Brainstorming on relevant concepts (due oct 8)below are some con
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This document provides guidance for a student to develop a paper on a geologic structure by outlining key questions to consider about the structure's formation, history, and modern uses. It instructs the student to conduct preliminary research on these topics and identify at least three relevant sources. An outline is provided for the student to plan the introduction, three body paragraphs discussing the structure's location and formation, historical impacts, and current uses, and a conclusion that also generalizes to other structures.
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OBSERVATION WORKSHEETGENERAL INFORMATIONAge rangeType o.docx
OBSERVATION WORKSHEET
GENERAL INFORMATION
Age range:
Type of setting (e.g., family child care; center-based program):
Name of principal caregiver:
Contact phone for principal caregiver:
Number of caregivers for the “room” in which you observe:
Number of children in that “room”:
Date/time of observation:
PART 1: RUNNING RECORD FOR ONE CHILD
QUICK NOTES:
WRITE-UP:
EXAMPLE OF INTERPLAY OF DOMAINS:
PART 2: RUNNING RECORD FOR ONE DEVELOPMENTAL INSTANCE
QUICK NOTES:
WRITE-UP:
PART 3: PERSONAL REFLECTION
· Personal Reflection: 1-2 Pages.
For help in writing the Reflection: Please refer to the Guiding Questions in Part 3 Personal Reflection on the Observation Instructions document in the Application area.
Please write under the square that is called “Part 3: Personal Reflection.” It is easier to do the Reflection if you type under the square so that you are able to write with graduate-level writing requirements of fully-developed paragraphs. Please indent the paragraphs and double space.
Part 3: Personal Reflection
OBSERVATION INSTRUCTIONS
For each observation you participate in, you will complete an Observation Worksheet. This worksheet is divided into three parts. The following instructions will guide you through the assignment.
Part 1: Running Record of One Child
As part of your observation, you will complete a Running Record. This type of documentation, of your observation, involves recording a detailed description of events or behaviors in a real-time sequence.
· Choose a child on which to focus.
· Observe that child for 30 minutes.
· As you observe, write down everything that happens with regard to this child and his/her interactions with others and the environment. Be as objective, and as detailed, as possible. In order to record as much as possible about what is happening, you will need to use “Quick Notes” (i.e., personal shorthand). Some people prefer to take notes by hand, some prefer to use laptops. If you take notes by hand, be sure to have a good supply of paper with you.
· At the end of the 30-minute observation period, take time to write out your “Quick Notes” in full sentences. (Note: Writing out your observation notes, immediately after you finish your note taking, will help you retain more information in your “Write-Up.”)
· Review your “Write-Up” and ask yourself if your observation revealed any overlap between developmental domains (e.g., interactions between biosocial and cognitive domains). At the end of your Running Record of One Child, briefly describe which developmental domains, if any, overlapped and how this overlap manifested itself.
Note: Record both your “Quick Notes,” your complete “Write Up,” as well as an example of the interplay between developmental domains on your Observation Worksheet.
Part 2: Running Record of One Area of Development
For this part of the assignment, you will observe all children but focus on only one area of development, such as those you pinpointed for yo.
Lesson 9.2 Activity: The Impact of Population Growth Essay
For this closing activity, students will construct an essay in which they discuss what they think are the three biggest impacts of human population growth in the modern era. By looking more closely at population growth, they will deepen their understanding of the impact of acceleration and will think about themselves in relation to population growth and the effect it might have on their own futures.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
1 ngss 9-12
This presentation is to prepare administrators and teachers for the Next Generation of Science Standards. It provides an overview of the organization and the three
History 1302 Essay Assessment AssignmentGeneral Information and In
History 1302 Essay Assessment Assignment
General Information and Instructions:
The purpose of this assignment is to use different historical methods you have learned about during this course to complete a historical research project. Your research project should start with your developing a historical question, that you then research, and then attempt to answer using both primary and secondary sources to support your research.
How to proceed:
1. Select one of the essay topics below in the Essay Options section. There are a total of four possible research options, please read each one to decide which you feel you would like to pursue.
2. Create your specific historical question within the broader essay topic you select.
3. The examples under each essay option are by no means the only topics that you can write about, they are merely provided to help you think about how you might approach this topic. You should select your own topic, however you can choose one of the examples.
4. Begin researching primary and secondary sources to gather information that support your discussion of your historical question.
5. Review the paper requirements for both the research portion and the writing portion of your assignment.
6. Review the grading rubric to ensure that you have met all of the paper requirements before making your submission.
Essay Options (select one of the following options):
Research Option #1: History Turning Points
General Overview: Select an event, incident, a legislative action, or related marked historical moment in the years from Reconstruction until today that marks an important transition in American History. This historical event can lead to a social, economic, or political transition that shaped the country's history. Additionally, you will conclude this research project with a supposition of how history might have been shaped had this event never occurred or of another possible outcome could have been possible.
Examples: How did the new technology of WWI change modern warfare? What could have been the possible benefits and problems if the Freedman's Bureau continued beyond Reconstruction?
Research Objectives & Questions to be Discussed in Your Essay: (Incorporate these questions in the writing of your essay.)
· Why did you select this event?
· What were both the short- and long-term effects of this historical event?
· Who all were impacted/affected by this historical event?
· How was history changed by this event?
· If you were to imagine a different outcome or reaction to your event, what do you suppose might have been a different outcome in the short- and long-term?
Research Option #2: Oral History and Historical Memory
General Overview: You will read two historical personal accounts in relation to life in the past or tied to a specific historical event. Then your research will compare these personal accounts with the "factual" or "documented" history of the era. Next, proceed to compare the personal account against the ...
· HCOM100 · Application Paper I Chapters 1-7 .docx
· HCOM100
· Application Paper I: Chapters 1-7
· Application Paper I OBJECTIVES: (1) To provide you with an opportunity to integrate concepts from your readings and lecture notes on Chapter 1 – 7; (2) To present you with a writing forum to apply some of the communication competence concepts to yourself or in a significant relationship in an intentional or mindful manner. The significant relationship can include: dating relationship, friendship, family relationship, workplace relationship, or intercultural relationship etc. Each paper should include a title page, be at least three pages to the bottom of the page in length (not including cover page), typed double-spaced pages, Times New Roman, 12-pt. font 1 inch margins. See back for paper format. The application paper is worth 15 points.
·
· Possible Paper Themes: Please pick a theme from the following list and develop your paper accordingly along with three clear concepts (under your paper topical theme) from the chapter or lecture notes:
Chapter 1: Transactional/linear communication between my coworkers, friends, interpersonal relationships. Communication contexts (cultural/situational/relational). Channels of communication (text/email vs. face to face).
Chapter 2: How I perceive myself vs. how others perceive me. Cultural perceptions and subjectivity. Schemas and how I am influenced by my communication “lens”. Fundamental attribution error (selective perception). Stereotypes and cultural myopia. Self concept/esteem/efficacy.
Chapter 3: How my own culture transforms communication. Individualistic-High context and Collectivistic-Low context culture experiences. Travelling and cultural communication.
Chapter 4: Language and symbols. Denotative and Connotative meanings. Using ingroup communication (slang/jargon). Gender language and contexts.
Chapter 5: Power of Nonverbal Communication. Oculesics, proxemics, chronemics, haptics, paralanguage, technology and nonverbal communication (or lack of).
Chapter 6: Passive vs. Active listening, people/action/content/time oriented listeners. Listening barriers.
Chapter 7: Relationships and communication. My personal communication experience in relationships (coworkers, friends, family, dating, etc) related to the theories and concepts. Gender differences, goals, online relationships. Dialectics (autonomy vs connection/openness vs closedness/predictability vs novelty).
· Paper Format Instructions (contd.):
· COVER PAGE: Application Paper I: Give It an Attention-Grabbing Title
· Your NAME, Department Major
· Submitted to: Instructor Adrian Toomey, HCOM100, DATE
· INTRODUCTION:
· Justify the Importance of the Selected Paper Topic Theme
· Describe the Three Concepts that You Will be Using under this Broad Topic Theme
· Describe the Analytical Context (Self, or in a Significant Relationship) & Explain Why.
· BODY:
· Define & Explain Concept 1: Provide ample examples how you will practice this co.
Recommended
OBSERVATION WORKSHEETGENERAL INFORMATIONAge rangeType o.docx
OBSERVATION WORKSHEET
GENERAL INFORMATION
Age range:
Type of setting (e.g., family child care; center-based program):
Name of principal caregiver:
Contact phone for principal caregiver:
Number of caregivers for the “room” in which you observe:
Number of children in that “room”:
Date/time of observation:
PART 1: RUNNING RECORD FOR ONE CHILD
QUICK NOTES:
WRITE-UP:
EXAMPLE OF INTERPLAY OF DOMAINS:
PART 2: RUNNING RECORD FOR ONE DEVELOPMENTAL INSTANCE
QUICK NOTES:
WRITE-UP:
PART 3: PERSONAL REFLECTION
· Personal Reflection: 1-2 Pages.
For help in writing the Reflection: Please refer to the Guiding Questions in Part 3 Personal Reflection on the Observation Instructions document in the Application area.
Please write under the square that is called “Part 3: Personal Reflection.” It is easier to do the Reflection if you type under the square so that you are able to write with graduate-level writing requirements of fully-developed paragraphs. Please indent the paragraphs and double space.
Part 3: Personal Reflection
OBSERVATION INSTRUCTIONS
For each observation you participate in, you will complete an Observation Worksheet. This worksheet is divided into three parts. The following instructions will guide you through the assignment.
Part 1: Running Record of One Child
As part of your observation, you will complete a Running Record. This type of documentation, of your observation, involves recording a detailed description of events or behaviors in a real-time sequence.
· Choose a child on which to focus.
· Observe that child for 30 minutes.
· As you observe, write down everything that happens with regard to this child and his/her interactions with others and the environment. Be as objective, and as detailed, as possible. In order to record as much as possible about what is happening, you will need to use “Quick Notes” (i.e., personal shorthand). Some people prefer to take notes by hand, some prefer to use laptops. If you take notes by hand, be sure to have a good supply of paper with you.
· At the end of the 30-minute observation period, take time to write out your “Quick Notes” in full sentences. (Note: Writing out your observation notes, immediately after you finish your note taking, will help you retain more information in your “Write-Up.”)
· Review your “Write-Up” and ask yourself if your observation revealed any overlap between developmental domains (e.g., interactions between biosocial and cognitive domains). At the end of your Running Record of One Child, briefly describe which developmental domains, if any, overlapped and how this overlap manifested itself.
Note: Record both your “Quick Notes,” your complete “Write Up,” as well as an example of the interplay between developmental domains on your Observation Worksheet.
Part 2: Running Record of One Area of Development
For this part of the assignment, you will observe all children but focus on only one area of development, such as those you pinpointed for yo.
Lesson 9.2 Activity: The Impact of Population Growth Essay
For this closing activity, students will construct an essay in which they discuss what they think are the three biggest impacts of human population growth in the modern era. By looking more closely at population growth, they will deepen their understanding of the impact of acceleration and will think about themselves in relation to population growth and the effect it might have on their own futures.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
1 ngss 9-12
This presentation is to prepare administrators and teachers for the Next Generation of Science Standards. It provides an overview of the organization and the three
History 1302 Essay Assessment AssignmentGeneral Information and In
History 1302 Essay Assessment Assignment
General Information and Instructions:
The purpose of this assignment is to use different historical methods you have learned about during this course to complete a historical research project. Your research project should start with your developing a historical question, that you then research, and then attempt to answer using both primary and secondary sources to support your research.
How to proceed:
1. Select one of the essay topics below in the Essay Options section. There are a total of four possible research options, please read each one to decide which you feel you would like to pursue.
2. Create your specific historical question within the broader essay topic you select.
3. The examples under each essay option are by no means the only topics that you can write about, they are merely provided to help you think about how you might approach this topic. You should select your own topic, however you can choose one of the examples.
4. Begin researching primary and secondary sources to gather information that support your discussion of your historical question.
5. Review the paper requirements for both the research portion and the writing portion of your assignment.
6. Review the grading rubric to ensure that you have met all of the paper requirements before making your submission.
Essay Options (select one of the following options):
Research Option #1: History Turning Points
General Overview: Select an event, incident, a legislative action, or related marked historical moment in the years from Reconstruction until today that marks an important transition in American History. This historical event can lead to a social, economic, or political transition that shaped the country's history. Additionally, you will conclude this research project with a supposition of how history might have been shaped had this event never occurred or of another possible outcome could have been possible.
