# 109448 Cust: Pearson Education / NJ / B & E Au: Scarborough Pg. No. 690
Title: Essentials of Entrepreneurship and Small Business Management 7e Server:
C / M / Y / K
Short / Normal / Long
DESIGN SERVICES OF
S4carliSle
Publishing Services
Case 2
Mixed Chicks
Should a Small Company Battle a Large
Competitor in Court over Trademark
Infringement?
Best friends Kim Etheridge and Wendi Levy are of mixed
race and for years struggled to find the right hair treatments
to tame their unruly curls. “When you are multicultural, you
have a blend of hair,” explains Etheridge, but, she adds, the
hair products on the market do not address that fact. Instead,
the companies that make them merely target various ethnic
groups with products that are not tailored to the particular
characteristics of their hair. In 2003, Etheridge and Levy
decided that they could create better hair care products for
the growing multicultural market and began working with a
chemist to create them. Their first product was a conditioner
designed specifically to work on their type of hair. Within a
year, the duo had created a shampoo and launched a business,
Mixed Chicks, from Wendi’s garage to sell their hair care
products through salons and beauty supply stores nationwide.
Five years later, their small company’s sales accelerated when
star Halle Berry endorsed Mixed Chicks products in an inter-
view that appeared in three national magazines.
A short time later, Etheridge and Levy were working
the Mixed Chicks booth at a trade show when a representa-
tive from a large national beauty supply company with more
than 3,000 stores and $3 billion in annual sales stopped and
expressed interest in their products. Although the entrepre-
neurs initially were excited about the prospects of selling
Mixed Chicks products to a large national chain, they de-
cided not to pursue the opportunity when they learned about
the retail chain’s strict return and liberal discount policies.
Neither would be good for their small company.
About a year later, Etheridge received an e-mail from a
retail customer telling her that the same large national chain
had created its own line of products aimed at mixed-race
women. Not only was the product line’s name, Mixed Silk,
similar to the name that Etheridge and Levy were using for
their products, but the bottles the large company was using
also had the same shape as Mixed Chicks’ bottles. The only
significant difference between the products was the price;
the large retailer was selling Mixed Silk products for about
$8, compared to $14 to $20 for Mixed Chicks products.
Alarmed, Etheridge and Levy purchased samples of the
copycat products and began testing them. They were unim-
pressed. When Etheridge went into one of the chain’s stores,
she asked an employee about the Mixed Silk products on
display near the register. “It’s a generic version of Mixed
Chicks,” explained the clerk. “Virtually the same thing.” ...
1 Evidence-Based Practices to Guide ClinicaSilvaGraf83
1
Evidence-Based Practices to Guide Clinical Practices
Marilaura Mieres
Miami Regional University
Dr.Mercedes
03/28/2021
Evidence-Based Practices to Guide Clinical Practices
2
Introduction
Evidence best practices is an approach that translates excellent scientific research
evidence to enhanced practical decisions aiming at improving health. EBP involves using
research findings obtained from systematic data collection that is achieved through observations
and analyzed experiments. The connection of research, theory, and EBP are interlinked in that
the delivery of one results in another aspect's discovery. Through research findings, a theory is
discovered, and through various experiments and observations, evidence-based practices are
identified.
Interrelationship Between the Theory, Research, and EBP.
According to Cannon & Boswell (2016), health professionals require standards to analyze
behavioral treatments in the behavioral sciences. Through complete incorporation and
implementation processes, health professionals must value EBP processes, health theories, and
research. Through experience, health practitioners must learn to integrate research results to
determine the best treatment plans suitable for patients. Through this research results,
experiments, and evidence, health practitioners with academicians ally to discover a theory. The
treatments are offered according to patients' values, interests, and preferences (Cannon &
Boswell 2016). The values increase practitioners' skills and knowledge to analyze research
outcomes effectively. Nurses are expected to think critically after being taught and encouraged,
which corresponds with evidence-based practices. Nurses' critical thinking skills require a
foundation on which proven research and tested data can be based. The proven research,
evidence-based practices, and a good foundation all connect to form a theory that research can
rely on and nurses can use to prove their practices.
3
Additionally, health professionals at all levels must identify challenges and arising
questions to address patients' needs and offer quality practices to discover appropriate
interventions suitable for every challenge. Health professionals are directly involved in research
projects that allow them to understand the best methods to publish for evidence-based practices.
Through different researches and publications, health professionals like advanced practice nurses
use research to solve health dilemmas. Nurses find platforms centered on tested clarifications
through nursing practices and methodical examinations from research to build a base for
procedures and care.
Moreover, research is a scientific procedure that anticipates outcomes through the use of
fundamental expertise. Research processes enhance the capacity of discipline through clarity and
visualized aspects. The discipline's ability to put i ...
1 Green Book Film Analysis Sugiarto MuljSilvaGraf83
1
Green Book Film Analysis
Sugiarto Muljadi
CSUN
COMS 321
Prof. Darla Anderson
12th May 2021
2
Green Book Analysis
Social stratification exists in almost every place that human’s dwell. Nonetheless, race
remains one of the most controversial elements of social stratification. The film Green Book
wants the audience to learn that there are no differences between humans regardless of their
race. While watching it, I was concerned that the script might have glossed over Shirley and
other African-Americans face. The newfound abundance of clean, inexpensive cars in the
1930s was more than a matter of convenience for middle-class Americans (IMDb, 2020). It
opened up new opportunities, giving them the freedom to fly across the world at their own
pace without having to rely on anyone. Also, in a constitutionally segregated world in some
areas and functionally segregated almost everywhere else, this was so for African Americans
(Lemire, 2018). However, while white travelers could travel with relative ease, stopping at
restaurants, bars, entertainment venues, and places to stay as they wished, African Americans
faced greater challenges. Staying in the wrong hotel or attempting to eat at the wrong
restaurant could result in you being ejected or worse.
The Negro Motorist Green Book was not the only travel guide for African-Americans,
but it was the most popular. Victor Hugo Green, an African-American mail carrier from
Harlem who served in Hackensack, New Jersey, designed it. Green worked on the effort for
almost three decades, from 1936 to 1966, soon after the Civil Rights Act was signed into law,
including a four-year pause during WWII (Diamond, 2018). The Green Book quickly
established itself as the most important document for black travelers in America, outlining
where they could eat, drink, and sleep without being abused or worse. Green Book depicts
various discriminatory prejudices that permeated American life in the early and mid-
twentieth centuries, ranging from snide remarks and racial epithets to outright hatred.
3
References
Diamond, A. (2018, November 20). The true story of the 'Green book' movie. Smithsonian
Magazine. https://www.smithsonianmag.com/arts-culture/true-story-green-book-
movie-180970728/
IMDb. (2020). Green book (2018). https://www.imdb.com/title/tt6966692/plotsummary
Lemire, C. (2018). Green book movie review & film summary (2018). Movie Reviews and
Ratings by Film Critic Roger Ebert | Roger Ebert.
https://www.rogerebert.com/reviews/green-book-2018
Week # 3 Case Study: Late and Later Documentation
Case Study: Late and Later Documentation
Based on the case study, critique the documentation presented by the healthcare provider and provide examples of whether the nurse follows or did not follow documentation requisites.
State what errors you found in the documentation and if you think the nurse followed the appropriate procedure ...
1
Film Essay 1
Film from 1940-1970
Garrett Lollis
ARTH 334
Professor Tom Fallows
April 04, 2021
2
Part 1
The film I chose was Ben-Hur (1959), which is an adventure/historical film by director
William Wyler. The film is a work of fiction based on the 1880 book Ben-Hur: A Tale of the
Christ by author Lee Wallace and is the third film adaption of multiple films based upon the
story of the fictional character Ben-Hur (Brayson, 2016). I personally enjoyed this 3 hour and
42-minute film due to the directors’ masterful work even though the film was made in 1959.
William Wyler utilized different cinematography and editing tools such as D.W.
Griffiths intercutting, panning, close-up, and dissolve techniques throughout the film to depict
each scene and enhance the quality of the film (Gutmann, 2010). With the use of D.W. Griffiths
cinematography/editing techniques, William Wyler managed to show different angles of a scene
better and pan for more use of the space because of newer technology unlike the straight on view
that had to be used in George Melies’s A Trip To The Moon (1902) due to the technology at
that time. Sound syncing really came a long way from the early 1900’s and this film perfectly
synced the sounds with what was happening in each scene (The History of Sound at the Movies,
2014). There is a scene about an ancient Roman naval battle taking place and I believe all parts
from sound, to editing, and cinematography come together during this battle scene. Before the
battle takes place the Admiral of the ship tests the boat rowers which were slaves by having them
run through different battle speeds of the ship. There is a drummer that helps keep the rowers in
sync, so as the Admiral yelled out “attack speed” the drummer started drumming and you can
hear the multitude of sounds from the music intensifying, the drummer drumming faster to the
changing ship speeds, to the exhaustion of the men as they row throughout this particular scene.
Once the battle begins, the battle music intensifies, and the director used cross-cutting to go
between the battle taking place outside the ship and back to the men under the deck rowing the
3
boat as the battle draws on. The director also used close-up shots to show the different
expressions on a few characters faces during the battle and finishes with the dissolve effect after
the battle is over to transition to Ben-Hur and the Admiral being stranded in the ocean. William
Wyler used the dissolve feature multiple time throughout the film to transition between locations
and nighttime and daytime, I really enjoy this feature because it makes the scenes flow smoothly
instead of just abruptly cutting off. Another interesting thing added into the film is an
intermission because the length of the film, this gives time to get a drink or more popcorn and
something I have only seen down in very few films. The dir ...
1 FIN 2063 INSURANCE FINANCIAL PLANNING Case AsSilvaGraf83
1
FIN 2063
INSURANCE FINANCIAL PLANNING
Case Assignment
Due Dates: Part I - Week 10 Part II - Week 12
Value: Part 1 – 10% Part II – 10% Total - 20% of final grade
1. This assignment represents a real client scenario. Create a report.
a. Read the case, the requirements and the marking rubric.
2. Your report must be typed, double-spaced in Times New Roman 12 or Arial/Calibri 11.
On the title page, include your name and student number.
3. As this is project is very similar in nature to a real life insurance planning scenario, present
your report just as you feel you would present a real life insurance planning
recommendation to a real life client.
4. The requirements at the end of the case indicate the expectations for your report, as does
the marking rubric.
Marks will be lost if your recommendations do not adequately meet or are not clearly
aligned with the clients’ goals. If due to lack of clarity or insufficient information you feel it
necessary to make an assumption, state the assumption in your report. That said, do not
assume the case away.
5. Although you may discuss this with other individual in the class, your report must be
unique. Any copying will result in a grade of zero.
2
Client Situation
You are a financial planner with a specialty in risk management. You’ve completed the LLQP and
are licensed to sell insurance products. You love your career and have built a successful practice
based mainly on referrals from your satisfied clients.
Jack, age 49, and Jill, age 48, are one of those referrals. Jack is Vice-President of Marketing at a
mid-sized systems firm. His salary is $190,000 + bonus. Last year his bonus was $40,000. Jill is
an accountant in private practice. She works from home and typically bills $150,000 a year
(roughly $100,000 after expenses). They feel pretty comfortable financially but have asked you to
flag any gaps that you can see in their risk management strategy. They also have specific questions
that they’d like you to address.
Jack and Jill are married with two children who live at home: Tracey, age 22 and Travis, age 17.
Jill’s mother, Lauren age 75, is widowed. Although she is financially independent, she moved in
with Jill and her family after the recent death of her husband. She contributes to the family’s
expenses and is especially devoted to her granddaughter, Tracey.
Tracey, a happy and outgoing woman, was born with Down Syndrome, a common genetic
disorder. Otherwise, Tracey is in good health and could easily live to age 60. Jack and Jill would
like to keep Tracey at home as long as possible but they are concerned about her ability to adapt if
one or both of them dies unexpectedly. As a result, they’re considering moving her into a group
home in their city. The group home provides full support to residents. The fee for this year is
$58,250. Tracey has seen the place and likes it, in no small part b ...
1 Faculty of Science, Engineering and ComputiSilvaGraf83
1
Faculty of Science, Engineering and Computing
CE7011 Management of Project, Risk, Quality and Safety
Reassessment Pack
April 2021
Content
Page No
Teaching Team 2
Assessment Summary 2
Health and Safety and Quality On line Test 3
Project Risk Management (PRM) Coursework 6
Assessment Submission and Feedback Form 12
Group Coursework Grade and Feedback Form 13
Individual Coursework Grade and Feedback Form 14
2
Faculty of Science, Engineering and Computing
Module Assessment Pack 2019/20
CE7011 Management of Project, Risk, Quality and Safety
Teaching Team
Staff Name Room Extension Contact: Email/Office hours
Module
Leader
Lecturer
Behrouz Zafari (BZ)
Diyana Binti Abd Razak (DR)
Illona Kusuma (IK)
Cliff Dansoh (CD)
Hasan Haroglu (HH)
PRMB1044
PRMB1057
PRMB1026
RV MB 212
PRMB1045
64820
[email protected]
Term-time office hours:
Tuesday: 16:00 – 17:30
Thursday: 16:00 – 17:30
[email protected]
[email protected][email protected][email protected]
Assessment Summary
Type Weight Set date Due date
Mark
by
Mark/work
return date
In-course
assessment
Examination
On-line test
(In-class)
30% 19 April
21
19 April
21
BZ 20 working
days after
submission
Written
assignment
70% 9 April 21
26 April
21
BZ 20 working
days after
submission
Examination No examination
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
3
Faculty of Science, Engineering & Computing
School of Natural and Built Environments
Department of Civil Engineering
CE7011 Management of Project, Risk, Quality and Safety
Assessments
Health and Safety and Quality On line Test
The online H&S and Quality test – will be available on Study Space under
assessments.
Date and Time of Test: Monday 19 April 2021, 9.00 am
Learning outcomes covered:
• Understand and contract toe roles of various parties in the successful
collaborative management of health and safety during both design and
construction phases of construction.
• Evaluate likelihood and impact of risk occurrence and procedures to manage
those risks, including health and safety risk.
• Appraise quality management techniques.
Instructions for taking the online test
The test is to be taken individually on-line, as per the timetable in the module
assessment pack. It will be available via Canvas/VLE. Once started, the test has to
be finished at one sitting. The maximum duration of the test is 80 minutes.
The test will be an open book test i.e. you can refer to notes books etc.
If your access to the University computer system is blocked or suspended for any
reason (e.g. financial) during the test tim ...
1
EARLY CHILDHOOD AND
CHILD DEVELOPMENT
Lesson Plan Handbook
Developed by Kristina Bodamer and Jennifer Zaur
September 2014
2
TABLE OF CONTENTS
About This Handbook 3
Lesson Plan Template 4
Goals 5
Objectives 6
Standards 7
Materials 11
Introduction 12
Lesson Development 14
Differentiation 16
Assessment 18
Closing 20
Sample Academic Lesson 21
Sample Developmental Lesson 23
Lesson Planning Resources 25
References 27
3
ABOUT THIS HANDBOOK
Purpose of the Handbook
This handbook was developed to provide Ashford University Early Childhood Education and
Child Development students with a resource to utilize when creating effective lesson plans.
Educators must be able to create an effective lesson plan so they can successfully teach
children the developmental and academic skills they need to grow, develop, and learn. As
Kostelnik, Rupiper, Soderman, & Whiren (2014) explain, “Planning is a mental process, and a
lesson plan is the written record of that process” (p. 81).
Design of the Handbook
“A lesson plan is the instructor’s road map of what students need to learn and how it will be
done effectively” (Milkova, 2014, para. 1). This handbook is your “road map” to creating
effective lesson plans. Each section of the handbook will serve as a different stop along your
journey. With each stop you make, you will gain important information about a component
of a lesson plan: what it is, its purpose, how to effectively develop each section of the lesson
plan, and concrete examples that model the individual sections. By the end of your trip, you
will be able to create effective lesson plans that will allow your students to learn the
developmental and academic skills they need to master. So, pack your bags and come along
for a fun and informative ride.
4
LESSON PLAN TEMPLATE
Content Area or Developmental Focus:
Age/Grade of Children:
Length of Lesson:
Goal
Objective
Standards Included
Materials
Introduction
Lesson Development
Differentiation
Assessment
(Practice/Check for
Understanding)
Closing
5
GOALS
What is a lesson goal?
A lesson goal guides the direction of the lesson. “Goals come from an outside source [such
as] a text, program goals, or state standards”(Kostelnik et al., 2014, p. 85 ). The goal is a
broad, general statement that tells you what you want your students to do when the lesson
is complete. Think of the goal of the lesson as a target that you are trying to reach. The goal
of the lesson should provide the framework for you to create a more detailed and
measurable learning objective.
Why are lesson goals important?
Lesson goals are important for s ...
1 Case Grading Procedure Your grade from each case SilvaGraf83
1
Case Grading Procedure
Your grade from each case analysis is determined using the following assessment rubrics:
Ethical Decision-Making Rubric - EDR
School of Business Writing Assessment Rubric – WAR
Review each of the rubrics below to see what is expected of you.
Your grade will be calculated as follows:
𝑃𝑒𝑟𝑐𝑒𝑛𝑡 𝐺𝑟𝑎𝑑𝑒 = 0.85 (
𝑃𝑜𝑖𝑛𝑡𝑠 𝑒𝑎𝑟𝑛𝑒𝑑 𝑜𝑛 𝑡ℎ𝑒 𝐸𝐷𝑅
50
) + 0.15 (
𝑃𝑜𝑖𝑛𝑡𝑠 𝑒𝑎𝑟𝑛𝑒𝑑 𝑜𝑛 𝑡ℎ𝑒 𝑊𝐴𝑅
70
)
The total case grade will be out of 50 points.
𝑇𝑜𝑡𝑎𝑙 𝑃𝑜𝑖𝑛𝑡𝑠 𝑜𝑛 𝐴𝑠𝑠𝑖𝑔𝑛𝑚𝑒𝑛𝑡 = 𝑃𝑒𝑟𝑐𝑒𝑛𝑡 𝐺𝑟𝑎𝑑𝑒 × 50
2
Ethical Decision-Making Rubric
Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet minimum performance levels.
