved Trial Concentration Level Oxygen Concentration Change Data (ppt) Elapsed Time (s) Enzyme Reaction Rate (ppt/s) 1 2.5% 4.70 20.0 2 5.0% 9.40 20.0 3 10% 18.80 20.0 Observations and Questions [1] Sample Calculation: Show your enzyme reaction rate calculation for Trial 1. [2] Convert enzyme concentrations of 2.5%, 5.0%, and 10% to ppt units. [3] For Procedure I/Table I, identify: Independent variable: Dependent variable: Control variables: [4] Draw a graph of the independent variable on the x-axis (abscissa) and the dependent variable on the y-axis (ordinate). Label the axis titles and units. Procedure II - Enzyme Reaction Rate - Temperature Dependence Complete the tables below using your data and information found under the Background tab (see the Summary of Needed Formulas section) 2 TableTop Science – All Rights Reserved 3 TableTop Science – All Rights Reserved Trial Temperature (C) Oxygen Concentration Change Data (ppt) Elapsed Time (s) Enzyme Reaction Rate (ppt/s) 1 20.0 6.63 20.0 2 30.0 13.34 20.0 3 55.0 2.08 ppt 20.0 Observations and Questions [5] Sample Calculation: Show your enzyme reaction rate calculation for Trial 1. [6] Using the data you reported in the Table above, describe the effect of temperature on the reaction rate. Procedure III - Enzyme Reaction Rate - pH Dependence Complete the table below using your data and information found under the Background tab (see the Summary of Needed Formulas section) Trial pH Level Oxygen Concentration Change Data (ppt) Elapsed Time (s) Enzyme Reaction Rate (ppt/s) 1 6.0 5.71 20.0 2 7.0 9.40 20.0 3 9.0 1.27 20.0 Observations and Questions [7] Sample Calculation: Show your enzyme reaction rate calculation for Trial 1. [8] Choose either a bar graph or a line graph format and plot the data for Procedures II and III. Plot the data for each Procedure on a separate plot. [9] Compare the plot of the data for Procedures I, II, and III. Describe the differences among the three plots. [10] What conclusions can draw about the effects of concentration, temperature and pH on the reaction rate after comparing the plots from the three different Procedures? [11] Choose one of the factors that impacts reaction rate (concentration, temperature, or pH) and, in your own words, provide a plausible biological explanation for your experimental results for that factor. Procedure I ‐.
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Data Sheet: Activity - Enzymes
All Content is Copyright Protected and May NOT Be Posted or
Shared Outside Of The Classroom
Name
Course
Date
Bio-103
10/15/2022
Activity Data Code
ZCM
Procedure I - Enzyme Reaction Rate - Concentration
Dependence
Complete the tables below using your data and information
found under the Background tab (see the Summary of Needed
Formulas section)
4
TableTop Science – All Rights Reserved
1
TableTop Science – All Rights Reserved
Trial
Concentration
Level
Oxygen
Concentration
Change Data (ppt)](https://image.slidesharecdn.com/removeddatasheetactivity-enzymesallcontentiscopyrigh-221209051726-adab8dc6/85/removed-Data-Sheet-Activity-EnzymesAll-Content-is-Copyrigh-docx-1-320.jpg)
![Elapsed
Time
(s)
Enzyme
Reaction Rate
(ppt/s)
1
2.5%
4.70
20.0
2
5.0%
9.40
20.0
3
10%
18.80
20.0
Observations and Questions
[1]
Sample Calculation: Show your enzyme reaction rate
calculation for Trial 1.
[2] Convert enzyme concentrations of 2.5%, 5.0%, and 10% to
ppt units.](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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All Content is Copyright Protected and May NOT Be Posted or Shared Outside Of The Classroom
Name
Course
Date
Bio-103
10/20/2022
Activity Data Code
Procedure I - Net Photosynthesis Rates - 100% Illumination
Complete the tables below using your data and information found under the Background tab (see the Summary of Needed Formulas section)
4
TableTop Science – All Rights Reserved
1
TableTop Science – All Rights Reserved
Leaf
Sample
Type
Illumination
Level
Oxygen
Concentration
Change Data (ppm)
Elapsed
Time
(s)
Oxygen
Change Rate
(ppm/s)
Sun-
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Shade-Adapted
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Leaf
Sample
Type
Illumination
Level
Carbon Dioxide
Concentration
Change Data
(ppm)
Elapsed
Time
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Carbon Dioxide
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Sun-
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Shade-Adapted
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Observations and Questions
[1] How is chlorophyll involved during photosynthesis?
[2] What are enzymes? What role do they play in biological and chemical reactions?
[3] How might differences in enzyme concentrations affect rates of photosynthesis and respiration?
[4] Show your oxygen change rate calculation for the Sun-Adapted data run.
[5] Show your carbon dioxide change rate calculation for the Shade-Adapted data run.
[6] Review the chemical reaction for photosynthesis and then carefully examine your results from Procedure I. Do your results support the relationship between oxygen and carbon dioxide shown in the chemical reaction? Explain. Cite your results as part of your explanation.
[7] Using your results for change in oxygen concentration as a reference, discuss whether your results from Procedure I confirm research findings about differences in the amount of chlorophyll production for sun-adapted and shade-adapted leaves.
[8] What is the difference between photosynthesis rate and net photosynthesis rate? Which rate are you determining in this procedure? Explain.
[9] Explain why (or why not) you would expect respiration to occur when the illumination is 100%?
