1
FSE100 Introduction to Engineering
Before-lecture Preparation
Use the following questions to guide your reading and preparation for the iRAT/tRAT quiz in lecture.
1. Pre-lecture reading: read the article “Design a Better Cup Heater” starting on the next page:
1) What is the problem needs to be solved?
2) What are the design requirements? Function? Time? Other requirements?
3) Why did they decide “Preliminary design must be completed today, and tested and refined
tomorrow.”?
4) Why did they draw a sketch in their design journal?
5) How did the design proceed? What were the steps in the design process?
6) Is the design process a sequential process or an iterative process?
7) What do you think will happen next for the design after the end of the story?
8) What are the different types of engineers needed to create the better cup heater?
9) After one week, how do you communicate the improved cup heater design to the supervisor?
10) What skills are needed by the engineers in the story to complete the design successfully?
2. Pre-lecture homework: answer all questions above. First copy each question then write down the
answer. Submit the homework to Blackboard and also bring in the completed homework to the
lecture.
2
Design a Better Cup Heater
Suppose that your small design team at Sunbeam Inc. was given the following task: Design a better cup
heater to heat 250 ml of tap water to boiling in 2 minutes.
First, notice how simple—yet general—the problem statement is. There are no guidelines for the size or
type of heater, except that it must fit inside a cup. Also, the shape of the heater is unclear. Your team
also asks the questions: “To what is the heater compared? Better than what?” Your supervisor says that
the heater should perform better than a microwave oven and plug into an electric wall socket. Then,
your supervisor mentions that you have only one week to complete the design.
“One week!” Your team quickly realizes that the preliminary design must be completed today, and
tested and refined tomorrow.
These first observations and questions are written in your design journal, but they remain unanswered.
What is the next step in assessing the problem? A quick look in a physics textbook helps to further
define the problem. Your team finds that it is possible to generate heat by passing a current through a
wire.
Now the ideas start to flow. One team member remembers that her mother uses a small electric heater
to heat cups of water. You remark that electric space heaters basically are made of long sections of thick
wire, too. A suggestion is made to purchase a tea cup heater. Many team members speak at once.
Someone suggests, obviously in jest, building a pocket-sized nuclear weapon. Another idea is to use the
chemical packet that warms up feet in ski boots. All of these ideas are documented in your journal.
Your supervisor then requests that the heater be constructed from specialty ...
Science fair project called Thermocharger. An innovative handheld charger that uses the temperature difference between the heat of a hand and ambient temperature to charge a cellular device.
Science fair project called Thermocharger. An innovative handheld charger that uses the temperature difference between the heat of a hand and ambient temperature to charge a cellular device.
Increasing Inductor Lifetime by Predicting Coil Copper Temperatures PaperFluxtrol Inc.
In recent years, there has been a significant increase in the customer demands for improved induction coil lifetime. This has led to several publications in recent years by induction tooling manufacturers [1-4]. The main conclusion in these papers is that besides mechanical crashes the cause of most induction coil failures is localized overheating of the coil copper due to insufficient cooling.
What is lacking from these publications is any way to determine what is sufficient cooling. In this paper, a scientific method for determining local copper temperatures will be presented. This will include evaluations of heat transfer coefficients for different sections of a multi-component inductor, dependence of heat transfer coefficient on water pressure and water passage cross-section, non-uniform power density distributions in various 2-D cross-sections and the resulting temperature distribution in the copper winding. The effects of duty cycle on optimal design will also be considered.
An Experimental Investigations of Nusselt Number for Low Reynolds Number in a...IJMER
: In this paper, we present results of measured heat transfer coefficients for each sodium
carboxymethyl cellulose concentration at two different lengths of coil L=2.82m, L=2.362m and with
two different heat inputs 1.0kW and 1.5kW . Test solutions of sodium carboxymethyl cellulose
concentrations of 0.05%, 0.1%, 0.15% and 0.2% were used in our experimental runs. A four flat blade
paddle impeller was used to verify the mixed fluid, under steady heating of Newtonian and nonNewtonian
fluids in an flat bottom agitated vessel. A Kanthal Heating Element Equipment have been
design and fabricated to optimize the heating of the fluids in an agitated vessel. The rehogical properties
like flow behavior index, consistency index and viscosity data were carried experimentally using Rotating
Cylinder Method for all the test solutions. A correlations have been presented for Newtonian and non
Newtonian fluids in laminar flow conditions
NRS-493 Individual Success PlanREQUIRED PRACTICE HOURS 100 Direct.docxhoney725342
NRS-493 Individual Success Plan
REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours.
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Complete Contact Information
Student Information
GCU
Name:
E-mail:
Phone Number:
Course Faculty Information
GCU
Name:
E-mail:
Phone Number:
Practicum Preceptor Information
Practice Setting
Name:
E-mail:
Phone Number:
ISP Instructions
Use this form to develop your Individual Success Plan (ISP) for NRS-493, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your preceptor at the beginning and end of this course so that he or she will know what you need to accomplish.
In this ISP, you will identify all of the objectives and assignments relating to the 100 direct clinical practice experience hours and the 25 indirect clinical practice hours you need to complete by the end of this course. Use this template to specify the date by which you will complete each assignment. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A). General Requirements
Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:
· Use the Individual Success Plan to develop a personal plan for completing your clinical practice experience hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.
Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (see Appendix A).
Completing your ISP does not earn clinical practice experience hours, nor does telephone conference time, or time spent with your preceptor.
· Within the Individual Success Plan, ensure you identify all graded course assignments and indirect clinical assignments listed in the table on the next page.
Topic
Graded Assignment
Indirect Clinical Assignments
Topic 1
1. Individual Success Plan
2. Reflection Journal Entry
1. List of potential topics for the change proposal
Topic 2
1. Topic Selection Approval Paper
2. Reflection Journal Entry
1. Search the literature for supporting journal articles
2. Summary of topic category; community or leadership
Topic 3
1. PICOT Question Paper
2. Reflection Journal Entry
1. List of objectives
Topic 4
1. Literature Evaluation Table
2. Reflection Journal Entry
1. List of measurable outcomes
Topic 5
1. Reflection Journal Entry
1. Summary of the strategic plan
2. Midterm E.
Now the Earth has had wide variations in atmospheric CO2-level throu.docxhoney725342
Now the Earth has had wide variations in atmospheric CO2-level throughout its long history before the evolution of humans and certainly before the Industrial Revolutions.In terms of the oceans and the Earth's whole history then could you find information to support the coal and oil industry's claims that we're NOT the cause of climate change? Do some research and cite other factors in climate besides CO2 levels that would support your claims. Also read the attached article about the controversy. Remember too that there is a lot of money and certainly politics involved in this issue. Some scientists have built their whole careers on trying to prove or disprove the human connections to global warming.
As you'll see when you do your research the figures for sea-level rise are all over the place. That's because they're based on models that are even more complex than hurricane tracking models (they drive even supercomputers nuts).
Now the term
"sea-level"
is relative. If you check a geologic map you'll see that just about every piece of land on Earth has been underwater at least once. That's why sedimentary rocks are the most common type of land surface rock. Sea-level has been up and down thousands of times in the Earth's long history. We're just living on the "latest edition" of our planet. Also the one thing that I want everybody to learn from this course: we live on the Earth and we certainly affect it but
we
DO NOT control it
even though we like to think we do. We're just riding this wet rock through space.
As for the continuing scientific controversy check out this recent article:
Climate panel: warming 'extremely likely' man-made
.
NR224 Fundamentals SkillsTopic Safety Goals BOOK P.docxhoney725342
NR224 Fundamentals Skills
Topic: Safety Goals
BOOK:
Potter, P.A., Perry, A. G., Stockert, P. & Hall, A. (2021).
Fundamentals of Nursing
(10th ed.). Elsevier.
Guidelines are attached below make sure to follow the guideline and criteria, please
Purpose
This assignment increases the students' awareness of the National Patient Safety Goals developed by The Joint Commission. Specifically, this assignment will introduce the Speak Up Initiatives, an award-winning patient safety program designed to help patients promote their own safety by proactively taking charge of their healthcare.
See attachment for guidelines, please!
.
More Related Content
Similar to 1 FSE100 Introduction to Engineering Before-lecture.docx
Increasing Inductor Lifetime by Predicting Coil Copper Temperatures PaperFluxtrol Inc.
In recent years, there has been a significant increase in the customer demands for improved induction coil lifetime. This has led to several publications in recent years by induction tooling manufacturers [1-4]. The main conclusion in these papers is that besides mechanical crashes the cause of most induction coil failures is localized overheating of the coil copper due to insufficient cooling.
What is lacking from these publications is any way to determine what is sufficient cooling. In this paper, a scientific method for determining local copper temperatures will be presented. This will include evaluations of heat transfer coefficients for different sections of a multi-component inductor, dependence of heat transfer coefficient on water pressure and water passage cross-section, non-uniform power density distributions in various 2-D cross-sections and the resulting temperature distribution in the copper winding. The effects of duty cycle on optimal design will also be considered.