Case Analysis Steps Standards Points
Ethical Issues:
Issue Identification All ethical issues are
properly identified (4
points)
Most ethical issues are
properly identified (3
points)
Some ethical issues are
properly identified (2 – 1
points)
No ethical issue is
properly identified (0
points)
Issue Definitions/Descriptions
and Factual Support
Of those ethical issues
identified, all are
adequately defined/
described and supported
by case facts (6 points)
Of those ethical issues
identified, most issues
identified are adequately
defined/ described and
supported by case facts (5
– 4 points)
Of those ethical issues
identified, some issues
identified are adequately
defined/ described and
supported by case facts (3
– 1 points)
No issue identified is
adequately
defined/described and
supported by case facts (0
points)
Stakeholder Analysis:
Stakeholder Identification All key stakeholders are
properly identified (6
points)
Most key stakeholders are
properly identified (5 – 4
points)
Some key stakeholders are
properly identified (3 – 1
points)
No key stakeholder is
properly identified (0
points)
Identification of Stakes Of those stakeholders
identified, all important
stakes are properly listed
(4 points)
Of those stakeholders
identified, most important
stakes are properly listed
(3 points)
Of those stakeholders
identified, some important
stakes are properly listed
(2 – 1 points)
Of those stakeholders
identified, no important
stakes are properly listed
(0 point)
Ethical Decisions
All short- and long-term
ethical issues are resolved
through the use of ethical
decisions (10 points)
Most short- and/or long-
term ethical issues are
resolved through the use
of ethical decisions (9 – 6
points)
Some short- and/or long-
term ethical issues are
resolved through the use
of ethical decisions (5 – 1
points)
Alternate decisions or
unethical decisions are
used to attempt to resolve
the ethical issues
identified (0 points)
Nonconsequentialist Analysis:
Subcharacteristic Identification
and Definition
Four of t
1 Evidence-Based Practices to Guide ClinicaSilvaGraf83
1
Evidence-Based Practices to Guide Clinical Practices
Marilaura Mieres
Miami Regional University
Dr.Mercedes
03/28/2021
Evidence-Based Practices to Guide Clinical Practices
2
Introduction
Evidence best practices is an approach that translates excellent scientific research
evidence to enhanced practical decisions aiming at improving health. EBP involves using
research findings obtained from systematic data collection that is achieved through observations
and analyzed experiments. The connection of research, theory, and EBP are interlinked in that
the delivery of one results in another aspect's discovery. Through research findings, a theory is
discovered, and through various experiments and observations, evidence-based practices are
identified.
Interrelationship Between the Theory, Research, and EBP.
According to Cannon & Boswell (2016), health professionals require standards to analyze
behavioral treatments in the behavioral sciences. Through complete incorporation and
implementation processes, health professionals must value EBP processes, health theories, and
research. Through experience, health practitioners must learn to integrate research results to
determine the best treatment plans suitable for patients. Through this research results,
experiments, and evidence, health practitioners with academicians ally to discover a theory. The
treatments are offered according to patients' values, interests, and preferences (Cannon &
Boswell 2016). The values increase practitioners' skills and knowledge to analyze research
outcomes effectively. Nurses are expected to think critically after being taught and encouraged,
which corresponds with evidence-based practices. Nurses' critical thinking skills require a
foundation on which proven research and tested data can be based. The proven research,
evidence-based practices, and a good foundation all connect to form a theory that research can
rely on and nurses can use to prove their practices.
3
Additionally, health professionals at all levels must identify challenges and arising
questions to address patients' needs and offer quality practices to discover appropriate
interventions suitable for every challenge. Health professionals are directly involved in research
projects that allow them to understand the best methods to publish for evidence-based practices.
Through different researches and publications, health professionals like advanced practice nurses
use research to solve health dilemmas. Nurses find platforms centered on tested clarifications
through nursing practices and methodical examinations from research to build a base for
procedures and care.
Moreover, research is a scientific procedure that anticipates outcomes through the use of
fundamental expertise. Research processes enhance the capacity of discipline through clarity and
visualized aspects. The discipline's ability to put i ...
1 Green Book Film Analysis Sugiarto MuljSilvaGraf83
1
Green Book Film Analysis
Sugiarto Muljadi
CSUN
COMS 321
Prof. Darla Anderson
12th May 2021
2
Green Book Analysis
Social stratification exists in almost every place that human’s dwell. Nonetheless, race
remains one of the most controversial elements of social stratification. The film Green Book
wants the audience to learn that there are no differences between humans regardless of their
race. While watching it, I was concerned that the script might have glossed over Shirley and
other African-Americans face. The newfound abundance of clean, inexpensive cars in the
1930s was more than a matter of convenience for middle-class Americans (IMDb, 2020). It
opened up new opportunities, giving them the freedom to fly across the world at their own
pace without having to rely on anyone. Also, in a constitutionally segregated world in some
areas and functionally segregated almost everywhere else, this was so for African Americans
(Lemire, 2018). However, while white travelers could travel with relative ease, stopping at
restaurants, bars, entertainment venues, and places to stay as they wished, African Americans
faced greater challenges. Staying in the wrong hotel or attempting to eat at the wrong
restaurant could result in you being ejected or worse.
The Negro Motorist Green Book was not the only travel guide for African-Americans,
but it was the most popular. Victor Hugo Green, an African-American mail carrier from
Harlem who served in Hackensack, New Jersey, designed it. Green worked on the effort for
almost three decades, from 1936 to 1966, soon after the Civil Rights Act was signed into law,
including a four-year pause during WWII (Diamond, 2018). The Green Book quickly
established itself as the most important document for black travelers in America, outlining
where they could eat, drink, and sleep without being abused or worse. Green Book depicts
various discriminatory prejudices that permeated American life in the early and mid-
twentieth centuries, ranging from snide remarks and racial epithets to outright hatred.
3
References
Diamond, A. (2018, November 20). The true story of the 'Green book' movie. Smithsonian
Magazine. https://www.smithsonianmag.com/arts-culture/true-story-green-book-
movie-180970728/
IMDb. (2020). Green book (2018). https://www.imdb.com/title/tt6966692/plotsummary
Lemire, C. (2018). Green book movie review & film summary (2018). Movie Reviews and
Ratings by Film Critic Roger Ebert | Roger Ebert.
https://www.rogerebert.com/reviews/green-book-2018
Week # 3 Case Study: Late and Later Documentation
Case Study: Late and Later Documentation
Based on the case study, critique the documentation presented by the healthcare provider and provide examples of whether the nurse follows or did not follow documentation requisites.
State what errors you found in the documentation and if you think the nurse followed the appropriate procedure ...
1
Film Essay 1
Film from 1940-1970
Garrett Lollis
ARTH 334
Professor Tom Fallows
April 04, 2021
2
Part 1
The film I chose was Ben-Hur (1959), which is an adventure/historical film by director
William Wyler. The film is a work of fiction based on the 1880 book Ben-Hur: A Tale of the
Christ by author Lee Wallace and is the third film adaption of multiple films based upon the
story of the fictional character Ben-Hur (Brayson, 2016). I personally enjoyed this 3 hour and
42-minute film due to the directors’ masterful work even though the film was made in 1959.
William Wyler utilized different cinematography and editing tools such as D.W.
Griffiths intercutting, panning, close-up, and dissolve techniques throughout the film to depict
each scene and enhance the quality of the film (Gutmann, 2010). With the use of D.W. Griffiths
cinematography/editing techniques, William Wyler managed to show different angles of a scene
better and pan for more use of the space because of newer technology unlike the straight on view
that had to be used in George Melies’s A Trip To The Moon (1902) due to the technology at
that time. Sound syncing really came a long way from the early 1900’s and this film perfectly
synced the sounds with what was happening in each scene (The History of Sound at the Movies,
2014). There is a scene about an ancient Roman naval battle taking place and I believe all parts
from sound, to editing, and cinematography come together during this battle scene. Before the
battle takes place the Admiral of the ship tests the boat rowers which were slaves by having them
run through different battle speeds of the ship. There is a drummer that helps keep the rowers in
sync, so as the Admiral yelled out “attack speed” the drummer started drumming and you can
hear the multitude of sounds from the music intensifying, the drummer drumming faster to the
changing ship speeds, to the exhaustion of the men as they row throughout this particular scene.
Once the battle begins, the battle music intensifies, and the director used cross-cutting to go
between the battle taking place outside the ship and back to the men under the deck rowing the
3
boat as the battle draws on. The director also used close-up shots to show the different
expressions on a few characters faces during the battle and finishes with the dissolve effect after
the battle is over to transition to Ben-Hur and the Admiral being stranded in the ocean. William
Wyler used the dissolve feature multiple time throughout the film to transition between locations
and nighttime and daytime, I really enjoy this feature because it makes the scenes flow smoothly
instead of just abruptly cutting off. Another interesting thing added into the film is an
intermission because the length of the film, this gives time to get a drink or more popcorn and
something I have only seen down in very few films. The dir ...
1 FIN 2063 INSURANCE FINANCIAL PLANNING Case AsSilvaGraf83
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FIN 2063
INSURANCE FINANCIAL PLANNING
Case Assignment
Due Dates: Part I - Week 10 Part II - Week 12
Value: Part 1 – 10% Part II – 10% Total - 20% of final grade
1. This assignment represents a real client scenario. Create a report.
a. Read the case, the requirements and the marking rubric.
2. Your report must be typed, double-spaced in Times New Roman 12 or Arial/Calibri 11.
On the title page, include your name and student number.
3. As this is project is very similar in nature to a real life insurance planning scenario, present
your report just as you feel you would present a real life insurance planning
recommendation to a real life client.
4. The requirements at the end of the case indicate the expectations for your report, as does
the marking rubric.
Marks will be lost if your recommendations do not adequately meet or are not clearly
aligned with the clients’ goals. If due to lack of clarity or insufficient information you feel it
necessary to make an assumption, state the assumption in your report. That said, do not
assume the case away.
5. Although you may discuss this with other individual in the class, your report must be
unique. Any copying will result in a grade of zero.
2
Client Situation
You are a financial planner with a specialty in risk management. You’ve completed the LLQP and
are licensed to sell insurance products. You love your career and have built a successful practice
based mainly on referrals from your satisfied clients.
Jack, age 49, and Jill, age 48, are one of those referrals. Jack is Vice-President of Marketing at a
mid-sized systems firm. His salary is $190,000 + bonus. Last year his bonus was $40,000. Jill is
an accountant in private practice. She works from home and typically bills $150,000 a year
(roughly $100,000 after expenses). They feel pretty comfortable financially but have asked you to
flag any gaps that you can see in their risk management strategy. They also have specific questions
that they’d like you to address.
Jack and Jill are married with two children who live at home: Tracey, age 22 and Travis, age 17.
Jill’s mother, Lauren age 75, is widowed. Although she is financially independent, she moved in
with Jill and her family after the recent death of her husband. She contributes to the family’s
expenses and is especially devoted to her granddaughter, Tracey.
Tracey, a happy and outgoing woman, was born with Down Syndrome, a common genetic
disorder. Otherwise, Tracey is in good health and could easily live to age 60. Jack and Jill would
like to keep Tracey at home as long as possible but they are concerned about her ability to adapt if
one or both of them dies unexpectedly. As a result, they’re considering moving her into a group
home in their city. The group home provides full support to residents. The fee for this year is
$58,250. Tracey has seen the place and likes it, in no small part b ...
1 Faculty of Science, Engineering and ComputiSilvaGraf83
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Faculty of Science, Engineering and Computing
CE7011 Management of Project, Risk, Quality and Safety
Reassessment Pack
April 2021
Content
Page No
Teaching Team 2
Assessment Summary 2
Health and Safety and Quality On line Test 3
Project Risk Management (PRM) Coursework 6
Assessment Submission and Feedback Form 12
Group Coursework Grade and Feedback Form 13
Individual Coursework Grade and Feedback Form 14
2
Faculty of Science, Engineering and Computing
Module Assessment Pack 2019/20
CE7011 Management of Project, Risk, Quality and Safety
Teaching Team
Staff Name Room Extension Contact: Email/Office hours
Module
Leader
Lecturer
Behrouz Zafari (BZ)
Diyana Binti Abd Razak (DR)
Illona Kusuma (IK)
Cliff Dansoh (CD)
Hasan Haroglu (HH)
PRMB1044
PRMB1057
PRMB1026
RV MB 212
PRMB1045
64820
[email protected]
Term-time office hours:
Tuesday: 16:00 – 17:30
Thursday: 16:00 – 17:30
[email protected]
[email protected][email protected][email protected]
Assessment Summary
Type Weight Set date Due date
Mark
by
Mark/work
return date
In-course
assessment
Examination
On-line test
(In-class)
30% 19 April
21
19 April
21
BZ 20 working
days after
submission
Written
assignment
70% 9 April 21
26 April
21
BZ 20 working
days after
submission
Examination No examination
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
3
Faculty of Science, Engineering & Computing
School of Natural and Built Environments
Department of Civil Engineering
CE7011 Management of Project, Risk, Quality and Safety
Assessments
Health and Safety and Quality On line Test
The online H&S and Quality test – will be available on Study Space under
assessments.
Date and Time of Test: Monday 19 April 2021, 9.00 am
Learning outcomes covered:
• Understand and contract toe roles of various parties in the successful
collaborative management of health and safety during both design and
construction phases of construction.
• Evaluate likelihood and impact of risk occurrence and procedures to manage
those risks, including health and safety risk.
• Appraise quality management techniques.
Instructions for taking the online test
The test is to be taken individually on-line, as per the timetable in the module
assessment pack. It will be available via Canvas/VLE. Once started, the test has to
be finished at one sitting. The maximum duration of the test is 80 minutes.
The test will be an open book test i.e. you can refer to notes books etc.
If your access to the University computer system is blocked or suspended for any
reason (e.g. financial) during the test tim ...
1
EARLY CHILDHOOD AND
CHILD DEVELOPMENT
Lesson Plan Handbook
Developed by Kristina Bodamer and Jennifer Zaur
September 2014
2
TABLE OF CONTENTS
About This Handbook 3
Lesson Plan Template 4
Goals 5
Objectives 6
Standards 7
Materials 11
Introduction 12
Lesson Development 14
Differentiation 16
Assessment 18
Closing 20
Sample Academic Lesson 21
Sample Developmental Lesson 23
Lesson Planning Resources 25
References 27
3
ABOUT THIS HANDBOOK
Purpose of the Handbook
This handbook was developed to provide Ashford University Early Childhood Education and
Child Development students with a resource to utilize when creating effective lesson plans.
Educators must be able to create an effective lesson plan so they can successfully teach
children the developmental and academic skills they need to grow, develop, and learn. As
Kostelnik, Rupiper, Soderman, & Whiren (2014) explain, “Planning is a mental process, and a
lesson plan is the written record of that process” (p. 81).
Design of the Handbook
“A lesson plan is the instructor’s road map of what students need to learn and how it will be
done effectively” (Milkova, 2014, para. 1). This handbook is your “road map” to creating
effective lesson plans. Each section of the handbook will serve as a different stop along your
journey. With each stop you make, you will gain important information about a component
of a lesson plan: what it is, its purpose, how to effectively develop each section of the lesson
plan, and concrete examples that model the individual sections. By the end of your trip, you
will be able to create effective lesson plans that will allow your students to learn the
developmental and academic skills they need to master. So, pack your bags and come along
for a fun and informative ride.
4
LESSON PLAN TEMPLATE
Content Area or Developmental Focus:
Age/Grade of Children:
Length of Lesson:
Goal
Objective
Standards Included
Materials
Introduction
Lesson Development
Differentiation
Assessment
(Practice/Check for
Understanding)
Closing
5
GOALS
What is a lesson goal?
A lesson goal guides the direction of the lesson. “Goals come from an outside source [such
as] a text, program goals, or state standards”(Kostelnik et al., 2014, p. 85 ). The goal is a
broad, general statement that tells you what you want your students to do when the lesson
is complete. Think of the goal of the lesson as a target that you are trying to reach. The goal
of the lesson should provide the framework for you to create a more detailed and
measurable learning objective.
Why are lesson goals important?
Lesson goals are important for s ...
1 Case Grading Procedure Your grade from each case SilvaGraf83
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Case Grading Procedure
Your grade from each case analysis is determined using the following assessment rubrics:
Ethical Decision-Making Rubric - EDR
School of Business Writing Assessment Rubric – WAR
Review each of the rubrics below to see what is expected of you.
Your grade will be calculated as follows:
𝑃𝑒𝑟𝑐𝑒𝑛𝑡 𝐺𝑟𝑎𝑑𝑒 = 0.85 (
𝑃𝑜𝑖𝑛𝑡𝑠 𝑒𝑎𝑟𝑛𝑒𝑑 𝑜𝑛 𝑡ℎ𝑒 𝐸𝐷𝑅
50
) + 0.15 (
𝑃𝑜𝑖𝑛𝑡𝑠 𝑒𝑎𝑟𝑛𝑒𝑑 𝑜𝑛 𝑡ℎ𝑒 𝑊𝐴𝑅
70
)
The total case grade will be out of 50 points.
𝑇𝑜𝑡𝑎𝑙 𝑃𝑜𝑖𝑛𝑡𝑠 𝑜𝑛 𝐴𝑠𝑠𝑖𝑔𝑛𝑚𝑒𝑛𝑡 = 𝑃𝑒𝑟𝑐𝑒𝑛𝑡 𝐺𝑟𝑎𝑑𝑒 × 50
2
Ethical Decision-Making Rubric
Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet minimum performance levels.
Case Analysis Steps Standards Points
Ethical Issues:
Issue Identification All ethical issues are
properly identified (4
points)
Most ethical issues are
properly identified (3
points)
Some ethical issues are
properly identified (2 – 1
points)
No ethical issue is
properly identified (0
points)
Issue Definitions/Descriptions
and Factual Support
Of those ethical issues
identified, all are
adequately defined/
described and supported
by case facts (6 points)
Of those ethical issues
identified, most issues
identified are adequately
defined/ described and
supported by case facts (5
– 4 points)
Of those ethical issues
identified, some issues
identified are adequately
defined/ described and
supported by case facts (3
– 1 points)
No issue identified is
adequately
defined/described and
supported by case facts (0
points)
Stakeholder Analysis:
Stakeholder Identification All key stakeholders are
properly identified (6
points)
Most key stakeholders are
properly identified (5 – 4
points)
Some key stakeholders are
properly identified (3 – 1
points)
No key stakeholder is
properly identified (0
points)
Identification of Stakes Of those stakeholders
identified, all important
stakes are properly listed
(4 points)
Of those stakeholders
identified, most important
stakes are properly listed
(3 points)
Of those stakeholders
identified, some important
stakes are properly listed
(2 – 1 points)
Of those stakeholders
identified, no important
stakes are properly listed
(0 point)
Ethical Decisions
All short- and long-term
ethical issues are resolved
through the use of ethical
decisions (10 points)
Most short- and/or long-
term ethical issues are
resolved through the use
of ethical decisions (9 – 6
points)
Some short- and/or long-
term ethical issues are
resolved through the use
of ethical decisions (5 – 1
points)
Alternate decisions or
unethical decisions are
used to attempt to resolve
the ethical issues
identified (0 points)
Nonconsequentialist Analysis:
Subcharacteristic Identification
and Definition
Four of t
1 Kilimanjaro is a snow-covered mountain 19,710 feet hiSilvaGraf83
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Kilimanjaro is a snow-covered mountain 19,710 feet high, and is said to be the highest mountain in Africa.
Its western summit is called the Masai "Ngaje Ngai," the House of God. Close to the western summit there
is the dried and frozen carcass of a leopard. No one has explained what the leopard was seeking at that
altitude.
The Snows of Kilimanjaro
By Ernest Hemingway, 1938
THE MARVELLOUS THING IS THAT IT S painless," he said. "Tha 's ho o kno
when it starts."
"Is it really?"
"Absolutely. I'm awfully sorry about the odor though. That must bother you."