Examples: How did the new technology of WWI change modern warfare? What could have been the possible benefits and problems if the Freedman's Bureau continued beyond Reconstruction?
Research Objectives & Questions to be Discussed in Your Essay: (Incorporate these questions in the writing of your essay.)
· Why did you select this event?
· What were both the short- and long-term effects of this historical event?
· Who all were impacted/affected by this historical event?
· How was history changed by this event?
· If you were to imagine a different outcome or reaction to your event, what do you suppose might have been a different outcome in the short- and long-term?
Research Option #2: Oral History and Historical Memory
General Overview: You will read two historical personal accounts in relation to life in the past or tied to a specific historical event. Then your research will compare these personal accounts with the "factual" or "documented" history of the era. Next, proceed to compare the personal account against the ...
· HCOM100 · Application Paper I Chapters 1-7 .docx
· HCOM100
· Application Paper I: Chapters 1-7
· Application Paper I OBJECTIVES: (1) To provide you with an opportunity to integrate concepts from your readings and lecture notes on Chapter 1 – 7; (2) To present you with a writing forum to apply some of the communication competence concepts to yourself or in a significant relationship in an intentional or mindful manner. The significant relationship can include: dating relationship, friendship, family relationship, workplace relationship, or intercultural relationship etc. Each paper should include a title page, be at least three pages to the bottom of the page in length (not including cover page), typed double-spaced pages, Times New Roman, 12-pt. font 1 inch margins. See back for paper format. The application paper is worth 15 points.
·
· Possible Paper Themes: Please pick a theme from the following list and develop your paper accordingly along with three clear concepts (under your paper topical theme) from the chapter or lecture notes:
Chapter 1: Transactional/linear communication between my coworkers, friends, interpersonal relationships. Communication contexts (cultural/situational/relational). Channels of communication (text/email vs. face to face).
Chapter 2: How I perceive myself vs. how others perceive me. Cultural perceptions and subjectivity. Schemas and how I am influenced by my communication “lens”. Fundamental attribution error (selective perception). Stereotypes and cultural myopia. Self concept/esteem/efficacy.
Chapter 3: How my own culture transforms communication. Individualistic-High context and Collectivistic-Low context culture experiences. Travelling and cultural communication.
Chapter 4: Language and symbols. Denotative and Connotative meanings. Using ingroup communication (slang/jargon). Gender language and contexts.
Chapter 5: Power of Nonverbal Communication. Oculesics, proxemics, chronemics, haptics, paralanguage, technology and nonverbal communication (or lack of).
Chapter 6: Passive vs. Active listening, people/action/content/time oriented listeners. Listening barriers.
Chapter 7: Relationships and communication. My personal communication experience in relationships (coworkers, friends, family, dating, etc) related to the theories and concepts. Gender differences, goals, online relationships. Dialectics (autonomy vs connection/openness vs closedness/predictability vs novelty).
· Paper Format Instructions (contd.):
· COVER PAGE: Application Paper I: Give It an Attention-Grabbing Title
· Your NAME, Department Major
· Submitted to: Instructor Adrian Toomey, HCOM100, DATE
· INTRODUCTION:
· Justify the Importance of the Selected Paper Topic Theme
· Describe the Three Concepts that You Will be Using under this Broad Topic Theme
· Describe the Analytical Context (Self, or in a Significant Relationship) & Explain Why.
· BODY:
· Define & Explain Concept 1: Provide ample examples how you will practice this co.
Composition II Advocacy Assignment · Peer Review Essay III bet
Composition II
Advocacy Assignment
· Peer Review Essay III between March 30th and 11:59 PM
I ask that you do not write about abortion and gun control or related topics in this assignment. Any paper on these topics will not be accepted for a grade.
All work submitted for this class must be specifically written for this class.
Skills you will learn/practice in this assignment include (but are not limited to):
1. Determining and narrowing down a research topic.
2. Find the appropriate tone to write for an academic audience.
3. Critical reading and thinking skills.
4. Conducting research on specific issues and aspects of a larger topic.
5. Synthesizing information from outside sources into your paper.
6. Using quotations from outside sources effectively.
7. Providing in text citations in proper MLA format.
8. Organizing a paper to clearly answer several aspects of a topic in a logical manner with each topic building on the previous one.
9. Using formal tone and diction (word choice).
10. Creating a Works Cited page in correct MLA format.
11. Using transitions for smooth flow.
12. Editing and proofreading.
Advocacy Proposal must be submitted and approved prior to submitting the paper. The paper will not be accepted, and you will not receive credit for it unless this proposal has been submitted and approved first.
Aim for 5 pages (double spaced using Times New Roman 12 font). You should have at least half a page (12 lines or more on the fifth page for the paper to meet the page length requirement. You should also have a Works Cited page in addition to the five pages. 5% will be deducted from papers which do not meet the page length requirement or are missing a Works Cited Page. 10% will be deducted if the paper does not meet the page length requirement and does not have a Works Cited page.
In this assignment, you will find a social issue that you find meaningful and relevant. This could be an issue that is affecting the world or our country or our state or even the local community you live in. This is not a strictly argumentative paper although you might use argument to show why this is a topic that is worthy of advocation.
Once you have identified the issue, you will write a paper advocating for this issue. Here are the points you must cover in your essay:
1. General introduction
2. What is advocacy?
3. What is the specific issue that you are advocating for?
4. Whom does this issue affect? Be specific in answering this question.
5. Why is it important to address this issue?
6. Are there programs/solutions that are already in place addressing this issue?
7. Which nonprofits are already advocating for this issue? Provide an overview of at least one nonprofit and their activities and accomplishments.
8. What do you want to persuade your audience to do (call to action)?
Your essay must go beyond informing your audience. You must also provide viable suggestions that you would like your audience, individually as well as a ...
Arc 211 american diversity and design dongfang fu
ARC 211 American Diversity and Design Discussion Questions
This assignment is important because it will allow you to think ab.docx
This assignment is important because it will allow you to think about and focus on an unfamiliar ecosystem, identifying the components of living organisms. In your examination you will consider the success of the ecosystem and potential problems with the system (think man's influence, weather patterns, natural disasters).
You should spend approximately 2.5 hours on this assignment. This time includes the time to watch and review the content in the videos and complete the assignment.
Instructions
1. Using three or more of the videos you have just watched in the Exploration, choose an ecosystem and describe representatives from the following taxons:
· Microorganisms (bacteria as well as protist)
· Lower plants (e.g., fungi, moss) and higher plants (e.g., ferns, gymnosperms, angiosperms)
· Animals (lower and higher)
2. Then, in at least 250 words, respond to the following questions:
· How has this ecosystem evolved to be successful and maintain itself?
· What problems does this ecosystem face?
3. Submit your assignment to the Module 4 Assignment: Organisms, Ecosystems, and Evolution
See the Course Schedule and Course Rubrics sections in the Syllabus module for due dates and grading information.
David Bartholomae
INVENTING THE UNIVERSITY1
Education may well be, as of right, the instrument whereby every in-
dividual, in a society like our own, can gain access to any kind of
discourse. But we well know that in its distribution, in what it permits
and in what it prevents, it follows the well-trodden battle-lines of social
conflict. Every educational system is a political means of maintaining
or of modifying the appropriation of discourse, with the knowledge and
the powers it carries with it.
Foucault , "The Discourse on Language" (227)
Every time a student sits down to write for us, he has to invent
the university for the occasion-invent the university, that is, or
a branch of it, like History or Anthropology or Economics or
English. He has to learn to speak our language, to speak as we
do, to try on the peculiar ways of knowing, selecting, evaluating,
reporting, concluding, and arguing that define the discourse of
our community. Or perhaps I should say the various discourses
of our community, since it is in the nature of a liberal arts
education that a student, after the first year or two, must learn
to try on a variety of voices and interpretive schemes-to write,
for example, as a literary critic one day and an experimental
psychologist the next, to work within fields where the rules
governing the presentation of examples or the development of
an argument are both distinct and, even to a professional, mys-
terious.
The students have to appropriate (or be appropriated by) a
specialized discourse, and they have to do this as though they
David Bartholomae is Associate Professor of English and Director of Composition
at the University of Pittsburgh. He has served on the executive committees of
CCCC , WPA , and the.
SOC 276 FAMILIES AND GLOBALIZATION / TUTORIALOUTLET DOT COM
SOC 276: Families and Globalization
Instructor: Jiping Zuo, Ph.D
GUIDELINES FOR REACTION PAPERS
ENG 283 Close Reading Assignment (5pts)Taylor 2Dire.docx
ENG 283: Close Reading Assignment (5pts)
Taylor 2
Directions:
1) Focus on one text from the list below:
Silko, “Pueblo Ecology”
Creation/Trickster Narrative(s)
de Vaca, “The Relation of Cabeza de Vaca”
Rowlandson, “Captivity and Restoration”
Bradford, “Of Plymouth Plantation”
Edwards, “Sinners in the Hands of an Angry God”
2) Perform a close reading on a section or group of sections from a text. To do so:
Focus by identifying a significant pattern, repetition, anomaly, theme, device, etc.
a. What stands out to you or what do you notice? For example, “imagery,” “diction,” “contrast,” “conflict,” OR “repetition …” List the instances as you prepare to draft.
b. Plan to discuss each example in its own body paragraph.
c. In each body paragraph, discuss what you see as the purpose of the pattern, repetition, anomaly, theme, device, etc.? What does it show, add, symbolize, suggest, or show? Do this for each example in its own paragraph.
2) Ask a question about the pattern (see below).
*Ultimately, your close reading will help you answer one of the prompts below OR explore a new idea of your choice.These questions are intentionally broad; be specific in your essay by offering your own unique interpretation of the literary devices in a text. Be sure to define your terms and devices.
Based on your close reading of a text:
1. What is at the heart of American confessions?
2. What is the confessional tradition “about”?
3. What does the early-American literary tradition suggest about the power of place and/or space?
4. What is the American origin story? What has a work of early-American literature suggested about American beginnings?
5. Based on your reading, what is the pursuit? What has a work of early-American literature suggested about the pursuit? How is it defined?
6. Based on your reading, how were aspects of early-American identity created and remade? Challenged? What does a work of early-American literature suggest about the making, limits, and possibilities of identity?
7. What does the early-American literary tradition suggest about rebellion and/or resistance?
8. What does a work of early-American literature suggest about the power of belief?
9. What is the role of voice, authorship or authority in a work of early-American literature? (May include the power of orality/the power of speech.)
10. Based on your reading, what do you see as a key conflict or tension during the early-American period?
11. What is a recurrent theme in early-American literature?
12. How do early-American authors negotiate audience (the reader) and to what end?
13. What is the role of food, nature/environment, clothing, or another related aspect in early-American literature (can relate to one of the above)?
14. A student-generated question (from discussion or group work).
15. Another topic of your choice.
Structure
Opening Paragraph** (will eventually become a formal introduction):
a. One sentence that states your text and the literary device ...
Elevator Pitch Grading GuideENT588 Version 22.docx
Elevator Pitch Grading Guide
ENT/588 Version 2
2
Elevator Pitch Grading Guide
ENT/588 Version 2
Special Topics: Innovation and Design
Copyright
Copyright © 2017 by University of Phoenix. All rights reserved.
University of Phoenix® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries.
Microsoft®, Windows®, and Windows NT® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation.
Edited in accordance with University of Phoenix® editorial standards and practices.
Individual Assignment: Elevator Pitch
Purpose of Assignment
Competition for jobs in today’s business world is fierce. To set yourself apart from the competition, it is important to learn how to identify the specific strengths and skills prospective investors need and want. Developing a personal brand allows you to clearly communicate what makes you unique and different from other businesses and is essential for the advancement of your business.
Grading Guide
Content
Met
Partially Met
Not Met
Comments:
Explain your skills and area of expertise.
Explain your greatest strengths.
Describe the goals you have for your business.
Explain why you want to pursue a business in this area.
Describe your unique selling principle.
The outline is 350 words in length.
Total Available
Total Earned
2
#/X
Writing Guidelines
Met
Partially Met
Not Met
Comments:
The paper—including tables and graphs, headings, title page, and reference page—is consistent with APA formatting guidelines and meets course-level requirements.
Intellectual property is recognized with in-text citations and a reference page.
Paragraph and sentence transitions are present, logical, and maintain the flow throughout the paper.
Sentences are complete, clear, and concise.
Rules of grammar and usage are followed including spelling and punctuation.
Total Available
Total Earned
1
#/X
Assignment Total
#
3
#/X
Additional comments:
Copyright © 2017 by University of Phoenix. All rights reserved.