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Complete the tables below using your data and information found under the Background tab (see the Summary of Needed Formulas section)
2
TableTop Science – All Rights Reserved
3
TableTop Science – All Rights Reserved
Leaf
Sample
Type
Illumination
Level
Oxygen
Concentration
Change Data (ppm)
Elapsed
Time
(s)
Oxygen
Change Rate
(ppm/s)
Sun-
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0%
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40
Shade-Adapted
0%
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Leaf
Sample
Type
Illumination
Level
Carbon Dioxide
Concentration
Change Data (ppm)
Elapsed
Time
(s)
Carbon Dioxide
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Sun-
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12.97
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Shade-Adapted
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7.78
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[10]
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[11]
Sample Calculation: Show your carbon dioxide change rate calculation for the Shade-Adapt.
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•POL201 •Discussions •Week 5 - DiscussionVoter and Voter Tu.docx
• POL201 • Discussions • Week 5 - Discussion
Voter and Voter Turnout
Prepare: Prior to completing this discussion question, review Chapters 10, 11, and 12 in American Government and review Week Five Instructor Guidance. Also read the following articles: How Voter ID Laws Are Being Used to Disenfranchise Minorities and the Poor (Links to an external site.)Links to an external site., Fraught with Fraud (Links to an external site.)Links to an external site., and Proof at the Polls (Links to an external site.)Links to an external site.
Reflect: The U.S. has one of the lowest voter turnout rates among modern democratic political systems. One study ranks the U.S. 120th on a list of 169 nations compared on voter turnout (Pintor, Gratschew, & Sullivan, 2002). During the last decade, many initiatives have been undertaken to increase voter participation, yet concerns about the possibility of election fraud have also increased. Additionally, some political interests feel threatened by the increase in turnout among some traditionally low-turnout ethnic minorities. Several states have recently passed legislation imposing new registration and identification requirements. This has sparked debate about whether these are tactics intended to suppress turnout or to prevent fraud. Think about the media’s role in the election process and how both mass media and social media can impact the election process.
Write: In your initial post, summarize recent developments in several states enacting voter ID laws. Analyze and describe the pros and cons on both sides of the debate about these laws. Is voter fraud a major problem for our democracy or are some groups trying to make it harder for some segments of society to vote? What impact has the media (mass and social) had in influencing public opinion regarding voter ID laws? Draw your own conclusion about the debate over voter ID laws and justify your conclusions with facts and persuasive reasoning. Fully respond to all parts of the prompt and write your response in your own words. Your initial post must be at least 300 words. Support your position with at least two of the assigned resources required for this discussion, and/or peer reviewed scholarly sources obtained through the AU Library databases. Include APA in-text citations (Links to an external site.)Links to an external site. in the body of your post and full citations on the references list (Links to an external site.)Links to an external site. at the end. Support your position with APA citations from two or more of the assigned resources required for this discussion. Please be sure that you demonstrate understanding of these resources, integrate them into your argument, and cite them properly.
.
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Data Sheet Activity - Photosynthesis and RespirationAll Content.docx
Data Sheet: Activity - Photosynthesis and Respiration
All Content is Copyright Protected and May NOT Be Posted or Shared Outside Of The Classroom
Name
Course
Date
Bio-103
10/20/2022
Activity Data Code
Procedure I - Net Photosynthesis Rates - 100% Illumination
Complete the tables below using your data and information found under the Background tab (see the Summary of Needed Formulas section)
4
TableTop Science – All Rights Reserved
1
TableTop Science – All Rights Reserved
Leaf
Sample
Type
Illumination
Level
Oxygen
Concentration
Change Data (ppm)
Elapsed
Time
(s)
Oxygen
Change Rate
(ppm/s)
Sun-
Adapted
100%
19.78
40
Shade-Adapted
100%
12.00
40
Leaf
Sample
Type
Illumination
Level
Carbon Dioxide
Concentration
Change Data
(ppm)
Elapsed
Time
(s)
Carbon Dioxide
Change Rate
(ppm/s)
Sun-
Adapted
100%
-19.78
40
Shade-Adapted
100%
-12.00
40
Observations and Questions
[1] How is chlorophyll involved during photosynthesis?
[2] What are enzymes? What role do they play in biological and chemical reactions?
[3] How might differences in enzyme concentrations affect rates of photosynthesis and respiration?
[4] Show your oxygen change rate calculation for the Sun-Adapted data run.
[5] Show your carbon dioxide change rate calculation for the Shade-Adapted data run.
[6] Review the chemical reaction for photosynthesis and then carefully examine your results from Procedure I. Do your results support the relationship between oxygen and carbon dioxide shown in the chemical reaction? Explain. Cite your results as part of your explanation.
[7] Using your results for change in oxygen concentration as a reference, discuss whether your results from Procedure I confirm research findings about differences in the amount of chlorophyll production for sun-adapted and shade-adapted leaves.
[8] What is the difference between photosynthesis rate and net photosynthesis rate? Which rate are you determining in this procedure? Explain.
[9] Explain why (or why not) you would expect respiration to occur when the illumination is 100%?
