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The Extra Credit Assignment In Topic 6 you and your classmates considered Lin-Manuel Miranda’s choice of Alexander Hamilton as an archetypical American. For this extra credit assignment choose one person about whom you have learned this summer session who you think is an archetypical American and explain what “American” characteristics you think they embody.  You may not choose Alexander Hamilton. Rather, for this assignment, I want you to find your own Hamilton!  Your assignment should be at least 500 words.  Your choice must appear in Out of Many and/or in one of the assigned primary or secondary sources. But a lot of interesting historical figures from lesser-known people like Phyllis Wheatley or James Otis to even well-known people, like Pocahontas, Thomas Jefferson, Frederick Douglas, or Abraham Lincoln  only get brief coverage in the assigned reading due to time-constraints. So, for this assignment I want you to do a bit of additional research. In your essay, in addition to drawing on information from the assigned reading, also incorporate information from one good-quality internet source. The website you use must end in .edu (= associated with a college or university), .gov (= associated with the US government), or .pbs.org (= associated with PBS). I highly recommend getting your website approved by me before you write your essay. (Email me at any time to check.) .

The Extra Credit Assignment In Topic 6 you and your
classmates considered Lin-Manuel Miranda’s choice of
Alexander Hamilton as an archetypical American. For this extra
credit assignment choose one person about whom you have
learned this summer session who you think is an archetypical
American and explain what “American” characteristics you
think they embody.
assignment, I want you to find your own Hamilton!
0 words.
assigned primary or secondary sources. But a lot of interesting
historical figures from lesser-known people like Phyllis
Wheatley or James Otis to even well-known people, like
Pocahontas, Thomas Jefferson, Frederick Douglas, or Abraham
Lincoln
-
constraints. So, for this assignment I want you to do a bit of
additional research. In your essay, in addition to drawing on
information from the assigned reading, also incorporate
information from one good-quality internet source. The website
you use must end in .edu (= associated with a college or
university), .gov (= associated with the US government), or
.pbs.org (= associated with PBS). I highly recommend getting
your website approved by me before you write your essay.
(Email me at any time to check.)

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The finance department of a large corporation has evaluated a possible capital project using the NPV method, the Payback Method, and the IRR method. The analysts are puzzled, since the NPV indicated rejection, but the IRR and Payback methods both indicated acceptance. Explain why this conflicting situation might occur and what conclusions the analyst should accept, indicating the shortcomings and the advantages of each method. Assuming the data is correct, which method will most likely provide the most accurate decisions and why? .

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The final version of your Research Project should be 10 to 12 double-spaced pages (not including the title page, reference page, tables, appendices, etc.). The paper will be an original business research project that tests a hypothesis of your choice. The research can relate to your place of current/previous employment or other contexts of interest. Sample topics could include, but are not limited to: .

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The final project for this course requires you to communicate your analysis of a text multi-modally. Theories of multi-modal communication recognize that we experience the world through multiple senses simultaneously. It’s through these senses that we make sense of the world. Analyzing multi-modally provides an opportunity for you to better understand your chosen topic and to work on your communication skills. The project is divided into 2 parts: the proposal paper andthe final project. The purpose of the proposal is to explain your project. The proposal should specify which text or texts you’ve chosen to work with, which modes of communication your project will incorporate, why you’ve chosen the text(s), why those modes of communication are best suited to your analysis, and how those modes of communication will come together in your project. For example, if I chose to work with two poems from the last unit of the course I would start by naming which poems and explaining why they interest me. Then I would specify which modes of communication I would be incorporating and why. I might choose to work with visual, verbal, and aural communication, for example, if I were working with poetry because poetry communicates much of its meaning through figurative language and sound. Finally, I would explain how those modes of communication would work together in the project—I might be working with visual art, such as painting or drawing, and music; or I might be working with digital art and a voice recording. You don’t need to know your exact thesis or which theme you’ll be focusing on, at times that only becomes clear once you start the work of analysis. Requirements: 500-600 words, double-spaced, Times New Roman, 12-point font, MLA format .