An Experimental Investigations of Nusselt Number for Low Reynolds Number in a...IJMER
: In this paper, we present results of measured heat transfer coefficients for each sodium
carboxymethyl cellulose concentration at two different lengths of coil L=2.82m, L=2.362m and with
two different heat inputs 1.0kW and 1.5kW . Test solutions of sodium carboxymethyl cellulose
concentrations of 0.05%, 0.1%, 0.15% and 0.2% were used in our experimental runs. A four flat blade
paddle impeller was used to verify the mixed fluid, under steady heating of Newtonian and nonNewtonian
fluids in an flat bottom agitated vessel. A Kanthal Heating Element Equipment have been
design and fabricated to optimize the heating of the fluids in an agitated vessel. The rehogical properties
like flow behavior index, consistency index and viscosity data were carried experimentally using Rotating
Cylinder Method for all the test solutions. A correlations have been presented for Newtonian and non
Newtonian fluids in laminar flow conditions
NRS-493 Individual Success PlanREQUIRED PRACTICE HOURS 100 Direct.docxhoney725342
NRS-493 Individual Success Plan
REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours.
P
R
A
C
T
I
C
E
E
X
P
E
R
I
E
N
C
E
Complete Contact Information
Student Information
GCU
Name:
E-mail:
Phone Number:
Course Faculty Information
GCU
Name:
E-mail:
Phone Number:
Practicum Preceptor Information
Practice Setting
Name:
E-mail:
Phone Number:
ISP Instructions
Use this form to develop your Individual Success Plan (ISP) for NRS-493, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your preceptor at the beginning and end of this course so that he or she will know what you need to accomplish.
In this ISP, you will identify all of the objectives and assignments relating to the 100 direct clinical practice experience hours and the 25 indirect clinical practice hours you need to complete by the end of this course. Use this template to specify the date by which you will complete each assignment. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A). General Requirements
Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:
· Use the Individual Success Plan to develop a personal plan for completing your clinical practice experience hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.
Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (see Appendix A).
Completing your ISP does not earn clinical practice experience hours, nor does telephone conference time, or time spent with your preceptor.
· Within the Individual Success Plan, ensure you identify all graded course assignments and indirect clinical assignments listed in the table on the next page.
Topic
Graded Assignment
Indirect Clinical Assignments
Topic 1
1. Individual Success Plan
2. Reflection Journal Entry
1. List of potential topics for the change proposal
Topic 2
1. Topic Selection Approval Paper
2. Reflection Journal Entry
1. Search the literature for supporting journal articles
2. Summary of topic category; community or leadership
Topic 3
1. PICOT Question Paper
2. Reflection Journal Entry
1. List of objectives
Topic 4
1. Literature Evaluation Table
2. Reflection Journal Entry
1. List of measurable outcomes
Topic 5
1. Reflection Journal Entry
1. Summary of the strategic plan
2. Midterm E.
Now the Earth has had wide variations in atmospheric CO2-level throu.docxhoney725342
Now the Earth has had wide variations in atmospheric CO2-level throughout its long history before the evolution of humans and certainly before the Industrial Revolutions.In terms of the oceans and the Earth's whole history then could you find information to support the coal and oil industry's claims that we're NOT the cause of climate change? Do some research and cite other factors in climate besides CO2 levels that would support your claims. Also read the attached article about the controversy. Remember too that there is a lot of money and certainly politics involved in this issue. Some scientists have built their whole careers on trying to prove or disprove the human connections to global warming.
As you'll see when you do your research the figures for sea-level rise are all over the place. That's because they're based on models that are even more complex than hurricane tracking models (they drive even supercomputers nuts).
Now the term
"sea-level"
is relative. If you check a geologic map you'll see that just about every piece of land on Earth has been underwater at least once. That's why sedimentary rocks are the most common type of land surface rock. Sea-level has been up and down thousands of times in the Earth's long history. We're just living on the "latest edition" of our planet. Also the one thing that I want everybody to learn from this course: we live on the Earth and we certainly affect it but
we
DO NOT control it
even though we like to think we do. We're just riding this wet rock through space.
As for the continuing scientific controversy check out this recent article:
Climate panel: warming 'extremely likely' man-made
.
NR224 Fundamentals SkillsTopic Safety Goals BOOK P.docxhoney725342
NR224 Fundamentals Skills
Topic: Safety Goals
BOOK:
Potter, P.A., Perry, A. G., Stockert, P. & Hall, A. (2021).
Fundamentals of Nursing
(10th ed.). Elsevier.
Guidelines are attached below make sure to follow the guideline and criteria, please
Purpose
This assignment increases the students' awareness of the National Patient Safety Goals developed by The Joint Commission. Specifically, this assignment will introduce the Speak Up Initiatives, an award-winning patient safety program designed to help patients promote their own safety by proactively taking charge of their healthcare.
See attachment for guidelines, please!
.
Nurse Education Today 87 (2020) 104348
Contents lists available at ScienceDirect
Nurse Education Today
journal homepage: www.elsevier.com/locate/nedt
Clinical mentors' experiences of their intercultural communication T competence in mentoring culturally and linguistically diverse nursing students: A qualitative study
Pia Hagqvista,b, Ashlee Oikarainena, Anna-Maria Tuomikoskia, Jonna Juntunena, Kristina Mikkonena,⁎
a Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland b Healthcare Unit, Centria University of Applied Sciences, Finland
ARTICLE INFO
Keywords:
Clinical practice
Intercultural communication Competence
Cultural and linguistic diversity Nurse
Mentor
Student
ABSTRACT
Background: Intercultural communication has become increasingly important in nursing due to the cross-border mobility of patients, health professionals and students. Development of cultural competence continues to be a challenge, particularly among professionals such as educators or healthcare providers who work in professions requiring communication across cultural boundaries. Despite challenges in nursing education related to cultural diversity, competence in intercultural communication has been proven to empower students and to help them grow professionally.
Objectives: The aim of this study was to describe clinical mentors' experiences of their intercultural commu- nication competence in mentoring culturally and linguistically diverse nursing students during completion of their clinical practice.
Design: Qualitative study design.
Participants: The participants were 12 nurses who had previously mentored at least two culturally and lin- guistically diverse nursing students.
Methods: Data were collected during spring 2016 using semi-structured interviews of 12 mentors working in specialized nursing care at one hospital located in central Finland. Data were analyzed using deductive-inductive content analysis. The main concepts of the Integrated Model of Intercultural Communication Competence were used during the semi-structured theme interviews and during analysis. These concepts include empathy, moti- vation, global attitude, intercultural experience and interaction involvement.
Results: Mentors stated that empathy motivates them in the development of intercultural communication. Mentors experienced a lack of resources and support from their superiors, which caused psychological and ethical strain and reduced mentors' motivation. Mentors openly admitted that they had experienced fear towards unknown cultures, but that this fear was reduced through positive mentoring experiences and cultural en- counters.
Conclusions: Continuous education on intercultural communication competence could succeed to further de- velop clinical mentors' mentoring expertise, which could have the potential to greatly benefit students, patients and staff. Such education could be designed, implemented and measured for its effect in co.
Now that you’ve seen all of the elements contributing to the Devil’s.docxhoney725342
Now that you’ve seen all of the elements contributing to the Devil’s Canyon enterprise architecture, Justin wants to move forward with developing privacy policies to ensure videos aren’t distributed or uploaded to the net without the consent of the people in them. This opens a much larger conversation: Devil’s Canyon is also in need of a complete security plan, as well as risk assessments.
In a 2- to 3-page rationale and table,
prepare
the following information to present to the Devil’s Canyon team:
Explain the relationship between policies and security plans. Identify potential policy needs, noting Justin’s privacy policy, in relation to the Devil’s Canyon enterprise structure.
Outline the importance of a security plan in relation to security roles and safeguards.
Analyze at least 5 security-related risks/threats that Devil’s Canyon may face.
Assess the probability and impact to the Devil’s Canyon if each risk occurs. Based on these two factors, determine the overall risk level. For purposes of this assignment, evaluate and categorize each factor as low, medium, or high, and create a table to illustrate the risks. For example, a risk/threat with a low likelihood of occurrence and a high impact would represent an overall medium risk.
Consider digital elements mentioned in the designing of the enterprise architecture, such as software, hardware, proposed security measures, smart lift tickets, web cam systems, and smartphones.
.
NR360 We Can But Dare We.docx Revised 5 ‐ 9 .docxhoney725342
NR360 We Can But Dare We.docx Revised 5 ‐ 9 ‐ 16 DA/LS/psb 07.14.16 1
NR360 INFORMATION SYSTEMS IN HEALTHCARE
Required Uniform Assignment: We Can, but Dare We?
PURPOSE
The purpose of this assignment is to investigate smartphone and social media use in healthcare and to
apply professional, ethical, and legal principles to their appropriate use in healthcare technology.
Course Outcomes
This assignment enables the student to meet the following course outcomes.
• CO #4: Investigate safeguards and decision‐making support tools embedded in patient
care technologies and information systems to support a safe practice environment for
both patients and healthcare workers. (PO 4)
• CO #6: Discuss the principles of data integrity, professional ethics, and legal
requirements related to data security, regulatory requirements, confidentiality, and
client’s right to privacy. (PO 6)
• CO #8: Discuss the value of best evidence as a driving force to institute change in the
delivery of nursing care (PO 8)
DUE DATE
See Course Schedule in Syllabus. The college’s Late Assignment Policy applies to this activity.
TOTAL POINTS POSSIBLE
This assignment is worth a total of 240 points.