"Don't! Please don't."
"Look at them," he said. "Now is it sight or is it scent that brings them like that?"
The cot the man lay on was in the wide shade of a mimosa tree and as he looked out past
the shade onto the glare of the plain there were three of the big birds squatted obscenely,
while in the sky a dozen more sailed, making quick-moving shadows as they passed.
"They've been there since the day the truck broke down," he said. "Today's the first time
any have lit on the ground. I watched the way they sailed very carefully at first in case I
ever wanted to use them in a story. That's funny now.""I wish you wouldn't," she said.
"I'm only talking," he said. "It's much easier if I talk. But I don't want to bother you."
"You know it doesn't bother me," she said. "It's that I've gotten so very nervous not being
able to do anything. I think we might make it as easy as we can until the plane comes."
"Or until the plane doesn't come."
"Please tell me what I can do. There must be something I can do.
"You can take the leg off and that might stop it, though I doubt it. Or you can shoot me.
You're a good shot now. I taught you to shoot, didn't I?"
"Please don't talk that way. Couldn't I read to you?"
2
"Read what?"
"Anything in the book that we haven't read."
"I can't listen to it," he said." Talking is the easiest. We quarrel and that makes the time
pass."
"I don't quarrel. I never want to quarrel. Let's not quarrel any more. No matter how
nervous we get. Maybe they will be back with another truck today. Maybe the plane will
come."
"I don't want to move," the man said. "There is no sense in moving now except to make it
easier for you."
"That's cowardly."
"Can't you let a man die as comfortably as he can without calling him names? What's the
use of clanging me?"
"You're not going to die."
"Don't be silly. I'm dying now. Ask those bastards." He looked over to where the huge,
filthy birds sat, their naked heads sunk in the hunched feathers. A fourth planed down, to
run quick-legged and then waddle slowly toward the others.
"They are around every camp. You never notice them. You can't die if you don't give up."
"Where did you read that? You're such a bloody fool."
"You might think about some one else."
"For Christ's sake," he said, "that's been my trade."
He lay then and was quiet for a while and looked across the ...
1
Assignment 2 Winter 2022
Problem 1
Assume you have the option to buy one of three bonds. All have the same degree of default risk
and mature in 15 years. The first is a zero-coupon bond that pays $1,000 at maturity. The
second has a 7 percent coupon rate and pays the $70 coupon once per year. The third has a 9
percent coupon rate and pays the $90 coupon once per year.
a. If all three bonds are now priced to yield 8 percent to maturity, what are their prices?
b. If you expect their yields to maturity to be 8 percent at the beginning of next year, what will
their prices be then? What is your before-tax holding period return on each bond? If your tax
bracket is 30 percent on ordinary income and 20 percent on capital gains income, what will
your after-tax rate of return be on each? Assume you do not sell the bonds.
c. Recalculate your answer to (b) under the assumption that you expect the yields to maturity on
each bond to be 7 percent at the beginning of next year.
d. Re-do the calculations in parts b and c above, assuming you will sell the bonds at the end of the
year.
Problem 2
A University endowment fund has sought your advice on its fixed-income portfolio strategy.
The characteristics of the portfolios current holdings are listed below:
Market
Credit Maturity Coupon Modified Value of
Bond Rating (yrs.) Rate (%) Duration Convexity Position
A Cnd. Govt. 3 0 2.727 9.9 $30,000
B A1 10 8 6.404 56.1 $30,000
C Aa2 5 12 3.704 18.7 $30,000
D Agency 7 10 4.868 32.1 $30,000
E Aa3 12 0 10.909 128.9 $30,000
$150,000
a) Calculate the modified duration for this portfolio.
b) Suppose you learn that the modified duration of the endowment’s liabilities is 6.5 years.
Identify whether the bond portfolio is: i) immunized against interest rate risk, ii) exposed to net
price risk, or iii) exposed to net re-investment risk. Briefly explain what will happen to the net
position of the endowment fund if in the future there is a significant parallel upward shift in the
yield curve.
c) Your current active view for the fixed income market over the coming months is that Treasury
yields will decline and corporate credit spreads will also decrease. Briefly discuss how you
could restructure the existing portfolio to take advantage of this view.
2
Problem 3
A 20-year maturity bond with a 10% coupon rate (paid annually) currently sells at a yield to
maturity of 9%. A portfolio manager with a 2-year horizon needs to forecast the total return on
the bond over the coming 2 years. In 2 years, the bond will have an 18-year maturity. The analyst
forecasts that 2 years from now, 18-year bonds will sell at yield to maturity of 8%, and that
coupon payments can be reinvested in short-term securities over the coming 2 years at a rate of
7%.
a) What is the 2-year return on the bond
b) What will be the rate of return the manager forecasts that in 2 years the yiel ...
1
COU 680 Adult Psychosocial Assessment Sabrina
Date of appointment: Today Time of appointment: 5:00 pm
Client Name: Sabrina Hinajosa Age: 29 DOB: 3/23/89
Gender: Male Female Transgender Preferred Name/Nickname: N/A
Ethnicity: Hispanic Non‐Hispanic Race: Caucasian
Current Marital/Relationship Status: Single Married Divorced Widowed Domestic Partnership
Name of Person completing form: Sabrina Relationship to client: Self
PRESENTING PROBLEM (Briefly describe the issues/problems which led to your decision to seek therapy services):
I recently lost my mother-in-law to a sudden heart attack immediately prior to the recent hurricane. Within a matter
of a single day I lost the mother figure in my life, was evacuated from my home, and had a hurricane destroy parts
of my house. I’m completely overwhelmed, sad, and angry at the world.
How severe, on a scale of 1‐10 (with 1 being the most severe), do you rate your presenting problems?
MOST SEVERE 1 2 3 4 5 6 7 8 9 10 LEAST SEVERE
PRESENTING PROBLEM CATEGORIZATION: (Please check all the apply and circle the description of symptom)
Symptoms causing concern, distress or impairment:
Change in sleep patterns (please circle): sleeping more sleeping less difficulty falling asleep
difficulty staying asleep difficulty waking up difficulty staying awake
Concentration: Decreased concentration Increased or excessive concentration
Change in appetite: Increased appetite Decreased appetite
Increased Anxiety (describe): I have a lot of fear of the unknown. Everything feels out of my control.
Mood Swings (describe): I’m irritable all of the time. I go back and forth between extreme bouts of sadness
and complete anger and rage at the situation. The only place I feel calm is with my kids
and only because I really focus on making sure they are ok.
Behavioral Problems/Changes (describe): I struggle to stay focused on anything other than taking care of
my kids. I feel aimless and purposeless and have stopped putting forth much effort at work or in our home.
Everything just seems both overwhelming and pointless.
Victimization (please circle): Physical abuse Sexual abuse Elder abuse Adult molested as child
Robbery victim Assault victim Dating violence Domestic Violence
Human trafficking DUI/DWI crash Survivors of homicide victims
Other:
2
Other (Please describe other concerns):
How long has this problem been causing you distress? (please circle)
One week One month 1 – 6 Months 6 Months – 1 Year Longer than one year
How do you rate your current level of coping on a scale of 1 – 10 (with 1 being unable to cope)?
UNABLE TO COPE 1 2 3 4 5 6 7 8 9 10 ABLE TO COPE
EMPLOYMENT:
Currently Employed? Yes No If employed, what is your occupation? Bank teller
Where are you working? XYZ Bank
How long? 3 Days/Months/Years
Do you enjoy your current job? Yes No What do you like/ ...
1 Literature Review on How Biofilm Affect theSilvaGraf83
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Literature Review on How Biofilm Affect the Patient Recovery at the Hospital
Student’s Name
Professor’s Name
Course Name
Date
2
Introduction
Regulating biofilms for injury and insertion can have a variety of adverse effects on
patient well-being, including delayed recovery and implant evacuation. Biofilm drugs currently
do not completely destroy or prevent microbial colonization, indicating the need for further
research. The final review of drugs for biofilms focuses on components of nanotechnology-based
drug delivery, combination therapy, and coupling repair. Ultrasonic cleaning and hydrogels, as
well as recent improvements in incorporation, have great potential for use in discrete trauma and
medicine applications. This study reviews various literatures on the development of
microorganisms in biofilms and how it affects patient recovery at the hospital.
Patients with biofilms wounds excrete various microbes from their own skin and current
state, and if they receive hospitalization for treatment, they are likely to receive MRE and HAI
from surfaces, patients, staff, and emergency department equipment (Wu et al., 2018). This
literature states that such patients have high levels of biofilm contamination for biofilm reduction
applications in consuming patients include silver and various metals. Other elements indicating
this condition include disinfectants, hydrogels, light and sonic treatments to initiate atomic
sensitization to deliver dynamic oxygen (Wu et al., 2018). Small particles of these contaminants
allow penetration into the dividing layer of cells, glycans, lactobacilli and treatment with phages.
Other scholars such as Muhammad et al. (2020) and Barzegari et al. (2020) assert that the
accumulation of microorganisms can be immobile and live and attached to the surface. The
regimen of this group of people is not the same as that of planktonic development, where
microorganisms are isolated and flexible in environment (Muhammad et al., 2020). Cecillus cells
differ from planktonic cells in their morphology, physiology and qualitative articulation. The
ability to adhere to and thrive on surfaces such as biofilms is a gradual survival process that
3
allows microorganisms to colonize the zone (Muhammad et al., 2020). Microbes are constantly
changing from planktonic aggregates to sedentary ones. This variety of conditions is key for cells
as they allow rapid changes in their natural state.
Wound swelling can be characterized as the ability of microorganisms to thrive when
antimicrobial compounds are present in the climate. The obstructive component is hereditary and
prevents the antitoxin from working for its purpose (Barzegari et al., 2020). This literature
indicates that the term resistance should be used for microbes that may be caused by high-class
antibiotics but whose development is delayed. This element, which explicitly describes the life ...
1
Canterbury Tales
(c. 12th century)
What do I need to read?
“The Canterbury Tales General Prologue”
“The Miller’s Prologue and Tale”
“The Wife of Bath’s Prologue and Tale”
“The Pardoner’s Prologue and Tale”
Who is the author?
Geoffrey Chaucer (1343 – 1400). Called the Father of the English Language as well
as the Morning Star of Song, Geoffrey Chaucer, after six centuries, has retained
his status as one of the three or four greatest English poets. He was first to
commit to lines of universal and enduring appeal a vivid interest in nature, books,
and people.
As many-sided as Shakespeare, he did for English narrative what Shakespeare did
for drama. If he lacks the profundity of Shakespeare, he excels in playfulness of
2
mood and simplicity of expression. Though his language often seems quaint, he was
essentially modern. Familiarity with the language and with the literature of his
contemporaries persuades the most skeptical that he is nearer to the present than
many writers born long after he died.
---Courtesy of Compton’s Learning Company
Background Lecture
Chaucer’s father, an influential wine merchant, was able to secure Geoffrey a
position as a page in a household connected to King Edward III. Chaucer’s duties as
a page were humble, but they allowed him the opportunity to view the ruling
aristocracy, thus broadening his knowledge of the various classes of society. While
serving in the English army, Chaucer was captured and held prisoner in France.
After his release, he held a number of government positions.
While in his twenties, Chaucer began writing poetry, and he continued to write
throughout his life. Over the years, his writing showed increasing sophistication
and depth, and it is recognized as presenting penetrating insights into human
character. In The Canterbury Tales, critics say that the author shows an absolute
mastery of the art of storytelling.
The Canterbury Tales are also said to present “a cavalcade of fourteenth-century
English life” because on this pilgrimage to Canterbury the reader gets to meet a
cross-section of the people from Chaucer’s time.
Canterbury, located about fifty miles southeast of London, was a favorite
destination for pilgrims. In fact, Chaucer himself made a pilgrimage there. While
he did not set out on the pilgrimage looking for material to use in his writing, he
was so impressed by the mix of company that he had met at the Tabard Inn that
he was inspired to write what was to become his masterpiece.
3
Selected Canterbury Tales Terms and Definitions
Allegory - a story that represents abstract ideas or moral qualities. As such, an
allegory has both a literal level and a symbolic level of meaning. Example: Gulliver’s
Travels.
Allusion - a reference to a person, place, poem, book, or movie outside of the story
that the author expects the reader will recognize.
Fable - ...
1 Math 140 Exam 2 COC Spring 2022 150 Points SilvaGraf83
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Math 140 Exam 2
COC Spring 2022
150 Points
Question 1 (30 points)
Match the following vocabulary words in the table below with the corresponding definitions.
Confidence Interval Hypothesis Test Standard Error Alternative Hypothesis
Randomized Simulation Random Sample Random Assignment Random Chance
Population Sampling Variability Significance Level Type II Error
One-Population Mean
T-Test Statistic
Quantitative Data One-Population
Proportion Z-Test
Statistic
Categorical Data
Critical Value Statistic Parameter Census
Type I Error Bootstrap Distribution Margin of Error Beta Level
Bootstrapping Null Hypothesis P-value Point Estimate
a. A number we compare our test statistic to in order to determine significance. In a sampling
distribution or a theoretical distribution approximating the sampling distribution, the critical
value shows us where the tail or tails are. The test statistic must fall in the tail to be significant.
b. Also called the Alpha Level. If the P-value is lower than this number, then the sample data
significantly disagrees with the null hypothesis and is unlikely to have happened by random
chance. This is also the probability of making a type 1 error.
c. A statement about the population that does not involve equality. It is often a statement about a
“significant difference”, “significant change”, “relationship” or “effect”.
d. The collection of all people or objects you want to study.
e. A number calculated from sample data in order to understand the characteristics of the data.
f. When biased sample data leads you to support the alternative hypothesis when the alternative
hypothesis is actually wrong in the population.
g. Another word for sampling variability. The principle that random samples from the same
population will usually be different and give very different statistics.
h. Data in the form of numbers that measure or count something. They usually have units and
taking an average makes sense.
i. Taking many random samples values from one original real random sample with replacement.
j. Collecting data from everyone in a population.
2
k. Collecting data from a population in such a way that every person in the population has an
approximately equal chance of being chosen. This technique tends to give us data with less
sampling bias.
l. The probability of getting the sample data or more extreme because of sampling variability (by
random chance) if the null hypothesis is true.
m. The sample proportion is this many standard errors above or below the population proportion in
the null hypothesis.
n. Take a group of people or objects and randomly put them into two or more groups. This is a
technique used in experiments to create similar groups. Similar groups help to control
confounding variables so that the scientist can prove cause and effect.
o. Data in the form of labels that tell us something about the people ...
1 Lessons from the past How the deadly second waveSilvaGraf83
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Lessons from the past: How the deadly
second wave of the 1918 ‘Spanish flu’
caught Dallas and the U.S. by surprise
Health concerns about the 2020 coronavirus pandemic are rooted in the
catastrophic second wave of the 1918 pandemic, which hit between
September and November of that year.
By David Tarrant
9:00 AM on Jul 3, 2020
https://www.dallasnews.com/news/2020/07/03/lessons-from-the-past-how-the-deadly-second-
wave-of-the-1918-spanish-flu-caught-dallas-and-the-us-by-surprise/
Illustration by staff artist Michael Hogue.(Michael Hogue / Michael Hogue illustration)
As August gave way to September of 1918, few people were thinking about the
influenza that would soon sweep across Texas and the rest of the country with the speed and
deadly ferocity of a firestorm.
There had been a relatively mild version of the virus in the spring of that year, mostly
affecting troops mobilizing to go off to World War I over in Europe. But by summer the disease
known at the time as the Spanish flu had been largely forgotten.
The front pages of The Dallas Morning News were dominated by news of American troops
pouring into Europe for what would come to be known as World War I.
But that would quickly change. By the end of September, a second wave of the flu, far
deadlier, would sweep across the country, hitting Dallas and other large cities hard.
When health experts worry about the course of the 2020 coronavirus pandemic, they
often look back at the second wave of the 1918 pandemic, between September and November,
https://www.dallasnews.com/author/david-tarrant
2
when influenza cases overwhelmed hospitals and medical staffs across the country and the dead
piled up faster than they could be buried.
In Dallas that year, the city’s chief health officer, A.W. Carnes, waved off the fast-
approaching pandemic as not much more than the common cold. In a major blunder, he permitted
a patriotic parade in late September that attracted a cheering crowd of thousands jammed
together downtown.
Cases of influenza promptly spiked.
The second wave would produce most of the deaths of the pandemic, which experts now
estimate at 50 million to 100 million worldwide. In the United States, 675,000 people died from
the virus.
The Dallas Morning News on Sept. 27, 1918, reported the rapid spread of the Spanish flu. Despite the worsening
conditions, Dallas medical officials hesitated to impose restrictions on public gatherings for more than two weeks.
As it did then, the world is struggling with a virus for which there is no vaccine. COVID-19,
the sickness caused by the new coronavirus, has advanced unabated around the world since it first
appeared in China late last year. By the end of June, the number of deaths worldwide exceeded
500,000.
Like the Spanish flu in 1918, the new coronavirus isn’t showing signs of fading away
anytime soon. Texas ended June with alarm lights flashing as new COVID-19 cases set records
daily ...
1 Lockheed Martin Corporation Abdussamet Akca SilvaGraf83
1
Lockheed Martin Corporation
Abdussamet Akca
Lockheed Martin Corporation
To: Jack Harris
From: vice president governmental affairs
Date:15 February 2021
Sub: under Lockheed Martin Corporation (overview)
2
I am here to state that this is the overview of Lockheed Martin Corporation and Jack
Harris is the CEO of the consulting firm consulted by the CEO of Lockheed Martin Corporation,
crisis consulting.
Business profile
In the contemporary world, there are many challenges facing companies in different
industries in both developed countries and undeveloped countries. There is a great need to
understand the potential risks that may face the business to take care of the shareholder interests,
meet the legitimate consistency, and secure the required resources such as human resources
scholarly and reputational resources. Customers are helped with data by the shareholder value-
added. It also helps in another backup and preparation so that people in the organization are
ready to distinguish risk and so that they can quickly react to crisis consulting (Dove et al.,
2018). The SVAs problem consulting can work with customer administration to identify the
potential turmoil that Lockheed martin corporation is likely to face. The understanding of using
fitting systems and methodologies and the advancement of the same make it possible to oversee
and relieve emergencies through computerized systems. It is possible to utilize and outline
recreations by testing setups and arrangements. Through the operational reviews and the
preparation of potential crises in the Lockheed Martin Corporation, one’s status is also protected.
If the problem exceeds, then the SVAs group can react to the expansive scope of the crisis to
develop the best action to solve these crises.
Crisis consulting international has supplied security and crisis administration to different
organizations such as the Christian evangelist. The concern consulting international has been
helping these groups evaluate risk, improve policy creations, site overviews, and arrange training
staff, crisis administration group, meetings management of occasions, among others. Other
3
activities include risk assessment, prioritization of risks, evaluation, and comprehension of
corporate risk profile. Crisis consulting international uses scientific procedures to prepare
customers in perceiving and measuring risks to understand the effect of these risks so that they
can use the available methodologies to oversee risk and avoid it (Davies, 2019). SVA is used in
the business impact assessment process to break down the business with the end goal in mind.