Procedure II - Respiration Rates - 0% Illumination Data Run
Complete the tables below using your data and information found under the Background tab (see the Summary of Needed Formulas section)
2
TableTop Science – All Rights Reserved
3
TableTop Science – All Rights Reserved
Leaf
Sample
Type
Illumination
Level
Oxygen
Concentration
Change Data (ppm)
Elapsed
Time
(s)
Oxygen
Change Rate
(ppm/s)
Sun-
Adapted
0%
-12.97
40
Shade-Adapted
0%
-7.78
40
Leaf
Sample
Type
Illumination
Level
Carbon Dioxide
Concentration
Change Data (ppm)
Elapsed
Time
(s)
Carbon Dioxide
Change Rate
(ppm/s)
Sun-
Adapted
0%
12.97
40
Shade-Adapted
0%
7.78
40
Observations and Questions
[10]
Sample Calculation: Show your oxygen change rate calculation for the Sun-Adapted data run.
[11]
Sample Calculation: Show your carbon dioxide change rate calculation for the Shade-Adapt.
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•POL201 •Discussions •Week 5 - DiscussionVoter and Voter Tu.docx
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Voter and Voter Turnout
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This Individual Writing Assignment is worth 20 points, and it is due at the end of Week 5.
The purposes of this assignment are to a) help you effectively use research resources through library data bases and search engines to complete course requirements; b) improve your critical thinking skills, and c) develop your effectiveness in writing about topics relevant to course objectives and healthcare information systems. The paper explores, in greater detail than the required readings and class discussion, any healthcare information system topic identified in the course text or syllabus. Your job is to select a current issue in healthcare information systems, provide the necessary background and your position, along with a conclusion and future direction. I encourage you to select a subject in which you have interest and approach this assignment as a potential publishable work.
Position Paper
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Table of Contents:
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Conclusion
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[Type here]Ok. This school makes me confused. The summary of t.docx
[Type here]
Ok. This school makes me confused. The summary of this week they posted like this:
SUMMARY:
This week introduced you to grand theories and middle-range theories that serve to articulate the voice of nursing within healthcare.
Here are the key points covered:
Grand theories are comparatively more abstract than middle-range theories since they are at a higher level of abstraction. Compared to grand theories, middle-range theories are made up of limited number of concepts that lend themselves to empirical testing. All theories help to explain human health behavior.
· Sister Callista Royï's adaptive model theory is built on the conceptual foundation of adaptation. It identifies the positive role that nursing plays in the promotion and enhancement of client adaptation to environments that facilitate the healing process.
· Leiningerï's culture care theory is pertinent in the current multicultural healthcare environment where nurses are exposed to diverse cultures.
· Penderï's health promotion and disease prevention theory can be called as a "direction setting exercise" for nursing professionals. It believes in fostering the spirit of health promotion and disease and risk reduction.
From the chapter, Models and Theories Focused on Nursing Goals and Functions, read the following:The Health Promotion Model: Nola J. Pender
From the chapter, Models and Theories Focused on a Systems Approach, read the following:
The Roy Adaptation Model
From the chapter, Models and Theories Focused on Culture, read the following:
Leininger's Cultural Care Diversity and Universality Theory and Model
SO, THAT IS WHY I ASSUMED THAT HAS TO BE ONE OF THEM (Pender, Roy Adaptaion or Leininger)
ANYWAY, I AM PUTTING INFORMATION TOGETHER.
Week 4 Chapter 17
Models and Theories Focused on Nursing Goals and Functions
The Health Promotion Model: Nola J. Pender
Background
Nola J. Pender was born in 1941 in Lansing, Michigan. She graduated in 1962 with a diploma in nursing. In 1964, Pender completed a bachelor’s of science in nursing at Michigan State University. By 1969, she had completed a doctor of philosophy in psychology and education. During this time in her career, Pender began looking at health and nursing in a broad way, including defining the goal of nursing care as optimal health.
In 1975, Pender published a model for preventive health behavior; her health promotion model first appeared in the first edition of the text Health Promotion in Nursing Practice in 1982. Pender’s health promotion model has its foundation in Albert Bandura’s (1977) social learning theory (which postulates that cognitive processes affect behavior change) and is influenced by Fishbein’s (1967) theory of reasoned action (which asserts that personal attitudes and social norms affect behavior).
Pender’s Health Promotion Model
McCullagh (2009) labeled Pender’s health promotion model as a middle-range integrative theory, and rightly so. Fawcett (2005) decisively presented the differenc.
© 2020 Cengage Learning®. May not be scanned, copied or duplic.docx
© 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Business Plan
• Provides a more specific and detailed
exploration of the venture’s goals and operations
with a clear path on how the venture will
succeed.
• A written document that details the proposed
venture:
• Describes the current status, expected needs, and
projected results of the new business.
• Demonstrates a clear picture of what the venture is,
where it is projected to go, and how the entrepreneur
proposes it will get there.
© 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Benefits of a Business Plan (slide 1 of 2)
• For the Entrepreneur:
• Time, effort, research, and discipline to create a
formal plan forces the entrepreneur to view the
venture critically and objectively.
• Competitive, economic, and financial analyses
subject the venture to close scrutiny.
• For Outside Evaluators:
• Develops and examines operating strategies and
expected results.
• Provides a tool for use in communications with
outside financial sources.
© 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Benefits of a Business Plan (slide 2 of 2)
• Specifically for the Financial Sources:
• Details the market potential and plans for securing a
share of that market.
• Shows the venture’s ability to service debt
or provide an adequate return on equity.
• Identifies critical risks and crucial events with
a discussion of contingency plans.
• Contains the necessary information for a thorough
business and financial evaluation.
• Assesses the entrepreneur’s managerial ability.
© 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Developing a Well-Conceived Business Plan
• The Five-Minute Reading:
1. Determine the characteristics of the venture and its industry.
2. Determine the financial structure of the plan (amount of debt or
equity investment required).