Requirements
1. Research, compose, and type a scholarly paper based on the scenario described below, and
choose a conclusion scenario to discuss within the body of your paper. Reflect on lessons
learned in this class about technology, privacy concerns, and legal and ethical issues and
addressed each of these concepts in the paper, reflecting on the use of smartphones and social
media in healthcare. Consider the consequences of such a scenario. Do not limit your review of
the literature to the nursing discipline only because other health professionals are using the
technology, and you may need to apply critical thinking skills to its applications in this scenario.
2. Use Microsoft Word and APA formatting. Consult your copy of the Publication Manual of the
American Psychological Association, sixth edition, as well as the resources in Doc Sharing if you
have questions (e.g., margin size, font type and size (point), use of third person, etc.). Take
NR360 INFORMATION SYSTEMS IN HEALTHCARE
NR360 We Can But Dare We.docx Revised 5 ‐ 9 ‐ 16 DA/LS/psb 07.14.16 2
advantage of the writing service SmartThinking, which is accessed by clicking on the link called
the Tutor Source, found under the Course Home area.
3. The length of the paper should be four to five pages, excluding the title page and the reference
page. Limit the references to a few key sources (minimum of three required).
4. The paper will contain an introduction that catches the attention of the reader, states the
purpose of the paper, and provides a narrative outline of what will follow (i.e., the assignment
criteria).
5. In the body of the paper, discuss the scenario in relation to HIPAA, leg.
Nurse Practitioner Diagnosis- Chest Pain.
SOAP
S-Subjective
O-Objective
A-Assessment
P-Plan
One Page Only
Please use attachment only. Copy and paste it into *SOAP*
I OSCE1-Chest Pain attached and copy and paste into the temple.
.
NURS 6002 Foundations of Graduate StudyAcademic and P.docxhoney725342
NURS 6002: Foundations of Graduate Study
Academic and Professional Success Plan Template
Prepared by:
<INSERT NAME>
Professional Development
Statement of Purpose
My main objective is to complete my master’s degree so as to qualify as a psych nurse practitioner. My focus is to learn how I can apply the knowledge I have gained from this program in delivering high-quality patient care. Consequently, I have developed several goals that I need to achieve so that they can help me in meeting y main objective.
Curriculum Vitae for Psych Nurse
PROFESIONAL BACKGROUND
Graduate in Psych Nursing from Warren University with experience of more than two years in nursing practice. Skill as a youth coach, identifying problems, and applying the most appropriate techniques for each case. Collaborator, team worker, with a good relationship with patients and experienced in preparing patient care programs.
COMPETENCES
-Diagnosis of problems.
-Direct interventions.
-Consultation and treatment.
-Development of programs.
-Easy for personal relationships.
-Collaborative team worker.
-Experience with students with special needs.
-Good adaptation to different tasks.
EXPERIENCE
· John Hopkins Hospital Practice in Psych Nursing from January 2017 to the present
· One-time actions with conflictive patients in crisis situations.
· Preparation of intervention projects in the hospital environment for patients at risk of social exclusion.
TRAINING
· Degree in Psych nursing. Walden University
CERTIFICATES
SOCIAL WORK
· Volunteer in Walden community working with minors in areas of social exclusion.
LANGUAGES
· English
SKILLS VOCATION
· Service.
· Responsibility and seriousness.
· Pharmacology knowledge.
· Ability to work under pressure and in emergency situations.
· Knowledge of nutrition and psychology.
· Resolute person.
· dealing with older adults and children.
· Extensive use of computer tools.
Professional Development Goals
The first thing that should be noted is that psych nursing is a recent academic option, which is highly relevant that more people are trained in it and help to broaden and deepen the scientific foundation of the care it offers. Although the psych nurses are already able to carry out different activities without the need for another health professional to indicate them, it is important that they can acquire greater independence so that their contribution is even greater, which is my first professional development goal. Therefore, the degree in psych nursing must be strengthened, with studies and evidence that allow the framework of the work of those who practice it to grow and, in turn, encourage its professionals to intervene promptly to avoid complicating the medical situation of a patient.
I would like to be supportive, have a vocation for service, be responsible, and be organized. It is these basic qualities that will allow me to develop a nursing career. The organization and responsibility would be oriented there because the nurse, by nat.
Nurse workforce shortage are predicted to get worse as baby boomers .docxhoney725342
Nurse workforce shortage are predicted to get worse as baby boomers age and healthcare needs increase (AACN, n.d.). Registered nurse openings increase as nurses are retiring and leaving the workforce for various reasons such as burnout (AACN, n.d.). Enrollment increases to nursing educational programs does not meet the demand for nurses (AACN, n.d.). Nursing leader interventions that will impact the shortage is a focus on retention of nurses, attention to safe staffing ratios, and attention to quality care.
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Now, for the exam itself. Below are 4 questions. You need to answer .docxhoney725342
Now, for the exam itself. Below are 4 questions. You need to answer 2 of them with a mix of your ideas, quotes from the text, and some secondary research (non-Wikipedia, non-Litcharts). I am looking for about 5 pages for both mini-essays combined. The due date will be April 9 by 11:59pm. No extensions.
Questions:
1. Often we attribute cowardice for Hamlet’s lack of action in the face of an obvious call for revenge. Is there some other way to view Hamlet the character?
2. The death of Ophelia comes as a result of the dual grief for the loss of her father and the loss of her true love . Why would you say that Hamlet reacts so radically different to the same circumstances?
3. What would you say is the horror that Kurtz sees in his mind’s eye moments before his death? Is it simply a late late condemnation of colonialism?
4. Marlowe’s lie in Chapter 3 has been written about to death in academic circles. Gather two analytical interpretations of the lie and offer me another way of looking at this climactic moment.
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Nur-501-AP4- Philosophical and Theoretical Evidence-Based research.docxhoney725342
Nur-501-AP4- Philosophical and Theoretical Evidence-Based research
Watson’s philosophy and science of caring has four major concepts: human being, health, environment/society, and nursing Butts & Rich, 2015). In Watson’s view, the disease might be cured, but illness would remain because, without caring, health is not attained. Caring is the essence of nursing and connotes responsiveness between the nurse and the person; the nurse co-participates with the person. Watson contends that caring can assist the person to gain control, become knowledgeable, and promote health changes.
According to Watson (2009), the core of the Theory of Caring is that “humans cannot be treated as objects and that humans cannot be separated from self, other, nature, and the larger workforce.” Her theory encompasses the whole world of nursing; with the emphasis placed on the interpersonal process between the caregiver and care recipient. The theory is focused on “the centrality of human caring and on the caring-to-caring transpersonal relationship and its healing potential for both the one who is caring and the one who is being cared for” (Watson, 2009). The structure for the science of caring is built upon ten carative factors. Among them are human altruistic values, faith-hope, sensitivity to one’s self or other, trust, human caring relationship, and promotion of self-expression (.
Watson defines Human being as a valued person to be cared for, respected, nurtured, understood, and assisted, in general a philosophical view of a person as a fully functional integrated self. Personhood is viewed as greater than and different from the sum of his or her parts which are mind-body-soul-connection (Butt & Rich 2015)
The personhood concept in Watson theory of caring implies that patients are not all the same. Each person brings a unique background of experiences, values, and cultural perspective to health care encounter. Caring facilitates a nurse’s ability to know a patient, allowing the nurse to recognize a patient’s problem and find and implement individualized solution on the patient’s unique needs.
Knowing the person allows the nurse to avoid assumptions, to center on the one cared for (Keller, 2013). It also gives the nurse to opportunity to assess thoroughly by seeking clues to clarify the issue that the individual is going through.
The concept of personhood also integrates the human caring processes with healing environment, incorporating the life-generating and life receiving processes of human caring and healing for nurses and their patient. The concept put emphasis on developing a caring relationship with the person as a nurse and listen to the person’ stories to fully understand the meaning an impact of the individual’s condition. This information and understanding helps in the development and delivery of individualized patient centered care. The transpersonal caring theory rejects disease orientation to health care and places care before cure. When the .
NU32CH19-Foltz ARI 9 July 2012 1945Population-Level Inter.docxhoney725342
NU32CH19-Foltz ARI 9 July 2012 19:45
Population-Level Intervention
Strategies and Examples
for Obesity Prevention
in Children∗
Jennifer L. Foltz,1 Ashleigh L. May,1 Brook Belay,1
Allison J. Nihiser,2 Carrie A. Dooyema,1
and Heidi M. Blanck1
1Division of Nutrition, Physical Activity, and Obesity, 2Division of Population Health,
National Center for Chronic Disease Prevention and Health Promotion, Centers for
Disease Control and Prevention, Atlanta, Georgia 30341; email: [email protected]
Annu. Rev. Nutr. 2012. 32:391–415
First published online as a Review in Advance on
April 23, 2012
The Annual Review of Nutrition is online at
nutr.annualreviews.org
This article’s doi:
10.1146/annurev-nutr-071811-150646
0199-9885/12/0821-0391$20.00
∗This is a work of the U.S. Government and is
not subject to copyright protection in the
United States.
Keywords
obesity prevention, children, nutrition, physical activity, interventions
Abstract
With obesity affecting approximately 12.5 million American youth,
population-level interventions are indicated to help support healthy
behaviors. The purpose of this review is to provide a summary of
population-level intervention strategies and specific intervention exam-
ples that illustrate ways to help prevent and control obesity in children
through improving nutrition and physical activity behaviors. Informa-
tion is summarized within the settings where children live, learn, and
play (early care and education, school, community, health care, home).
