IntroductionAbolitionism was the first racially integrated polit.docx

•Download as DOCX, PDF•

0 likes•0 views

Frederick Douglass delivered a famous speech on the Fourth of July in 1852 in Rochester, New York. In the speech, Douglass questioned what Independence Day meant for slaves, as the United States proclaimed liberty but allowed slavery and the inhumane treatment of blacks. Douglass declared that the anniversary was not for him and that Independence Day reminded blacks of the savage crimes committed against them. However, Douglass also acknowledged the principles of liberty and justice in the Declaration of Independence that the nation had strayed from regarding slavery. Ending slavery and freeing the ideals of the Declaration from racial bounds, Douglass argued, was how the United States could regain its original mission.

Education

Introduction
Abolitionism was the first racially integrated political
movement in American history. Black orators, many of them
fugitive slaves, helped to spread the antislavery message in the
North and the British Isles. At every opportunity, black
abolitionists offered a sharp critique of the nation’s claim to be
a land of liberty.
The greatest oration on American slavery and American
freedom was delivered in Rochester in 1852 by Frederick
Douglass. Speaking just after the annual Independence Day
celebration, Douglass posed the question, “What, to the Slave,
is the Fourth of July?” He answered that July 4th festivities
revealed the hypocrisy of a nation that proclaimed its belief in
liberty yet daily committed “practices more shocking and
bloody” than those of any other country on earth. “I am not
included,” he declared, “within the pale of this glorious
anniversary….This Fourth [of] July is yours, not mine.”
Independence Day reminded blacks of “crimes which would
disgrace a nation of savages” – a subtle repudiation of
proslavery claims that blacks lacked civilization and therefore
deserved to be in bondage. Like other abolitionists, however,
Douglass also laid claim to the founders’ legacy. The
Revolution had proclaimed “the great principles of political
freedom and of natural justice, embodied in [the] Declaration of
Independence,” from which subsequent generations had
tragically strayed. Only by abolishing slavery and freeing the
ideals of the Declaration from the bonds of race could the
United States recapture its original mission.
Read the attached document and answer the following
questions:

What does Douglass hope to accomplish by accusing white
Americas of injustice and hypocrisy?
What evidence does Douglas present to disprove the idea of
black inferiority?
- At least 150words for each question (total is 300 words at
least)

Similar to IntroductionAbolitionism was the first racially integrated polit.docx

Wheelock College Celebrateds Black History Month

Wheelock College

1. Watch the following video: https://www.youtube.com/watch?v=0s299EU5Y4c Christopher A. Bracey, Professor of Law at The George Washington University Law School, provides a presentation on this landmark decision. This lecture is extremely well done, and you will benefit from listening to it and taking notes. After watching the lecture, I want you to pick a short writing assignment regarding The Dred Scott Case. Use the lecture material and also your textbook if you like. No other research is needed. Use your OWN WORDS. NO PLAGIARISM. Pick ONE of these questions, and answer using details, 1. Discuss how the Dred Scott case can be considered one cause of the Civil War. 2. Explain some of the major reasons why Dred Scott was able to file a legal case in the court system for freedom. 207 It is in your power to torment the God-cursed slaveholders, that they would be glad to let you go free. . . . But you are a patient people. You act as though you were made for the special use of these devils. You act as though your daughters were born to pamper the lusts of your masters and overseers. And worse than all, you tamely submit, while your lords tear your wives from your embraces, and defile them before your eyes. In the name of God we ask, are you men? . . . Heaven, as with a voice of thunder, calls on you to arise from the dust. Let your motto be Resistance! Resistance! Resistance! no oppressed people have ever secured their Liberty without resistance. Henry Highland Garnet, “Address to the Slaves of the United States of America” When black abolitionist Henry Highland Garnet spoke the words printed above at the National Convention of Colored Citizens, held in Buffalo, New York, on August 16, 1843, he caused a tremendous stir among those assembled. In 1824, when he was a boy, Garnet had escaped with his family from slavery in Maryland. Thereafter he received an excellent education while growing up in New York. By the 1840s, he had become a powerful speaker. But some of the delegates in his audience pointed out that he was far away from the slaves he claimed to address. Others believed he risked encouraging a potentially disastrous slave revolt. Therefore, by a narrow margin, the convention refused to endorse his speech. In fact, Garnet had not called for slave revolt. He had rhetorically told slaves, “We do not advise you to attempt a revolution with the sword, because it would be INEXPEDIENT. Your numbers are too small, and moreover the rising spirit of the age, and the spirit of the gospel, are opposed to war and bloodshed.” Instead, he advocated a general strike. This, he contended, would put the onus of initiating violence on masters. Nevertheless, Garnet’s speech reflected a new militancy among black and white abolitionists that shaped the antislavery movement during the two decades before the Civil War. This chapter investigates the causes of that militancy and explores the role of Africa ...

