1 Evidence-Based Practices to Guide ClinicaSilvaGraf83
1
Evidence-Based Practices to Guide Clinical Practices
Marilaura Mieres
Miami Regional University
Dr.Mercedes
03/28/2021
Evidence-Based Practices to Guide Clinical Practices
2
Introduction
Evidence best practices is an approach that translates excellent scientific research
evidence to enhanced practical decisions aiming at improving health. EBP involves using
research findings obtained from systematic data collection that is achieved through observations
and analyzed experiments. The connection of research, theory, and EBP are interlinked in that
the delivery of one results in another aspect's discovery. Through research findings, a theory is
discovered, and through various experiments and observations, evidence-based practices are
identified.
Interrelationship Between the Theory, Research, and EBP.
According to Cannon & Boswell (2016), health professionals require standards to analyze
behavioral treatments in the behavioral sciences. Through complete incorporation and
implementation processes, health professionals must value EBP processes, health theories, and
research. Through experience, health practitioners must learn to integrate research results to
determine the best treatment plans suitable for patients. Through this research results,
experiments, and evidence, health practitioners with academicians ally to discover a theory. The
treatments are offered according to patients' values, interests, and preferences (Cannon &
Boswell 2016). The values increase practitioners' skills and knowledge to analyze research
outcomes effectively. Nurses are expected to think critically after being taught and encouraged,
which corresponds with evidence-based practices. Nurses' critical thinking skills require a
foundation on which proven research and tested data can be based. The proven research,
evidence-based practices, and a good foundation all connect to form a theory that research can
rely on and nurses can use to prove their practices.
3
Additionally, health professionals at all levels must identify challenges and arising
questions to address patients' needs and offer quality practices to discover appropriate
interventions suitable for every challenge. Health professionals are directly involved in research
projects that allow them to understand the best methods to publish for evidence-based practices.
Through different researches and publications, health professionals like advanced practice nurses
use research to solve health dilemmas. Nurses find platforms centered on tested clarifications
through nursing practices and methodical examinations from research to build a base for
procedures and care.
Moreover, research is a scientific procedure that anticipates outcomes through the use of
fundamental expertise. Research processes enhance the capacity of discipline through clarity and
visualized aspects. The discipline's ability to put i ...
1 Green Book Film Analysis Sugiarto MuljSilvaGraf83
1
Green Book Film Analysis
Sugiarto Muljadi
CSUN
COMS 321
Prof. Darla Anderson
12th May 2021
2
Green Book Analysis
Social stratification exists in almost every place that human’s dwell. Nonetheless, race
remains one of the most controversial elements of social stratification. The film Green Book
wants the audience to learn that there are no differences between humans regardless of their
race. While watching it, I was concerned that the script might have glossed over Shirley and
other African-Americans face. The newfound abundance of clean, inexpensive cars in the
1930s was more than a matter of convenience for middle-class Americans (IMDb, 2020). It
opened up new opportunities, giving them the freedom to fly across the world at their own
pace without having to rely on anyone. Also, in a constitutionally segregated world in some
areas and functionally segregated almost everywhere else, this was so for African Americans
(Lemire, 2018). However, while white travelers could travel with relative ease, stopping at
restaurants, bars, entertainment venues, and places to stay as they wished, African Americans
faced greater challenges. Staying in the wrong hotel or attempting to eat at the wrong
restaurant could result in you being ejected or worse.
The Negro Motorist Green Book was not the only travel guide for African-Americans,
but it was the most popular. Victor Hugo Green, an African-American mail carrier from
Harlem who served in Hackensack, New Jersey, designed it. Green worked on the effort for
almost three decades, from 1936 to 1966, soon after the Civil Rights Act was signed into law,
including a four-year pause during WWII (Diamond, 2018). The Green Book quickly
established itself as the most important document for black travelers in America, outlining
where they could eat, drink, and sleep without being abused or worse. Green Book depicts
various discriminatory prejudices that permeated American life in the early and mid-
twentieth centuries, ranging from snide remarks and racial epithets to outright hatred.
3
References
Diamond, A. (2018, November 20). The true story of the 'Green book' movie. Smithsonian
Magazine. https://www.smithsonianmag.com/arts-culture/true-story-green-book-
movie-180970728/
IMDb. (2020). Green book (2018). https://www.imdb.com/title/tt6966692/plotsummary
Lemire, C. (2018). Green book movie review & film summary (2018). Movie Reviews and
Ratings by Film Critic Roger Ebert | Roger Ebert.
https://www.rogerebert.com/reviews/green-book-2018
Week # 3 Case Study: Late and Later Documentation
Case Study: Late and Later Documentation
Based on the case study, critique the documentation presented by the healthcare provider and provide examples of whether the nurse follows or did not follow documentation requisites.
State what errors you found in the documentation and if you think the nurse followed the appropriate procedure ...
1
Film Essay 1
Film from 1940-1970
Garrett Lollis
ARTH 334
Professor Tom Fallows
April 04, 2021
2
Part 1
The film I chose was Ben-Hur (1959), which is an adventure/historical film by director
William Wyler. The film is a work of fiction based on the 1880 book Ben-Hur: A Tale of the
Christ by author Lee Wallace and is the third film adaption of multiple films based upon the
story of the fictional character Ben-Hur (Brayson, 2016). I personally enjoyed this 3 hour and
42-minute film due to the directors’ masterful work even though the film was made in 1959.
William Wyler utilized different cinematography and editing tools such as D.W.
Griffiths intercutting, panning, close-up, and dissolve techniques throughout the film to depict
each scene and enhance the quality of the film (Gutmann, 2010). With the use of D.W. Griffiths
cinematography/editing techniques, William Wyler managed to show different angles of a scene
better and pan for more use of the space because of newer technology unlike the straight on view
that had to be used in George Melies’s A Trip To The Moon (1902) due to the technology at
that time. Sound syncing really came a long way from the early 1900’s and this film perfectly
synced the sounds with what was happening in each scene (The History of Sound at the Movies,
2014). There is a scene about an ancient Roman naval battle taking place and I believe all parts
from sound, to editing, and cinematography come together during this battle scene. Before the
battle takes place the Admiral of the ship tests the boat rowers which were slaves by having them
run through different battle speeds of the ship. There is a drummer that helps keep the rowers in
sync, so as the Admiral yelled out “attack speed” the drummer started drumming and you can
hear the multitude of sounds from the music intensifying, the drummer drumming faster to the
changing ship speeds, to the exhaustion of the men as they row throughout this particular scene.
Once the battle begins, the battle music intensifies, and the director used cross-cutting to go
between the battle taking place outside the ship and back to the men under the deck rowing the
3
boat as the battle draws on. The director also used close-up shots to show the different
expressions on a few characters faces during the battle and finishes with the dissolve effect after
the battle is over to transition to Ben-Hur and the Admiral being stranded in the ocean. William
Wyler used the dissolve feature multiple time throughout the film to transition between locations
and nighttime and daytime, I really enjoy this feature because it makes the scenes flow smoothly
instead of just abruptly cutting off. Another interesting thing added into the film is an
intermission because the length of the film, this gives time to get a drink or more popcorn and
something I have only seen down in very few films. The dir ...
1 FIN 2063 INSURANCE FINANCIAL PLANNING Case AsSilvaGraf83
1
FIN 2063
INSURANCE FINANCIAL PLANNING
Case Assignment
Due Dates: Part I - Week 10 Part II - Week 12
Value: Part 1 – 10% Part II – 10% Total - 20% of final grade
1. This assignment represents a real client scenario. Create a report.
a. Read the case, the requirements and the marking rubric.
2. Your report must be typed, double-spaced in Times New Roman 12 or Arial/Calibri 11.
On the title page, include your name and student number.
3. As this is project is very similar in nature to a real life insurance planning scenario, present
your report just as you feel you would present a real life insurance planning
recommendation to a real life client.
4. The requirements at the end of the case indicate the expectations for your report, as does
the marking rubric.
Marks will be lost if your recommendations do not adequately meet or are not clearly
aligned with the clients’ goals. If due to lack of clarity or insufficient information you feel it
necessary to make an assumption, state the assumption in your report. That said, do not
assume the case away.
5. Although you may discuss this with other individual in the class, your report must be
unique. Any copying will result in a grade of zero.
2
Client Situation
You are a financial planner with a specialty in risk management. You’ve completed the LLQP and
are licensed to sell insurance products. You love your career and have built a successful practice
based mainly on referrals from your satisfied clients.
Jack, age 49, and Jill, age 48, are one of those referrals. Jack is Vice-President of Marketing at a
mid-sized systems firm. His salary is $190,000 + bonus. Last year his bonus was $40,000. Jill is
an accountant in private practice. She works from home and typically bills $150,000 a year
(roughly $100,000 after expenses). They feel pretty comfortable financially but have asked you to
flag any gaps that you can see in their risk management strategy. They also have specific questions
that they’d like you to address.
Jack and Jill are married with two children who live at home: Tracey, age 22 and Travis, age 17.
Jill’s mother, Lauren age 75, is widowed. Although she is financially independent, she moved in
with Jill and her family after the recent death of her husband. She contributes to the family’s
expenses and is especially devoted to her granddaughter, Tracey.
Tracey, a happy and outgoing woman, was born with Down Syndrome, a common genetic
disorder. Otherwise, Tracey is in good health and could easily live to age 60. Jack and Jill would
like to keep Tracey at home as long as possible but they are concerned about her ability to adapt if
one or both of them dies unexpectedly. As a result, they’re considering moving her into a group
home in their city. The group home provides full support to residents. The fee for this year is
$58,250. Tracey has seen the place and likes it, in no small part b ...
1 Faculty of Science, Engineering and ComputiSilvaGraf83
1
Faculty of Science, Engineering and Computing
CE7011 Management of Project, Risk, Quality and Safety
Reassessment Pack
April 2021
Content
Page No
Teaching Team 2
Assessment Summary 2
Health and Safety and Quality On line Test 3
Project Risk Management (PRM) Coursework 6
Assessment Submission and Feedback Form 12
Group Coursework Grade and Feedback Form 13
Individual Coursework Grade and Feedback Form 14
2
Faculty of Science, Engineering and Computing
Module Assessment Pack 2019/20
CE7011 Management of Project, Risk, Quality and Safety
Teaching Team
Staff Name Room Extension Contact: Email/Office hours
Module
Leader
Lecturer
Behrouz Zafari (BZ)
Diyana Binti Abd Razak (DR)
Illona Kusuma (IK)
Cliff Dansoh (CD)
Hasan Haroglu (HH)
PRMB1044
PRMB1057
PRMB1026
RV MB 212
PRMB1045
64820
[email protected]
Term-time office hours:
Tuesday: 16:00 – 17:30
Thursday: 16:00 – 17:30
[email protected]
[email protected][email protected][email protected]
Assessment Summary
Type Weight Set date Due date
Mark
by
Mark/work
return date
In-course
assessment
Examination
On-line test
(In-class)
30% 19 April
21
19 April
21
BZ 20 working
days after
submission
Written
assignment
70% 9 April 21
26 April
21
BZ 20 working
days after
submission
Examination No examination
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
3
Faculty of Science, Engineering & Computing
School of Natural and Built Environments
Department of Civil Engineering
CE7011 Management of Project, Risk, Quality and Safety
Assessments
Health and Safety and Quality On line Test
The online H&S and Quality test – will be available on Study Space under
assessments.
Date and Time of Test: Monday 19 April 2021, 9.00 am
Learning outcomes covered:
• Understand and contract toe roles of various parties in the successful
collaborative management of health and safety during both design and
construction phases of construction.
• Evaluate likelihood and impact of risk occurrence and procedures to manage
those risks, including health and safety risk.
• Appraise quality management techniques.
Instructions for taking the online test
The test is to be taken individually on-line, as per the timetable in the module
assessment pack. It will be available via Canvas/VLE. Once started, the test has to
be finished at one sitting. The maximum duration of the test is 80 minutes.
The test will be an open book test i.e. you can refer to notes books etc.
If your access to the University computer system is blocked or suspended for any
reason (e.g. financial) during the test tim ...
1
EARLY CHILDHOOD AND
CHILD DEVELOPMENT
Lesson Plan Handbook
Developed by Kristina Bodamer and Jennifer Zaur
September 2014
2
TABLE OF CONTENTS
About This Handbook 3
Lesson Plan Template 4
Goals 5
Objectives 6
Standards 7
Materials 11
Introduction 12
Lesson Development 14
Differentiation 16
Assessment 18
Closing 20
Sample Academic Lesson 21
Sample Developmental Lesson 23
Lesson Planning Resources 25
References 27
3
ABOUT THIS HANDBOOK
Purpose of the Handbook
This handbook was developed to provide Ashford University Early Childhood Education and
Child Development students with a resource to utilize when creating effective lesson plans.
Educators must be able to create an effective lesson plan so they can successfully teach
children the developmental and academic skills they need to grow, develop, and learn. As
Kostelnik, Rupiper, Soderman, & Whiren (2014) explain, “Planning is a mental process, and a
lesson plan is the written record of that process” (p. 81).
Design of the Handbook
“A lesson plan is the instructor’s road map of what students need to learn and how it will be
done effectively” (Milkova, 2014, para. 1). This handbook is your “road map” to creating
effective lesson plans. Each section of the handbook will serve as a different stop along your
journey. With each stop you make, you will gain important information about a component
of a lesson plan: what it is, its purpose, how to effectively develop each section of the lesson
plan, and concrete examples that model the individual sections. By the end of your trip, you
will be able to create effective lesson plans that will allow your students to learn the
developmental and academic skills they need to master. So, pack your bags and come along
for a fun and informative ride.
4
LESSON PLAN TEMPLATE
Content Area or Developmental Focus:
Age/Grade of Children:
Length of Lesson:
Goal
Objective
Standards Included
Materials
Introduction
Lesson Development
Differentiation
Assessment
(Practice/Check for
Understanding)
Closing
5
GOALS
What is a lesson goal?
A lesson goal guides the direction of the lesson. “Goals come from an outside source [such
as] a text, program goals, or state standards”(Kostelnik et al., 2014, p. 85 ). The goal is a
broad, general statement that tells you what you want your students to do when the lesson
is complete. Think of the goal of the lesson as a target that you are trying to reach. The goal
of the lesson should provide the framework for you to create a more detailed and
measurable learning objective.
Why are lesson goals important?
Lesson goals are important for s ...
1 Case Grading Procedure Your grade from each case SilvaGraf83
1
Case Grading Procedure
Your grade from each case analysis is determined using the following assessment rubrics:
Ethical Decision-Making Rubric - EDR
School of Business Writing Assessment Rubric – WAR
Review each of the rubrics below to see what is expected of you.
Your grade will be calculated as follows:
𝑃𝑒𝑟𝑐𝑒𝑛𝑡 𝐺𝑟𝑎𝑑𝑒 = 0.85 (
𝑃𝑜𝑖𝑛𝑡𝑠 𝑒𝑎𝑟𝑛𝑒𝑑 𝑜𝑛 𝑡ℎ𝑒 𝐸𝐷𝑅
50
) + 0.15 (
𝑃𝑜𝑖𝑛𝑡𝑠 𝑒𝑎𝑟𝑛𝑒𝑑 𝑜𝑛 𝑡ℎ𝑒 𝑊𝐴𝑅
70
)
The total case grade will be out of 50 points.
𝑇𝑜𝑡𝑎𝑙 𝑃𝑜𝑖𝑛𝑡𝑠 𝑜𝑛 𝐴𝑠𝑠𝑖𝑔𝑛𝑚𝑒𝑛𝑡 = 𝑃𝑒𝑟𝑐𝑒𝑛𝑡 𝐺𝑟𝑎𝑑𝑒 × 50
2
Ethical Decision-Making Rubric
Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet minimum performance levels.
Case Analysis Steps Standards Points
Ethical Issues:
Issue Identification All ethical issues are
properly identified (4
points)
Most ethical issues are
properly identified (3
points)
Some ethical issues are
properly identified (2 – 1
points)
No ethical issue is
properly identified (0
points)
Issue Definitions/Descriptions
and Factual Support
Of those ethical issues
identified, all are
adequately defined/
described and supported
by case facts (6 points)
Of those ethical issues
identified, most issues
identified are adequately
defined/ described and
supported by case facts (5
– 4 points)
Of those ethical issues
identified, some issues
identified are adequately
defined/ described and
supported by case facts (3
– 1 points)
No issue identified is
adequately
defined/described and
supported by case facts (0
points)
Stakeholder Analysis:
Stakeholder Identification All key stakeholders are
properly identified (6
points)
Most key stakeholders are
properly identified (5 – 4
points)
Some key stakeholders are
properly identified (3 – 1
points)
No key stakeholder is
properly identified (0
points)
Identification of Stakes Of those stakeholders
identified, all important
stakes are properly listed
(4 points)
Of those stakeholders
identified, most important
stakes are properly listed
(3 points)
Of those stakeholders
identified, some important
stakes are properly listed
(2 – 1 points)
Of those stakeholders
identified, no important
stakes are properly listed
(0 point)
Ethical Decisions
All short- and long-term
ethical issues are resolved
through the use of ethical
decisions (10 points)
Most short- and/or long-
term ethical issues are
resolved through the use
of ethical decisions (9 – 6
points)
Some short- and/or long-
term ethical issues are
resolved through the use
of ethical decisions (5 – 1
points)
Alternate decisions or
unethical decisions are
used to attempt to resolve
the ethical issues
identified (0 points)
Nonconsequentialist Analysis:
Subcharacteristic Identification
and Definition
Four of t
1 Evidence-Based Practices to Guide ClinicaSilvaGraf83
1
Evidence-Based Practices to Guide Clinical Practices
Marilaura Mieres
Miami Regional University
Dr.Mercedes
03/28/2021
Evidence-Based Practices to Guide Clinical Practices
2
Introduction
Evidence best practices is an approach that translates excellent scientific research
evidence to enhanced practical decisions aiming at improving health. EBP involves using
research findings obtained from systematic data collection that is achieved through observations
and analyzed experiments. The connection of research, theory, and EBP are interlinked in that
the delivery of one results in another aspect's discovery. Through research findings, a theory is
discovered, and through various experiments and observations, evidence-based practices are
identified.
Interrelationship Between the Theory, Research, and EBP.