Intervention strategies are activities or changes intended to promote
healthful behaviors in children. They were identified from (a) systematic
reviews; (b) evidence- and expert consensus–based recommendations,
guidelines, or standards from nongovernmental or federal agencies;
and finally (c) peer-reviewed synthesis reviews. Intervention examples
illustrate how at least one of the strategies was used in a particular
setting. To identify interventions examples, we considered (a) peer-
reviewed literature as well as (b) additional sources with research-tested
and practice-based initiatives. Researchers and practitioners may use
this review as they set priorities and promote integration across settings
and to find research- and practice-tested intervention examples that can
be replicated in their communities for childhood obesity prevention.
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NU32CH19-Foltz ARI 9 July 2012 19:45
IOM: Institute of
Medicine
Contents
INTRODUCTION . . . . . . . . . . . . . . . . . . 392
INTERVENTIONS BY
SETTINGS . . . . . . . . . . . . . . . . . . . . . . . 394
Early Care and Education . . . . . . . . . . 394
School . . . . . . . . . . . . . . . . . . . . . . . . . . . . 398
Health .
Nurse Working in the CommunityDescribe the community nurses.docxhoney725342
Nurse Working in the Community
Describe the community nurse's roles in assisting individuals, families, and communities. Include what barriers or challenges the nurse would need to overcome to achieve these goals.
Reference: Stanhope, M. & Lancaster, J. (2018). Foundations for Population Health in Community/Public Health Nursing (5 th ed.). Elsevier. (e-Book)
.
nursing diagnosis1. Decreased Cardiac Output related to Alter.docxhoney725342
nursing diagnosis
1. Decreased Cardiac Output
related to Altered myocardial contractility
2.
Risk for Impaired Skin Integrity
related to immobility
3.
Activity Intolerance
related to immobility
4. Risk for Infection related to Inadequate primary defenses: broken skin, traumatized tissues; environmental exposure
5. Risk for Impaired Gas Exchange related to Alveolar/capillary membrane changes: interstitial, pulmonary edema, congestion
6.
Excess Fluid Volume related to
increased antidiuretic hormone (ADH) production, and sodium/water retention.
.
Nursing Documentation Is it valuable Discuss the value of nursin.docxhoney725342
"Nursing Documentation: Is it valuable?" Discuss the value of nursing documentation in healthcare planning. Compare these purposes with the documentation format used in your area of practice. What are potential uses of the data you collect beyond the care of the individual patient?
Please reference Sewell, J. (2016). Informatics & Nursing:
Opportunities & Challenges
(5th ed.) Lippincott, Williams & Wilkins: Philadelphia.
.
NR631 Concluding Graduate Experience - Scope : Project Management & Leadership
(This document must be attached as an appendix to the professional, scholarly paper explaining what you are doing. Include title page, headings, introduction, body of paper, summary and at least three current, relevant references. All information in this form below must be professional, complete sentences in APA format)
Appendix A: Scope Statement
Organization’s Name:
Project’s Name:
Project Manager:
Sponsor(s), Title:
Organizational Priority (High, Medium, Low):
______________________________________________________________________
Mission Statement:
Measureable Project Objectives – (Use 5 W’s and H. Sipes, 2016):
Justification of Project:
Implementation Strategy:
Project Resources – Human and Technical:
Completion Date:
Measures of Success – Include all Metrics:
Assumptions:
Constraints:
APPROVALSPrint or Type NameSignatureDate
Project Manager Approval:
Owner or Sponsor Title and Approval:
This document must be approved by sponsor before submission to Dropbox
Project Scope and Charter
Guidelines and Scoring Rubric
Purpose
This assignment is designed to help students lay the groundwork for their project plans with the help of mentors and professors. The mentor becomes a team member for the project that the student will manage. The student will identify the stakeholders, the project priority, how the measurable goals will be met for a successful project, and who will receive the report of the results of the project. The scope document describes the parameters of the project, including what can and cannot be accomplished and the measurable objectives and outcome measures. The project charter describes and defines the project. When the sponsor signs off on the project, it becomes the document that authorizes the project.
Week 2, you will complete the project scope and charter. Based on the information from the mentor and professor, each student finalizes and completes the project charter and scope documents or statements. The project scope must be approved by your practicum organization. Your mentor should help you obtain approval. Project approval must be received prior to submitting these documents. Appendices are provided for both of these documents in Course Resources.
Due Date: Sunday at 11:59 p.m. MT at the end of Week 2
Total Points Possible: 100
Requirements
1. Complete the Project Scope document, including signatures of approval.
1. Complete the Project Charter document.
1. Documents are attached as appendices to a professional scholarly paper following the guidelines for writing professional papers found in Course Resources.
1. Grammar, spelling, punctuation, references, and citations are consistent with formal academic writing and APA format as expressed in the sixth edition of the manual.
Preparing the Paper
1. All aspects of the Project Scope document must be completed, including signatures.
1. All aspects o.
Number 11. Describe at least five populations who are vulner.docxhoney725342
Number 1
1. Describe at least five populations who are vulnerable to PTSD
2. What are eight DSM5 criteria for PTSD
3. Describe possible signs and symptoms a client experiencing PTSD could exhibit
4. Describe at least five triggers and how they can be manifested in client experiencing PTSD
5. Describe five treatment options for clients experiencing PTSD
Number 2
1) Describe some day to day challenges that face people who are voice hearers
2) Explain the subjective experience of hearing voices that are disturbing
3) Describe cultural humility for people who hear distressing voices through self-reflection, self-awareness and self-critique
4) What other conditions can stimulate or trigger hearing voices in the mind?
.
ntertainment, the media, and sometimes public leaders can perpetuate.docxhoney725342
ntertainment, the media, and sometimes public leaders can perpetuate anxieties about the prevalence of crime, leading to feelings of vulnerability. Was there ever a more innocent, less crime-ridden era? If so, might the country be able to return to this state of perceived safety sometime in the future?
For this Discussion, imagine you are designing the police force of the future. Would you choose to expand or restrict that force’s role? Consider also how your decision might change the public perception of crime and safety.
By Day 3 of Week 2
Post:
To what degree do you think the role of law enforcement
should or should not
expand in the future? Why?
.
Now that you have completed Lesson 23 & 24 and have thought a.docxhoney725342
Now that you have completed Lesson 23 & 24 and have thought about the factors that affect the health of various communities, do the following:
Identify prevalent issues or diseases that affect the health of your community (the specific populations you serve).
Compare and contrast two (2) specific populations in your practice that are affected by the above issue(s) or disease(s) by listing their commonalities and their differences.
Base on the information above, how can you change or refine your practice to meet each community's specific needs?
Your paper should:
be typed doubled-space.
a total of 100 to 200 words (not counting your list of commonalities and differences).
Use factual information.
be original work and will be checked for plagiarism.
have required APA format if references are utilized – type references according to the
APA Style Guide
.
.
nothing wrong with the paper, my professor just wants it to be in an.docxhoney725342
nothing wrong with the paper, my professor just wants it to be in an outline format and also include how this information is relevant to the Saint Leo University Core Values of
Excellence
and
Integrity
in the context of health care policy analysis.
I will attach the original paper that was submitted as well as the guideline that my professor provided me. The topic cannot be changed "Drug enforcement program for WIC".
.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
1 FSE100 Introduction to Engineering Before-lecture.docx
1. 1
FSE100 Introduction to Engineering
Before-lecture Preparation
Use the following questions to guide your reading and
preparation for the iRAT/tRAT quiz in lecture.
1. Pre-lecture reading: read the article “Design a Better Cup
Heater” starting on the next page:
1) What is the problem needs to be solved?
2) What are the design requirements? Function? Time? Other
requirements?
3) Why did they decide “Preliminary design must be completed
today, and tested and refined
tomorrow.”?
4) Why did they draw a sketch in their design journal?
5) How did the design proceed? What were the steps in the
design process?
6) Is the design process a sequential process or an iterative
process?
7) What do you think will happen next for the design after the
end of the story?
8) What are the different types of engineers needed to create the
better cup heater?
9) After one week, how do you communicate the improved cup
heater design to the supervisor?
10) What skills are needed by the engineers in the story to
complete the design successfully?
2. 2. Pre-lecture homework: answer all questions above. First copy
each question then write down the
answer. Submit the homework to Blackboard and also bring in
the completed homework to the
lecture.
2
Design a Better Cup Heater
Suppose that your small design team at Sunbeam Inc. was given
the following task: Design a better cup
heater to heat 250 ml of tap water to boiling in 2 minutes.
First, notice how simple—yet general—the problem statement
is. There are no guidelines for the size or
type of heater, except that it must fit inside a cup. Also, the
shape of the heater is unclear. Your team
also asks the questions: “To what is the heater compared? Better
than what?” Your supervisor says that
the heater should perform better than a microwave oven and
plug into an electric wall socket. Then,
your supervisor mentions that you have only one week to
complete the design.
“One week!” Your team quickly realizes that the preliminary
design must be completed today, and
tested and refined tomorrow.
These first observations and questions are written in your
3. design journal, but they remain unanswered.
What is the next step in assessing the problem? A quick look in
a physics textbook helps to further
define the problem. Your team finds that it is possible to
generate heat by passing a current through a
wire.