That builds up top to bottom comprehension of recognizing the primary regions primarily
dependent on the company. This audit aims to establish more extensive deterrent ways of risk
arrangements and prepare programs. SVA can also be incorporated with working wit ...
1 Lab 9 Comparison of Two Field Methods in a ScienSilvaGraf83
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Lab 9: Comparison of Two Field Methods in a
Scientific Report/Paper Format
Minimum Content of the Scientific Report
Title
The title should be a brief summary statement about your paper. Your title will be what
is most commonly cited and will be the “target” of topical searches via the internet.
Choose your words carefully. As short and as concise a title as possible is best.
Each student will come up with the title! You might consider waiting until after
completing the report to finalize the title.
Abstract
Think of the abstract as a short summary of your paper that could stand-alone as a
publication. The abstract should include, in order: a summary of the introduction,
methods, results, and discussion. However, you may include only key results and key
discussion points in the abstract. Do not include reference to figures and tables, and
don’t use abbreviations. Don’t include references in the abstract. This is the hardest
section of the paper to write, and should be written after you complete the other
sections.
Minimum of 200 and maximum of 300 words in a single-paragraph format.
Introduction
The introduction should include a detailed explanation about why you are doing the
study, i.e., the basis for your study.
This section should include observations or results from previous studies that support
the basis for your study, but not the results or discussion or conclusions drawn from the
results of your project.
Follow these observations or results from previous studies with the questions or
hypotheses of your study.
The introduction should end with a brief paragraph that summarizes the setting, scope,
and justification or importance of the study. This is a lead-in paragraph to the rest of the
paper.
Minimum of 1/2 page of text in length with one or more paragraphs.
2
Methods
Write the methods in the past tense.
This should be a detailed, step-by-step, description of how you did the study.
Include details on the equipment and materials used (see list below).
Include the approach to data analysis and cite any statistical or other applications used
to input, manage, graph, or analyze the data.
Include citations for any standard or previously published methods used.
Write this section with enough detail that someone else could duplicate your study or
conduct a similar study with only your methods section available.
Include a map showing the location, sampling area, and plot and belt transect in the
sampling area.
Minimum of one page of text in length with multiple paragraphs.
Results
This the “what you got” section.
Write the results in the past tense.
This sections includes any data or results tables and graphs you have.
This is a summary of your key results from data, graphs, and/or results of statistical
analyses.
You are not required to include a statistical analysis(-es).
You ar ...
1 LAB MODULE 5 GLOBAL TEMPERATURE PATTERNS Note PSilvaGraf83
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LAB MODULE 5: GLOBAL TEMPERATURE PATTERNS
Note: Please refer to the GETTING STARTED lab module to learn how to maneuver
through and answer the lab questions using the Google Earth ( ) component.
KEY TERMS
You should know and understand the following terms:
Air temperature Heat index Temperature anomalies
Altitude Kelvin (K) Temperature averages
Ambient temperature Latitude Thermopause
Axial Tilt Maritime effect Thermosphere
Celsius (C) Mesopause Tropopause
Continentality, or
Continental effect
Mesosphere Troposphere
Stratopause Urban heat island
Environmental Lapse Rate Stratosphere Urban heat island effect
Exosphere Structure of the atmosphere Wind chill
Fahrenheit (F) Surface temperature
LAB MODULE LEARNING OBJECTIVES
After successfully completing this module, you should be able to the following
tasks:
Describe the differences between air and surface temperature
Explain heat index and wind chill
Explain the urban heat island effect
Describe the structure of the atmosphere
Describe large scale factors influencing temperature
Describe local factors influencing temperature
2
INTRODUCTION
This lab module explores the global surface and air temperatures of Earth and
Earth’s atmosphere. Topics include the structure of the atmosphere, local and
global factors influencing temperature, and temperature anomalies. The modules
start with four opening topics, or vignettes, which are found in the accompanying
Google Earth file. These vignettes introduce basic concepts of the internal structure
of the Earth. Some of the vignettes have animations, videos, or short articles that
will provide another perspective or visual explanation for the topic at hand. After
reading the vignette and associated links, answer the following questions. Please
note that some links might take a while to download based on your Internet speed.
Expand the INTRODUCTION folder.
Read Topic 1: Surface and Air Temperature
Question 1: How do the surface temperatures of the countries in the
northern latitudes (for example, Canada, Iceland, Norway, and Russia)
compare to those of northern Africa (for example, Algeria, Egypt, Libya,
Morocco, and Sudan)?
A. The temperatures are higher in the northern latitudes during summer
months when net radiation is higher.
B. The temperatures are lower in north Africa during the summer months
when net radiation is higher in northern latitudes.
C. Temperatures are lower in northern latitudes year-round.
D. Temperatures are only lower in the northern latitudes during winter
months.
Read Topic 2: Measuring Temperature
Question 2: Considering water freezes (or alternatively, melts) at 0˚C,
determine from the map which countries or landmasses have an annual
mean temperature around 0˚C.
A. Canada and Norway
B. The United States and the United Kingdom
C. Greenland and Antarctica
D. Russia and Antarctica
3
...
1 Instructions for Coming of Age in Mississippi SilvaGraf83
1
Instructions for Coming of
Age in Mississippi
Due Sunday, April 25th, 2021
Late papers will be penalized. Failure to turn in this assignment will result in
the automatic failure of the class.
Anne Moody’s Coming of Age in Mississippi is an autobiographical presentation of
her life and experiences in the segregationist South during the middle third of the
20th Century. Although Moody was intensively involved in the civil rights
movement of the 1950’s and 1960’s, the real value of her autobiography is that she
describes what it was like to grow up in Mississippi long before she became a civil
rights activist.
Your book essay for Coming of Age in Mississippi should explore and discuss the
following topics and questions:
1. Begin with a brief overview of the book: in general, what is it about, who wrote
it, etc.
2. Moody’s decision to become engaged in the political activism central to the
Civil Rights Movement was a result of her experiences at both work and play
growing up in Mississippi. What kinds of incidents from her life led Moody to
become politically active in the movement? For example, what does she notice
about how she is treated as a black person in Southern white society?
3. Women played an important role in Moody’s life. Using examples from her
autobiography, discuss what Moody learned about race, class and sexual
orientation from the women around her. Who were the most important women in
her life? Discuss each and explain why that person was so important.
4. Moody was a participant and observer of some of the most important historical
events of the 1950’s and 1960’s. How did she view and describe these events – for
example, the murder of Emmitt Till, the sit-in protests, the voter registration drive
in Mississippi, Ku Klux Klan activities and the assassination of Medgar Evars and
2
others? In general, what do her descriptions tell you about the struggle for civil
rights?
5. What did you think of this book? Did you like it/ not like it? Explain why.
Writing Instructions:
1. Use the above questions/topics as your paper outline and answer them in the
order they are presented.
2. Use some common sense in how much you write on each topic. The general
overview of the book, for example, can be covered in one relatively brief
paragraph. Other topics may require more extensive coverage. The main body of
your paper should focus on topics 2-4. You should explore those thoroughly and
back up any general comments with specific details that illustrate and support
them. Topics 1 and 5 should be about a paragraph in length.
3. Although I don’t grade in terms of the length of the paper, under most
circumstances I would expect a paper somewhere within the range of 4-5 pages.
As a general rule, it’s better to write more than less.
4. The paper must be typed using a standard word processing program, double-
spaced using norm ...
1
Institutional Assessment Report
2012-13
The primary purpose for assessment is the assurance and improvement of student learning and
development; results are intended to inform decisions about course and program content, delivery,
and pedagogy. The Institutional Assessment Report summarizes annual assessment processes,
results and success indicators at the program, co-curricular, core and institutional levels.
I. Program assessment
A total of 117 degree and certificate programs and 13 co-curricular units assessed student learning
in 2012-13. Assessment reports reside in the Assessment Reporting Management System (ARMS).
Most programs measured multiple learning outcomes and used multiple measures. Direct measures
examine or observe student knowledge, skills, attitudes or behaviors. The most frequently used
direct measures in undergraduate programs are written assignments and locally developed exams,
tests or quizzes. Commonly used direct measures in graduate programs include oral presentations
or exhibition, research papers/projects, and locally-developed exams, tests or quizzes (Table 1).
Table 1: Percent of Academic Programs Reporting Direct Measures in ARMS
Undergraduate Graduate
N = 52 N = 65 (3 certificate)
Standardized instruments 29% 14%
Locally-developed
exam/test/quiz
40% 40%
Essay question on exam 29% 17%
Pre- and post-measures 10% 3%
Written assignment 42% 32%
Portfolio 4% 12%
In-class discussions 10% 11%
Oral presentation or
exhibition
23% 51%
Thesis / Dissertation 32%
Simulations 4% 2%
Formal evaluation of practical
skills
12% 22%
Research paper/project 25% 40%
Final Project 29% 14%
Other 17% 14%
2
Indirect measures evaluate perceived learning, and may be used to supplement direct measures.
Surveys are commonly used indirect measures; in graduate education, student self-assessments are
most frequently used (Table 2).
Table 2: Percent of Academic Programs Reporting Indirect Measures in ARMS
Undergraduate Graduate
Surveys 17% 11%
Interviews or focus groups 2% 2%
Data indicators (job
placement, admission to
graduate education)
4% 9%
Comparisons with peers 4% 3%
Student Self-Assessment 2% 15%
Other 4% 8%
Co-curricular programs, especially those in the Division of Student Affairs, are more likely to
assess student learning and development through self-report (surveys and student self-assessments)
than through direct measures (Tables 3 and 4).
Table 3: Percent of Co-curricular Units1 Reporting Direct Measures in ARMS
(N = 13)
Reflection 15%
Academic written assignment/Research
questions
23%
Exam 8%
Oral presentation 8%
Observations 23%
Supervisor ratings 15%
Performance reviews 8%
Other 31%
Table 4: Percent of Co-curricular Units1 Reporting Indirect Measures in ARMS
Surveys 69%
Student Self-Assessment 62%
Data Indicators 8%
Benchmarks/Compa ...
1 Introduction Screen Narrator As part of the commSilvaGraf83
1
Introduction Screen
Narrator: As part of the committee for the prevention of sexual harassment, you have been
asked to investigate a case involving a new intern from the project team and her boss. The
intern, Joanna, has not directly approached you. The case has been reported by a co-
worker, Jenna, who is also part of the project team. The committee comprising Sarah,
Ashley, and you must debate and discuss and arrive at a conclusion.
Scene 1
Conversation between you and Jenna
You: Jenna, you are here to complain about Mike harassing Joanna. Would you please tell
us what exactly happened?
Jenna: Joanna is interning with Mike’s team. Last week Mike sent her an email on her official
email ID, asking her to go out to dinner with him.
You: How did you know of this?
Jenna: Our names are spelt nearly the same and Mike mixed up our email IDs. The email
that was meant for Joanna ended up in my inbox.
You: How do you know it was not meant for you?
Jenna: When Mike realized his mistake, he walked up to me and apologized. He requested
me to delete the email and not discuss the incident with anybody.
Narrator: Is this a case of sexual harassment?
A. Yes
B. No
C. Can’t be sure
If your answer is option A, go to Scene 2
If your answer is option B, go to Scene 3
If your answer is option C, go to Scene 4
Scene 2
Conversation between you, Ashley, and Sarah
You: This looks like a case of sexual harassment to me. What do you think?
Ashley: Wait a minute! How do you know there was no consent?
Sarah: I agree. Asking a colleague out for dinner is not sexual harassment.
Narrator: Continue the investigation, go to Scene 5
Scene 3
Conversation between you, Ashley, and Sarah
2
You: I don’t think this is a case of sexual harassment at all. What is wrong in asking a
colleague out for dinner?
Sarah: Nothing wrong at all as long as both parties have consented to it.
Ashley: That’s correct! We must investigate if Joanna had agreed to go out with Mike.
Narrator: Continue the investigation, go to Scene 5
Scene 4
Conversation between you and Sarah
You: I don’t think we have enough evidence that this is a case of sexual harassment. What if
Joanna had consented to go out on a dinner date with Mike?
Sarah: Absolutely! We need to dig deeper here.
Narrator: Continue the investigation, go to Scene 5
Scene 5
Conversation between you, Jenna, Ashley, and Sarah
You: Jenna, asking someone out for a date is not a case of sexual harassment.
Jenna: Joanna refused to go out with Mike.
Ashley: Oh! So that rules out the sexual harassment angle entirely.
Sarah: Not quite! We need to see if Mike continued to pursue Jenna or pressurize her in any
way.
Narrator: Who do you think is correct?
A. Ashley
B. Sarah
If your answer is option A, go to Scene 6
If your answer is option B, go to Scene 7
Scene 6
Conversation between you and Sarah
You: I agree with you, Ashley. Joanna refused ...
1 IT 140 A Mini History of Text-Based Games TextSilvaGraf83
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IT 140 A Mini History of Text-Based Games
Text-based games were the predecessor to the reality-based video games we play today. They were
"interactive fiction" where words came to life as players read text and made decisions about what to do.
These text-based games simulated environments where players used text commands to control their
characters and influence the gaming environment.
Imagine a current action-adventure video game where, instead of using a controller or touchscreen to
give your character directions, you enter text on a command line. There are no graphics on the screen,
forcing you to use your imagination. Commands you enter might be “open door”, “go west”, or “fight
troll”. These commands change the way the story plays out.
While it may be hard to imagine a video game without any videos, these text games were very popular
in the 70s and 80s. Many programmers and computer technicians played role-playing board games, like
Dungeons and Dragons, with their friends. A text-based game allowed them to take their adventures to
the digital realm. They could play their games on the mainframes at work, submitting commands with a
teleprinter and receiving the output on paper.
T100S Teleprinter by Jens Ohlig under CC BY-SA 2.0
https://commons.wikimedia.org/wiki/File:T100S_teleprinter.jpg
https://www.flickr.com/people/[email protected]
https://creativecommons.org/licenses/by-sa/2.0/deed.en
2
Eventually, monochrome monitors allowed players to see their input and output in real time, right
before their eyes. Players were able to enjoy playing Lunar Lander and Star Trek using displays like the
following:
GT40 Lunar Lander by Brouhaha under CC BY-SA 3.0
Star Trek Text Game by James Gibbon under CC BY-SA 3.0
You can still find playable versions of these games online, such as Lunar Lander, Star Trek, and Zork.
They will help you see how far game development has come. (Note: Links may change over time. Search
for the game name and “simulator”.)
In this class, you will have the opportunity to create your own version of a text-based game. You will be
able to see your code come to life as it becomes interactive. Through the use of conditionals and loops,
you will be able to guide adventurers through your world in the same way these early text-based games
did several decades ago.
https://commons.wikimedia.org/wiki/File:GT40_Lunar_Lander.jpg
https://en.wikipedia.org/wiki/User:Brouhaha
https://creativecommons.org/licenses/by-sa/3.0/deed.en
https://commons.wikimedia.org/wiki/File:Star_Trek_text_game.png
https://en.wikipedia.org/wiki/User:Jamesgibbon
https://creativecommons.org/licenses/by-sa/3.0/deed.en
http://www.lunarmissionsimulator.com/
http://mtrek.com/play-now/
http://www.web-adventures.org/cgi-bin/webfrotz?s=ZorkDungeon
3
References
McIntosh, J. (2018, July 20). A brief history of text-based games and open source. Opensource.com.
https://opensource.com/article/18/ ...
1 Introduction The purpose of studying the raw SilvaGraf83
1
Introduction
The purpose of studying the raw materials for myself includes exploring, discovering, and
gathering as much information as possible, which I may use to portray and explain my life. Every
person has different perceptions, characters, and personalities. These unique characteristics
influence the type of life and behavior that a person has. The raw materials for myself that I will
address in this paper include my strengths, potential strengths, faults, bad habits, interests, desires,
passions, personality, and core values. These raw materials will guide me in life and will ensure
that I live a fulfilling presence as much as I can.
Raw Materials
Strengths
Most of the time, people assume that they know their strengths. I also believed that I knew
mines. However, it was mandatory to perform a test that would indicate the reality. I followed the
link provided in the assignment description and requirements. It redirected me to "Free Aptitude
Test for Strengths and Weaknesses [Full]." Another link provided by the instructor shifted me to
the "Assessment: Find Your Strengths" website. I answered the questions presented on the two
websites and received the results indicating my strengths. I also sought the feedback of my friends
about my strengths. That would enable me to compare their input and the outcomes I received
from the tests.
From the assessments, my most significant strength was curiosity. I scored 100% for this
strength. Curiosity is the zeal to keep on learning and dealing with challenging situations, in this
case. The assessment results indicated that I am always actively involved in all the projects as
much as possible. It also suggests that I love learning. I expose myself to new fields of learning
and a unique knowledge environment to keep my knowledge growing. The test results also
indicated that I prefer learning by teaching others and associating with people who enjoy learning.
The second-ranked strength was balance. It had a score of 94%. The outcomes of this
questionnaire indicated that I always love time management, and I push for it whenever I am. The
results also showed that I am not too fond of order, and I try my best to restore order in chaotic
situations. And I consider that it is accurate.
My third strength, as revealed by the assessment results, was communication. The results
showed that I am a good listener, and I volunteer to help in fostering engaging presentations.
Moreover, I am an excellent public orator, and I love promoting communication in my
relationships.
2
My fourth strength was teamwork. It had a score of 94%. The results of the assessment
indicate that I organize my life to my close relationships. It also suggested that I value loyalty;
therefore, I have a high likelihood of maintaining the same connections in my life. Additionally, it
indicated that I build genuine trusting relationships with the critical p ...
1 Lab Title Physical Geography of the Big islandSilvaGraf83
1
Lab Title Physical Geography of the Big
island of Hawai’i
What is this
lab all
about?
Lab Worth
You explore the volcanoes, landforms, climate, and vegetation of
Hawai’i in a geovisualization, as well as view a traditional lecture on the
concepts of geography that influence the Big Island of Hawai’i
The points you accumulate for correct answers count towards your
grade. Incorrect answers do not hurt your grade.
Computer
program
used in this
lab
You will be given instructions later on how to download the
geovisualization of the Big Island in a page in Canvas in the
Welcome module. In this program, you are a virtual character able to
wander around the Big Island.
Introductory
video
The canvas page where you downloaded this file also has a link to an
introductory video. The material in that video is a brief synopsis of what
is in this PDF document.
SQ general
studies
criteria
Students analyze geographical data using the scientific method, keeping
in mind scientific uncertainty. Students also use mathematics in
analyzing rates to change in the landscape.
Table of Contents for this PDF File
1. Preface: What makes the Big Island so special in physical geography? Page 2
2. Overview of lab activities
4
Lab Stage A. Helpful background material related to the lab
6
Lab Stage B Exploration: Making some basic observations related to the
physical geography of the Big Island
24
Lab Stage C Investigation: more detailed analysis of the physical geography
of the Big Island
42
Lab Stage D synthesis: A short essay whose goal rests in you bringing
together your thoughts on the physical geography of the Big Island of
Hawai’i.