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The final Audit Report and Program Design can now be presented to the Senior Accounting Partner of your accounting firm. The Audit Report will be sent to Apollo Shoes. Create a final Audit Report and Program Design of no more 4,700-words that will include: Audit Report Engagement Letter 404 Audit Audit Program Design Tests of controls, substantive tests of transactions, and analytical procedures for the following Apollo Shoes cycles: Capital Acquisition Cycle Cash Cycle Description of other types of assurance and non-assurance services offered by accounting professionals. Click the Assignment Files tab to submit your assignment. .

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The film BARAKA is described as non-verbal spiritual meditation on the relationship between humans and nature. The film consists of three segments representing the following themes: the beauty of the natural world and the spiritual world, the negative impacts of humans/technology on the natural and spiritual worlds and the reconnection between humans and nature via spirituality/religion. From this perspective, spirituality is at the center of the relationship between humans and nature and its also the means by which humans connect or reconnect with nature. Our text book presents a different perspective. According to our text, technology is the means by which humans adapt to, interact with and make sense out of nature. Technology is what allows us as humans to live fully within an otherwise powerful and somewhat uncontrollable natural world. From this perspective, technology, rather than spirituality, is at the center of the relationship between humans and nature and the means by which humans connect or reconnect with nature. How do you perceive, based on your personal experience, the relationship between humans, technology, nature, and religion/spirituality? Do you agree with the perspective of the film? With the text? A combination of the two? Neither? Be specific in your argument and use examples from the film, text, and your experience to support your argument. .

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The film I chose is " The Wizard of Oz". Reflect There are many ways in which technology is affecting the production, distribution, and appreciation of films. For example, think of how CGI, animation, and other advances in digital technology have changed the ways in which stories are told on film. Then, consider how the Internet has changed the way we access, evaluate, and discuss films. Choose a film and discuss the importance of technological advancements to its success as a mode of storytelling. How might it have been told differently, for better or worse, without these technological advancements? Your initial post should be at least 200 words in length. Support your claims with examples from the required material(s) and/or other scholarly resources, and properly cite any references. .

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The fear that this population feels is not fear of the diagnosis “but by the structural relations defining the economic condition of a low-income, immigrant community that intersect with the incidence of chronic disease” ( Page-Reeves, Niforatos, Mishra, Regino, Gingrich, & Bulten, 2013 ). It is very disheartening that people fear the social part of medicine so much that they will go without medical help and face the consequences of undiagnosed diabetes which just gets more complicated the further the disease progresses. Ultimately when they do seek help it is more expensive and more intensive. This is a difficult situation for this specific ethnic group. I NEED YOU TO COMMENT FROM THIS POST, NO MORE THAN 150 WORDS NEEDED, AND A REFERENCE. .

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the event is the Fort Hood Massacre 2009- themes to discuss are Terrorism and the Triangle of Communicatio, media related goals propaganda and hero worship and livi with terrorists threats. Quick Links Logout Albert Franks 35 Home Courses Tab 2 of 3 (active tab) Content Collection CJ450 Understanding Terrorism (06-APR-16 - 31-MAY-16 [14176]) Week 8 "How We See It, How We Talk About It, and How We Live Under the Threat of Terrorism" Upload Assignment: W8 Assignment "Paper Four" CJ450 Understanding Terrorism (06-APR-16 - 31-MAY-16 [14176]) Course Home Page Course Study Guide Announcements Instructor Information Supplemental Material Syllabus Help Ask the Instructor: Asynchronous Office Hours Week 1 "Defining Terrorism" Week 2 "Researching Terrorism and How Religion is Used to Justify Terror" Week 3 "The Making of a Terrorist and Understanding Those Who Sponsor Them" Week 4 "Common Threads, Organizational Structures, and the Financing of Terror" Week 5 "Measuring Strategies in Counterterrorism" Week 6 "Homeland Security and the Balance of Liberty and Human Rights" Week 7 "Terrorist Propaganda in the Media and Cyberspace" Week 8 "How We See It, How We Talk About It, and How We Live Under the Threat of Terrorism" Discussions My Grades Upload Assignment: W8 Assignment "Paper Four" By submitting this paper, you agree: (1) that you are submitting your paper to be used and stored as part of the SafeAssign™ services in accordance with the Blackboard Privacy Policy ; (2) that your institution may use your paper in accordance with your institution's policies; and (3) that your use of SafeAssign will be without recourse against Blackboard Inc. and its affiliates. ASSIGNMENT SUBMISSION Text Submission Write Submission Plagiarism Tools ADD COMMENTS Character count: 0 When finished, make sure to click Submit . Optionally, click Save as Draft to save changes and continue working later, or click Cancel to quit without saving changes. .

