#75545 Topic please follow the instruction that I will attachN.docx
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#75545 Topic: please follow the instruction that I will attach Number of Pages: 10 (Double Spaced) Number of sources: 7 Writing Style: APA Type of document: Research Paper Academic Level:High School Category: Finance Language Style: English (U.S.) Order Instructions: ATTACHED I will attach all instructions. Project 1 1.) 1200 words (4 Pages) 2.) brochure (2 pages) due to graphic design work needed 3.) video file 1 page (Dont work on this one) Project 2 Part A. 1.) 500 Words (2 pages) 2.) Brochure(2 pages) due to graphic design work needed 3.) video file. 1 page (Dont work on this one) Work on the assignment but do not include the video. Deliver within 2 days. .
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(APA 6th Edition Formatting and St.docx
(APA 6th Edition Formatting and Style Guide)
Office of Graduate Studies
Alcorn State University
Engaging Possibilities, Pursuing Excellence
REVISED May 23, 2018
THESIS MANUAL
Graduates
2
COPYRIGHT PRIVILEGES
BELONG TO
OFFICE OF GRADUATE STUDIES
ALCORN STATE UNIVERSITY, LORMAN, MS
Reproduction for distribution of this THESIS MANUAL requires the written permission of the
Provost and Executive Vice President for Academic Affairs or Graduate Studies Administrator.
FOREWORD
Alcorn State University Office of Graduate Studies requires that all students comply with the
specifications given in this document in the publication of a thesis or non-thesis research project.
Graduate students, under faculty guidance, are expected to produce scholarly work either in the
form of a thesis or a scholarly research project.
The thesis (master or specialist) should document the student's research study and maintain a
degree of intensity.
The purpose of this manual is to assist the graduate student and the graduate thesis advisory
committee in each department with the instructions contained herein. This is the official
approved manual by the Graduate Division.
Formatting questions not addressed in these guidelines should be directed to the Graduate School
staff in the Walter Washington Administration Building, Suite 519 or by phone at
601.877.6122 or via email: [email protected] or in person.
The Graduate Studies
Thesis Advisory Committee
(Revised Spring 2018)
mailto:[email protected]
TABLE OF CONTENTS
Page
INTRODUCTION ............................................................................................................................ 3
SELECTION AND APPOINTMENT OF THESIS ADVISORY COMMITTEE ......................... 4
1. Early Topic Selection ......................................................................................................... 4
2. Selection of Thesis Chair ......................................................................................................... 4
3. Selection of Thesis Committee Members .......................................................................... 4
4. Appointment of Thesis Advisory Committee Form .......................................................... 4
5. Invitation to Prospective Committee Members ................................................................. 5
6. TAC Committee Selection ................................................................................................. 5
CHOICE OF SUBJECT .................................................................................................................... 5
PROPOSAL DEFENSE AND SUBMISSION OF PROPOSAL TO IRB ..................................... 5
PARTS OF THE MANUSCRIPT: PRELIMINARY PAGES ..................................................... 8
1. Title Page .
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right o.docx
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right or Right Doing/Living is “The Interest of the Stronger (Might makes Right).” How does Socrates refute this definition? (cite just
one
of his arguments) [cf:
The Republic
, 30-40, Unit 1 Lecture Video]
(b) According to Socrates, what is the true definition of Justice or Right? [cf:
The Republic
, 141-42, Unit 2 Lecture Video]
(c) And why therefore is the Just life far preferable to the Unjust life (142-43)?
(a) The Allegory of the CAVE (the main metaphor of western philosophy) is an illustration of the Divided LINE.
Characterize
the Two Worlds, and the move/ascent from one to the other (exiting the CAVE, crossing the Divided LINE)—which is alone the true meaning of Education and the only way to become Just, Right, and Immortal. [cf:
The Republic
, 227-232, Unit 3 Lecture Video]
(b) How do the philosophical Studies of
Arithmetic
(number) and
Dialectic
take you above the Divided Line and out of the changing sense-world of illusion (the CAVE) into Reality and make you use your Reason (pure thought) instead of your senses? [cf:
The Republic
, 235-37, 240-42, 250-55. Unit 4 Lecture Video (transcript)]
Give a summary of the
Proof of the Force
(Why there is the “Universe,” “Man,” “God,” “History,” etc)? Start with, “Can there be
nothing
?” [cf: TJH 78-95, Unit 2 Lecture Video]
NIETZSCHE is the crucial Jedi philosopher who provides the “bridge” between negative and positive Postmodernity by focusing on a certain “Problem” and the “
Solution
” to it.
(a) Discuss
2
of the following items (
1
pertaining to the Problem,
1
pertaining to the
.
(Glossary of Telemedicine and eHealth)· Teleconsultation Cons.docx
(Glossary of Telemedicine and eHealth)
· Teleconsultation: Consultation between a provider and specialist at distance using either store and forward telemedicine or real time videoconferencing.
· Telehealth and Telemedicine: Telemedicine is the use of medical information exchanged from one site to another via electronic communications to improve patients' health status. Closely associated with telemedicine is the term "telehealth," which is often used to encompass a broader definition of remote healthcare that does not always involve clinical services. Videoconferencing, transmission of still images, e-health including patient portals, remote monitoring of vital signs, continuing medical education and nursing call centers are all considered part of telemedicine and telehealth. Telemedicine is not a separate medical specialty. Products and services related to telemedicine are often part of a larger investment by health care institutions in either information technology or the delivery of clinical care. Even in the reimbursement fee structure, there is usually no distinction made between services provided on site and those provided through telemedicine and often no separate coding required for billing of remote services. Telemedicine encompasses different types of programs and services provided for the patient. Each component involves different providers and consumers.
· TeleICU: TeleICU is a collaborative, interprofessional model focusing on the care of critically ill patients using telehealth technologies.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Clinical Decision Support System (CCDS): Systems (usually electronically based and interactive) that provide clinicians, staff, patients, and other individuals with knowledge and person-specific information, intelligently filtered and presented at appropriate times, to enhance health and health care. (http://healthit.ahrq.gov/images/jun09cdsreview/09_0069_ef.html)
· e-Prescribing: The electronic generation, transmission and filling of a medical prescription, as opposed to traditional paper and faxed prescriptions. E-prescribing allows for qualified healthcare personnel to transmit a new prescription or renewal authorization to a community or mail-order pharmacy.
· Home Health Care and Remote Monitoring Systems: Care provided to individuals and families in their place of residence for promoting, maintaining, or restoring health or for minimizing the effects of disability and illness, including terminal illness. In the Medicare Current Beneficiary Survey and Medicare claims and enrollment data, home health care refers to home visits by professionals including nu.
(Assmt 1; Week 3 paper) Using ecree Doing the paper and s.docx
(Assmt 1; Week 3 paper): Using ecree Doing the paper and submitting it (two pages here)
Have this sheet handy as well as the sheet called FORMAT SAMPLE PAPER for Assignment 1.
1. Go to the Week 3 unit and find the blue link ASSIGNMENT 1: DEALING WITH DIVERSITY…. Click on it.
2. You will see instructions on the screen and at the top “Assignment 1: ecree”. Click on that to enter ecree.
3. You will see some summary of the assignment instructions at the top of the screen—scroll down to see the three long, blank, rectangular boxes. You will be typing into those. Remember—do not worry about a title page or double spacing. Start composing your paragraphs. It will start as a rough draft.
4. As you start typing your introduction—notice on the right that comments start developing and also video links. Also on the right you will it say “Saved a Few seconds ago”. It is saving as you go. At first the comments are red (unfavorable). The more you do, usually the more green (favorable) comments start to appear. You can also keep revising.
5. When you hit the enter key it takes you to the next paragraph box—and sometimes it creates a new paragraph box for you.
6. Doing your Sources list in ecree—Your sources do have to be listed at the end. The FORMAT SAMPLE paper illustrates what they might look like. But, putting them in ecree gracefully can be a challenge.
a. Perhaps the best way is this: Have the last regular paragraph of your essay (Part 4) be in the box labeled “Conclusion”. Once that paragraph is written—in whole or in part, do this: Click on the word “Conclusion” to form a following paragraph box marked by three dots. Keep doing that and put each source in its own “three-dot” box. In other words, after your Conclusion paragraph—the heading “Sources” gets its own paragraph box at the end, followed by separate paragraph boxes for each source entry.
b. If the approach labeled “a” above is not working out, don’t worry about the external labels of those last paragraph boxes---just be sure to have a concluding paragraph (your Part 4) followed by paragraphs for the Sources header and each source entry. In grading, I will be able to figure it out. I will be lenient on how you organize that last part, as long as you have that last paragraph and a clear Sources list.
------------------------------------
UPLOAD OPTION: You can type your paper or a good rough draft of it into MS-Word as a file. Have it organized and laid out like the FORMAT SAMPLE paper. Then Upload it to ecree. Once you upload, take a little time and edit what uploaded so that it looks like what you intended and fits the 4-part organization of the assignment.
-----------------------
7. Click “Submit” on lower right only when absolutely ready. Once you submit, it will get graded.
Have fun! (see next page for a few notes and comments on ecree)
---------.
(Image retrieved at httpswww.google.comsearchhl=en&biw=122.docx
(Image retrieved at https://www.google.com/search?hl=en&biw=1229&bih=568&tbm=isch&sa=1&ei=fmYIW9W3G6jH5gLn7IHYAQ&q=analysis&oq=analysis&gs_l=img.3..0i67k1l2j0l5j0i67k1l2j0.967865.968569.0.969181.7.4.0.0.0.0.457.682.1j1j4-1.3.0....0...1c.1.64.img..5.2.622...0i7i30k1.0.rL9KcsvXM1U#imgrc=LU1vXlB6e2doDM: / )
ESOL 052 (Essay #__)
Steps:
1. Discuss the readings, videos, and photographs in the Truth and Lies module on Bb.
2. Select a significant/controversial photograph to analyze. (The photograph does not have to be from Bb.)
3. Choose one of the following essay questions:
a. What truth does this photograph reveal?
b. What lie does this photograph promote?
c. Why/How did people deliberately misuse this photograph and distort its true meaning?
d. Why was this photograph misinterpreted by so many people?
e. Why do so many people have different reactions to this photograph?
f. ___________________________________________________________________________?
(Students may create their own visual analysis essay question as long as it is pre-approved by the instructor.)
4. Use the OPTIC chart to brainstorm and take notes on your photograph.
5. Use a pre-writing strategy (outline, graphic organizer, etc.) to organize your ideas.
6. Using correct MLA format, write a 3-5 page essay.
7. Type a Works Cited page. (Use citationmachine.net, easybib.com, etc. to format your info.)
8. Peer and self-edit during the writing process (Bb Wiki, in/outside class).
9. Get feedback from your peers and an instructor during the writing process.
(Note: Students who visit the Writing Center and show me proof get 2 additional days to work on the assignment.)
10. Proofread/edit/revise during the writing process.
11. Put your pre-writing, essay, and Works Cited page in 1 Word document and upload it on Bb by midnight on ______. (If a student submits an essay without pre-writing or without a Works Cited page, he/she will receive a zero. If a student submits an assignment late, he/she will receive a zero. If a student plagiarizes, he/she will receive a zero.)
Purpose: Students will be able to use their reading, writing, critical thinking, and research skills to conduct a visual analysis that explores the theme of Truth and Lies.
Tone: The tone of this assignment should be formal and academic.
Language: The diction and syntax of this assignment should be formal and academic. Students should not use second person pronouns (you/your), contractions, abbreviations, slang, or any type of casual language. Students should refer to the diction and syntax guidelines in the writing packet.
Audience: The audience of this assignment is the student’s peers and instructor.
Format: MLA style (double spaced, 1 in. margins, Times New Roman 12 font, pagination, heading, title, tab for each paragraph, in-text citations, Works Cited page, hanging indents, etc.)
Requirements:
In order for a student to earn a minimum passing grade of 70% on this assignment, h.
(Dis) Placing Culture and Cultural Space Chapter 4.docx
(Dis) Placing Culture and Cultural Space
Chapter 4
+
Chapter Objectives
Describe the relationships among culture, place, cultural space, and identity in the context of globalization.
Explain how people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces.
Explain how cultures are simultaneously placed and displaced in the global context leading to segregated, contested and hybrid cultural spaces.
Describe the practice of bifocal vision to highlight the linkages between “here” and “there” as well as the connections between present and past.
+
Introduction
Explore the cultural and intercultural communication dimensions of place, space and location. We will examine:
The dynamic process of placing and displacing cultural space in the context of globalization.
How people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces
How segregated, contested, and hybrid cultural spaces are both shaped by the legacy of colonialism and the context of globalization.
How Hip hop culture illustrates the cultural and intercultural dimensions of place, space, and location in the context of globalization
+
Placing Culture and Cultural Space
Culture, by definition, is rooted in place with a reciprocal relationship between people and place
Culture:
“Place tilled” in Middle English
Colere : “to inhabit, care for, till, worship” in Latin
In the context of globalization, what is the relationship between culture and place?
Culture is both placed and displaced
+
Cultural Space
The communicative practices that construct meanings in, through and about particular places
Cultural space shapes verbal and nonverbal communicative practices
i.e. Classrooms, dance club, library.
Cultural spaces are constructed through the communicative practices developed and lived by people in particular places
Communicative practices include:
The languages, accents, slang, dress, artifacts, architectural design, the behaviors and patterns of interaction, the stories, the discourses and histories
How is the cultural space of your home, neighborhood, city, and state constructed through communicative practices?
+
Place, Cultural Space and Identity
Place, Culture, Identity and Difference
What’s the relationship between place and identity?
Avowed identity:
The way we see, label and make meaning about ourselves and
Ascribed identity:
The way others view, name and describe us and our group
Examples of how avowed and ascribed identities may conflict?
How is place related to standpoint and power?
Locations of enunciation:
Sites or positions from which to speak.
A platform from which to voice a perspective and be heard and/or silenced.
+
Displacing Culture and Cultural Space
(Dis) placed culture and cultural space:
A notion that captures the complex, contradictory and contested nature of cultural space and the relationship between culture and place that has emerged in the context o.
(1) Define the time value of money. Do you believe that the ave.docx
(1) Define the time value of money. Do you believe that the average person considers the time value of money when they make investment decisions? Please explain.
(2) Distinguish between ordinary annuities and annuities due. Also, distinguish between the future value of an annuity and the present value of an annuity.
.
(chapter taken from Learning Power)From Social Class and t.docx
(chapter taken from Learning Power)
From Social Class and the Hidden Curriculum of Work
JEAN ANYON
It's no surprise that schools in wealthy communities are better than those in poor communities, or that they better prepare their students for
desirable jobs. It may be shocking, however, to learn how vast the differences in schools are - not so much in resources as in teaching methods
and philosophies of education. Jean Anyon observed five elementary schools over the course of a full school year and concluded that fifth-
graders of different economic backgrounds are already being prepared to occupy particular rungs on the social ladder. In a sense, some whole
schools are on the vocational education track, while others are geared to produce future doctors, lawyers, and business leaders. Anyon's main
audience is professional educators, so you may find her style and vocabulary challenging, but, once you've read her descriptions of specific
classroom activities, the more analytic parts of the essay should prove easier to understand. Anyon is chairperson of the Department of
Education at Rutgers University, Newark; This essay first appeared in Journal of Education in 1980.