63
2
1. Preface: Physical Geography of the Big island of Hawai’i
The Big Island of Hawai’i is a special place for physical geographers to study.
There exists such a wide range of climates, all while the geology of basalt lava rock type
remains pretty constant. For example, warm desert conditions exist on the western sides
of the Hualalai, Mauna Kea, and Kohala shield volcanoes, and cold desert conditions on
top of Mauna Kea and Mauna Loa volcanoes. Physical geographers have studied
everything from coastal erosion to incision of stream valleys using the variety of
conditions on the Big Island. Since physical geographers typically love field work, a plus
is the lack of poisonous snakes.
Unlike other sciences that task you with analyzing one focused field such as cellular
biology, inorganic chemistry, or physics – physical geography concentrates on six
general areas of science to try to understand better the great variety of environmental
conditions that exist at Earth’s surface. Physical Geography was the world’s first
environmental science field, well before everything split off, and it remains focused on
interconnections as displayed in the following diagram.
3
Components ...
This document provides instructions for a preschool learning foundations assignment. Students will locate or design a toy for 4-5 year olds that promotes development in areas like language, cognitive skills, physical skills, or social/emotional skills. A handout must be made that includes the toy name and picture, how children can use it, why it's developmentally appropriate, and how it relates to at least four foundations across three domains. Students can earn extra credit for making the toy. The assignment will be graded based on inclusion of required elements, formatting, and developmental appropriateness of the toy.
1 Kilimanjaro is a snow-covered mountain 19,710 feet hiSilvaGraf83
1
Kilimanjaro is a snow-covered mountain 19,710 feet high, and is said to be the highest mountain in Africa.
Its western summit is called the Masai "Ngaje Ngai," the House of God. Close to the western summit there
is the dried and frozen carcass of a leopard. No one has explained what the leopard was seeking at that
altitude.
The Snows of Kilimanjaro
By Ernest Hemingway, 1938
THE MARVELLOUS THING IS THAT IT S painless," he said. "Tha 's ho o kno
when it starts."
"Is it really?"
"Absolutely. I'm awfully sorry about the odor though. That must bother you."
"Don't! Please don't."
"Look at them," he said. "Now is it sight or is it scent that brings them like that?"
The cot the man lay on was in the wide shade of a mimosa tree and as he looked out past
the shade onto the glare of the plain there were three of the big birds squatted obscenely,
while in the sky a dozen more sailed, making quick-moving shadows as they passed.
"They've been there since the day the truck broke down," he said. "Today's the first time
any have lit on the ground. I watched the way they sailed very carefully at first in case I
ever wanted to use them in a story. That's funny now.""I wish you wouldn't," she said.
"I'm only talking," he said. "It's much easier if I talk. But I don't want to bother you."
"You know it doesn't bother me," she said. "It's that I've gotten so very nervous not being
able to do anything. I think we might make it as easy as we can until the plane comes."
"Or until the plane doesn't come."
"Please tell me what I can do. There must be something I can do.
"You can take the leg off and that might stop it, though I doubt it. Or you can shoot me.
You're a good shot now. I taught you to shoot, didn't I?"
"Please don't talk that way. Couldn't I read to you?"
2
"Read what?"
"Anything in the book that we haven't read."
"I can't listen to it," he said." Talking is the easiest. We quarrel and that makes the time
pass."
"I don't quarrel. I never want to quarrel. Let's not quarrel any more. No matter how
nervous we get. Maybe they will be back with another truck today. Maybe the plane will
come."
"I don't want to move," the man said. "There is no sense in moving now except to make it
easier for you."
"That's cowardly."
"Can't you let a man die as comfortably as he can without calling him names? What's the
use of clanging me?"
"You're not going to die."
"Don't be silly. I'm dying now. Ask those bastards." He looked over to where the huge,
filthy birds sat, their naked heads sunk in the hunched feathers. A fourth planed down, to
run quick-legged and then waddle slowly toward the others.
"They are around every camp. You never notice them. You can't die if you don't give up."
"Where did you read that? You're such a bloody fool."
"You might think about some one else."
"For Christ's sake," he said, "that's been my trade."
He lay then and was quiet for a while and looked across the ...
1
Assignment 2 Winter 2022
Problem 1
Assume you have the option to buy one of three bonds. All have the same degree of default risk
and mature in 15 years. The first is a zero-coupon bond that pays $1,000 at maturity. The
second has a 7 percent coupon rate and pays the $70 coupon once per year. The third has a 9
percent coupon rate and pays the $90 coupon once per year.
a. If all three bonds are now priced to yield 8 percent to maturity, what are their prices?
b. If you expect their yields to maturity to be 8 percent at the beginning of next year, what will
their prices be then? What is your before-tax holding period return on each bond? If your tax
bracket is 30 percent on ordinary income and 20 percent on capital gains income, what will
your after-tax rate of return be on each? Assume you do not sell the bonds.
c. Recalculate your answer to (b) under the assumption that you expect the yields to maturity on
each bond to be 7 percent at the beginning of next year.
d. Re-do the calculations in parts b and c above, assuming you will sell the bonds at the end of the
year.
Problem 2
A University endowment fund has sought your advice on its fixed-income portfolio strategy.
The characteristics of the portfolios current holdings are listed below:
Market
Credit Maturity Coupon Modified Value of
Bond Rating (yrs.) Rate (%) Duration Convexity Position
A Cnd. Govt. 3 0 2.727 9.9 $30,000
B A1 10 8 6.404 56.1 $30,000
C Aa2 5 12 3.704 18.7 $30,000
D Agency 7 10 4.868 32.1 $30,000
E Aa3 12 0 10.909 128.9 $30,000
$150,000
a) Calculate the modified duration for this portfolio.
b) Suppose you learn that the modified duration of the endowment’s liabilities is 6.5 years.
Identify whether the bond portfolio is: i) immunized against interest rate risk, ii) exposed to net
price risk, or iii) exposed to net re-investment risk. Briefly explain what will happen to the net
position of the endowment fund if in the future there is a significant parallel upward shift in the
yield curve.
c) Your current active view for the fixed income market over the coming months is that Treasury
yields will decline and corporate credit spreads will also decrease. Briefly discuss how you
could restructure the existing portfolio to take advantage of this view.
2
Problem 3
A 20-year maturity bond with a 10% coupon rate (paid annually) currently sells at a yield to
maturity of 9%. A portfolio manager with a 2-year horizon needs to forecast the total return on
the bond over the coming 2 years. In 2 years, the bond will have an 18-year maturity. The analyst
forecasts that 2 years from now, 18-year bonds will sell at yield to maturity of 8%, and that
coupon payments can be reinvested in short-term securities over the coming 2 years at a rate of
7%.
a) What is the 2-year return on the bond
b) What will be the rate of return the manager forecasts that in 2 years the yiel ...
1
COU 680 Adult Psychosocial Assessment Sabrina
Date of appointment: Today Time of appointment: 5:00 pm
Client Name: Sabrina Hinajosa Age: 29 DOB: 3/23/89
Gender: Male Female Transgender Preferred Name/Nickname: N/A
Ethnicity: Hispanic Non‐Hispanic Race: Caucasian
Current Marital/Relationship Status: Single Married Divorced Widowed Domestic Partnership
Name of Person completing form: Sabrina Relationship to client: Self
PRESENTING PROBLEM (Briefly describe the issues/problems which led to your decision to seek therapy services):
I recently lost my mother-in-law to a sudden heart attack immediately prior to the recent hurricane. Within a matter
of a single day I lost the mother figure in my life, was evacuated from my home, and had a hurricane destroy parts
of my house. I’m completely overwhelmed, sad, and angry at the world.
How severe, on a scale of 1‐10 (with 1 being the most severe), do you rate your presenting problems?
MOST SEVERE 1 2 3 4 5 6 7 8 9 10 LEAST SEVERE
PRESENTING PROBLEM CATEGORIZATION: (Please check all the apply and circle the description of symptom)
Symptoms causing concern, distress or impairment:
Change in sleep patterns (please circle): sleeping more sleeping less difficulty falling asleep
difficulty staying asleep difficulty waking up difficulty staying awake
Concentration: Decreased concentration Increased or excessive concentration
Change in appetite: Increased appetite Decreased appetite
Increased Anxiety (describe): I have a lot of fear of the unknown. Everything feels out of my control.
Mood Swings (describe): I’m irritable all of the time. I go back and forth between extreme bouts of sadness
and complete anger and rage at the situation. The only place I feel calm is with my kids
and only because I really focus on making sure they are ok.
Behavioral Problems/Changes (describe): I struggle to stay focused on anything other than taking care of
my kids. I feel aimless and purposeless and have stopped putting forth much effort at work or in our home.
Everything just seems both overwhelming and pointless.
Victimization (please circle): Physical abuse Sexual abuse Elder abuse Adult molested as child
Robbery victim Assault victim Dating violence Domestic Violence
Human trafficking DUI/DWI crash Survivors of homicide victims
Other:
2
Other (Please describe other concerns):
How long has this problem been causing you distress? (please circle)
One week One month 1 – 6 Months 6 Months – 1 Year Longer than one year
How do you rate your current level of coping on a scale of 1 – 10 (with 1 being unable to cope)?
UNABLE TO COPE 1 2 3 4 5 6 7 8 9 10 ABLE TO COPE
EMPLOYMENT:
Currently Employed? Yes No If employed, what is your occupation? Bank teller
Where are you working? XYZ Bank
How long? 3 Days/Months/Years
Do you enjoy your current job? Yes No What do you like/ ...
1 Literature Review on How Biofilm Affect theSilvaGraf83
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Literature Review on How Biofilm Affect the Patient Recovery at the Hospital
Student’s Name
Professor’s Name
Course Name
Date
2
Introduction
Regulating biofilms for injury and insertion can have a variety of adverse effects on
patient well-being, including delayed recovery and implant evacuation. Biofilm drugs currently
do not completely destroy or prevent microbial colonization, indicating the need for further
research. The final review of drugs for biofilms focuses on components of nanotechnology-based
drug delivery, combination therapy, and coupling repair. Ultrasonic cleaning and hydrogels, as
well as recent improvements in incorporation, have great potential for use in discrete trauma and
medicine applications. This study reviews various literatures on the development of
microorganisms in biofilms and how it affects patient recovery at the hospital.
Patients with biofilms wounds excrete various microbes from their own skin and current
state, and if they receive hospitalization for treatment, they are likely to receive MRE and HAI
from surfaces, patients, staff, and emergency department equipment (Wu et al., 2018). This
literature states that such patients have high levels of biofilm contamination for biofilm reduction
applications in consuming patients include silver and various metals. Other elements indicating
this condition include disinfectants, hydrogels, light and sonic treatments to initiate atomic
sensitization to deliver dynamic oxygen (Wu et al., 2018). Small particles of these contaminants
allow penetration into the dividing layer of cells, glycans, lactobacilli and treatment with phages.
Other scholars such as Muhammad et al. (2020) and Barzegari et al. (2020) assert that the
accumulation of microorganisms can be immobile and live and attached to the surface. The
regimen of this group of people is not the same as that of planktonic development, where
microorganisms are isolated and flexible in environment (Muhammad et al., 2020). Cecillus cells
differ from planktonic cells in their morphology, physiology and qualitative articulation. The
ability to adhere to and thrive on surfaces such as biofilms is a gradual survival process that
3
allows microorganisms to colonize the zone (Muhammad et al., 2020). Microbes are constantly
changing from planktonic aggregates to sedentary ones. This variety of conditions is key for cells
as they allow rapid changes in their natural state.
Wound swelling can be characterized as the ability of microorganisms to thrive when
antimicrobial compounds are present in the climate. The obstructive component is hereditary and
prevents the antitoxin from working for its purpose (Barzegari et al., 2020). This literature
indicates that the term resistance should be used for microbes that may be caused by high-class
antibiotics but whose development is delayed. This element, which explicitly describes the life ...
1
Canterbury Tales
(c. 12th century)
What do I need to read?
“The Canterbury Tales General Prologue”
“The Miller’s Prologue and Tale”
“The Wife of Bath’s Prologue and Tale”
“The Pardoner’s Prologue and Tale”
Who is the author?
Geoffrey Chaucer (1343 – 1400). Called the Father of the English Language as well
as the Morning Star of Song, Geoffrey Chaucer, after six centuries, has retained
his status as one of the three or four greatest English poets. He was first to
commit to lines of universal and enduring appeal a vivid interest in nature, books,
and people.
As many-sided as Shakespeare, he did for English narrative what Shakespeare did
for drama. If he lacks the profundity of Shakespeare, he excels in playfulness of
2
mood and simplicity of expression. Though his language often seems quaint, he was
essentially modern. Familiarity with the language and with the literature of his
contemporaries persuades the most skeptical that he is nearer to the present than
many writers born long after he died.
---Courtesy of Compton’s Learning Company
Background Lecture
Chaucer’s father, an influential wine merchant, was able to secure Geoffrey a
position as a page in a household connected to King Edward III. Chaucer’s duties as
a page were humble, but they allowed him the opportunity to view the ruling
aristocracy, thus broadening his knowledge of the various classes of society. While
serving in the English army, Chaucer was captured and held prisoner in France.
After his release, he held a number of government positions.
While in his twenties, Chaucer began writing poetry, and he continued to write
throughout his life. Over the years, his writing showed increasing sophistication
and depth, and it is recognized as presenting penetrating insights into human
character. In The Canterbury Tales, critics say that the author shows an absolute
mastery of the art of storytelling.
The Canterbury Tales are also said to present “a cavalcade of fourteenth-century
English life” because on this pilgrimage to Canterbury the reader gets to meet a
cross-section of the people from Chaucer’s time.
Canterbury, located about fifty miles southeast of London, was a favorite
destination for pilgrims. In fact, Chaucer himself made a pilgrimage there. While
he did not set out on the pilgrimage looking for material to use in his writing, he
was so impressed by the mix of company that he had met at the Tabard Inn that
he was inspired to write what was to become his masterpiece.
3
Selected Canterbury Tales Terms and Definitions
Allegory - a story that represents abstract ideas or moral qualities. As such, an
allegory has both a literal level and a symbolic level of meaning. Example: Gulliver’s
Travels.
Allusion - a reference to a person, place, poem, book, or movie outside of the story
that the author expects the reader will recognize.
Fable - ...
1 Math 140 Exam 2 COC Spring 2022 150 Points SilvaGraf83
1
Math 140 Exam 2
COC Spring 2022
150 Points
Question 1 (30 points)
Match the following vocabulary words in the table below with the corresponding definitions.
Confidence Interval Hypothesis Test Standard Error Alternative Hypothesis
Randomized Simulation Random Sample Random Assignment Random Chance
Population Sampling Variability Significance Level Type II Error
One-Population Mean
T-Test Statistic
Quantitative Data One-Population
Proportion Z-Test
Statistic
Categorical Data
Critical Value Statistic Parameter Census
Type I Error Bootstrap Distribution Margin of Error Beta Level
Bootstrapping Null Hypothesis P-value Point Estimate
a. A number we compare our test statistic to in order to determine significance. In a sampling
distribution or a theoretical distribution approximating the sampling distribution, the critical
value shows us where the tail or tails are. The test statistic must fall in the tail to be significant.
b. Also called the Alpha Level. If the P-value is lower than this number, then the sample data
significantly disagrees with the null hypothesis and is unlikely to have happened by random
chance. This is also the probability of making a type 1 error.
c. A statement about the population that does not involve equality. It is often a statement about a
“significant difference”, “significant change”, “relationship” or “effect”.
d. The collection of all people or objects you want to study.
e. A number calculated from sample data in order to understand the characteristics of the data.
f. When biased sample data leads you to support the alternative hypothesis when the alternative
hypothesis is actually wrong in the population.
g. Another word for sampling variability. The principle that random samples from the same
population will usually be different and give very different statistics.
h. Data in the form of numbers that measure or count something. They usually have units and
taking an average makes sense.
i. Taking many random samples values from one original real random sample with replacement.
j. Collecting data from everyone in a population.
2
k. Collecting data from a population in such a way that every person in the population has an
approximately equal chance of being chosen. This technique tends to give us data with less
sampling bias.
l. The probability of getting the sample data or more extreme because of sampling variability (by
random chance) if the null hypothesis is true.
m. The sample proportion is this many standard errors above or below the population proportion in
the null hypothesis.
n. Take a group of people or objects and randomly put them into two or more groups. This is a
technique used in experiments to create similar groups. Similar groups help to control
confounding variables so that the scientist can prove cause and effect.
o. Data in the form of labels that tell us something about the people ...
1 Lessons from the past How the deadly second waveSilvaGraf83
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Lessons from the past: How the deadly
second wave of the 1918 ‘Spanish flu’
caught Dallas and the U.S. by surprise
Health concerns about the 2020 coronavirus pandemic are rooted in the
catastrophic second wave of the 1918 pandemic, which hit between
September and November of that year.
By David Tarrant
9:00 AM on Jul 3, 2020
https://www.dallasnews.com/news/2020/07/03/lessons-from-the-past-how-the-deadly-second-
wave-of-the-1918-spanish-flu-caught-dallas-and-the-us-by-surprise/
Illustration by staff artist Michael Hogue.(Michael Hogue / Michael Hogue illustration)
As August gave way to September of 1918, few people were thinking about the
influenza that would soon sweep across Texas and the rest of the country with the speed and
deadly ferocity of a firestorm.
There had been a relatively mild version of the virus in the spring of that year, mostly
affecting troops mobilizing to go off to World War I over in Europe. But by summer the disease
known at the time as the Spanish flu had been largely forgotten.
The front pages of The Dallas Morning News were dominated by news of American troops
pouring into Europe for what would come to be known as World War I.
But that would quickly change. By the end of September, a second wave of the flu, far
deadlier, would sweep across the country, hitting Dallas and other large cities hard.
When health experts worry about the course of the 2020 coronavirus pandemic, they
often look back at the second wave of the 1918 pandemic, between September and November,
https://www.dallasnews.com/author/david-tarrant
2
when influenza cases overwhelmed hospitals and medical staffs across the country and the dead
piled up faster than they could be buried.
In Dallas that year, the city’s chief health officer, A.W. Carnes, waved off the fast-
approaching pandemic as not much more than the common cold. In a major blunder, he permitted
a patriotic parade in late September that attracted a cheering crowd of thousands jammed
together downtown.
Cases of influenza promptly spiked.
The second wave would produce most of the deaths of the pandemic, which experts now
estimate at 50 million to 100 million worldwide. In the United States, 675,000 people died from
the virus.
The Dallas Morning News on Sept. 27, 1918, reported the rapid spread of the Spanish flu. Despite the worsening
conditions, Dallas medical officials hesitated to impose restrictions on public gatherings for more than two weeks.
As it did then, the world is struggling with a virus for which there is no vaccine. COVID-19,
the sickness caused by the new coronavirus, has advanced unabated around the world since it first
appeared in China late last year. By the end of June, the number of deaths worldwide exceeded
500,000.