the event is the Fort Hood Massacre 2009- themes to discuss are Terr.docx

the event is the Fort Hood Massacre 2009- themes to discuss are Terr.docx

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The Estrangement of Labour , page 1 of 3 We shall start out from an actual economic fact. The worker becomes poorer the more wealth he produces, the more his production increases in power and extent. The worker becomes an ever cheaper commodity the more commodities he produces. The devaluation of the human world grows in direct proportion to the increase in value of the world of things. Labour not only produces commodities; it also produces itself and the workers as a commodity and it does so in the same proportion in which it produces commodities in general. This fact simply means that the object that labour produces, its product, stands opposed to it as something alien, as a power independent of the producer …. The realization of labour is its objectification. In the sphere of political economy, this realization of labour appears as a loss of reality for the worker, objectification as loss of and bondage to the object, and appropriation as estrangement, as alienation. So much does the realization of labour appear as loss of reality that the worker loses his reality to the point of dying of starvation. So much does objectification appear as loss of the object that the worker is robbed of the objects he needs most not only for life but also for work. Work itself becomes an object which he can only obtain through an enormous effort and with spasmodic interruptions. So much does the appropriation of the object appear as estrangement that the more objects the worker produces the fewer can he possess and the more he falls under the domination of his product, of capital …. The Estrangement of Labour , page 2 of 3 Up to now, we have considered the estrangement, the alienation of the worker, only from one aspect—i.e., the worker's relationship to the products of his labour. But estrangement manifests itself not only in the result, but also in the act of production, within the activity of production itself. After all, the product is simply the resume of the activity, of the production. So if the product of labour is alienation, production itself must be active alienation, the alienation of activity, the activity of alienation. The estrangement of the object of labour merely summarizes the estrangement, the alienation in the activity of labour itself. What constitutes the alienation of labour? Firstly, the fact that labour is external to the worker—i.e., does not belong to his essential being; that he, therefore, does not confirm himself in his work, but denies himself, feels miserable and not happy, does not develop free mental and physical energy, but mortifies his flesh and ruins his mind. Hence, the worker feels himself only when he is not working; when he is working, he does not feel himself. His labour is, therefore, not voluntary but forced, it is forced labour. It is, therefore, not the satisfaction of a need but a mere means to satisfy needs outside itself. Its alien character is clearly demonstrated by the fact that as soon as no physical or.

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The emergence of modern science began as a move from theological-based reasoning to observational- and empirically-based reasoning. Two areas of reasoning evolved from this time, inductive and deductive. For example, Galileo, using mathematics and observation, explained the laws of the physical world through deductive reasoning. Francis Bacon, however, sought answers to questions of the physical world through observation and devised many theories from these observations. Cartesian dualism is one school of thought that examined the mind-body relationship. Several branches of scientific thought developed which was based in part on the philosophical underpinnings of the region (e.g. British, French and German). These included positivism, rationalism, and empiricism. From these philosophical views emerged a focus on understanding behavior or more precisely the mind. Compare and contrast the views of Galileo and Bacon. Explain why these two scientists had an impact on the development of psychology. Compare the basic principles of Rene Descartes, Immanuel Kant, and John Locke. How do these principles differ in their perspectives of the mind-body relationship? What do these principles add to the comprehensive understanding of psychology as a science? Explain the cultural and even nationalistic influences on how the different schools of thought developed (positivism, rationalism, and empiricism)? Explain how theological or religious beliefs influence the different schools of thought as they had done to the philosophical views of early centuries? Justify your answers with appropriate research and reasoning. Comment on the postings of at least two peers. Provide an analysis of each peer’s postings while also suggesting specific additions or clarifications for improving the discussion question response. .