3. Read the latest balance sheet (to determine liquidity, net worth,
and debt/equity).
4. Determine the quality of entrepreneurs in the venture
(sometimes the most important step).
5. Establish the unique feature in this venture (find out what is
different).
6. Read the entire plan lightly (this is when the entire package is
paged through for a casual look at graphs, charts, exhibits, and
other plan components).
© 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Putting the Package Together
• Key Format Issues:
• Appearance
• Length
• The cover and title page
• The executive summary
• The table of contents
© 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly access.
© 2016 Laureate Education, Inc. Page 1 of 3 RWRCOEL Prof.docx
© 2016 Laureate Education, Inc. Page 1 of 3
RWRCOEL Professional Dispositions
Professional Conduct
1. Ethical and Legal Conduct: The candidate demonstrates professionalism
as outlined by legal and ethical guidelines within the profession.
a. Demonstrates professional behavior as described in Walden’s Code of
Conduct
b. Demonstrates ethical behavior as described by professional codes of
ethics
2. Professional Obligations: The candidate meets professional obligations in
a responsible manner.
a. Maintains a strong record of attendance and punctuality, communicating in
advance the need for any absence or delay in meeting performance
expectations
b. Prepares for professional obligations and meets expected deadlines
© 2016 Laureate Education, Inc. Page 2 of 3
3. Professional Appearance and Demeanor: The candidate demonstrates
professional appearance and behaviors in the educational setting.
a. Maintains appropriate appearance through professional dress and
grooming
b. Approaches teaching and learning tasks with initiative, confidence, and
energy
c. Exhibits composure and self-control
d. Demonstrates flexibility in adapting to changing circumstances and
student needs
Professional Qualities
4. Professional Development/Growth: The candidate engages in ongoing
professional development and growth to improve professional practice.
a. Engages in continuous learning through participation in professional
development opportunities
b. Applies new ideas to professional practice based on existing data,
reflection, and intellectual curiosity
c. Engages in ongoing critical reflection of personal performance to improve
professional practice
5. Advocacy: The candidate advocates for fairness, equity, and social change
in the learning environment.
a. Displays empathy, fairness, persistence, problem-solving skills, and
appropriate risk-taking actions on behalf of others
b. Advocates for the social, emotional, physical, educational, behavioral, and
basic needs of others
c. Promotes positive social change to enhance educational opportunities and
promote student learning
6. Equity: The candidate demonstrates culturally responsive practices to
create an inclusive learning environment that is respectful of diverse
cultures, values, and beliefs of others.
a. Displays equitable treatment of others
i. Sets high expectations for all learners
© 2016 Laureate Education, Inc. Page 3 of 3
ii. Treats others with respect and dignity
iii. Recognizes individual differences in teaching and learning
b. Engages in culturally responsive practices in interactions with students,
families, colleagues, and communities
c. Creates learning environments that are inclusive; free of bias and
discrimination and respectful of diverse cultures, values, and beliefs
d. Engages families and other stakeholders in planning for individual success
Collabor.
© 2022 Post University, ALL RIGHTS RESERVED Due Date.docx
© 2022 Post University, ALL RIGHTS RESERVED
Due Date: Sunday at 11:59 pm EST
Points: 100
Overview:
Social histories are prepared to paint a comprehensive picture of a client’s situation and
relevant information. This information may come from referral sources, other providers,
and the client. For this assignment, you will be drafting a social history for your client,
Mr. Brown, from the Case Vignette.
Instructions:
Apply the information provided in the Case Vignette and prepare a social history that
addresses the following:
• Client information
• Presenting Problem
• Referral (Including source and reason)
• Medical History
• Personal/Family History
• Education
• Work History
• Personality and Habits
Requirements:
• Submit a Word document that includes a title page.
• Be sure to address each section fully. Each area of information can be broken
into sub-sections, listed with the appropriate heading.
• This is a professional report and should use formal language, complete
sentences, proper grammar and appropriate sentence structure.
Be sure to read the criteria below by which your work will be evaluated before
you write and again after you write.
Social History Assignment
HSV340 – Case Management
© 2022 Post University, ALL RIGHTS RESERVED
Evaluation Rubric for Social History Assignment
CRITERIA Deficient Needs Improvement Proficient Exemplary
0 – 5 Points 6 – 7 points 8 – 9 points 10 points
Client
information
Section missing or
major details
missing.
Section addressed.
Some key details
missing.
Section addressed
in detail. Sub-
sections used with
headings when
appropriate. Minor
detail(s) missing.
Section addressed
in full detail. Sub-
sections used with
headings when
appropriate.
Presenting
Problem
Section missing or
major details
missing.
Section addressed.
Some key details
missing.
Section addressed
in detail. Sub-
sections used with
headings when
appropriate. Minor
detail(s) missing.
Section addressed
in full detail. Sub-
sections used with
headings when
appropriate.
Referral
(Including
source and
reason)
Section missing or
major details
missing.
Section addressed.
Some key details
missing.
Section addressed
in detail. Sub-
sections used with
headings when
appropriate. Minor
detail(s) missing.
Section addressed
in full detail. Sub-
sections used with
headings when
appropriate.
Medical History Section missing or
major details
missing.
Section addressed.
Some key details
missing.
Section addressed
in detail. Sub-
sections used with
headings when
appropriate. Minor
detail(s) missing.