Explanation
YOUR WORLD PROJECT
100 points
Page 1of 7
Much of what makes Geography exciting and relevant is the fact that the “field” surrounds us: our bodies, homes, neighborhoods, cities, States, countries, and even the virtual world, each form spaces, places and landscapes that we read, analyze and shape. This assignment gives you the opportunity to investigate the places and spaces that make up your world. In so doing you will continue to apply the spatial perspective, ask Geographic questions and incorporate other things you’ve learned.
Important Considerations
PLAN This assignment CANNOT be completed at the last minute. If you procrastinate, you will be unduly ...
Geography and the Common Core
Resources for link geography with the ELA common core standards. Presentation given by Seth Dixon at Bridgewater State University Nov. 2, 2013.
GEOG102 Lab #7 1 Lab #7 A Pacific Northwest Geolog.docx
GEOG102 Lab #7 1
Lab #7: A Pacific Northwest Geologic Mystery
Lab Purpose and learning objectives
1. Report, describe, and interpret your observations of several features found in the Pacific
NW.
2. Formulate a hypothesis explaining how several landform features relate to each other and
explain what took place to create them (Your story).
3. Use the scientific method to structure your exploration and explanations.
Instructions and Overview
Step 1. a. You are going to investigate and solve a mystery about a geological phenomenon in
our “backyard”. You will be given several pieces of evidence and multiple clues and
hints containing geologic information for you to observe, formulate hypotheses about,
and interpret.
b. Using the eight pieces of evidence provided, and the large map of the Northwest with
their locations, make observations and interpretations and record these in the table
provided (see page 6). You will type these up and upload these to Canvas.
c. Hints are provided along with the evidence to help guide your group and should be
used for discussion when making your observations and interpretations. You do not need
answer these questions in your report. However, discuss each question as a group to
learn about each piece of evidence so that you can come up with plausible interpretations
and observations.
Step 2. Once you have investigated all eight pieces of geological evidence and have recorded
your observations and thoughts, sit down with your group and develop a narrative of
what you think happened based on the evidence. Include the ways each piece of evidence
supports your description, i.e., what does your clue indicate about the larger picture. For
example, the presence of a sesame seed on my shirt might mean that I recently ate a Big
Mac, but it could also mean I ate a sesame bagel.
Step 3. Using the scientific method (see page 5) write, independently of the group, a clear 500-
600 word lab report compiling this information into a narrative explaining, or solving, the
Pacific Northwest Geologic Mystery. Note the typed tables of should be attached as
Name: _____________________________________________________
Lab Day:_________________________ Lab Time:____________________
GEOG102 Lab #7 2
appendices and can be referred to in the report, but do not count towards the 500-600
words.
Grading:
10% Neatness, spelling, and grammar
30% Your observations and interpretation must be typed following the attached sheet
(page 6)
60% The 500-600 typed summary connecting the hints into a cohesive explanation of the
Pacific Northwest Geologic Mystery
What to hand in at Wednesday lecture during the last week of class
□ Typed observations and interpretations on attached sheet.
□ 500-600 word typed lab report
Lab Report Requirements
1. Lab reports must be typed. Standard one inch margins, double spaced, size 12 fonts are
required ...
AP Lang – Argumentative Research Project – 2018 Objective.docx
AP Lang – Argumentative Research Project – 2018
Objectives
● Conduct in-depth research on a problem facing a community
● Use several sources to support an argument in a way that is relevant, logical, and effective
● Create and sustain a logical argument based on extensive research and reading
Project Overview
• Phase 1: Read widely; learn all you can about a variety of topics that interest you.
• Phase 2: Narrow your research to a specific unsolved problem facing a specific community.
• Phase 3: Conduct in-depth research on your question.
• Phase 4: Defend a claim of policy in a well written, thoroughly researched essay that proposes
a solution to the unsolved problem.
Essay requirements
• Argumentative
• 1200 – 2000 words (4 – 7 pages)
• Introduction with clear, well-worded thesis statement that argues a claim of policy
• Several body paragraphs with support from a minimum of five sources
• Conclusion
• MLA format (8th Ed) – in-text citations and works cited page
(typed, 1 inch margins, 12 pt font, Times New Roman)
• Appropriate and creative title
• Original work – take strict precautions to avoid plagiarism
Annotated Bibliography requirements
• 10 sources, minimum of 1 source in each of the five categories:
o Print – academic, peer reviewed, journal
o Print – popular (magazine, newspaper, etc.)
o Web
o Video
o Audio (radio program, podcast, etc.)
• Only 5 formal annotations are required – one in each category. Additional sources in the
category should be cited but a written annotation isn’t necessary.
Assignments & due dates:
• Annotated bibliography draft [one source]……...............March 15
o Check for appropriate style/organization on a single source.
• Annotated bibliography & Research conference.........April 9 – 12
o Formal conference one-on-one with your annotated
bibliography – walk through the development of your topic, the
research that contributed to your research question, the
sources you have gathered, and the plan to locate any
remaining sources. Any time before spring break.
• First draft of essay..........................................................April 16 – May 4
o Conference one-on-one over first draft and writing progress in
general. Students will sign up for a specific day after
concluding the research conference.
• Final Draft......................................................................May 21
Detailed overview of research project:
You will research an unsolved problem facing a community, and write an argumentative essay that
proposes a solution.
Phase 1: Read widely; learn all you can about a variety of topics that interest you. Keep an
eye out for unsolved problems facing specific communities. The terms “problem” and “community”
can be defined broadly, but ensure that a particular problem and/or community is worthy of your time
and research. Solving a particular problem for a particular community s ...
Textbook Editing
This is a sample of a typical college textbook edit. I completed this edit for an international publishing house (2010).
2222020 Report Pagehttpsww3.capsim.comcgi-bindispla.docx
2/22/2020 Report Page
https://ww3.capsim.com/cgi-bin/displayReport.cfm?Report=CapCourier#frontpage 1/14
Page 1 Front Page
Page 2 Stocks & Bonds
Page 3 Financial Summary
Page 4 Production Analysis
Page 5 Traditional Segment Analysis
Page 6 Low End Segment Analysis
Page 7 High End Segment Analysis
Page 8 Performance Segment Analysis
Page 9 Size Segment Analysis
Page 10 Market Share
Page 11 Perceptual Map
Page 12 HR/TQM Report
PRINT
2/22/2020 Report Page
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Top
Round: 2
Dec. 31, 2022
Chen m
C116647_042
Andrews
Manling Chen
Baldwin
Chester
Digby
Erie
Ferris
Selected Financial Statistics
Andrews Baldwin Chester Digby Erie Ferris
ROS -2.8% 5.5% 6.5% 6.7% 5.7% 7.0%
Asset Turnover 0.90 1.06 1.24 1.19 0.98 1.35
ROA -2.6% 5.8% 8.1% 8.0% 5.6% 9.5%
Leverage (Assets/Equity) 1.8 2.0 2.0 2.0 2.0 2.0
ROE -4.7% 11.8% 15.8% 15.7% 11.3% 18.6%
Emergency Loan $0 $0 $0 $0 $0 $0
Sales $89,035,307 $122,587,013 $154,293,704 $157,992,088 $121,430,647 $141,272,826
EBIT $1,515,688 $16,879,190 $22,135,853 $23,545,648 $17,738,015 $20,964,167
Profits ($2,534,269) $6,704,268 $10,008,748 $10,617,319 $6,897,788 $9,957,111
Cumulative Profit $1,972,431 $18,305,555 $17,559,284 $20,307,535 $15,470,880 $20,156,303
SG&A / Sales 17.1% 13.9% 10.9% 12.3% 9.6% 13.1%
Contrib. Margin % 29.4% 34.0% 30.2% 32.2% 30.8% 31.6%
CAPSTONE® COURIER Page 1
2/22/2020 Report Page
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Top
Stocks & Bonds C116647_042
Round: 2
December 31 , 2022
Stock Market Summary
Company Close Change Shares MarketCap ($M) Book Value PerShare EPS Dividend Yield P/E
Andrews $19.86 ($11.30) 2,388,206 $47 $22.63 ($1.06) $1.00 5.0% -18.7
Baldwin $48.18 $3.29 2,046,274 $99 $27.87 $3.28 $3.23 6.7% 14.7
Chester $48.54 $11.53 2,069,366 $100 $30.69 $4.84 $0.09 0.2% 10.0
Digby $53.08 $11.93 2,086,720 $111 $32.36 $5.09 $0.00 0.0% 10.4
Erie $43.74 $4.72 2,128,085 $93 $28.78 $3.24 $1.11 2.5% 13.5
Ferris $52.06 $10.72 2,000,000 $104 $26.77 $4.98 $1.34 2.6% 10.4
Bond Market Summary
Company Series# Face Yield Close$ S&P
Andrews
12.5S2024 $10,924,506 12.3% 101.36 BB
14.0S2026 $20,850,000 13.1% 107.03 BB
11.3S2031 $10,000,000 11.5% 97.84 BB
Baldwin
12.5S2024 $11,609,210 12.5% 100.34 B
14.0S2026 $20,850,000 13.3% 105.13 B
Chester
12.5S2024 $13,900,000 12.4% 100.67 B
14.0S2026 $20,850,000 13.2% 105.76 B
Digby
12.5S2024 $13,828,904 12.4% 100.51 B
14.0S2026 $20,850,000 13.3% 105.44 B
11.7S2032 $2,891,032 12.0% 97.20 B
Erie
12.5S2024 $13,900,000 12.5% 100.34 B
14.0S2026 $20,850,000 13.3% 105.13 B
11.8S2032 $2,640,750 12.1% 97.21 B
Ferris
12.5S2024 $4,6.
2212020 Soil Colloids (Chapter 8) Notes - AGRI1050R50 Intro.docx
2/21/2020 Soil Colloids (Chapter 8) Notes - AGRI1050R50: Introduction to Soil Science (2020S)
https://gotoclass.tnecampus.org/d2l/le/content/8094442/viewContent/60403389/View 1/12
Soil Colloids (Chapter 8) Notes
Soil Colloids (Chapter 8) Notes
Did you know ....
Did you know soil fertility or the ability for a soil to provide nutrients is seated in the type of minerals it
contains? Chapter 8 will cover the various types of soil colloids including all the layer and non-layer
silicates, cation exchange, anion exchange, and sorption.
Lecture content notes are accompanied by videos listed below the notes in each submodule (e.g. Soil
Colloids (Chapter 8) Videos A though H). Print or download lecture notes then view videos in
succession alongside lecture content and add additional notes from each video. The start of each
video is noted in parenthesis (e.g. Content for Video A) within each lecture note set and contains
lecture content through the note for the next video (e.g. Content for Video B).
Figures and tables unless specifically referrenced are from the course text, Nature and Property of
Soils, 14th Edition, Brady and Weil.
Content Video A
Soil Colloids
Smallest soil particles < 1 µm
Surface area - LARGE
Surface charge - CEC
Adsorb water
AGRI1050R50: Introduction to Soil Science (2020S) LH
https://gotoclass.tnecampus.org/d2l/le/content/8094442/navigateContent/176/Previous?pId=60403304
https://gotoclass.tnecampus.org/d2l/le/content/8094442/navigateContent/176/Next?pId=60403304
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2/21/2020 Soil Colloids (Chapter 8) Notes - AGRI1050R50: Introduction to Soil Science (2020S)
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Types of Colloids
Crystalline Silicate clays: ordered, crystalline, layers
Non-crystalline silicate clays: non-ordered, layers, volcanic
Iron/Aluminum Oxides – weathered soils, less CEC
Humus – OM, not mineral or crystalline, high CEC
Soil Colloids
Content Video B
Layer Silicates - Construction
Phyllosillicates
Tetrahedral Sheets
1 Si with 4 Oxygen
Share basal oxygen
Form sheets
Octahedral Sheets
6 Oxygen with Al3+ or Mg 2+
Di T i O t h d l b d # f di ti i
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2/21/2020 Soil Colloids (Chapter 8) Notes - AGRI1050R50: Introduction to Soil Science (2020S)
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Di or Tri Octahedral based on # of coordinating ions
http://web.utk.edu/~drtd0c/Soil%20Colloids.pdf
http://web.utk.edu/~drtd0c/Soil%20Colloids.pdf
2/21/2020 Soil Colloids (Chapter 8) Notes - AGRI1050R50: Introduction to Soil Science (2020S)
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Size .