Now the ideas start to flow. One team member remembers that
her mother uses a small electric heater
to heat cups of water. You remark that electric space heaters
basically are made of long sections of thick
wire, too. A suggestion is made to purchase a tea cup heater.
Many team members speak at once.
Someone suggests, obviously in jest, building a pocket-sized
nuclear weapon. Another idea is to use the
chemical packet that warms up feet in ski boots. All of these
ideas are documented in your journal.
Your supervisor then requests that the heater be constructed
from specialty wire located in the
warehouse. You wonder what is so special about this particular
wire. You wonder if the supervisor will
continue to add more parameters.
Since heating wire is now required, your team decides to
evaluate that concept further. A sketch is
drawn in your design journal. The potential set-up looks
something like the drawing in Figure 1.
Figure 1. Design journal sketch
3
4. A parts list prepared from the sketch includes wire, beaker,
water and thermometer. Two team
members state that they are ready to build the heater—but are
they? Some members of the team want
to build the heater immediately, but you say that the team needs
more information before beginning.
Another member returns from the warehouse with a spool of the
specialty wire. The label states that
the material is NiCr, that the wire diameter is 22 gauge and that
the resistance is 1.6 Ω per foot. One
team member notes the thinness of the wire. Another team
member says that the symbol “Ω” stands
for the word “ohm.” How does the value of 1.6 Ω per foot relate
to the heating of water? Your team
realizes that it must perform an engineering analysis of the
problem to understand the relationship
between the heating wire and the temperature of the water.
Together you discuss how a heater performs. Current flowing
through the wire causes the wire to heat.
The heat is transferred to the water. Your team estimates that
the temperature of the water must be
raised a maximum of 100°C, if the temperature comes out of the
tap at close to 0°C (as a worst case
scenario). How much heat is required to perform this feat? What
equations apply to heating water?
Someone digs out a first-year chemistry book, and the team
finds that the heat absorbed by a volume of
water is related to its heat capacity according to the following
energy equation:
Q = Cp ΔT,
where Q is the energy or heat absorbed by the water in watts,
and ΔT = (T2 – T1), the difference
5. between the beginning and ending water temperatures.
The reference tables in the back of the chemistry book give a
value for Cp of water as approximately 1
cal/cc/°C.
� = �1
���
�� °�
� (100°� − 0°�)
= 100
���
��
���� ����������
������������ �100
���
��
��1
��
��
��4.1868
������
���
��
���� · ���
�����
�
6. = 418.69
���� · ���
��
This is the amount of energy needed to heat one ml of water
100°C. Heating a cup of water (250 ml) in 2
minutes will take
�418.69 ���� · ����� � (250��)
(2���) �60 �������
= 873�����
This value, 873 watts, is the energy per unit time, or power,
required. At this point, you perform a reality
check. “If this were a light bulb, it would be pretty bright. Some
hair dryers are only 800 watts. Some
microwaves are around 1000 watts, but it does take a lot of
energy to heat water.”
Your next move is to determine how much wire is needed. The
physics text states that for any material
conducting electricity, Ohm’s Law is given by the following
formula:
4
� = ��,
where V is volts, I is current in amps, and R is resistance in
ohms. You also read that the power P
7. dissipated by the wire is given by this formula:
� = �2� = ��.
Now, by using the above power equation, your team finds the
current that is carried by the wire. The
heater is to be plugged into a socket supplying common
household electricity that has a voltage of 110
volts. From the power equation, the following expression is
obtained for I:
� = �
�
= 873�����
110�
= 8����.
The required wire resistance is calculated from Ohm’s Law:
� =
�
�
=
110�
8����
= 14�.
Now, the length of the wire can be estimated. The length is
found from the resistance characteristic
stated on the label, or 1.6 Ω per foot, and the required
resistance value for the heater, or 14 Ω:
8. L = 14 Ω / 1.6 Ω per foot = 8.75 feet.
This seems like a reasonable amount to coil up in a coffee cup,
since the wire is so thin.
Your team decides that the analysis supports the original design
concept shown in Figure 1 and chooses
to build it. The team gathers in the lab and locates a glass
beaker, an alcohol thermometer, a pair of wire
snips and an unwired electrical plug. One team member suggests
using a 10-amp fuse “just in case.” The
wire is wound neatly around a 1-inch rod, and the ends of the
wire are attached to the plug and the
fuse. After filling the beaker with water, the coil of wire is
submerged. You are ready to record the
amount of time to heat the water while another team member
prepares to record the temperature rise,
and a third snaps a photograph of the experimental set-up. The
plug is placed into the outlet.
Everyone watches as the plug smokes and they hear the snap of
the fuse. What happened to heater?
Why has it shorted out?
The team evaluates the test procedure. The bare wire was placed
in the beaker of water. The fuse is
attached to one end of the wire. The other wire end and the fuse
end were connected to the plug. A
team member comments, “Doesn’t water conduct electricity?”
All of you simultaneously recognize that the water created a
short circuit around the wire because the
wire was not insulated from the water.
Your team decides to modify the configuration so that the wire
is electrically insulated from the water.
9. Scouting around the supplies in the warehouse, the team notices
thin, small diameter tubing called
5
shrink tubing. The tubing slides over uninsulated wire. A heat
gun is used to shrink the tubing until a
snug fit is obtained.
You apply the shrink tubing and then start the test again. After
four minutes the temperature of the
water reaches 50°C. After eight minutes the temperature is only
90°C. It takes 11 minutes to heat the
water to boiling.
The team evaluates the data by plotting the temperature rise as a
function of time (see Figure 2). Why
does it take so long to heat the water to boiling?
One team member muses on the possibility of the insulation
affecting the rate of heat dissipating from
the wire. You suggest that the plastic tubing acts as electrical
and thermal insulation. The team decides
that only electrical insulation is necessary. How can the design
be changed to obtain the correct amount
of heat transfer?
Figure 2. Plot of temperature vs. time
One person proposes that thinner shrink tubing be found.
Another team member suggests using a
longer wire. How much longer should the wire be? Two team
10. members suggest using at least four times
as long, while another says it should be six times as long.
After much discussion, your team decides to try using more
analysis to determine an appropriate length
for the wire. You review the equations and realize that you need
a heat transfer model to take the
thermal insulating effect of the shrink tubing into account.
Plagiarism Report
Property of One Freelance limited
2018-08-21 07:21:19
13.13%
Overall match
Sources found:
all sources
11. 9.16%academic.oup.com5.53%krieger.jhu.edu3.97%www.filmsf
oraction.org3.97%thenextsystem.org
Student's name
Professor's name
Course
Date
Economic Democracy and Global Crisis
Today, capitalism is faced with numerous challenges with
the most important of them being issues of inequality. More
importantly, the world exhibits unprecedented prosperity and
also there is a dilemma on how to share public goods such as
the environment. In-order to solve these inherent problems,
institutions must take the populations beyond the capitalist
economy (Schweickart, 1). Nevertheless, issues surrounding
environmental pollution, poverty and inequality still continue to
persist in the world today. As a consequence, there is need for
an alternative means to take the world beyond capitalism and
preserve the strengths of competitive capitalism while
12. mitigating or eliminating its negative features. In-order to
achieve this alternative, there is a great need to extend
democracy to the economy. In other words, economies ought to
democratize labor, capital and democracy.
Therefore, economic democracy or free market capitalism
need to find its place in the global market. Economic democracy
possesses certain features including competition among
enterprises in-order to provide the consumers whatever they
need. In addition, for a successful operation, companies will
need to get access to the means of production including labor.
The capacity of an individual to work is a commodity on its own
and hence it can be bought and sold. Finally, economic
democracy is characterized by private allocation of funds for
investment. Private financial institutions source finances from
those who have and lend to business for high profitability.
Noteworthy, this is in contrast to capitalism where financial
markets are like gods that need to be appeased.
The idea of commons came as a result of the need to
counter capitalism. However, the commons have been attacked
time after time but they still exist. As such, there are commons
outside capitalism and they have played an important role in the
class struggle. The 19th century mutual aid societies serve as an
example of these commoners who have been able to feed the
ideas of radicals and the bodies of other commoners (Caffentzis
& Federici, 95). Noteworthy, more commoners are emerging all
over the world today. Some common examples include
solidarity economy movements and free software programs
which have created a new social relations in the world based on
the principle of communal sharing. Moreover, the ideas of the
commons are sustained by the realization that capitalism does
not have anything to offer apart from further divisions and more
misery.
Furthermore, the initiatives by the commoners are more
13. than creating protection against neo-liberals' assaults. Instead,
they are more like the planted seeds or embryonic form of an
alternative mode of production being made. The growing
squatters' movements and the disconnection of the growing
population of city dwellers from the formal world economy
should also viewed in the same manner. Such group can, under
the ideas of the commons, gain the capability of reproducing for
themselves without the control of the market and the state.
Nevertheless, the commoners have found a boost in their
struggles with a new problem as indigenous Americans resist
privatization of their land. In addition, the grassroots initiatives
by women have played a special role in the quest to move away
from capitalism (Caffentzis &Federici, 96). More importantly,
commons is not only the means to share resources but also a
commitment to foster common interest in every aspect of life.