Scholars in political economy and the sociology of knowledge have recently argued that public schools in complex industrial societies like our
own make available different types of educational experience and curriculum knowledge to students in different social classes. Bowles and
Gintis1 for example, have argued that students in different social-class backgrounds are rewarded for classroom behaviors that correspond to
personality traits allegedly rewarded in the different occupational strata--the working classes for docility and obedience, the managerial classes
for initiative and personal assertiveness. Basil Bernstein, Pierre Bourdieu, and Michael W. Apple focusing on school knowledge, have argued
that knowledge and skills leading to social power and regard (medical, legal, managerial) are made available to the advantaged social groups but
are withheld from the working classes to whom a more "practical" curriculum is offered (manual skills, clerical knowledge). While there has
been considerable argumentation of these points regarding education in England, France, and North America, there has been little or no attempt
to investigate these ideas empirically in elementary or secondary schools and classrooms in this country.3
This article offers tentative empirical support (and qualification) of the above arguments by providing illustrative examples of differences in
student work in classrooms in contrasting social class communities. The examples were gathered as part of an ethnographical4 study of
curricular, pedagogical, and pupil evaluation practices in five elementary schools. The article attempts a theoretical contribution as well and
assesses student work in the light of a theoretical approach to social-class analysis.. . It will be suggested that there is a "hidden.
Recommended
(APA 6th Edition Formatting and St.docx
(APA 6th Edition Formatting and Style Guide)
Office of Graduate Studies
Alcorn State University
Engaging Possibilities, Pursuing Excellence
REVISED May 23, 2018
THESIS MANUAL
Graduates
2
COPYRIGHT PRIVILEGES
BELONG TO
OFFICE OF GRADUATE STUDIES
ALCORN STATE UNIVERSITY, LORMAN, MS
Reproduction for distribution of this THESIS MANUAL requires the written permission of the
Provost and Executive Vice President for Academic Affairs or Graduate Studies Administrator.
FOREWORD
Alcorn State University Office of Graduate Studies requires that all students comply with the
specifications given in this document in the publication of a thesis or non-thesis research project.
Graduate students, under faculty guidance, are expected to produce scholarly work either in the
form of a thesis or a scholarly research project.
The thesis (master or specialist) should document the student's research study and maintain a
degree of intensity.
The purpose of this manual is to assist the graduate student and the graduate thesis advisory
committee in each department with the instructions contained herein. This is the official
approved manual by the Graduate Division.
Formatting questions not addressed in these guidelines should be directed to the Graduate School
staff in the Walter Washington Administration Building, Suite 519 or by phone at
601.877.6122 or via email: [email protected] or in person.
The Graduate Studies
Thesis Advisory Committee
(Revised Spring 2018)
mailto:[email protected]
TABLE OF CONTENTS
Page
INTRODUCTION ............................................................................................................................ 3
SELECTION AND APPOINTMENT OF THESIS ADVISORY COMMITTEE ......................... 4
1. Early Topic Selection ......................................................................................................... 4
2. Selection of Thesis Chair ......................................................................................................... 4
3. Selection of Thesis Committee Members .......................................................................... 4
4. Appointment of Thesis Advisory Committee Form .......................................................... 4
5. Invitation to Prospective Committee Members ................................................................. 5
6. TAC Committee Selection ................................................................................................. 5
CHOICE OF SUBJECT .................................................................................................................... 5
PROPOSAL DEFENSE AND SUBMISSION OF PROPOSAL TO IRB ..................................... 5
PARTS OF THE MANUSCRIPT: PRELIMINARY PAGES ..................................................... 8
1. Title Page .
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right o.docx
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right or Right Doing/Living is “The Interest of the Stronger (Might makes Right).” How does Socrates refute this definition? (cite just
one
of his arguments) [cf:
The Republic
, 30-40, Unit 1 Lecture Video]
(b) According to Socrates, what is the true definition of Justice or Right? [cf:
The Republic
, 141-42, Unit 2 Lecture Video]
(c) And why therefore is the Just life far preferable to the Unjust life (142-43)?
(a) The Allegory of the CAVE (the main metaphor of western philosophy) is an illustration of the Divided LINE.
Characterize
the Two Worlds, and the move/ascent from one to the other (exiting the CAVE, crossing the Divided LINE)—which is alone the true meaning of Education and the only way to become Just, Right, and Immortal. [cf:
The Republic
, 227-232, Unit 3 Lecture Video]
(b) How do the philosophical Studies of
Arithmetic
(number) and
Dialectic
take you above the Divided Line and out of the changing sense-world of illusion (the CAVE) into Reality and make you use your Reason (pure thought) instead of your senses? [cf:
The Republic
, 235-37, 240-42, 250-55. Unit 4 Lecture Video (transcript)]
Give a summary of the
Proof of the Force
(Why there is the “Universe,” “Man,” “God,” “History,” etc)? Start with, “Can there be
nothing
?” [cf: TJH 78-95, Unit 2 Lecture Video]
NIETZSCHE is the crucial Jedi philosopher who provides the “bridge” between negative and positive Postmodernity by focusing on a certain “Problem” and the “
Solution
” to it.
(a) Discuss
2
of the following items (
1
pertaining to the Problem,
1
pertaining to the
.
(Glossary of Telemedicine and eHealth)· Teleconsultation Cons.docx
(Glossary of Telemedicine and eHealth)
· Teleconsultation: Consultation between a provider and specialist at distance using either store and forward telemedicine or real time videoconferencing.
· Telehealth and Telemedicine: Telemedicine is the use of medical information exchanged from one site to another via electronic communications to improve patients' health status. Closely associated with telemedicine is the term "telehealth," which is often used to encompass a broader definition of remote healthcare that does not always involve clinical services. Videoconferencing, transmission of still images, e-health including patient portals, remote monitoring of vital signs, continuing medical education and nursing call centers are all considered part of telemedicine and telehealth. Telemedicine is not a separate medical specialty. Products and services related to telemedicine are often part of a larger investment by health care institutions in either information technology or the delivery of clinical care. Even in the reimbursement fee structure, there is usually no distinction made between services provided on site and those provided through telemedicine and often no separate coding required for billing of remote services. Telemedicine encompasses different types of programs and services provided for the patient. Each component involves different providers and consumers.
· TeleICU: TeleICU is a collaborative, interprofessional model focusing on the care of critically ill patients using telehealth technologies.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Clinical Decision Support System (CCDS): Systems (usually electronically based and interactive) that provide clinicians, staff, patients, and other individuals with knowledge and person-specific information, intelligently filtered and presented at appropriate times, to enhance health and health care. (http://healthit.ahrq.gov/images/jun09cdsreview/09_0069_ef.html)
· e-Prescribing: The electronic generation, transmission and filling of a medical prescription, as opposed to traditional paper and faxed prescriptions. E-prescribing allows for qualified healthcare personnel to transmit a new prescription or renewal authorization to a community or mail-order pharmacy.
· Home Health Care and Remote Monitoring Systems: Care provided to individuals and families in their place of residence for promoting, maintaining, or restoring health or for minimizing the effects of disability and illness, including terminal illness. In the Medicare Current Beneficiary Survey and Medicare claims and enrollment data, home health care refers to home visits by professionals including nu.
(Assmt 1; Week 3 paper) Using ecree Doing the paper and s.docx
(Assmt 1; Week 3 paper): Using ecree Doing the paper and submitting it (two pages here)
Have this sheet handy as well as the sheet called FORMAT SAMPLE PAPER for Assignment 1.
1. Go to the Week 3 unit and find the blue link ASSIGNMENT 1: DEALING WITH DIVERSITY…. Click on it.
2. You will see instructions on the screen and at the top “Assignment 1: ecree”. Click on that to enter ecree.
3. You will see some summary of the assignment instructions at the top of the screen—scroll down to see the three long, blank, rectangular boxes. You will be typing into those. Remember—do not worry about a title page or double spacing. Start composing your paragraphs. It will start as a rough draft.
4. As you start typing your introduction—notice on the right that comments start developing and also video links. Also on the right you will it say “Saved a Few seconds ago”. It is saving as you go. At first the comments are red (unfavorable). The more you do, usually the more green (favorable) comments start to appear. You can also keep revising.
5. When you hit the enter key it takes you to the next paragraph box—and sometimes it creates a new paragraph box for you.
6. Doing your Sources list in ecree—Your sources do have to be listed at the end. The FORMAT SAMPLE paper illustrates what they might look like. But, putting them in ecree gracefully can be a challenge.
a. Perhaps the best way is this: Have the last regular paragraph of your essay (Part 4) be in the box labeled “Conclusion”. Once that paragraph is written—in whole or in part, do this: Click on the word “Conclusion” to form a following paragraph box marked by three dots. Keep doing that and put each source in its own “three-dot” box. In other words, after your Conclusion paragraph—the heading “Sources” gets its own paragraph box at the end, followed by separate paragraph boxes for each source entry.
b. If the approach labeled “a” above is not working out, don’t worry about the external labels of those last paragraph boxes---just be sure to have a concluding paragraph (your Part 4) followed by paragraphs for the Sources header and each source entry. In grading, I will be able to figure it out. I will be lenient on how you organize that last part, as long as you have that last paragraph and a clear Sources list.
------------------------------------
UPLOAD OPTION: You can type your paper or a good rough draft of it into MS-Word as a file. Have it organized and laid out like the FORMAT SAMPLE paper. Then Upload it to ecree. Once you upload, take a little time and edit what uploaded so that it looks like what you intended and fits the 4-part organization of the assignment.
-----------------------
7. Click “Submit” on lower right only when absolutely ready. Once you submit, it will get graded.
Have fun! (see next page for a few notes and comments on ecree)
---------.
(Image retrieved at httpswww.google.comsearchhl=en&biw=122.docx
(Image retrieved at https://www.google.com/search?hl=en&biw=1229&bih=568&tbm=isch&sa=1&ei=fmYIW9W3G6jH5gLn7IHYAQ&q=analysis&oq=analysis&gs_l=img.3..0i67k1l2j0l5j0i67k1l2j0.967865.968569.0.969181.7.4.0.0.0.0.457.682.1j1j4-1.3.0....0...1c.1.64.img..5.2.622...0i7i30k1.0.rL9KcsvXM1U#imgrc=LU1vXlB6e2doDM: / )
ESOL 052 (Essay #__)
Steps:
1. Discuss the readings, videos, and photographs in the Truth and Lies module on Bb.
2. Select a significant/controversial photograph to analyze. (The photograph does not have to be from Bb.)
3. Choose one of the following essay questions:
a. What truth does this photograph reveal?
b. What lie does this photograph promote?
c. Why/How did people deliberately misuse this photograph and distort its true meaning?
d. Why was this photograph misinterpreted by so many people?
e. Why do so many people have different reactions to this photograph?
f. ___________________________________________________________________________?
(Students may create their own visual analysis essay question as long as it is pre-approved by the instructor.)
4. Use the OPTIC chart to brainstorm and take notes on your photograph.
5. Use a pre-writing strategy (outline, graphic organizer, etc.) to organize your ideas.
6. Using correct MLA format, write a 3-5 page essay.
7. Type a Works Cited page. (Use citationmachine.net, easybib.com, etc. to format your info.)
8. Peer and self-edit during the writing process (Bb Wiki, in/outside class).
9. Get feedback from your peers and an instructor during the writing process.
(Note: Students who visit the Writing Center and show me proof get 2 additional days to work on the assignment.)
10. Proofread/edit/revise during the writing process.
11. Put your pre-writing, essay, and Works Cited page in 1 Word document and upload it on Bb by midnight on ______. (If a student submits an essay without pre-writing or without a Works Cited page, he/she will receive a zero. If a student submits an assignment late, he/she will receive a zero. If a student plagiarizes, he/she will receive a zero.)
Purpose: Students will be able to use their reading, writing, critical thinking, and research skills to conduct a visual analysis that explores the theme of Truth and Lies.
Tone: The tone of this assignment should be formal and academic.
Language: The diction and syntax of this assignment should be formal and academic. Students should not use second person pronouns (you/your), contractions, abbreviations, slang, or any type of casual language. Students should refer to the diction and syntax guidelines in the writing packet.
Audience: The audience of this assignment is the student’s peers and instructor.
Format: MLA style (double spaced, 1 in. margins, Times New Roman 12 font, pagination, heading, title, tab for each paragraph, in-text citations, Works Cited page, hanging indents, etc.)
Requirements:
In order for a student to earn a minimum passing grade of 70% on this assignment, h.
(Dis) Placing Culture and Cultural Space Chapter 4.docx
(Dis) Placing Culture and Cultural Space
Chapter 4
+
Chapter Objectives
Describe the relationships among culture, place, cultural space, and identity in the context of globalization.
Explain how people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces.
Explain how cultures are simultaneously placed and displaced in the global context leading to segregated, contested and hybrid cultural spaces.
Describe the practice of bifocal vision to highlight the linkages between “here” and “there” as well as the connections between present and past.
+
Introduction
Explore the cultural and intercultural communication dimensions of place, space and location. We will examine:
The dynamic process of placing and displacing cultural space in the context of globalization.
How people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces
How segregated, contested, and hybrid cultural spaces are both shaped by the legacy of colonialism and the context of globalization.
How Hip hop culture illustrates the cultural and intercultural dimensions of place, space, and location in the context of globalization
+
Placing Culture and Cultural Space
Culture, by definition, is rooted in place with a reciprocal relationship between people and place
Culture:
“Place tilled” in Middle English
Colere : “to inhabit, care for, till, worship” in Latin
In the context of globalization, what is the relationship between culture and place?
Culture is both placed and displaced
+
Cultural Space
The communicative practices that construct meanings in, through and about particular places
Cultural space shapes verbal and nonverbal communicative practices
i.e. Classrooms, dance club, library.
Cultural spaces are constructed through the communicative practices developed and lived by people in particular places
Communicative practices include:
The languages, accents, slang, dress, artifacts, architectural design, the behaviors and patterns of interaction, the stories, the discourses and histories
How is the cultural space of your home, neighborhood, city, and state constructed through communicative practices?
+
Place, Cultural Space and Identity
Place, Culture, Identity and Difference
What’s the relationship between place and identity?
Avowed identity:
The way we see, label and make meaning about ourselves and
Ascribed identity:
The way others view, name and describe us and our group
Examples of how avowed and ascribed identities may conflict?
How is place related to standpoint and power?
Locations of enunciation:
Sites or positions from which to speak.
A platform from which to voice a perspective and be heard and/or silenced.
+
Displacing Culture and Cultural Space
(Dis) placed culture and cultural space:
A notion that captures the complex, contradictory and contested nature of cultural space and the relationship between culture and place that has emerged in the context o.
(1) Define the time value of money. Do you believe that the ave.docx
(1) Define the time value of money. Do you believe that the average person considers the time value of money when they make investment decisions? Please explain.
(2) Distinguish between ordinary annuities and annuities due. Also, distinguish between the future value of an annuity and the present value of an annuity.
.
(chapter taken from Learning Power)From Social Class and t.docx
(chapter taken from Learning Power)
From Social Class and the Hidden Curriculum of Work
JEAN ANYON
It's no surprise that schools in wealthy communities are better than those in poor communities, or that they better prepare their students for
desirable jobs. It may be shocking, however, to learn how vast the differences in schools are - not so much in resources as in teaching methods
and philosophies of education. Jean Anyon observed five elementary schools over the course of a full school year and concluded that fifth-
graders of different economic backgrounds are already being prepared to occupy particular rungs on the social ladder. In a sense, some whole
schools are on the vocational education track, while others are geared to produce future doctors, lawyers, and business leaders. Anyon's main
audience is professional educators, so you may find her style and vocabulary challenging, but, once you've read her descriptions of specific
classroom activities, the more analytic parts of the essay should prove easier to understand. Anyon is chairperson of the Department of
Education at Rutgers University, Newark; This essay first appeared in Journal of Education in 1980.