1. Watch the following video httpswww.youtube.comwatchv=0.docx

paynetawnya

Milly Yang Mrs. Swanson American Literature A3 14 April 2014 What is the definition of Liberty to African-Americans in the different ages? At the beginning of history of slaves in the United States, “the North American continent was first colonized by Europeans, the land was vast, the work was harsh, and there was a severe shortage of labor. Men and women were needed to work the land” (civilwar.org). So, in African-Americans’ minds, liberty meant running away from the unjust treatment of slavery which included terrible conditions of living, punishment through physical suffering, the separation of families, being sold as items, disallowance of education, and the enforcement that asked black women to get pregnant in order to get more slaves.However, in the course of time, African-Americans got the rights and opportunities of American citizens,. So, African-Americans changed their minds of definition of liberty in three main different ages from the beginning of slavery to the ending of slavery in the United States. In 1775, a proclamation was made that changed the way African-Americans thought about liberty. For years when America was a part of the British colonies, slavery was the most popular trend that allowed colonists to increased their production of tobacco. Colonies bought slaves from the slave market, and the slaves were just considered as working machines. There was a group of slaves that tried to dig tunnels to run away from being slaves. However, they were either caught by their owners, or caught by other whites. By 1775, hundreds of protesters and rebellions occupied the streets of Virginia. The colony was out of the control of the royal governor John Murray. On 7th November, 1775, dated on board the ship William, off Norfolk, John Murray made a proclamation which promised blacks their freedom in exchange for service in the British army. The proclamation was called the Lord Dunmore’s Proclamation. The proclamation “offered the first large-scale emancipation of slave and servant labor in the history of colonial British America”(Johnson “Lord Dunmore’s Proclamation on Slave Emancipation (1775)”). At the beginning of the Revolutionary War, George Washington rejected black recruits, but after the Lord Dunmore’s Proclamation he changed his mind. The creation of this proclamation showed the nation that Americans no longer believed that “blacks were just slaves”, and it fulfilled Americans’ core value of liberty. In 1776, the Declaration of Independence was made. According to General Colin Powell, “The Declaration of Independence, I think, is one of the most remarkable documents in the world...’Inalienable rights’...’Life, liberty, and the pursuit of happiness’...’We hold these truths to be self-evident’...[But] it didn’t apply to black folks. Thomas Jefferson kept slaves. But Thomas Jefferson nevertheless wrote these marvelous words, and he understood the inconsistency...”(“Revolution”). Although Americans slightly changed their sight on ...

Milly YangMrs. SwansonAmerican Literature A314 April 201.docx

annandleola

H 117 chapter 12 and 13 lecture notes

Andy Ligeti

callistra roy

Shelia Butler

Tolerance And Black History

Markaki- Markoulaki Language School

Chapter 12 Reflection Charles Grandison Finney – an evangelistic Presbyterian minister who became the most influential revival leader of the 1820s and 1830s. Frederick Douglass – the greatest African American of all – and one of the most electrifying orators of his time, black or white – was Frederick Douglass. Born a slave in Maryland, Douglass escaped to Massachusetts in 1838, became an outspoken leader of anti-slavery sentiment. On his return to the United States in 1847, Douglass purchased his freedom from his Maryland owner and founded an antislavery newspaper, the North Star, in Rochester, New York. Douglass demanded for African Americans not only freedom but full social and economic social equality as well. Henry David Thoreau – leading Concord transcendentalist. Thoreau went even further in repudiating the repressive forces of society. He produced the ideas that individuals should work for self-realization by resisting pressures to conform to society’s expectations and responding instead to their instincts. Thoreau’s own efforts to free himself – immortalized in is most famous book, Walden – led him to build a small cabin in the Concord woods on the edge of Walden Pond, where he lived alone for two years as simply as he could. Horace Mann – the greatest of educational reformers was Horace Mann, the first secretary of the Massachusetts Board of Education, which was established in 1837. To Mann, education was the only way to “counterwork this tendency to the domination of capital and the servility of labor.” He reorganized the Massachusetts school system, lengthened the academic year (to six months, doubled teachers’ salaries, enriched the curriculum, and introduced new methods of professional training for teachers. Joseph Smith - Mormonism began in upstate New York as a result of the efforts of Joseph Smith, a young, energetic, but economically unsuccessful man, who had spent most oh his twenty-four years moving restlessly through New England and the Northeast. In 1830, he published the Book of Mormon that told a story of an ancient and successful civilization in America, peopled by one of the lost tribes of Israel who had found their way to the New World centuries before Columbus. Shakers – made a redefinition of traditional sexuality and gender roles central to their society and even embraced the idea of a God who was not clearly male or female. Transcendentalism - idealistic philosophical and social movement that taught that divinity pervades all nature and humanity. Walt Whitman - the self-proclaimed poet of American democracy, was the son of a Lon Island carpenter and lived for many years roaming from place to place, doing odd jobs, while writing poetry. In his large body of poems, Whitman not only helped liberate verse from traditional, restrictive conventions but also helped express the soaring spirit of individualisms that characterized his age. Ralph Waldo Emerson – a Unitarian minister in his youth, Emerson left the church i ...

Chapter 12 ReflectionCharles Grandison Finney – an evangelistic .docx

cravennichole326

Black History Slideshow

Mick Melvin

V4n4 60s in_america

https://www.cia.gov.com

V4n4 60s in_america

https://www.cia.gov.com

Similar to IntroductionAbolitionism was the first racially integrated polit.docx (10)

Wheelock College Celebrateds Black History Month

1. Watch the following video httpswww.youtube.comwatchv=0.docx

Milly YangMrs. SwansonAmerican Literature A314 April 201.docx

H 117 chapter 12 and 13 lecture notes

callistra roy

Tolerance And Black History

Chapter 12 ReflectionCharles Grandison Finney – an evangelistic .docx

Black History Slideshow

V4n4 60s in_america

More from jesssueann

Major Benefits and Drivers of IoT. Background: According to Turban (2015),The major objective of IoT systems is to improve productivity, quality, speed, and the quality of life. There are potentially several major benefits from IoT, especially when combined with Artificial Intelligence (AI). Reference: Sharda, R., Delen, Dursun, and Turban, E. (2020). Analytics, Data Science, & Artificial Intelligence: Systems for Decision Support. 11th Edition. By PEARSON Education. Inc. ISBN-13: 978-0-13-519201-6 Assignment/Research: Go to pages 694 to 695 of your recommended textbook and familiarize yourself with the contents therein. Go ahead and make a list of the major benefits and drivers of IoT, thereafter pick two from each list and discuss them briefly. Your research paper should be at least three pages (800 words), double-spaced, have at least 4 APA references, and typed in an easy-to-read font in MS Word .