The working portion of the world's population is faced with
the greatest challenge coming from economic struggles. For
instance, the economic crisis that faced the financial institutions
in the United States in 2008 rapidly spread throughout the world
causing massive industrial and financial disaster. In most
countries in the world, banks failed and corporations went
bankrupt leading to loss of jobs by millions of people. As a
consequence, governments responded by pumping trillions into
the financial sector to help the banks, stimulate their economies
and to stabilize vulnerable corporations (Botz, 1). Noteworthy,
those who are under employment are usually not prepared to
face such uncertainties. Additionally, they lack independent
organizations to fight for themselves and the whole society.
Without a strong labor movement and powerful socialist
organization, the working class would continue to suffer more.
14. Works Cited
Botz, Dan. The Global Crisis and the World Labor Movement.
New Politics. 2009. newpol.org/content/global-crisis-and-world-
labor-movement.Accessed on 21 August 2018
Caffentzis George &Federici, Silvia. Commons against and
beyond Capitalism. Community Development Journal Vol 49 No
S1 January 2014 pp. i92-i105. University of California. 2014.
academic.oup.com/cdj/article abstract/49/suppl_1/i92/307214.
Accessed on 21 August 2018
Schweickart, David. Economic Democracy. The Democracy
Collaborative.
15. Surname 2
Commons against and beyond
capitalism
George Caffentzis* and Silvia Federici*
Abstract This essay contrasts the logic underlining the
production of ‘commons’
with the logic of capitalist relations, and describes the
conditions under
which ‘commons’ become the seeds of a society beyond state
and
market. It also warns against the danger that ‘commons’ may be
co-
opted to provide low-cost forms of reproduction, and discusses
how
this outcome can be prevented.
Introduction
‘Commons’ is becoming a ubiquitous presence in the political,
economic and
16. even real estate language of our time. Left and Right, neo-
liberals and neo-
Keynesians, conservatives and anarchists use the concept in
their political
interventions. The World Bank has embraced it requiring, in
April 2012,
Zapatista women working in a common garden (photo by
George Caffentzis)
*Address for correspondence: email: [email protected] (S.F.);
[email protected] (G.C.)
& Upping the Anti
doi:10.1093/cdj/bsu006
i92 Community Development Journal Vol 49 No S1 January
2014 pp. i92 – i105
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that all research conducted in-house or supported by its grants
be ‘open
access under copyright licensing from Creative Commons—a
non-profit
organization whose copyright licenses are designed to
accommodate the
17. expanded access to information afforded by the Internet’ (World
Bank,
2012). Even the Economist, a champion of neo-liberalism, has
nodded favour-
ably to it, in its praise of Elinor Ostrom, the doyen of commons
studies, as
indicated by the eulogy in its obituary:
It seemed to Elinor Ostrom that the world contained a large
body of common
sense. People, left to themselves, would sort out rational ways
of surviving
and getting along. Although the world’s arable land, forests,
fresh water and
fisheries were all finite, it was possible to share them without
depleting
them and to care for them without fighting. While others wrote
gloomily of
the tragedy of the commons, seeing only over-fishing and over-
farming in a
free-for-all of greed, Mrs Ostrom, with her loud laugh and
louder tops, cut a
cheery and contrarian figure. (Economist, 2012)
Finally, it is hard to ignore the prodigal use of ‘common’ or
18. ‘commons’ in the
real estate discourse of university campuses, shopping malls and
gated com-
munities. Elite universities requiring their students to pay
yearly tuition fees
of $50,000 call their libraries ‘information commons’. It is
almost a law of con-
temporary social life that the more commons are attacked, the
more they are celebrated.
In this article we examine the reasons for these developments
and raise
some of the main questions facing anti-capitalist commoners
today:
† What do we mean by ‘anti-capitalist commons’?
† How can we create, out of the commons that our struggles
bring into
existence, a new mode of production not built on the
exploitation of
labour?
† How do we prevent commons from being co-opted and
becoming
platforms on which a sinking capitalist class can reconstruct its
for-
19. tunes?
History, capitalism and the commons
We start with a historical perspective, keeping in mind that
history itself is a
common even when it reveals the ways in which we have been
divided, if it
is narrated through a multiplicity of voices. History is our
collective
memory, our extended body connecting us to a vast world of
struggles that
give meaning and power to our political practice.
History then shows us that ‘commoning’ is the principle by
which human
beings have organized their existence for thousands of years. As
Peter
Linebaugh reminds us, there is hardly a society that does not
have the
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20. commons at its heart (Linebaugh, 2012). Even today, communal
property
systems exist in many parts of the world especially in Africa
and among indi-
genous people of Latin America. Thus, when we speak of the
principle of ‘the
common’, or of commons, as imagined or existing forms of
wealth that we
share, we do not only speak of small-scale experiments. We
speak of
large-scale social formations that in the past were continent-
wide, like the net-
works of communal societies that existed in pre-colonial
America, which
stretched from present-day Chile to Nicaragua and Texas,
connected by a
vast array of economic and cultural exchanges. In England,
common land
remained an important economic factor until the beginning of
the twentieth
century. Linebaugh estimates that in 1688, one quarter of the
total area of
England and Wales was common land (Linebaugh, 2008). After
more than
21. two centuries of enclosures involving the privatization of
millions of acres,
according to the Eleventh Edition of the Encyclopedia
Britannica, the amount
of common land remaining in 1911 was 1,500,000 to 2,000,000
acres,
roughly 5 percent of English territory. By the end of the
twentieth century
common land was still 3 percent of the total of the territory
(Naturenet, 2012).
These considerations are important to dispel the assumption that
a society
based on commons is a utopia or that commons must be small-
scale projects,
unfit to provide the foundation of a new mode of production.
Not only have
commons existed for thousands of years, but elements of a
communally based
society are still around us, although they are under constant
attack, as capit-
alist development requires the destruction of communal
properties and rela-
tions. With reference to the sixteenth and seventeenth century
‘enclosures’
22. that expelled the peasantry in Europe from the land – the act of
birth of
modern capitalist society, Marx spoke of ‘primitive’ or
‘originary’ accumula-
tion. But we have learned that this was not a one-time affair,
spatially and tem-
porally circumscribed, but is a process that continues into the
present
(Midnight Notes Collective, 1990). ‘Primitive accumulation’ is
the strategy
to which the capitalist class always resorts in times of crisis
when it needs
to reassert its command over labour, and with the advent of neo-
liberalism
this strategy has been extremized, so that privatization extends
to every
aspect of our existence.
We live now in a world in which everything, from the water we
drink to our
body’s cells and genomes, has a price tag on it and no effort is
spared to ensure
that companies have the right to enclose the last open spaces on
earth and
force us to pay to gain access to them. Not only are lands,
23. forests, and fisheries
appropriated for commercial uses in what appears as a new
‘land grab’ of un-
precedented proportions. From New Delhi and New York to
Lagos and Los
Angeles, urban space is being privatized, street vending, sitting
on the side-
walks or stretching on a beach without paying are being
forbidden. Rivers
are dammed, forests logged, waters and aquifers bottled away
and put on
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the market, traditional knowledge systems are sacked through
Intellectual
Property Regulations and public schools are turned into for-
profit enter-
prises. This explains why the idea of the commons exercises
such an attraction on
our collective imagination: their loss is expanding our
24. awareness of the significance
of their existence and increasing our desire to learn more about
them.
Commons and the class struggle
For all the attacks on them, commons have not ceased to exist.
As Massimo De
Angelis has argued, there have always been commons ‘outside’
of capitalism
that have played a key role in the class struggle, feeding the
radical imagin-
ation as well as the bodies of many commoners (De Angelis,
2007).
Nineteenth-century mutual aid societies are examples of it
(Bieto, 2000).
More important, new commons are constantly created. From the
‘free soft-
ware’ to the ‘solidarity economy’ movement, a whole world of
new social rela-
tions is coming into existence based on the principle of
communal sharing
(Bollier and Helfrich, 2012), sustained by the realization that
capitalism has
nothing to give us except more misery and divisions. Indeed, at
a time of per-
25. manent crisis and constant assaults on jobs, wages, and social
spaces, the con-
struction of commons – ‘time banks’, urban gardens,
Community Supported
Agriculture, food coops, local currencies, ‘creative commons’
licenses, barter-
ing practices – represents a crucial means of survival. In
Greece, in the last two
years, as wages and pensions have been cut on average by 30
percent and un-
employment among youth has reached 50 percent, various forms
of mutual
aid have appeared, like free medical services, free distributions
of produce
by farmers in urban centres, and the ‘reparation’ of the
electrical wires discon-
nected because the bills were not paid.
However, commoning initiatives are more than dikes against the
neo-
liberal assault on our livelihood. They are the seeds, the
embryonic form of
an alternative mode of production in the make. This is how we
should view
26. also the squatters’ movements that have emerged in many urban
peripheries,
signs of a growing population of city dwellers ‘disconnected’
from the formal
world economy, now reproducing themselves outside of state
and market
control (Zibechi, 2012).
The resistance of the indigenous people of the Americas to the
continuing
privatization of their lands and waters has given the struggle for
the commons
a new impulse. While the Zapatistas’ call for a new constitution
recognizing
collective ownership has gone unheeded by the Mexican state,
the right of in-
digenous people to use the natural resources in their territories
has been sanc-
tioned by the Venezuelan Constitution of 1999. In Bolivia as
well, in 2009, a
new Constitution has recognized communal property. We cite
these examples
not to propose that we rely on the state’s legal apparatus to
promote the
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society of commons we call for, but to stress how powerful is
the demand
coming from the grassroots for the creation of new forms of
sociality orga-
nized according to the principle of social cooperation and the
defence of the
already existing forms of communalism. As Raquel Gutiérrez
(2009) and
Raúl Zibechi (2012) have shown, the ‘water wars’ of 2000, in
Bolivia, would
not have been possible without the intricate web of social
relations which
the ayllu and other communal systems regulating life among the
Aymara
and Quechua provided.