Scholars in political economy and the sociology of knowledge have recently argued that public schools in complex industrial societies like our
own make available different types of educational experience and curriculum knowledge to students in different social classes. Bowles and
Gintis1 for example, have argued that students in different social-class backgrounds are rewarded for classroom behaviors that correspond to
personality traits allegedly rewarded in the different occupational strata--the working classes for docility and obedience, the managerial classes
for initiative and personal assertiveness. Basil Bernstein, Pierre Bourdieu, and Michael W. Apple focusing on school knowledge, have argued
that knowledge and skills leading to social power and regard (medical, legal, managerial) are made available to the advantaged social groups but
are withheld from the working classes to whom a more "practical" curriculum is offered (manual skills, clerical knowledge). While there has
been considerable argumentation of these points regarding education in England, France, and North America, there has been little or no attempt
to investigate these ideas empirically in elementary or secondary schools and classrooms in this country.3
This article offers tentative empirical support (and qualification) of the above arguments by providing illustrative examples of differences in
student work in classrooms in contrasting social class communities. The examples were gathered as part of an ethnographical4 study of
curricular, pedagogical, and pupil evaluation practices in five elementary schools. The article attempts a theoretical contribution as well and
assesses student work in the light of a theoretical approach to social-class analysis.. . It will be suggested that there is a "hidden.
(Accessible at httpswww.hatchforgood.orgexplore102nonpro.docx
(Accessible at https://www.hatchforgood.org/explore/102/nonprofit-photography-ethics-and-approaches)
Nonprofit Photography: Ethics
and Approaches
Best practices and tips on ethics and approaches in
humanitarian photography for social impact.
The first moon landing. The Vietnamese ‘napalm girl’, running naked and in agony. The World
Trade Centers falling.
As we know, photography carries the power to inspire, educate, horrify and compel its viewers to
take action. Images evoke strong and often public emotions, as people frequently formulate their
opinions, judgments and behaviors in response to visual stimuli. Because of this, photography
can wield substantial control over public perception and discourse.
Moreover, photography in our digital age permits us to deliver complex information about
remote conditions which can be rapidly distributed and effortlessly processed by the viewer.
Recently, we’ve witnessed the profound impact of photography coupled with social media:
together, they have fueled political movements and brought down a corrupt government.
Photography can - and has - changed the course of history.
Ethical Considerations
Those who commission and create photography of marginalized populations to further an
organizations’ mission possess a tremendous responsibility. Careful ethical consideration should
be given to all aspects of the photography supply chain: its planning, creation, and distribution.
When planning a photography campaign, it is important to examine the motives for creating
particular images and their potential impact. Not only must a faithful, comprehensive visual
depiction of the subjects be created to avoid causing misconception, but more importantly, the
subjects’ dignity must be preserved. Words and images that elicit an emotional response by their
sheer shock value (e.g. starving, skeletal children covered in flies) are harmful because they
exploit the subjects’ condition in order to generate sympathy for increasing charitable donations
or support for a given cause. In addition to violating privacy and human rights, this so-called
'poverty porn’ is harmful to those it is trying to aid because it evokes the idea that the
marginalized are helpless and incapable of helping themselves, thereby cultivating a culture of
paternalism. Poverty porn is also detrimental because it is degrading, dishonoring and robs
people of their dignity. While it is important to illustrate the challenges of a population, one must
always strive to tell stories in a way that honors the subjects’ circumstances, and (ideally)
illustrates hope for their plight.
Legal issues
Legal issues are more clear cut when images are created or used in stable countries where legal
precedent for photography use has been established. Image use and creation becomes far more
murky and problematic in countries in which law and order is vague or even nonexistent.
Even though images created for no.
(a) The current ratio of a company is 61 and its acid-test ratio .docx
(a) The current ratio of a company is 6:1 and its acid-test ratio is 1:1. If the inventories and prepaid items amount to $445,500, what is the amount of current liabilities?
Current Liabilities
$
89100
(b) A company had an average inventory last year of $113,000 and its inventory turnover was 6. If sales volume and unit cost remain the same this year as last and inventory turnover is 7 this year, what will average inventory have to be during the current year? (Round answer to 0 decimal places, e.g. 125.)
Average Inventory
$
96857
(c) A company has current assets of $88,800 (of which $35,960 is inventory and prepaid items) and current liabilities of $35,960. What is the current ratio? What is the acid-test ratio? If the company borrows $12,970 cash from a bank on a 120-day loan, what will its current ratio be? What will the acid-test ratio be? (Round answers to 2 decimal places, e.g. 2.50.)
Current Ratio
2.47
:1
Acid Test Ratio
:1
New Current Ratio
:1
New Acid Test Ratio
:1
(d) A company has current assets of $586,700 and current liabilities of $200,100. The board of directors declares a cash dividend of $173,700. What is the current ratio after the declaration but before payment? What is the current ratio after the payment of the dividend? (Round answers to 2 decimal places, e.g. 2.50.)
Current ratio after the declaration but before payment
:1
Current ratio after the payment of the dividend
:1
The following data is given:
December 31,
2015
2014
Cash
$66,000
$52,000
Accounts receivable (net)
90,000
60,000
Inventories
90,000
105,000
Plant assets (net)
380,500
320,000
Accounts payable
54,500
41,500
Salaries and wages payable
11,500
5,000
Bonds payable
70,500
70,000
8% Preferred stock, $40 par
100,000
100,000
Common stock, $10 par
120,000
90,000
Paid-in capital in excess of par
80,000
70,000
Retained earnings
190,000
160,500
Net credit sales
930,000
Cost of goods sold
735,000
Net income
81,000
Compute the following ratios: (Round answers to 2 decimal places e.g. 15.25.)
(a)
Acid-test ratio at 12/31/15
: 1
(b)
Accounts receivable turnover in 2015
times
(c)
Inventory turnover in 2015
times
(d)
Profit margin on sales in 2015
%
(e)
Return on common stock equity in 2015
%
(f)
Book value per share of common stock at 12/31/15
$
Exercise 24-4
As loan analyst for Utrillo Bank, you have been presented the following information.
Toulouse Co.
Lautrec Co.
Assets
Cash
$113,900
$311,200
Receivables
227,200
302,700
Inventories
571,200
510,700
Total current assets
912,300
1,124,600
Other assets
506,000
619,800
Total assets
$1,418,300
$1,744,400
Liabilities and Stockholders’ Equity
Current liabilities
$291,300
$350,400
Long-term liabilities
390,800
506,000
Capital stock and retained earnings
736,200
888,000
Total liabilities and stockholders’ equity
$1.
(1) How does quantum cryptography eliminate the problem of eaves.docx
(1) How does quantum cryptography eliminate the problem of eavesdropping in traditional cryptography?
(2) What are the limitations or problems associated with quantum cryptography?
(3) What features or activities will affect both the current and future developments of cryptography?
Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.
References
.
#transformation10EventTrendsfor 201910 Event.docx
#transformation
10
Event
Trends
for 2019
10 Event Trends for 2019
C O P Y R I G H T
All rights reserved. No part of this report may be
reproduced or transmitted in any form or by any
means whatsoever (including presentations, short
summaries, blog posts, printed magazines, use
of images in social media posts) without express
written permission from the author, except in the
case of brief quotations (50 words maximum and
for a maximum of 2 quotations) embodied in critical
articles and reviews, and with clear reference to
the original source, including a link to the original
source at https://www.eventmanagerblog.com/10-
event-trends/. Please refer all pertinent questions
to the publisher.
page 2
https://www.eventmanagerblog.com/10-event-trends/
https://www.eventmanagerblog.com/10-event-trends/
10 Event Trends for 2019
CONTENTS
INTRODUCTION page 5
TRANSFORMATION 8
10. PASSIVE ENGAGEMENT 10
9. CONTENT DESIGN 13
8. SEATING MATTERS 16
7. JOMO - THE JOY OF MISSING OUT 19
6. BETTER SAFE THAN SORRY 21
5. CAT SPONSORSHIP 23
4. SLOW TICKETING 25
3. READY TO BLOCKCHAIN 27
2. MARKETING BUDGETS SHIFTING MORE TO EVENTS 28
1. MORE THAN PLANNERS 30
ABOUT THE AUTHOR 31
CMP CREDITS 32
CREDITS AND THANKS 32
DISCLAIMER 32
page 3
INTERACTIVITY
AT THE HEART OF YOUR MEETINGS
Liven up your presentations!
EVENIUM
ConnexMe
San Francisco/Paris [email protected]
AD
https://eventmb.com/2PvIw1f
10 Event Trends for 2019
I am very glad to welcome you to the 8th edition of our annual
event trends. This is going to be a different one.
One element that made our event trends stand out from
the thousands of reports and articles on the topic is that we
don’t care about pleasing companies, pundits, suppliers, star
planners and the likes. Our only focus is you, the reader, to
help you navigate through very uncertain times.
This is why I decided to bring back this report, by far the most
popular in the industry, to its roots. 10 trends that will actually
materialize between now and November 2019, when we will
publish edition number nine.
I feel you have a lot going on, with your events I mean.
F&B, room blocks, sponsorship, marketing security, technology.
I think I failed you in previous editions. I think I gave you too
much. This report will be the most concise and strategic piece
of content you will need for next year.
If you don’t read anything else this year, it’s fine. As long as you
read the next few words.
INTRODUCTION
INTRODUCTION -
Julius Solaris
EventMB Editor
page 5
https://www.eventmanagerblog.com
10 Event Trends for 2019
How did I come up with these trends?
~ As part of this report, we reviewed 350 events. Some of the most successful
worldwide.
~ Last year we started a community with a year-long trend watch. That helped
us to constantly research new things happening in the industry.
~ We have reviewed north of 300 event technology solutions for our repor.
$10 now and $10 when complete Use resources from the required .docx
$10 now and $10 when complete
Use resources from the required readings or the GCU Library to create a 10‐15 slide digital presentation to be shown to your colleagues informing them of specific cultural norms and sociocultural influences affecting student learning at your school.
Choose a culture to research. State the country or countries of origin of your chosen culture and your reason for selecting it.
Include sociocultural influences on learning such as:
Religion
Dress
Cultural Norms
Food
Socialization
Gender Differences
Home Discipline
Education
Native Language
Include presenter’s notes, a title slide, in‐text citations, and a reference slide that contains three to five sources from the required readings or the GCU Library.
.
#MicroXplorer Configuration settings - do not modifyFile.Versio.docx
#MicroXplorer Configuration settings - do not modify
File.Version=6
KeepUserPlacement=false
Mcu.Family=STM32L4
Mcu.IP0=NVIC
Mcu.IP1=RCC
Mcu.IP2=SYS
Mcu.IP3=USART2
Mcu.IPNb=4
Mcu.Name=STM32L476V(C-E-G)Tx
Mcu.Package=LQFP100
Mcu.Pin0=PA0
Mcu.Pin1=PA1
Mcu.Pin2=PA2
Mcu.Pin3=PA3
Mcu.Pin4=PA5
Mcu.Pin5=PB2
Mcu.Pin6=PE8
Mcu.Pin7=PD5
Mcu.Pin8=PD6
Mcu.Pin9=VP_SYS_VS_Systick
Mcu.PinsNb=10
Mcu.ThirdPartyNb=0
Mcu.UserConstants=
Mcu.UserName=STM32L476VGTx
MxCube.Version=5.0.1
MxDb.Version=DB.5.0.1
NVIC.BusFault_IRQn=true\:0\:0\:false\:false\:true\:false
NVIC.DebugMonitor_IRQn=true\:0\:0\:false\:false\:true\:false
NVIC.HardFault_IRQn=true\:0\:0\:false\:false\:true\:false
NVIC.MemoryManagement_IRQn=true\:0\:0\:false\:false\:true\:false
NVIC.NonMaskableInt_IRQn=true\:0\:0\:false\:false\:true\:false
NVIC.PendSV_IRQn=true\:0\:0\:false\:false\:true\:false
NVIC.PriorityGroup=NVIC_PRIORITYGROUP_4
NVIC.SVCall_IRQn=true\:0\:0\:false\:false\:true\:false
NVIC.SysTick_IRQn=true\:0\:0\:false\:false\:true\:false
NVIC.UsageFault_IRQn=true\:0\:0\:false\:false\:true\:false
PA0.GPIOParameters=GPIO_PuPd,GPIO_Label
PA0.GPIO_Label=JOY_C
PA0.GPIO_PuPd=GPIO_PULLDOWN
PA0.Locked=true
PA0.Signal=GPIO_Input
PA1.GPIOParameters=GPIO_PuPd,GPIO_Label,GPIO_Mode
PA1.GPIO_Label=JOY_L
PA1.GPIO_Mode=GPIO_MODE_INPUT
PA1.GPIO_PuPd=GPIO_PULLDOWN
PA1.Locked=true
PA1.Signal=GPIO_Input
PA2.GPIOParameters=GPIO_PuPd,GPIO_Label,GPIO_Mode
PA2.GPIO_Label=JOY_R
PA2.GPIO_Mode=GPIO_MODE_INPUT
PA2.GPIO_PuPd=GPIO_PULLDOWN
PA2.Locked=true
PA2.Signal=GPIO_Input
PA3.GPIOParameters=GPIO_PuPd,GPIO_Label,GPIO_Mode
PA3.GPIO_Label=JOY_U
PA3.GPIO_Mode=GPIO_MODE_INPUT
PA3.GPIO_PuPd=GPIO_PULLDOWN
PA3.Locked=true
PA3.Signal=GPIO_Input
PA5.GPIOParameters=GPIO_PuPd,GPIO_Label,GPIO_Mode
PA5.GPIO_Label=JOY_D
PA5.GPIO_Mode=GPIO_MODE_INPUT
PA5.GPIO_PuPd=GPIO_PULLDOWN
PA5.Locked=true
PA5.Signal=GPIO_Input
PB2.GPIOParameters=GPIO_Speed,PinState,GPIO_PuPd,GPIO_Label,GPIO_ModeDefaultOutputPP
PB2.GPIO_Label=LD_R
PB2.GPIO_ModeDefaultOutputPP=GPIO_MODE_OUTPUT_PP
PB2.GPIO_PuPd=GPIO_PULLDOWN
PB2.GPIO_Speed=GPIO_SPEED_FREQ_LOW
PB2.Locked=true
PB2.PinState=GPIO_PIN_RESET
PB2.Signal=GPIO_Output
PCC.Checker=true
PCC.Line=STM32L4x6
PCC.MCU=STM32L476V(C-E-G)Tx
PCC.PartNumber=STM32L476VGTx
PCC.Seq0=0
PCC.Series=STM32L4
PCC.Temperature=25
PCC.Vdd=null
PD5.GPIOParameters=GPIO_PuPd
PD5.GPIO_PuPd=GPIO_PULLUP
PD5.Locked=true
PD5.Mode=Asynchronous
PD5.Signal=USART2_TX
PD6.Locked=true
PD6.Mode=Asynchronous
PD6.Signal=USART2_RX
PE8.GPIOParameters=GPIO_Speed,PinState,GPIO_PuPd,GPIO_Label,GPIO_ModeDefaultOutputPP
PE8.GPIO_Label=LD_G
PE8.GPIO_ModeDefaultOutputPP=GPIO_MODE_OUTPUT_PP
PE8.GPIO_PuPd=GPIO_PULLDOWN
PE8.GPIO_Speed=GPIO_SPEED_FREQ_LOW
PE8.Locked=true
PE8.PinState=GPIO_PIN_RESET
PE8.Signal=GPIO_Output
PinOutPanel.RotationAngle=0
ProjectManager.AskForMigrate=true
ProjectManager.BackupPrevious=true
ProjectManager.CompilerOptimize=6
ProjectManager.
#include string.h#include stdlib.h#include systypes.h.docx
#include <string.h>
#include <stdlib.h>
#include <sys/types.h>
#include <sys/wait.h>
#include <stdio.h>
#include <unistd.h>
#include <string.h>
// Function: void parse(char *line, char **argv)
// Purpose : This function takes in a null terminated string pointed to by
// <line>. It also takes in an array of pointers to char <argv>.