More Related Content
Similar to Brainstorming on relevant concepts (due oct 8)below are some con
Composition II Advocacy Assignment · Peer Review Essay III bet
Composition II
Advocacy Assignment
· Peer Review Essay III between March 30th and 11:59 PM
I ask that you do not write about abortion and gun control or related topics in this assignment. Any paper on these topics will not be accepted for a grade.
All work submitted for this class must be specifically written for this class.
Skills you will learn/practice in this assignment include (but are not limited to):
1. Determining and narrowing down a research topic.
2. Find the appropriate tone to write for an academic audience.
3. Critical reading and thinking skills.
4. Conducting research on specific issues and aspects of a larger topic.
5. Synthesizing information from outside sources into your paper.
6. Using quotations from outside sources effectively.
7. Providing in text citations in proper MLA format.
8. Organizing a paper to clearly answer several aspects of a topic in a logical manner with each topic building on the previous one.
9. Using formal tone and diction (word choice).
10. Creating a Works Cited page in correct MLA format.
11. Using transitions for smooth flow.
12. Editing and proofreading.
Advocacy Proposal must be submitted and approved prior to submitting the paper. The paper will not be accepted, and you will not receive credit for it unless this proposal has been submitted and approved first.
Aim for 5 pages (double spaced using Times New Roman 12 font). You should have at least half a page (12 lines or more on the fifth page for the paper to meet the page length requirement. You should also have a Works Cited page in addition to the five pages. 5% will be deducted from papers which do not meet the page length requirement or are missing a Works Cited Page. 10% will be deducted if the paper does not meet the page length requirement and does not have a Works Cited page.
In this assignment, you will find a social issue that you find meaningful and relevant. This could be an issue that is affecting the world or our country or our state or even the local community you live in. This is not a strictly argumentative paper although you might use argument to show why this is a topic that is worthy of advocation.
Once you have identified the issue, you will write a paper advocating for this issue. Here are the points you must cover in your essay:
1. General introduction
2. What is advocacy?
3. What is the specific issue that you are advocating for?
4. Whom does this issue affect? Be specific in answering this question.
5. Why is it important to address this issue?
6. Are there programs/solutions that are already in place addressing this issue?
7. Which nonprofits are already advocating for this issue? Provide an overview of at least one nonprofit and their activities and accomplishments.
8. What do you want to persuade your audience to do (call to action)?
Your essay must go beyond informing your audience. You must also provide viable suggestions that you would like your audience, individually as well as a ...
Arc 211 american diversity and design dongfang fu
ARC 211 American Diversity and Design Discussion Questions
This assignment is important because it will allow you to think ab.docx
This assignment is important because it will allow you to think about and focus on an unfamiliar ecosystem, identifying the components of living organisms. In your examination you will consider the success of the ecosystem and potential problems with the system (think man's influence, weather patterns, natural disasters).
You should spend approximately 2.5 hours on this assignment. This time includes the time to watch and review the content in the videos and complete the assignment.
Instructions
1. Using three or more of the videos you have just watched in the Exploration, choose an ecosystem and describe representatives from the following taxons:
· Microorganisms (bacteria as well as protist)
· Lower plants (e.g., fungi, moss) and higher plants (e.g., ferns, gymnosperms, angiosperms)
· Animals (lower and higher)
2. Then, in at least 250 words, respond to the following questions:
· How has this ecosystem evolved to be successful and maintain itself?
· What problems does this ecosystem face?
3. Submit your assignment to the Module 4 Assignment: Organisms, Ecosystems, and Evolution
See the Course Schedule and Course Rubrics sections in the Syllabus module for due dates and grading information.
David Bartholomae
INVENTING THE UNIVERSITY1
Education may well be, as of right, the instrument whereby every in-
dividual, in a society like our own, can gain access to any kind of
discourse. But we well know that in its distribution, in what it permits
and in what it prevents, it follows the well-trodden battle-lines of social
conflict. Every educational system is a political means of maintaining
or of modifying the appropriation of discourse, with the knowledge and
the powers it carries with it.
Foucault , "The Discourse on Language" (227)
Every time a student sits down to write for us, he has to invent
the university for the occasion-invent the university, that is, or
a branch of it, like History or Anthropology or Economics or
English. He has to learn to speak our language, to speak as we
do, to try on the peculiar ways of knowing, selecting, evaluating,
reporting, concluding, and arguing that define the discourse of
our community. Or perhaps I should say the various discourses
of our community, since it is in the nature of a liberal arts
education that a student, after the first year or two, must learn
to try on a variety of voices and interpretive schemes-to write,
for example, as a literary critic one day and an experimental
psychologist the next, to work within fields where the rules
governing the presentation of examples or the development of
an argument are both distinct and, even to a professional, mys-
terious.
The students have to appropriate (or be appropriated by) a
specialized discourse, and they have to do this as though they
David Bartholomae is Associate Professor of English and Director of Composition
at the University of Pittsburgh. He has served on the executive committees of
CCCC , WPA , and the.
SOC 276 FAMILIES AND GLOBALIZATION / TUTORIALOUTLET DOT COM
SOC 276: Families and Globalization
Instructor: Jiping Zuo, Ph.D
GUIDELINES FOR REACTION PAPERS
ENG 283 Close Reading Assignment (5pts)Taylor 2Dire.docx
ENG 283: Close Reading Assignment (5pts)
Taylor 2
Directions:
1) Focus on one text from the list below:
Silko, “Pueblo Ecology”
Creation/Trickster Narrative(s)
de Vaca, “The Relation of Cabeza de Vaca”
Rowlandson, “Captivity and Restoration”
Bradford, “Of Plymouth Plantation”
Edwards, “Sinners in the Hands of an Angry God”
2) Perform a close reading on a section or group of sections from a text. To do so:
Focus by identifying a significant pattern, repetition, anomaly, theme, device, etc.
a. What stands out to you or what do you notice? For example, “imagery,” “diction,” “contrast,” “conflict,” OR “repetition …” List the instances as you prepare to draft.
b. Plan to discuss each example in its own body paragraph.
c. In each body paragraph, discuss what you see as the purpose of the pattern, repetition, anomaly, theme, device, etc.? What does it show, add, symbolize, suggest, or show? Do this for each example in its own paragraph.
2) Ask a question about the pattern (see below).
*Ultimately, your close reading will help you answer one of the prompts below OR explore a new idea of your choice.These questions are intentionally broad; be specific in your essay by offering your own unique interpretation of the literary devices in a text. Be sure to define your terms and devices.
Based on your close reading of a text:
1. What is at the heart of American confessions?
2. What is the confessional tradition “about”?
3. What does the early-American literary tradition suggest about the power of place and/or space?
4. What is the American origin story? What has a work of early-American literature suggested about American beginnings?
5. Based on your reading, what is the pursuit? What has a work of early-American literature suggested about the pursuit? How is it defined?
6. Based on your reading, how were aspects of early-American identity created and remade? Challenged? What does a work of early-American literature suggest about the making, limits, and possibilities of identity?
7. What does the early-American literary tradition suggest about rebellion and/or resistance?
8. What does a work of early-American literature suggest about the power of belief?
9. What is the role of voice, authorship or authority in a work of early-American literature? (May include the power of orality/the power of speech.)
10. Based on your reading, what do you see as a key conflict or tension during the early-American period?
11. What is a recurrent theme in early-American literature?
12. How do early-American authors negotiate audience (the reader) and to what end?
13. What is the role of food, nature/environment, clothing, or another related aspect in early-American literature (can relate to one of the above)?
14. A student-generated question (from discussion or group work).
15. Another topic of your choice.
Structure
Opening Paragraph** (will eventually become a formal introduction):
a. One sentence that states your text and the literary device ...
Elevator Pitch Grading GuideENT588 Version 22.docx
Elevator Pitch Grading Guide
ENT/588 Version 2
2
Elevator Pitch Grading Guide
ENT/588 Version 2
Special Topics: Innovation and Design
Copyright
Copyright © 2017 by University of Phoenix. All rights reserved.
University of Phoenix® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries.
Microsoft®, Windows®, and Windows NT® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation.
Edited in accordance with University of Phoenix® editorial standards and practices.
Individual Assignment: Elevator Pitch
Purpose of Assignment
Competition for jobs in today’s business world is fierce. To set yourself apart from the competition, it is important to learn how to identify the specific strengths and skills prospective investors need and want. Developing a personal brand allows you to clearly communicate what makes you unique and different from other businesses and is essential for the advancement of your business.
Grading Guide
Content
Met
Partially Met
Not Met
Comments:
Explain your skills and area of expertise.
Explain your greatest strengths.
Describe the goals you have for your business.
Explain why you want to pursue a business in this area.
Describe your unique selling principle.
The outline is 350 words in length.
Total Available
Total Earned
2
#/X
Writing Guidelines
Met
Partially Met
Not Met
Comments:
The paper—including tables and graphs, headings, title page, and reference page—is consistent with APA formatting guidelines and meets course-level requirements.
Intellectual property is recognized with in-text citations and a reference page.
Paragraph and sentence transitions are present, logical, and maintain the flow throughout the paper.
Sentences are complete, clear, and concise.
Rules of grammar and usage are followed including spelling and punctuation.
Total Available
Total Earned
1
#/X
Assignment Total
#
3
#/X
Additional comments:
Copyright © 2017 by University of Phoenix. All rights reserved.
Explanation
YOUR WORLD PROJECT
100 points
Page 1of 7
Much of what makes Geography exciting and relevant is the fact that the “field” surrounds us: our bodies, homes, neighborhoods, cities, States, countries, and even the virtual world, each form spaces, places and landscapes that we read, analyze and shape. This assignment gives you the opportunity to investigate the places and spaces that make up your world. In so doing you will continue to apply the spatial perspective, ask Geographic questions and incorporate other things you’ve learned.
Important Considerations
PLAN This assignment CANNOT be completed at the last minute. If you procrastinate, you will be unduly ...
Geography and the Common Core
Resources for link geography with the ELA common core standards. Presentation given by Seth Dixon at Bridgewater State University Nov. 2, 2013.
GEOG102 Lab #7 1 Lab #7 A Pacific Northwest Geolog.docx
GEOG102 Lab #7 1
Lab #7: A Pacific Northwest Geologic Mystery
Lab Purpose and learning objectives
1. Report, describe, and interpret your observations of several features found in the Pacific
NW.
2. Formulate a hypothesis explaining how several landform features relate to each other and
explain what took place to create them (Your story).
3. Use the scientific method to structure your exploration and explanations.
Instructions and Overview
Step 1. a. You are going to investigate and solve a mystery about a geological phenomenon in
our “backyard”. You will be given several pieces of evidence and multiple clues and
hints containing geologic information for you to observe, formulate hypotheses about,
and interpret.
b. Using the eight pieces of evidence provided, and the large map of the Northwest with
their locations, make observations and interpretations and record these in the table
provided (see page 6). You will type these up and upload these to Canvas.
c. Hints are provided along with the evidence to help guide your group and should be
used for discussion when making your observations and interpretations. You do not need
answer these questions in your report. However, discuss each question as a group to
learn about each piece of evidence so that you can come up with plausible interpretations
and observations.
Step 2. Once you have investigated all eight pieces of geological evidence and have recorded
your observations and thoughts, sit down with your group and develop a narrative of
what you think happened based on the evidence. Include the ways each piece of evidence
supports your description, i.e., what does your clue indicate about the larger picture. For
example, the presence of a sesame seed on my shirt might mean that I recently ate a Big
Mac, but it could also mean I ate a sesame bagel.
Step 3. Using the scientific method (see page 5) write, independently of the group, a clear 500-
600 word lab report compiling this information into a narrative explaining, or solving, the
Pacific Northwest Geologic Mystery. Note the typed tables of should be attached as
Name: _____________________________________________________
Lab Day:_________________________ Lab Time:____________________
GEOG102 Lab #7 2
appendices and can be referred to in the report, but do not count towards the 500-600
words.
Grading:
10% Neatness, spelling, and grammar
30% Your observations and interpretation must be typed following the attached sheet
(page 6)
60% The 500-600 typed summary connecting the hints into a cohesive explanation of the
Pacific Northwest Geologic Mystery
What to hand in at Wednesday lecture during the last week of class
□ Typed observations and interpretations on attached sheet.
□ 500-600 word typed lab report
Lab Report Requirements
1. Lab reports must be typed. Standard one inch margins, double spaced, size 12 fonts are
required ...
AP Lang – Argumentative Research Project – 2018 Objective.docx
AP Lang – Argumentative Research Project – 2018
Objectives
● Conduct in-depth research on a problem facing a community
● Use several sources to support an argument in a way that is relevant, logical, and effective
● Create and sustain a logical argument based on extensive research and reading
Project Overview
• Phase 1: Read widely; learn all you can about a variety of topics that interest you.