Major Benefits and Drivers of IoT.Background According to T.docx

jesssueann

Major Assessment 2: The “Educated Person” For educators to be effective in supporting diverse learners, they need to develop, possess, and continually refine their vision of the “educated person.” In other words, they need to have a vision of their goals and outcomes for educating students. Prepare a statement of your image of and beliefs and values about the educated person. Explain your beliefs about the role of the teacher in valuing and encouraging others to value the image of an educated person. Be certain to address the roles of cultural diversity in achieving a viable vision of the educated person. Begin by reading the key documents discussed in the chapters in this section. Reference at least five additional current professional references to illustrate your position. Organize your presentation by sections and use American Psychological Association (APA) style for citing references in the body of the text and for developing your reference list. Include the following sections in your paper: 1. Introduction 2. Vision of learning and the educated person (critical knowledge, skills, dispositions) 3. Role of the teacher in providing an effective instructional program and applying best practices to student learning 4. Critical issues in promoting the success of all students and responding to diverse community needs 5. Capacity to translate the image of the educated person into educational aims and organizational goals and processes 6. Conclusion 7. References .

Major Assessment 2 The Educated Person” For educators to be ef.docx

jesssueann

Major Assessment 4: Cultural Bias Investigation Most educators agree that major influences on the achievement of students are the activities and support materials; environment; and types of expectations, interactions, and behaviors to which they are exposed. Therefore, an understanding of bias and skill in discerning subtle and/or overt bias in curriculum, instruction, and assessment are extremely important. Conduct a cultural bias investigation to examine a particular textbook with which you are familiar. Your investigation will focus on identifying instructional and assessment practices that reflect cultural bias and inhibit learning. The investigation will include reflection on the impact of these practices on student learning. Procedure 1. Make sure you are familiar with the key authors and experts described in the chapters in this section. Review at least five research-based sources that clarify the research to expand your understanding of the influence of culture on teaching and learning and the presence of bias in curriculum, instruction, and assessment. 2. Select and analyze a textbook with which you are familiar. Use the Sadkers’ (Sadker & Zittleman, 2012) list of the seven prevalent forms of bias in the curriculum to conduct a critical analysis of the textbook. Look at such aspects as pictures, names of people, the relative marginalization or integration of groups of people throughout the text, examples used, and so on. Summarize and present your data in displays (charts, tables, etc.). 3. Include in a written report the following: Introduction (text selected; rationale for selection; description of the text and context in which it is used) Review of the research on the influence of culture in teaching and learning and bias in the curriculum Summary of your findings (data tables and appropriate narratives) Discussion of the findings, including: { resonance with the research on bias { your understanding of bias and the challenges it poses to teaching and learning { the implications of your findings for teaching and learning Relate your discussion of the findings to class discussions and readings of the philosophy of education and purposes of curriculum. Be sure to adhere to APA guidelines in writing the final paper. Use the following tables to display your data: SECTION IV ASSESSMENT SKILLS Table 2: Analysis of Four Chapters for Frequency of Mention of Each Search Category Whites/Caucasians (male/female) African Americans (male/female) Hispanics/Latinos/Latinas (male/female) Native Americans (male/female) Asian Americans (male/female) Disability and deaf culture Gay, lesbian, bisexual, and transgendered persons (male/female) Religious groups Language groups Other Example Table 2 Format: Textbook Chapter Analysis Search category 1 # mentions/ # pages 2 # mentions/ # pages 3 # mentions/ # pages 4 # mentions/ # pages Total # mentions/ # pages White males White females African Americans Hispanics/Latinos/Latinas Table 3.

Major Assessment 4 Cultural Bias Investigation Most educators agree.docx

jesssueann

Maintaining privacy and confidentiality always is also vital. Nurses handle information that if misplaced can expose patient’s unnecessarily and thus cause a breach in confidentiality. Such information can include drug use, sexual activity and history of mental illness (Masters, 2020). Conversations regarding patient care and condition must be private and involve only those in direct care. A violation of patient’s privacy can result in fines and employment termination .