// When the function returns, the string pointed to by the
// pointer <line> has ALL of its whitespace characters (space,
// tab, and newline) turned into null characters ('\0'). The
// array of pointers to chars will be modified so that the zeroth
// slot will point to the first non-null character in the string
// pointed to by <line>, the oneth slot will point to the second
// non-null character in the string pointed to by <line>, and so
// on. In other words, each subsequent pointer in argv will point
// to each subsequent "token" (characters separated by white space)
// IN the block of memory stored at the pointer <line>. Since all
// the white space is replaced by '\0', every one of these "tokens"
// pointed to by subsequent entires of argv will be a valid string
// The "last" entry in the argv array will be set to NULL. This
// will mark the end of the tokens in the string.
//
void parse(char *line, char **argv)
{
// We will assume that the input string is NULL terminated. If it
// is not, this code WILL break. The rewriting of whitespace characters
// and the updating of pointers in argv are interleaved. Basically
// we do a while loop that will go until we run out of characters in
// the string (the outer while loop that goes until '\0'). Inside
// that loop, we interleave between rewriting white space (space, tab,
// and newline) with nulls ('\0') AND just skipping over non-whitespace.
// Note that whenever we encounter a non-whitespace character, we record
// that address in the array of address at argv and increment it. When
// we run out of tokens in the string, we make the last entry in the array
// at argv NULL. This marks the end of pointers to tokens. Easy, right?
while (*line != '\0') // outer loop. keep going until the whole string is read
{ // keep moving forward the pointer into the input string until
// we encounter a non-whitespace character. While we're at it,
// turn all those whitespace characters we're seeing into null chars.
while (*line == ' ' || *line == '\t' || *line == '\n' || *line == '\r')
{ *line = '\0';
line++;
}
// If I got this far, I MUST be looking at a non-whitespace character,
// or, the beginning of a token. So, let's record the address of this
// beginning of token to the address I'm pointing at now. (Put it in *argv)
.
$ stated in thousands)Net Assets, Controlling Interest.docx
$ stated in thousands)
Net Assets, Controlling Interest
–
–
Net Assets, Noncontrolling Interest
AUDIT COMMITTEE
of the
Executive Board of the Boy Scouts of America
Francis R. McAllister, Chairman
David Biegler Ronald K. Migita
Dennis H. Chookaszian David Moody
Report of Independent Auditors
To the Executive Board of the National Council of the Boy Scouts of America
We have audited the accompanying consolidated financial statements of the National Council of the Boy Scouts
of America and its affiliates (the National Council), which comprise the consolidated statement of financial position
as of December 31, 2016, and the related consolidated statements of revenues, expenses, and other changes in net
assets, of functional expenses and of cash flows for the year then ended.
Management’s Responsibility for the Consolidated Financial Statements
Management is responsible for the preparation and fair presentation of the consolidated financial statements
in accordance with accounting principles generally accepted in the United States of America; this includes the
design, implementation and maintenance of internal control relevant to the preparation and fair presentation of
consolidated financial statements that are free from material misstatement, whether due to fraud or error.
Auditors’ Responsibility
Our responsibility is to express an opinion on the consolidated financial statements based on our audit. We
conducted our audit in accordance with auditing standards generally accepted in the United States of America.
Those standards require that we plan and perform the audit to obtain reasonable assurance about whether the
consolidated financial statements are free from material misstatement.
An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in the
consolidated financial statements. The procedures selected depend on our judgment, including the assessment of
the risks of material misstatement of the consolidated financial statements, whether due to fraud or error. In making
those risk assessments, we consider internal control relevant to the National Council’s preparation and fair
presentation of the consolidated financial statements in order to design audit procedures that are appropriate in the
circumstances, but not for the purpose of expressing an opinion on the effectiveness of the National Council’s
internal control. Accordingly, we express no such opinion. An audit also includes evaluating the appropriateness of
accounting policies used and the reasonableness of significant accounting estimates made by management, as well as
evaluating the overall presentation of the consolidated financial sta.
#include stdio.h#include stdlib.h#include pthread.h#in.docx
#include <stdio.h>
#include <stdlib.h>
#include <pthread.h>
#include <time.h>
#include <unistd.h>
// Change the constant below to change the number of philosophers
// coming to lunch...
// This is a known GOOD solution based on the Arbitrator
// solution
#define PHILOSOPHER_COUNT 20
// Each philosopher is represented by one thread. Each thread independenly
// runs the same "think/start eating/finish eating" program.
pthread_t philosopher[PHILOSOPHER_COUNT];
// Each chopstick gets one mutex. If there are N philosophers, there are
// N chopsticks. That's the whole problem. There's not enough chopsticks
// for all of them to be eating at the same time. If they all cooperate,
// everyone can eat. If they don't... or don't know how.... well....
// philosophers are going to starve.
pthread_mutex_t chopstick[PHILOSOPHER_COUNT];
// The arbitrator solution adds a "waiter" that ensures that only pairs of
// chopsticks are grabbed. Here is the mutex for the waiter ;)
pthread_mutex_t waiter;
void *philosopher_program(int philosopher_number)
{ // In this version of the "philosopher program", the philosopher
// will think and eat forever.
while (1)
{ // Philosophers always think before they eat. They need to
// build up a bit of hunger....
//printf ("Philosopher %d is thinking\n", philosopher_number);
usleep(1);
// That was a lot of thinking.... now hungry... this
// philosopher (who knows his own number) grabs the chopsticks
// to her/his right and left. The chopstick to the left of
// philosopher N is chopstick N. The chopstick to the right
// of philosopher N is chopstick N+1
//printf ("Philosopher %d wants chopsticks\n",philosopher_number);
pthread_mutex_lock(&waiter);
pthread_mutex_lock(&chopstick[philosopher_number]);
pthread_mutex_lock(&chopstick[(philosopher_number+1)%PHILOSOPHER_COUNT]);
pthread_mutex_unlock(&waiter);
// Hurray, if I got this far I'm eating
printf ("Philosopher %d is eating\n",philosopher_number);
//usleep(1); // I spend twice as much time eating as thinking...
// typical....
// I'm done eating. Now put the chopsticks back on the table
//printf ("Philosopher %d finished eating\n",philosopher_number);
pthread_mutex_unlock(&chopstick[philosopher_number]);
pthread_mutex_unlock(&chopstick[(philosopher_number+1)%PHILOSOPHER_COUNT]);
//printf("Philosopher %d has placed chopsticks on the table\n", philosopher_number);
}
return(NULL);
}
int main()
{ int i;
srand(time(NULL));
for(i=0;i<PHILOSOPHER_COUNT;i++)
pthread_mutex_init(&chopstick[i],NULL);
pthread_mutex_init(&waiter,NULL);
for(i=0;i<PH.
#include customer.h#include heap.h#include iostream.docx
#include "customer.h"
#include "heap.h"
#include <iostream>
using namespace std;
int comparisonWay = 0; // 0 for arrival time, 1 for processing time
bool Customer::operator>(const Customer& c) {
return comparisonWay ? processing_time < c.processing_time : arrival_time < c.arrival_time; // a customer is "greater" if his time is shorter
};
void customerQueueTest(int n_cust) {
int current_time = 0;
int totalWaitingTime = 0;
int i;
int WT = 0; // waiting time for each customer
Heap<Customer> queue;
Customer* custList = new Customer[n_cust];
cout << endl << endl << "Setup" << endl;
cout << "List of customers and their arrival and processing times" << endl;
for (i = 0; i<n_cust; i++)
{
custList[i].setAT(i);
custList[i].setPT((n_cust - i) % (n_cust / 2) + 1 + (i % 2)*(n_cust / 2));
cout << "Customer " << i << " will arrive at time " << custList[i].AT() << " with PT=" << custList[i].PT() << endl;
}
cout << endl;
for (int round = 0; round<2; round++) {
// you may need a big modification within this for-loop
cout << endl << endl;
cout << "Test Round " << round + 1 << endl;
cout << (round == 0 ? "First come first serve" : "Customer with the least PT served first") << endl;
comparisonWay = round;
current_time = 0;
totalWaitingTime = 0;
queue.insert(custList[0]);
cout << "Customer arrives at time " << custList[0].AT() << " with PT=" << custList[0].PT() << endl;
while (!queue.empty()) {
// you should change all of the code here inside
Customer c = queue.extractMax();
cout << "Customer arrives when no one is waiting" << endl;
cout << "Customer is served at time " << current_time << " with AT=" << c.AT() << " and PT=" << c.PT() << " after waiting for "
<< WT << " min." << endl;
}
cout << "Total Waiting Time: " << totalWaitingTime << endl;
cout << "Average Waiting Time: " << totalWaitingTime / (float)n_cust << endl;
}
delete[] custList;
}
#pragma once
#include <math.h>
#include <iostream>
using namespace std;
#ifndef HEAPHPP
#define HEAPHPP
template <class T>
void Heap<T>::_bubbleUp(int index) {
}
template <class T>
void Heap<T>::_bubbleDown(int index) {
}
template <class T>
void Heap<T>::insert(T item) {
}
template <class T>
T Heap<T>::extractMax() {
return T();
}
template <class T>
void Heap<T>::printHeapArray() {
for (int i = 0; i < _n; i++)
cout << _heap[i] << " ";
cout << endl;
}
template <class T>
int Heap<T>::_lookFor(T x){ // not a very good implementation, but just use this for now.
int i;
for(i=0;i<_n;i++)
if (_heap[i] == x)
return i;
return -1;
}
template <class T>
void Heap<T>::decreaseKey(T from, T to)
{
}
template <class T>
void Heap<T>::increaseKey(T from, T to)
{
}
template <class T>
void Heap<T>::deleteItem(T x)
{
}
template <class T>
void Heap<T>::printTree() {
int parity .
#Assessment BriefDiploma of Business Eco.docx
#
Assessment BriefDiploma of Business Economics for Business
Credit points : 6 Prerequisites : None Co-requisites :
Subject Coordinator : Harriet Scott
Deadline : Sunday at the end of week 10 (Turnitin via CANVAS submission). Reflection due week 11 in tutorials.
ASSESSMENT TASK #3: FINAL CASE STUDY REPORT 25%
TASK DESCRIPTION
This assessment is a formal business report on a case study. Case studies will be assigned to students in the Academic and Business Communication subject. Readings on the case study are available on Canvas, in the Economics for Business subject. Students will also write a reflection on learning in tutorial classes in week 11.
LEARNING OUTCOMES
· Demonstrates understanding of microeconomic and macroeconomic concepts
· Applies economic concepts to contemporary issues and events
· Evaluates possible solutions for contemporary economic and business problems
· Communicates economic information in a business report format
INSEARCH CRICOS provider code: 00859D I UTS CRICOS provider code: 00099F INSEARCH Limited is a controlled entity of the University of Technology, Sydney (UTS), a registered non-self accrediting higher education institution and a pathway provider to UTS.
1. Refer to the case study you are working on for your presentation in Academic and Business Communication. Read the news stories for your case study, found on Canvas.
2. Individually, write a business report that includes the following information:
· Description of the main issue/problem and causes
· Description of the impact on stakeholders
· Analysis of economic concepts relevant to the case study (3-5 concepts)
· Recommendations for alternate solutions to the issue/problem
3. In your week 11 tutorial, write your responses to the reflection questions provided by your tutor, describing your learning experience in this assessment.
Other Requirements Format: Business Report
· Use the Business Report format as taught in BABC001 (refer to CANVAS Help for more information)
· Write TEEL paragraphs (refer to CANVAS Help for more information)
· All work submitted must be written in your own words, using paraphrasing techniques taught in BABC001
· Check Canvas — BECO — Assessments — Final Report page and ‘Writing a report' flyer for more information
Report Presentation: You need to include:
· Cover page as taught in BABC001
· Table of contents - list headings, subheadings and page numbers
· Reference list - all paraphrased/summarised/quoted evidence should include citations; all citations should be detailed in the Reference List
Please ensure your assignment is presented professionally. Suggested structure:
· Cover page
· Table of contents (bold, font size 18)
· Executive summary (bold, font size 18)
· 1.0 Introduction (bold, font size 16)
· 2.0 Main issue (bold, font size 16)
o 2.1 Causes (italics, font size 14)
· 3.0 Stakeholders (bold, font size 16)
o 3.1 Stakeholder 1 (italics, font size 14) o 3.2 Stakeholder 2 (italics, font size 14) o 3.3 Stakeholde.
#include stdio.h#include stdint.h#include stdbool.h.docx
#include <stdio.h>
#include <stdint.h>
#include <stdbool.h>
// Prototype of FOUR functions, each for a STATE.
// The func in State 1 performs addition of "unsigned numbers" x0 and x1.
int s1_add_uintN(int x0, int x1, bool *c_flg);
// The func in State 2 performs addition of "signed numbers" x0 and x1.
int s2_add_intN(int x0, int x1, bool *v_flg);
// The func in State 3 performs subtraction of "unsigned numbers" x0 and x1.
int s3_sub_uintN(int x0, int x1, bool *c_flg);
// The func in State 3 performs subtraction of "signed numbers" x0 and x1.
int s4_sub_intN(int x0, int x1, bool *v_flg);
// We define the number of bits and the related limits of unsigned and
// and signed numbers.
#define N 5 // number of bits
#define MIN_U 0 // minimum value of unsigned N-bit number
#define MAX_U ((1 << N) - 1) // maximum value of unsigned N-bit number
#define MIN_I (-(1 << (N-1)) ) // minimum value of signed N-bit number
#define MAX_I ((1 << (N-1)) - 1) // maximum value of signed N-bit number
// We use the following three pointers to access data, which can be changed
// when the program pauses. We need to make sure to have the RAM set up
// for these addresses.
int *pIn = (int *)0x20010000U; // the value of In should be -1, 0, or 1.
int *pX0 = (int *)0x20010004U; // X0 and X1 should be N-bit integers.
int *pX1 = (int *)0x20010008U;
int main(void) {
enum progState{State1 = 1, State2, State3, State4};
enum progState cState = State1; // Current State
bool dataReady = false;
bool cFlg, vFlg;
int result;
while (1) {
dataReady = false;
// Check if the data are legitimate
while (!dataReady) {
printf("Halt program here to provide correct update of data\n");
printf("In should be -1, 0, and 1 and ");
printf("X0 and X1 should be N-bit SIGNED integers\n");
if (((-1 <= *pIn) && (*pIn <= 1)) &&
((MIN_I <= *pX0) && (*pX0 <= MAX_I)) &&
((MIN_I <= *pX1) && (*pX1 <= MAX_I))) {
dataReady = true;
}
}
printf("Your input: In = %d, X0 = %d, X1 = %d \n", *pIn, *pX0, *pX1);
switch (cState) {
case State1:
result = s1_add_uintN(*pX0, *pX1, &cFlg);
printf("State = %d, rslt = %d, Cflg = %d\n", cState, result, cFlg);
cState += *pIn;
if (cState < State1) cState += State4;
break;
case State2:
result = s2_add_intN(*pX0, *pX1, &vFlg);
printf("State = %d, rslt = %d, Vflg = %d\n", cState, result, vFlg);
cState += *pIn;
break;
case State3:
case State4:
default:
printf("Error with the program state\n");
}
}
}
int s1_add_uintN(int x0, int x1, bool *c_flg) {
if (x0 < 0) x0 = x0 + MAX_U + 1;
if.
#1) Identify 2020 National Health Goals related to home care d.docx
#1) Identify 2020 National Health Goals related to home care during pregnancy or childhood that nurses can help the nation achieve.
#2) Describe what family centered care is.
#3) Identify common areas or concerns of cultural diversity and apply these to nursing practice.
#4) Formulate 2 nursing diagnoses related to family health and what would be some interventions. How would you evaluate your interventions?
.
#06198 Topic PSY 325 Statistics for the Behavioral & Social Scien.docx
#06198 Topic: PSY 325 Statistics for the Behavioral & Social Sciences
Number of Pages: 3 (Double Spaced)
Number of sources: 10
Writing Style: APA
Type of document: Other (Not listed)
Academic Level:Undergraduate
Category: Physics
Language Style: English (U.S.)