Like the Spanish flu in 1918, the new coronavirus isn’t showing signs of fading away
anytime soon. Texas ended June with alarm lights flashing as new COVID-19 cases set records
daily ...
1 Lockheed Martin Corporation Abdussamet Akca SilvaGraf83
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Lockheed Martin Corporation
Abdussamet Akca
Lockheed Martin Corporation
To: Jack Harris
From: vice president governmental affairs
Date:15 February 2021
Sub: under Lockheed Martin Corporation (overview)
2
I am here to state that this is the overview of Lockheed Martin Corporation and Jack
Harris is the CEO of the consulting firm consulted by the CEO of Lockheed Martin Corporation,
crisis consulting.
Business profile
In the contemporary world, there are many challenges facing companies in different
industries in both developed countries and undeveloped countries. There is a great need to
understand the potential risks that may face the business to take care of the shareholder interests,
meet the legitimate consistency, and secure the required resources such as human resources
scholarly and reputational resources. Customers are helped with data by the shareholder value-
added. It also helps in another backup and preparation so that people in the organization are
ready to distinguish risk and so that they can quickly react to crisis consulting (Dove et al.,
2018). The SVAs problem consulting can work with customer administration to identify the
potential turmoil that Lockheed martin corporation is likely to face. The understanding of using
fitting systems and methodologies and the advancement of the same make it possible to oversee
and relieve emergencies through computerized systems. It is possible to utilize and outline
recreations by testing setups and arrangements. Through the operational reviews and the
preparation of potential crises in the Lockheed Martin Corporation, one’s status is also protected.
If the problem exceeds, then the SVAs group can react to the expansive scope of the crisis to
develop the best action to solve these crises.
Crisis consulting international has supplied security and crisis administration to different
organizations such as the Christian evangelist. The concern consulting international has been
helping these groups evaluate risk, improve policy creations, site overviews, and arrange training
staff, crisis administration group, meetings management of occasions, among others. Other
3
activities include risk assessment, prioritization of risks, evaluation, and comprehension of
corporate risk profile. Crisis consulting international uses scientific procedures to prepare
customers in perceiving and measuring risks to understand the effect of these risks so that they
can use the available methodologies to oversee risk and avoid it (Davies, 2019). SVA is used in
the business impact assessment process to break down the business with the end goal in mind.
That builds up top to bottom comprehension of recognizing the primary regions primarily
dependent on the company. This audit aims to establish more extensive deterrent ways of risk
arrangements and prepare programs. SVA can also be incorporated with working wit ...
1 Lab 9 Comparison of Two Field Methods in a ScienSilvaGraf83
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Lab 9: Comparison of Two Field Methods in a
Scientific Report/Paper Format
Minimum Content of the Scientific Report
Title
The title should be a brief summary statement about your paper. Your title will be what
is most commonly cited and will be the “target” of topical searches via the internet.
Choose your words carefully. As short and as concise a title as possible is best.
Each student will come up with the title! You might consider waiting until after
completing the report to finalize the title.
Abstract
Think of the abstract as a short summary of your paper that could stand-alone as a
publication. The abstract should include, in order: a summary of the introduction,
methods, results, and discussion. However, you may include only key results and key
discussion points in the abstract. Do not include reference to figures and tables, and
don’t use abbreviations. Don’t include references in the abstract. This is the hardest
section of the paper to write, and should be written after you complete the other
sections.
Minimum of 200 and maximum of 300 words in a single-paragraph format.
Introduction
The introduction should include a detailed explanation about why you are doing the
study, i.e., the basis for your study.
This section should include observations or results from previous studies that support
the basis for your study, but not the results or discussion or conclusions drawn from the
results of your project.
Follow these observations or results from previous studies with the questions or
hypotheses of your study.
The introduction should end with a brief paragraph that summarizes the setting, scope,
and justification or importance of the study. This is a lead-in paragraph to the rest of the
paper.
Minimum of 1/2 page of text in length with one or more paragraphs.
2
Methods
Write the methods in the past tense.
This should be a detailed, step-by-step, description of how you did the study.
Include details on the equipment and materials used (see list below).
Include the approach to data analysis and cite any statistical or other applications used
to input, manage, graph, or analyze the data.
Include citations for any standard or previously published methods used.
Write this section with enough detail that someone else could duplicate your study or
conduct a similar study with only your methods section available.
Include a map showing the location, sampling area, and plot and belt transect in the
sampling area.
Minimum of one page of text in length with multiple paragraphs.
Results
This the “what you got” section.
Write the results in the past tense.
This sections includes any data or results tables and graphs you have.
This is a summary of your key results from data, graphs, and/or results of statistical
analyses.
You are not required to include a statistical analysis(-es).
You ar ...
1 LAB MODULE 5 GLOBAL TEMPERATURE PATTERNS Note PSilvaGraf83
1
LAB MODULE 5: GLOBAL TEMPERATURE PATTERNS
Note: Please refer to the GETTING STARTED lab module to learn how to maneuver
through and answer the lab questions using the Google Earth ( ) component.
KEY TERMS
You should know and understand the following terms:
Air temperature Heat index Temperature anomalies
Altitude Kelvin (K) Temperature averages
Ambient temperature Latitude Thermopause
Axial Tilt Maritime effect Thermosphere
Celsius (C) Mesopause Tropopause
Continentality, or
Continental effect
Mesosphere Troposphere
Stratopause Urban heat island
Environmental Lapse Rate Stratosphere Urban heat island effect
Exosphere Structure of the atmosphere Wind chill
Fahrenheit (F) Surface temperature
LAB MODULE LEARNING OBJECTIVES
After successfully completing this module, you should be able to the following
tasks:
Describe the differences between air and surface temperature
Explain heat index and wind chill
Explain the urban heat island effect
Describe the structure of the atmosphere
Describe large scale factors influencing temperature
Describe local factors influencing temperature
2
INTRODUCTION
This lab module explores the global surface and air temperatures of Earth and
Earth’s atmosphere. Topics include the structure of the atmosphere, local and
global factors influencing temperature, and temperature anomalies. The modules
start with four opening topics, or vignettes, which are found in the accompanying
Google Earth file. These vignettes introduce basic concepts of the internal structure
of the Earth. Some of the vignettes have animations, videos, or short articles that
will provide another perspective or visual explanation for the topic at hand. After
reading the vignette and associated links, answer the following questions. Please
note that some links might take a while to download based on your Internet speed.
Expand the INTRODUCTION folder.
Read Topic 1: Surface and Air Temperature
Question 1: How do the surface temperatures of the countries in the
northern latitudes (for example, Canada, Iceland, Norway, and Russia)
compare to those of northern Africa (for example, Algeria, Egypt, Libya,
Morocco, and Sudan)?
A. The temperatures are higher in the northern latitudes during summer
months when net radiation is higher.
B. The temperatures are lower in north Africa during the summer months
when net radiation is higher in northern latitudes.
C. Temperatures are lower in northern latitudes year-round.
D. Temperatures are only lower in the northern latitudes during winter
months.
Read Topic 2: Measuring Temperature
Question 2: Considering water freezes (or alternatively, melts) at 0˚C,
determine from the map which countries or landmasses have an annual
mean temperature around 0˚C.
A. Canada and Norway
B. The United States and the United Kingdom
C. Greenland and Antarctica
D. Russia and Antarctica
3
...
1 Instructions for Coming of Age in Mississippi SilvaGraf83
1
Instructions for Coming of
Age in Mississippi
Due Sunday, April 25th, 2021
Late papers will be penalized. Failure to turn in this assignment will result in
the automatic failure of the class.
Anne Moody’s Coming of Age in Mississippi is an autobiographical presentation of
her life and experiences in the segregationist South during the middle third of the
20th Century. Although Moody was intensively involved in the civil rights
movement of the 1950’s and 1960’s, the real value of her autobiography is that she
describes what it was like to grow up in Mississippi long before she became a civil
rights activist.
Your book essay for Coming of Age in Mississippi should explore and discuss the
following topics and questions:
1. Begin with a brief overview of the book: in general, what is it about, who wrote
it, etc.
2. Moody’s decision to become engaged in the political activism central to the
Civil Rights Movement was a result of her experiences at both work and play
growing up in Mississippi. What kinds of incidents from her life led Moody to
become politically active in the movement? For example, what does she notice
about how she is treated as a black person in Southern white society?
3. Women played an important role in Moody’s life. Using examples from her
autobiography, discuss what Moody learned about race, class and sexual
orientation from the women around her. Who were the most important women in
her life? Discuss each and explain why that person was so important.
4. Moody was a participant and observer of some of the most important historical
events of the 1950’s and 1960’s. How did she view and describe these events – for
example, the murder of Emmitt Till, the sit-in protests, the voter registration drive
in Mississippi, Ku Klux Klan activities and the assassination of Medgar Evars and
2
others? In general, what do her descriptions tell you about the struggle for civil
rights?
5. What did you think of this book? Did you like it/ not like it? Explain why.
Writing Instructions:
1. Use the above questions/topics as your paper outline and answer them in the
order they are presented.
2. Use some common sense in how much you write on each topic. The general
overview of the book, for example, can be covered in one relatively brief
paragraph. Other topics may require more extensive coverage. The main body of
your paper should focus on topics 2-4. You should explore those thoroughly and
back up any general comments with specific details that illustrate and support
them. Topics 1 and 5 should be about a paragraph in length.
3. Although I don’t grade in terms of the length of the paper, under most
circumstances I would expect a paper somewhere within the range of 4-5 pages.
As a general rule, it’s better to write more than less.
4. The paper must be typed using a standard word processing program, double-
spaced using norm ...
1
Institutional Assessment Report
2012-13
The primary purpose for assessment is the assurance and improvement of student learning and
development; results are intended to inform decisions about course and program content, delivery,
and pedagogy. The Institutional Assessment Report summarizes annual assessment processes,
results and success indicators at the program, co-curricular, core and institutional levels.
I. Program assessment
A total of 117 degree and certificate programs and 13 co-curricular units assessed student learning
in 2012-13. Assessment reports reside in the Assessment Reporting Management System (ARMS).
Most programs measured multiple learning outcomes and used multiple measures. Direct measures
examine or observe student knowledge, skills, attitudes or behaviors. The most frequently used
direct measures in undergraduate programs are written assignments and locally developed exams,
tests or quizzes. Commonly used direct measures in graduate programs include oral presentations
or exhibition, research papers/projects, and locally-developed exams, tests or quizzes (Table 1).
Table 1: Percent of Academic Programs Reporting Direct Measures in ARMS
Undergraduate Graduate
N = 52 N = 65 (3 certificate)
Standardized instruments 29% 14%
Locally-developed
exam/test/quiz
40% 40%
Essay question on exam 29% 17%
Pre- and post-measures 10% 3%
Written assignment 42% 32%
Portfolio 4% 12%
In-class discussions 10% 11%
Oral presentation or
exhibition
23% 51%
Thesis / Dissertation 32%
Simulations 4% 2%
Formal evaluation of practical
skills
12% 22%
Research paper/project 25% 40%
Final Project 29% 14%
Other 17% 14%
2
Indirect measures evaluate perceived learning, and may be used to supplement direct measures.
Surveys are commonly used indirect measures; in graduate education, student self-assessments are
most frequently used (Table 2).
Table 2: Percent of Academic Programs Reporting Indirect Measures in ARMS
Undergraduate Graduate
Surveys 17% 11%
Interviews or focus groups 2% 2%
Data indicators (job
placement, admission to
graduate education)
4% 9%
Comparisons with peers 4% 3%
Student Self-Assessment 2% 15%
Other 4% 8%
Co-curricular programs, especially those in the Division of Student Affairs, are more likely to
assess student learning and development through self-report (surveys and student self-assessments)
than through direct measures (Tables 3 and 4).
Table 3: Percent of Co-curricular Units1 Reporting Direct Measures in ARMS
(N = 13)
Reflection 15%
Academic written assignment/Research
questions
23%
Exam 8%
Oral presentation 8%
Observations 23%
Supervisor ratings 15%
Performance reviews 8%
Other 31%
Table 4: Percent of Co-curricular Units1 Reporting Indirect Measures in ARMS
Surveys 69%
Student Self-Assessment 62%
Data Indicators 8%
Benchmarks/Compa ...
1 Introduction Screen Narrator As part of the commSilvaGraf83
1
Introduction Screen
Narrator: As part of the committee for the prevention of sexual harassment, you have been
asked to investigate a case involving a new intern from the project team and her boss. The
intern, Joanna, has not directly approached you. The case has been reported by a co-
worker, Jenna, who is also part of the project team. The committee comprising Sarah,
Ashley, and you must debate and discuss and arrive at a conclusion.
Scene 1
Conversation between you and Jenna
You: Jenna, you are here to complain about Mike harassing Joanna. Would you please tell
us what exactly happened?
Jenna: Joanna is interning with Mike’s team. Last week Mike sent her an email on her official
email ID, asking her to go out to dinner with him.
You: How did you know of this?
Jenna: Our names are spelt nearly the same and Mike mixed up our email IDs. The email
that was meant for Joanna ended up in my inbox.
You: How do you know it was not meant for you?
Jenna: When Mike realized his mistake, he walked up to me and apologized. He requested
me to delete the email and not discuss the incident with anybody.
Narrator: Is this a case of sexual harassment?
A. Yes
B. No
C. Can’t be sure
If your answer is option A, go to Scene 2
If your answer is option B, go to Scene 3
If your answer is option C, go to Scene 4
Scene 2
Conversation between you, Ashley, and Sarah
You: This looks like a case of sexual harassment to me. What do you think?
Ashley: Wait a minute! How do you know there was no consent?
Sarah: I agree. Asking a colleague out for dinner is not sexual harassment.
Narrator: Continue the investigation, go to Scene 5
Scene 3
Conversation between you, Ashley, and Sarah
2
You: I don’t think this is a case of sexual harassment at all. What is wrong in asking a
colleague out for dinner?
Sarah: Nothing wrong at all as long as both parties have consented to it.
Ashley: That’s correct! We must investigate if Joanna had agreed to go out with Mike.
Narrator: Continue the investigation, go to Scene 5
Scene 4
Conversation between you and Sarah
You: I don’t think we have enough evidence that this is a case of sexual harassment. What if
Joanna had consented to go out on a dinner date with Mike?
Sarah: Absolutely! We need to dig deeper here.
Narrator: Continue the investigation, go to Scene 5
Scene 5
Conversation between you, Jenna, Ashley, and Sarah
You: Jenna, asking someone out for a date is not a case of sexual harassment.
Jenna: Joanna refused to go out with Mike.
Ashley: Oh! So that rules out the sexual harassment angle entirely.
Sarah: Not quite! We need to see if Mike continued to pursue Jenna or pressurize her in any
way.
Narrator: Who do you think is correct?
A. Ashley
B. Sarah
If your answer is option A, go to Scene 6
If your answer is option B, go to Scene 7
Scene 6
Conversation between you and Sarah
You: I agree with you, Ashley. Joanna refused ...
1 IT 140 A Mini History of Text-Based Games TextSilvaGraf83
1
IT 140 A Mini History of Text-Based Games
Text-based games were the predecessor to the reality-based video games we play today. They were
"interactive fiction" where words came to life as players read text and made decisions about what to do.
These text-based games simulated environments where players used text commands to control their
characters and influence the gaming environment.
Imagine a current action-adventure video game where, instead of using a controller or touchscreen to
give your character directions, you enter text on a command line. There are no graphics on the screen,
forcing you to use your imagination. Commands you enter might be “open door”, “go west”, or “fight
troll”. These commands change the way the story plays out.
While it may be hard to imagine a video game without any videos, these text games were very popular
in the 70s and 80s. Many programmers and computer technicians played role-playing board games, like
Dungeons and Dragons, with their friends. A text-based game allowed them to take their adventures to
the digital realm. They could play their games on the mainframes at work, submitting commands with a
teleprinter and receiving the output on paper.
T100S Teleprinter by Jens Ohlig under CC BY-SA 2.0
https://commons.wikimedia.org/wiki/File:T100S_teleprinter.jpg
https://www.flickr.com/people/[email protected]
https://creativecommons.org/licenses/by-sa/2.0/deed.en
2
Eventually, monochrome monitors allowed players to see their input and output in real time, right
before their eyes. Players were able to enjoy playing Lunar Lander and Star Trek using displays like the
following:
GT40 Lunar Lander by Brouhaha under CC BY-SA 3.0
Star Trek Text Game by James Gibbon under CC BY-SA 3.0
You can still find playable versions of these games online, such as Lunar Lander, Star Trek, and Zork.
They will help you see how far game development has come. (Note: Links may change over time. Search
for the game name and “simulator”.)
In this class, you will have the opportunity to create your own version of a text-based game. You will be
able to see your code come to life as it becomes interactive. Through the use of conditionals and loops,
you will be able to guide adventurers through your world in the same way these early text-based games
did several decades ago.
https://commons.wikimedia.org/wiki/File:GT40_Lunar_Lander.jpg
https://en.wikipedia.org/wiki/User:Brouhaha
https://creativecommons.org/licenses/by-sa/3.0/deed.en
https://commons.wikimedia.org/wiki/File:Star_Trek_text_game.png
https://en.wikipedia.org/wiki/User:Jamesgibbon
https://creativecommons.org/licenses/by-sa/3.0/deed.en
http://www.lunarmissionsimulator.com/
http://mtrek.com/play-now/
http://www.web-adventures.org/cgi-bin/webfrotz?s=ZorkDungeon
3
References
McIntosh, J. (2018, July 20). A brief history of text-based games and open source. Opensource.com.
https://opensource.com/article/18/ ...
1 Introduction The purpose of studying the raw SilvaGraf83
1
Introduction
The purpose of studying the raw materials for myself includes exploring, discovering, and
gathering as much information as possible, which I may use to portray and explain my life. Every
person has different perceptions, characters, and personalities. These unique characteristics
influence the type of life and behavior that a person has. The raw materials for myself that I will
address in this paper include my strengths, potential strengths, faults, bad habits, interests, desires,
passions, personality, and core values. These raw materials will guide me in life and will ensure
that I live a fulfilling presence as much as I can.
Raw Materials
Strengths
Most of the time, people assume that they know their strengths. I also believed that I knew
mines. However, it was mandatory to perform a test that would indicate the reality. I followed the
link provided in the assignment description and requirements. It redirected me to "Free Aptitude
Test for Strengths and Weaknesses [Full]." Another link provided by the instructor shifted me to
the "Assessment: Find Your Strengths" website. I answered the questions presented on the two
websites and received the results indicating my strengths. I also sought the feedback of my friends
about my strengths. That would enable me to compare their input and the outcomes I received
from the tests.
From the assessments, my most significant strength was curiosity. I scored 100% for this
strength. Curiosity is the zeal to keep on learning and dealing with challenging situations, in this
case. The assessment results indicated that I am always actively involved in all the projects as
much as possible. It also suggests that I love learning. I expose myself to new fields of learning
and a unique knowledge environment to keep my knowledge growing. The test results also
indicated that I prefer learning by teaching others and associating with people who enjoy learning.