• Phase 2: Narrow your research to a specific unsolved problem facing a specific community.
• Phase 3: Conduct in-depth research on your question.
• Phase 4: Defend a claim of policy in a well written, thoroughly researched essay that proposes
a solution to the unsolved problem.
Essay requirements
• Argumentative
• 1200 – 2000 words (4 – 7 pages)
• Introduction with clear, well-worded thesis statement that argues a claim of policy
• Several body paragraphs with support from a minimum of five sources
• Conclusion
• MLA format (8th Ed) – in-text citations and works cited page
(typed, 1 inch margins, 12 pt font, Times New Roman)
• Appropriate and creative title
• Original work – take strict precautions to avoid plagiarism
Annotated Bibliography requirements
• 10 sources, minimum of 1 source in each of the five categories:
o Print – academic, peer reviewed, journal
o Print – popular (magazine, newspaper, etc.)
o Web
o Video
o Audio (radio program, podcast, etc.)
• Only 5 formal annotations are required – one in each category. Additional sources in the
category should be cited but a written annotation isn’t necessary.
Assignments & due dates:
• Annotated bibliography draft [one source]……...............March 15
o Check for appropriate style/organization on a single source.
• Annotated bibliography & Research conference.........April 9 – 12
o Formal conference one-on-one with your annotated
bibliography – walk through the development of your topic, the
research that contributed to your research question, the
sources you have gathered, and the plan to locate any
remaining sources. Any time before spring break.
• First draft of essay..........................................................April 16 – May 4
o Conference one-on-one over first draft and writing progress in
general. Students will sign up for a specific day after
concluding the research conference.
• Final Draft......................................................................May 21
Detailed overview of research project:
You will research an unsolved problem facing a community, and write an argumentative essay that
proposes a solution.
Phase 1: Read widely; learn all you can about a variety of topics that interest you. Keep an
eye out for unsolved problems facing specific communities. The terms “problem” and “community”
can be defined broadly, but ensure that a particular problem and/or community is worthy of your time
and research. Solving a particular problem for a particular community s ...
Textbook Editing
This is a sample of a typical college textbook edit. I completed this edit for an international publishing house (2010).
Similar to Brainstorming on relevant concepts (due oct 8)below are some con (20)
Composition II Advocacy Assignment · Peer Review Essay III bet
Composition II Advocacy Assignment · Peer Review Essay III bet
This assignment is important because it will allow you to think ab.docx
This assignment is important because it will allow you to think ab.docx
SOC 276 FAMILIES AND GLOBALIZATION / TUTORIALOUTLET DOT COM
SOC 276 FAMILIES AND GLOBALIZATION / TUTORIALOUTLET DOT COM
A guide to effective geophysical writing and presentation
A guide to effective geophysical writing and presentation
ENG 283 Close Reading Assignment (5pts)Taylor 2Dire.docx
ENG 283 Close Reading Assignment (5pts)Taylor 2Dire.docx
Elevator Pitch Grading GuideENT588 Version 22.docx
Elevator Pitch Grading GuideENT588 Version 22.docx
GEOG102 Lab #7 1 Lab #7 A Pacific Northwest Geolog.docx
GEOG102 Lab #7 1 Lab #7 A Pacific Northwest Geolog.docx
AP Lang – Argumentative Research Project – 2018 Objective.docx
AP Lang – Argumentative Research Project – 2018 Objective.docx
More from RAJU852744
2222020 Report Pagehttpsww3.capsim.comcgi-bindispla.docx
2/22/2020 Report Page
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Page 1 Front Page
Page 2 Stocks & Bonds
Page 3 Financial Summary
Page 4 Production Analysis
Page 5 Traditional Segment Analysis
Page 6 Low End Segment Analysis
Page 7 High End Segment Analysis
Page 8 Performance Segment Analysis
Page 9 Size Segment Analysis
Page 10 Market Share
Page 11 Perceptual Map
Page 12 HR/TQM Report
PRINT
2/22/2020 Report Page
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Top
Round: 2
Dec. 31, 2022
Chen m
C116647_042
Andrews
Manling Chen
Baldwin
Chester
Digby
Erie
Ferris
Selected Financial Statistics
Andrews Baldwin Chester Digby Erie Ferris
ROS -2.8% 5.5% 6.5% 6.7% 5.7% 7.0%
Asset Turnover 0.90 1.06 1.24 1.19 0.98 1.35
ROA -2.6% 5.8% 8.1% 8.0% 5.6% 9.5%
Leverage (Assets/Equity) 1.8 2.0 2.0 2.0 2.0 2.0
ROE -4.7% 11.8% 15.8% 15.7% 11.3% 18.6%
Emergency Loan $0 $0 $0 $0 $0 $0
Sales $89,035,307 $122,587,013 $154,293,704 $157,992,088 $121,430,647 $141,272,826
EBIT $1,515,688 $16,879,190 $22,135,853 $23,545,648 $17,738,015 $20,964,167
Profits ($2,534,269) $6,704,268 $10,008,748 $10,617,319 $6,897,788 $9,957,111
Cumulative Profit $1,972,431 $18,305,555 $17,559,284 $20,307,535 $15,470,880 $20,156,303
SG&A / Sales 17.1% 13.9% 10.9% 12.3% 9.6% 13.1%
Contrib. Margin % 29.4% 34.0% 30.2% 32.2% 30.8% 31.6%
CAPSTONE® COURIER Page 1
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Stocks & Bonds C116647_042
Round: 2
December 31 , 2022
Stock Market Summary
Company Close Change Shares MarketCap ($M) Book Value PerShare EPS Dividend Yield P/E
Andrews $19.86 ($11.30) 2,388,206 $47 $22.63 ($1.06) $1.00 5.0% -18.7
Baldwin $48.18 $3.29 2,046,274 $99 $27.87 $3.28 $3.23 6.7% 14.7
Chester $48.54 $11.53 2,069,366 $100 $30.69 $4.84 $0.09 0.2% 10.0
Digby $53.08 $11.93 2,086,720 $111 $32.36 $5.09 $0.00 0.0% 10.4
Erie $43.74 $4.72 2,128,085 $93 $28.78 $3.24 $1.11 2.5% 13.5
Ferris $52.06 $10.72 2,000,000 $104 $26.77 $4.98 $1.34 2.6% 10.4
Bond Market Summary
Company Series# Face Yield Close$ S&P
Andrews
12.5S2024 $10,924,506 12.3% 101.36 BB
14.0S2026 $20,850,000 13.1% 107.03 BB
11.3S2031 $10,000,000 11.5% 97.84 BB
Baldwin
12.5S2024 $11,609,210 12.5% 100.34 B
14.0S2026 $20,850,000 13.3% 105.13 B
Chester
12.5S2024 $13,900,000 12.4% 100.67 B
14.0S2026 $20,850,000 13.2% 105.76 B
Digby
12.5S2024 $13,828,904 12.4% 100.51 B
14.0S2026 $20,850,000 13.3% 105.44 B
11.7S2032 $2,891,032 12.0% 97.20 B
Erie
12.5S2024 $13,900,000 12.5% 100.34 B
14.0S2026 $20,850,000 13.3% 105.13 B
11.8S2032 $2,640,750 12.1% 97.21 B
Ferris
12.5S2024 $4,6.
2212020 Soil Colloids (Chapter 8) Notes - AGRI1050R50 Intro.docx
2/21/2020 Soil Colloids (Chapter 8) Notes - AGRI1050R50: Introduction to Soil Science (2020S)
https://gotoclass.tnecampus.org/d2l/le/content/8094442/viewContent/60403389/View 1/12
Soil Colloids (Chapter 8) Notes
Soil Colloids (Chapter 8) Notes
Did you know ....
Did you know soil fertility or the ability for a soil to provide nutrients is seated in the type of minerals it
contains? Chapter 8 will cover the various types of soil colloids including all the layer and non-layer
silicates, cation exchange, anion exchange, and sorption.
Lecture content notes are accompanied by videos listed below the notes in each submodule (e.g. Soil
Colloids (Chapter 8) Videos A though H). Print or download lecture notes then view videos in
succession alongside lecture content and add additional notes from each video. The start of each
video is noted in parenthesis (e.g. Content for Video A) within each lecture note set and contains
lecture content through the note for the next video (e.g. Content for Video B).
Figures and tables unless specifically referrenced are from the course text, Nature and Property of
Soils, 14th Edition, Brady and Weil.
Content Video A
Soil Colloids
Smallest soil particles < 1 µm
Surface area - LARGE
Surface charge - CEC
Adsorb water
AGRI1050R50: Introduction to Soil Science (2020S) LH
https://gotoclass.tnecampus.org/d2l/le/content/8094442/navigateContent/176/Previous?pId=60403304
https://gotoclass.tnecampus.org/d2l/le/content/8094442/navigateContent/176/Next?pId=60403304
https://gotoclass.tnecampus.org/d2l/common/dialogs/quickLink/quickLink.d2l?ou=8094442&type=content&rcode=TBR-23958617
https://gotoclass.tnecampus.org/d2l/home/8094442
2/21/2020 Soil Colloids (Chapter 8) Notes - AGRI1050R50: Introduction to Soil Science (2020S)
https://gotoclass.tnecampus.org/d2l/le/content/8094442/viewContent/60403389/View 2/12
Types of Colloids
Crystalline Silicate clays: ordered, crystalline, layers
Non-crystalline silicate clays: non-ordered, layers, volcanic
Iron/Aluminum Oxides – weathered soils, less CEC
Humus – OM, not mineral or crystalline, high CEC
Soil Colloids
Content Video B
Layer Silicates - Construction
Phyllosillicates
Tetrahedral Sheets
1 Si with 4 Oxygen
Share basal oxygen
Form sheets
Octahedral Sheets
6 Oxygen with Al3+ or Mg 2+
Di T i O t h d l b d # f di ti i
https://gotoclass.tnecampus.org/d2l/common/dialogs/quickLink/quickLink.d2l?ou=8094442&type=content&rcode=TBR-23958618
2/21/2020 Soil Colloids (Chapter 8) Notes - AGRI1050R50: Introduction to Soil Science (2020S)
https://gotoclass.tnecampus.org/d2l/le/content/8094442/viewContent/60403389/View 3/12
Di or Tri Octahedral based on # of coordinating ions
http://web.utk.edu/~drtd0c/Soil%20Colloids.pdf
http://web.utk.edu/~drtd0c/Soil%20Colloids.pdf
2/21/2020 Soil Colloids (Chapter 8) Notes - AGRI1050R50: Introduction to Soil Science (2020S)
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Size .
20 Other Conditions That May Be a Focus of Clinical AttentionV-c.docx
20 Other Conditions That May Be a Focus of Clinical Attention
V-codes and z-codes
V-codes and Z-codes are conditions that may be the focus of clinical attention but are not considered mental disorders. They correspond to International Classification of Diseases, Ninth Revision, Clinical Modification ICD-9-CM (V-codes) and International Classification of Diseases, Tenth Revision, Clinical Modification ICD-10-CM (Z-codes that become effective in 2015. In most instances, third-party payers do not cover charges for delivering services to an individual if the diagnosis is solely a V- or Z-code alone. If the V- or Z-code is not the primary diagnosis then it should be documented following the primary diagnosis. In addition, when writing the psychosocial assessment any psychosocial and cultural factors that might impact the client's diagnosis should be documented. The psychosocial stressors reflected in these diagnoses are widespread across all classes and cultures and have been shown to impact all aspects of an individual's life from the physical and psychological to the financial. Furthermore, these conditions have been shown to significantly impact the diagnosis and outcome for a multitude of mental and medical disorders. V- and Z-codes are grouped into numerous categories including: relational problems, problems related to abuse/neglect, educational and occupational problems, housing and economic problems, problems related to the social environment, problems related to the legal system, other counseling services, other psychosocial, personal and environmental problems, and problems of personal history (APA, 2013).
Broadly speaking, the category “Relational Problems” describes interactional problems between family members (e.g., parent/caregiver-child) or partners that result in significant impairment of family functioning or development of symptoms in the distressed individual, spouses, siblings, or other family members. Relational problems are broken down into two categories, Problems Related to Family Upbringing and Other Problems Related to Primary Support Group. For example, in the first category a Parent-Child Relational Problem involves interactional problems between one or both parents and a child that lead to dysfunction in behavioral (e.g., inadequate protection, overprotection), cognitive (e.g., antagonism toward or blaming of the other) or affective (e.g., feeling sad and angry) realms. Here, the critical factor is the quality of the parent-child relationship or when the dysfunction in this relationship is impacting the course and outcome of a psychological or medical condition. Other examples include Sibling Relational Problem, Upbringing Away from Parents, and Child Affected by Parental Relationship Distress. Similarly, family relationships and interactional patterns leading to problems related to primary support group include Partner Relational Problem, Disruption of Family by Separation/Divorce, High Expressed Emotion Level with.