Order Instructions: ATTACHEDS
follow the requirements as answer the questions and one of them is to answer instead.
Basically is to make comments in each of the person names and make some questions as the requirements acquire as I copy and paste in the first page.
I don't really have much time for this assignment because is due tomorrow as you can I have no time remaining because I already use my accommodations because I was sick.
Please like the time I play because otherwise, I will get 0 grade which I don't want it. we had this problem in the past.
Thank you for your understanding
Guided Response: Review several of your classmates’ posts. Provide a substantive response to at least three of your peers, and respond to comments on your post. Do you agree with your classmate’s selection of the best value based upon their data? What suggestions might you make for other options? Explain your suggestions citing relevant information from the article and/or your text. Cite your sources in APA format as outlined in the Ashford Writing Center. FOLLOWW THE REQUIREMENTS AS NEEDED. ALL IS TO MAKE COMMENTS AND QUESTIONS. UNDER THE ANGELA ONLY NEED TO ANSWER INSTEAD ASK QUESTION.
1) Esther Landsberg
· Begin your discussion by reporting your results for each of the values listed above.
My data points were 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, and 20.
Mean: 10.5
Standard error: 1.32287566
Median: 10.5
Mode: no mode
Standard deviation: 5.91607978
Sample variance: 35
Kurtosis: 1.70428571
Skewness: 0
Range: 19
Minimum: 1
Maximum: 20
Sum: 210
Count: 20
· Based on this output, which single value best describes this set of data and why?
Based on this output, I would say that the single value that best describes this set of data would be the mean because it tells us the average of the data points.
· If you could pick three of these values instead of only one, which three would you choose and why?
If I could pick three values, I would say the mean, standard deviation, and sample variance would best describe the set of data. The mean because it tells us the average, sample deviation because it tells us how close to the average or spread out the numbers actually are, and sample variance because it helps to estimate unbiasedly.
ANSWER THE QUESTIONS AND MAKE COMMENTS AS FOLLOWING THE REQUIREMENTS ABOVE.
2) Brenda Kyle
Brenda Kyle
PSY 325 Statistics for the Behavioral & Social Sciences
Instructor: Nikola Lucas
Week 1-Discussion
June 4, 2019
At first, I had chosen number 1 through 20 but then seen another classmate had the same thing so had to change it. The chosen numbers are 10, 20, 30, 40, 50, 60, 70, 80, 90, 100, 110, 120, 130, 140, 15.
#35773 Topic PROBLEM STATEMENT AND LIT REVIEW FOR END OF LIFE CAR.docx
#35773 Topic: PROBLEM STATEMENT AND LIT REVIEW FOR END OF LIFE CARE
Number of Pages: 2 (Double Spaced)
Number of sources: 5
Writing Style: APA
Type of document: Essay
Academic Level:Master
Category: Nursing
Language Style: English (U.S.)
Order Instructions:
PROBLEM STATEMENT AND LIT REVIEW
Evidence-based practice is extremely important in nursing. Throughout your master’s program, you will complete research on various topics. Knowing how to construct a strong problem statement and complete a critical analysis of the available information to write a literature review is essential. Follow the instructions in the bullets below to direct you where to find resources on problem statements and literature reviews.
You will write a problem statement and perform a literature review in preparation for your ethical issues debate presentation.
Share your problem statement in this discussion so that you can review each other’s work and provide peer-to-peer feedback.
Also, describe what you think are the most important learning takeaways from the literature review resources you reviewed.
THIS IS MY TOPIC FOR DEBATE:
ETHICAL ISSUES ON END OF LIFE CARE
" All human-beings are mortals and hence death is an inevitable occurrence" (Karnik and Kanekar, 2016). With the medical advancement and technology nowadays, there are some ethical issues on end of life care . The limitations of health care workers vs the quality patient care and of course the decision of the patient itself are all conflicting at the same time. Respecting patient's right, patient advocacy and PSDA should be taken into consideration and respected.
PROs - better decision-making - both for health care workers and family, reducing lawsuits, quality patient care
CONS - cost of care, death
Reference: FOR END OF LIFE CARE
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4934577/
• EBP and levels of evidence: https://www.nurse.com/evidence-based-practice
• The relationship between EBP and “big ideas” in nursing:http://ojin.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol-18-2013/No2-May-2013/Impact-of-Evidence-Based-Practice.html
• The limitations of EBP: https://www.cebma.org/faq/limitations-evidence-based-practice/
I WILL ATTACH SOME MATERIALS/REFERENCES
Ethics Perspectives on End-of-life Care
Virginia P. Tilden, RN, DNSc, FAAN
Aggressive medical management of the terminally ill
has given rise to significant issues in the ethics of end-
of-life care. The major ethics principles of autonomy,
beneficence, and justice help frame existing research
findings. A w a v e of national initiatives to improve
end-of-life care is occurring.
T echnologic advancements in aggressive medical manage- ment at the end o f life now have led more Americans to
fear how they die than death itself. The lay popular press 1-4
reflects how widespread is public dissatisfaction about health
care system management o f dying .
#2. There are many pros and cons in relation to mental health diagno.docx
#2. There are many pros and cons in relation to mental health diagnosis. List some in supporting an argument for or against formal diagnostic protocols. Briefly explain the cross-cutting symptom measures in the
DSM.
Include at least two scholarly references.
This discussion question meets the following NASAC Standards:
Our text if you want to use if for a reference:
Schwitzer, A. M., & Rubin, L. C. (2014).
Diagnosis and treatment planning skills: A popular culture approach
(2nd ed.). Los Angeles, CA: Sage Publications. ISBN-13: 9781483349763
.
#35537 Topic Course Project Part 3—Translating Evidence Into Pra.docx
#35537 Topic: Course Project: Part 3—Translating Evidence Into Practice. Continuation of the assignment attached
Number of Pages: 3 (Double Spaced)
Number of sources: 3
Writing Style: APA
Type of document: Coursework
Academic Level:Master
Category: Nursing
VIP Support: N/A
Language Style: English (U.S.)
Order Instructions: Attached
In Part 3 of the Course Project, you consider how the evidence you gathered during Part 2 can be translated into nursing practice.
Now that you have located available research on your PICOT question, you will examine what the research indicates about nursing practices. Connecting research evidence and findings to actual decisions and tasks that nurses complete in their daily practice is essentially what evidence-based practice is all about. This final component of the Course Project asks you to translate the evidence and data from your literature review into authentic practices that can be adopted to improve health care outcomes. In addition, you will also consider possible methods and strategies for disseminating evidence-based practices to your colleagues and to the broader health care field.
To prepare:
Consider Parts 1 and 2 of your Course Project. How does the research address your PICOT question?
With your PICOT question in mind, identify at least one nursing practice that is supported by the evidence in two or more of the articles from your literature review. Consider what the evidence indicates about how this practice contributes to better outcomes.
Explore possible consequences of failing to adopt the evidence-based practice that you identified.
Consider how you would disseminate information about this evidence-based practice throughout your organization or practice setting. How would you communicate the importance of the practice?
To complete:
In a 3- to 4-page paper:
Restate your PICOT question and its significance to nursing practice.
Summarize the findings from the articles you selected for your literature review. Describe at least one nursing practice that is supported by the evidence in the articles. Justify your response with specific references to at least 2 of the articles.
Explain how the evidence-based practice that you identified contributes to better outcomes. In addition, identify potential negative outcomes that could result from failing to use the evidence-based practice.
Outline the strategy for disseminating the evidence-based practice that you identified throughout your practice setting. Explain how you would communicate the importance of the practice to your colleagues. Describe how you would move from disseminating the information to implementing the evidence-based practice within your organization. How would you address concerns and opposition to the change in practice?It should be combined with the other two components of the Course Project and turned in as your Portfolio Assignment for this course.
IMPORTANT
Reminder: The School of Nursing requires th.
#36421 Topic Discussion 7Number of Pages 1 (Double Spaced).docx
#36421 Topic: Discussion 7
Number of Pages: 1 (Double Spaced)
Number of sources: 1
Writing Style: APA
Type of document: Essay
Academic Level:Master
Category: Psychology
Language Style: English (U.S.)
Order Instructions: ATTACHED
I will upload the instruction
Module Chapter 5 wk6 p630
chapter 5 Methods and Strategies of Research
Outline
· ■ Experimental Ablation
Evaluating the Behavioral Effects of Brain Damage
Producing Brain Lesions
Stereotaxic Surgery
Histological Methods
Tracing Neural Connections
Studying the Structure of the Living Human Brain
Section Summary
· ■ Recording and Stimulating Neural Activity
Recording Neural Activity
Recording the Brain’s Metabolic and Synaptic Activity
Stimulating Neural Activity
Section Summary
· ■ Neurochemical Methods
Finding Neurons That Produce Particular Neurochemicals
Localizing Particular Receptors
Measuring Chemicals Secreted in the Brain
Section Summary
· ■ Genetic Methods
Twin Studies
Adoption Studies
Genomic Studies
Targeted Mutations
Antisense Oligonucleotides
Section Summary
In July 1982, several young people began showing up at neurology clinics in northern California displaying dramatic, severe symptoms (Langston et al., 1983). The most severely affected patients were almost totally paralyzed. They were unable to speak intelligibly, they drooled constantly, and their eyes were open with a fixed stare. Others, less severely affected, walked with a slow, shuffling gait and moved slowly and with great difficulty. The symptoms looked like those of Parkinson’s disease, but that disorder has a very gradual onset. In addition, it rarely strikes people before late middle age, and the patients were all in their twenties or early thirties.
The common factor linking these patients was intravenous drug use; all of them had been taking a “new heroin,” a synthetic opiate related to meperidine (Demerol). Some detective work revealed that the illicit drug was contaminated with MPTP, a toxic chemical that damaged dopaminergic neurons and caused the neurological symptoms. Because the symptoms looked like those of Parkinson’s disease, the patients were given L-DOPA, the drug that is used to treat this disease, and they all showed significant improvement in their symptoms. Unfortunately, the improvement was temporary; the drug lost its effectiveness.
Fetal transplantation, an experimental neurosurgical method of treating parkinsonism, has shown some promise. The rationale for the procedure is this: The symptoms of parkinsonism, whether from Parkinson’s disease or the toxic effects of MPTP, are caused by the lack of dopamine in the caudate nucleus and putamen. There is at present no way to induce the brain to grow new dopaminergic neurons. However, if dopamine-secreting neurons can be introduced into the caudate nucleus and putamen and if they survive and secrete dopamine, then perhaps the parkinsonian symptoms will diminish. Because the implanted neurons must be healthy and vigorous and not t.
#36391 Topic Homeland Recovery and Continuity of OperationsNum.docx
#36391 Topic: Homeland Recovery and Continuity of Operations
Number of Pages: 4 (Double Spaced)
Number of sources: 4
Writing Style: APA
Type of document: Essay
Academic Level:Undergraduate
Category: Criminology
Language Style: English (U.S.)
Order Instructions: ATTACHED
The National Security Presidential Directive-51/Homeland Security Presidential Directive-20 (NSPD-51/HSPD-20) and the National Continuity Policy Implementation Plan (NCPIP), is an effort within individual executive departments and agencies to ensure that Primary Mission Essential Functions (PMEFs) continue to be performed during a wide range of emergencies, including localized acts of nature, accidents and technological or attack-related emergencies. (https://www.fema.gov/continuity-operations)
1.Define Homeland Recovery and Continuity of Operations, including a brief overview (1- or 2-sentence summary) of each of the four phases of COOP.
2.Select and discuss in detail one of the four phases of COOP.
Assignment Expectations
Assignments should be at least 3 full pages double-spaced, not counting the cover or reference page. Paper format: (a) Cover page, (b) Header, (c) Body. Submit your assignment by the last day of this module.
#36415 Topic: Discussion 1
Number of Pages: 1 (Double Spaced)
Number of sources: 1
Writing Style: APA
Type of document: Essay
Academic Level:Master
Category: Psychology
Language Style: English (U.S.)
Order Instructions: ATTACHED
I will upload the instruction
Module Chapter 5 wk6 p630
chapter 5 Methods and Strategies of Research
Outline
· ■ Experimental Ablation
Evaluating the Behavioral Effects of Brain Damage
Producing Brain Lesions
Stereotaxic Surgery
Histological Methods
Tracing Neural Connections
Studying the Structure of the Living Human Brain
Section Summary
· ■ Recording and Stimulating Neural Activity
Recording Neural Activity
Recording the Brain’s Metabolic and Synaptic Activity
Stimulating Neural Activity
Section Summary
· ■ Neurochemical Methods
Finding Neurons That Produce Particular Neurochemicals
Localizing Particular Receptors
Measuring Chemicals Secreted in the Brain
Section Summary
· ■ Genetic Methods
Twin Studies
Adoption Studies
Genomic Studies
Targeted Mutations
Antisense Oligonucleotides
Section Summary
In July 1982, several young people began showing up at neurology clinics in northern California displaying dramatic, severe symptoms (Langston et al., 1983). The most severely affected patients were almost totally paralyzed. They were unable to speak intelligibly, they drooled constantly, and their eyes were open with a fixed stare. Others, less severely affected, walked with a slow, shuffling gait and moved slowly and with great difficulty. The symptoms looked like those of Parkinson’s disease, but that disorder has a very gradual onset. In addition, it rarely strikes people before late middle age, and the patients were all in their twenties or early thirties.
The common factor linking t.
#36417 Topic Discussion 3Number of Pages 1 (Double Spaced).docx
#36417 Topic: Discussion 3
Number of Pages: 1 (Double Spaced)
Number of sources: 1
Writing Style: APA
Type of document: Essay
Academic Level:Master
Category: Psychology
Language Style: English (U.S.)
Order Instructions:
I will upload the instruction
Module Chapter 5 wk6 p630
chapter 5 Methods and Strategies of Research
Outline
· ■ Experimental Ablation
Evaluating the Behavioral Effects of Brain Damage
Producing Brain Lesions
Stereotaxic Surgery
Histological Methods
Tracing Neural Connections
Studying the Structure of the Living Human Brain
Section Summary
· ■ Recording and Stimulating Neural Activity
Recording Neural Activity
Recording the Brain’s Metabolic and Synaptic Activity
Stimulating Neural Activity
Section Summary
· ■ Neurochemical Methods
Finding Neurons That Produce Particular Neurochemicals
Localizing Particular Receptors
Measuring Chemicals Secreted in the Brain
Section Summary
· ■ Genetic Methods
Twin Studies
Adoption Studies
Genomic Studies
Targeted Mutations
Antisense Oligonucleotides
Section Summary
In July 1982, several young people began showing up at neurology clinics in northern California displaying dramatic, severe symptoms (Langston et al., 1983). The most severely affected patients were almost totally paralyzed. They were unable to speak intelligibly, they drooled constantly, and their eyes were open with a fixed stare. Others, less severely affected, walked with a slow, shuffling gait and moved slowly and with great difficulty. The symptoms looked like those of Parkinson’s disease, but that disorder has a very gradual onset. In addition, it rarely strikes people before late middle age, and the patients were all in their twenties or early thirties.
The common factor linking these patients was intravenous drug use; all of them had been taking a “new heroin,” a synthetic opiate related to meperidine (Demerol). Some detective work revealed that the illicit drug was contaminated with MPTP, a toxic chemical that damaged dopaminergic neurons and caused the neurological symptoms. Because the symptoms looked like those of Parkinson’s disease, the patients were given L-DOPA, the drug that is used to treat this disease, and they all showed significant improvement in their symptoms. Unfortunately, the improvement was temporary; the drug lost its effectiveness.