The second-ranked strength was balance. It had a score of 94%. The outcomes of this
questionnaire indicated that I always love time management, and I push for it whenever I am. The
results also showed that I am not too fond of order, and I try my best to restore order in chaotic
situations. And I consider that it is accurate.
My third strength, as revealed by the assessment results, was communication. The results
showed that I am a good listener, and I volunteer to help in fostering engaging presentations.
Moreover, I am an excellent public orator, and I love promoting communication in my
relationships.
2
My fourth strength was teamwork. It had a score of 94%. The results of the assessment
indicate that I organize my life to my close relationships. It also suggested that I value loyalty;
therefore, I have a high likelihood of maintaining the same connections in my life. Additionally, it
indicated that I build genuine trusting relationships with the critical p ...
1 Lab Title Physical Geography of the Big islandSilvaGraf83
1
Lab Title Physical Geography of the Big
island of Hawai’i
What is this
lab all
about?
Lab Worth
You explore the volcanoes, landforms, climate, and vegetation of
Hawai’i in a geovisualization, as well as view a traditional lecture on the
concepts of geography that influence the Big Island of Hawai’i
The points you accumulate for correct answers count towards your
grade. Incorrect answers do not hurt your grade.
Computer
program
used in this
lab
You will be given instructions later on how to download the
geovisualization of the Big Island in a page in Canvas in the
Welcome module. In this program, you are a virtual character able to
wander around the Big Island.
Introductory
video
The canvas page where you downloaded this file also has a link to an
introductory video. The material in that video is a brief synopsis of what
is in this PDF document.
SQ general
studies
criteria
Students analyze geographical data using the scientific method, keeping
in mind scientific uncertainty. Students also use mathematics in
analyzing rates to change in the landscape.
Table of Contents for this PDF File
1. Preface: What makes the Big Island so special in physical geography? Page 2
2. Overview of lab activities
4
Lab Stage A. Helpful background material related to the lab
6
Lab Stage B Exploration: Making some basic observations related to the
physical geography of the Big Island
24
Lab Stage C Investigation: more detailed analysis of the physical geography
of the Big Island
42
Lab Stage D synthesis: A short essay whose goal rests in you bringing
together your thoughts on the physical geography of the Big Island of
Hawai’i.
63
2
1. Preface: Physical Geography of the Big island of Hawai’i
The Big Island of Hawai’i is a special place for physical geographers to study.
There exists such a wide range of climates, all while the geology of basalt lava rock type
remains pretty constant. For example, warm desert conditions exist on the western sides
of the Hualalai, Mauna Kea, and Kohala shield volcanoes, and cold desert conditions on
top of Mauna Kea and Mauna Loa volcanoes. Physical geographers have studied
everything from coastal erosion to incision of stream valleys using the variety of
conditions on the Big Island. Since physical geographers typically love field work, a plus
is the lack of poisonous snakes.
Unlike other sciences that task you with analyzing one focused field such as cellular
biology, inorganic chemistry, or physics – physical geography concentrates on six
general areas of science to try to understand better the great variety of environmental
conditions that exist at Earth’s surface. Physical Geography was the world’s first
environmental science field, well before everything split off, and it remains focused on
interconnections as displayed in the following diagram.
3
Components ...
This document provides instructions for a preschool learning foundations assignment. Students will locate or design a toy for 4-5 year olds that promotes development in areas like language, cognitive skills, physical skills, or social/emotional skills. A handout must be made that includes the toy name and picture, how children can use it, why it's developmentally appropriate, and how it relates to at least four foundations across three domains. Students can earn extra credit for making the toy. The assignment will be graded based on inclusion of required elements, formatting, and developmental appropriateness of the toy.
# 109448 Cust Pearson Education NJ B & E Au Scarboro
1. # 109448 Cust: Pearson Education / NJ / B & E Au:
Scarborough Pg. No. 690
Title: Essentials of Entrepreneurship and Small Business
Management 7e Server:
C / M / Y / K
Short / Normal / Long
DESIGN SERVICES OF
S4carliSle
Publishing Services
Case 2
Mixed Chicks
Should a Small Company Battle a Large
Competitor in Court over Trademark
Infringement?
Best friends Kim Etheridge and Wendi Levy are of mixed
race and for years struggled to find the right hair treatments
to tame their unruly curls. “When you are multicultural, you
have a blend of hair,” explains Etheridge, but, she adds, the
hair products on the market do not address that fact. Instead,
the companies that make them merely target various ethnic
groups with products that are not tailored to the particular
characteristics of their hair. In 2003, Etheridge and Levy
decided that they could create better hair care products for
the growing multicultural market and began working with a
chemist to create them. Their first product was a conditioner
designed specifically to work on their type of hair. Within a
2. year, the duo had created a shampoo and launched a business,
Mixed Chicks, from Wendi’s garage to sell their hair care
products through salons and beauty supply stores nationwide.
Five years later, their small company’s sales accelerated when
star Halle Berry endorsed Mixed Chicks products in an inter -
view that appeared in three national magazines.
A short time later, Etheridge and Levy were working
the Mixed Chicks booth at a trade show when a representa-
tive from a large national beauty supply company with more
than 3,000 stores and $3 billion in annual sales stopped and
expressed interest in their products. Although the entrepre-
neurs initially were excited about the prospects of selling
Mixed Chicks products to a large national chain, they de-
cided not to pursue the opportunity when they learned about
the retail chain’s strict return and liberal discount policies.
Neither would be good for their small company.
About a year later, Etheridge received an e-mail from a
retail customer telling her that the same large national chain
had created its own line of products aimed at mixed-race
women. Not only was the product line’s name, Mixed Silk,
similar to the name that Etheridge and Levy were using for
their products, but the bottles the large company was using
also had the same shape as Mixed Chicks’ bottles. The only
significant difference between the products was the price;
the large retailer was selling Mixed Silk products for about
$8, compared to $14 to $20 for Mixed Chicks products.
Alarmed, Etheridge and Levy purchased samples of the
copycat products and began testing them. They were unim-
pressed. When Etheridge went into one of the chain’s stores,
she asked an employee about the Mixed Silk products on
display near the register. “It’s a generic version of Mixed
Chicks,” explained the clerk. “Virtually the same thing.” Over
the next several weeks, the entrepreneurs heard from several
3. of their retailers who told them that more customers were
balking at purchasing Mixed Chicks products because they
had discovered Mixed Silk products, which cost far less.
Etheridge and Levy were furious, and their first reac-
tion was to file a lawsuit against the large retail chain for
trademark infringement. Over the next two months, they re-
searched the problem and consulted with several attorneys.
They considered sending a “cease-and-desist” letter, demand-
ing that the chain stop selling Mixed Silk products. Although
the letter might work, the strategy carries a significant risk: If
the chain stopped selling Mixed Silk products and then chal -
lenged Etheridge and Levy in court and won, their small com-
pany would have to compensate the large chain for its lost
revenue. However, if Mixed Chicks filed a lawsuit for trade-
mark infringement and won, the retail chain would be forced
to take its Mixed Silk products off the market, and Mixed
Chicks would collect damages for lost sales. Filing a trade-
mark infringement suit would be costly, perhaps $250,000
to $500,000 in legal fees per year for, quite possibly, many
years. The young entrepreneurs also knew that filing a law -
suit would distract them from managing their growing busi-
ness, which was now generating annual sales of $7 million.
Yet they were concerned that not taking legal action could be
more expensive in the long run, perhaps even costing them
their entire business. Finally, could they live with themselves
if they did not stand up against a larger, more powerful com-
petitor when they knew they were right?
Questions
1. Why is securing proper intellectual property protection
such as trademarks, patents, and copyrights important
for entrepreneurs?
4. 2. Analyze the advantages and the disadvantages of fil-
ing a trademark infringement lawsuit against the large
chain selling Mixed Silk products? Conduct the same
analysis for not filing the lawsuit.
3. What course of action do you recommend that Ether-
idge and Levy take? Explain.
4. Can you recommend ways that Etheridge and Levy
might be able to use the significant difference in the size
of their company and the national retail chain to their
advantage, especially for marketing their company?
Sources: Adapted from Jennifer Alsever, “Case Study: The
Rival:
Enormous. Its Product Disturbingly Similar. The Question: To
Sue or Not
to Sue?,” Inc., February 2012, pp. 81–83; “Have a Curly Hair
Conundrum?
The Girls at Mixed Chicks Can Solve It,” A Bulls Eye View,
June 6, 2012,
http://abullseyeview.com/interview-mixed-chicks-kim-
etheredge-wendi-
levy; and Janell Hazelwood, “8 Trailblazing Women Then and
Now,”
Black Enterprise, March 31, 2011,
http://www.blackenterprise.com/
small-business/8-trailblazing-women-then-and-now/3.
690
Z03_SCAR6794_07_SE_CASE2.indd 690 10/01/13 1:36 AM
“This Article Won’t Change Your Mind”
Author: Julie Beck
5. “I remember looking at her and thinking, ‘She’s totally lying.’
At the same time, I remember something in my mind saying,
‘And that doesn’t matter.’” For Daniel Shaw, believing the
words of the guru he had spent years devoted to wasn’t blind
faith exactly. It was something he chose. “I remember actually
consciously making that choice.”
There are facts, and there are beliefs, and there are thi ngs you
want so badly to believe that they become as facts to you.
Back in 1980, Shaw had arrived at a Siddha Yoga meditation
center in upstate New York during what he says was a “very
vulnerable point in my life.” He’d had trouble with
relationships, and at work, and none of the therapies he’d tried
really seemed to help. But with Siddha Yoga, “my experiences
were so good and meditation felt so beneficial [that] I really
walked into it more and more deeply. At one point, I felt that I
had found my life’s calling.” So, in 1985, he saved up money
and flew to India to join the staff of Gurumayi Chidvilasananda,
the spiritual leader of the organization, which had tens of
thousands of followers. Shaw rose through the ranks, and spent
a lot of time traveling for the organization, sometimes with
Gurumayi, sometimes checking up on centers around the U.S.
But in 1994, Siddha Yoga became the subject of an exposé in
The New Yorker. The article by Lis Harris detailed allegations
of sexual abuse against Gurumayi’s predecessor, as well as
accusations that Gurumayi forcibly ousted her own brother,
Nityananda, from the organization. Shaw says he was already
hearing “whispers” of sexual abuse when he joined in the 80s,
but “I chose to decide that they couldn’t be true.” One day
shortly after he flew to India, Shaw and the other staff members
had gathered for a meeting, and Gurumayi had explained that
her brother and popular co-leader was leaving the organization
voluntarily. That was when Shaw realized he was being lied to.
And when he decided it didn’t matter—“because she’s still the
guru, and she’s still only doing everything for the best reasons.
So it doesn’t matter that she’s lying.’” (For her part, Gurumayi
has denied banishing her brother, and Siddha Yoga is still going
6. strong. Gurumayi, though unnamed, is presumed to be the
featured guru in Elizabeth Gilbert’s 2006 bestseller Eat, Pray,
Love.)
But that was then. Shaw eventually found his way out of Siddha
Yoga and became a psychotherapist. These days, he dedicates
part of his practice to working with former cult members and
family members of people in cults.
The theory of cognitive dissonance—the extreme discomfort of
simultaneously holding two thoughts that are in conflict—was
developed by the social psychologist Leon Festinger in the
1950s. In a famous study, Festinger and his colleagues
embedded themselves with a doomsday prophet named Dorothy
Martin and her cult of followers who believed that spacemen
called the Guardians were coming to collect them in flying
saucers, to save them from a coming flood. Needless to say, no
spacemen (and no flood) ever came, but Martin just kept
revising her predictions. Sure, the spacemen didn’t show up
today, but they were sure to come tomorrow, and so on. The
researchers watched with fascination as the believers kept on
believing, despite all the evidence that they were wrong.
“A man with a conviction is a hard man to change,” Festinger,
Henry Riecken, and Stanley Schacter wrote in When Prophecy
Fails, their 1957 book about this study. “Tell him you disagree
and he turns away. Show him facts or figures and he questions
your sources. Appeal to logic and he fails to see your point …
Suppose that he is presented with evidence, unequivocal and
undeniable evidence, that his belief is wrong: what will happen?
The individual will frequently emerge, not only unshaken, but
even more convinced of the truth of his beliefs than ever
before.”
This doubling down in the face of conflicting evidence is a way
of reducing the discomfort of dissonance, and is part of a set of
behaviors known in the psychology literature as “motivated
reasoning.” Motivated reasoning is how people convince
themselves or remain convinced of what they want to believe—
they seek out agreeable information and learn it more easily;
7. and they avoid, ignore, devalue, forget, or argue against
information that contradicts their beliefs.
It starts at the borders of attention—what people even allow to
breach their bubbles. In a 1967 study, researchers had
undergrads listen to some pre-recorded speeches, with a catch—
the speeches were pretty staticky. But, the participants could
press a button that reduced the static for a few seconds if they
wanted to get a clearer listen. Sometimes the speeches were
about smoking—either linking it to cancer, or disputing that
link—and sometimes it was a speech attacking Christianity.
Students who smoked were very eager to tune in to the speech
that suggested cigarettes might not cause cancer, whereas
nonsmokers were more likely to slam on the button for the
antismoking speech. Similarly, the more-frequent churchgoers
were happy to let the anti-Christian speech dissolve into static
while the less religious would give the button a few presses.
Outside of a lab, this kind of selective exposure is even easier.
You can just switch off the radio, change channels, only like the
Facebook pages that give you the kind of news you prefer. You
can construct a pillow fort of the information that’s
comfortable.
Most people aren’t totally ensconced in a cushiony cave,
though. They build windows in the fort, they peek out from time
to time, they go for long strolls out in the world. And so, they
will occasionally encounter information that suggests something
they believe is wrong. A lot of these instances are no big deal,
and people change their minds if the evidence shows they
should—you thought it was supposed to be nice out today, you
step out the door and it’s raining, you grab an umbrella. Simple
as that. But if the thing you might be wrong about is a belief
that’s deeply tied to your identity or worldview—the guru
you’ve dedicated your life to is accused of some terrible things,
the cigarettes you’re addicted to can kill you—well, then people
become logical Simone Bileses, doing all the mental gymnastics
it takes to remain convinced that they’re right.
People see evidence that disagrees with them as weaker,
8. because ultimately, they’re asking themselves fundamentally
different questions when evaluating that evidence, depending on
whether they want to believe what it suggests or not, according
to psychologist Tom Gilovich. “For desired conclusions,” he
writes, “it is as if we ask ourselves ‘Can I believe this?’, but for
unpalatable conclusions we ask, ‘Must I believe this?’” People
come to some information seeking permission to believe, and to
other information looking for escape routes.
In 1877, the philosopher William Kingdon Clifford wrote an
essay titled “The Ethics of Belief,” in which he argued: “It is
wrong always, everywhere, and for anyone to believe anything
on insufficient evidence.”
Lee McIntyre takes a similarly moralistic tone in his 2015 book
Respecting Truth: Willful Ignorance in the Internet Age: “The
real enemy of truth is not ignorance, doubt, or even disbelief,”
he writes. “It is false knowledge.”
Whether it’s unethical or not is kind of beside the point,
because people are going to be wrong and they’re going to
believe things on insufficient evidence. And their
understandings of the things they believe are often going to be
incomplete—even if they’re correct. How many people who
(rightly) believe climate change is real could actually explain
how it works? And as the philosopher and psychologist William
James noted in an address rebutting Clifford’s essay, religious
faith is one domain that, by definition, requires a person to
believe without proof.
Still, all manner of falsehoods—conspiracy theories, hoaxes,
propaganda, and plain old mistakes—do pose a threat to truth
when they spread like fungus through communities and take
root in people’s minds. But the inherent contradiction of false
knowledge is that only those on the outside can tell that it’s
false. It’s hard for facts to fight it because to the person who
holds it, it feels like truth.
At first glance, it’s hard to see why evolution would have let
humans stay resistant to facts. “You don’t want to be a denialist
and say, ‘Oh, that’s not a tiger, why should I believe that’s a
9. tiger?’ because you could get eaten,” says McIntyre, a research
fellow at the Center for Philosophy and History of Science at
Boston University.
But from an evolutionary perspective, there are more important
things than truth. Take the same scenario McIntyre mentioned
and flip it on its head—you hear a growl in the bushes that
sounds remarkably tiger-like. The safest thing to do is probably
high-tail it out of there, even if it turns out it was just your
buddy messing with you. Survival is more important than truth.
And of course, truth gets more complicated when it’s a matter
of more than just “Am I about to be eaten or not?” As Pascal
Boyer, an anthropologist and psychologist at Washington
University in St. Louis points out in his forthcoming book The
Most Natural Thing: How Evolution Explains Human Societies:
“The natural environment of human beings, like the sea for
dolphins or the ice for polar bears, is information provided by
others, without which they could not forage, , choose mates, or
build tools. Without communication, no survival for humans.”
In this environment, people with good information are valued.
But expertise comes at a cost—it requires time and work. If you
can get people to believe you’re a good source without actually
being one, you get the benefits without having to put in the
work. Liars prosper, in other words, if people believe them. So
some researchers have suggested motivated reasoning may have
developed as a “shield against manipulation.” A tendency to
stick with what they already believe could help protect people
from being taken in by every huckster with a convincing tale
who comes along.
“This kind of arms-race between deception and detection is
common in nature,” Boyer writes.
Spreading a tall tale also gives people something even more
important than false expertise—it lets them know who’s on their
side. If you accuse someone of being a witch, or explain why
you think the contrails left by airplanes are actually spraying
harmful chemicals, the people who take you at your word are
clearly people you can trust, and who trust you. The people who
10. dismiss your claims, or even those who just ask how you know,
are not people you can count on to automatically side with you
no matter what.
“You spread stories because you know that they’re likely to be a
kind of litmus test, and the way people react will show whether
they’re prepared to side with you or not,” Boyer says. “Having
social support, from an evolutionary standpoint, is far more
important than knowing the truth about some facts that do not
directly impinge on your life.” The meditation and sense of
belonging that Daniel Shaw got from Siddha Yoga, for example,
was at one time more important to his life than the alleged
misdeeds of the gurus who led the group.
Though false beliefs are held by individuals, they are in many
ways a social phenomenon. Dorothy Martin’s followers held
onto their belief that the spacemen were coming, and Shaw held
onto his reverence for his guru, because those beliefs were
tethered to a group they belonged to, a group that was deeply
important to their lives and their sense of self.
Shaw describes the motivated reasoning that happens in these
groups: “You’re in a position of defending your choices no
matter what information is presented,” he says, “because if you
don’t, it means that you lose your membership in this group
that’s become so important to you.” Though cults are an intense
example, Shaw says people act the same way with regard to
their families or other groups that are important to them.
And in modern America, one of the groups that people have
most intensely hitched their identities to is their political party.
Americans are more politically polarized than they’ve been in
decades, possibly ever. There isn’t public-opinion data going
back to the Federalists and the Democratic Republicans, of
course. But political scientists Keith Poole and Howard
Rosenthal look at the polarization in Congress. And the most
recent data shows that 2015 had the highest rates of polarization
since 1879, the earliest year for which there’s data. And that
was even before well, you know.