Section addressed
in full detail. Sub-
sections used with
headings when
appropriate.
Personal/Family
History
Section missing or
major details
missing.
Section addressed.
Some key details
missing.
Section addressed
in detail. Sub-
sections used with
headings when
a.
{DiscriminationGENERAL DISCRIMINATI.docx
{
Discrimination
*
GENERAL DISCRIMINATION
+
RACIAL DISCRIMINATION
RELIGIOUS DISCRIMINATION
(on freedom of religion)
DISCRIMINATION ON SEXUAL ORIENTATION
(still weak protection)
GENDER DISCRIMINATION
(CEDAW)
TYPES OF DISCRIMINATION
NON-DISCRIMINATION in INT’L LAW
A. GENERAL DISCRIMINATION
Arts 1 & 2 Universal Declaration on Human Rights
Arts. 2 & 26 ICCPR
Art. 14 ECHR & Add. Protocol 12
B. RACIAL DISCRIMINATION
Int’l Convention against All Forms of Racial Discrimination (ICERD)
Art . 2: (1). Each State Party to the present Covenant undertakes to respect and to ensure to all individuals within its territory and subject to its jurisdiction the rights recognized in the present Covenant, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status.
(2). States to take the necessary steps to adopt laws and measures to give effect to art. 2;
(3). States to ensure effective remedy, determined by competent judicial, administrative or legislative authorities, or by any other competent authority and enforce such remedies.
Art. 26: non-discrimination before the law and equal protection by the law
ICCPR
*
Justification for differential treatment
General Comment 18 HRC
Not every differentiation of treatment will constitute discrimination:
if the criteria are reasonable and objective
and the aim is to achieve the purpose which is legitimate
ICCPR cont.
*
“Racial discrimination" shall mean any distinction, exclusion, restriction or preference based on race, colour, descent, or national or ethnic origin which has the purpose or effect of nullifying or impairing the recognition, enjoyment or exercise, on an equal footing, of human rights and fundamental freedoms in the political, economic, social, cultural or any other field of public life (art. 1)
States Parties particularly condemn racial segregation and apartheid and undertake to prevent, prohibit and eradicate all practices of this nature in territories under their jurisdiction (art. 3)
RACIAL DISCRIMINATION-
International Convention on the Elimination of All Forms of Racial Discrimination
Direct discrimination: Indirect discrimination
Formal equality: Substantive equality
Discrimination in law: Discrimination in practice
Non-discrimination: negative protection
Equality: positive obligations -> special measures
Is there a hierarchy in the protection of discrimination?
Racial Discrimination (prohibition Jus Cogens);
gender based discrimination?
Religious-based discrimination??
Discrimination based on sexual orientation???
Discrimination (forms & grounds)
= Affirmative action/ positive action
Article 1.4 of ICERD:
Special measures taken for the sole purpose of securing adequate advancement of certain racial or ethnic groups or individuals requiring such protection as may be necessary in order to ensure such groups or in.
~UEER THEORY AND THE JEWISH QUESTI01 Daniel Boyarin, Da.docx
~UEER THEORY AND
TH'E JEWISH QUESTI01
Daniel Boyarin, Daniel Itzkovitz,
and Ann Pellegrini, Editors
COLUMBIA UNIVERSITY PRESS
NEW YORK
COLUMBIA UNIVERSITY PRESS
Publishers Since 1893
New York Chichester, Ulest Sussex
Copyright© 2003 Columbia University Press
All rights reserved
Library of Congress Cataloging-in-Publication Data
Queer theory and the Jewish question I Daniel Boyarin,
Daniel Itzkovicz, and Ann Pellegrini, editors.
p. cm.-(Between meh-between women)
ISBN 0-231-11374-9 (cloth: alk. paper)-
ISBN 0-231-11375-7 (pbk.: olk. pape<)
1. Jewish gays. 2. Jewish lesbians. I. Boyarin,
Daniel. II. Itzkovitz, Daniel. III. Pellegrini, Ann
IV. Series.
HQ75.15.Q5 2003
305.892'4-dcll
2003048494
Casebound editions of Columbia University Press books
are printed on permanent and durable acid-free paper.
Printed in the United States of America
010987654321
p10987654321
Acknowledgments
Strange Bedfellows: An Introduction
Daniel Boyarin, Daniel ltzkovitz, and Ann Pellegrini
Category Crises: The Way of the Cross and the Jewish Star
Marjorie Garber
Epistemology of the Closet
Eve Kosofsky Sedgwick
Contents
ix
19
41
Queers Are Like Jews, Aren't They? Analogy and Alliance Politics 64
Janet R. Jakobsen
Freud, Bltiher, and the Secessio lnversa: Mannerbunde,
Homosexuality, and Freud's Theory of Cultural Formation
Jay Geller
Jew Boys, Queer Boys: Rhetorics of Antisemitism and
Homophobia in the Trial of Nathan "Babe" Leopoid Jr.
and Richard "Dickie" Loeb
Paul B. Franklin
Viva la Diva Citizenship: Post-Zionism and Gay Rights
Alisa Solomon
90
121
149
vii
Queers Are Like Jews, Aren't They? Analogy
and Alliance Politics
JANET R. JAKOBSEN
Queers are like Jews. Aren't they?