Maintaining privacy and confidentiality always is also vital. Nurses.docx

jesssueann

Main content 15-2aHow Identity Theft Occurs Perpetrators of identity theft follow a common pattern after they have stolen a victim’s identity. To help you understand this process, we have created the “identity theft cycle.” Although some fraudsters perpetrate their frauds in slightly different ways, most generally follow the stages in the cycle shown in Figure 15.1. Stage 1. Discovery 1. Perpetrators gain information. 2. Perpetrators verify information. Stage 2. Action 1. Perpetrators accumulate documentation. 2. Perpetrators conceive cover-up or concealment actions. Stage 3. Trial 1. First dimensional actions—Small thefts to test the stolen information. 2. Second dimensional actions—Larger thefts, often involving personal interaction, without much chance of getting caught. 3. Third dimensional actions—Largest thefts committed after perpetrators have confidence that their schemes are working. Figure 15.1The Identity Theft Cycle Stage 1: Discovery The discovery stage involves two phases: information gathering and information verification. This is the first step in the identity theft cycle because all other actions the perpetrator takes depend upon the accuracy and effectiveness of the discovery stage. A powerful discovery stage constitutes a solid foundation for the perpetrator to commit identity theft. The smarter the perpetrator, the better the discovery foundation will be. During the gaining information phase, fraudsters do all they can to gather a victim’s information. Examples of discovery techniques include such information-gathering techniques as searching trash, searching someone’s home or computer, stealing mail, phishing, breaking into cars or homes, scanning credit card information, or using other means whereby a perpetrator gathers information about a victim. During the information verification phase, a fraudster uses various means to verify the information already gathered. Examples include telephone scams, where perpetrators call the victim and act as a representative of a business to verify the information gathered (this is known as pretexting), and trash searches (when another means was used to gather the original information). Although some fraudsters may not initially go through the information verification process, they will eventually use information verification procedures at some point during the scam. The scams of perpetrators who don’t verify stolen information are usually shorter and easier to catch than scams of perpetrators who verify stolen information. Step 2: Action The action stage is the second phase of the identity theft cycle. It involves two activities: accumulating documentation and devising cover-up or concealment actions. Accumulating documentation refers to the process perpetrators use to obtain needed tools to defraud the victim. For example, using the information already obtained, perpetrators may apply for a bogus credit card, fake check, or driver’s license in the victim’s name. Although the perpetra.

Main content15-2aHow Identity Theft OccursPerpetrators of iden.docx

jesssueann

Macro Presentation – Australia Table of Content: Overview Nominal GDP & Real GDP GDP/Capita Inflation rate Exports & Imports Unemployment Rate & Labor force labor force participation & composition of labor force Money Supply pie-chart (composition of the economy) strengths and weaknesses of this economy Overview: sixth-largest country in the world. Australia is a continent & an island located in Oceania Population: 25.2 million Australia is one of the wealthiest Asia the world’s 14th largest (economically) Overview: GDP : $1.3 trillion 2.8% growth 2.6% 5-year compound annual growth $52,373 per capita Unemployment: 5.4% Inflation (CPI): 2.0% Characterized by: diverse services, technology sectors & low government debt five key reasons for investing in Australia: Robust Economy, Dynamic Industries, Innovation and Skills, Global Ties and Strong Foundations & compares Australia’s credentials with other countries. GDP: Nominal GDP & Real GDP: Nominal GDP: 1.434 trillion Real GDP: 45439.30 $ GDP/Capita: 57,373.687 Inflation Rate: Inflation Rate 2018 = 1.9% Inflation Rate 2017 = 1.9% Inflation Rate 2016 = 1.3% Inflation Rate 2015 = 1.5% Inflation Rate 2014 = 2.5% Inflation Rate 2013 = 2.5% Inflation Rates over 5 years عمود12013201420152016201720182.52.51.51.31.91.9عمود2201320142015201620172018 Exports & Imports: Exports: Bituminous coal iron ores and concentrates Gold Petroleum oils and oils obtained from bituminous Copper ores and concentrates The total value of exports: is US$ 252,776 million. Imports: Petroleum oïl Automobiles with reciprocating piston engine di Transmission apparatus Diesel powered trucks The total value of imports: is US$ 235,519 million Exports & Imports (partners) : Exports: China Japan Korea India United sates Imports: China United states Japan Germany Thailand Unemployment Rate & Labor force: Unemployment Rate: 5.4% Labor force: 79% labor force participation & composition of labor force: labor force participation: 77.558 composition of labor force: Employed = 12658.6 Unemployed = 671.0 Labour force = 12658.6 + 671.0 = 13329.6 Nationals = 29.7 % foreigners+ = 70.3 % Money Supply: M1 = 1189.19 M3 = 2231.55 pie-chart (composition of the economy): 70% of coal, 54% of iron, service industry 70%, Agriculture 12% المبيعاتcoalironindustryagriculture70547012 strengths and weaknesses of this economy: Weaknesses: The quality of life in Australia is high & not permanent The size of their investment Most concentrated investments: coal, gas, iron mining Solution s & Suggestion: To sustain a high quality of life long-term: Many investments with added value ‘not from their priorities’ : (workforce for education, high teach sector in nanotechnology + solar energy & agricultural innovation) > should focus on strengths and weaknesses of this economy: Strength: Mining is a strong investment in Australia References: https://www.h.

Macro Presentation – Australia Table of ContentOver.docx

jesssueann

M.S Aviation Pty Ltd T/A Australian School of Commerce RTO NO. 41089 I CRICOS NO.: 03489A Melbourne Campus: Level 4, 123-129 Lonsdale Street Melbourne, Victoria 3000 Australia Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania 7000 Australia Ph: 1300 781 194 E: [email protected] W: www.asoc.edu.au M.S Aviation Pty Ltd T/A Australian School Of Commerce Candidate Assessment Tool Page 1 of 43 Version 10.0 BSBINN601 Lead and manage organisational change Candidate Assessment Tool STUDENT NAME: STUDENT ID: ASSESSOR NAME: UNIT CODE AND TITLE: BSBINN601 – Lead and manage organisational change mailto:[email protected] M.S Aviation Pty Ltd T/A Australian School of Commerce RTO NO. 41089 I CRICOS NO.: 03489A Melbourne Campus: Level 4, 123-129 Lonsdale Street Melbourne, Victoria 3000 Australia Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania 7000 Australia Ph: 1300 781 194 E: [email protected] W: www.asoc.edu.au M.S Aviation Pty Ltd T/A Australian School Of Commerce Candidate Assessment Tool Page 2 of 43 Version 10.0 ASSESSMENT RECEIPT FORM NOTE: 1. This form must be attached on top of the completed Student Assessment Booklet when submitting. 2. The Assessment Receipt Form must be signed and dated. DECLARATION: 1. I am aware that penalties exist for plagiarism and cheating. 2. I am aware of the requirements set by my assessor. 3. I have retained a copy of my assessment. Student Signature: _________________________________ Date: _____________________ Assessment received by Australian School of Commerce (ASOC) Staff Name: Signature: =================================TEAR HERE ================================== Students must retain this as a Record of Submission Assessment handedon: Unit code and title: BSBINN601 – Lead and manage organisational change Assessment received by ASOC staff Name: …………………………………………………… Signature: ………………………...……...……...…….. Student ID: ………………………….. Student Signature: …………………… mailto:[email protected] M.S Aviation Pty Ltd T/A Australian School of Commerce RTO NO. 41089 I CRICOS NO.: 03489A Melbourne Campus: Level 4, 123-129 Lonsdale Street Melbourne, Victoria 3000 Australia Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania 7000 Australia Ph: 1300 781 194 E: [email protected] W: www.asoc.edu.au M.S Aviation Pty Ltd T/A Australian School Of Commerce Candidate Assessment Tool Page 3 of.