According to Cannon & Boswell (2016), health professionals require standards to analyze
behavioral treatments in the behavioral sciences. Through complete incorporation and
implementation processes, health professionals must value EBP processes, health theories, and
research. Through experience, health practitioners must learn to integrate research results to
determine the best treatment plans suitable for patients. Through this research results,
experiments, and evidence, health practitioners with academicians ally to discover a theory. The
treatments are offered according to patients' values, interests, and preferences (Cannon &
Boswell 2016). The values increase practitioners' skills and knowledge to analyze research
outcomes effectively. Nurses are expected to think critically after being taught and encouraged,
which corresponds with evidence-based practices. Nurses' critical thinking skills require a
foundation on which proven research and tested data can be based. The proven research,
evidence-based practices, and a good foundation all connect to form a theory that research can
rely on and nurses can use to prove their practices.
3
Additionally, health professionals at all levels must identify challenges and arising
questions to address patients' needs and offer quality practices to discover appropriate
interventions suitable for every challenge. Health professionals are directly involved in research
projects that allow them to understand the best methods to publish for evidence-based practices.
Through different researches and publications, health professionals like advanced practice nurses
use research to solve health dilemmas. Nurses find platforms centered on tested clarifications
through nursing practices and methodical examinations from research to build a base for
procedures and care.
Moreover, research is a scientific procedure that anticipates outcomes through the use of
fundamental expertise. Research processes enhance the capacity of discipline through clarity and
visualized aspects. The discipline's ability to put i ...
1 Green Book Film Analysis Sugiarto MuljSilvaGraf83
1
Green Book Film Analysis
Sugiarto Muljadi
CSUN
COMS 321
Prof. Darla Anderson
12th May 2021
2
Green Book Analysis
Social stratification exists in almost every place that human’s dwell. Nonetheless, race
remains one of the most controversial elements of social stratification. The film Green Book
wants the audience to learn that there are no differences between humans regardless of their
race. While watching it, I was concerned that the script might have glossed over Shirley and
other African-Americans face. The newfound abundance of clean, inexpensive cars in the
1930s was more than a matter of convenience for middle-class Americans (IMDb, 2020). It
opened up new opportunities, giving them the freedom to fly across the world at their own
pace without having to rely on anyone. Also, in a constitutionally segregated world in some
areas and functionally segregated almost everywhere else, this was so for African Americans
(Lemire, 2018). However, while white travelers could travel with relative ease, stopping at
restaurants, bars, entertainment venues, and places to stay as they wished, African Americans
faced greater challenges. Staying in the wrong hotel or attempting to eat at the wrong
restaurant could result in you being ejected or worse.
The Negro Motorist Green Book was not the only travel guide for African-Americans,
but it was the most popular. Victor Hugo Green, an African-American mail carrier from
Harlem who served in Hackensack, New Jersey, designed it. Green worked on the effort for
almost three decades, from 1936 to 1966, soon after the Civil Rights Act was signed into law,
including a four-year pause during WWII (Diamond, 2018). The Green Book quickly
established itself as the most important document for black travelers in America, outlining
where they could eat, drink, and sleep without being abused or worse. Green Book depicts
various discriminatory prejudices that permeated American life in the early and mid-
twentieth centuries, ranging from snide remarks and racial epithets to outright hatred.
3
References
Diamond, A. (2018, November 20). The true story of the 'Green book' movie. Smithsonian
Magazine. https://www.smithsonianmag.com/arts-culture/true-story-green-book-
movie-180970728/
IMDb. (2020). Green book (2018). https://www.imdb.com/title/tt6966692/plotsummary
Lemire, C. (2018). Green book movie review & film summary (2018). Movie Reviews and
Ratings by Film Critic Roger Ebert | Roger Ebert.
https://www.rogerebert.com/reviews/green-book-2018
Week # 3 Case Study: Late and Later Documentation
Case Study: Late and Later Documentation
Based on the case study, critique the documentation presented by the healthcare provider and provide examples of whether the nurse follows or did not follow documentation requisites.
State what errors you found in the documentation and if you think the nurse followed the appropriate procedure ...
1
Film Essay 1
Film from 1940-1970
Garrett Lollis
ARTH 334
Professor Tom Fallows
April 04, 2021
2
Part 1
The film I chose was Ben-Hur (1959), which is an adventure/historical film by director
William Wyler. The film is a work of fiction based on the 1880 book Ben-Hur: A Tale of the
Christ by author Lee Wallace and is the third film adaption of multiple films based upon the
story of the fictional character Ben-Hur (Brayson, 2016). I personally enjoyed this 3 hour and
42-minute film due to the directors’ masterful work even though the film was made in 1959.
William Wyler utilized different cinematography and editing tools such as D.W.
Griffiths intercutting, panning, close-up, and dissolve techniques throughout the film to depict
each scene and enhance the quality of the film (Gutmann, 2010). With the use of D.W. Griffiths
cinematography/editing techniques, William Wyler managed to show different angles of a scene
better and pan for more use of the space because of newer technology unlike the straight on view
that had to be used in George Melies’s A Trip To The Moon (1902) due to the technology at
that time. Sound syncing really came a long way from the early 1900’s and this film perfectly
synced the sounds with what was happening in each scene (The History of Sound at the Movies,
2014). There is a scene about an ancient Roman naval battle taking place and I believe all parts
from sound, to editing, and cinematography come together during this battle scene. Before the
battle takes place the Admiral of the ship tests the boat rowers which were slaves by having them
run through different battle speeds of the ship. There is a drummer that helps keep the rowers in
sync, so as the Admiral yelled out “attack speed” the drummer started drumming and you can
hear the multitude of sounds from the music intensifying, the drummer drumming faster to the
changing ship speeds, to the exhaustion of the men as they row throughout this particular scene.
Once the battle begins, the battle music intensifies, and the director used cross-cutting to go
between the battle taking place outside the ship and back to the men under the deck rowing the
3
boat as the battle draws on. The director also used close-up shots to show the different
expressions on a few characters faces during the battle and finishes with the dissolve effect after
the battle is over to transition to Ben-Hur and the Admiral being stranded in the ocean. William
Wyler used the dissolve feature multiple time throughout the film to transition between locations
and nighttime and daytime, I really enjoy this feature because it makes the scenes flow smoothly
instead of just abruptly cutting off. Another interesting thing added into the film is an
intermission because the length of the film, this gives time to get a drink or more popcorn and
something I have only seen down in very few films. The dir ...
1 FIN 2063 INSURANCE FINANCIAL PLANNING Case AsSilvaGraf83
1
FIN 2063
INSURANCE FINANCIAL PLANNING
Case Assignment
Due Dates: Part I - Week 10 Part II - Week 12
Value: Part 1 – 10% Part II – 10% Total - 20% of final grade
1. This assignment represents a real client scenario. Create a report.
a. Read the case, the requirements and the marking rubric.
2. Your report must be typed, double-spaced in Times New Roman 12 or Arial/Calibri 11.
On the title page, include your name and student number.
3. As this is project is very similar in nature to a real life insurance planning scenario, present
your report just as you feel you would present a real life insurance planning
recommendation to a real life client.
4. The requirements at the end of the case indicate the expectations for your report, as does
the marking rubric.
Marks will be lost if your recommendations do not adequately meet or are not clearly
aligned with the clients’ goals. If due to lack of clarity or insufficient information you feel it
necessary to make an assumption, state the assumption in your report. That said, do not
assume the case away.
5. Although you may discuss this with other individual in the class, your report must be
unique. Any copying will result in a grade of zero.
2
Client Situation
You are a financial planner with a specialty in risk management. You’ve completed the LLQP and
are licensed to sell insurance products. You love your career and have built a successful practice
based mainly on referrals from your satisfied clients.
Jack, age 49, and Jill, age 48, are one of those referrals. Jack is Vice-President of Marketing at a
mid-sized systems firm. His salary is $190,000 + bonus. Last year his bonus was $40,000. Jill is
an accountant in private practice. She works from home and typically bills $150,000 a year
(roughly $100,000 after expenses). They feel pretty comfortable financially but have asked you to
flag any gaps that you can see in their risk management strategy. They also have specific questions
that they’d like you to address.
Jack and Jill are married with two children who live at home: Tracey, age 22 and Travis, age 17.
Jill’s mother, Lauren age 75, is widowed. Although she is financially independent, she moved in
with Jill and her family after the recent death of her husband. She contributes to the family’s
expenses and is especially devoted to her granddaughter, Tracey.
Tracey, a happy and outgoing woman, was born with Down Syndrome, a common genetic
disorder. Otherwise, Tracey is in good health and could easily live to age 60. Jack and Jill would
like to keep Tracey at home as long as possible but they are concerned about her ability to adapt if
one or both of them dies unexpectedly. As a result, they’re considering moving her into a group
home in their city. The group home provides full support to residents. The fee for this year is
$58,250. Tracey has seen the place and likes it, in no small part b ...
1 Faculty of Science, Engineering and ComputiSilvaGraf83
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Faculty of Science, Engineering and Computing
CE7011 Management of Project, Risk, Quality and Safety
Reassessment Pack
April 2021
Content
Page No
Teaching Team 2
Assessment Summary 2
Health and Safety and Quality On line Test 3
Project Risk Management (PRM) Coursework 6
Assessment Submission and Feedback Form 12
Group Coursework Grade and Feedback Form 13
Individual Coursework Grade and Feedback Form 14
2
Faculty of Science, Engineering and Computing
Module Assessment Pack 2019/20
CE7011 Management of Project, Risk, Quality and Safety
Teaching Team
Staff Name Room Extension Contact: Email/Office hours
Module
Leader
Lecturer
Behrouz Zafari (BZ)
Diyana Binti Abd Razak (DR)
Illona Kusuma (IK)
Cliff Dansoh (CD)
Hasan Haroglu (HH)
PRMB1044
PRMB1057
PRMB1026
RV MB 212
PRMB1045
64820
[email protected]
Term-time office hours:
Tuesday: 16:00 – 17:30
Thursday: 16:00 – 17:30
[email protected]
[email protected][email protected][email protected]
Assessment Summary
Type Weight Set date Due date
Mark
by
Mark/work
return date
In-course
assessment
Examination
On-line test
(In-class)
30% 19 April
21
19 April
21
BZ 20 working
days after
submission
Written
assignment
70% 9 April 21
26 April
21
BZ 20 working
days after
submission
Examination No examination
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
3
Faculty of Science, Engineering & Computing
School of Natural and Built Environments
Department of Civil Engineering
CE7011 Management of Project, Risk, Quality and Safety
Assessments
Health and Safety and Quality On line Test
The online H&S and Quality test – will be available on Study Space under
assessments.
Date and Time of Test: Monday 19 April 2021, 9.00 am
Learning outcomes covered:
• Understand and contract toe roles of various parties in the successful
collaborative management of health and safety during both design and
construction phases of construction.
• Evaluate likelihood and impact of risk occurrence and procedures to manage
those risks, including health and safety risk.
• Appraise quality management techniques.
Instructions for taking the online test
The test is to be taken individually on-line, as per the timetable in the module
assessment pack. It will be available via Canvas/VLE. Once started, the test has to
be finished at one sitting. The maximum duration of the test is 80 minutes.
The test will be an open book test i.e. you can refer to notes books etc.
If your access to the University computer system is blocked or suspended for any
reason (e.g. financial) during the test tim ...
1
EARLY CHILDHOOD AND
CHILD DEVELOPMENT
Lesson Plan Handbook
Developed by Kristina Bodamer and Jennifer Zaur
September 2014
2
TABLE OF CONTENTS
About This Handbook 3
Lesson Plan Template 4
Goals 5
Objectives 6
Standards 7
Materials 11
Introduction 12
Lesson Development 14
Differentiation 16
Assessment 18
Closing 20
Sample Academic Lesson 21
Sample Developmental Lesson 23
Lesson Planning Resources 25
References 27
3
ABOUT THIS HANDBOOK
Purpose of the Handbook
This handbook was developed to provide Ashford University Early Childhood Education and
Child Development students with a resource to utilize when creating effective lesson plans.
Educators must be able to create an effective lesson plan so they can successfully teach
children the developmental and academic skills they need to grow, develop, and learn. As
Kostelnik, Rupiper, Soderman, & Whiren (2014) explain, “Planning is a mental process, and a
lesson plan is the written record of that process” (p. 81).
Design of the Handbook
“A lesson plan is the instructor’s road map of what students need to learn and how it will be
done effectively” (Milkova, 2014, para. 1). This handbook is your “road map” to creating
effective lesson plans. Each section of the handbook will serve as a different stop along your
journey. With each stop you make, you will gain important information about a component
of a lesson plan: what it is, its purpose, how to effectively develop each section of the lesson
plan, and concrete examples that model the individual sections. By the end of your trip, you
will be able to create effective lesson plans that will allow your students to learn the
developmental and academic skills they need to master. So, pack your bags and come along
for a fun and informative ride.
4
LESSON PLAN TEMPLATE
Content Area or Developmental Focus:
Age/Grade of Children:
Length of Lesson:
Goal
Objective
Standards Included
Materials
Introduction
Lesson Development
Differentiation
Assessment
(Practice/Check for
Understanding)
Closing
5
GOALS
What is a lesson goal?
A lesson goal guides the direction of the lesson. “Goals come from an outside source [such
as] a text, program goals, or state standards”(Kostelnik et al., 2014, p. 85 ). The goal is a
broad, general statement that tells you what you want your students to do when the lesson
is complete. Think of the goal of the lesson as a target that you are trying to reach. The goal
of the lesson should provide the framework for you to create a more detailed and
measurable learning objective.
Why are lesson goals important?
Lesson goals are important for s ...
1 Case Grading Procedure Your grade from each case SilvaGraf83
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Case Grading Procedure
Your grade from each case analysis is determined using the following assessment rubrics:
Ethical Decision-Making Rubric - EDR
School of Business Writing Assessment Rubric – WAR
Review each of the rubrics below to see what is expected of you.
Your grade will be calculated as follows:
𝑃𝑒𝑟𝑐𝑒𝑛𝑡 𝐺𝑟𝑎𝑑𝑒 = 0.85 (
𝑃𝑜𝑖𝑛𝑡𝑠 𝑒𝑎𝑟𝑛𝑒𝑑 𝑜𝑛 𝑡ℎ𝑒 𝐸𝐷𝑅
50
) + 0.15 (
𝑃𝑜𝑖𝑛𝑡𝑠 𝑒𝑎𝑟𝑛𝑒𝑑 𝑜𝑛 𝑡ℎ𝑒 𝑊𝐴𝑅
70
)
The total case grade will be out of 50 points.
𝑇𝑜𝑡𝑎𝑙 𝑃𝑜𝑖𝑛𝑡𝑠 𝑜𝑛 𝐴𝑠𝑠𝑖𝑔𝑛𝑚𝑒𝑛𝑡 = 𝑃𝑒𝑟𝑐𝑒𝑛𝑡 𝐺𝑟𝑎𝑑𝑒 × 50
2
Ethical Decision-Making Rubric
Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet minimum performance levels.
Case Analysis Steps Standards Points
Ethical Issues:
Issue Identification All ethical issues are
properly identified (4
points)
Most ethical issues are
properly identified (3
points)
Some ethical issues are
properly identified (2 – 1
points)
No ethical issue is
properly identified (0
points)
Issue Definitions/Descriptions
and Factual Support
Of those ethical issues
identified, all are
adequately defined/
described and supported
by case facts (6 points)
Of those ethical issues
identified, most issues
identified are adequately
defined/ described and
supported by case facts (5
– 4 points)
Of those ethical issues
identified, some issues
identified are adequately
defined/ described and
supported by case facts (3
– 1 points)
No issue identified is
adequately
defined/described and
supported by case facts (0
points)
Stakeholder Analysis:
Stakeholder Identification All key stakeholders are
properly identified (6
points)
Most key stakeholders are
properly identified (5 – 4
points)
Some key stakeholders are
properly identified (3 – 1
points)
No key stakeholder is
properly identified (0
points)
Identification of Stakes Of those stakeholders
identified, all important
stakes are properly listed
(4 points)
Of those stakeholders
identified, most important
stakes are properly listed
(3 points)
Of those stakeholders
identified, some important
stakes are properly listed
(2 – 1 points)
Of those stakeholders
identified, no important
stakes are properly listed
(0 point)
Ethical Decisions
All short- and long-term
ethical issues are resolved
through the use of ethical
decisions (10 points)
Most short- and/or long-
term ethical issues are
resolved through the use
of ethical decisions (9 – 6
points)
Some short- and/or long-
term ethical issues are
resolved through the use
of ethical decisions (5 – 1
points)
Alternate decisions or
unethical decisions are
used to attempt to resolve
the ethical issues
identified (0 points)
Nonconsequentialist Analysis:
Subcharacteristic Identification
and Definition
Four of t
1 Kilimanjaro is a snow-covered mountain 19,710 feet hiSilvaGraf83
1
Kilimanjaro is a snow-covered mountain 19,710 feet high, and is said to be the highest mountain in Africa.
Its western summit is called the Masai "Ngaje Ngai," the House of God. Close to the western summit there
is the dried and frozen carcass of a leopard. No one has explained what the leopard was seeking at that
altitude.
The Snows of Kilimanjaro
By Ernest Hemingway, 1938
THE MARVELLOUS THING IS THAT IT S painless," he said. "Tha 's ho o kno
when it starts."
"Is it really?"
"Absolutely. I'm awfully sorry about the odor though. That must bother you."
"Don't! Please don't."
"Look at them," he said. "Now is it sight or is it scent that brings them like that?"
The cot the man lay on was in the wide shade of a mimosa tree and as he looked out past
the shade onto the glare of the plain there were three of the big birds squatted obscenely,
while in the sky a dozen more sailed, making quick-moving shadows as they passed.
"They've been there since the day the truck broke down," he said. "Today's the first time
any have lit on the ground. I watched the way they sailed very carefully at first in case I
ever wanted to use them in a story. That's funny now.""I wish you wouldn't," she said.
"I'm only talking," he said. "It's much easier if I talk. But I don't want to bother you."
"You know it doesn't bother me," she said. "It's that I've gotten so very nervous not being
able to do anything. I think we might make it as easy as we can until the plane comes."
"Or until the plane doesn't come."
"Please tell me what I can do. There must be something I can do.
"You can take the leg off and that might stop it, though I doubt it. Or you can shoot me.
You're a good shot now. I taught you to shoot, didn't I?"
"Please don't talk that way. Couldn't I read to you?"
2
"Read what?"
"Anything in the book that we haven't read."
"I can't listen to it," he said." Talking is the easiest. We quarrel and that makes the time
pass."
"I don't quarrel. I never want to quarrel. Let's not quarrel any more. No matter how
nervous we get. Maybe they will be back with another truck today. Maybe the plane will
come."
"I don't want to move," the man said. "There is no sense in moving now except to make it
easier for you."
"That's cowardly."