What does it mean to pose the Jewish question in relation to queer theo-
ry? Is there any one Jewish question? And does not the Jewish question also
pose the question of queer theory itself? What is the relationship berween
"Jewish" and "queee'? Does queer, after all, refer to the identity of those with
whom it is most commonly associated in the current milieu: homosexuals and
other sexual dissidents? Or does queer mean something, well, "different" than
that, different than a catch-all ca\egory with reference to sexuality? And if
queer refers to something else-to~ for example, that which is other, different,
odd, queer-what is its relation to the specific difference (queerness?)' of Jew-
ish? One can certainly imagine instances in which it would be quite queer to
be Jewish. But, if we simply take up the concept in this manner-that Jews
are the queers of this or that setting-does not all difference get colonized
into "queer"? And, doesn't the specter of sexual identity continue to haunt the
word queer, leaving sexuality as the fundamental difference? What if Jewish is
taken to mean something more than a specific difference? What of the impli-
cations of Jewishness beyond Jewish d.
© 2017 Cengage Learning. All Rights Reserved.Chapter Twelve.docx
© 2017 Cengage Learning. All Rights Reserved.
Chapter Twelve
Work: Occupational and Lifestyle Issues in Young and Middle Adulthood
© 2017 Cengage Learning. All Rights Reserved.
Introduction
What factors are attributed to job satisfaction?
What difficulties do middle-aged people face when they need to switch careers?
How do men and women differ regarding career choice?
How do parents juggle work and caring for children?
© 2017 Cengage Learning. All Rights Reserved.
12.1 Occupational Selection and Development
Learning Objectives
How do people view work?
How do people choose their occupations?
What factors influence occupational development?
What is the relationship between job satisfaction and age?
© 2017 Cengage Learning. All Rights Reserved.
The Meaning of Work, Part 1
Most people view work as a means for obtaining money and personal growth
Personal achievement is fulfilled through work based on whether or not meanings can be achieved
Developing self
Union with others
Expressing self
Serving others
© 2017 Cengage Learning. All Rights Reserved.
The Meaning of Work, Part 2
Meaning-mission fit: the alignment between an executive’s personal intentions and the company’s mission
When aligned, executives care more about employees’ happiness, job satisfaction, and emotional well-being
© 2017 Cengage Learning. All Rights Reserved.
Occupational Choice Revisited, Part 1
Three theories on adults’ choice of work:
Career construction theory: people build careers through own actions that result from personal characteristics and the social context
Holland’s personality-type theory: people choose work based on the fit between their individual traits and occupational interests
Social cognitive career theory (SCCT): career choice is the result of the application of Bandura’s social cognitive theory, especially self-efficacy
© 2017 Cengage Learning. All Rights Reserved.
Occupational Choice Revisited, Part 2
Figure 12.1 The four-variable (paths 1–6) and six-variable (paths 1–13) versions of the SCCT
interest and choice models.
© 2017 Cengage Learning. All Rights Reserved.
Occupational Development, Part 1
Personal experiences affect people’s occupational goals
Goals may change due to changing interests, not having a good fit with the job, or the need for further education to advance
People with the talent and opportunity to achieve their goals often obtain them
Young adults usually modify career expectations at least once
© 2017 Cengage Learning. All Rights Reserved.
Occupational Development, Part 2
Millennials tend to change jobs more often than in other generations
However, they generally have the same level of satisfaction
Reality shock: what is learned in the classroom does not carry over to the real world, and does not represent all a person needs to know
Best addressed through internships and practicum experiences
© 2017 Cengage Learning. All Rights Reserved.
Occupational Development, Part 3
Mentor/executive coach: part teach.
`HISTORY 252AEarly Modern Europe from 1500 to 1815Dr. Burton .docx
`HISTORY 252A
Early Modern Europe from 1500 to 1815
Dr. Burton Van Name Edwards (Van)
Tuesday – Thursday 3:30-4:45
Unistructure 247
Third Paper Assignment
Due Tuesday, December 13th
The third paper will be based on a book in the list at the end of the syllabus. These works are generally works of literature, with some concerned with philosophy or politics. The student’s task will be to show how the chosen work reflects or shows the influence of conditions and events in Europe that were operating at the time of the writing of the work. This is not a book report. I am not interested in plots or descriptions of the general argument of a given work. Instead, I am looking for an analysis of specific sections of the chosen work that may illuminate social and economic attitudes or contemporaneous conditions.
The paper should be 7-8 pages long.
You will be expected to give a 5-10 minute oral report based on your finding in the third paper. This oral report will be a significant part of your class participation grade.
.
^ Acadumy of Management Journal2001. Vol. 44. No. 2. 219-237.docx
^ Acadumy of Management Journal
2001. Vol. 44. No. 2. 219-237.
A SOCIAL CAPITAL THEORY OF CAREER SUCCESS
SCOTT E. SEIBERT
MARIA L. KRAIMER
•̂ ' ' ' Cleveland State University
ROBERT C. LIDEN
University of Illinois at Chicago
A model integrating competing theories of social capital with research on career
success was developed and tested in a sample of 448 employees with various occupa-
tions and organizations. Social capital was conceptualized in terms of network struc-
ture and social resources. Results of structural equation modeling showed that net-
work structure was related to social resources and that the effects of social resources
on career success were hilly mediated by three network benelits: access to information,
access to resources, and career sponsorship.