M.S Aviation Pty Ltd TA Australian School of Commerce RTO N.docx

jesssueann

M4.3 Case Study Case Study Example: Jennifer S. is an Army veteran of Operation Freedom. Since returning home, Jennifer has suffered from recurrent headaches, ringing in her ears, difficulty focusing, and dizziness. In addition, soon after returning home, she began to experience moments of panic when in open spaces; flashbacks reliving the blast and the death of fellow soldiers; feelings of emotional numbness and depression; and being easily startled. She was placed on medical leave and diagnosed with Post Traumatic Stress Disorder (PTSD) and is currently being seen by a psychiatrist at the VA hospital. Her husband understands the concept of PTSD but is unprepared to handle his wife’s deteriorating condition. Recently, Jennifer was seen at the local urgent care center for recurrent headaches, complaints of shortness of breath, and chest pain. Her husband informed the urgent care nurse that for the past four weeks his wife has been unable to care for the children, remains in bed, complaining of headaches, and is very ‘jumpy’. The nurse assesses Jennifer knowing that returning veterans with PTSD and their families face an array of challenges, with implications for the veterans, their partners, and their children. The nurse considers referring them to: a social worker specializing in crisis intervention for veterans, a family counselor, the school nurse, a family health care practitioner.  Key elements of the nurse’s assessment are as follows: Jennifer is 33 year-old woman who enlisted in Reserve Officers’ Training Corps (ROTC) in college, where she majored in Journalism. Upon graduation, she obtained a position in the Army as public affairs broadcast specialist. Her first assignment was at a base in upstate New York. Three years ago, she was relocated to the St. Louis, Missouri area. Jennifer has been married to her husband, Zane, for 14 years and they have two children ages six and ten. Cameron is ten years-old and entering middle school and Zeta is six years-old and in kindergarten. Zane works as a civil engineer in the St. Louis area. Both Jennifer and Zane come from large families who reside in the Boston area. Jennifer’s family is Portuguese and Zane's is Irish, they were both raised Catholic. While Jennifer was deployed, her mother moved in with Zane and the children to provide additional support and child care. One year ago, Jennifer was deployed to Afghanistan on a six month assignment to report on the events of the war: she thought she had a ‘safe’ assignment. While working on a story in the field an Improvised Explosive Device (IED) exploded near her: two soldiers and four citizens were killed including one child. Although she was unhurt, she was unable to sleep after this event. Upon returning stateside, she began experiencing vivid nightmares, sleeplessness, survivor guilt, and depression. She was recently diagnosed with PTSD and is attempting to find a support group and counseling. Unfortunately, she has found that treatment for fe.

M4.3 Case StudyCase Study ExampleJennifer S. is an Army veter.docx

jesssueann

make a histogram out of this information Earthquake Frequency .docx

jesssueann

Love Language Project FINAL PAPER Love Language Project Part I Objective: To demonstrate the principles of love languages and effective use of interpersonal communication skills through “gifting” a close interpersonal relationship. Assignment: Please research the 5 Love Languages. Set a time when you can interview your selected person, at least ½ hour. Choose a quiet, comfortable environment where you will be able to listen effectively. The goal of your interview is to learn how your selected person most likes to receive expressions of affection. You might begin by sharing the five love languages with them and asking some versions of the following questions: 1. Based on the descriptions in this section and this piece, which of the five love languages is most appealing to you to receive? 2. Can you share a story/example of a time when you received affection this way? 3. Which is the most challenging/uncomfortable love language for you to receive? 4. Can you share a story/example of a time when you received affection this way? 5. What changes do you think you could make in the way you receive affectionate messages in your close relationships? Please describe the person that you chose to interview and your relationship with them. Then, post their responses to the questions Love Language Project Part II Write a personal reflection paper, at least 1.5 pages long, double spaced, typed, include the following: 1. What did you learn about your selected person and their preferred love languages from your interview? What was challenging about the interview? What surprised you? 2. How does their preferred love languages differ from yours? Did this make it difficult to plan your special event? 3. Comment on planning your Love Language Event. How did you come up with your ideas? What was easy and what was challenging? 4. Comment on implementing your Love Language Event. What was enjoyable? What was challenging? Did it go as you’d planned? 5. Comment on the Love Language Project in general. What did you learn? About the other person? About yourself? 6. How might what you learned during this Love Language Project affect your expressions of affection in other relationships? .