223 Case 53 Problems in Pasta Land by Andres Sous.docx
223
Case 53
Problems in Pasta Land
by
Andres Sousa-Poza
Old Dominion University
The Food Factory has been operating in an underdeveloped country for approximately 10
years.1 Its parent corporation specializes in wheat milling, and it started the pasta factory as a
“side-line” operation to process lower quality wheat flour, which is a by-product of the
normal milling process. This low-gluten flour is generally not suitable for the production of
bread or for direct sale to consumers.
In 2009, the pasta division is confronted with a major problem. It is too successful!
The factory was designed around the mill. Production capacities matched the amount of
effluent from the mill rather than coming from a sound marketing strategy. As shown in
Table 53-1, by 2006, the pasta plant was no longer able to effectively serve existing
customers. The plant that was designed to produce 600 tons of pasta per month on two
production lines is now facing average monthly orders of approximately 800 tons.
Furthermore, the corporate director of marketing estimates that orders could easily be
increased to 1400 to 1800 tons per month.
1 All monies used in this case are in the local currency, which is one of the more than 40 countries in
the world that use the $ symbol and most of which are called dollars.
Cases in Engineering Economy 2nd by Peterson & Eschenbach
224
Table 53-1 Average Monthly Orders/Production
0
100
200
300
400
500
600
700
800
900
Year
A
ve
ra
ge
m
on
th
ly
o
rd
er
s/
pr
od
uc
tio
n
Orders 200 280 360 490 450 580 620 710 760 800
Production 200 270 365 500 440 575 590 610 580 570
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009
Another challenge facing the factory is that the initial equipment was refurbished, not
new, and it is now antiquated and seriously dilapidated. Unless the plant is shut down,
equipment replacement is going to be required. The existing equipment was already a
technological generation behind when it was bought. During the last 10 years a new
generation of equipment has been developed based on high-temperature drying. The new
technology is much more suited for use with low-quality (low-gluten) flour and semolina.
New machinery is significantly more efficient. It requires fewer workers, has lower relative
energy consumption, and produces less waste. The pasta plant still maintains a price lead
through the low cost at which it is able to obtain raw materials from the corporate wheat mill,
but this barely compensates for the plant’s low efficiency.
The new technology is also enabling competitors to use low-quality, low-cost raw
materials and still produce a reasonably high-quality end product. Ultimately, this means that
the cost of higher quality pasta has dropped significantly in price, and the quality of the low-
cost pasta is increasing significantly. The pasta factory’s market is customers wit.
222111Organization N.docx
2
2
2
1
1
1
Organization Name: Insta-Buy
Insta-Buy is an E-Commerce Multinational American company. It was founded in 2010 and is based in Atlanta, Georgia. It mainly operates with grocery delivery and pick up and it offers services through web application and mobile application to various states in United States. It is one of the major online marketplaces for grocery delivery. The company is valued at $1 billion worth and has partnership with over 150 retailers. It is known for its fresh produce and timely delivery and pickup.
Predictive Analysis at Insta-Buy:
The predictive analytics is termed as what is likely to happen in the future. The predictive analytics is based on statistical and data mining technique. The aim of this technique is to predict the future of the project such as what would be the customer reaction on project, financial need, etc. In developing predictive analytical application, a number of techniques are used such as classification algorithms. The classification techniques are logistic regression, decision tree models and neural network. Clustering algorithms are used to segment customers in different groups which helps to target specific promotions to them. To estimate the relationship between different purchasing behavior, association mining technique is used (Mehra, 2014). As an example, for any product on Amazon.com results in the retailer also suggesting similar products that a customer might be interested in. Predictive analytics can be used in E-commerce to solve the following problems
1. Improve customer engagement and increase revenue
1. Launch promotions that target specific customer group
1. Optimizing prices to generate maximum profits
1. Keep proper inventory and reduce over stalking
1. Minimizing fraud happenings and protecting privacy
1. Provide batter customer service at low cost
1. Analyze data and make decision in real time
TOPICS:
Student: Ahmed
Topic: Bayesian Networks (Predicting Sales In E-commerce Using Bayesian Network Model)
Student: Meet
Topic: Predictive Analysis
Student: Peter
Topic: Privacy and Confidentiality in an e-Commerce World: Data Mining, Data Warehousing, Matching and Disclosure Limitation
Student: Nayeem
Topic: Ensemble Modeling
Student: Shek
Topic: L.Jack & Y.D. Tsai, Using Text Mining of Amazon Reviews to Explore User-Defined Product Highlights and Issues.
Student: Suma
Topic: Deep Neural Networks
REFERENCES:
Olufunke Rebecca Vincent, A. S. (2017). A Cognitive Buying Decision-Making Process in B2B E-Commerce Using Analytic-MLP. Elsevier.
https://www.researchgate.net/publication/319278239_A_Cognitive_Buying_Decision-Making_Process_in_B2B_E-Commerce_Using_Analytic-MLP
Wan, C. C. (2017). Forcasting E-commerce Key Performance Indicators
https://beta.vu.nl/nl/Images/stageverslag-wan_tcm235-867619.pdf
Fienberg, S. (2006). Privacy and Confidentiality in an e-Commerce World: Data Mining, Data Warehousing, Matching and Disclosure Limitation. Statistical Science, .
22-6 Reporting the Plight of Depression FamiliesMARTHA GELLHOR.docx
22-6 | Reporting the Plight of Depression Families
MARTHA GELLHORN, Field Report to Harry Hopkins (1934)
1. From Martha Gellhorn to Harry Hopkins, Report, Gaston County, North Carolina, November 11, 1934, Franklin D. Roosevelt Library, Harry Hopkins Papers, Box 66. Online transcript available at http://newdeal.feri.org/hopkins/hop08.htm.
Journalist and novelist Martha Gellhorn’s heartrending field report describing impoverished Gastonia, North Carolina, families vividly captures the desperate hope of depression-era families. Hired by Harry Hopkins, Franklin Roosevelt’s point man for federal relief efforts, Gellhorn detailed the enormous challenge facing the administration. Compounding the epic humanitarian crisis she encountered was the political opposition, which she singled out as one among many obstacles hampering relief efforts.
All during this trip [to North Carolina] I have been thinking to myself about that curious phrase “red menace,” and wondering where said menace hid itself. Every house I visited — mill worker or unemployed — had a picture of the President. These ranged from newspaper clippings (in destitute homes) to large colored prints, framed in gilt cardboard. The portrait holds the place of honour over the mantel. . . . He is at once God and their intimate friend; he knows them all by name, knows their little town and mill, their little lives and problems. And, though everything else fails, he is there, and will not let them down.
I have been seeing people who, according to almost any standard, have practically nothing in life and practically nothing to look forward to or hope for. But there is hope; confidence, something intangible and real: “the president isn’t going to forget us.”
Let me cite cases: I went to see a woman with five children who was living on relief ($3.40 a week). Her picture of the President was a small one, and she told me her oldest daughter had been married some months ago and had cried for the big, coloured picture as a wedding present. The children have no shoes and that woman is terrified of the coming cold as if it were a definite physical entity. There is practically no furniture left in the home, and you can imagine what and how they eat. But she said, suddenly brightening, “I’d give my heart to see the President. I know he means to do everything he can for us; but they make it hard for him; they won’t let him.” I note this case as something special; because here the faith was coupled with a feeling (entirely sympathetic) that the President was not entirely omnipotent.
I have been seeing mill workers; and in every mill when possible, the local Union president. There has been widespread discrimination in the south; and many mills haven’t re-opened since the strike. Those open often run on such curtailment that workers are getting from 2 to 3 days work a week. The price of food has risen (especially the kind of food they eat: fat-back bacon, flour, meal, sorghum) as high as 100%. It is getting cold;.
2012 © Laureate Education, Inc. ASSIGNMENT AND FINAL P.docx
2012 © Laureate Education, Inc.
ASSIGNMENT AND FINAL PROJECT WRITING RUBRIC
This rubric will be used to evaluate submitted written work in this course
(Assignments). There are four primary quality indicators. All written assignments
will be scored on the first three indicators (Responsiveness, Content, and
Quality). The final indicator (Research, Scholarship, and Professional Style)
applies to the Final Project only.
Scoring Instructions
All Assignments, except for the Final Project, may earn a maximum of 12
points. It will be scored on the first three quality indicators
(Responsiveness, Content, and Quality); the total possible score will be 12
points (4 points for each indicator).
The Final Project may earn a maximum of 20 points. It will be scored on
all four quality indicators. The score on the final indicator (Research,
Scholarship, and Professional Style) will be weighted more heavily, and
worth double. That is, the maximum score for a Final Project would be 12
points for the first three indicators plus 8 points for the final indicator to
yield the maximum score of 20 points.
4 (Exemplary)
3 (Meets the Standard)
2 (Progressing)
1 (Emerging)
RESPONSIVENESS TO A PROJECT OR WRITING ASSIGNMENT (AS
ASSIGNED OR AS SELECTED BY THE STUDENT IF INSTRUCTIONS
ALLOW)
(Did the student respond adequately to the paper or writing assignment?)
4 Paper or writing assignment is responsive to and exceeds the
requirements given in the instructions. It:
Responds to assigned or selected topic;
Goes beyond what is required in some meaningful way (e.g., ideas
contribute a new dimension to what we know about the topic,
unearths something unanticipated, etc.);
Is substantive and evidence based;
Demonstrates that the student has read, viewed, and considered
the learning resources in the course and that the paper topic
connects in a meaningful way to the course content;
Is submitted by the due date.
3 Paper or writing assignment is responsive to and meets the requirements
given in the instructions. It:
2012 © Laureate Education, Inc.
Responds to the assigned or selected topic;
Is substantive and evidence based;
Demonstrates that the student has read, viewed, and considered
the Learning Resources in the course and that the paper topic
connects in a meaningful way to the course content;
Is submitted by the due date.
2 Paper or writing assignment is somewhat responsive to the requirements
given in the instructions. Content:
Somewhat misses the point of the assigned or selected topic;
and/or
Lacks in substance, relying more on anecdotal than scholarly
evidence; and/or
Contains little evidence that the student has read, viewed, and
considered the Learning Resources in the course and that the
paper topic connects in a meaningful way to the course content;
and/or
Is submitted by the due date.
1 Paper or writing assignment is unresponsive to the requirements.
216Author’s Note I would like to thank the Division of Wo.docx
216
Author’s Note: I would like to thank the Division of Women and Crime graduate student paper review-
ers and committee for awarding an earlier version of this article honorable mention in 2005. I would also
like to acknowledge the theoretical and practical guidance of Dr. L. Susan Williams and Dr. Dana Britton
for the foundations of this article. Finally, I want to thank the editor and anonymous reviewers of Feminist
Criminology for suggestions and criticisms that greatly improved the final version of this article. Please
address correspondence to Don L. Kurtz, PhD, Department of Sociology, Anthropology, and Social Work,
Kansas State University, 204 Waters Hall, Manhattan, KS 66506-4003; e-mail: [email protected]
Feminist Criminology
Volume 3 Number 3
July 2008 216-238
© 2008 Sage Publications
10.1177/1557085108321672
http://fc.sagepub.com
hosted at
http://online.sagepub.com
Controlled Burn
The Gendering of Stress and Burnout in
Modern Policing
Don L. Kurtz
Kansas State University
Despite the interest in the interplay between subcultural attitudes, organizational
structure, and high stress events, most research on police stress fails to address a
fundamental concern—that of gender. In fact, the majority of research addressing officer
stress fails to mention gender or concentrates on gender as a simple control variable. Data
from the Police Stress and Domestic Violence in Police Families in Baltimore, Maryland,
1997-1999 study were analyzed to examine how gender affects stress and burnout in law
enforcement. Findings indicate that stress and burnout by officers is embedded in the
gender structure and process of policing and not simply a response to high stress events.