Organizational researchers have begun to de-
velop increasingly comprehensive models of career
success using demographic, human capital, work-
family, motivational, organizational, and industry
variables (e.g., Dreher & Ash, 1990; Judge & Bretz,
1994: Judge, Cable. Boudreau, & Bretz. 1995; Kirch-
meyer, 1998). Although this work has provided
considerable evidence regarding the determinants
of career outcomes, the roles of informal interper-
sonal behaviors have not been fully explored (Judge
& Bretz, 1994; Pfeffer, 1989). Popular advice for
getting ahead in one's career rarely fails to mention
the importance of networking for the achievement
of career goals (e.g., Bolles, 1992; Kanter, 1977).
Indeed, Luthans, Hodgetts, and Rosenkrantz (1988)
found that the most successful managers in their
study spent 70 percent more time engaged in net-
working activities and 10 percent more time en-
gaged in routine communication activities than
their less successful counterparts. Recent advances
in social capital theory (Coleman, 1990) have begun
to provide a finer-grained analysis of the ways in-
dividuals' social networks affect their careers in
organizations (Burt, 1992, 1997; Ibarra, 1995;
Podolny & Baron, 1997; Sparrowe & Popielarz,
1995). This theoretical perspective has the poten-
Data were collected and the manuscript was submitted
and processed while Scott E. Seibert was in the Manage-
ment Department at the University of Notre Dame and
Maria L. Kraimer was a graduate student at the Univer-
sity of Illinois at Chicago. Support for this project was
provided by the Management Department at the Univer-
sity of Notre Dame and the Alumni Office of the Univer-
sity of Notre Dame. The current investigation is part of a
larger study of career success.
tial to considerably enhance scholars' knowledge of
the role of social processes in career success.
The first purpose of the current study was to
integrate the current conceptualizations of social
capital as they pertain to career success. Tbree dif-
ferent theoretical approaches—weak tie theory
(Granovetter, 1973), structural hole theory (Burt,
1992), and social resource theory (Lin, 1990)—
focus on different network properties as r.
`Inclusiveness. The main.docx
`
Inclusiveness. The main difference that can distinguish a happy employee from disgruntled employee. As with all decisions that are made, there is always an audience that the decision will affect. When employees are privy and organizational decisions are inclusive to employees this can greatly increase their level of fulfillment. Whether or not the end user of the decision will be content with the outcome or not, there will always be critics. Which leads us to discuss key characteristics and the importance of involving employees in relative organizational decision making.
It is not uncommon to find that during strategic organizational planning that top-level management will include their employees to engage and provide their input on complex processes. Human capital, whether the organization is large or small, corporate ran or small business managed is key to an organization’s success. Employee satisfaction level drives productivity and is what increases revenue for the company. Happy employees equal happy customers.
What does it take to keep employees motivated? A critical and important element for employers to keep their employees happy and content is clear communication. It is critical that an organization’s objective and vision for future growth is communicated clearly throughout all levels. Top-level management must be skilled at delivering the company’s mission and values to every tier within their organization. Each tier within the organization with healthy communication should be able to open-mindedly accept the message and freely provide any feedback positive or negative without fear of repercussion. Keeping an open line of communication within an organization is key to building the foundation for success.
As we move away from the golden days of traditional office operations consisting of fax machines, telephones, paper, pencils, etc. and move towards a more technologically repertoire, we lose the personable face to face interaction with one another. We spend most of the day behind our computer screen at our desk. The need to sustain job satisfaction amongst employees could not be ever more present than now. To maintain the morale amongst employees, organizations should be able to keep them challenged and motivated. Take technology for example. If the increase of new technology isn’t daunting enough, consider the challenge to remain current with technology all the while maintaining a competitive advantage in the industry? Reach internally to our internal resource, human capital. Employees must be given the opportunity to share their knowledge, skills, and abilities. When empowered to provide input concerning highly visible organizational decisions, employee morale is boosted. Not only is this beneficial for employees but also the employer as they receive ideas and input that could possibly lead to the solution. Employee engagement boosts the overall welfare of the organization.
According to.
__MACOSXSujan Poster._CNA320 Poster Presentation rubric.pdf.docx
__MACOSX/Sujan Poster/._CNA320 Poster Presentation rubric.pdf
__MACOSX/Sujan Poster/._CNA320+Poster+Template (1).ppt
__MACOSX/Sujan Poster/._Helpful Hints for the Poster Presentation.docx
Sujan Poster/Poster Abstract - Aspiration pneumonia (1).docx
Title: Aspiration pneumonia: Best practice to avoid complications
Background
Aspiration pneumonia is a lung infection due to inhaled contents; this is a relevant topic because aspiration pneumonia is prevalent and accounts for up to 15% of all pneumonia cases and is particularly common in older people, and thus it is important for nurses to be aware of how to manage the condition particularly as the population is ageing so this will be of more concern (Kwong, Howden & Charles 2011).
Target Audience
The target audience for this presentation is experienced Registered Nurses and thus the presentation has been designed for this group.
Main Findings
Aspiration pneumonia is an infection within the lungs that occurs after a person aspirates either liquid, vomit or food into the larynx and lower respiratory tract; this can occur when an individual inhales their gastric or oral contents. Patients at risk include individuals who are elderly or those who have a marked disturbance of consciousness such as that resulting from a drug overdose, seizures, a massive cerebrospinal accident, dysphagia or dysphasia (Kwong, Howden & Charles 2011). Aspiration pneumonia can quickly develop into respiratory failure, abscess and empyema and this requires supportive care, which is the main form of therapy, however prophylactic antimicrobial therapy is also often prescribed (Joundi, Wong & Leis 2015). Best practice suggests suctioning, supplemental oxygen to keep O2 above 90%, septic shock therapy, management of hypotension and antibiotic therapy for 7-10 days. Sputum cultures should be taken so that antibiotics can be tailored appropriately (McAdams-Jones & Sundar 2012).