Love Language Project FINAL PAPERLove Language Project Part .docx

jesssueann

Major: Computer Science What are the core skills and knowledge you hope to acquire by completing a degree in this major and how do you plan to apply these when you graduate? Please provide any other information about yourself that you feel will help this college make an admission decision. This may include work, research, volunteer activities or other experiences pertaining to the degree program. .

Major Computer Science What are the core skills and knowledge y.docx

jesssueann

Major Crime in Your Community Use the Internet to search for a recent major crime in your community. Write a report (narrative only) based on the account of the incident, using the outline process mentioned in chapter three of the course text. You may simulate interviews and "fill in" any unknown information required to complete the report. Be sure to include the characteristics of an effective police report covered in chapter three. Instructions This report must be at least 2 pages of written text. · The entire paper must be your original work · This report will use 1-inch margins, Times New Roman 12-point font, and double spacing. · Cite your source – where do you get the information for your report? .

Major Crime in Your CommunityUse the Internet to search for .docx

jesssueann

Major Assignment - Learning Narrative Write a learning narrative that narrates a specific event from your life that helped you learn something new about yourself or others. Your narrative should focus on a specific event in a narrow timeframe, using vivid description, narration, detail, and dialogue to organize your memories and make the significance of what happened clear to an audience. Assignment A narrative is a specific type of essay that uses stories of particular moments to help audiences perceive, understand, and "appreciate the value of an idea" ( The Composition of Everyday Life , Ch. 1, p. 19). For this essay, you will write a learning narrative , a specific type of narrative that focuses on showing how a particular moment from your memory changed how you thought about yourself or others. The learning narrative requires you to organize your memories and decide which details best show an audience how the events from your past affected you. A learning narrative is broader than a "literacy narrative": while you can write about how language or education changed your life, you also can write about other things you learned through music, sports, business, or in any other relevant setting. In order to write a strong, focused narrative, you will need to be attentive to the following expectations for the essay: Find the significance: Think of how your narrative connects your memories to feelings / concepts others have experienced Tell a particular story: Like Keller and Zimmer, choose a single moment or event that can reflect your process of learning Choose relevant details: Include only those details that contribute to the significance Narrate and describe: Add emotional weight and interest to your story by narrating events with dialogue, action, description, and sensory experiences Caution : Please keep in mind that writing in this class is public, and anything you write about yourself may be shared with other students and instructors. Please only write about details that you are comfortable making public within our classroom community. You should know that your teacher is required by the State of Texas (Links to an external site.) to report any suspected incidents of discrimination, harassment, Title IX sexual harassment, and sexual misconduct to the UNT Title IX coordinators. If you have any questions about anything personal that you might want to disclose, email your teacher first or consult with one of the resources listed on this page: Information on Sexual Violence and Mandatory Reporting. Format and Length Format : Typed, double-spaced, submitted as a word-processing document. 12 point, serif font (Links to an external site.) (i.e. Times New Roman; Garamond; Book Antiqua), 1-inch margins. Length : 750 - 1000 words (approx. 3-4 pages) Objectives and Questions These questions help to guide discussion and set up the objectives for this unit. What is an experience? What are significant experience.

Major Assignment - Learning NarrativeWrite a learning narr.docx

jesssueann

Looking to have this work done AGAIN. It was submitted several times and never passed what the professor was requesting. I will include the copy I last submitted to the profesor, a copy of the instructions, and finally the feedback from the professor with what is missing on this assignment. The assignment is almost completed. Looking for someone to correct what needs correction following the feedback from the professor. .

Looking to have this work done AGAIN. It was submitted several times.docx

jesssueann

Major Assessment 1: Develop a Platform of Beliefs The following major assessment involves integrating your knowledge and skills around defining multicultural education and being a multicultural educator. You will write a platform of beliefs about teaching and learning. Your platform should be grounded in your growing understanding of teaching and learning, as well as the knowledge base about teaching and learning. You will also describe personal strengths and challenges as an educator in building an educational environment that reflects your beliefs. In assessing your own strengths and challenge areas, include an analysis of the findings from the assessment instruments and exercises that are included in the previous chapter. You may also access additional assessment instruments. Include in your platform the following sections: 1. Introduction 2. Your platform of beliefs about teaching and learning. Some essential questions that might be addressed in your platform are these: What do you believe is the purpose of education? What is the role of the teacher? What should be taught (the curriculum)? How do people learn? How do you view students as learners? Who controls the curriculum in schools? Whose knowledge is important to include? Are state standards and tests desirable? What is the impact of standardized testing on learning? How do issues of race, class, and gender influence what you do? What is your definition of effective teaching? Who and what have influenced your beliefs (e.g., people, experiences, readings)? What is the impact of your beliefs on teaching and learning for diverse students? Make specific and clear connections between your platform and course readings and discussions. 3. Personal strengths and challenges in advancing a school vision of learning; promoting the success of all students; responding to diverse student interests and needs; understanding and responding to social, economic, legal, and cultural contexts 4. Personal goals (knowledge, skills, dispositions) that you will be working on in the future 5. Conclusions .