"Can't you let a man die as comfortably as he can without calling him names? What's the
use of clanging me?"
"You're not going to die."
"Don't be silly. I'm dying now. Ask those bastards." He looked over to where the huge,
filthy birds sat, their naked heads sunk in the hunched feathers. A fourth planed down, to
run quick-legged and then waddle slowly toward the others.
"They are around every camp. You never notice them. You can't die if you don't give up."
"Where did you read that? You're such a bloody fool."
"You might think about some one else."
"For Christ's sake," he said, "that's been my trade."
He lay then and was quiet for a while and looked across the ...
1
Assignment 2 Winter 2022
Problem 1
Assume you have the option to buy one of three bonds. All have the same degree of default risk
and mature in 15 years. The first is a zero-coupon bond that pays $1,000 at maturity. The
second has a 7 percent coupon rate and pays the $70 coupon once per year. The third has a 9
percent coupon rate and pays the $90 coupon once per year.
a. If all three bonds are now priced to yield 8 percent to maturity, what are their prices?
b. If you expect their yields to maturity to be 8 percent at the beginning of next year, what will
their prices be then? What is your before-tax holding period return on each bond? If your tax
bracket is 30 percent on ordinary income and 20 percent on capital gains income, what will
your after-tax rate of return be on each? Assume you do not sell the bonds.
c. Recalculate your answer to (b) under the assumption that you expect the yields to maturity on
each bond to be 7 percent at the beginning of next year.
d. Re-do the calculations in parts b and c above, assuming you will sell the bonds at the end of the
year.
Problem 2
A University endowment fund has sought your advice on its fixed-income portfolio strategy.
The characteristics of the portfolios current holdings are listed below:
Market
Credit Maturity Coupon Modified Value of
Bond Rating (yrs.) Rate (%) Duration Convexity Position
A Cnd. Govt. 3 0 2.727 9.9 $30,000
B A1 10 8 6.404 56.1 $30,000
C Aa2 5 12 3.704 18.7 $30,000
D Agency 7 10 4.868 32.1 $30,000
E Aa3 12 0 10.909 128.9 $30,000
$150,000
a) Calculate the modified duration for this portfolio.
b) Suppose you learn that the modified duration of the endowment’s liabilities is 6.5 years.
Identify whether the bond portfolio is: i) immunized against interest rate risk, ii) exposed to net
price risk, or iii) exposed to net re-investment risk. Briefly explain what will happen to the net
position of the endowment fund if in the future there is a significant parallel upward shift in the
yield curve.
c) Your current active view for the fixed income market over the coming months is that Treasury
yields will decline and corporate credit spreads will also decrease. Briefly discuss how you
could restructure the existing portfolio to take advantage of this view.
2
Problem 3
A 20-year maturity bond with a 10% coupon rate (paid annually) currently sells at a yield to
maturity of 9%. A portfolio manager with a 2-year horizon needs to forecast the total return on
the bond over the coming 2 years. In 2 years, the bond will have an 18-year maturity. The analyst
forecasts that 2 years from now, 18-year bonds will sell at yield to maturity of 8%, and that
coupon payments can be reinvested in short-term securities over the coming 2 years at a rate of
7%.
a) What is the 2-year return on the bond
b) What will be the rate of return the manager forecasts that in 2 years the yiel ...
1
COU 680 Adult Psychosocial Assessment Sabrina
Date of appointment: Today Time of appointment: 5:00 pm
Client Name: Sabrina Hinajosa Age: 29 DOB: 3/23/89
Gender: Male Female Transgender Preferred Name/Nickname: N/A
Ethnicity: Hispanic Non‐Hispanic Race: Caucasian
Current Marital/Relationship Status: Single Married Divorced Widowed Domestic Partnership
Name of Person completing form: Sabrina Relationship to client: Self
PRESENTING PROBLEM (Briefly describe the issues/problems which led to your decision to seek therapy services):
I recently lost my mother-in-law to a sudden heart attack immediately prior to the recent hurricane. Within a matter
of a single day I lost the mother figure in my life, was evacuated from my home, and had a hurricane destroy parts
of my house. I’m completely overwhelmed, sad, and angry at the world.
How severe, on a scale of 1‐10 (with 1 being the most severe), do you rate your presenting problems?
MOST SEVERE 1 2 3 4 5 6 7 8 9 10 LEAST SEVERE
PRESENTING PROBLEM CATEGORIZATION: (Please check all the apply and circle the description of symptom)
Symptoms causing concern, distress or impairment:
Change in sleep patterns (please circle): sleeping more sleeping less difficulty falling asleep
difficulty staying asleep difficulty waking up difficulty staying awake
Concentration: Decreased concentration Increased or excessive concentration
Change in appetite: Increased appetite Decreased appetite
Increased Anxiety (describe): I have a lot of fear of the unknown. Everything feels out of my control.
Mood Swings (describe): I’m irritable all of the time. I go back and forth between extreme bouts of sadness
and complete anger and rage at the situation. The only place I feel calm is with my kids
and only because I really focus on making sure they are ok.
Behavioral Problems/Changes (describe): I struggle to stay focused on anything other than taking care of
my kids. I feel aimless and purposeless and have stopped putting forth much effort at work or in our home.
Everything just seems both overwhelming and pointless.
Victimization (please circle): Physical abuse Sexual abuse Elder abuse Adult molested as child
Robbery victim Assault victim Dating violence Domestic Violence
Human trafficking DUI/DWI crash Survivors of homicide victims
Other:
2
Other (Please describe other concerns):
How long has this problem been causing you distress? (please circle)
One week One month 1 – 6 Months 6 Months – 1 Year Longer than one year
How do you rate your current level of coping on a scale of 1 – 10 (with 1 being unable to cope)?
UNABLE TO COPE 1 2 3 4 5 6 7 8 9 10 ABLE TO COPE
EMPLOYMENT:
Currently Employed? Yes No If employed, what is your occupation? Bank teller
Where are you working? XYZ Bank
How long? 3 Days/Months/Years
Do you enjoy your current job? Yes No What do you like/ ...
1 Literature Review on How Biofilm Affect theSilvaGraf83
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Literature Review on How Biofilm Affect the Patient Recovery at the Hospital
Student’s Name
Professor’s Name
Course Name
Date
2
Introduction
Regulating biofilms for injury and insertion can have a variety of adverse effects on
patient well-being, including delayed recovery and implant evacuation. Biofilm drugs currently
do not completely destroy or prevent microbial colonization, indicating the need for further
research. The final review of drugs for biofilms focuses on components of nanotechnology-based
drug delivery, combination therapy, and coupling repair. Ultrasonic cleaning and hydrogels, as
well as recent improvements in incorporation, have great potential for use in discrete trauma and
medicine applications. This study reviews various literatures on the development of
microorganisms in biofilms and how it affects patient recovery at the hospital.
Patients with biofilms wounds excrete various microbes from their own skin and current
state, and if they receive hospitalization for treatment, they are likely to receive MRE and HAI
from surfaces, patients, staff, and emergency department equipment (Wu et al., 2018). This
literature states that such patients have high levels of biofilm contamination for biofilm reduction
applications in consuming patients include silver and various metals. Other elements indicating
this condition include disinfectants, hydrogels, light and sonic treatments to initiate atomic
sensitization to deliver dynamic oxygen (Wu et al., 2018). Small particles of these contaminants
allow penetration into the dividing layer of cells, glycans, lactobacilli and treatment with phages.
Other scholars such as Muhammad et al. (2020) and Barzegari et al. (2020) assert that the
accumulation of microorganisms can be immobile and live and attached to the surface. The
regimen of this group of people is not the same as that of planktonic development, where
microorganisms are isolated and flexible in environment (Muhammad et al., 2020). Cecillus cells
differ from planktonic cells in their morphology, physiology and qualitative articulation. The
ability to adhere to and thrive on surfaces such as biofilms is a gradual survival process that
3
allows microorganisms to colonize the zone (Muhammad et al., 2020). Microbes are constantly
changing from planktonic aggregates to sedentary ones. This variety of conditions is key for cells
as they allow rapid changes in their natural state.
Wound swelling can be characterized as the ability of microorganisms to thrive when
antimicrobial compounds are present in the climate. The obstructive component is hereditary and
prevents the antitoxin from working for its purpose (Barzegari et al., 2020). This literature
indicates that the term resistance should be used for microbes that may be caused by high-class
antibiotics but whose development is delayed. This element, which explicitly describes the life ...
1
Canterbury Tales
(c. 12th century)
What do I need to read?
“The Canterbury Tales General Prologue”
“The Miller’s Prologue and Tale”
“The Wife of Bath’s Prologue and Tale”
“The Pardoner’s Prologue and Tale”
Who is the author?
Geoffrey Chaucer (1343 – 1400). Called the Father of the English Language as well
as the Morning Star of Song, Geoffrey Chaucer, after six centuries, has retained
his status as one of the three or four greatest English poets. He was first to
commit to lines of universal and enduring appeal a vivid interest in nature, books,
and people.
As many-sided as Shakespeare, he did for English narrative what Shakespeare did
for drama. If he lacks the profundity of Shakespeare, he excels in playfulness of
2
mood and simplicity of expression. Though his language often seems quaint, he was
essentially modern. Familiarity with the language and with the literature of his
contemporaries persuades the most skeptical that he is nearer to the present than
many writers born long after he died.
---Courtesy of Compton’s Learning Company
Background Lecture
Chaucer’s father, an influential wine merchant, was able to secure Geoffrey a
position as a page in a household connected to King Edward III. Chaucer’s duties as
a page were humble, but they allowed him the opportunity to view the ruling
aristocracy, thus broadening his knowledge of the various classes of society. While
serving in the English army, Chaucer was captured and held prisoner in France.
After his release, he held a number of government positions.
While in his twenties, Chaucer began writing poetry, and he continued to write
throughout his life. Over the years, his writing showed increasing sophistication
and depth, and it is recognized as presenting penetrating insights into human
character. In The Canterbury Tales, critics say that the author shows an absolute
mastery of the art of storytelling.
The Canterbury Tales are also said to present “a cavalcade of fourteenth-century
English life” because on this pilgrimage to Canterbury the reader gets to meet a
cross-section of the people from Chaucer’s time.
Canterbury, located about fifty miles southeast of London, was a favorite
destination for pilgrims. In fact, Chaucer himself made a pilgrimage there. While
he did not set out on the pilgrimage looking for material to use in his writing, he
was so impressed by the mix of company that he had met at the Tabard Inn that
he was inspired to write what was to become his masterpiece.
3
Selected Canterbury Tales Terms and Definitions
Allegory - a story that represents abstract ideas or moral qualities. As such, an
allegory has both a literal level and a symbolic level of meaning. Example: Gulliver’s
Travels.
Allusion - a reference to a person, place, poem, book, or movie outside of the story
that the author expects the reader will recognize.
Fable - ...
1 Math 140 Exam 2 COC Spring 2022 150 Points SilvaGraf83
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Math 140 Exam 2
COC Spring 2022
150 Points
Question 1 (30 points)
Match the following vocabulary words in the table below with the corresponding definitions.
Confidence Interval Hypothesis Test Standard Error Alternative Hypothesis
Randomized Simulation Random Sample Random Assignment Random Chance
Population Sampling Variability Significance Level Type II Error
One-Population Mean
T-Test Statistic
Quantitative Data One-Population
Proportion Z-Test
Statistic
Categorical Data
Critical Value Statistic Parameter Census
Type I Error Bootstrap Distribution Margin of Error Beta Level
Bootstrapping Null Hypothesis P-value Point Estimate
a. A number we compare our test statistic to in order to determine significance. In a sampling
distribution or a theoretical distribution approximating the sampling distribution, the critical
value shows us where the tail or tails are. The test statistic must fall in the tail to be significant.
b. Also called the Alpha Level. If the P-value is lower than this number, then the sample data
significantly disagrees with the null hypothesis and is unlikely to have happened by random
chance. This is also the probability of making a type 1 error.
c. A statement about the population that does not involve equality. It is often a statement about a
“significant difference”, “significant change”, “relationship” or “effect”.
d. The collection of all people or objects you want to study.
e. A number calculated from sample data in order to understand the characteristics of the data.
f. When biased sample data leads you to support the alternative hypothesis when the alternative
hypothesis is actually wrong in the population.
g. Another word for sampling variability. The principle that random samples from the same
population will usually be different and give very different statistics.
h. Data in the form of numbers that measure or count something. They usually have units and
taking an average makes sense.
i. Taking many random samples values from one original real random sample with replacement.
j. Collecting data from everyone in a population.
2
k. Collecting data from a population in such a way that every person in the population has an
approximately equal chance of being chosen. This technique tends to give us data with less
sampling bias.
l. The probability of getting the sample data or more extreme because of sampling variability (by
random chance) if the null hypothesis is true.
m. The sample proportion is this many standard errors above or below the population proportion in
the null hypothesis.
n. Take a group of people or objects and randomly put them into two or more groups. This is a
technique used in experiments to create similar groups. Similar groups help to control
confounding variables so that the scientist can prove cause and effect.
o. Data in the form of labels that tell us something about the people ...
1 Lessons from the past How the deadly second waveSilvaGraf83
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Lessons from the past: How the deadly
second wave of the 1918 ‘Spanish flu’
caught Dallas and the U.S. by surprise
Health concerns about the 2020 coronavirus pandemic are rooted in the
catastrophic second wave of the 1918 pandemic, which hit between
September and November of that year.
By David Tarrant
9:00 AM on Jul 3, 2020
https://www.dallasnews.com/news/2020/07/03/lessons-from-the-past-how-the-deadly-second-
wave-of-the-1918-spanish-flu-caught-dallas-and-the-us-by-surprise/
Illustration by staff artist Michael Hogue.(Michael Hogue / Michael Hogue illustration)
As August gave way to September of 1918, few people were thinking about the
influenza that would soon sweep across Texas and the rest of the country with the speed and
deadly ferocity of a firestorm.
There had been a relatively mild version of the virus in the spring of that year, mostly
affecting troops mobilizing to go off to World War I over in Europe. But by summer the disease
known at the time as the Spanish flu had been largely forgotten.
The front pages of The Dallas Morning News were dominated by news of American troops
pouring into Europe for what would come to be known as World War I.
But that would quickly change. By the end of September, a second wave of the flu, far
deadlier, would sweep across the country, hitting Dallas and other large cities hard.
When health experts worry about the course of the 2020 coronavirus pandemic, they
often look back at the second wave of the 1918 pandemic, between September and November,
https://www.dallasnews.com/author/david-tarrant
2
when influenza cases overwhelmed hospitals and medical staffs across the country and the dead
piled up faster than they could be buried.
In Dallas that year, the city’s chief health officer, A.W. Carnes, waved off the fast-
approaching pandemic as not much more than the common cold. In a major blunder, he permitted
a patriotic parade in late September that attracted a cheering crowd of thousands jammed
together downtown.
Cases of influenza promptly spiked.
The second wave would produce most of the deaths of the pandemic, which experts now
estimate at 50 million to 100 million worldwide. In the United States, 675,000 people died from
the virus.
The Dallas Morning News on Sept. 27, 1918, reported the rapid spread of the Spanish flu. Despite the worsening
conditions, Dallas medical officials hesitated to impose restrictions on public gatherings for more than two weeks.
As it did then, the world is struggling with a virus for which there is no vaccine. COVID-19,
the sickness caused by the new coronavirus, has advanced unabated around the world since it first
appeared in China late last year. By the end of June, the number of deaths worldwide exceeded
500,000.
Like the Spanish flu in 1918, the new coronavirus isn’t showing signs of fading away
anytime soon. Texas ended June with alarm lights flashing as new COVID-19 cases set records
daily ...
1 Lockheed Martin Corporation Abdussamet Akca SilvaGraf83
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Lockheed Martin Corporation
Abdussamet Akca
Lockheed Martin Corporation
To: Jack Harris
From: vice president governmental affairs
Date:15 February 2021
Sub: under Lockheed Martin Corporation (overview)
2
I am here to state that this is the overview of Lockheed Martin Corporation and Jack
Harris is the CEO of the consulting firm consulted by the CEO of Lockheed Martin Corporation,
crisis consulting.
Business profile
In the contemporary world, there are many challenges facing companies in different
industries in both developed countries and undeveloped countries. There is a great need to
understand the potential risks that may face the business to take care of the shareholder interests,
meet the legitimate consistency, and secure the required resources such as human resources
scholarly and reputational resources. Customers are helped with data by the shareholder value-
added. It also helps in another backup and preparation so that people in the organization are
ready to distinguish risk and so that they can quickly react to crisis consulting (Dove et al.,
2018). The SVAs problem consulting can work with customer administration to identify the
potential turmoil that Lockheed martin corporation is likely to face. The understanding of using
fitting systems and methodologies and the advancement of the same make it possible to oversee
and relieve emergencies through computerized systems. It is possible to utilize and outline
recreations by testing setups and arrangements. Through the operational reviews and the
preparation of potential crises in the Lockheed Martin Corporation, one’s status is also protected.
If the problem exceeds, then the SVAs group can react to the expansive scope of the crisis to
develop the best action to solve these crises.
Crisis consulting international has supplied security and crisis administration to different
organizations such as the Christian evangelist. The concern consulting international has been
helping these groups evaluate risk, improve policy creations, site overviews, and arrange training
staff, crisis administration group, meetings management of occasions, among others. Other
3
activities include risk assessment, prioritization of risks, evaluation, and comprehension of
corporate risk profile. Crisis consulting international uses scientific procedures to prepare
customers in perceiving and measuring risks to understand the effect of these risks so that they
can use the available methodologies to oversee risk and avoid it (Davies, 2019). SVA is used in
the business impact assessment process to break down the business with the end goal in mind.
That builds up top to bottom comprehension of recognizing the primary regions primarily
dependent on the company. This audit aims to establish more extensive deterrent ways of risk
arrangements and prepare programs. SVA can also be incorporated with working wit ...
1 Lab 9 Comparison of Two Field Methods in a ScienSilvaGraf83
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Lab 9: Comparison of Two Field Methods in a
Scientific Report/Paper Format
Minimum Content of the Scientific Report
Title
The title should be a brief summary statement about your paper. Your title will be what
is most commonly cited and will be the “target” of topical searches via the internet.
Choose your words carefully. As short and as concise a title as possible is best.
Each student will come up with the title! You might consider waiting until after
completing the report to finalize the title.
Abstract
Think of the abstract as a short summary of your paper that could stand-alone as a
publication. The abstract should include, in order: a summary of the introduction,
methods, results, and discussion. However, you may include only key results and key
discussion points in the abstract. Do not include reference to figures and tables, and
don’t use abbreviations. Don’t include references in the abstract. This is the hardest
section of the paper to write, and should be written after you complete the other
sections.