Implications for Practice
These findings are important for registered nurses to be aware of so that aspiration pneumonia can be managed appropriately and complications can be avoided, which could cause increased hospital stay and costs. Nurses need to be aware of the best practice recommendations such as oxygen supplementation, sit up while eating, provide thickened foods and drinks, dental care and about taking sputum cultures when managing aspiration pneumonia so that treatment can be tailored appropriately and recovery can occur quickly.
Feedback from marker (Teacher)
Thank you for your abstract.
You have just managed a pass grade, your work is very basic and you will need to engage with the basic practice literature to ensure you have a comprehensive understanding of this topic in your poster.
I am also unclear on your focus, is this about prevention of aspiration or management once it has occurred or both?
Kind regards Andrea
Sources of Evidence
Joundi, R, Wong, B & Leis, J 2015, "Antibiotics “Just-In-Ca.
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© 2016 Laureate Education, Inc. Page 1 of 3 RWRCOEL Prof.docx
© 2016 Laureate Education, Inc. Page 1 of 3 RWRCOEL Prof.docx
© 2022 Post University, ALL RIGHTS RESERVED Due Date.docx
© 2022 Post University, ALL RIGHTS RESERVED Due Date.docx
~UEER THEORY AND THE JEWISH QUESTI01 Daniel Boyarin, Da.docx
~UEER THEORY AND THE JEWISH QUESTI01 Daniel Boyarin, Da.docx
© 2017 Cengage Learning. All Rights Reserved.Chapter Twelve.docx
© 2017 Cengage Learning. All Rights Reserved.Chapter Twelve.docx
`HISTORY 252AEarly Modern Europe from 1500 to 1815Dr. Burton .docx
`HISTORY 252AEarly Modern Europe from 1500 to 1815Dr. Burton .docx
^ Acadumy of Management Journal2001. Vol. 44. No. 2. 219-237.docx
^ Acadumy of Management Journal2001. Vol. 44. No. 2. 219-237.docx
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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- 1. [removed] Data Sheet: Activity - Enzymes All Content is Copyright Protected and May NOT Be Posted or Shared Outside Of The Classroom Name Course Date Bio-103 10/15/2022 Activity Data Code ZCM Procedure I - Enzyme Reaction Rate - Concentration Dependence Complete the tables below using your data and information found under the Background tab (see the Summary of Needed Formulas section) 4 TableTop Science – All Rights Reserved 1 TableTop Science – All Rights Reserved Trial Concentration Level Oxygen Concentration Change Data (ppt)
- 2. Elapsed Time (s) Enzyme Reaction Rate (ppt/s) 1 2.5% 4.70 20.0 2 5.0% 9.40 20.0 3 10% 18.80 20.0 Observations and Questions [1] Sample Calculation: Show your enzyme reaction rate calculation for Trial 1. [2] Convert enzyme concentrations of 2.5%, 5.0%, and 10% to ppt units.
- 3. [3] For Procedure I/Table I, identify: Independent variable: Dependent variable: Control variables: [4] Draw a graph of the independent variable on the x-axis (abscissa) and the dependent variable on the y-axis (ordinate). Label the axis titles and units. Procedure II - Enzyme Reaction Rate - Temperature Dependence Complete the tables below using your data and information found under the Background tab (see the Summary of Needed Formulas section) 2 TableTop Science – All Rights Reserved
- 4. 3 TableTop Science – All Rights Reserved Trial Temperature (C) Oxygen Concentration Change Data (ppt) Elapsed Time (s) Enzyme Reaction Rate (ppt/s) 1 20.0 6.63 20.0 2 30.0 13.34 20.0 3 55.0 2.08 ppt 20.0 Observations and Questions [5] Sample Calculation: Show your enzyme reaction rate
- 5. calculation for Trial 1. [6] Using the data you reported in the Table above, describe the effect of temperature on the reaction rate. Procedure III - Enzyme Reaction Rate - pH Dependence Complete the table below using your data and information found under the Background tab (see the Summary of Needed Formulas section) Trial pH Level Oxygen Concentration Change Data (ppt) Elapsed Time (s) Enzyme Reaction Rate (ppt/s) 1 6.0 5.71 20.0
- 6. 2 7.0 9.40 20.0 3 9.0 1.27 20.0 Observations and Questions [7] Sample Calculation: Show your enzyme reaction rate calculation for Trial 1. [8] Choose either a bar graph or a line graph format and plot the data for Procedures II and III. Plot the data for each Procedure on a separate plot. [9] Compare the plot of the data for Procedures I, II, and III. Describe the differences among the three plots.
- 7. [10] What conclusions can draw about the effects of concentration, temperature and pH on the reaction rate after comparing the plots from the three different Procedures? [11] Choose one of the factors that impacts reaction rate (concentration, temperature, or pH) and, in your own words, provide a plausible biological explanation for your experimental results for that factor. Procedure I ‐ Enzyme Reaction Rate ‐ Concentration Dependence Screenshots: Procedure II ‐ Enzyme Reaction Rate ‐ Temperature Dependence Screenshots: Procedure III ‐ Enzyme Reaction Rate ‐ pH Dependence 4
- 8. TableTop Science – All Rights Reserved 3 TableTop Science – All Rights Reserved image1.png image2.png image3.png image4.png image5.png image6.png image7.png image8.png image9.png