Major Assessment 1 Develop a Platform of Beliefs The following .docx

jesssueann

Macroeconomics Paper There are currently three major political approaches to fixing the problem with the national debt . 1) One group of advocates is asking that we cut down government expenditures and give more tax breaks and incentives to small and big business. 2) Another group of advocates is saying that we must emphasize our exports by lowering our dollar value or forcing our trade partners – China – to regulate more accurately it’s currency. 3) A third group of approaches by saying we should have a balance budget amendment. i) Identify the notable political advocates of all three positions. ii) Give the pro’s and con’s of each approach. Length: 2-3 pages. Please email the paper in either Microsoft word *.doc (97-2003) format or Rich text format *.rtf OR GOOGLE DOCS font 12 double-space 1-inch margins Bibliography need not be inclusive in writing size. SOURCES Agresti, James D. "National Debt." National Debt - Just Facts. N.p., 26 Apr. 2011. Web. 24 Apr. 2015. "Americans for a Balanced Budget Amendment." Balanced Budget Amendment. N.p., n.d. Web. 01 May 2015. "Bailout Timeline: Another Day, Another Bailout." ProPublica. N.p., n.d. Web. 26 Apr. 2015. Bandow, Doug. "Federal Spending: Killing the Economy With Government Stimulus." Forbes. Forbes Magazine, 6 Aug. 2012. Web. 01 May 2015. FROM UNIT 2 FOLDER Macroeconomics Paper There are currently three major political approaches to fixing the problem with the national debt . 1) One group of advocates is asking that we cut down government expenditures and give more tax breaks and incentives to small and big business. 2) Another group of advocates is saying that we must emphasize our exports by lowering our dollar value or forcing our trade partners – China – to regulate more accurately it’s currency. 3) A third group of approaches by saying we should have a balance budget amendment. i) Identify the notable political advocates of all three positions. ii) Give the pro’s and con’s of each approach. Length: 2-3 pages. Please email the paper in either Microsoft word *.doc (97-2003) format or Rich text format *.rtf font 12 double-spaced 1-inch margins Bibliography need not be inclusive in writing size. "Federal Spending, Budget, and Debt." Solution s.heritage.org. N.p., n.d. Web. 01 May 2015. Lee, Bonnie. "Tax Breaks Every Small Business Needs to Know About." Smallbusiness.foxbusiness.com. N.p., 24 June 2013. Web. 01 May 2015. Rifkin, Jesse. "Advocates See 2015 As Year Of The Balanced Budget Amendment." The Huffington Post. TheHuffingtonPost.com, 3 Feb. 2015. Web. 01 May 2015. Macroeconomics Paper There are currently three major political approaches to fixing the problem with the national debt . 1) One group of advocates is asking that we cut down government expenditures and give more tax breaks and incentives to small and big business. 2) Another group of advocates is saying that we must emphasize our exports by lowering our dollar value or forcing our trade p.

Macroeconomics PaperThere are currently three major political ap.docx

jesssueann

M A T T D O N O V A N Things in the Form o f a Prayer in the Form o f a Wail H e r e ’s t h e j o u r n e y i n m i n i a t u r e .Oscar Hammerstein, not long before stomach cancer kills him, writes the song as a duet between Marie and the Mother Abbess, for a scene in which the plucky nun is told she’s being booted from the con vent since she privileges melody over God. Marie doesn’t want to serve as governess for the Von Trapp clan, but she’s already shown her hand by giving rapturous voice to a song that summons the bliss and solace o f secular joys. She needs to go. Although the film version of The Sound of Music will shift “My Favorite Things” to the thunderstorm scene in which Marie offers up raindrops on roses and warm woolen mittens as balm to the terrified kids, John Coltrane’s classic jazz cover much more radically revamps the Broadway hit, transfiguring mere catchiness into complex modalities. Yet if this were simply a one-off recording, there wouldn’t be much to say: turning cornball consolation into jazz isn’t news. Instead, Coltrane can’t relinquish it. Instead, even throughout all his late music-as-prayer work, he never lets go of the show tune. “We played it every night for five years,” drummer Elvin Jones re membered. “We played it every night like there would be no tomorrow. Like it would be the last time we played it.” His son, Ravi Coltrane, calculates that his father’s band played “My Favorite Things” thousands o f times as a regular fixture in the set: “They worked a lo t— forty-five weeks a year, six nights a week, three sets, sometimes even four sets on the weekend. You’re talking about getting the blade as sharp as can be.” But of all the blades to w het— especially one bedecked with ponies and kittens— why that song in particular? M y f i r s t e n c o u n t e r with Coltrane’s late free jazz work came from an unlikely source: the writings o f cult rock critic Lester Bangs. At the age o f fourteen, I stumbled upon a copy of his collected writings— Psychotic 632 Reactions and Carburetor Dung— and proceeded to treat it as less an assem blage o f essays and music reviews than a checklist of writers and albums I was obliged to track down if I might ever break free from my Ohio sub urbs. The Velvet Underground, William Burroughs, Iggy and the Stooges’ Metallic K.O. (a live album in which you can hear beer bottles shattering against guitar strings), and even Baudelaire all first came tumbling my way through the same careening chute of Bangs’s writing. His claim that Van Morrison’s Astral Weeks was fueled by many lifetimes o f wisdom lured me into transcribing the entirety o f the album’s lyrics in my algebra notebook, and the visible bottom edge of an Undertones poster in his author photograph led me, without having heard a note o f the band’s music, to bike six miles to Spin More records in Kent on a quest to cobble together their discography. Sandwiched between articl.