Party Polarization, 1879-2015
11. Now, “party is a stronger part of our identity,” says Brendan
Nyhan, a professor of government at Dartmouth College. “So
it’s easy to see how we can slide into a sort of cognitive
tribalism.”
Though as the graph above shows, partisanship has been on the
rise in the United States for decades, Donald Trump’s election,
and even his brief time as president, have made partisanship and
its relationship to facts seem like one of the most urgent
questions of the era. In the past couple of years, fake news
stories perfectly crafted to appeal to one party or the other have
proliferated on social media, convincing people that the Pope
had endorsed Trump or that Rage Against the Machine was
reuniting for an anti-Trump album. While some studies suggest
that conservatives are more susceptible to fake news—one fake
news creator told NPR that stories he’d written targeting
liberals never gained as much traction—after the election, the
tables seem to have turned. As my colleague Robinson Meyer
reported, in recent months there’s been an uptick in progressive
fake news, stories that claim Trump is about to be arrested or
that his administration is preparing for a coup.
Though both Hillary Clinton and Donald Trump were disliked
by members of their own parties—with a “Never Trump”
movement blooming within the Republican Party—ultimately
most people voted along party lines. Eighty-nine percent of
Democrats voted for Clinton and 88 percent of Republicans
voted for Trump, according to CNN’s exit polls.
Carol Tavris, a social psychologist and co-author of Mistakes
Were Made, But Not by Me, says that for Never Trump
Republicans, it must have been “uncomfortable to them to feel
they could not be wholeheartedly behind their candidate. You
could hear the dissonance humming within them. We had a year
of watching with interest as Republicans struggled to resolve
this. Some resolved it by: ‘Never Trump but never Hillary,
either.’ Others resolved it by saying, ‘I’m going to hold my
nose and vote for him because he’s going to do the things that
Republicans do in office.’”
12. “Partisanship has been revealed as the strongest force in U.S.
public life—stronger than any norms, independent of any facts,”
Vox’s David Roberts wrote in his extensive breakdown of the
factors that influenced the election. The many things that,
during the campaign, might have seemed to render Trump
unelectable—boasting about sexual assault, encouraging
violence at his rallies, attacking an American-born judge for his
Mexican heritage—did not ultimately cost him the support of
the majority of his party. Republican commentators and
politicians even decried Trump as not a true conservative. But
he was the Republican nominee, and he rallied the Republican
base.
In one particularly potent example of party trumping fact, when
shown photos of Trump’s inauguration and Barack Obama’s
side by side, in which Obama clearly had a bigger crowd, some
Trump supporters identified the bigger crowd as Trump’s. When
researchers explicitly told subjects which photo was Trump’s
and which was Obama’s, a smaller portion of Trump supporters
falsely said Trump’s photo had more people in it.
While this may appear to be a remarkable feat of self-deception,
Dan Kahan thinks it’s likely something else. It’s not that they
really believed there were more people at Trump’s inauguration,
but saying so was a way of showing support for Trump. “People
knew what was being done here,” says Kahan, a professor of
law and psychology at Yale University. “They knew that
someone was just trying to show up Trump or trying to
denigrate their identity.” The question behind the question was,
“Whose team are you on?”
In these charged situations, people often don’t engage with
information as information but as a marker of identity.
Information becomes tribal.
In a New York Times article called “The Real Story About Fake
News Is Partisanship,” Amanda Taub writes that sharing fake
news stories on social media that denigrate the candidate you
oppose “is a way to show public support for one’s partisan
team—roughly the equivalent of painting your face with team
13. colors on game day.”
This sort of information tribalism isn’t a consequence of people
lacking intelligence or of an inability to comprehend evidence.
Kahan has previously written that whether people “believe” in
evolution or not has nothing to do with whether they understand
the theory of it—saying you don’t believe in evolution is just
another way of saying you’re religious. Similarly, a recent Pew
study found that a high level of science knowledge didn’t make
Republicans any more likely to say they believed in climate
change, though it did for Democrats.
What’s more, being intelligent and informed can often make the
problem worse. The higher someone’s IQ, the better they are at
coming up with arguments to support a position—but only a
position they already agree with, as one study showed. High
levels of knowledge make someone more likely to engage in
motivated reasoning—perhaps because they have more to draw
on when crafting a counterargument.
People also learn selectively—they’re better at learning facts
that confirm their worldview than facts that challenge it. And
media coverage makes that worse. While more news coverage of
a topic seems to generally increase people’s knowledge of it,
one paper, “Partisan Perceptual Bias and the Information
Environment,” showed that when the coverage has implications
for a person’s political party, then selective learning kicks into
high gear.
“You can have very high levels of news coverage of a particular
fact or an event and you see little or no learning among people
who are motivated to disagree with that piece of information,”
says Jennifer Jerit, a professor of political science at Stony
Brook University and a co-author of the partisan-perception
study. “Our results suggest that extraordinary levels of media
coverage may be required for partisans to incorporate
information that runs contrary to their political views,” the
study reads. For example, Democrats are overwhelmingly
supportive of bills to ban the chemical BPA from household
products, even though the FDA and many scientific studies have
14. found it is safe at the low levels currently used. This reflects a
“chemophobia” often seen among liberals, according to Politico.
Fact-checking erroneous statements made by politicians or
cranks may also be ineffective. Nyhan’s work has shown that
correcting people’s misperceptions often doesn’t work, and
worse, sometimes it creates a backfire effect, making people
endorse their misperceptions even more strongly.
Sometimes during experimental studies in the lab, Jerit says,
researchers have been able to fight against motivated reasoning
by priming people to focus on accuracy in whatever task is at
hand, but it’s unclear how to translate that to the real world,
where people wear information like team jerseys. Especially
because a lot of false political beliefs have to do with issues
that don’t really affect people’s day-to-day lives.
“Most people have no reason to have a position on climate
change aside from expression of their identity,” Kahan says.
“Their personal behavior isn’t going to affect the risk that they
face. They don't matter enough as a voter to determine the
outcome on policies or anything like this. These are just badges
of membership in these groups, and that’s how most people
process the information.”
In 2016, Oxford Dictionaries chose “post-truth” as its word of
the year, defined as “relating to or denoting circumstances in
which objective facts are less influential in shaping public
opinion than appeals to emotion and personal belief.”
It was a year when the winning presidential candidate lied
almost constantly on the campaign trail, when fake news
abounded, and when people cocooned themselves thoroughly in
social-media spheres that only told them what they wanted to
hear. After careening through a partisan hall of mirrors, the
“facts” that came through were so twisted and warped that
Democrats and Republicans alike were accused of living in a
“filter bubble,” or an “echo chamber,” or even an “alternate
reality.”
Farhad Manjoo’s book, True Enough: Learning to Live in a
Post-Fact Society, sounds like it could have come out
15. yesterday—with its argument about how the media is
fragmenting, how belief beats out fact, and how objective
reality itself gets questioned—but it was actually published in
2008.
“Around the time [the book] came out, I was a little bit unsure
how speculative and how real the idea was,” says Manjoo, who
is now a technology columnist for The New York Times. “One
of my arguments was, in politics, you don’t pay a penalty for
lying.” At the time, a lot of lies were going around about
presidential candidate Barack Obama—that he was a Muslim,
that he wasn’t born in the United States—lies that did not
ultimately sink him.
“Here was a person who was super rational, and believed in
science, and was the target of these factless claims, but won
anyway,” Manjoo says. “It really seemed like that election was
a vindication of fact and truth, which in retrospect, I think it
was just not.”
There was plenty of post-truth to go around during the Obama
administration, whether it was the birther rumors (famously
perpetuated by the current president) that just wouldn’t die, or
the debate over the nonexistent “death panels” in the Affordable
Care Act.
“I started to get a sense that my idea was probably realer than I
thought,” Manjoo says. “And then you had the 2016 election,
which confirmed every worst fear of mine.”
But the problem, Nyhan says, with “post-truth, post-fact
language is it suggests a kind of golden age that never existed
in which political debate was based on facts and truth.”
People have always been tribal and have always believed things
that aren’t true. Is the present moment really so different, or do
the stakes just feel higher?
Partisanship has surely ramped up—but Americans have been
partisan before, to the point of civil war. Today’s media
environment is certainly unique, though it’s following some
classic patterns. This is hardly the first time there have been
partisan publications, or many competing outlets, or even
16. information silos. People often despair at the loss of the mid-
20th-century model, when just a few newspapers and TV
channels fed people most of their unbiased news vegetables. But
in the 19th century, papers were known for competing for
eyeballs with sensational headlines, and in the time of the
Founding Fathers, Federalist and Republican papers were
constantly sniping at each other. In times when communication
wasn’t as easy as it is now, news was more local—you could
say people were in geographical information silos. The mid-
20th-century “mainstream media” was an anomaly.
The situation now is in some ways a return to the bad old days
of bias and silos and competition, “but it’s like a supercharged
return,” Manjoo says. “It’s not just that I’m reading news that
confirms my beliefs, but I’m sharing it and friending other
people, and that affects their media. I think it’s less important
what a news story says than what your friend says about the
news story.” These silos are also no longer geographical, but
ideological and thus less diverse. A recent study in the
Proceedings of the National Academy of Sciences that analyzed
376 million Facebook users’ interactions with 900 news outlets
reports that “selective exposure drives news consumption.”
Not everyone, however, agrees that the silos exist. Kahan says
he’s not convinced: “I think that people have a preference for
the sources that support their position. That doesn’t mean that
they're never encountering what the other side is saying.”
They’re just dismissing it when they do.
The sheer scale of the internet allows you to find evidence (if
sometimes dubious evidence) for any claim you want to believe,
and counter evidence against any claim you don’t want to have
to believe. And because humans didn’t evolve to operate in such
a large sea of people and information, Boyer says people can be
fooled into thinking some ideas are more widespread than they
really are.
“When I was doing fieldwork in small villages in Africa, I've
seen examples of people who have a strange belief,” he says.
“[For example], they think that if they recite an incantation they
17. can make a small object disappear. Now, most people around
them just laugh and tell them that’s stupid. And that’s it. And
the belief kind of disappears.”
But as a community gets larger, the likelier it is that a person
can find someone else who shares their strange belief. And if
the “community” is everyone in the world with an internet
connection who speaks your language, well.
“If you encounter 10 people who seem to have roughly the same
idea, then it fools your system into thinking that it must be a
probable idea because lots of people agree with it,” Boyer says.
Part of the problem is that society has advanced to the point that
believing what’s true often means accepting things you don’t
have any firsthand experience of and that you may not
completely understand. Sometimes it means disbelieving your
own senses—Earth doesn’t feel like it’s moving, after all, and
you can’t see climate change out your window.
In areas where you lack expertise, you have to rely on trust.
Even Clifford acknowledges this—it’s acceptable, he says, to
believe what someone else tells you “when there is reasonable
ground for supposing that he knows the matter of which he
speaks.”
The problem is that who and what people trust to give them
reliable information is also tribal. Deferring to experts might
seem like a good start, but Kahan has found that people see
experts who agree with them as more legitimate than experts
who don’t.
In the United States, people are less generally trusting of each
other than they used to be. Since 1972, the General Social
Survey has asked respondents: “Generally speaking, would you
say that most people can be trusted or that you can’t be too
careful in dealing with people?” As of 2014, the most recent
data, the number of people saying most others can be trusted
was at a historic low.
(GRAPH OMITTED)
On the other hand, there’s “particularized trust”—specifically,
18. the trust you have for people in your groups. “Particularized
trust destroys generalized trust,” Manjoo wrote in his book.
“The more that people trust those who are like themselves—the
more they trust people in their own town, say—the more they
distrust strangers.”
This fuels tribalism. “Particularized trusters are likely to join
groups composed of people like themselves—and to shy away
from activities that involve people they don’t see as part of
their moral community,” writes Eric Uslaner, a professor of
government and politics at the University of Maryland, College
Park.
So people high on the particularized-trust scale would be more
likely to believe information that comes from others in their
groups, and if those groups are ideological, the people sharing
that information probably already agree with them. And so it
spirals.
This is also a big part of why people don’t trust the media. Not
that news articles are never biased, but a hypothetical perfectly
evenhanded piece of journalism, that fairly and neutrally
represented all sides would still likely be seen as biased by
people on each side. Because, Manjoo writes, everyone thinks
their side has the best evidence, and therefore if the article were
truly objective, it would have emphasized their side more.
This is the attitude Trump has taken toward the media, calling
any unfavorable coverage of him—even if it’s true—“unfair”
and “fake news.” On the other hand, outlets that are biased in
his favor, like Fox and Friends and the pro-Trump conservative
blog The Gateway Pundit, Trump bills as “very honorable” and
he invites them to the White House. (This is a reversal of
fortune for Fox, which got a similar “fake news” style brush-off
in 2009, when Obama’s communications director said the
administration wouldn’t “legitimize them as a news
organization.”) Trump’s is an extreme, id-fueled version of
particularized trust, to be sure, but it’s akin to a mind-set many
are prone to. Objectivity is a valiant battle, but sometimes, a
losing one.
19. Alternative facts” is a phrase that will live in infamy. Trump
counselor Kellyanne Conway famously used it to describe White
House Press Secretary Sean Spicer’s lie that Trump’s
inauguration had drawn the “largest audience to ever witness an
inauguration—period.”
Spicer has also said to reporters, “I think sometimes we can
disagree with the facts.”
These are some of the more explicit statements from an
administration that shows in ways subtle and not-at-all subtle
that it often does not, as McIntyre would put it, “respect the
truth.” This sort of flippant disregard for objective reality is
deeply troubling, but the extreme nature of it also exposes more
clearly something that’s always been true about politics: that
sometimes when we argue about the facts, we’re not arguing
about the facts at all.
The experiment where Trump supporters were asked about the
inauguration photos is one example. In a paper on political
misperceptions, Nyhan suggests another: a survey asking people
whether they agree with the statement “The murder rate in the
United States is the highest it’s been in 45 years,” something
Trump often said on the campaign trail, as well as something
that’s not true. “Because the claim is false,” Nyhan writes, “the
most accurate response is to disagree. But what does it mean if
a person agrees with the statement?”
It becomes unclear whether the person really believes that the
false statement is true, or whether they’re using it as a shortcut
to express something else—their support for Trump regardless
of the validity of his claims, or just the fact that they feel
unsafe and they’re worried about crime. Though for the media
outlets that are fact-checking these things, it’s a matter of truth
and falsehood, for the ordinary person evaluating, adopting,
rejecting, or spreading false beliefs, that may not be what it’s
really about.
These are more often disputes over values, Kahan says, about
what kind of society people want and which group or politician
aligns with that. “Even if a fact is corrected, why is that going
20. to make a difference?” he asks. “That’s not why they were
supporting the person in the first place.”
So what would get someone to change their mind about a false
belief that is deeply tied to their identity?
“Probably nothing,” Tavris says. “I mean that seriously.”
But of course there are areas where facts can make a difference.
There are people who are just mistaken or who are moti vated to
believe something false without treasuring the false belief like a
crown jewel.
“Personally my own theory is that there’s a slide that happens,”
McIntyre says. “This is why we need to teach critical thinking,
and this is why we need to push back against false beliefs,
because there are some people who are still redeemable, who
haven’t made that full slide into denialism yet. I think once
they’ve hit denial, they’re too far gone and there’s not a lot you
can do to save them.”
There are small things that could help. One recent study
suggests that people can be “inoculated” against
misinformation. For example, in the study, a message about the
overwhelming scientific consensus on climate change included a
warning that “some politically motivated groups use misleading
tactics to try to convince the public that there is a lot of
disagreement among scientists.” Exposing people to the fact
that this misinformation is out there should make them more
resistant to it if they encounter it later. And in the study at
least, it worked.
While there’s no erasing humans’ tribal tendencies, muddying
the waters of partisanship could make people more open to
changing their minds. “We know people are less biased if they
see that policies are supported by a mix of people from each
party,” Jerit says. “It doesn’t seem like that’s very likely to
happen in this contemporary period, but even to the extent that
they see within party disagreement, I think that is meaningful.
Anything that's breaking this pattern where you see these two
parties acting as homogeneous blocks, there’s evidence that
motivated reasoning decreases in these contexts.”
21. It’s also possible to at least imagine a media environment that’s
less hospitable to fake news and selective exposure than our
current one, which relies so heavily on people’s social-media
networks.
I asked Manjoo what a less fake-newsy media environment
might look like.
“I think we need to get to an information environment where
sharing is slowed down,” Manjoo says. “A really good example
of this is Snapchat. Everything disappears after a day—you
can’t have some lingering thing that gets bigger and bigger.”
Facebook is apparently interested in copying some of
Snapchat’s features—including the disappearing messages. “I
think that would reduce virality, and then you could imagine
that would perhaps cut down on sharing false information,”
Manjoo says. But, he caveats: “Things must be particularly bad
if you’re looking at Snapchat for reasons of hope.”
So much of how people view the world has nothing to do with
facts. That doesn’t mean truth is doomed, or even that people
can’t change their minds. But what all this does seem to suggest
is that, no matter how strong the evidence is, there’s little
chance of it changing someone’s mind if they really don’t want
to believe what it says. They have to change their own.
As previously noted, Daniel Shaw ultimately left Siddha Yoga.
But it took a long time. “Before that [New Yorker] article came
out,” he says, “I started to learn about what was going to be i n
that article, and the minute I heard it is the minute I left that
group, because immediately it all clicked together. But it had
taken at least five years of this growing unease and doubt,
which I didn’t want to know about or face.”
It seems like if people are going to be open-minded, it’s more
likely to happen in group interactions. As Manjoo noted in his
book, when the U.S. government was trying to get people to eat
organ meat during World War II (you know, to save the good
stuff for our boys), researchers found that when housewives had
a group discussion about it, rather than just listening to a
nutritionist blather on about what a good idea it was, they were
22. five times more likely to actually cook up some organs. And
groups are usually better at coming up with the correct answers
to reasoning tasks than individuals are.
Of course, the wisdom of groups is probably diminished if
everyone in a group already agrees with each other.
“One real advantage of group reasoning is that you get critical
feedback,” McIntyre says. “If you’re in a silo, you don’t get
critical feedback, you just get applause.”
But if the changes are going to happen at all, it’ll have to be
“on a person-to-person level,” Shaw says.
He tells me about a patient of his, whose family is invol ved in
“an extremely fundamentalist Christian group. [The patient] has
come to see a lot of problems with the ideology and maintains a
relationship with his family in which he tries to discuss in a
loving and compassionate way some of these issues,” Shaw
says. “He is patient and persistent, and he chips away, and he
may succeed eventually.”
“But are they going to listen to a [news] feature about why
they’re wrong? I don’t think so.”
When someone does change their mind, it will probably be more
like the slow creep of Shaw’s disillusionment with his guru. He
left “the way most people do: Sort of like death by a thousand
cuts.”
Beck, Julie. “This Article Won’t Change Your Mind.” The
Atlantic. 13 March 2017, https://www.theatlantic.com/
science/archive/2017/03/this-article-wont-change-your-
mind/519093/.