Minimum of 200 and maximum of 300 words in a single-paragraph format.
Introduction
The introduction should include a detailed explanation about why you are doing the
study, i.e., the basis for your study.
This section should include observations or results from previous studies that support
the basis for your study, but not the results or discussion or conclusions drawn from the
results of your project.
Follow these observations or results from previous studies with the questions or
hypotheses of your study.
The introduction should end with a brief paragraph that summarizes the setting, scope,
and justification or importance of the study. This is a lead-in paragraph to the rest of the
paper.
Minimum of 1/2 page of text in length with one or more paragraphs.
2
Methods
Write the methods in the past tense.
This should be a detailed, step-by-step, description of how you did the study.
Include details on the equipment and materials used (see list below).
Include the approach to data analysis and cite any statistical or other applications used
to input, manage, graph, or analyze the data.
Include citations for any standard or previously published methods used.
Write this section with enough detail that someone else could duplicate your study or
conduct a similar study with only your methods section available.
Include a map showing the location, sampling area, and plot and belt transect in the
sampling area.
Minimum of one page of text in length with multiple paragraphs.
Results
This the “what you got” section.
Write the results in the past tense.
This sections includes any data or results tables and graphs you have.
This is a summary of your key results from data, graphs, and/or results of statistical
analyses.
You are not required to include a statistical analysis(-es).
You ar ...
1 LAB MODULE 5 GLOBAL TEMPERATURE PATTERNS Note PSilvaGraf83
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LAB MODULE 5: GLOBAL TEMPERATURE PATTERNS
Note: Please refer to the GETTING STARTED lab module to learn how to maneuver
through and answer the lab questions using the Google Earth ( ) component.
KEY TERMS
You should know and understand the following terms:
Air temperature Heat index Temperature anomalies
Altitude Kelvin (K) Temperature averages
Ambient temperature Latitude Thermopause
Axial Tilt Maritime effect Thermosphere
Celsius (C) Mesopause Tropopause
Continentality, or
Continental effect
Mesosphere Troposphere
Stratopause Urban heat island
Environmental Lapse Rate Stratosphere Urban heat island effect
Exosphere Structure of the atmosphere Wind chill
Fahrenheit (F) Surface temperature
LAB MODULE LEARNING OBJECTIVES
After successfully completing this module, you should be able to the following
tasks:
Describe the differences between air and surface temperature
Explain heat index and wind chill
Explain the urban heat island effect
Describe the structure of the atmosphere
Describe large scale factors influencing temperature
Describe local factors influencing temperature
2
INTRODUCTION
This lab module explores the global surface and air temperatures of Earth and
Earth’s atmosphere. Topics include the structure of the atmosphere, local and
global factors influencing temperature, and temperature anomalies. The modules
start with four opening topics, or vignettes, which are found in the accompanying
Google Earth file. These vignettes introduce basic concepts of the internal structure
of the Earth. Some of the vignettes have animations, videos, or short articles that
will provide another perspective or visual explanation for the topic at hand. After
reading the vignette and associated links, answer the following questions. Please
note that some links might take a while to download based on your Internet speed.
Expand the INTRODUCTION folder.
Read Topic 1: Surface and Air Temperature
Question 1: How do the surface temperatures of the countries in the
northern latitudes (for example, Canada, Iceland, Norway, and Russia)
compare to those of northern Africa (for example, Algeria, Egypt, Libya,
Morocco, and Sudan)?
A. The temperatures are higher in the northern latitudes during summer
months when net radiation is higher.
B. The temperatures are lower in north Africa during the summer months
when net radiation is higher in northern latitudes.
C. Temperatures are lower in northern latitudes year-round.
D. Temperatures are only lower in the northern latitudes during winter
months.
Read Topic 2: Measuring Temperature
Question 2: Considering water freezes (or alternatively, melts) at 0˚C,
determine from the map which countries or landmasses have an annual
mean temperature around 0˚C.
A. Canada and Norway
B. The United States and the United Kingdom
C. Greenland and Antarctica
D. Russia and Antarctica
3
...
1 Instructions for Coming of Age in Mississippi SilvaGraf83
1
Instructions for Coming of
Age in Mississippi
Due Sunday, April 25th, 2021
Late papers will be penalized. Failure to turn in this assignment will result in
the automatic failure of the class.
Anne Moody’s Coming of Age in Mississippi is an autobiographical presentation of
her life and experiences in the segregationist South during the middle third of the
20th Century. Although Moody was intensively involved in the civil rights
movement of the 1950’s and 1960’s, the real value of her autobiography is that she
describes what it was like to grow up in Mississippi long before she became a civil
rights activist.
Your book essay for Coming of Age in Mississippi should explore and discuss the
following topics and questions:
1. Begin with a brief overview of the book: in general, what is it about, who wrote
it, etc.
2. Moody’s decision to become engaged in the political activism central to the
Civil Rights Movement was a result of her experiences at both work and play
growing up in Mississippi. What kinds of incidents from her life led Moody to
become politically active in the movement? For example, what does she notice
about how she is treated as a black person in Southern white society?
3. Women played an important role in Moody’s life. Using examples from her
autobiography, discuss what Moody learned about race, class and sexual
orientation from the women around her. Who were the most important women in
her life? Discuss each and explain why that person was so important.
4. Moody was a participant and observer of some of the most important historical
events of the 1950’s and 1960’s. How did she view and describe these events – for
example, the murder of Emmitt Till, the sit-in protests, the voter registration drive
in Mississippi, Ku Klux Klan activities and the assassination of Medgar Evars and
2
others? In general, what do her descriptions tell you about the struggle for civil
rights?
5. What did you think of this book? Did you like it/ not like it? Explain why.
Writing Instructions:
1. Use the above questions/topics as your paper outline and answer them in the
order they are presented.
2. Use some common sense in how much you write on each topic. The general
overview of the book, for example, can be covered in one relatively brief
paragraph. Other topics may require more extensive coverage. The main body of
your paper should focus on topics 2-4. You should explore those thoroughly and
back up any general comments with specific details that illustrate and support
them. Topics 1 and 5 should be about a paragraph in length.
3. Although I don’t grade in terms of the length of the paper, under most
circumstances I would expect a paper somewhere within the range of 4-5 pages.
As a general rule, it’s better to write more than less.
4. The paper must be typed using a standard word processing program, double-
spaced using norm ...
1
Institutional Assessment Report
2012-13
The primary purpose for assessment is the assurance and improvement of student learning and
development; results are intended to inform decisions about course and program content, delivery,
and pedagogy. The Institutional Assessment Report summarizes annual assessment processes,
results and success indicators at the program, co-curricular, core and institutional levels.
I. Program assessment
A total of 117 degree and certificate programs and 13 co-curricular units assessed student learning
in 2012-13. Assessment reports reside in the Assessment Reporting Management System (ARMS).
Most programs measured multiple learning outcomes and used multiple measures. Direct measures
examine or observe student knowledge, skills, attitudes or behaviors. The most frequently used
direct measures in undergraduate programs are written assignments and locally developed exams,
tests or quizzes. Commonly used direct measures in graduate programs include oral presentations
or exhibition, research papers/projects, and locally-developed exams, tests or quizzes (Table 1).
Table 1: Percent of Academic Programs Reporting Direct Measures in ARMS
Undergraduate Graduate
N = 52 N = 65 (3 certificate)
Standardized instruments 29% 14%
Locally-developed
exam/test/quiz
40% 40%
Essay question on exam 29% 17%
Pre- and post-measures 10% 3%
Written assignment 42% 32%
Portfolio 4% 12%
In-class discussions 10% 11%
Oral presentation or
exhibition
23% 51%
Thesis / Dissertation 32%
Simulations 4% 2%
Formal evaluation of practical
skills
12% 22%
Research paper/project 25% 40%
Final Project 29% 14%
Other 17% 14%
2
Indirect measures evaluate perceived learning, and may be used to supplement direct measures.
Surveys are commonly used indirect measures; in graduate education, student self-assessments are
most frequently used (Table 2).
Table 2: Percent of Academic Programs Reporting Indirect Measures in ARMS
Undergraduate Graduate
Surveys 17% 11%
Interviews or focus groups 2% 2%
Data indicators (job
placement, admission to
graduate education)
4% 9%
Comparisons with peers 4% 3%
Student Self-Assessment 2% 15%
Other 4% 8%
Co-curricular programs, especially those in the Division of Student Affairs, are more likely to
assess student learning and development through self-report (surveys and student self-assessments)
than through direct measures (Tables 3 and 4).
Table 3: Percent of Co-curricular Units1 Reporting Direct Measures in ARMS
(N = 13)
Reflection 15%
Academic written assignment/Research
questions
23%
Exam 8%
Oral presentation 8%
Observations 23%
Supervisor ratings 15%
Performance reviews 8%
Other 31%
Table 4: Percent of Co-curricular Units1 Reporting Indirect Measures in ARMS
Surveys 69%
Student Self-Assessment 62%
Data Indicators 8%
Benchmarks/Compa ...
1 Introduction Screen Narrator As part of the commSilvaGraf83
1
Introduction Screen
Narrator: As part of the committee for the prevention of sexual harassment, you have been
asked to investigate a case involving a new intern from the project team and her boss. The
intern, Joanna, has not directly approached you. The case has been reported by a co-
worker, Jenna, who is also part of the project team. The committee comprising Sarah,
Ashley, and you must debate and discuss and arrive at a conclusion.
Scene 1
Conversation between you and Jenna
You: Jenna, you are here to complain about Mike harassing Joanna. Would you please tell
us what exactly happened?
Jenna: Joanna is interning with Mike’s team. Last week Mike sent her an email on her official
email ID, asking her to go out to dinner with him.
You: How did you know of this?
Jenna: Our names are spelt nearly the same and Mike mixed up our email IDs. The email
that was meant for Joanna ended up in my inbox.
You: How do you know it was not meant for you?
Jenna: When Mike realized his mistake, he walked up to me and apologized. He requested
me to delete the email and not discuss the incident with anybody.
Narrator: Is this a case of sexual harassment?
A. Yes
B. No
C. Can’t be sure
If your answer is option A, go to Scene 2
If your answer is option B, go to Scene 3
If your answer is option C, go to Scene 4
Scene 2
Conversation between you, Ashley, and Sarah
You: This looks like a case of sexual harassment to me. What do you think?
Ashley: Wait a minute! How do you know there was no consent?
Sarah: I agree. Asking a colleague out for dinner is not sexual harassment.
Narrator: Continue the investigation, go to Scene 5
Scene 3
Conversation between you, Ashley, and Sarah
2
You: I don’t think this is a case of sexual harassment at all. What is wrong in asking a
colleague out for dinner?
Sarah: Nothing wrong at all as long as both parties have consented to it.
Ashley: That’s correct! We must investigate if Joanna had agreed to go out with Mike.
Narrator: Continue the investigation, go to Scene 5
Scene 4
Conversation between you and Sarah
You: I don’t think we have enough evidence that this is a case of sexual harassment. What if
Joanna had consented to go out on a dinner date with Mike?
Sarah: Absolutely! We need to dig deeper here.
Narrator: Continue the investigation, go to Scene 5
Scene 5
Conversation between you, Jenna, Ashley, and Sarah
You: Jenna, asking someone out for a date is not a case of sexual harassment.
Jenna: Joanna refused to go out with Mike.
Ashley: Oh! So that rules out the sexual harassment angle entirely.
Sarah: Not quite! We need to see if Mike continued to pursue Jenna or pressurize her in any
way.
Narrator: Who do you think is correct?
A. Ashley
B. Sarah
If your answer is option A, go to Scene 6
If your answer is option B, go to Scene 7
Scene 6
Conversation between you and Sarah
You: I agree with you, Ashley. Joanna refused ...
1 IT 140 A Mini History of Text-Based Games TextSilvaGraf83
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IT 140 A Mini History of Text-Based Games
Text-based games were the predecessor to the reality-based video games we play today. They were
"interactive fiction" where words came to life as players read text and made decisions about what to do.
These text-based games simulated environments where players used text commands to control their
characters and influence the gaming environment.
Imagine a current action-adventure video game where, instead of using a controller or touchscreen to
give your character directions, you enter text on a command line. There are no graphics on the screen,
forcing you to use your imagination. Commands you enter might be “open door”, “go west”, or “fight
troll”. These commands change the way the story plays out.
While it may be hard to imagine a video game without any videos, these text games were very popular
in the 70s and 80s. Many programmers and computer technicians played role-playing board games, like
Dungeons and Dragons, with their friends. A text-based game allowed them to take their adventures to
the digital realm. They could play their games on the mainframes at work, submitting commands with a
teleprinter and receiving the output on paper.
T100S Teleprinter by Jens Ohlig under CC BY-SA 2.0
https://commons.wikimedia.org/wiki/File:T100S_teleprinter.jpg
https://www.flickr.com/people/[email protected]
https://creativecommons.org/licenses/by-sa/2.0/deed.en
2
Eventually, monochrome monitors allowed players to see their input and output in real time, right
before their eyes. Players were able to enjoy playing Lunar Lander and Star Trek using displays like the
following:
GT40 Lunar Lander by Brouhaha under CC BY-SA 3.0
Star Trek Text Game by James Gibbon under CC BY-SA 3.0
You can still find playable versions of these games online, such as Lunar Lander, Star Trek, and Zork.
They will help you see how far game development has come. (Note: Links may change over time. Search
for the game name and “simulator”.)
In this class, you will have the opportunity to create your own version of a text-based game. You will be
able to see your code come to life as it becomes interactive. Through the use of conditionals and loops,
you will be able to guide adventurers through your world in the same way these early text-based games
did several decades ago.
https://commons.wikimedia.org/wiki/File:GT40_Lunar_Lander.jpg
https://en.wikipedia.org/wiki/User:Brouhaha
https://creativecommons.org/licenses/by-sa/3.0/deed.en
https://commons.wikimedia.org/wiki/File:Star_Trek_text_game.png
https://en.wikipedia.org/wiki/User:Jamesgibbon
https://creativecommons.org/licenses/by-sa/3.0/deed.en
http://www.lunarmissionsimulator.com/
http://mtrek.com/play-now/
http://www.web-adventures.org/cgi-bin/webfrotz?s=ZorkDungeon
3
References
McIntosh, J. (2018, July 20). A brief history of text-based games and open source. Opensource.com.
https://opensource.com/article/18/ ...
1 Introduction The purpose of studying the raw SilvaGraf83
1
Introduction
The purpose of studying the raw materials for myself includes exploring, discovering, and
gathering as much information as possible, which I may use to portray and explain my life. Every
person has different perceptions, characters, and personalities. These unique characteristics
influence the type of life and behavior that a person has. The raw materials for myself that I will
address in this paper include my strengths, potential strengths, faults, bad habits, interests, desires,
passions, personality, and core values. These raw materials will guide me in life and will ensure
that I live a fulfilling presence as much as I can.
Raw Materials
Strengths
Most of the time, people assume that they know their strengths. I also believed that I knew
mines. However, it was mandatory to perform a test that would indicate the reality. I followed the
link provided in the assignment description and requirements. It redirected me to "Free Aptitude
Test for Strengths and Weaknesses [Full]." Another link provided by the instructor shifted me to
the "Assessment: Find Your Strengths" website. I answered the questions presented on the two
websites and received the results indicating my strengths. I also sought the feedback of my friends
about my strengths. That would enable me to compare their input and the outcomes I received
from the tests.
From the assessments, my most significant strength was curiosity. I scored 100% for this
strength. Curiosity is the zeal to keep on learning and dealing with challenging situations, in this
case. The assessment results indicated that I am always actively involved in all the projects as
much as possible. It also suggests that I love learning. I expose myself to new fields of learning
and a unique knowledge environment to keep my knowledge growing. The test results also
indicated that I prefer learning by teaching others and associating with people who enjoy learning.
The second-ranked strength was balance. It had a score of 94%. The outcomes of this
questionnaire indicated that I always love time management, and I push for it whenever I am. The
results also showed that I am not too fond of order, and I try my best to restore order in chaotic
situations. And I consider that it is accurate.
My third strength, as revealed by the assessment results, was communication. The results
showed that I am a good listener, and I volunteer to help in fostering engaging presentations.
Moreover, I am an excellent public orator, and I love promoting communication in my
relationships.
2
My fourth strength was teamwork. It had a score of 94%. The results of the assessment
indicate that I organize my life to my close relationships. It also suggested that I value loyalty;
therefore, I have a high likelihood of maintaining the same connections in my life. Additionally, it
indicated that I build genuine trusting relationships with the critical p ...
1 Lab Title Physical Geography of the Big islandSilvaGraf83
1
Lab Title Physical Geography of the Big
island of Hawai’i
What is this
lab all
about?
Lab Worth
You explore the volcanoes, landforms, climate, and vegetation of
Hawai’i in a geovisualization, as well as view a traditional lecture on the
concepts of geography that influence the Big Island of Hawai’i
The points you accumulate for correct answers count towards your
grade. Incorrect answers do not hurt your grade.
Computer
program
used in this
lab
You will be given instructions later on how to download the
geovisualization of the Big Island in a page in Canvas in the
Welcome module. In this program, you are a virtual character able to
wander around the Big Island.
Introductory
video
The canvas page where you downloaded this file also has a link to an
introductory video. The material in that video is a brief synopsis of what
is in this PDF document.
SQ general
studies
criteria
Students analyze geographical data using the scientific method, keeping
in mind scientific uncertainty. Students also use mathematics in
analyzing rates to change in the landscape.
Table of Contents for this PDF File
1. Preface: What makes the Big Island so special in physical geography? Page 2
2. Overview of lab activities
4
Lab Stage A. Helpful background material related to the lab
6
Lab Stage B Exploration: Making some basic observations related to the
physical geography of the Big Island
24
Lab Stage C Investigation: more detailed analysis of the physical geography
of the Big Island
42
Lab Stage D synthesis: A short essay whose goal rests in you bringing
together your thoughts on the physical geography of the Big Island of
Hawai’i.
63
2
1. Preface: Physical Geography of the Big island of Hawai’i
The Big Island of Hawai’i is a special place for physical geographers to study.
There exists such a wide range of climates, all while the geology of basalt lava rock type
remains pretty constant. For example, warm desert conditions exist on the western sides
of the Hualalai, Mauna Kea, and Kohala shield volcanoes, and cold desert conditions on
top of Mauna Kea and Mauna Loa volcanoes. Physical geographers have studied
everything from coastal erosion to incision of stream valleys using the variety of
conditions on the Big Island. Since physical geographers typically love field work, a plus
is the lack of poisonous snakes.