Keywords: policing; stress; burnout; masculinity; gender and policing; social construc-
tion of gender; gendered organization theory
Asignificant body of research contends that policing is one of the most stressfulprofessions in American society (Anderson, Litzenberger, & Plecas, 2002;
Harpold & Feenster, 2002; Howard, Howard Donofrio, & Boles, 2004; Liberman
et al., 2002; Lott, 1995). Officer stress is associated with a number of negative
behaviors and psychological outcomes, including high rates of substance abuse,
divorce, suicide, and violence (Harpold & Feenster, 2002; Lott, 1995; Violanti,
1996). Attempts to deal with officer stress and burnout generally focus on psycho-
logical, physical, or psychiatric responses to critical incidents or high stress work
environments (Anderson et al., 2002; Brooks & Piquero, 1998; Liberman et al.,
2002; Loo, 2004; Mashburn, 1993; Purpura, 2001). Some scholars identify a sub-
culture of policing through which selected behaviors and attitudes influence officers’
reactions to organizational and job related stress (Harpold & Feenster, 2002; Purpura,
2001). Despite interest in the interplay among subcultural attitudes, organizational
Kurtz / The Gendering of Stress and Burnout in Modern Policing 217
structure and high stress eve.
2019 International Conference on Machine Learning, Big Data, C.docx
2019 International Conference on Machine Learning, Big Data, Cloud and Parallel Computing (Com-IT-Con), India, 14th -16th Feb 2019
978-1-7281-0211-5/19/$31.00 2019 ©IEEE 129
A Detailed Study of Azure Platform & Its Cognitive
Services
Ankita Verma, Dhutima Malla, Amrit Kaur Choudhary, Vasudha Arora
Department of Computer Science & Engineering
Manav Rachna International Institute of Research and Studies
Faridabad, India
[email protected], [email protected], [email protected],
[email protected]
Abstract—Windows Azure is the Microsoft's conveyed
registering contraption. In this paper, we will learn about the
prelude to the Azure framework. The scattered enlisting stage
outfits clients with assets and associations for an affiliation. We
would in like way talk about azure associations: Register,
structuring, Stockpile, Fabric Controller Mesh, Cellphone,
Holder, Index, Problem-Solving, A.I + M.L, I.O.T, Combination,
Identity, Safety, DevOps, Migrate and The executive's aids.
Microsoft’s Azure is the standard circled figuring stage which
draws in the client to send and work assets with speed of
adaptability. Our basic work in this paper is to go up against
recognizing confirmation and face attestation utilizing "Face
API" where we will use our own one of a kind codes, for
example, to perceive and see the powers of the all-inclusive
community.
Keywords— Windows Azure, Resources, Services,
Deployment, Cloud Computing, Face Detection, Face API
I. INTRODUCTION
Conveyed registering is an unused headway. It is the update
of parallel figuring, dispersed enrolling system arranging, and
is the blend and advancement of Virtualization, Utility
dealing with, Software-as-a-Service (SaaS), Infrastructure-as-
a-Service (IaaS) and Platform-as-a-Service (PaaS). In the
method for the most current couple of years, apportioned
enlisting viewpoint has seen a to an incredible degree
extraordinary pass closer to its social occasion and it has
changed into a precedent in the quantifiable improvement
district as it ensures fundamental cost decreases and new
fitting undertaking reachable to its purchasers and
providers.[10] Scattered enlisting is a creation manual for
dessert on and continue programming and is being gotten by
the business, for instance, Google, IBM, Microsoft, and
Amazon. A couple of mannequin purposes and stages, for
instance, the IBM !Azure Cloud structure, the Google App
Engine, the Amazon Cloud, and the Elastic Computing
Platform. Dissipated making prepared is viewed as the
running with an upgrade that will influence distinctive leveled
affiliations and how they manage their IT establishments. The
progress and organization that cloud connection and
association models offer are a key territory of research.
Appropriated processing uses Azure as a phase for its
distinctive organizations, for instance, Analytics, AI, Machine
Learning, IOT, Face API, etc. and engages customers to send
and work.
2018 4th International Conference on Green Technology and Sust.docx
2018 4th International Conference on Green Technology and Sustainable Development (GTSD)
130
�
Abstract - The Vietnamese government have plan to develop the
wind farms with the expected capacity of 6 GW by 2030. With the
high penetration of wind power into power system, wind power
forecasting is essentially needed for a power generation
balancing in power system operation and electricity market.
However, such a tool is currently not available in Vietnamese
wind farms as well as electricity market. Therefore, a short-term
wind power forecasting tool for 24 hours has been created to fill
in this gap, using artificial neural network technique. The neural
network has been trained with past data recorded from 2015 to
2017 at Tuy Phong wind farm in Binh Thuan province of Viet
Nam. It has been tested for wind power prediction with the input
data from hourly weather forecast for the same wind farm. The
tool can be used for short-term wind power forecasting in
Vietnamese power system in a foreseeable future.
Keywords: power system; wind farm; wind power forecasting;
neural network; electricity market.
I. NECESITY OF WIND POWER FORECASTING
Today, the integration of wind power into the existing
grid is a big issue in power system operation. For the system
operators, power generation curve of wind turbines is a
necessary information in the power sources balancing. From
the dispatchers’ point of view, wind power forecast errors
will impact the system net imbalances when the share of
wind power increases, and more accurate forecasts mean less
regulating capacity will be activated from the real time
electricity market [1]. In the deregulated market, day-ahead
electricity spot prices are also affected by day-ahead wind
power forecasting [2]. Wind power forecasting is also
essential in reducing the power curtailment, supporting the
ancillary service. However, due to uncertainty of wind speed
and weather factors, the wind power is not easy to predict.
In recent years, many wind power forecasting methods
have been proposed. In [3], a review of different approaches
for short-term wind power forecasting has been introduced,
including statistical and physical methods with different
models such as WPMS, WPPT, Prediktor, Zephyr, WPFS,
ANEMOS, ARMINES, Ewind, Sipreolico. In [4], [5], the
methods, models of wind power forecasting and its impact on
*Research supported by Gesellschaft fuer Internationale
Zusammenarbeit GmbH (GIZ).
D. T. Viet is with the University of Danang, Vietnam (email:
[email protected]).
V. V. Phuong is with the University of Danang, Vietnam (email:
[email protected]).
D. M. Quan is with the University of Danang, Vietnam (email:
[email protected]).
A. Kies is with the Frankfurt Institute for Advanced Studies, Germany
(email: [email protected] uni-frankfurt.de).
B. U. Schyska is with the Carl von Ossietzky Universität Oldenburg,
Germany (email: [email protected]).
Y. K. Wu i.
202 S.W.3d 811Court of Appeals of Texas,San Antonio.PROG.docx
202 S.W.3d 811
Court of Appeals of Texas,
San Antonio.
PROGRESSIVE COUNTY MUTUAL INSURANCE
COMPANY, Appellant,
v.
Hector Raul TREVINO and Mario Moyeda,
Appellees.
No. 04–05–00113–CV.
|
June 28, 2006.
|
Rehearing Overruled July 31, 2006.
.
200 wordsResearch Interest Lack of minorities in top level ma.docx
200 words
Research Interest: Lack of minorities in top level management positions
Describe why and how a qualitative approach may be appropriate for your area of interest for your research. Include a rationale for each proposed use of qualitative inquiry.
.
2019 14th Iberian Conference on Information Systems and Tech.docx
2019 14th Iberian Conference on Information Systems and Technologies (CISTI)
19 – 22 June 2019, Coimbra, Portugal
ISBN: 978-989-98434-9-3
How ISO 27001 can help achieve GDPR compliance
Isabel Maria Lopes
Polytechnic Institute of Bragança, Bragança, Portugal
UNIAG, Polytechnic Institute of Bragança, Portugal
ALGORITMI Centre, Minho University, Guimarães,
Portugal
[email protected]
Pedro Oliveira
Polytechnic Institute of Bragança, Bragança, Portugal
[email protected]
Teresa Guarda
Universidad Estatal Península de Santa Elena – UPSE, La
Libertad, Ecuador
Universidad de las Fuerzas Armadas – ESPE, Sangolqui,
Quito, Equador
ALGORITMI Centre, Minho University, Guimarães,
Portugal
[email protected]
Abstract — Personal Data Protection has been among the most
discussed topics lately and a reason for great concern among
organizations. The EU General Data Protection Regulation
(GDPR) is the most important change in data privacy regulation
in 20 years. The regulation will fundamentally reshape the way in
which data is handled across every sector. The organizations had
two years to implement it. As referred by many authors, the
implementation of the regulation has not been an easy task for
companies. The question we aim to answer in this study is how far
the implementation of ISO 27001 standards might represent a
facilitating factor to organizations for an easier compliance with
the regulation. In order to answer this question, several websites
(mostly of consulting companies) were analyzed, and the aspects
considered as facilitating are listed in this paper.
Keywords - regulation (EU) 2016/679; general data protection
regulation; ISO/IEC 27001.
I. INTRODUCTION
In recent years, data protection has become a forefront issue
in cyber security. The issues introduced by recurring
organizational data breaches, social media and the Internet of
Things (IoT) have raised the stakes even further [1, 2]. The EU
GDPR, enforced from May 25 2018, is an attempt to address
such data protection. The GDPR makes for stronger, unified data
protection throughout the EU.
The EU GDPR states that organizations must adopt
appropriate policies, procedures and processes to protect the
personal data they hold.
The International Organization for Standardization (ISO)
/International Electrotechnical Commission (IEC) 27000 series
is a set of information security standards that provide best-
practice recommendations for information security management
[3].
This international standard for information security, ISO
27001, provides an excellent starting point for achieving the
technical and operational requirements necessary to reduce the
risk of a breach.
Not all data is protected by the GDPR, since it is only
applicable to personal data. This is defined in Article 4 as
follows [4]:
“personal data” means any information relating to an
identified or identifiable natural person (’data subject’); an
identifiable.
200520201ORG30002 – Leadership Practice and Skills.docx
20/05/2020
1
ORG30002 – Leadership Practice
and Skills
Topic: Cross-cultural Leadership
Week 10
Readings for this week….
◦ Week 10 Topic: Cross-Cultural Leadership
◦ Chapter 11, Daft
◦ Javidan, M., Dorfman, P.W., De Luque, M.S. & House R.J. (2006). In the eye of the beholder:
Cross cultural lessons in leadership from Project GLOBE - Academy of Management Perspect ive,
20(1), 67-90
http://ezproxy.lib.swin.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db
=bth&AN=19873410&site=ehost-live&scope=site
◦ Randel, A.E., et al. (2018). Inclusive leadership: Realizing posit ive outcomes through
belongingness and being valued for uniqueness, Human Resource Management Review, 28:190-
203. http://ezproxy.lib.swin.edu.au/login?url=https://doi.org/10.1016/j.hrmr.2017.07.002
◦ Hoffman, R., Yeh, C. & Casnocha, B. (2019). Learn from People, Not Classes Whom do you know,
and what can they teach you? Harvard Business Review, Mar – Apr 2019.
http://ezproxy.lib.swin.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db
=bth&AN=134875248&site=ehost-live&scope=site
Work Force Trends
With more multi generational workplaces, work forces are becoming more
diverse and cultures of inclusion more common
Women leaders in Global Businesses showing an increasing trend
Globalization is compelling businesses to send more workers to other countries
Leaders are traveling and working abroad in greater numbers
Workers with international experience and skills are increasingly more sought-
after in the workplace
Visualising the Iceberg Model of Culture
(source:http://opengecko.com/interculturalism/visualising-the-iceberg-model-of-
culture/) The iceberg model of culture
has been arrived at through
the work of many theorists,
including those referenced
below:
◦ French, W., & Bell, C. (1995).
Organization development.
(5th Ed.). [Englewood Cliffs,
NJ: Prentice-Hall
International]
◦ Hall, E. T. (1976) Beyond
Culture [New York:
Doubleday]
◦ Selfridge, R., Sokolik, S.
(1975) “A comprehensive
v iew of organizational
management”. MSU
Business Topics, 23(1), 46-61
◦ Weaver, G. R. (1986).
“Understanding and coping
with cross-cultural
adjustment stress”. In Paige
R. M. (Ed.), Cross-Cultural
Orientation, New
Conceptualizations and
Applications. [Lanham, MD:
University Press of America]
https://monash.rl.talis.com/items/C3CF1A2F-948C-AA0D-89D9-8498251A8662.html?referrer=/lists/86EF2F87-E1BB-F832-BEB3-34F354D3DAC6.html?draft#item-C3CF1A2F-948C-AA0D-89D9-8498251A8662
http://ezproxy.lib.swin.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=19873410&site=ehost-live&scope=site
http://ezproxy.lib.swin.edu.au/login?url=https://doi.org/10.1016/j.hrmr.2017.07.002
http://ezproxy.lib.swin.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=134875248&site=ehost-live&scope=site
20/05/2020
2
Who is a Multicultural Leader?