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The Distinction Between Leadership and Management Think of the managers you have reported to thus far in your career. Now consider the people you have worked with or know of that you would consider leaders. Based on these experiences, what would you surmise about the responsibilities of managers and leaders and about the distinctions between these two categories in health care settings? This week’s Learning Resources classify management and leadership (which are often confused in everyday discussion) and explain their significance for health care organizations. As you advance professionally, it is critical to understand the distinctions between management and leadership and how you can apply this knowledge for increasing effectiveness in your workplace. To prepare: · Review the information in the Learning Resources. · Conduct additional research on your own and select at least two current, credible sources that contribute to your understanding of management and leadership. · Reflect on how the roles of management and leadership differ in supporting the organization to set and achieve goals. · Drawing upon specific examples from a current or previous practice setting, bring to mind someone who seemed to be a leader but not a manager and someone who seemed to be a manager but not a leader (generally speaking, or within a specific circumstance). Be prepared to support your assessment with specific behavioral descriptions found in the literature. Address the following in my Assignment: 1. An analysis of how management and leadership roles differ in terms of supporting an organization to set and achieve goals. 2. In addition, post descriptions of an individual who demonstrates leadership behaviors but not management behaviors and an individual who demonstrates management behaviors but not leadership behaviors. 3. Provide your rationale, identifying specific characteristics of effective managers and leaders. ( Note: Do not identify these individuals by name, position, or location .) 4. Summary with Conclusion REMINDERS: 1) 2-3 pages (addressing the 4 questions above excluding the title page and reference page). 2) Kindly follow APA format for the citation and references! References should be between the period of 2011 and 2016. Please utilize the references at least three below as much as possible and the rest from yours. 3) Make headings for each question. Readings · Marquis, B. L., & Huston, C. J. (2015). Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins. o Review Chapters 2 and 3 Note: Many of the articles in this week’s Required Readings are foundational in the leadership and management literature. The concepts presented in these early articles still apply to today’s workplace. · Jennings, B. M., Scalzi, C. C., Rodgers, J. D., & Keane, A. (2007). Differentiating nursing leadership and management competencies. Nursing Outlook, 55 (4).

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Program code examples (known also as worked examples) play a crucial role in learning how to program. Instructors use examples extensively to demonstrate the semantics of the programming language being taught and to highlight the fundamental coding patterns. Programming textbooks allocate considerable space to present and explain code examples. To make the process of studying code examples more interactive, CS education researchers developed a range of tools to engage students in the study of code examples. These tools include codecasts (codemotion,codecast,elicasts), interactive example explorers (WebEx, PCEX), and tutoring systems (DeepTutor). An important component in all types of worked examples is code explanations associated with specific code lines or code chunks of an example. The explanations connect examples with general programming knowledge explaining the role and function of code fragments or their behavior. In textbooks, these explanations are usually presented as comments in the code or as explanations on the margins. The example explorer tools allow students to examine these explanations interactively. Tutoring systems, which engage students in explaining the code, use these model explanations to check student responses and provide scaffolding. In all these cases, to make a worked example re-usable beyond its presentation in a lecture, the explanations have to be authored by instructors or domain experts i.e., produced and integrated into a specific system. As the experience of the last 10 years demonstrated, these explanations are hard to obtain. Those already collected are usually “locked” in a specific example-focused system and can’t be reused. The purpose of this working group is to support broader re-used of worked examples augmented with explanations. Our current plan is to develop а standard approach to represent explained examples. This approach will enable an example created for any of the existing systems to be explored in a standard format and imported into any other example-focused system. We plan to follow a successful experience of the PEML working group focused on re-using programming exercises.

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SPLICE Working Group:Reusable Code Examples

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