M A T T D O N O V A NThings in the Form o f a Prayer in.docx

jesssueann

M A R C H 2 0 1 5 F O R W A R D ❚ E N G A G E D ❚ R E A D Y A Cooperative Strategy for 21st Century Seapower DRAFT/PRE-DECISIONAL - NOT FOR DISSEMINATION - 02 FEB A COOPERATIVE STRATEGY FOR 21ST CENTURY SEAPOWER, MARCH 2015 [i] America’s Sea Services—the U.S. Navy, Marine Corps, and Coast Guard—uniquely provide presence around the globe. During peacetime and times of conflict, across the full spectrum—from supporting an ally with humanitarian assistance or disaster relief to deterring or defeating an adversary in kinetic action—Sailors, Marines, and Coast Guardsmen are deployed at sea and in far-flung posts to be wherever we are needed, when we are needed. Coming from the sea, we get there sooner, stay there longer, bring everything we need with us, and we don’t have to ask anyone’s permission. Our founders recognized the United States as a maritime nation and the importance of maritime forces, including in our Constitution the requirement that Congress “maintain a Navy.” In today’s dynamic security environment, with multiple challenges from state and non-state actors that are often fed by social disorder, political upheaval, and technological advancements, that requirement is even more prescient. The United States Navy, Marine Corps, and Coast Guard are our Nation’s first line of defense, often far from our shores. As such, maintaining America’s leadership role in the world requires our Nation’s Sea Services to return to our maritime strategy on occasion and reassess our approach to shifting relationships and global responsibilities. This necessary review has affirmed our focus on providing presence around the world in order to ensure stability, build on our relationships with allies and partners, prevent wars, and provide our Nation’s leaders with options in times of crisis. It has confirmed our continued commitment to maintain the combat power necessary to deter potential adversaries and to fight and win when required. Our responsibility to the American people dictates an efficient use of our fiscal resources and an approach that adapts to the evolving security environment. The adjustments made in this document do just that. Look- ing at how we support our people, build the right platforms, power them to achieve efficient global capability, and develop critical partnerships will be central to its successful execution and to providing that unique capability: presence. PREFACE [ii] Forward ✦ Engaged ✦ Ready Seapower has been and will continue to be the critical foundation of national power and prosperity and international prestige for the United States of America. Our Sea Services will integrate with the rest of our national efforts, and those of our friends and allies. This revision to A Cooperative Strategy for 21st Century Seapower builds on the heritage and complementary capabilities of the Navy-Marine Corps-Coast Guard team to advan.

M A R C H 2 0 1 5F O R W A R D ❚ E N G A G E D ❚ .docx

jesssueann

Lymphedema following breast cancer: The importance of surgical methods and obesity Rebecca J. Tsai, PhDa,*, Leslie K. Dennis, PhDa,b, Charles F. Lynch, MD, PhDa, Linda G. Snetselaar, RD, PhD, LDa, Gideon K.D. Zamba, PhDc, and Carol Scott-Conner, MD, PhD, MBAd aDepartment of Epidemiology, College of Public Health, University of Iowa, Iowa City, IA, USA. bDivision of Epidemiology and Biostatistics, College of Public Health, University of Arizona, Tucson, AZ, USA. cDepartment of Biostatistics, College of Public Health, University of Iowa, Iowa City, IA, USA. dDepartment of Surgery, College of Medicine, University of Iowa, Iowa City, IA, USA. Abstract Background: Breast cancer-related arm lymphedema is a serious complication that can adversely affect quality of life. Identifying risk factors that contribute to the development of lymphedema is vital for identifying avenues for prevention. The aim of this study was to examine the association between the development of arm lymphedema and both treatment and personal (e.g., obesity) risk factors. Methods: Women diagnosed with breast cancer in Iowa during 2004 and followed through 2010, who met eligibility criteria, were asked to complete a short computer assisted telephone interview about chronic conditions, arm activities, demographics, and lymphedema status. Lymphedema was characterized by a reported physician-diagnosis, a difference between arms in the circumference (> 2cm), or the presence of multiple self-reported arm symptoms (at least two of five major arm symptoms, and at least four total arm symptoms). Relative risks (RR) were estimated using logistic regression. Results: Arm lymphedema was identified in 102 of 522 participants (19.5%). Participants treated by both axillary dissection and radiation therapy were more likely to have arm lymphedema than treated by either alone. Women with advanced cancer stage, positive nodes, and larger tumors along with a body mass index > 40 were also more likely to develop lymphedema. Arm activity level was not associated with lymphedema. *Correspondence and Reprints to: Rebecca Tsai, National Institute for Occupational Safety and Health, 4676 Columbia Parkway, R-17, Cincinnati, OH 45226. [email protected] Phone: (513)841-4398. Fax: (513) 841-4489. Authorship contribution All authors contributed to the conception, design, drafting, revision, and the final review of this manuscript. Competing interest Conflicts of Interest and Source of Funding: This study was funded by the National Cancer Institute Grant Number: 5R03CA130031. All authors do not declare any conflict of interest. All authors do not declare any conflict of interest. HHS Public Access Author manuscript Front Womens Health. Author manuscript; available in PMC 2018 December 14. Published in final edited form as: Front Womens Health. 2018 June ; 3(2): . A u th o r M a n u scrip t A u th o r M a n u scrip t A u th o r M a n u scrip t A u th .

Lymphedema following breast cancer The importance of surgic.docx

jesssueann

Lukas Nelson and his wife Anne and their three daughters had been living in their house for over five years when they decided it was time to make some modest improvements. One area they both agreed needed an upgrade was the bath tub. Their current house had one standard shower bathtub combination. Lukas was 6 feet four, and could barely squeeze into it. In fact, he had taken only one bath since they moved in. He and Anne both missed soaking in the older, deep bath tubs they enjoyed when they lived back East. (Rest of case not shown due to length.) What factors and forces contributed to scope creep in this case? Is this an example of good or bad scope creep? Explain. How could scope creep been better managed by the Nelson .

Lukas Nelson and his wife Anne and their three daughters had been li.docx

jesssueann

More from jesssueann (20)