Grassroots women’s initiatives have played a special role in this
context. As
a growing feminist literature has demonstrated,1 because of
their precarious
28. relation to wage employment, women have always been more
interested than
men in the defence of nature’s commons and in many regions
have been the
first to come forward against the destruction of environment:
against logging,
against the selling of trees for commercial purposes and the
privatization of
water. Women have also given life to various forms of pooling
of resources
like the ‘tontines’, which have been one of the oldest and most
widespread
forms of popular banking in existence. These initiatives have
multiplied
since the 1970s when in response to the combined effects of
austerity plans
and political repressions in several countries (e.g. Chile,
Argentina) women
have come together to create communal forms of reproduction,
enabling
them to both stretch their budget and at the same time break the
sense of par-
alysis that isolation and defeat produced. In Chile, after the
Pinochet coup,
29. women set up popular kitchens – comedores populares –
cooking collectively
in their neighbourhoods, providing meals for their families as
well as for
people in the community who could not afford to feed
themselves. So power-
ful was the experience of the popular kitchens in breaking the
curtain of fear
that had descended over the country after the coup, that the
government
forbid them, sent the police to smash the cooking pots and
accused the
women setting up the comedores of communism (Fisher 1993).
In different
ways, this is an experience that throughout the 1980s and 1990s
has been
repeated in many parts of Latin America. As Zibechi (2012)
reports, thou-
sands of popular organizations, cooperatives and community
spaces,
dealing with food, land, water, health, culture, mostly organized
by women
have sprung up also in Peru and Venezuela, laying the
foundation of a co-
30. operative system of reproduction, based on use values and
operating autono-
mously from both state and market. In Argentina as well, faced
with the near
economic collapse of the country in 2001, women stepped
forward ‘common-
ing’ the highways as well as the barrios, bringing their cooking
pots to the
1 For an overview of the role of women in the construction of
cooperative forms of reproduction see
Federici (2010). Also see Shiva (1989, 2005) and Bennholdt-
Thomsen and Mies (1999).
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piquetes, ensuring the continuity of the roadblocks, also
organizing popular
assemblies and city councils (Rauber 2002).
In many cities of the United States as well, e.g. Chicago, a new
economy is
31. growing under the radar of the formal one, as partly due to
necessity and
partly to the need to recreate the social fabric that economic
restructuring
and ‘gentrification’ have torn, women in particular are
organizing various
forms of trading, bartering, and mutual aid that escape the reach
of commer-
cial networks.
Co-opting the commons
In the face of these developments, the task for us is to
understand how we can
connect these different realities and how we can ensure that the
commons that
we create are truly transformative of our social relations and
cannot be
co-opted. The danger of co-optation is real. For years, part of
the capitalist
international establishment has been promoting a softer model
of privatiza-
tion, appealing to the principle of the commons as a remedy to
the neo-liberal
attempt to submit all economic relations to the dictate of the
market. It is rea-
32. lized that, carried to an extreme, the logic of the market
becomes counterpro-
ductive even from the viewpoint of capital accumulation,
precluding the
cooperation necessary for an efficient system of production.
Witness the
situation that has developed in US universities where the
subordination of
scientific research to commercial interests has reduced
communication
among the scientists, forcing them to be secretive about their
research projects
and their results.
Eager to appear as a world benefactor, the World Bank even
uses the lan-
guage of the commons to put a positive spin on privatization
and blunt the
expected resistance. Posing as the protector of the ‘global
commons’, it
expels from woods and forests people who lived in them for
generations,
while giving access to them, once turned into game parks or
other commercial
33. ventures, to those who can pay, the argument being that the
market is the most
rational instrument of conservation (Isla, 2009). The United
Nations too has
asserted its right to manage the world’s main eco-systems – the
atmosphere,
the oceans, and the Amazonian forest – and open them up for
commercial ex-
ploitation, again in the name of preserving the common heritage
of humanity.
‘Communalism’ is also the jargon used to recruit unpaid labour.
A typical
example is British Prime Minister Cameron’s ‘Big Society’
programme
that mobilizes people’s energies for volunteer programs aimed
to compen-
sating the cuts in social services his administration has
introduced in
the name of the economic crisis. An ideological break with the
tradition
that Margaret Thatcher initiated in the 1980s when she
proclaimed that
‘There is no such thing as Society’, ‘The Big Society’
programme instructs
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government-sponsored organizations (from day-care centres, to
libraries and
clinics) to recruit local artists and young people who, with no
pay, will engage
in activities increasing the ‘social value’, defined as social
cohesion and above
all reduction of the cost of social reproduction. This means that
non-profit
organizations providing programmes for the elderly can qualify
for some
government funding if they can create ‘social value’, measured
according
to a special arithmetic factoring in the advantages of a socially
and environ-
mentally sustainable society embedded in a capitalist economy
(Dowling,
2012). In this way, communal efforts to build solidarity and
cooperative
35. forms of existence, outside the control of the market, can be
used to
cheapen the cost of reproduction and even accelerate the lay-
offs of public
employees.
Commodity-producing commons
A different type of problem for the definition of anti-capitalist
commons is
posed by the existence of commons producing for the market
and driven
by the ‘profit motive’. A classic example is the unenclosed
Alpine meadows
of Switzerland that every summer becomes grazing fields for
dairy cows, pro-
viding milk for the huge Swiss dairy industry. Assemblies of
dairy farmers,
who are very cooperative in their efforts, manage these
meadows. Indeed,
Garret Hardin could not have written his ‘Tragedy of the
Commons’ had he
studied how Swiss cheese came to his refrigerator (Netting,
1981).
Another often cited example of commons producing for the
market are
36. those organized by the more than 1000 lobster fishers of Maine,
operating
along hundreds of miles of coastal waters where millions of
lobsters live,
breed and die every year. In more than a century, lobster fishers
have built a
communal system of sharing the lobster catch on the basis of
agreed upon
divisions of the coast into separate zones managed by local
‘gangs’ and self-
imposed limits on the number of lobsters to be caught. This has
not always
been a peaceful process. Mainers pride themselves on their
rugged individu-
alism and agreements between different ‘gangs’ have
occasionally broken
down. Violence then has erupted in competitive struggles to
expand the allot-
ted fishing zones or bust the limits on catch. But the fishers
have quickly
learned that such struggles destroy the lobster stock and in time
have restored
the commons regime (Woodward, 2004).
37. Even the Maine state’s fishery management department now
accepts
this commons-based fishing, outlawed for decades as a violation
of anti-trust
laws (Caffentzis, 2012). One reason for this change in official
attitude is
the contrast between the state of the lobster fisheries compared
to that of
the ‘ground-fishing’ (i.e. fishing for cod, haddock, flounder and
similar
species) that is carried out in the Gulf of Maine and in Georges
Bank where
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the Gulf connects with the ocean. Whereas the former in the last
quarter
century has reached sustainability and maintained it (even
during some
severe economic downturns), since the 1990s, one species after
another of
38. ground-fish has been periodically overfished, leading to the
official closure
of Georges Bank for years at a time. (Woodward, 2004) At the
heart of the
matter are differences in the technology used by ground fishing
and lobster
fishing and, above all, the difference in the sites where the
catches are
taken. Lobster fishing has the advantage of having its common
pool resource
close to the coast and within the territorial waters of the state.
This makes it
possible to demarcate zones for the local lobster gangs, whereas
the deep
waters of Georges Bank are not easily amenable to a partition.
The fact that
Georges Bank is outside the 20-mile territorial limit has meant
that outsiders,
using big trawlers, were able to fish until 1977 when the
territorial limits were
extended to 200 miles. They could not have been kept out
before 1977, contrib-
uting in a major way to the depletion of the fishery. Finally, the
rather archaic
39. technology lobster fishermen uniformly employ discourages
competition.
In contrast, starting in the early 1990s, ‘improvements’ in the
technology
of ground-fishing – ‘better ’ nets and electronic equipment
capable of detect-
ing fish more ‘effectively’ – have created havoc in an industry
that is
organized on an open access principle (‘get a boat and you will
fish’). The
availability of a more advanced and cheaper detection and
capture technol-
ogy has clashed with the competitive organization of the
industry that had
been ruled by the motto: ‘each against each and Nature against
all’, ending
in the ‘Tragedy of the Commons’ that Hardin envisioned in
1968. This contra-
diction is not unique to Maine ground-fishing. It has plagued
fishing commu-
nities across the world, who now find themselves increasingly
displaced by
the industrialization of fishing, and the might of the great
trawlers, whose
40. dragnets deplete the oceans (Dalla Costa, 2005). Fishermen in
Newfoundland
have thus faced a similar situation to that of those of Georges
Bank, with
disastrous results for the livelihood of their communities.