Unlike other sciences that task you with analyzing one focused field such as cellular
biology, inorganic chemistry, or physics – physical geography concentrates on six
general areas of science to try to understand better the great variety of environmental
conditions that exist at Earth’s surface. Physical Geography was the world’s first
environmental science field, well before everything split off, and it remains focused on
interconnections as displayed in the following diagram.
3
Components ...
1
CDEV 108 Foundations Assignment
50 points
For this assignment, you may work alone or with one classmate. Using the California
Preschool Learning Foundations, students will complete an assignment which focuses on
practical application of The Foundations.
What are the Foundations? “The California Preschool Learning Foundations outline key
knowledge and skills that most children can achieve when provided with the kinds of
interactions, instruction, and environments that research has shown to promote early
learning and development. The foundations can provide early childhood educators,
parents, and the public with a clear understanding of the wide range of knowledge and
skills that preschool children typically attain when given the benefits of a high-quality
preschool program. “
Description taken from the CA Dept. of Ed. website on August 25, 2015 from:
http://www.cde.ca.gov/sp/cd/re/psfoundations.asp
Focus of each volume: Each of the volumes focuses on a different domain or area of
development:
Where to find The Foundations: Access to The Foundations can be found online at
http://www.cde.ca.gov/sp/cd/re/psfoundations.asp. You can google the wording
California Preschool Learning Foundations to also get this information. Hardcopies will be
on reserve in The Teacher Resource Room (ArtB 313) during their hours of operation.
Assignment Directions: Students will locate (or design) a toy for a 4-5 year old
preschooler that will help them develop age appropriate developmental skills (language,
cognitive, physical, and/or social/emotional).
You may receive up to 10 extra credit points if you make the toy. (5 points each if you
have a partner). If you make the toy, please bring it to class when the assignment is due.
Make a handout that includes the following information:
A. Take a picture of your toy (or provide a photo from the Internet or magazine) and
include this picture in your handout. NO computer/screen type of toys or
Volume 1:
Social-Emotional Development
Language and Literacy
English-Language Development
Mathematics
Volume 2:
Visual and Performing Arts
Physical Development
Health
Volume 3:
History-Social Science
Science
http://www.cde.ca.gov/sp/cd/re/psfoundations.asp
2
commercialized toys (ie: Barbie, Mickey Mouse, etc.) will be accepted. Your activity
can be one that is explored indoors or outdoors.
B. State the toy’s name.
C. State the age for which you will focus on for this assignment. Your answer will
determine which column (in the books) you will use for this assignment.
D. Directions: State possible ways that a child might use or explore the toy.
E. Explain how this toy is developmentally appropriate for preschoolers. It should be
visually appealing, non-toxic, non-breakable, neutral, re-useable, non-biased
material. The toy should meet a child’s needs and purposes, consider their social
and cultura ...
1 Code of Ethics Linear Presentation Template You SilvaGraf83
1
Code of Ethics: Linear Presentation Template
You can think of your Code of Ethics as two documents in one:
Firstly, the inner core of your document is: your Code of Ethics proper. This lays out
the rules and behaviours expected of employees. This element of your document
should NOT use any in-text referencing to support the statements made. You
are creating rules, and not copying these from elsewhere. To use in-text referencing
undermines the rule-like status of the statements produced.
Secondly, wrapped around the inner core: a discussion document which allows you
to evidence your research and learning on the topic of Codes of Ethics/Codes of
Conduct. Here, you should use in-text referencing to support your discussion of the
core concepts for this assignment:
Discrimination
Exploitation
Corruption
Dishonest and Fraudulent Behaviour
Whistleblower Protections
Enforcement
The document you submit should make it apparent to your reader, which sections of
the document are discussion (including citations); and which sections lay down the
rules for the company employees (free of citations).
This is one of two Template documents, offering a method to separate out the two
document functions.
Codes of Conduct
This is all you need to write by way of ‘Introduction’ to your assignment.
Write a short paragraph, no more than c. 200 -250 words, that shows you know what
a Code of Ethics (or Code of Conduct) is and what a company Code of Ethics is
supposed to do. Use in-text referencing to some academic articles, to show the
reading you have been doing on this topic.
Discrimination
Discrimination: Discussion
Brief discussion (one short paragraph, no more than 150 – 200 words) that defines
the concept of Discrimination as a moral term. Use in-text referencing to support
your definition. Provide one or two examples of workplace acts that would amount to
discrimination. (Your examples may briefly mention facts you have learned through
the Case Study.)
2
Discrimination: Code of Ethics
You can lay out rules for behaviour for the employees of Flight Centre: things they
are allowed to do, and actions that are not permitted. If you like, you can use dot
points to lay out your rules:
Employees must show respect for other persons in the workplace;
During the recruitment process, employees must do ……. and not do …..
etc.
Note: the Code of Ethics section should NOT provide in-text referencing. You are
creating rules, and not copying these from elsewhere. To use in-text referencing
undermines the rule-like status of the statements produced
Exploitation
Exploitation: Discussion
Section follows the same procedure as for ‘Discrimination’: short paragraph of
definition plus examples of behaviours to be ruled out by your Code of Ethics. In-text
citations are advisable
Exploitation: Code of Ethics
Avoid in-text referencing for this section.
Corruption
Section fo ...
1 Kilimanjaro is a snow-covered mountain 19,710 feet hiSilvaGraf83
1
Kilimanjaro is a snow-covered mountain 19,710 feet high, and is said to be the highest mountain in Africa.
Its western summit is called the Masai "Ngaje Ngai," the House of God. Close to the western summit there
is the dried and frozen carcass of a leopard. No one has explained what the leopard was seeking at that
altitude.
The Snows of Kilimanjaro
By Ernest Hemingway, 1938
THE MARVELLOUS THING IS THAT IT S painless," he said. "Tha 's ho o kno
when it starts."
"Is it really?"
"Absolutely. I'm awfully sorry about the odor though. That must bother you."
"Don't! Please don't."
"Look at them," he said. "Now is it sight or is it scent that brings them like that?"
The cot the man lay on was in the wide shade of a mimosa tree and as he looked out past
the shade onto the glare of the plain there were three of the big birds squatted obscenely,
while in the sky a dozen more sailed, making quick-moving shadows as they passed.
"They've been there since the day the truck broke down," he said. "Today's the first time
any have lit on the ground. I watched the way they sailed very carefully at first in case I
ever wanted to use them in a story. That's funny now.""I wish you wouldn't," she said.
"I'm only talking," he said. "It's much easier if I talk. But I don't want to bother you."
"You know it doesn't bother me," she said. "It's that I've gotten so very nervous not being
able to do anything. I think we might make it as easy as we can until the plane comes."
"Or until the plane doesn't come."
"Please tell me what I can do. There must be something I can do.
"You can take the leg off and that might stop it, though I doubt it. Or you can shoot me.
You're a good shot now. I taught you to shoot, didn't I?"
"Please don't talk that way. Couldn't I read to you?"
2
"Read what?"
"Anything in the book that we haven't read."
"I can't listen to it," he said." Talking is the easiest. We quarrel and that makes the time
pass."
"I don't quarrel. I never want to quarrel. Let's not quarrel any more. No matter how
nervous we get. Maybe they will be back with another truck today. Maybe the plane will
come."
"I don't want to move," the man said. "There is no sense in moving now except to make it
easier for you."
"That's cowardly."
"Can't you let a man die as comfortably as he can without calling him names? What's the
use of clanging me?"
"You're not going to die."
"Don't be silly. I'm dying now. Ask those bastards." He looked over to where the huge,
filthy birds sat, their naked heads sunk in the hunched feathers. A fourth planed down, to
run quick-legged and then waddle slowly toward the others.
"They are around every camp. You never notice them. You can't die if you don't give up."
"Where did you read that? You're such a bloody fool."
"You might think about some one else."
"For Christ's sake," he said, "that's been my trade."
He lay then and was quiet for a while and looked across the ...
1
Assignment 2 Winter 2022
Problem 1
Assume you have the option to buy one of three bonds. All have the same degree of default risk
and mature in 15 years. The first is a zero-coupon bond that pays $1,000 at maturity. The
second has a 7 percent coupon rate and pays the $70 coupon once per year. The third has a 9
percent coupon rate and pays the $90 coupon once per year.
a. If all three bonds are now priced to yield 8 percent to maturity, what are their prices?
b. If you expect their yields to maturity to be 8 percent at the beginning of next year, what will
their prices be then? What is your before-tax holding period return on each bond? If your tax
bracket is 30 percent on ordinary income and 20 percent on capital gains income, what will
your after-tax rate of return be on each? Assume you do not sell the bonds.
c. Recalculate your answer to (b) under the assumption that you expect the yields to maturity on
each bond to be 7 percent at the beginning of next year.
d. Re-do the calculations in parts b and c above, assuming you will sell the bonds at the end of the
year.
Problem 2
A University endowment fund has sought your advice on its fixed-income portfolio strategy.
The characteristics of the portfolios current holdings are listed below:
Market
Credit Maturity Coupon Modified Value of
Bond Rating (yrs.) Rate (%) Duration Convexity Position
A Cnd. Govt. 3 0 2.727 9.9 $30,000
B A1 10 8 6.404 56.1 $30,000
C Aa2 5 12 3.704 18.7 $30,000
D Agency 7 10 4.868 32.1 $30,000
E Aa3 12 0 10.909 128.9 $30,000
$150,000
a) Calculate the modified duration for this portfolio.
b) Suppose you learn that the modified duration of the endowment’s liabilities is 6.5 years.
Identify whether the bond portfolio is: i) immunized against interest rate risk, ii) exposed to net
price risk, or iii) exposed to net re-investment risk. Briefly explain what will happen to the net
position of the endowment fund if in the future there is a significant parallel upward shift in the
yield curve.
c) Your current active view for the fixed income market over the coming months is that Treasury
yields will decline and corporate credit spreads will also decrease. Briefly discuss how you
could restructure the existing portfolio to take advantage of this view.
2
Problem 3
A 20-year maturity bond with a 10% coupon rate (paid annually) currently sells at a yield to
maturity of 9%. A portfolio manager with a 2-year horizon needs to forecast the total return on
the bond over the coming 2 years. In 2 years, the bond will have an 18-year maturity. The analyst
forecasts that 2 years from now, 18-year bonds will sell at yield to maturity of 8%, and that
coupon payments can be reinvested in short-term securities over the coming 2 years at a rate of
7%.
a) What is the 2-year return on the bond
b) What will be the rate of return the manager forecasts that in 2 years the yiel ...
1
COU 680 Adult Psychosocial Assessment Sabrina
Date of appointment: Today Time of appointment: 5:00 pm
Client Name: Sabrina Hinajosa Age: 29 DOB: 3/23/89
Gender: Male Female Transgender Preferred Name/Nickname: N/A
Ethnicity: Hispanic Non‐Hispanic Race: Caucasian
Current Marital/Relationship Status: Single Married Divorced Widowed Domestic Partnership
Name of Person completing form: Sabrina Relationship to client: Self
PRESENTING PROBLEM (Briefly describe the issues/problems which led to your decision to seek therapy services):
I recently lost my mother-in-law to a sudden heart attack immediately prior to the recent hurricane. Within a matter
of a single day I lost the mother figure in my life, was evacuated from my home, and had a hurricane destroy parts
of my house. I’m completely overwhelmed, sad, and angry at the world.
How severe, on a scale of 1‐10 (with 1 being the most severe), do you rate your presenting problems?
MOST SEVERE 1 2 3 4 5 6 7 8 9 10 LEAST SEVERE
PRESENTING PROBLEM CATEGORIZATION: (Please check all the apply and circle the description of symptom)
Symptoms causing concern, distress or impairment:
Change in sleep patterns (please circle): sleeping more sleeping less difficulty falling asleep
difficulty staying asleep difficulty waking up difficulty staying awake
Concentration: Decreased concentration Increased or excessive concentration
Change in appetite: Increased appetite Decreased appetite
Increased Anxiety (describe): I have a lot of fear of the unknown. Everything feels out of my control.
Mood Swings (describe): I’m irritable all of the time. I go back and forth between extreme bouts of sadness
and complete anger and rage at the situation. The only place I feel calm is with my kids
and only because I really focus on making sure they are ok.
Behavioral Problems/Changes (describe): I struggle to stay focused on anything other than taking care of
my kids. I feel aimless and purposeless and have stopped putting forth much effort at work or in our home.
Everything just seems both overwhelming and pointless.
Victimization (please circle): Physical abuse Sexual abuse Elder abuse Adult molested as child
Robbery victim Assault victim Dating violence Domestic Violence
Human trafficking DUI/DWI crash Survivors of homicide victims
Other:
2
Other (Please describe other concerns):
How long has this problem been causing you distress? (please circle)
One week One month 1 – 6 Months 6 Months – 1 Year Longer than one year
How do you rate your current level of coping on a scale of 1 – 10 (with 1 being unable to cope)?
UNABLE TO COPE 1 2 3 4 5 6 7 8 9 10 ABLE TO COPE
EMPLOYMENT:
Currently Employed? Yes No If employed, what is your occupation? Bank teller
Where are you working? XYZ Bank
How long? 3 Days/Months/Years
Do you enjoy your current job? Yes No What do you like/ ...
1 Literature Review on How Biofilm Affect theSilvaGraf83
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Literature Review on How Biofilm Affect the Patient Recovery at the Hospital
Student’s Name
Professor’s Name
Course Name
Date
2
Introduction
Regulating biofilms for injury and insertion can have a variety of adverse effects on
patient well-being, including delayed recovery and implant evacuation. Biofilm drugs currently
do not completely destroy or prevent microbial colonization, indicating the need for further
research. The final review of drugs for biofilms focuses on components of nanotechnology-based
drug delivery, combination therapy, and coupling repair. Ultrasonic cleaning and hydrogels, as
well as recent improvements in incorporation, have great potential for use in discrete trauma and
medicine applications. This study reviews various literatures on the development of
microorganisms in biofilms and how it affects patient recovery at the hospital.
Patients with biofilms wounds excrete various microbes from their own skin and current
state, and if they receive hospitalization for treatment, they are likely to receive MRE and HAI
from surfaces, patients, staff, and emergency department equipment (Wu et al., 2018). This
literature states that such patients have high levels of biofilm contamination for biofilm reduction
applications in consuming patients include silver and various metals. Other elements indicating
this condition include disinfectants, hydrogels, light and sonic treatments to initiate atomic
sensitization to deliver dynamic oxygen (Wu et al., 2018). Small particles of these contaminants
allow penetration into the dividing layer of cells, glycans, lactobacilli and treatment with phages.
Other scholars such as Muhammad et al. (2020) and Barzegari et al. (2020) assert that the
accumulation of microorganisms can be immobile and live and attached to the surface. The
regimen of this group of people is not the same as that of planktonic development, where
microorganisms are isolated and flexible in environment (Muhammad et al., 2020). Cecillus cells
differ from planktonic cells in their morphology, physiology and qualitative articulation. The
ability to adhere to and thrive on surfaces such as biofilms is a gradual survival process that
3
allows microorganisms to colonize the zone (Muhammad et al., 2020). Microbes are constantly
changing from planktonic aggregates to sedentary ones. This variety of conditions is key for cells
as they allow rapid changes in their natural state.
Wound swelling can be characterized as the ability of microorganisms to thrive when
antimicrobial compounds are present in the climate. The obstructive component is hereditary and
prevents the antitoxin from working for its purpose (Barzegari et al., 2020). This literature
indicates that the term resistance should be used for microbes that may be caused by high-class
antibiotics but whose development is delayed. This element, which explicitly describes the life ...
1
Canterbury Tales
(c. 12th century)
What do I need to read?
“The Canterbury Tales General Prologue”
“The Miller’s Prologue and Tale”
“The Wife of Bath’s Prologue and Tale”
“The Pardoner’s Prologue and Tale”
Who is the author?
Geoffrey Chaucer (1343 – 1400). Called the Father of the English Language as well
as the Morning Star of Song, Geoffrey Chaucer, after six centuries, has retained
his status as one of the three or four greatest English poets. He was first to
commit to lines of universal and enduring appeal a vivid interest in nature, books,
and people.
As many-sided as Shakespeare, he did for English narrative what Shakespeare did
for drama. If he lacks the profundity of Shakespeare, he excels in playfulness of
2
mood and simplicity of expression. Though his language often seems quaint, he was
essentially modern. Familiarity with the language and with the literature of his
contemporaries persuades the most skeptical that he is nearer to the present than
many writers born long after he died.
---Courtesy of Compton’s Learning Company
Background Lecture
Chaucer’s father, an influential wine merchant, was able to secure Geoffrey a
position as a page in a household connected to King Edward III. Chaucer’s duties as
a page were humble, but they allowed him the opportunity to view the ruling
aristocracy, thus broadening his knowledge of the various classes of society. While
serving in the English army, Chaucer was captured and held prisoner in France.
After his release, he held a number of government positions.
While in his twenties, Chaucer began writing poetry, and he continued to write
throughout his life. Over the years, his writing showed increasing sophistication
and depth, and it is recognized as presenting penetrating insights into human
character. In The Canterbury Tales, critics say that the author shows an absolute
mastery of the art of storytelling.
The Canterbury Tales are also said to present “a cavalcade of fourteenth-century
English life” because on this pilgrimage to Canterbury the reader gets to meet a
cross-section of the people from Chaucer’s time.
Canterbury, located about fifty miles southeast of London, was a favorite
destination for pilgrims. In fact, Chaucer himself made a pilgrimage there. While
he did not set out on the pilgrimage looking for material to use in his writing, he
was so impressed by the mix of company that he had met at the Tabard Inn that
he was inspired to write what was to become his masterpiece.
3
Selected Canterbury Tales Terms and Definitions
Allegory - a story that represents abstract ideas or moral qualities. As such, an
allegory has both a literal level and a symbolic level of meaning. Example: Gulliver’s
Travels.
Allusion - a reference to a person, place, poem, book, or movie outside of the story
that the author expects the reader will recognize.
Fable - ...
1 Math 140 Exam 2 COC Spring 2022 150 Points SilvaGraf83
1
Math 140 Exam 2
COC Spring 2022
150 Points
Question 1 (30 points)
Match the following vocabulary words in the table below with the corresponding definitions.