Fetal transplantation, an experimental neurosurgical method of treating parkinsonism, has shown some promise. The rationale for the procedure is this: The symptoms of parkinsonism, whether from Parkinson’s disease or the toxic effects of MPTP, are caused by the lack of dopamine in the caudate nucleus and putamen. There is at present no way to induce the brain to grow new dopaminergic neurons. However, if dopamine-secreting neurons can be introduced into the caudate nucleus and putamen and if they survive and secrete dopamine, then perhaps the parkinsonian symptoms will diminish. Because the implanted neurons must be healthy and vigorous and not trigger the.
How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Biological Screening of Herbal Drugs in detailed.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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(Accessible at httpswww.hatchforgood.orgexplore102nonpro.docx
(Accessible at https://www.hatchforgood.org/explore/102/nonprofit-photography-ethics-and-approaches)
Nonprofit Photography: Ethics
and Approaches
Best practices and tips on ethics and approaches in
humanitarian photography for social impact.
The first moon landing. The Vietnamese ‘napalm girl’, running naked and in agony. The World
Trade Centers falling.
As we know, photography carries the power to inspire, educate, horrify and compel its viewers to
take action. Images evoke strong and often public emotions, as people frequently formulate their
opinions, judgments and behaviors in response to visual stimuli. Because of this, photography
can wield substantial control over public perception and discourse.
Moreover, photography in our digital age permits us to deliver complex information about
remote conditions which can be rapidly distributed and effortlessly processed by the viewer.
Recently, we’ve witnessed the profound impact of photography coupled with social media:
together, they have fueled political movements and brought down a corrupt government.
Photography can - and has - changed the course of history.
Ethical Considerations
Those who commission and create photography of marginalized populations to further an
organizations’ mission possess a tremendous responsibility. Careful ethical consideration should
be given to all aspects of the photography supply chain: its planning, creation, and distribution.
When planning a photography campaign, it is important to examine the motives for creating
particular images and their potential impact. Not only must a faithful, comprehensive visual
depiction of the subjects be created to avoid causing misconception, but more importantly, the
subjects’ dignity must be preserved. Words and images that elicit an emotional response by their
sheer shock value (e.g. starving, skeletal children covered in flies) are harmful because they
exploit the subjects’ condition in order to generate sympathy for increasing charitable donations
or support for a given cause. In addition to violating privacy and human rights, this so-called
'poverty porn’ is harmful to those it is trying to aid because it evokes the idea that the
marginalized are helpless and incapable of helping themselves, thereby cultivating a culture of
paternalism. Poverty porn is also detrimental because it is degrading, dishonoring and robs
people of their dignity. While it is important to illustrate the challenges of a population, one must
always strive to tell stories in a way that honors the subjects’ circumstances, and (ideally)
illustrates hope for their plight.
Legal issues
Legal issues are more clear cut when images are created or used in stable countries where legal
precedent for photography use has been established. Image use and creation becomes far more
murky and problematic in countries in which law and order is vague or even nonexistent.
Even though images created for no.
(a) The current ratio of a company is 61 and its acid-test ratio .docx
(a) The current ratio of a company is 6:1 and its acid-test ratio is 1:1. If the inventories and prepaid items amount to $445,500, what is the amount of current liabilities?
Current Liabilities
$
89100
(b) A company had an average inventory last year of $113,000 and its inventory turnover was 6. If sales volume and unit cost remain the same this year as last and inventory turnover is 7 this year, what will average inventory have to be during the current year? (Round answer to 0 decimal places, e.g. 125.)
Average Inventory
$
96857
(c) A company has current assets of $88,800 (of which $35,960 is inventory and prepaid items) and current liabilities of $35,960. What is the current ratio? What is the acid-test ratio? If the company borrows $12,970 cash from a bank on a 120-day loan, what will its current ratio be? What will the acid-test ratio be? (Round answers to 2 decimal places, e.g. 2.50.)
Current Ratio
2.47
:1
Acid Test Ratio
:1
New Current Ratio
:1
New Acid Test Ratio
:1
(d) A company has current assets of $586,700 and current liabilities of $200,100. The board of directors declares a cash dividend of $173,700. What is the current ratio after the declaration but before payment? What is the current ratio after the payment of the dividend? (Round answers to 2 decimal places, e.g. 2.50.)
Current ratio after the declaration but before payment
:1
Current ratio after the payment of the dividend
:1
The following data is given:
December 31,
2015
2014
Cash
$66,000
$52,000
Accounts receivable (net)
90,000
60,000
Inventories
90,000
105,000
Plant assets (net)
380,500
320,000
Accounts payable
54,500
41,500
Salaries and wages payable
11,500
5,000
Bonds payable
70,500
70,000
8% Preferred stock, $40 par
100,000
100,000
Common stock, $10 par
120,000
90,000
Paid-in capital in excess of par
80,000
70,000
Retained earnings
190,000
160,500
Net credit sales
930,000
Cost of goods sold
735,000
Net income
81,000
Compute the following ratios: (Round answers to 2 decimal places e.g. 15.25.)
(a)
Acid-test ratio at 12/31/15
: 1
(b)
Accounts receivable turnover in 2015
times
(c)
Inventory turnover in 2015
times
(d)
Profit margin on sales in 2015
%
(e)
Return on common stock equity in 2015
%
(f)
Book value per share of common stock at 12/31/15
$
Exercise 24-4
As loan analyst for Utrillo Bank, you have been presented the following information.
Toulouse Co.
Lautrec Co.
Assets
Cash
$113,900
$311,200
Receivables
227,200
302,700
Inventories
571,200
510,700
Total current assets
912,300
1,124,600
Other assets
506,000
619,800
Total assets
$1,418,300
$1,744,400
Liabilities and Stockholders’ Equity
Current liabilities
$291,300
$350,400
Long-term liabilities
390,800
506,000
Capital stock and retained earnings
736,200
888,000
Total liabilities and stockholders’ equity
$1.
(1) How does quantum cryptography eliminate the problem of eaves.docx
(1) How does quantum cryptography eliminate the problem of eavesdropping in traditional cryptography?
(2) What are the limitations or problems associated with quantum cryptography?
(3) What features or activities will affect both the current and future developments of cryptography?
Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.
References
.
#transformation10EventTrendsfor 201910 Event.docx
#transformation
10
Event
Trends
for 2019
10 Event Trends for 2019
C O P Y R I G H T
All rights reserved. No part of this report may be
reproduced or transmitted in any form or by any
means whatsoever (including presentations, short
summaries, blog posts, printed magazines, use
of images in social media posts) without express
written permission from the author, except in the
case of brief quotations (50 words maximum and
for a maximum of 2 quotations) embodied in critical
articles and reviews, and with clear reference to
the original source, including a link to the original
source at https://www.eventmanagerblog.com/10-
event-trends/. Please refer all pertinent questions
to the publisher.
page 2
https://www.eventmanagerblog.com/10-event-trends/
https://www.eventmanagerblog.com/10-event-trends/
10 Event Trends for 2019
CONTENTS
INTRODUCTION page 5
TRANSFORMATION 8
10. PASSIVE ENGAGEMENT 10
9. CONTENT DESIGN 13
8. SEATING MATTERS 16
7. JOMO - THE JOY OF MISSING OUT 19
6. BETTER SAFE THAN SORRY 21
5. CAT SPONSORSHIP 23
4. SLOW TICKETING 25
3. READY TO BLOCKCHAIN 27
2. MARKETING BUDGETS SHIFTING MORE TO EVENTS 28
1. MORE THAN PLANNERS 30
ABOUT THE AUTHOR 31
CMP CREDITS 32
CREDITS AND THANKS 32
DISCLAIMER 32
page 3
INTERACTIVITY
AT THE HEART OF YOUR MEETINGS
Liven up your presentations!
EVENIUM
ConnexMe
San Francisco/Paris [email protected]
AD
https://eventmb.com/2PvIw1f
10 Event Trends for 2019
I am very glad to welcome you to the 8th edition of our annual
event trends. This is going to be a different one.
One element that made our event trends stand out from
the thousands of reports and articles on the topic is that we
don’t care about pleasing companies, pundits, suppliers, star
planners and the likes. Our only focus is you, the reader, to
help you navigate through very uncertain times.
This is why I decided to bring back this report, by far the most
popular in the industry, to its roots. 10 trends that will actually
materialize between now and November 2019, when we will
publish edition number nine.
I feel you have a lot going on, with your events I mean.
F&B, room blocks, sponsorship, marketing security, technology.
I think I failed you in previous editions. I think I gave you too
much. This report will be the most concise and strategic piece
of content you will need for next year.
If you don’t read anything else this year, it’s fine. As long as you
read the next few words.
INTRODUCTION
INTRODUCTION -
Julius Solaris
EventMB Editor
page 5
https://www.eventmanagerblog.com
10 Event Trends for 2019
How did I come up with these trends?
~ As part of this report, we reviewed 350 events. Some of the most successful
worldwide.
~ Last year we started a community with a year-long trend watch. That helped
us to constantly research new things happening in the industry.
~ We have reviewed north of 300 event technology solutions for our repor.
$10 now and $10 when complete Use resources from the required .docx
$10 now and $10 when complete
Use resources from the required readings or the GCU Library to create a 10‐15 slide digital presentation to be shown to your colleagues informing them of specific cultural norms and sociocultural influences affecting student learning at your school.
Choose a culture to research. State the country or countries of origin of your chosen culture and your reason for selecting it.
Include sociocultural influences on learning such as:
Religion
Dress
Cultural Norms
Food
Socialization
Gender Differences
Home Discipline
Education
Native Language
Include presenter’s notes, a title slide, in‐text citations, and a reference slide that contains three to five sources from the required readings or the GCU Library.
.
#MicroXplorer Configuration settings - do not modifyFile.Versio.docx
#MicroXplorer Configuration settings - do not modify
File.Version=6
KeepUserPlacement=false
Mcu.Family=STM32L4
Mcu.IP0=NVIC
Mcu.IP1=RCC
Mcu.IP2=SYS
Mcu.IP3=USART2
Mcu.IPNb=4
Mcu.Name=STM32L476V(C-E-G)Tx
Mcu.Package=LQFP100
Mcu.Pin0=PA0
Mcu.Pin1=PA1
Mcu.Pin2=PA2
Mcu.Pin3=PA3
Mcu.Pin4=PA5
Mcu.Pin5=PB2
Mcu.Pin6=PE8
Mcu.Pin7=PD5
Mcu.Pin8=PD6
Mcu.Pin9=VP_SYS_VS_Systick
Mcu.PinsNb=10
Mcu.ThirdPartyNb=0
Mcu.UserConstants=
Mcu.UserName=STM32L476VGTx
MxCube.Version=5.0.1
MxDb.Version=DB.5.0.1
NVIC.BusFault_IRQn=true\:0\:0\:false\:false\:true\:false
NVIC.DebugMonitor_IRQn=true\:0\:0\:false\:false\:true\:false
NVIC.HardFault_IRQn=true\:0\:0\:false\:false\:true\:false
NVIC.MemoryManagement_IRQn=true\:0\:0\:false\:false\:true\:false
NVIC.NonMaskableInt_IRQn=true\:0\:0\:false\:false\:true\:false
NVIC.PendSV_IRQn=true\:0\:0\:false\:false\:true\:false
NVIC.PriorityGroup=NVIC_PRIORITYGROUP_4
NVIC.SVCall_IRQn=true\:0\:0\:false\:false\:true\:false
NVIC.SysTick_IRQn=true\:0\:0\:false\:false\:true\:false
NVIC.UsageFault_IRQn=true\:0\:0\:false\:false\:true\:false
PA0.GPIOParameters=GPIO_PuPd,GPIO_Label
PA0.GPIO_Label=JOY_C
PA0.GPIO_PuPd=GPIO_PULLDOWN
PA0.Locked=true
PA0.Signal=GPIO_Input
PA1.GPIOParameters=GPIO_PuPd,GPIO_Label,GPIO_Mode
PA1.GPIO_Label=JOY_L
PA1.GPIO_Mode=GPIO_MODE_INPUT
PA1.GPIO_PuPd=GPIO_PULLDOWN
PA1.Locked=true
PA1.Signal=GPIO_Input
PA2.GPIOParameters=GPIO_PuPd,GPIO_Label,GPIO_Mode
PA2.GPIO_Label=JOY_R
PA2.GPIO_Mode=GPIO_MODE_INPUT
PA2.GPIO_PuPd=GPIO_PULLDOWN
PA2.Locked=true
PA2.Signal=GPIO_Input
PA3.GPIOParameters=GPIO_PuPd,GPIO_Label,GPIO_Mode
PA3.GPIO_Label=JOY_U
PA3.GPIO_Mode=GPIO_MODE_INPUT
PA3.GPIO_PuPd=GPIO_PULLDOWN
PA3.Locked=true
PA3.Signal=GPIO_Input
PA5.GPIOParameters=GPIO_PuPd,GPIO_Label,GPIO_Mode
PA5.GPIO_Label=JOY_D
PA5.GPIO_Mode=GPIO_MODE_INPUT
PA5.GPIO_PuPd=GPIO_PULLDOWN
PA5.Locked=true
PA5.Signal=GPIO_Input
PB2.GPIOParameters=GPIO_Speed,PinState,GPIO_PuPd,GPIO_Label,GPIO_ModeDefaultOutputPP
PB2.GPIO_Label=LD_R
PB2.GPIO_ModeDefaultOutputPP=GPIO_MODE_OUTPUT_PP
PB2.GPIO_PuPd=GPIO_PULLDOWN
PB2.GPIO_Speed=GPIO_SPEED_FREQ_LOW
PB2.Locked=true
PB2.PinState=GPIO_PIN_RESET
PB2.Signal=GPIO_Output
PCC.Checker=true
PCC.Line=STM32L4x6
PCC.MCU=STM32L476V(C-E-G)Tx
PCC.PartNumber=STM32L476VGTx
PCC.Seq0=0
PCC.Series=STM32L4
PCC.Temperature=25
PCC.Vdd=null
PD5.GPIOParameters=GPIO_PuPd
PD5.GPIO_PuPd=GPIO_PULLUP
PD5.Locked=true
PD5.Mode=Asynchronous
PD5.Signal=USART2_TX
PD6.Locked=true
PD6.Mode=Asynchronous
PD6.Signal=USART2_RX
PE8.GPIOParameters=GPIO_Speed,PinState,GPIO_PuPd,GPIO_Label,GPIO_ModeDefaultOutputPP
PE8.GPIO_Label=LD_G
PE8.GPIO_ModeDefaultOutputPP=GPIO_MODE_OUTPUT_PP
PE8.GPIO_PuPd=GPIO_PULLDOWN
PE8.GPIO_Speed=GPIO_SPEED_FREQ_LOW
PE8.Locked=true
PE8.PinState=GPIO_PIN_RESET
PE8.Signal=GPIO_Output
PinOutPanel.RotationAngle=0
ProjectManager.AskForMigrate=true
ProjectManager.BackupPrevious=true
ProjectManager.CompilerOptimize=6
ProjectManager.
#include string.h#include stdlib.h#include systypes.h.docx
#include <string.h>
#include <stdlib.h>
#include <sys/types.h>
#include <sys/wait.h>
#include <stdio.h>
#include <unistd.h>
#include <string.h>
// Function: void parse(char *line, char **argv)
// Purpose : This function takes in a null terminated string pointed to by
// <line>. It also takes in an array of pointers to char <argv>.
// When the function returns, the string pointed to by the
// pointer <line> has ALL of its whitespace characters (space,
// tab, and newline) turned into null characters ('\0'). The
// array of pointers to chars will be modified so that the zeroth
// slot will point to the first non-null character in the string
// pointed to by <line>, the oneth slot will point to the second
// non-null character in the string pointed to by <line>, and so
// on. In other words, each subsequent pointer in argv will point
// to each subsequent "token" (characters separated by white space)
// IN the block of memory stored at the pointer <line>. Since all
// the white space is replaced by '\0', every one of these "tokens"
// pointed to by subsequent entires of argv will be a valid string
// The "last" entry in the argv array will be set to NULL. This
// will mark the end of the tokens in the string.