So far Maine lobster fishers have been considered a harmless
exception con-
firming the neoliberal rule that a commons can survive only in
special and
limited circumstances. Viewed through the lens of class
struggle, however,
the Maine lobster common has elements of an anti-capitalist
common in
that it involves workers’ control of some of the important
decisions concern-
ing the work process and its outcomes. This experience then
constitutes an in-
valuable training, providing examples of how large-scale
commons can
operate. At the same time, the fate of the lobster commons is
still determined
by the international seafood market in which they are
embedded. If the US
market collapses or the state allows off-shore oil drilling in the
41. Gulf of
Maine, they will be dissolved. The Maine lobster commons,
then, cannot be
a model for us.
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The commons as the ‘third sector’: a peaceful coexistence?
While commons for the market can be viewed as vestigial
remnants of older
forms of work cooperation, a growing interest in the commons
also comes
from a broad range of social democratic forces that are either
concerned
with the extremes of neo-liberalism and/or recognize the
advantages of com-
munal relations for the reproduction of everyday life. In this
context, the
common/s appears as a possible ‘third’ space besides and equal
to the state
42. and the market. As formulated by David Bollier and Burns
Weston in their
discussion of ‘green governance’:
the overall goal must be to reconceptualize the neoliberal
State/Market as a
‘triarchy’ with the Commons—the State/Market/Commons—to
realign
authority and provisioning in new, more beneficial ways. The
State would
maintain its commitments to representative governance and
management
of public property just as private enterprise would continue to
own capital
to produce saleable goods and services in the Market sector
(Bollier and
Weston, 2012, p. 350).
Along the same lines, a broad variety of groups, organizations
and theorists
look today at the commons as a source of security, sociality and
economic
power. These include consumer groups, who believe that
‘commoning’ can
gain them better terms of purchase, as well as home-buyers
who, along
43. with the purchase of their home, seek a community as guarantee
of security
and of a broader range of possibilities as far as spaces and
activities provided.
Many urban gardens also fall in this category, as the desire for
fresh food and
food whose origin is known continues to grow. Assisted living
homes can also
be conceived as forms of commons. All these institutions
undoubtedly speak
to legitimate desires. But the limit and danger of such
initiatives is that they
can easily generate new form of enclosure, the commons being
constructed
on the basis of the homogeneity of its members, often producing
gated
communities, providing protection from the ‘other ’, the
opposite of what
the principle of the commons implies for us.
Redefining commons
What then qualifies as ‘anti-capitalist commons’? In contrast to
the examples
that we have discussed, the commons we wish to construct aim
44. to transform
our social relations and create an alternative to capitalism. They
are not
intended to only provide social services or to act as buffers
against the de-
structive impact of neo-liberalism, and they are far more than a
communal
management of resources. In summary, they are not pathways to
capitalism
with a human face. Either commons are a means to the creation
of an egalitar-
ian and cooperative society or they risk deepening social
divisions, making
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havens for those who can afford them and who can therefore
more easily
ignore the misery by which they are surrounded.
Anti-capitalist commons, then, should be conceived as both
autonomous
45. spaces from which to reclaim control over the conditions of our
reproduction,
and as bases from which to counter the processes of enclosure
and increasing-
ly disentangle our lives from the market and the state. Thus they
differ from
those advocated by the Ostrom School, where commons are
imagined in a re-
lation of coexistence with the public and with the private.
Ideally, they
embody the vision that Marxists and anarchists have aspired to
but failed
to realize: that of a society made of ‘free associations of
producers’, self-
governed and organized to ensure not an abstract equality but
the satisfaction
of people’s needs and desires. Today we see only fragments of
this world (in
the same way as in late Medieval Europe we may have seen only
fragments of
capitalism) but already the commons we build should enable us
to gain more
power with regard to capital and the state and embryonically
prefigure a new
46. mode of production, no longer built on a competitive principle,
but on the
principle of collective solidarity.
How to achieve this goal? A few general criteria can begin to
answer this
question, keeping in mind that in a world dominated by
capitalist relations
the common/s we create are necessarily transitional forms.
(i) Commons are not given, they are produced. Although we say
that
commons are all around us – the air we breathe and the
languages
we use being key examples of shared wealth – it is only through
co-
operation in the production of our life that we can create them.
This
is because commons are not essentially material things but are
social relations, constitutive social practices. This is why some
prefer to speak of ‘commoning’ or ‘the common’, precisely to
underscore the relational character of this political project
(Line-
baugh, 2008). However, Commons must guarantee the reproduc-
47. tion of our lives. Exclusive reliance on ‘immaterial’ commons,
like the internet, will not do. Water systems, lands, forests,
beaches, as well as various forms of urban space, are
indispensable
to our survival. Here too what counts is the collective nature of
the
reproductive work and the means of reproduction involved.
(ii) To guarantee our reproduction ‘commons’ must involve a
‘common
wealth’, in the form of shared natural or social resources: lands,
forests, waters, urban spaces, systems of knowledge and
commu-
nication, all to be used for non-commercial purposes. We often
use the concept of ‘the common’ to refer to a variety of ‘public
goods’ that over time we have come to consider ‘our own’, like
pen-
sions, health-care systems, education. However, there is a
crucial
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difference between the common and the public as the latter is
managed by the state and is not controlled by us. This does not
mean we should not be concerned with the defence of public
goods. The public is the site where much of our past labour is
stored and it is in our interest that private companies do not
take
it over. But for the sake of the struggle for anti-capitalist
commons it is crucial that we do not lose sight of the
distinction.
(iii) One of the challenges we face today is connecting the
struggle over the
public with those for the construction of the common, so that
they can
reinforce each other. This is more than an ideological
imperative.
Let us reiterate it: what we call ‘the public’ is actually wealth
that
we have produced and we must re-appropriate it. It is also
evident that the struggles of public workers cannot succeed
49. without the support of the ‘community’. At the same time, their
ex-
perience can help us reconstruct our reproduction, to decide (for
instance) what constitutes ‘good health-care’, what kind of
knowl-
edge we need, and so forth. Still, it is very important to
maintain the
distinction between public and common, because the public is a
state institution that assumes the existence of a sphere of
private
economic and social relations we cannot control.
(iv) Commons require a community. This community should not
be
selected on the basis of any privileged identity but on the basis
of
the care-work done to reproduce the commons and regenerate
what is taken from them. Commons in fact entail obligations as
much as entitlements. Thus the principle must be that those who
belong to the common contribute to its maintenance: which is
why (as we have seen) we cannot speak of ‘global commons’, as
these presume the existence of a global collectivity which today
50. does not exists and perhaps will never exist as we do not think
it
is it is possible or desirable. Thus, when we say ‘No Commons
without Community’ we think of how a specific community is
created in the production of the relations by which a specific
common is brought into existence and sustained.
(v) Commons require regulations stipulating how the wealth we
share is to be
used and cared for, the governing principles being equal access,
reci-
procity between what is given and what is taken, collective
deci-
sion making, and power from the ground up, derived from
tested abilities and continually shifting through different
subjects
depending on the tasks to be performed.
(vi) Equal access to the means of (re)production and egalitarian
decision
making must be the foundation of the commons. This must be
stressed
because historically commons have not been prime examples of
i102 Silvia Federici and George Caffentzis
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egalitarian relations. On the contrary they have often been orga-
nized in a patriarchal way that has made women suspicious of
communalism. Today as well, many existing commons
discrimin-
ate, mostly on the basis of gender. In Africa as the land
available is
shrinking, new rules are introduced to prohibit access to people
not
originally belonging to the clan. But in these cases non-
egalitarian
relations are the end of the commons, as they generate
inequalities,
jealousies, and divisions, providing a temptation for some com-
moners to cooperate with enclosures.
Conclusions
In conclusion, commons are not only the means by which we
share in an
52. egalitarian manner the resources we produce, but a commitment
to the cre-
ation of collective subjects, a commitment to fostering common
interests in
every aspect of our life. Anti-capitalist commons are not the end
point of a
struggle to construct a non-capitalist world, but its means. For
no struggle
will succeed in changing the world if we do not organize our
reproduction
in a communal way and not only share the space and time of
meetings and
demonstrations but put our lives in common, organizing on the
basis of
our different needs and possibilities, and the rejection of all
principles of
exclusion or hierarchization.
Acknowledgement
The authors wish to thank Upping the Anti: a Journal of Theory
and Action for
permission to reprint this article which first appeared in that
journal N.15
(Sept. 2013), pp. 83 – 97.
53. George Caffentzis is a founding member of the Midnight Notes
Collective. He is also an Emeritus
Professor of Philosophy at the University of Southern Maine.
He is the author and editor of many
books and articles on social and political thought. His latest
book is In Letters of Blood and Fire:
Work, Machines and the Crisis of Capitalism.
Silvia Federici is a long-time feminist activist, teacher and
writer. In 1991 she was one of the foun-
ders of the Committee for Academic Freedom in Africa. She has
been active in the anti-globalization
movement and the anti-death penalty movement. She is the
author of many essays on political phil-
osophy, feminist theory, cultural studies, and education. Her
published works include: Revolution
at Point Zero (September 2012); Caliban and the Witch:
Women, the Body and Primitive Accu-
mulation (2004); A Thousand Flowers: Social Struggles Against
Structural Adjustment in
African Universities (2000, co-editor), and Enduring Western
Civilization: The Construction
of Western Civilization and its ‘Others’ (1994 editor). She is
Emerita Professor at Hofstra Univer-
sity (Hempstead, New York).
54. Commons against and beyond capitalism i103
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