Confidence Interval Hypothesis Test Standard Error Alternative Hypothesis
Randomized Simulation Random Sample Random Assignment Random Chance
Population Sampling Variability Significance Level Type II Error
One-Population Mean
T-Test Statistic
Quantitative Data One-Population
Proportion Z-Test
Statistic
Categorical Data
Critical Value Statistic Parameter Census
Type I Error Bootstrap Distribution Margin of Error Beta Level
Bootstrapping Null Hypothesis P-value Point Estimate
a. A number we compare our test statistic to in order to determine significance. In a sampling
distribution or a theoretical distribution approximating the sampling distribution, the critical
value shows us where the tail or tails are. The test statistic must fall in the tail to be significant.
b. Also called the Alpha Level. If the P-value is lower than this number, then the sample data
significantly disagrees with the null hypothesis and is unlikely to have happened by random
chance. This is also the probability of making a type 1 error.
c. A statement about the population that does not involve equality. It is often a statement about a
“significant difference”, “significant change”, “relationship” or “effect”.
d. The collection of all people or objects you want to study.
e. A number calculated from sample data in order to understand the characteristics of the data.
f. When biased sample data leads you to support the alternative hypothesis when the alternative
hypothesis is actually wrong in the population.
g. Another word for sampling variability. The principle that random samples from the same
population will usually be different and give very different statistics.
h. Data in the form of numbers that measure or count something. They usually have units and
taking an average makes sense.
i. Taking many random samples values from one original real random sample with replacement.
j. Collecting data from everyone in a population.
2
k. Collecting data from a population in such a way that every person in the population has an
approximately equal chance of being chosen. This technique tends to give us data with less
sampling bias.
l. The probability of getting the sample data or more extreme because of sampling variability (by
random chance) if the null hypothesis is true.
m. The sample proportion is this many standard errors above or below the population proportion in
the null hypothesis.
n. Take a group of people or objects and randomly put them into two or more groups. This is a
technique used in experiments to create similar groups. Similar groups help to control
confounding variables so that the scientist can prove cause and effect.
o. Data in the form of labels that tell us something about the people ...
1 Lessons from the past How the deadly second waveSilvaGraf83
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Lessons from the past: How the deadly
second wave of the 1918 ‘Spanish flu’
caught Dallas and the U.S. by surprise
Health concerns about the 2020 coronavirus pandemic are rooted in the
catastrophic second wave of the 1918 pandemic, which hit between
September and November of that year.
By David Tarrant
9:00 AM on Jul 3, 2020
https://www.dallasnews.com/news/2020/07/03/lessons-from-the-past-how-the-deadly-second-
wave-of-the-1918-spanish-flu-caught-dallas-and-the-us-by-surprise/
Illustration by staff artist Michael Hogue.(Michael Hogue / Michael Hogue illustration)
As August gave way to September of 1918, few people were thinking about the
influenza that would soon sweep across Texas and the rest of the country with the speed and
deadly ferocity of a firestorm.
There had been a relatively mild version of the virus in the spring of that year, mostly
affecting troops mobilizing to go off to World War I over in Europe. But by summer the disease
known at the time as the Spanish flu had been largely forgotten.
The front pages of The Dallas Morning News were dominated by news of American troops
pouring into Europe for what would come to be known as World War I.
But that would quickly change. By the end of September, a second wave of the flu, far
deadlier, would sweep across the country, hitting Dallas and other large cities hard.
When health experts worry about the course of the 2020 coronavirus pandemic, they
often look back at the second wave of the 1918 pandemic, between September and November,
https://www.dallasnews.com/author/david-tarrant
2
when influenza cases overwhelmed hospitals and medical staffs across the country and the dead
piled up faster than they could be buried.
In Dallas that year, the city’s chief health officer, A.W. Carnes, waved off the fast-
approaching pandemic as not much more than the common cold. In a major blunder, he permitted
a patriotic parade in late September that attracted a cheering crowd of thousands jammed
together downtown.
Cases of influenza promptly spiked.
The second wave would produce most of the deaths of the pandemic, which experts now
estimate at 50 million to 100 million worldwide. In the United States, 675,000 people died from
the virus.
The Dallas Morning News on Sept. 27, 1918, reported the rapid spread of the Spanish flu. Despite the worsening
conditions, Dallas medical officials hesitated to impose restrictions on public gatherings for more than two weeks.
As it did then, the world is struggling with a virus for which there is no vaccine. COVID-19,
the sickness caused by the new coronavirus, has advanced unabated around the world since it first
appeared in China late last year. By the end of June, the number of deaths worldwide exceeded
500,000.
Like the Spanish flu in 1918, the new coronavirus isn’t showing signs of fading away
anytime soon. Texas ended June with alarm lights flashing as new COVID-19 cases set records
daily ...
1 Lockheed Martin Corporation Abdussamet Akca SilvaGraf83
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Lockheed Martin Corporation
Abdussamet Akca
Lockheed Martin Corporation
To: Jack Harris
From: vice president governmental affairs
Date:15 February 2021
Sub: under Lockheed Martin Corporation (overview)
2
I am here to state that this is the overview of Lockheed Martin Corporation and Jack
Harris is the CEO of the consulting firm consulted by the CEO of Lockheed Martin Corporation,
crisis consulting.
Business profile
In the contemporary world, there are many challenges facing companies in different
industries in both developed countries and undeveloped countries. There is a great need to
understand the potential risks that may face the business to take care of the shareholder interests,
meet the legitimate consistency, and secure the required resources such as human resources
scholarly and reputational resources. Customers are helped with data by the shareholder value-
added. It also helps in another backup and preparation so that people in the organization are
ready to distinguish risk and so that they can quickly react to crisis consulting (Dove et al.,
2018). The SVAs problem consulting can work with customer administration to identify the
potential turmoil that Lockheed martin corporation is likely to face. The understanding of using
fitting systems and methodologies and the advancement of the same make it possible to oversee
and relieve emergencies through computerized systems. It is possible to utilize and outline
recreations by testing setups and arrangements. Through the operational reviews and the
preparation of potential crises in the Lockheed Martin Corporation, one’s status is also protected.
If the problem exceeds, then the SVAs group can react to the expansive scope of the crisis to
develop the best action to solve these crises.
Crisis consulting international has supplied security and crisis administration to different
organizations such as the Christian evangelist. The concern consulting international has been
helping these groups evaluate risk, improve policy creations, site overviews, and arrange training
staff, crisis administration group, meetings management of occasions, among others. Other
3
activities include risk assessment, prioritization of risks, evaluation, and comprehension of
corporate risk profile. Crisis consulting international uses scientific procedures to prepare
customers in perceiving and measuring risks to understand the effect of these risks so that they
can use the available methodologies to oversee risk and avoid it (Davies, 2019). SVA is used in
the business impact assessment process to break down the business with the end goal in mind.
That builds up top to bottom comprehension of recognizing the primary regions primarily
dependent on the company. This audit aims to establish more extensive deterrent ways of risk
arrangements and prepare programs. SVA can also be incorporated with working wit ...
1 Lab 9 Comparison of Two Field Methods in a ScienSilvaGraf83
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Lab 9: Comparison of Two Field Methods in a
Scientific Report/Paper Format
Minimum Content of the Scientific Report
Title
The title should be a brief summary statement about your paper. Your title will be what
is most commonly cited and will be the “target” of topical searches via the internet.
Choose your words carefully. As short and as concise a title as possible is best.
Each student will come up with the title! You might consider waiting until after
completing the report to finalize the title.
Abstract
Think of the abstract as a short summary of your paper that could stand-alone as a
publication. The abstract should include, in order: a summary of the introduction,
methods, results, and discussion. However, you may include only key results and key
discussion points in the abstract. Do not include reference to figures and tables, and
don’t use abbreviations. Don’t include references in the abstract. This is the hardest
section of the paper to write, and should be written after you complete the other
sections.
Minimum of 200 and maximum of 300 words in a single-paragraph format.
Introduction
The introduction should include a detailed explanation about why you are doing the
study, i.e., the basis for your study.
This section should include observations or results from previous studies that support
the basis for your study, but not the results or discussion or conclusions drawn from the
results of your project.
Follow these observations or results from previous studies with the questions or
hypotheses of your study.
The introduction should end with a brief paragraph that summarizes the setting, scope,
and justification or importance of the study. This is a lead-in paragraph to the rest of the
paper.
Minimum of 1/2 page of text in length with one or more paragraphs.
2
Methods
Write the methods in the past tense.
This should be a detailed, step-by-step, description of how you did the study.
Include details on the equipment and materials used (see list below).
Include the approach to data analysis and cite any statistical or other applications used
to input, manage, graph, or analyze the data.
Include citations for any standard or previously published methods used.
Write this section with enough detail that someone else could duplicate your study or
conduct a similar study with only your methods section available.
Include a map showing the location, sampling area, and plot and belt transect in the
sampling area.
Minimum of one page of text in length with multiple paragraphs.
Results
This the “what you got” section.
Write the results in the past tense.
This sections includes any data or results tables and graphs you have.
This is a summary of your key results from data, graphs, and/or results of statistical
analyses.
You are not required to include a statistical analysis(-es).
You ar ...
1 LAB MODULE 5 GLOBAL TEMPERATURE PATTERNS Note PSilvaGraf83
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LAB MODULE 5: GLOBAL TEMPERATURE PATTERNS
Note: Please refer to the GETTING STARTED lab module to learn how to maneuver
through and answer the lab questions using the Google Earth ( ) component.
KEY TERMS
You should know and understand the following terms:
Air temperature Heat index Temperature anomalies
Altitude Kelvin (K) Temperature averages
Ambient temperature Latitude Thermopause
Axial Tilt Maritime effect Thermosphere
Celsius (C) Mesopause Tropopause
Continentality, or
Continental effect
Mesosphere Troposphere
Stratopause Urban heat island
Environmental Lapse Rate Stratosphere Urban heat island effect
Exosphere Structure of the atmosphere Wind chill
Fahrenheit (F) Surface temperature
LAB MODULE LEARNING OBJECTIVES
After successfully completing this module, you should be able to the following
tasks:
Describe the differences between air and surface temperature
Explain heat index and wind chill
Explain the urban heat island effect
Describe the structure of the atmosphere
Describe large scale factors influencing temperature
Describe local factors influencing temperature
2
INTRODUCTION
This lab module explores the global surface and air temperatures of Earth and
Earth’s atmosphere. Topics include the structure of the atmosphere, local and
global factors influencing temperature, and temperature anomalies. The modules
start with four opening topics, or vignettes, which are found in the accompanying
Google Earth file. These vignettes introduce basic concepts of the internal structure
of the Earth. Some of the vignettes have animations, videos, or short articles that
will provide another perspective or visual explanation for the topic at hand. After
reading the vignette and associated links, answer the following questions. Please
note that some links might take a while to download based on your Internet speed.
Expand the INTRODUCTION folder.
Read Topic 1: Surface and Air Temperature
Question 1: How do the surface temperatures of the countries in the
northern latitudes (for example, Canada, Iceland, Norway, and Russia)
compare to those of northern Africa (for example, Algeria, Egypt, Libya,
Morocco, and Sudan)?
A. The temperatures are higher in the northern latitudes during summer
months when net radiation is higher.
B. The temperatures are lower in north Africa during the summer months
when net radiation is higher in northern latitudes.
C. Temperatures are lower in northern latitudes year-round.
D. Temperatures are only lower in the northern latitudes during winter
months.
Read Topic 2: Measuring Temperature
Question 2: Considering water freezes (or alternatively, melts) at 0˚C,
determine from the map which countries or landmasses have an annual
mean temperature around 0˚C.
A. Canada and Norway
B. The United States and the United Kingdom
C. Greenland and Antarctica
D. Russia and Antarctica
3
...
1 Instructions for Coming of Age in Mississippi SilvaGraf83
1
Instructions for Coming of
Age in Mississippi
Due Sunday, April 25th, 2021
Late papers will be penalized. Failure to turn in this assignment will result in
the automatic failure of the class.
Anne Moody’s Coming of Age in Mississippi is an autobiographical presentation of
her life and experiences in the segregationist South during the middle third of the
20th Century. Although Moody was intensively involved in the civil rights
movement of the 1950’s and 1960’s, the real value of her autobiography is that she
describes what it was like to grow up in Mississippi long before she became a civil
rights activist.
Your book essay for Coming of Age in Mississippi should explore and discuss the
following topics and questions:
1. Begin with a brief overview of the book: in general, what is it about, who wrote
it, etc.
2. Moody’s decision to become engaged in the political activism central to the
Civil Rights Movement was a result of her experiences at both work and play
growing up in Mississippi. What kinds of incidents from her life led Moody to
become politically active in the movement? For example, what does she notice
about how she is treated as a black person in Southern white society?
3. Women played an important role in Moody’s life. Using examples from her
autobiography, discuss what Moody learned about race, class and sexual
orientation from the women around her. Who were the most important women in
her life? Discuss each and explain why that person was so important.
4. Moody was a participant and observer of some of the most important historical
events of the 1950’s and 1960’s. How did she view and describe these events – for
example, the murder of Emmitt Till, the sit-in protests, the voter registration drive
in Mississippi, Ku Klux Klan activities and the assassination of Medgar Evars and
2
others? In general, what do her descriptions tell you about the struggle for civil
rights?
5. What did you think of this book? Did you like it/ not like it? Explain why.
Writing Instructions:
1. Use the above questions/topics as your paper outline and answer them in the
order they are presented.
2. Use some common sense in how much you write on each topic. The general
overview of the book, for example, can be covered in one relatively brief
paragraph. Other topics may require more extensive coverage. The main body of
your paper should focus on topics 2-4. You should explore those thoroughly and
back up any general comments with specific details that illustrate and support
them. Topics 1 and 5 should be about a paragraph in length.
3. Although I don’t grade in terms of the length of the paper, under most
circumstances I would expect a paper somewhere within the range of 4-5 pages.
As a general rule, it’s better to write more than less.
4. The paper must be typed using a standard word processing program, double-
spaced using norm ...
1
Institutional Assessment Report
2012-13
The primary purpose for assessment is the assurance and improvement of student learning and
development; results are intended to inform decisions about course and program content, delivery,
and pedagogy. The Institutional Assessment Report summarizes annual assessment processes,
results and success indicators at the program, co-curricular, core and institutional levels.
I. Program assessment
A total of 117 degree and certificate programs and 13 co-curricular units assessed student learning
in 2012-13. Assessment reports reside in the Assessment Reporting Management System (ARMS).
Most programs measured multiple learning outcomes and used multiple measures. Direct measures
examine or observe student knowledge, skills, attitudes or behaviors. The most frequently used
direct measures in undergraduate programs are written assignments and locally developed exams,
tests or quizzes. Commonly used direct measures in graduate programs include oral presentations
or exhibition, research papers/projects, and locally-developed exams, tests or quizzes (Table 1).
Table 1: Percent of Academic Programs Reporting Direct Measures in ARMS
Undergraduate Graduate
N = 52 N = 65 (3 certificate)
Standardized instruments 29% 14%
Locally-developed
exam/test/quiz
40% 40%
Essay question on exam 29% 17%
Pre- and post-measures 10% 3%
Written assignment 42% 32%
Portfolio 4% 12%
In-class discussions 10% 11%
Oral presentation or
exhibition
23% 51%
Thesis / Dissertation 32%
Simulations 4% 2%
Formal evaluation of practical
skills
12% 22%
Research paper/project 25% 40%
Final Project 29% 14%
Other 17% 14%
2
Indirect measures evaluate perceived learning, and may be used to supplement direct measures.
Surveys are commonly used indirect measures; in graduate education, student self-assessments are
most frequently used (Table 2).
Table 2: Percent of Academic Programs Reporting Indirect Measures in ARMS
Undergraduate Graduate
Surveys 17% 11%
Interviews or focus groups 2% 2%
Data indicators (job
placement, admission to
graduate education)
4% 9%
Comparisons with peers 4% 3%
Student Self-Assessment 2% 15%
Other 4% 8%
Co-curricular programs, especially those in the Division of Student Affairs, are more likely to
assess student learning and development through self-report (surveys and student self-assessments)
than through direct measures (Tables 3 and 4).
Table 3: Percent of Co-curricular Units1 Reporting Direct Measures in ARMS
(N = 13)
Reflection 15%
Academic written assignment/Research
questions
23%
Exam 8%
Oral presentation 8%
Observations 23%
Supervisor ratings 15%
Performance reviews 8%
Other 31%
Table 4: Percent of Co-curricular Units1 Reporting Indirect Measures in ARMS
Surveys 69%
Student Self-Assessment 62%
Data Indicators 8%
Benchmarks/Compa ...
1 Introduction Screen Narrator As part of the commSilvaGraf83
1
Introduction Screen
Narrator: As part of the committee for the prevention of sexual harassment, you have been
asked to investigate a case involving a new intern from the project team and her boss. The
intern, Joanna, has not directly approached you. The case has been reported by a co-
worker, Jenna, who is also part of the project team. The committee comprising Sarah,
Ashley, and you must debate and discuss and arrive at a conclusion.
Scene 1
Conversation between you and Jenna
You: Jenna, you are here to complain about Mike harassing Joanna. Would you please tell
us what exactly happened?
Jenna: Joanna is interning with Mike’s team. Last week Mike sent her an email on her official
email ID, asking her to go out to dinner with him.
You: How did you know of this?
Jenna: Our names are spelt nearly the same and Mike mixed up our email IDs. The email
that was meant for Joanna ended up in my inbox.
You: How do you know it was not meant for you?
Jenna: When Mike realized his mistake, he walked up to me and apologized. He requested
me to delete the email and not discuss the incident with anybody.
Narrator: Is this a case of sexual harassment?
A. Yes
B. No
C. Can’t be sure
If your answer is option A, go to Scene 2
If your answer is option B, go to Scene 3
If your answer is option C, go to Scene 4
Scene 2
Conversation between you, Ashley, and Sarah
You: This looks like a case of sexual harassment to me. What do you think?
Ashley: Wait a minute! How do you know there was no consent?
Sarah: I agree. Asking a colleague out for dinner is not sexual harassment.
Narrator: Continue the investigation, go to Scene 5
Scene 3
Conversation between you, Ashley, and Sarah
2
You: I don’t think this is a case of sexual harassment at all. What is wrong in asking a
colleague out for dinner?
Sarah: Nothing wrong at all as long as both parties have consented to it.
Ashley: That’s correct! We must investigate if Joanna had agreed to go out with Mike.
Narrator: Continue the investigation, go to Scene 5
Scene 4
Conversation between you and Sarah
You: I don’t think we have enough evidence that this is a case of sexual harassment. What if
Joanna had consented to go out on a dinner date with Mike?
Sarah: Absolutely! We need to dig deeper here.