//
void parse(char *line, char **argv)
{
// We will assume that the input string is NULL terminated. If it
// is not, this code WILL break. The rewriting of whitespace characters
// and the updating of pointers in argv are interleaved. Basically
// we do a while loop that will go until we run out of characters in
// the string (the outer while loop that goes until '\0'). Inside
// that loop, we interleave between rewriting white space (space, tab,
// and newline) with nulls ('\0') AND just skipping over non-whitespace.
// Note that whenever we encounter a non-whitespace character, we record
// that address in the array of address at argv and increment it. When
// we run out of tokens in the string, we make the last entry in the array
// at argv NULL. This marks the end of pointers to tokens. Easy, right?
while (*line != '\0') // outer loop. keep going until the whole string is read
{ // keep moving forward the pointer into the input string until
// we encounter a non-whitespace character. While we're at it,
// turn all those whitespace characters we're seeing into null chars.
while (*line == ' ' || *line == '\t' || *line == '\n' || *line == '\r')
{ *line = '\0';
line++;
}
// If I got this far, I MUST be looking at a non-whitespace character,
// or, the beginning of a token. So, let's record the address of this
// beginning of token to the address I'm pointing at now. (Put it in *argv)
.
$ stated in thousands)Net Assets, Controlling Interest.docx
$ stated in thousands)
Net Assets, Controlling Interest
–
–
Net Assets, Noncontrolling Interest
AUDIT COMMITTEE
of the
Executive Board of the Boy Scouts of America
Francis R. McAllister, Chairman
David Biegler Ronald K. Migita
Dennis H. Chookaszian David Moody
Report of Independent Auditors
To the Executive Board of the National Council of the Boy Scouts of America
We have audited the accompanying consolidated financial statements of the National Council of the Boy Scouts
of America and its affiliates (the National Council), which comprise the consolidated statement of financial position
as of December 31, 2016, and the related consolidated statements of revenues, expenses, and other changes in net
assets, of functional expenses and of cash flows for the year then ended.
Management’s Responsibility for the Consolidated Financial Statements
Management is responsible for the preparation and fair presentation of the consolidated financial statements
in accordance with accounting principles generally accepted in the United States of America; this includes the
design, implementation and maintenance of internal control relevant to the preparation and fair presentation of
consolidated financial statements that are free from material misstatement, whether due to fraud or error.
Auditors’ Responsibility
Our responsibility is to express an opinion on the consolidated financial statements based on our audit. We
conducted our audit in accordance with auditing standards generally accepted in the United States of America.
Those standards require that we plan and perform the audit to obtain reasonable assurance about whether the
consolidated financial statements are free from material misstatement.
An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in the
consolidated financial statements. The procedures selected depend on our judgment, including the assessment of
the risks of material misstatement of the consolidated financial statements, whether due to fraud or error. In making
those risk assessments, we consider internal control relevant to the National Council’s preparation and fair
presentation of the consolidated financial statements in order to design audit procedures that are appropriate in the
circumstances, but not for the purpose of expressing an opinion on the effectiveness of the National Council’s
internal control. Accordingly, we express no such opinion. An audit also includes evaluating the appropriateness of
accounting policies used and the reasonableness of significant accounting estimates made by management, as well as
evaluating the overall presentation of the consolidated financial sta.
#include stdio.h#include stdlib.h#include pthread.h#in.docx
#include <stdio.h>
#include <stdlib.h>
#include <pthread.h>
#include <time.h>
#include <unistd.h>
// Change the constant below to change the number of philosophers
// coming to lunch...
// This is a known GOOD solution based on the Arbitrator
// solution
#define PHILOSOPHER_COUNT 20
// Each philosopher is represented by one thread. Each thread independenly
// runs the same "think/start eating/finish eating" program.
pthread_t philosopher[PHILOSOPHER_COUNT];
// Each chopstick gets one mutex. If there are N philosophers, there are
// N chopsticks. That's the whole problem. There's not enough chopsticks
// for all of them to be eating at the same time. If they all cooperate,
// everyone can eat. If they don't... or don't know how.... well....
// philosophers are going to starve.
pthread_mutex_t chopstick[PHILOSOPHER_COUNT];
// The arbitrator solution adds a "waiter" that ensures that only pairs of
// chopsticks are grabbed. Here is the mutex for the waiter ;)
pthread_mutex_t waiter;
void *philosopher_program(int philosopher_number)
{ // In this version of the "philosopher program", the philosopher
// will think and eat forever.
while (1)
{ // Philosophers always think before they eat. They need to
// build up a bit of hunger....
//printf ("Philosopher %d is thinking\n", philosopher_number);
usleep(1);
// That was a lot of thinking.... now hungry... this
// philosopher (who knows his own number) grabs the chopsticks
// to her/his right and left. The chopstick to the left of
// philosopher N is chopstick N. The chopstick to the right
// of philosopher N is chopstick N+1
//printf ("Philosopher %d wants chopsticks\n",philosopher_number);
pthread_mutex_lock(&waiter);
pthread_mutex_lock(&chopstick[philosopher_number]);
pthread_mutex_lock(&chopstick[(philosopher_number+1)%PHILOSOPHER_COUNT]);
pthread_mutex_unlock(&waiter);
// Hurray, if I got this far I'm eating
printf ("Philosopher %d is eating\n",philosopher_number);
//usleep(1); // I spend twice as much time eating as thinking...
// typical....
// I'm done eating. Now put the chopsticks back on the table
//printf ("Philosopher %d finished eating\n",philosopher_number);
pthread_mutex_unlock(&chopstick[philosopher_number]);
pthread_mutex_unlock(&chopstick[(philosopher_number+1)%PHILOSOPHER_COUNT]);
//printf("Philosopher %d has placed chopsticks on the table\n", philosopher_number);
}
return(NULL);
}
int main()
{ int i;
srand(time(NULL));
for(i=0;i<PHILOSOPHER_COUNT;i++)
pthread_mutex_init(&chopstick[i],NULL);
pthread_mutex_init(&waiter,NULL);
for(i=0;i<PH.
#include customer.h#include heap.h#include iostream.docx
#include "customer.h"
#include "heap.h"
#include <iostream>
using namespace std;
int comparisonWay = 0; // 0 for arrival time, 1 for processing time
bool Customer::operator>(const Customer& c) {
return comparisonWay ? processing_time < c.processing_time : arrival_time < c.arrival_time; // a customer is "greater" if his time is shorter
};
void customerQueueTest(int n_cust) {
int current_time = 0;
int totalWaitingTime = 0;
int i;
int WT = 0; // waiting time for each customer
Heap<Customer> queue;
Customer* custList = new Customer[n_cust];
cout << endl << endl << "Setup" << endl;
cout << "List of customers and their arrival and processing times" << endl;
for (i = 0; i<n_cust; i++)
{
custList[i].setAT(i);
custList[i].setPT((n_cust - i) % (n_cust / 2) + 1 + (i % 2)*(n_cust / 2));
cout << "Customer " << i << " will arrive at time " << custList[i].AT() << " with PT=" << custList[i].PT() << endl;
}
cout << endl;
for (int round = 0; round<2; round++) {
// you may need a big modification within this for-loop
cout << endl << endl;
cout << "Test Round " << round + 1 << endl;
cout << (round == 0 ? "First come first serve" : "Customer with the least PT served first") << endl;
comparisonWay = round;
current_time = 0;
totalWaitingTime = 0;
queue.insert(custList[0]);
cout << "Customer arrives at time " << custList[0].AT() << " with PT=" << custList[0].PT() << endl;
while (!queue.empty()) {
// you should change all of the code here inside
Customer c = queue.extractMax();
cout << "Customer arrives when no one is waiting" << endl;
cout << "Customer is served at time " << current_time << " with AT=" << c.AT() << " and PT=" << c.PT() << " after waiting for "
<< WT << " min." << endl;
}
cout << "Total Waiting Time: " << totalWaitingTime << endl;
cout << "Average Waiting Time: " << totalWaitingTime / (float)n_cust << endl;
}
delete[] custList;
}
#pragma once
#include <math.h>
#include <iostream>
using namespace std;
#ifndef HEAPHPP
#define HEAPHPP
template <class T>
void Heap<T>::_bubbleUp(int index) {
}
template <class T>
void Heap<T>::_bubbleDown(int index) {
}
template <class T>
void Heap<T>::insert(T item) {
}
template <class T>
T Heap<T>::extractMax() {
return T();
}
template <class T>
void Heap<T>::printHeapArray() {
for (int i = 0; i < _n; i++)
cout << _heap[i] << " ";
cout << endl;
}
template <class T>
int Heap<T>::_lookFor(T x){ // not a very good implementation, but just use this for now.
int i;
for(i=0;i<_n;i++)
if (_heap[i] == x)
return i;
return -1;
}
template <class T>
void Heap<T>::decreaseKey(T from, T to)
{
}
template <class T>
void Heap<T>::increaseKey(T from, T to)
{
}
template <class T>
void Heap<T>::deleteItem(T x)
{
}
template <class T>
void Heap<T>::printTree() {
int parity .
#Assessment BriefDiploma of Business Eco.docx
#
Assessment BriefDiploma of Business Economics for Business
Credit points : 6 Prerequisites : None Co-requisites :
Subject Coordinator : Harriet Scott
Deadline : Sunday at the end of week 10 (Turnitin via CANVAS submission). Reflection due week 11 in tutorials.
ASSESSMENT TASK #3: FINAL CASE STUDY REPORT 25%
TASK DESCRIPTION
This assessment is a formal business report on a case study. Case studies will be assigned to students in the Academic and Business Communication subject. Readings on the case study are available on Canvas, in the Economics for Business subject. Students will also write a reflection on learning in tutorial classes in week 11.
LEARNING OUTCOMES
· Demonstrates understanding of microeconomic and macroeconomic concepts
· Applies economic concepts to contemporary issues and events
· Evaluates possible solutions for contemporary economic and business problems
· Communicates economic information in a business report format
INSEARCH CRICOS provider code: 00859D I UTS CRICOS provider code: 00099F INSEARCH Limited is a controlled entity of the University of Technology, Sydney (UTS), a registered non-self accrediting higher education institution and a pathway provider to UTS.
1. Refer to the case study you are working on for your presentation in Academic and Business Communication. Read the news stories for your case study, found on Canvas.
2. Individually, write a business report that includes the following information:
· Description of the main issue/problem and causes
· Description of the impact on stakeholders
· Analysis of economic concepts relevant to the case study (3-5 concepts)
· Recommendations for alternate solutions to the issue/problem
3. In your week 11 tutorial, write your responses to the reflection questions provided by your tutor, describing your learning experience in this assessment.
Other Requirements Format: Business Report
· Use the Business Report format as taught in BABC001 (refer to CANVAS Help for more information)
· Write TEEL paragraphs (refer to CANVAS Help for more information)
· All work submitted must be written in your own words, using paraphrasing techniques taught in BABC001
· Check Canvas — BECO — Assessments — Final Report page and ‘Writing a report' flyer for more information
Report Presentation: You need to include:
· Cover page as taught in BABC001
· Table of contents - list headings, subheadings and page numbers
· Reference list - all paraphrased/summarised/quoted evidence should include citations; all citations should be detailed in the Reference List
Please ensure your assignment is presented professionally. Suggested structure:
· Cover page
· Table of contents (bold, font size 18)
· Executive summary (bold, font size 18)
· 1.0 Introduction (bold, font size 16)
· 2.0 Main issue (bold, font size 16)
o 2.1 Causes (italics, font size 14)
· 3.0 Stakeholders (bold, font size 16)
o 3.1 Stakeholder 1 (italics, font size 14) o 3.2 Stakeholder 2 (italics, font size 14) o 3.3 Stakeholde.
#include stdio.h#include stdint.h#include stdbool.h.docx
#include <stdio.h>
#include <stdint.h>
#include <stdbool.h>
// Prototype of FOUR functions, each for a STATE.
// The func in State 1 performs addition of "unsigned numbers" x0 and x1.
int s1_add_uintN(int x0, int x1, bool *c_flg);
// The func in State 2 performs addition of "signed numbers" x0 and x1.
int s2_add_intN(int x0, int x1, bool *v_flg);
// The func in State 3 performs subtraction of "unsigned numbers" x0 and x1.
int s3_sub_uintN(int x0, int x1, bool *c_flg);
// The func in State 3 performs subtraction of "signed numbers" x0 and x1.
int s4_sub_intN(int x0, int x1, bool *v_flg);
// We define the number of bits and the related limits of unsigned and
// and signed numbers.
#define N 5 // number of bits
#define MIN_U 0 // minimum value of unsigned N-bit number
#define MAX_U ((1 << N) - 1) // maximum value of unsigned N-bit number
#define MIN_I (-(1 << (N-1)) ) // minimum value of signed N-bit number
#define MAX_I ((1 << (N-1)) - 1) // maximum value of signed N-bit number
// We use the following three pointers to access data, which can be changed
// when the program pauses. We need to make sure to have the RAM set up
// for these addresses.
int *pIn = (int *)0x20010000U; // the value of In should be -1, 0, or 1.
int *pX0 = (int *)0x20010004U; // X0 and X1 should be N-bit integers.
int *pX1 = (int *)0x20010008U;
int main(void) {
enum progState{State1 = 1, State2, State3, State4};
enum progState cState = State1; // Current State
bool dataReady = false;
bool cFlg, vFlg;
int result;
while (1) {
dataReady = false;
// Check if the data are legitimate
while (!dataReady) {
printf("Halt program here to provide correct update of data\n");
printf("In should be -1, 0, and 1 and ");
printf("X0 and X1 should be N-bit SIGNED integers\n");
if (((-1 <= *pIn) && (*pIn <= 1)) &&
((MIN_I <= *pX0) && (*pX0 <= MAX_I)) &&
((MIN_I <= *pX1) && (*pX1 <= MAX_I))) {
dataReady = true;
}
}
printf("Your input: In = %d, X0 = %d, X1 = %d \n", *pIn, *pX0, *pX1);
switch (cState) {
case State1:
result = s1_add_uintN(*pX0, *pX1, &cFlg);
printf("State = %d, rslt = %d, Cflg = %d\n", cState, result, cFlg);
cState += *pIn;
if (cState < State1) cState += State4;
break;
case State2:
result = s2_add_intN(*pX0, *pX1, &vFlg);
printf("State = %d, rslt = %d, Vflg = %d\n", cState, result, vFlg);
cState += *pIn;
break;
case State3:
case State4:
default:
printf("Error with the program state\n");
}
}
}
int s1_add_uintN(int x0, int x1, bool *c_flg) {
if (x0 < 0) x0 = x0 + MAX_U + 1;
if.
#1) Identify 2020 National Health Goals related to home care d.docx
#1) Identify 2020 National Health Goals related to home care during pregnancy or childhood that nurses can help the nation achieve.
#2) Describe what family centered care is.
#3) Identify common areas or concerns of cultural diversity and apply these to nursing practice.
#4) Formulate 2 nursing diagnoses related to family health and what would be some interventions. How would you evaluate your interventions?
.
#06198 Topic PSY 325 Statistics for the Behavioral & Social Scien.docx
#06198 Topic: PSY 325 Statistics for the Behavioral & Social Sciences
Number of Pages: 3 (Double Spaced)
Number of sources: 10
Writing Style: APA
Type of document: Other (Not listed)
Academic Level:Undergraduate
Category: Physics
Language Style: English (U.S.)
Order Instructions: ATTACHEDS
follow the requirements as answer the questions and one of them is to answer instead.
Basically is to make comments in each of the person names and make some questions as the requirements acquire as I copy and paste in the first page.
I don't really have much time for this assignment because is due tomorrow as you can I have no time remaining because I already use my accommodations because I was sick.
