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Journal Journaling is an activity used by students and professionals alike for self-reflection. It has many personal and professional benefits, including reducing stress and increasing learning (Alford, Malouff, & Osland, 2005; Liuolienë & Metiûnienë, 2009). You will be asked to journal about your thoughts, experiences, and/or insights. Please refer to the Journal Rubric under the Course Info tab for grading information. Now that you have a sense of the origins of human rights and social justice, think about your own ideas of social justice. What is your personal definition of social justice? The assignment : (600 words) Write a journal assignment that includes the following: Provide your personal definition of social justice and give at least one example to illustrate it. Support your Journal assignment with specific references to all resources used in its preparation. You are asked to provide a reference list for all resources, including those in the Learning Resources for this course. Submit your assignment by Sunday 1-14-18 . References: Alford, W. K., Malouff, J. M., & Osland, K. S. (2005). Written emotional expression as a coping method in child protective services officers. International Journal of Stress Management. 12 (2), 177–187. Liuolienë, A., & Metiûnienë, R. (2009). Student's learning through reflective journaling. Santalka. 17 (4), 32–37. ...

Education

Submit
your assignment by Sunday 1-14-18
.
References:
Alford, W. K., Malouff, J. M., & Osland, K. S. (2005). Written
emotional expression as a coping method in child protective
services officers.
International
Journal of Stress Management.
12
(2), 177–187.
Liuolienë, A., & Metiûnienë, R. (2009). Student's learning
through reflective journaling.
Santalka.
17
(4), 32–37.

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Reflecting on Personal Identity and Global Citizenship Review the Global Education and Global Citizenship video and read the article “ A Model of Global Citizenship: Antecedents and Outcomes ” by Stephen Reysen and Iva Katzarska-Miller. Please take some time to reflect on how the concept of global citizenship has shaped your identity and respond to the following prompts: Based on the video, explain the importance of educating others on global citizenship. Address each of the following outcomes of global citizenship as they pertain to the development of your own identity: intergroup empathy, valuing diversity, social justice, environmental sustainability, intergroup helping, and the level of responsibility to act for the betterment of this world (found in the article). Explain how your environment influences these outcomes. Provide at least two personal examples or events in your life that illustrate the development of global citizenship based on the outcomes. Analyze how your general education courses influenced you to become a global citizen. Demonstrate critical thinking by accurately interpreting the evidence (scholarly sources) provided. Your paper Must be 750 – 1,000 words in length (excluding title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center . Must include a separate title page with the following: Title of paper Student’s name Course name and number Instructor’s name Date submitted Must cite at least the two sources used for this assignment. Must document all sources in APA style as outlined in the Ashford Writing Center. Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center. .

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Review the Global Education and Global Citizenship video and read the article “ A Model of Global Citizenship: Antecedents and Outcomes ” by Stephen Reysen and Iva Katzarska-Miller. Please take some time to reflect on how the concept of global citizenship has shaped your identity and respond to the following prompts: Based on the video, explain the importance of educating others on global citizenship. Address each of the following outcomes of global citizenship as they pertain to the development of your own identity: intergroup empathy, valuing diversity, social justice, environmental sustainability, intergroup helping, and the level of responsibility to act for the betterment of this world (found in the article). Explain how your environment influences these outcomes. Provide at least two personal examples or events in your life that illustrate the development of global citizenship based on the outcomes. Analyze how your general education courses influenced you to become a global citizen. Demonstrate critical thinking by accurately interpreting the evidence (scholarly sources) provided. Your paper Must be 750 – 1,000 words in length (excluding title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center . Must include a separate title page with the following: Title of paper Student’s name Course name and number Instructor’s name Date submitted Must cite at least the two sources used for this assignment. Must document all sources in APA style as outlined in the Ashford Writing Center. Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center. .

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

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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 .

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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.

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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.

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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.

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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 .

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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

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