Narrator: Continue the investigation, go to Scene 5
Scene 5
Conversation between you, Jenna, Ashley, and Sarah
You: Jenna, asking someone out for a date is not a case of sexual harassment.
Jenna: Joanna refused to go out with Mike.
Ashley: Oh! So that rules out the sexual harassment angle entirely.
Sarah: Not quite! We need to see if Mike continued to pursue Jenna or pressurize her in any
way.
Narrator: Who do you think is correct?
A. Ashley
B. Sarah
If your answer is option A, go to Scene 6
If your answer is option B, go to Scene 7
Scene 6
Conversation between you and Sarah
You: I agree with you, Ashley. Joanna refused ...
1 IT 140 A Mini History of Text-Based Games TextSilvaGraf83
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IT 140 A Mini History of Text-Based Games
Text-based games were the predecessor to the reality-based video games we play today. They were
"interactive fiction" where words came to life as players read text and made decisions about what to do.
These text-based games simulated environments where players used text commands to control their
characters and influence the gaming environment.
Imagine a current action-adventure video game where, instead of using a controller or touchscreen to
give your character directions, you enter text on a command line. There are no graphics on the screen,
forcing you to use your imagination. Commands you enter might be “open door”, “go west”, or “fight
troll”. These commands change the way the story plays out.
While it may be hard to imagine a video game without any videos, these text games were very popular
in the 70s and 80s. Many programmers and computer technicians played role-playing board games, like
Dungeons and Dragons, with their friends. A text-based game allowed them to take their adventures to
the digital realm. They could play their games on the mainframes at work, submitting commands with a
teleprinter and receiving the output on paper.
T100S Teleprinter by Jens Ohlig under CC BY-SA 2.0
https://commons.wikimedia.org/wiki/File:T100S_teleprinter.jpg
https://www.flickr.com/people/[email protected]
https://creativecommons.org/licenses/by-sa/2.0/deed.en
2
Eventually, monochrome monitors allowed players to see their input and output in real time, right
before their eyes. Players were able to enjoy playing Lunar Lander and Star Trek using displays like the
following:
GT40 Lunar Lander by Brouhaha under CC BY-SA 3.0
Star Trek Text Game by James Gibbon under CC BY-SA 3.0
You can still find playable versions of these games online, such as Lunar Lander, Star Trek, and Zork.
They will help you see how far game development has come. (Note: Links may change over time. Search
for the game name and “simulator”.)
In this class, you will have the opportunity to create your own version of a text-based game. You will be
able to see your code come to life as it becomes interactive. Through the use of conditionals and loops,
you will be able to guide adventurers through your world in the same way these early text-based games
did several decades ago.
https://commons.wikimedia.org/wiki/File:GT40_Lunar_Lander.jpg
https://en.wikipedia.org/wiki/User:Brouhaha
https://creativecommons.org/licenses/by-sa/3.0/deed.en
https://commons.wikimedia.org/wiki/File:Star_Trek_text_game.png
https://en.wikipedia.org/wiki/User:Jamesgibbon
https://creativecommons.org/licenses/by-sa/3.0/deed.en
http://www.lunarmissionsimulator.com/
http://mtrek.com/play-now/
http://www.web-adventures.org/cgi-bin/webfrotz?s=ZorkDungeon
3
References
McIntosh, J. (2018, July 20). A brief history of text-based games and open source. Opensource.com.
https://opensource.com/article/18/ ...
1 Introduction The purpose of studying the raw SilvaGraf83
1
Introduction
The purpose of studying the raw materials for myself includes exploring, discovering, and
gathering as much information as possible, which I may use to portray and explain my life. Every
person has different perceptions, characters, and personalities. These unique characteristics
influence the type of life and behavior that a person has. The raw materials for myself that I will
address in this paper include my strengths, potential strengths, faults, bad habits, interests, desires,
passions, personality, and core values. These raw materials will guide me in life and will ensure
that I live a fulfilling presence as much as I can.
Raw Materials
Strengths
Most of the time, people assume that they know their strengths. I also believed that I knew
mines. However, it was mandatory to perform a test that would indicate the reality. I followed the
link provided in the assignment description and requirements. It redirected me to "Free Aptitude
Test for Strengths and Weaknesses [Full]." Another link provided by the instructor shifted me to
the "Assessment: Find Your Strengths" website. I answered the questions presented on the two
websites and received the results indicating my strengths. I also sought the feedback of my friends
about my strengths. That would enable me to compare their input and the outcomes I received
from the tests.
From the assessments, my most significant strength was curiosity. I scored 100% for this
strength. Curiosity is the zeal to keep on learning and dealing with challenging situations, in this
case. The assessment results indicated that I am always actively involved in all the projects as
much as possible. It also suggests that I love learning. I expose myself to new fields of learning
and a unique knowledge environment to keep my knowledge growing. The test results also
indicated that I prefer learning by teaching others and associating with people who enjoy learning.
The second-ranked strength was balance. It had a score of 94%. The outcomes of this
questionnaire indicated that I always love time management, and I push for it whenever I am. The
results also showed that I am not too fond of order, and I try my best to restore order in chaotic
situations. And I consider that it is accurate.
My third strength, as revealed by the assessment results, was communication. The results
showed that I am a good listener, and I volunteer to help in fostering engaging presentations.
Moreover, I am an excellent public orator, and I love promoting communication in my
relationships.
2
My fourth strength was teamwork. It had a score of 94%. The results of the assessment
indicate that I organize my life to my close relationships. It also suggested that I value loyalty;
therefore, I have a high likelihood of maintaining the same connections in my life. Additionally, it
indicated that I build genuine trusting relationships with the critical p ...
1 Lab Title Physical Geography of the Big islandSilvaGraf83
1
Lab Title Physical Geography of the Big
island of Hawai’i
What is this
lab all
about?
Lab Worth
You explore the volcanoes, landforms, climate, and vegetation of
Hawai’i in a geovisualization, as well as view a traditional lecture on the
concepts of geography that influence the Big Island of Hawai’i
The points you accumulate for correct answers count towards your
grade. Incorrect answers do not hurt your grade.
Computer
program
used in this
lab
You will be given instructions later on how to download the
geovisualization of the Big Island in a page in Canvas in the
Welcome module. In this program, you are a virtual character able to
wander around the Big Island.
Introductory
video
The canvas page where you downloaded this file also has a link to an
introductory video. The material in that video is a brief synopsis of what
is in this PDF document.
SQ general
studies
criteria
Students analyze geographical data using the scientific method, keeping
in mind scientific uncertainty. Students also use mathematics in
analyzing rates to change in the landscape.
Table of Contents for this PDF File
1. Preface: What makes the Big Island so special in physical geography? Page 2
2. Overview of lab activities
4
Lab Stage A. Helpful background material related to the lab
6
Lab Stage B Exploration: Making some basic observations related to the
physical geography of the Big Island
24
Lab Stage C Investigation: more detailed analysis of the physical geography
of the Big Island
42
Lab Stage D synthesis: A short essay whose goal rests in you bringing
together your thoughts on the physical geography of the Big Island of
Hawai’i.
63
2
1. Preface: Physical Geography of the Big island of Hawai’i
The Big Island of Hawai’i is a special place for physical geographers to study.
There exists such a wide range of climates, all while the geology of basalt lava rock type
remains pretty constant. For example, warm desert conditions exist on the western sides
of the Hualalai, Mauna Kea, and Kohala shield volcanoes, and cold desert conditions on
top of Mauna Kea and Mauna Loa volcanoes. Physical geographers have studied
everything from coastal erosion to incision of stream valleys using the variety of
conditions on the Big Island. Since physical geographers typically love field work, a plus
is the lack of poisonous snakes.
Unlike other sciences that task you with analyzing one focused field such as cellular
biology, inorganic chemistry, or physics – physical geography concentrates on six
general areas of science to try to understand better the great variety of environmental
conditions that exist at Earth’s surface. Physical Geography was the world’s first
environmental science field, well before everything split off, and it remains focused on
interconnections as displayed in the following diagram.
3
Components ...
1
CDEV 108 Foundations Assignment
50 points
For this assignment, you may work alone or with one classmate. Using the California
Preschool Learning Foundations, students will complete an assignment which focuses on
practical application of The Foundations.
What are the Foundations? “The California Preschool Learning Foundations outline key
knowledge and skills that most children can achieve when provided with the kinds of
interactions, instruction, and environments that research has shown to promote early
learning and development. The foundations can provide early childhood educators,
parents, and the public with a clear understanding of the wide range of knowledge and
skills that preschool children typically attain when given the benefits of a high-quality
preschool program. “
Description taken from the CA Dept. of Ed. website on August 25, 2015 from:
http://www.cde.ca.gov/sp/cd/re/psfoundations.asp
Focus of each volume: Each of the volumes focuses on a different domain or area of
development:
Where to find The Foundations: Access to The Foundations can be found online at
http://www.cde.ca.gov/sp/cd/re/psfoundations.asp. You can google the wording
California Preschool Learning Foundations to also get this information. Hardcopies will be
on reserve in The Teacher Resource Room (ArtB 313) during their hours of operation.
Assignment Directions: Students will locate (or design) a toy for a 4-5 year old
preschooler that will help them develop age appropriate developmental skills (language,
cognitive, physical, and/or social/emotional).
You may receive up to 10 extra credit points if you make the toy. (5 points each if you
have a partner). If you make the toy, please bring it to class when the assignment is due.
Make a handout that includes the following information:
A. Take a picture of your toy (or provide a photo from the Internet or magazine) and
include this picture in your handout. NO computer/screen type of toys or
Volume 1:
Social-Emotional Development
Language and Literacy
English-Language Development
Mathematics
Volume 2:
Visual and Performing Arts
Physical Development
Health
Volume 3:
History-Social Science
Science
http://www.cde.ca.gov/sp/cd/re/psfoundations.asp
2
commercialized toys (ie: Barbie, Mickey Mouse, etc.) will be accepted. Your activity
can be one that is explored indoors or outdoors.
B. State the toy’s name.
C. State the age for which you will focus on for this assignment. Your answer will
determine which column (in the books) you will use for this assignment.
D. Directions: State possible ways that a child might use or explore the toy.
E. Explain how this toy is developmentally appropriate for preschoolers. It should be
visually appealing, non-toxic, non-breakable, neutral, re-useable, non-biased
material. The toy should meet a child’s needs and purposes, consider their social
and cultura ...
1 Code of Ethics Linear Presentation Template You SilvaGraf83
1
Code of Ethics: Linear Presentation Template
You can think of your Code of Ethics as two documents in one:
Firstly, the inner core of your document is: your Code of Ethics proper. This lays out
the rules and behaviours expected of employees. This element of your document
should NOT use any in-text referencing to support the statements made. You
are creating rules, and not copying these from elsewhere. To use in-text referencing
undermines the rule-like status of the statements produced.
Secondly, wrapped around the inner core: a discussion document which allows you
to evidence your research and learning on the topic of Codes of Ethics/Codes of
Conduct. Here, you should use in-text referencing to support your discussion of the
core concepts for this assignment:
Discrimination
Exploitation
Corruption
Dishonest and Fraudulent Behaviour
Whistleblower Protections
Enforcement
The document you submit should make it apparent to your reader, which sections of
the document are discussion (including citations); and which sections lay down the
rules for the company employees (free of citations).
This is one of two Template documents, offering a method to separate out the two
document functions.
Codes of Conduct
This is all you need to write by way of ‘Introduction’ to your assignment.
Write a short paragraph, no more than c. 200 -250 words, that shows you know what
a Code of Ethics (or Code of Conduct) is and what a company Code of Ethics is
supposed to do. Use in-text referencing to some academic articles, to show the
reading you have been doing on this topic.
Discrimination
Discrimination: Discussion
Brief discussion (one short paragraph, no more than 150 – 200 words) that defines
the concept of Discrimination as a moral term. Use in-text referencing to support
your definition. Provide one or two examples of workplace acts that would amount to
discrimination. (Your examples may briefly mention facts you have learned through
the Case Study.)
2
Discrimination: Code of Ethics
You can lay out rules for behaviour for the employees of Flight Centre: things they
are allowed to do, and actions that are not permitted. If you like, you can use dot
points to lay out your rules:
Employees must show respect for other persons in the workplace;
During the recruitment process, employees must do ……. and not do …..
etc.
Note: the Code of Ethics section should NOT provide in-text referencing. You are
creating rules, and not copying these from elsewhere. To use in-text referencing
undermines the rule-like status of the statements produced
Exploitation
Exploitation: Discussion
Section follows the same procedure as for ‘Discrimination’: short paragraph of
definition plus examples of behaviours to be ruled out by your Code of Ethics. In-text
citations are advisable
Exploitation: Code of Ethics
Avoid in-text referencing for this section.
Corruption
Section fo ...
أفضل 11 موقع لعمل اختبارات إلكترونية (Slide Decks).pdfqorrectdm
مع تطور التكنولوجيا، أصبحت أنظمة وأدوات الامتحانات الإلكترونية جزءاً أساسياً من التعليم الحديث. في هذا العرض، سنستعرض أفضل الأنظمة والأدوات التي تساعد المؤسسات التعليمية على تحسين عمليات الامتحان وتقديم تجربة تعليمية متميزة.
1. 1
8
MODULE 8
PRINCIPLES OF MANAGEMENT, SPRING 2021
CHAPTER 10
WRITTEN ASSIGNMENT
After reading Chapter 10 of the text, and reviewing the
associated PowerPoint slides, please answer
the following questions, making sure to use college-level
writing and using responses that
demonstrate your understanding of the concepts.
INCLUDE THE ORIGINAL QUESTIONS in with your
submission.
Upload your answers in either Word or PDF format no later than
the due date.
1) Explain why understanding yourself is essential for being a
good manager, and describe two
2. methods for enhancing self-awareness.
2) Describe the perception process and explain internal and
external attributions.
3) Define major personality traits and describe how personality
can influence workplace
behaviors.
4) Identify positive and negative emotions and describe how
emotions affect behavior.
5) Define the four components of emotional intelligence and
explain why they are important for
today’s managers.
6) Explain the difference between challenge stress and threat
stress.
Assignments are due no later than 11:59 pm
on Sunday, May 2, 2021.
The Urban Reinventors Paper Series
5. ____________________
, while a wave of
foreclosures has sent thousands of once-middle class households
in the streets, in homeless shelters,
or in “tent cities”, in the midst of an ocean of vacant properties
(see Kathy Sanborn, in this issue).
*Alessandro Busà is editor-in-chief of "The Urban Reinventors"
Online Urban Journal, a licensed architect and a Doctoral
Fellow at the Center for Metropolitan Studies in Berlin. Busà
has carried out research in New York City between 2006 and
2009 while on a visiting scholar appointment at the Graduate
School of Architecture Planning and Preservation of
Columbia University. His writing and research interests explore
neoliberal shifts in urban policies and strategies
of reinvention of the urban environment in advanced capitalist
cities, with a main focus on the latest redevelopment
projects in New York City under the Bloomberg Administration.
Busà has been awarded the Erwin Stephan Preis of the
Technische Universität Berlin in 2004, and has lectured in the
U.S., Canada, U.K., Germany, Italy, Turkey, and Poland. Busà
has heretofore published several articles and book chapters in
the U.S., the Netherlands, Germany and Italy, and
cooperated in research projects in several countries.
1 Lefebvre, Writings on Cities, 1996: 158. Blackwell, Malden,
MA
2 Excerpt from the “World Charter for The Right to the City”,
2004-2005 (see pdf for free download in this issue)
3 U.S. Census Bureau, October 1st 2009
http://www.urbanreinventors.net/�
7. financial and political institutions, but also
towards the system on which they are grounded. The crisis
should call into question the ideological
assumptions which have underpinned global economic policies
over the last decades, such as
deregulation, profit-driven urbanization, an overall dominance
of market rules in all areas of life and
an overemphasis on unsustainable forms of growth. And yet, as
Brenner, Marcuse and Mayer (2009)
maintain: “Paradoxically, the conflicts, failures, instabilities
and crisis tendencies associated with
capitalist urbanization have led not to its dissolution or
transcendence, but to its continual
reinvention through a dynamic process of 'implosion-explosion'
(Lefebvre, 2003) and 'creative
destruction' (Harvey, 1989). Consequently, despite its
destructive, destabilizing social and
environmental consequences, capital's relentless drive to
enhance profitability has long played, and
continues to play, a powerful role in producing and
transforming urban socio-spatial configurations.”
CITIES AND THE CRISIS
It was the very process of capitalist urbanization, assisted in its
constant search for markets by a
profusion of all sorts of complex, risky financial instruments,
that has been mainly responsible for the
current crisis, as many commentators have been contending (see
David Harvey5 and Neil Smith6
According to Neil Smith
in
this issue).
10. Advanced capitalist cities play a pivotal role as the stages of
production, circulation and consumption
of commodities, and their evolving patterns of socio-spatial
organization are continually reorganized
to create new outlets for capital (Harvey, 1989, 2008). To
ensure this ability, specific interest groups
strive to reach a position of overpowering influence in the
“production of space” (Lefebvre, 1974). In
the context of capitalist urbanization, the social production of
space has therefore a tendency to be
commanded by hegemonic groups as a tool to an unfettered
production of new outlets for capital
accumulation.
“City producers”9
8 David Harvey’s remarks at the opening plenary of ”The City
from Below Conference”. Baltimore, April 18, 2009.
globally, from New York to Mumbai, from Johannesburg to Sao
Paulo, are investing
in the production of space and services targeted to an
international, volatile, affluent urban class,
while cutting public investments on infrastructures and social
provisions. Advanced capitalist cities
engage in bidding wars with each other in a struggle to attract
corporate capital, leveraging tax
incentives and other public subsidies as weapons and
enticements. David Harvey (2008) also shows
how private spaces of consumption and the reduction of citizens
to consumers are central to
capitalist urbanization, in that they facilitate the absorption of
surplus value - he calls this
phenomenon “surplus capital absorption” through city
12. Evidences of such divisive processes of urban restructuring are
all around us, in the clearance of
slums in Mumbai to make room for new luxury housing (see
Matt Birkinshaw and Victoria Harris, in
this issue), as well as in the unequal response to disasters
granted to the residents of New York and
New Orleans (see Peter Marcuse, in this issue); in the
development of enclosed wealth enclaves (see
Peer Smets and Aliye Ahu Gülümser, Tüzin Baycan Levent, in
this issue), as much as in the production
of “environmentally sustainable” citadels at the cost of
evictions of thousands of peasants in China
(see Peter Sigrist, in this issue).