Please like the time I play because otherwise, I will get 0 grade which I don't want it. we had this problem in the past.
Thank you for your understanding
Guided Response: Review several of your classmates’ posts. Provide a substantive response to at least three of your peers, and respond to comments on your post. Do you agree with your classmate’s selection of the best value based upon their data? What suggestions might you make for other options? Explain your suggestions citing relevant information from the article and/or your text. Cite your sources in APA format as outlined in the Ashford Writing Center. FOLLOWW THE REQUIREMENTS AS NEEDED. ALL IS TO MAKE COMMENTS AND QUESTIONS. UNDER THE ANGELA ONLY NEED TO ANSWER INSTEAD ASK QUESTION.
1) Esther Landsberg
· Begin your discussion by reporting your results for each of the values listed above.
My data points were 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, and 20.
Mean: 10.5
Standard error: 1.32287566
Median: 10.5
Mode: no mode
Standard deviation: 5.91607978
Sample variance: 35
Kurtosis: 1.70428571
Skewness: 0
Range: 19
Minimum: 1
Maximum: 20
Sum: 210
Count: 20
· Based on this output, which single value best describes this set of data and why?
Based on this output, I would say that the single value that best describes this set of data would be the mean because it tells us the average of the data points.
· If you could pick three of these values instead of only one, which three would you choose and why?
If I could pick three values, I would say the mean, standard deviation, and sample variance would best describe the set of data. The mean because it tells us the average, sample deviation because it tells us how close to the average or spread out the numbers actually are, and sample variance because it helps to estimate unbiasedly.
ANSWER THE QUESTIONS AND MAKE COMMENTS AS FOLLOWING THE REQUIREMENTS ABOVE.
2) Brenda Kyle
Brenda Kyle
PSY 325 Statistics for the Behavioral & Social Sciences
Instructor: Nikola Lucas
Week 1-Discussion
June 4, 2019
At first, I had chosen number 1 through 20 but then seen another classmate had the same thing so had to change it. The chosen numbers are 10, 20, 30, 40, 50, 60, 70, 80, 90, 100, 110, 120, 130, 140, 15.
#35773 Topic PROBLEM STATEMENT AND LIT REVIEW FOR END OF LIFE CAR.docx
#35773 Topic: PROBLEM STATEMENT AND LIT REVIEW FOR END OF LIFE CARE
Number of Pages: 2 (Double Spaced)
Number of sources: 5
Writing Style: APA
Type of document: Essay
Academic Level:Master
Category: Nursing
Language Style: English (U.S.)
Order Instructions:
PROBLEM STATEMENT AND LIT REVIEW
Evidence-based practice is extremely important in nursing. Throughout your master’s program, you will complete research on various topics. Knowing how to construct a strong problem statement and complete a critical analysis of the available information to write a literature review is essential. Follow the instructions in the bullets below to direct you where to find resources on problem statements and literature reviews.
You will write a problem statement and perform a literature review in preparation for your ethical issues debate presentation.
Share your problem statement in this discussion so that you can review each other’s work and provide peer-to-peer feedback.
Also, describe what you think are the most important learning takeaways from the literature review resources you reviewed.
THIS IS MY TOPIC FOR DEBATE:
ETHICAL ISSUES ON END OF LIFE CARE
" All human-beings are mortals and hence death is an inevitable occurrence" (Karnik and Kanekar, 2016). With the medical advancement and technology nowadays, there are some ethical issues on end of life care . The limitations of health care workers vs the quality patient care and of course the decision of the patient itself are all conflicting at the same time. Respecting patient's right, patient advocacy and PSDA should be taken into consideration and respected.
PROs - better decision-making - both for health care workers and family, reducing lawsuits, quality patient care
CONS - cost of care, death
Reference: FOR END OF LIFE CARE
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4934577/
• EBP and levels of evidence: https://www.nurse.com/evidence-based-practice
• The relationship between EBP and “big ideas” in nursing:http://ojin.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol-18-2013/No2-May-2013/Impact-of-Evidence-Based-Practice.html
• The limitations of EBP: https://www.cebma.org/faq/limitations-evidence-based-practice/
I WILL ATTACH SOME MATERIALS/REFERENCES
Ethics Perspectives on End-of-life Care
Virginia P. Tilden, RN, DNSc, FAAN
Aggressive medical management of the terminally ill
has given rise to significant issues in the ethics of end-
of-life care. The major ethics principles of autonomy,
beneficence, and justice help frame existing research
findings. A w a v e of national initiatives to improve
end-of-life care is occurring.
T echnologic advancements in aggressive medical manage- ment at the end o f life now have led more Americans to
fear how they die than death itself. The lay popular press 1-4
reflects how widespread is public dissatisfaction about health
care system management o f dying .
#2. There are many pros and cons in relation to mental health diagno.docx
#2. There are many pros and cons in relation to mental health diagnosis. List some in supporting an argument for or against formal diagnostic protocols. Briefly explain the cross-cutting symptom measures in the
DSM.
Include at least two scholarly references.
This discussion question meets the following NASAC Standards:
Our text if you want to use if for a reference:
Schwitzer, A. M., & Rubin, L. C. (2014).
Diagnosis and treatment planning skills: A popular culture approach
(2nd ed.). Los Angeles, CA: Sage Publications. ISBN-13: 9781483349763
.
#35537 Topic Course Project Part 3—Translating Evidence Into Pra.docx
#35537 Topic: Course Project: Part 3—Translating Evidence Into Practice. Continuation of the assignment attached
Number of Pages: 3 (Double Spaced)
Number of sources: 3
Writing Style: APA
Type of document: Coursework
Academic Level:Master
Category: Nursing
VIP Support: N/A
Language Style: English (U.S.)
Order Instructions: Attached
In Part 3 of the Course Project, you consider how the evidence you gathered during Part 2 can be translated into nursing practice.
Now that you have located available research on your PICOT question, you will examine what the research indicates about nursing practices. Connecting research evidence and findings to actual decisions and tasks that nurses complete in their daily practice is essentially what evidence-based practice is all about. This final component of the Course Project asks you to translate the evidence and data from your literature review into authentic practices that can be adopted to improve health care outcomes. In addition, you will also consider possible methods and strategies for disseminating evidence-based practices to your colleagues and to the broader health care field.
To prepare:
Consider Parts 1 and 2 of your Course Project. How does the research address your PICOT question?
With your PICOT question in mind, identify at least one nursing practice that is supported by the evidence in two or more of the articles from your literature review. Consider what the evidence indicates about how this practice contributes to better outcomes.
Explore possible consequences of failing to adopt the evidence-based practice that you identified.
Consider how you would disseminate information about this evidence-based practice throughout your organization or practice setting. How would you communicate the importance of the practice?
To complete:
In a 3- to 4-page paper:
Restate your PICOT question and its significance to nursing practice.
Summarize the findings from the articles you selected for your literature review. Describe at least one nursing practice that is supported by the evidence in the articles. Justify your response with specific references to at least 2 of the articles.
Explain how the evidence-based practice that you identified contributes to better outcomes. In addition, identify potential negative outcomes that could result from failing to use the evidence-based practice.
Outline the strategy for disseminating the evidence-based practice that you identified throughout your practice setting. Explain how you would communicate the importance of the practice to your colleagues. Describe how you would move from disseminating the information to implementing the evidence-based practice within your organization. How would you address concerns and opposition to the change in practice?It should be combined with the other two components of the Course Project and turned in as your Portfolio Assignment for this course.
IMPORTANT
Reminder: The School of Nursing requires th.
#36421 Topic Discussion 7Number of Pages 1 (Double Spaced).docx
#36421 Topic: Discussion 7
Number of Pages: 1 (Double Spaced)
Number of sources: 1
Writing Style: APA
Type of document: Essay
Academic Level:Master
Category: Psychology
Language Style: English (U.S.)
Order Instructions: ATTACHED
I will upload the instruction
Module Chapter 5 wk6 p630
chapter 5 Methods and Strategies of Research
Outline
· ■ Experimental Ablation
Evaluating the Behavioral Effects of Brain Damage
Producing Brain Lesions
Stereotaxic Surgery
Histological Methods
Tracing Neural Connections
Studying the Structure of the Living Human Brain
Section Summary
· ■ Recording and Stimulating Neural Activity
Recording Neural Activity
Recording the Brain’s Metabolic and Synaptic Activity
Stimulating Neural Activity
Section Summary
· ■ Neurochemical Methods
Finding Neurons That Produce Particular Neurochemicals
Localizing Particular Receptors
Measuring Chemicals Secreted in the Brain
Section Summary
· ■ Genetic Methods
Twin Studies
Adoption Studies
Genomic Studies
Targeted Mutations
Antisense Oligonucleotides
Section Summary
In July 1982, several young people began showing up at neurology clinics in northern California displaying dramatic, severe symptoms (Langston et al., 1983). The most severely affected patients were almost totally paralyzed. They were unable to speak intelligibly, they drooled constantly, and their eyes were open with a fixed stare. Others, less severely affected, walked with a slow, shuffling gait and moved slowly and with great difficulty. The symptoms looked like those of Parkinson’s disease, but that disorder has a very gradual onset. In addition, it rarely strikes people before late middle age, and the patients were all in their twenties or early thirties.
The common factor linking these patients was intravenous drug use; all of them had been taking a “new heroin,” a synthetic opiate related to meperidine (Demerol). Some detective work revealed that the illicit drug was contaminated with MPTP, a toxic chemical that damaged dopaminergic neurons and caused the neurological symptoms. Because the symptoms looked like those of Parkinson’s disease, the patients were given L-DOPA, the drug that is used to treat this disease, and they all showed significant improvement in their symptoms. Unfortunately, the improvement was temporary; the drug lost its effectiveness.
Fetal transplantation, an experimental neurosurgical method of treating parkinsonism, has shown some promise. The rationale for the procedure is this: The symptoms of parkinsonism, whether from Parkinson’s disease or the toxic effects of MPTP, are caused by the lack of dopamine in the caudate nucleus and putamen. There is at present no way to induce the brain to grow new dopaminergic neurons. However, if dopamine-secreting neurons can be introduced into the caudate nucleus and putamen and if they survive and secrete dopamine, then perhaps the parkinsonian symptoms will diminish. Because the implanted neurons must be healthy and vigorous and not t.
#36391 Topic Homeland Recovery and Continuity of OperationsNum.docx
#36391 Topic: Homeland Recovery and Continuity of Operations
Number of Pages: 4 (Double Spaced)
Number of sources: 4
Writing Style: APA
Type of document: Essay
Academic Level:Undergraduate
Category: Criminology
Language Style: English (U.S.)
Order Instructions: ATTACHED
The National Security Presidential Directive-51/Homeland Security Presidential Directive-20 (NSPD-51/HSPD-20) and the National Continuity Policy Implementation Plan (NCPIP), is an effort within individual executive departments and agencies to ensure that Primary Mission Essential Functions (PMEFs) continue to be performed during a wide range of emergencies, including localized acts of nature, accidents and technological or attack-related emergencies. (https://www.fema.gov/continuity-operations)
1.Define Homeland Recovery and Continuity of Operations, including a brief overview (1- or 2-sentence summary) of each of the four phases of COOP.
2.Select and discuss in detail one of the four phases of COOP.
Assignment Expectations
Assignments should be at least 3 full pages double-spaced, not counting the cover or reference page. Paper format: (a) Cover page, (b) Header, (c) Body. Submit your assignment by the last day of this module.
#36415 Topic: Discussion 1
Number of Pages: 1 (Double Spaced)
Number of sources: 1
Writing Style: APA
Type of document: Essay
Academic Level:Master
Category: Psychology
Language Style: English (U.S.)
Order Instructions: ATTACHED
I will upload the instruction
Module Chapter 5 wk6 p630
chapter 5 Methods and Strategies of Research
Outline
· ■ Experimental Ablation
Evaluating the Behavioral Effects of Brain Damage
Producing Brain Lesions
Stereotaxic Surgery
Histological Methods
Tracing Neural Connections
Studying the Structure of the Living Human Brain
Section Summary
· ■ Recording and Stimulating Neural Activity
Recording Neural Activity
Recording the Brain’s Metabolic and Synaptic Activity
Stimulating Neural Activity
Section Summary
· ■ Neurochemical Methods
Finding Neurons That Produce Particular Neurochemicals
Localizing Particular Receptors
Measuring Chemicals Secreted in the Brain
Section Summary
· ■ Genetic Methods
Twin Studies
Adoption Studies
Genomic Studies
Targeted Mutations
Antisense Oligonucleotides
Section Summary
In July 1982, several young people began showing up at neurology clinics in northern California displaying dramatic, severe symptoms (Langston et al., 1983). The most severely affected patients were almost totally paralyzed. They were unable to speak intelligibly, they drooled constantly, and their eyes were open with a fixed stare. Others, less severely affected, walked with a slow, shuffling gait and moved slowly and with great difficulty. The symptoms looked like those of Parkinson’s disease, but that disorder has a very gradual onset. In addition, it rarely strikes people before late middle age, and the patients were all in their twenties or early thirties.
The common factor linking t.
#36417 Topic Discussion 3Number of Pages 1 (Double Spaced).docx
#36417 Topic: Discussion 3
Number of Pages: 1 (Double Spaced)
Number of sources: 1
Writing Style: APA
Type of document: Essay
Academic Level:Master
Category: Psychology
Language Style: English (U.S.)
Order Instructions:
I will upload the instruction
Module Chapter 5 wk6 p630
chapter 5 Methods and Strategies of Research
Outline
· ■ Experimental Ablation
Evaluating the Behavioral Effects of Brain Damage
Producing Brain Lesions
Stereotaxic Surgery
Histological Methods
Tracing Neural Connections
Studying the Structure of the Living Human Brain
Section Summary
· ■ Recording and Stimulating Neural Activity
Recording Neural Activity
Recording the Brain’s Metabolic and Synaptic Activity
Stimulating Neural Activity
Section Summary
· ■ Neurochemical Methods
Finding Neurons That Produce Particular Neurochemicals
Localizing Particular Receptors
Measuring Chemicals Secreted in the Brain
Section Summary
· ■ Genetic Methods
Twin Studies
Adoption Studies
Genomic Studies
Targeted Mutations
Antisense Oligonucleotides
Section Summary
In July 1982, several young people began showing up at neurology clinics in northern California displaying dramatic, severe symptoms (Langston et al., 1983). The most severely affected patients were almost totally paralyzed. They were unable to speak intelligibly, they drooled constantly, and their eyes were open with a fixed stare. Others, less severely affected, walked with a slow, shuffling gait and moved slowly and with great difficulty. The symptoms looked like those of Parkinson’s disease, but that disorder has a very gradual onset. In addition, it rarely strikes people before late middle age, and the patients were all in their twenties or early thirties.
The common factor linking these patients was intravenous drug use; all of them had been taking a “new heroin,” a synthetic opiate related to meperidine (Demerol). Some detective work revealed that the illicit drug was contaminated with MPTP, a toxic chemical that damaged dopaminergic neurons and caused the neurological symptoms. Because the symptoms looked like those of Parkinson’s disease, the patients were given L-DOPA, the drug that is used to treat this disease, and they all showed significant improvement in their symptoms. Unfortunately, the improvement was temporary; the drug lost its effectiveness.
Fetal transplantation, an experimental neurosurgical method of treating parkinsonism, has shown some promise. The rationale for the procedure is this: The symptoms of parkinsonism, whether from Parkinson’s disease or the toxic effects of MPTP, are caused by the lack of dopamine in the caudate nucleus and putamen. There is at present no way to induce the brain to grow new dopaminergic neurons. However, if dopamine-secreting neurons can be introduced into the caudate nucleus and putamen and if they survive and secrete dopamine, then perhaps the parkinsonian symptoms will diminish. Because the implanted neurons must be healthy and vigorous and not trigger the.
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