An over three-decades-long and still ongoing process of
economic restructuring inspired by the
ideology of an unrestrained market dominance on all aspect of
economic, social and cultural life, and
politically set forth through the tightening of welfare provisions
and the privileging of corporative
interest, is leading all too often to the marginalization,
exclusion, displacement, disempowerment or
in certain countries, the outright political oppression of specific
social strata at the benefit of others.
The promises of an increasingly generalized wealth through the
trickle-down effects of globalization
have shown their underlying contradictions, while in many
cases, the unaccountability of financial
institutions and corporations whose interests are deeply
embedded in local and state governments,
and the obedient passivity of the latter, seem to have mined any
real effectiveness of citizen action
and collective engagement in urban issues, let alone the belief
in a progressive and courageous
political turn.
15. making ourselves, in making the
city we are re-making ourselves, then the question of the right
to the city cannot be divorced
from the question of what kind of people we want to be, what
kinds of social relations we seek,
what relations to nature we cherish, what style of life we desire,
what aesthetic values we hold.
The right to the city is, therefore, far more than a right of
individual access to the resources
that the city embodies: it is a right to change the city more after
our heart’s desire. It is,
moreover, a collective rather than an individual right since
changing the city inevitably depends
upon the exercise of a collective power over the processes of
urbanization. The freedom to
make and remake ourselves and our cities is, I want to argue,
one of the most precious yet
most neglected of our human rights.” (David Harvey, 2008)
That is, a right not only to inhabit urban spaces, but also to
participate in a city as an ongoing work of
creation, production, and negotiation. The right to the city
therefore should start with the reclaiming
of spaces of active citizenship, of political participation and of
public discussion (see Lois Ascher, in
this Issue) at the local level.
In the political practice, the “Right to the City” seeks to
promote equal access to the potential benefits
of the city for all urban dwellers, and to encourage the
democratic participation of all urban dwellers
in decision-making processes, notably on the municipal level,
so that urban inhabitants may fully
realize their fundamental rights and liberties. The right to the
city thus fundamentally challenges
17. “One critical project is to develop new notions of citizenship
that extend the limits of politics and
expand the decision-making control of citizens” (Mark Purcell,
2003). In other words, the solution lays
in radically challenging the current framework to allow for an
active citizenry through democratic
participation in public decisions.
THE RIGHT TO THE CITY IN PRACTICE
The notion of "the right to the city" has become an universal
keyword which links the most diverse
social movements and connects their struggles for access to
space and decisional power in cities and
towns worldwide. Some of these movements are based on
specific identities (such as ethnicity, class,
sexuality, gender, age, disability, homelessness, among other),
others on specific themes of action
(such as affordable housing, public space, access to natural
resources, services and infrastructures,
preservation, urban citizenship, globalization, urban
enfranchisement, social and environmental
justice.
The “right to the city” has been codified in general programs,
and at times implemented in specific
urban policies at the local scale, resulting in world charters,
global coalitions of cities and municipal
statutes, as well as in the development of numerous projects,
manifestos, conferences and seminars.
Parallels can be drawn between the City Statute of Brazil, the
“right to housing” pioneered by the
Habitat International Coalition, and the World Charter on the
Right to the City, elaborated at the
19. and includes now over forty member organizations and resource
allies in seven states and more than
a dozen local jurisdictions. Among its actions are the NOLA, a
program of peer support and technical
assistance to New Orleans housing organizations, and programs
aimed at developing a national
agenda for public and subsidized housing in the United States.
UN-HABITAT’s Global Campaign on
Urban Governance offers a conceptual framework of principles
of participatory urban governance and
is advancing a set of policy measures focusing on issues such as
civic participation in decision-making,
transparency in local governance, and participatory budgeting.
It organizes the bi-annual World Urban
Forum, and a range of programs and initiatives on urban
poverty, environmental and social
sustainability, gender policy, housing policy, housing rights.
UN-HABITAT and UNESCO work closely in
promoting the holistic notion of the “Right to the City” at the
international level, and in supporting
inclusive forms of urban governance. UNESCO is advancing an
international network of social and
nongovernmental organizations, academic and professional
groups to promote policies in support of
the “Right to the City” and its adoption as a new collective
human right.
As grassroots, bottom-up claims are being explored at an
institutional level, notions of active
citizenship and community participation are gaining momentum,
visibility and strength. However,
whether the institutionalization of these claims may fall short
on explicitly addressing the structural
change implicit in the concept – the claim to challenge existing
power relations under the framework
of capital-driven urbanization - is subject of debate.
20. THE CITY AS AN OEUVRE AND THE POSSIBLE CITY
The first paragraph of the “World Charter for the right to the
city” reads:
“Cities are potentially territories with plenty of economical,
environmental, political, and
cultural diversity and wealth. Cities are far from offering equal
conditions and opportunities to
its inhabitants. The majority of the urban population is
prevented from or limited to fulfilling
their elementary needs because of their economic, social,
cultural, ethnic, gender, and age. This
situation leads us to the challenge of building a sustainable
model of society and urban life,
which would be based on the principles of solidarity, freedom,
equity, dignity and social
justice.“ 11
Lefebvre (1996) also defined the city as: "an oeuvre, closer to a
work of art than to a simple material
product. If there is production of the city, and social relations in
the city, it is a production and
reproduction of human beings by human beings, rather than a
production of objects. The city has a
11 Excerpt from the “World Charter for The Right to the City”,
2004-2005 (see pdf for free download in this issue)
http://www.urbanreinventors.net/�
22. and freedom for all. Struggles over the relations of power are
what cities have been about since the
beginning of history. And today, the very cities we call
advanced, those that are supposed to embody
the progress of human civilization, are the theatres of profound
inequalities and divisions - the
glittering stages of consumption and commodification on the
foreground of the darkest corners of
disempowerment and despair.
And we need to believe in a change. “The city to which the
“right to the city” slogan refers is clearly
not the present city; it is the desired city, the better society, the
alternative to the present that the
slogan “Another World is Possible” refers to. If the city is the
expression of class relationships, as
Manuel Castells has appropriately said, then the right that is in
question is the right to change existing
class relationships, the right to a city of equality, of justice, or
multi-dimensional humanity, David
Harvey’s “city of heart’s desire” (Peter Marcuse13
In this “desired city”, space should be produced and re-
produced through an active participation
rather than passively experienced or consumed. The process of
city growth should be re-defined as a
process of negotiation, confrontation and interaction between a
wealth of different actors who have
an equal say.
).
David Harvey once asked: “Can we build an urban utopia?” He
offered to reverse the juridical
construction of individual rights to private property, to
individual profit, equality of opportunity in the
24. IN THIS ISSUE
This special issue of “The Urban Reinventors” has been
elaborated in a long time lapse, with the help
and the original contributions of a wealth of excellent scholars
and social activists, professional
journalists and amateur writers, established artists and homeless
poets, in a sort of collective writing
experiment. Once again, we aim to keep the urban debate alive
through a cross-sectional dialogue
involving policy makers, the academia, activists and social
movements. We have tried our best to
make this issue as enjoyable, inspiring and understandable to
the widest audience possible as we
could.
Several papers in this issue engage with the divisions and
inequalities propelled by processes of
neoliberal socio-spatial restructuring at the global scale. These
span from critical commentaries on
the link between social justice and divisions of class (Peter
Marcuse), to accounts on the global scale
of revanchism and on the urban roots of the global financial
crisis (Neil Smith). Other papers explore
the challenges associated with Lefebvre's concept of the “right
to the city” and its practical
implementation. These range from theoretical reflections on the
challenges to overcome the divisive
imperatives of capitalist urbanization (Tom Angotti), through
reflections on the meaning of public
citizenship (Anna Plyushteva), to accounts on the potential of
public space as a theater for civic
engagement (Lois Ascher).
In addition, this issue hopes to give a partial answer to the title
25. question (In what way does capitalist
urbanization grant differential rights to the city? Who is
entitled, and who is excluded from such
right?) with investigative contributions focusing on the divisive
tendency of dominant models of
capitalist urbanization on the local scale: from critical accounts
of “urban sustainability” models of
development in China at the cost of mass-displacement of
peasant villages (Peter Sigrist), through
reflections on the socio-cultural impacts of the production of
wealth enclaves and gated citadels on
urban governance (Peer Smets), to detailed analysis of the
ongoing development of vertical gated
communities in Turkey (Aliye Ahu Gülümser, Tüzin Baycan
Levent).
Other authors engage with issues of dispossession,
marginalization or exclusion, with investigations
on patterns of urban restructuring in the global South - from the
slums of Mumbai (Matt Birkinshaw
and Victoria Harris) to the favelas of Belo Horizonte (Gustavo
Rivera) - and in the North, with a
reportage from Californian “tent cities” (Kathy Sanborn) and a
paper on the struggles of German
14 David Harvey, “Can we build an Urban Utopia?”, online
onTimes Higher Education, 14 February 2003
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27. MORE, IN THIS ISSUE
The Urban Stories section introduces three underground
novelists and their stories of marginalization
and dispossession. In “Tales of a Little Ghetto Girl”, Kathy
Henry, a single mother of three children,
writes about her experiences of being black, female and poor in
the ghettos of Chicago. In “Homeless
for the Holidays”, a bizarre Edgar Swamp tells us the story of a
Christmas of his own choice as a
homeless, while in “The Green Fields of America”, D.L. Lewis
writes about “the depths of human
dignity when confronted with life's random inequities”. Finally,
in the short poem “126th Street and
me”, Rafaela Santos describes her love for Harlem, the place
she calls home, and the fears associated
with its sweeping gentrification.
The Gallery section explores different facets of the
contemporary urban condition – portraying,
through visual fragments, broader issues of great relevance in
urban research, such as the increasing
social polarization and spatial segregation within cities and
regions, the rise of enclaves for the
wealthy and ghettos for the poor, the gentrification and the
upgrading of formerly low-income areas
in booming downtowns, the increasing disenfranchisement of
the poor and the marginal in global
cities.
“The Right to The City: The Entitled and the Excluded” is the
first experiment of collective gallery on
“The Urban Reinventors”. It features works of professional and
amateur photographers, artists and
reporters from different backgrounds and walks of life, all of
whom have used photography as a
28. medium to portray through images - in different ways and
through different standpoints - the
conditions of contemporary urban living. From the European
downtowns to the South American
slums, from the gated communities in Florida to the squatters
settlements in Berlin, the group has
collected a high-quality selection of images describing the
places of entitlement and exclusion, and
the people who have benefited, and those who have been
excluded, from the "Right To The City".
The “Prestes Maia Reportage: A Diary of exclusion” collects
fragments of a visual diary that Brazilian
photographer Tatiana Cardeal has been keeping during the
Prestes Maia occupation in the heart of
São Paulo, between 2005 and 2007. The Prestes Maia, a former
textile factory, has been home to
around 2,000 people and has been considered the largest
occupation ever occurred in Latin America.
His experiences as a Vietnam veteran and homeless man has
given Leroy Skalstad a unique insight
into the lives of the subjects he photographs. In the gallery "The
Homeless Photographer", Skalstad
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30. of Paris by French photographer
Ludovic Maillard, while in “Night and Decay”, Australian
photographer Lynn Smith shows his night
images of urban decay, inspired by the works of Rut Blees
Luxemburg and William Eggleston.
The video galleries feature trailers from recently released or
upcoming documentary films such as
“American Casino” on the causes an outcomes of the financial
crisis, two short films about the Prestes
Maia occupation, full short documentaries about the
gentrification of New York, with accounts from
Harlem, the Lower East Side, Brooklyn and Coney Island, and
updates on the demolitions of public
housing in New Orleans. This section also includes filmed
conference talks by David Harvey, Neil Smith
and Peter Marcuse on the “right to the city”, and much more.
Finally, before the release of this issue we have collected a
wealth of documents on the “right to the
city” for free download (pdf). These include: “The World
Charter for the Right to the City” and several
reports by the Right to the City Alliance, TIDES Foundation,
UN Habitat and UNESCO. Also for free
download are the agenda “Supporting Urban Prosperity” by
Barack Obama and Joe Biden, and
important studies on the effectiveness of mandatory
inclusionary zoning experiments from the
Furman Center for Real Estate and Housing Policy, PolicyLink,
Pratt Institute and the American
Planning Association. Also included are a “Charter for
Oppositional Architecture” funded by the
German group Anarchitektur, and informative pamphlets from
the “Save Coney Island” coalition, of
which the Urban Reinventors are proud supporters.
32. Trans. E. Kofman and E. Lebas
• 16. Lefebvre, H. Bononno, R. (ed) (2003 [1970]) The Urban
Revolution University of Minnesota Press , Minneapolis
• Citizenship and the Right to the Global City: Reimagining the
Capitalist World Order International Journal of Urban and
Regional Research Volume 27.3 September 2003 564-90 Purcell
Joint Editors and Blackwell Publishing Ltd 2003. Published by
Blackwell Publishing
• Lefebvre, H. (1991[1974]), The Production of Space. Oxford:
Blackwell Publishing, London - Trans. Nicholson-Smith
• Neil Brenner, Peter Marcuse and Margit Mayer, Cities for
people, not for profit, CITY Volume 13, June – September
2009,
issues 2 and 3, pages 176 – 184
http://www.urbanreinventors.net/�
GM's Hamtramck plant closing reopens old controversy in
Detroit
John Gallagher, Detroit Free PressPublished 2:40 p.m. ET Nov.
26, 2018 | Updated 8:39 a.m. ET Dec. 30, 2018
Dnitra Landon, a GM Detroit-Hamtramck Assembly worker,
talks before the start of her shift about her feeling on the
closing of this plant. Eric Seals/Detroit Free Press
(Photo: David C. Turnley, Detroit Free Press)
33. CONNECTTWEETLINKEDINCOMMENTEMAILMORE
Maybe the naysayers were right all along.
General Motors' decision to close its Hamtramck assembly plant
recalls one of the most bitter development controversies in
Michigan's history. Closing the plant will no doubt open old
wounds — and raise anew questions of who benefits from such
massive urban revitalization projects like the Hamtramck plant.
First, some history. By the early 1980s, then-Mayor Coleman
Young was seeking to create jobs for economically
distressed Detroit. He agreed to support General Motors’ plan to
build its new assembly plant on the border of Detroit and
Hamtramck.
But the more than 300-acre site was home to a Polish
neighborhood known as Poletown. It featured about 4,000
residents, more than 1,000 houses, several Catholic
churches and more than 100 businesses.
57 Photos
Poletown, the Detroit neighborhood demolished for GM plant
Eminent domain cleared way
That neighborhood stood in the way of GM's plant. In a bold
and hotly contested move, officials used government's eminent
domain powers to seize and raze those properties on GM’s
behalf.
It made national news, got people like consumer advocate Ralph
Nader involved, and the many protests included a nearly
monthlong sit-in at the neighborhood's Immaculate Conception
Church that police eventually broke up with arrests.
The opponents took their case to the Michigan Supreme Court,
which, in 1981, decided to back the GM project. The court said
that taking property from one private owner to give to another
private owner in the name of economic development was an
acceptable use of eminent domain.
That ruling stood for nearly a quarter century. Then, in 2004, in
the Hathcock case involving Wayne County's plans to build an
industrial park south of Metro Airport, a more conservative
34. state Supreme Court overturned the Poletown precedent. No
longer would the government be allowed to use eminent domain
to take land from one private owner and give it to another in the
name of creating jobs and tax base.
It's fair to say that Poletown-type seizures had already lost in
the court of public opinion. Critics had long claimed that GM's
Hamtramck plant never delivered the jobs and economic spin-
offs that justified the razing of the Poletown neighborhood.
Such complaints were one factor in voters' approval of even
tighter restrictions on eminent domain in a 2006 ballot
referendum called Proposal 4.
Now, even critics will admit that the Hamtramck plant did
deliver many benefits over its nearly 40-year life. Beginning
with the Cadillac Eldorado and including models such as the
Buick LaCrosse, Chevrolet Malibu and Chevrolet Volt, the plant
produced many different products and provided a good living
for its UAW-represented workforce, which today numbers about
1,500.
Have we learned anything?
But with the plant now slated for closing by the end of 2019,
it's also fair to ask whether it was worth it all. And it's also fair
to ask if we've learned anything from the Poletown saga. For
even if eminent domain powers have been curtailed and a
project like the Hamtramck plant would not be possible today,
cities, counties and the state still swing at every pitch that
promises a bonanza of jobs and tax base.
There was the Foxconn project that went to Wisconsin. There
was the national feeding frenzy over Amazon's second
headquarters. And there were the lucrative tax incentives
given for projects like the District Detroit that surrounds Little
Caesars Arena.
Even without Poletown-type seizures, officials still court these
huge economic deals even though they threaten to elbow out
existing urban uses.
Isn't it just a little schizophrenic that, at the same time, urban
planners like Detroit planning director Maurice Cox are doing
35. all they can to create new walkable urban neighborhoods? They
hope to create districts where residents can live, work, shop,
and find recreation opportunities all within a 20-minute walk —
districts, in other words, like the Poletown neighborhood
wiped out by the GM project.
I suppose a great city can support projects like Foxconn and
Amazon and at the same time work to enhance lively walkable
districts in its neighborhoods.But when push comes to shove,
officials still more often will choose the big-bang projects, with
their glittering promises of jobs and tax base, over the quieter
neighborhood revitalization work.
It's a conundrum.
As William Faulkner once said, the past isn't dead, it isn't even
past. So now, nearly 40 years after Detroit agreed to wipe out a
neighborhood to create an auto plant, don't be surprised if the
wounds still bleed, the memories remain strong and the
questions do not go away.
https://www.freep.com/story/money/business/john-
gallagher/2018/11/26/gm-detroit-hamtramck-plant-
closing/2114067002/
1. Discussion 10 : On your own complete the questions in the
Utts Chapter 8 Questions.
NOTE: chapter 8 and the questions are attached in different
files. Also, attached ch7 which
you will need to answer some Questions.
2. Read the article in the link bellow: (attached in pdf)
Practical Applications of the Bell Curve (Links to an external
36. site.)Links to an external site.
Then, discuss the following question in half a page : Do you
think grading on the
curve is beneficial or detrimental to student learning?
3. Connecting Sources to Utts Reading ch8: select a reliable
article that is relevant to one of
the topics discussed in Utts’ chapter 8.
In one page:
• Describe in your own words how the piece relates to one of
the chapter 8 topics.
• Critique the piece using what you have learned in this Utts
chapter; address what it
did well and what it did not do well.
• Post a PDF of the article you used, with the assignment.
DUE IN 12 HOURS.
https://www.sophia.org/tutorials/practical-applications-of-the-
bell-shaped-curve