A leader with skills.
2182020 Sample Content Topichttpspurdueglobal.brights.docx
2/18/2020 Sample Content Topic
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Trouble at 3Forks
Introduction: The foreclosure process can differ for deeds
versus mortgages. You will conduct research to determine
these differences since it is not only covered in the real estate
exam, but it is important to know this process in professional
practice.
Scenario: Henri and Lila own a restaurant which the
government has caused to close due to widening the road in
front of their establishment. Since this is the main source of
their income, and has caused Lila and Henri to stop payments
on their mortgage, address the following questions.
Checklist:
Explain the action that Henri and Lila should expect from the
bank regarding their property.
Describe how the banks actions would differ if it was a deed of
trust rather than a mortgage.
Respond in a minimum of 600–850-word essay with additional
title and reference pages using APA format and citation style.
Access the Unit 4 Assignment grading rubric.
Submit your response to the Unit 4 Assignment Dropbox.
Assignment Details
https://kapextmediassl-a.akamaihd.net/business/MT431/1904c/rubrics/u4_rubric.pdf
Mitchell, Taylor N.
Donaldson, Jayda N
Recommended Presentation Outline
My Name is …
The title of my article is…
I found it in…
My article is relevant and interesting because….
The Economics Article
1
P
Q
S
D
Q*
P*
S``
Q**
P**
3
MC
AC
$
X
D
MR
P*
X*
4
Economics
The study of the allocation of scarce resources: implies a cost to every action
Basic assumption
People are rational
People act to maximize their happiness
Economics is predictive
5
Economic Modeling
"The theory of economics does not furnish a body of settled conclusions immediately applicable to policy. It is a method rather than a doctrine, an apparatus of the mind, a technique of thinking which helps its possessor to draw correct conclusions." (John Maynard Keynes)
P
Q
S
D
Q*
P*
7
Demand
Function of
Income
Tastes
Prices of Substitutes
Prices of Compliments
8
P
Q
D
Q*
P*
Q**
P**
9
P
Q
D
D1
P1
P2
Q1
Q2
Q1
Q2
10
Price Elasticity of Demand
A measure of sensitivity of quantity demanded to a change in price
Q/Q)
(P/P)
Inelastic demand means that E is small
11
Supply
Function of
Costs of Production
Input Prices
Technology
12
P
Q
S
S1
P1
P2
Q1
Q2
Q1
Q2
13
P
Q
S
D
Q*
P*
S``
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P**
14
Utility Maximization
MAX U(F, N)
Subject to the budget constraint:
PnN + PfF = I
(with a little algebra)
N= I/Pn - (Pf / Pn) F
15
Good X
Y
I/PY
U2
U1
U3
16
Theory of the Firm
Firm Maximizes profits
Max: p = Revenue - Costs
Max: p = P(Q)* Q- C(Q)
First Order Conditions:
dp/dQ = P’(Q)*P + P(Q) - C’(Q) =0
P’(Q)*P + P(Q) = C’(Q)
Marginal Revenue = Marginal Costs
17
X
$
0
AC
MC
P1
Po
X1
Xo
18
Assumptions of Perfect Competition
Free Entr.
21 hours agoMercy Eke Week 2 Discussion Hamilton Depression.docx
21 hours ago
Mercy Eke
Week 2 Discussion: Hamilton Depression Rating Scale
COLLAPSE
Top of Form
Depression or Major Depressive Disorder is considered as a mental health disorder that negatively impacts how an individual feel, think and behave. Individuals who suffer from depression exhibit feelings of sadness and loss in interest in once enjoyed activities (Parekh. 2017). It can cause different kinds of emotional and physical problems and can minimize an individual’s ability to be functional in their daily routines. Annually, approximately 6.7% of adults are impacted by depression. It is estimated that 16.6% of individuals will experience depression at some time in their life (Parekh. 2017). Depression is said to manifest at any time, but on average, the first manifestation occurs during the late teens to mid-20s. The female population is susceptible to experience depression than the male population. Some research indicated that one-third of the female population would experience a major depressive episode in their lifetime (Parekh. 2017).
Among all the mental disorders, depression is one of the most treatable. It is estimated that between 80-90 % of individuals suffering from depression respond well to treatment and experienced remission of their symptoms (Parekh. 2017). As a mental health professional, prior to deciphering diagnosis and initiating diagnosis, it is paramount to conduct a complete diagnostic evaluation, which includes an interview and, if necessary, a physical examination (Parekh. 2017). Blood tests can be conducted to ascertain that depression is not precipitated by a medical condition like thyroid dysfunction. The evaluation is to identify specific symptoms, medical and family history, cultural factors, and environmental factors to derive a diagnosis and establish a treatment plan (Parekh. 2017). One of the assessment tools for depression is the Hamilton Depression Rating Scale. In this discussion, I will be discussing the psychometric properties of the Hamilton Depression Rating Scale and elaborate on when it is appropriate to utilize this assessment tool with clients, including whether the tool can be utilized to evaluate the efficacy of psychopharmacologic medications.
The Hamilton Depression Rating Scale (HDRS) was introduced in early 1960. It has been considered as a gold standard in depression studies and a preferred scale in the evaluation of depression treatment. It is the most vastly utilized observer-rated depression scale worldwide (Vindbjerg.et.al., 2019). The HDRS was initially created to measure symptoms severity in depressed inpatient; however, the 17-item HAM-D has advanced in over five decades into 11 modified versions that have been administered to various patient populations in an array of psychiatric, medical, and other research settings (Rohan.et.al., 2016). There are two most common versions with either 17 or 21 items and is scored between 0-4 points. Each item assists mental health professionals or c.
2192020 Originality Reporthttpsucumberlands.blackboar.docx
2/19/2020 Originality Report
https://ucumberlands.blackboard.com/webapps/mdb-sa-BB5a31b16bb2c48/originalityReport/ultra?attemptId=35e8206d-f656-469d-9712-4be72f15e91… 1/6
%81
SafeAssign Originality Report
Spring 2020 - InfoTech Import in Strat Plan (ITS-831-08) - First Bi-Term • Week 4 Assignment
%81Total Score: High riskMohana Murali Krishna Karnati
Submission UUID: 52814687-34c0-ee43-84bc-c253ad62fe7a
Total Number of Reports
1
Highest Match
81 %
Week 4 Assignment.docx
Average Match
81 %
Submitted on
02/19/20
08:49 AM CST
Average Word Count
1,726
Highest: Week 4 Assignment.docx
%81Attachment 1
Institutional database (9)
Student paper Student paper Student paper
Student paper Student paper Student paper
Student paper Student paper Student paper
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View Originality Report - Old Design
Word Count: 1,726
Week 4 Assignment.docx
4 7 5
3 8 6
1 9 2
4 Student paper 7 Student paper 5 Student paper
Running Head: SERVER VIRTUALIZATION 1
SERVER VIRTUALIZATION 8
Week 4 Assignment
Technet Case Study for Virtualization Mohana Murali Krishna Karnati
University of the Cumberlands
Technet Case Study for Virtualization
Technet is a hypothetical business in the storage manufacturing industry. This paper intend to elaborate the server virtualization concept using Microsoft
virtualization software from Windows server 2012R2. Organization’s Preparedness for Virtualization. As of now, the IT system design is a mishmash of old
frameworks that were obtained through various acquisitions of different providers in the storage industry. In any case, these old frameworks are aging and will soon
need to be upgraded. Generally, these old frameworks support applications that have been in service for about 10 years. The IT system situated in one of Technet
branch in Asia for instance comprise of old servers that have been in service for the last 5 years. These old servers were launched to support production and
productivity applications. The expense for permit of these old applications are presently being inspected to check whether they can be dropped and the
information moved to current Technet Enterprise Resource Planning (ERP) applications. Consequently, since several IT related components are potential
contender for upgrading, this makes the likelihood of changing over current physical server farms into virtualized computing resources appropriate. Microsoft
Licensing of Virtualized Environments
Datacenter and the Standard edition are the two license version for Windows Server 2012R2 offered by Microsoft. There is likewise a free version called
Hyper-V Server which is an independent system that only contains the Windows hypervisor, a driver model as well as virtualization modules. Every window
version underpins Hyper-V, which is Microsoft's Type-1 hypervisor offering, likewise referred to as a bare-metal installation, and each Hyper-V server is known as a
Host (Portnoy, 2012). The Windows Server.
20810chapter Information Systems Sourcing .docx
208
10
chapter Information Systems
Sourcing
After 13 years, Kellwood, an American apparel maker, ended its soups!to!nuts IS outsourcing
arrangement with EDS . The primary focus of the original outsourcing contract was to integrate
12 individually acquired units with different systems into one system. Kellwood had been satis-
" ed enough with EDS ’ s performance to renegotiate the contract in 2002 and 2008, even though
at each renegotiation point, Kellwood had considered bringing the IS operations back in house,
or backsourcing. The 2008 contract iteration resulted in a more # exible $105 million contract that
EDS estimated would save Kellwood $2 million in the " rst year and $9 million over the remaining
contract years. But the situation at Kellwood had changed drastically. In 2008, Kellwood had been
purchased by Sun Capital Partners and taken private. The chief operating of" cer (COO), who was
facing a mountain of debt and possibly bankruptcy, wanted to consolidate and bring the operations
back in house to give some order to the current situation and reduce costs. Kellwood was suffering
from a lack of IS standardization as a result of its many acquisitions. The chief information of" cer
(CIO) recognized the importance of IS standardization and costs, but she was concerned that the
transition from outsourcing to insourcing would cause serious disruption to IS service levels and
project deadlines if it went poorly. Kellwood hired a third!party consultant to help it explore the
issues and decided that backsourcing would save money and respond to changes caused by both the
market and internal forces. Kellwood decided to backsource and started the process in late 2009. It
carefully planned for the transition, and the implementation went smoothly. By performing stream-
lined operations in house, it was able to report an impressive $3.6 million savings, or about 17% of
annual IS expenses after the " rst year. 1
The Kellwood case demonstrates a series of decisions made in relation to sourcing. Both the
decision to outsource IS operations and then to bring them back in house were based on a series of
This chapter is organized around decisions in the Sourcing Decision Cycle. The ! rst question
regarding information systems (IS) in the cycle relates to the decision to make (insource) or
buy (outsource) them. This chapter ’ s focus is on issues related to outsourcing whereas issues
related to insourcing are discussed in other chapters of this book. Discussed are the critical
decisions in the Sourcing Decision Cycle: how and where (cloud computing, onshoring,
offshoring). When the choice is offshoring, the next decision is where abroad (farshoring,
nearshoring, or captive centers). Explored next in this chapter is the ! nal decision in the
cycle, keep as is or change in which case the current arrangements are assessed and modi-
! cations are made to the outsourcing arrangem.
21720201Chapter 14Eating and WeightHealth Ps.docx
2/17/2020
1
Chapter 14
Eating and Weight
Health Psychology (PSYC 172)
Professor: Andrea Cook, PhD
February 18, 2020
The Digestive System
– Food nourishes the body by providing energy for
activity
– Digestion begins in the mouth
• Salivary glands provide moisture that allows food to
have taste
• Importance of good mastication
The Digestive System
The Digestive System
– Food is swallowed and then moves through the
pharynx and esophagus
– Peristalsis moves food through the digestive
system
– In the stomach, food is mixed with gastric juices
so it can be absorbed by the small intestine
– Most nutrients are digested in the small intestine
– Digestion process is complete when waste is
eliminated
The Digestive System, Continued
2/17/2020
2
Microbiome
4YouTube: What is the human microbiome?
Supporting the Gut Microbiome
Dysbiosis = unbalanced gut microbiome
• associated with weight gain, insulin resistance,
inflammation
Probiotics
• contain live microorganisms
• maintain or improve the "good" bacteria (normal microflora)
in the body
• e.g., fermented foods, yogurt, sauerkraut, kimchi
Prebiotics
• act as food for human microflora
• helps improve microflora balance
• e.g., whole grains, bananas, greens, onions, garlic
5
https://www.mayoclinic.org/healthy-lifestyle/consumer-health/expert-
answers/probiotics/faq-20058065
Supporting the Gut Microbiome
Medication overuse
• anti-inflammatories, antibiotics, acid blocking drugs, and
steroids damage gut or block normal digestive function
Stress
• chronic stress alters the normal bacteria in the gut
Lifestyle
• plenty of fiber, water, exercise and rest
Healthy Defecation
• three bowel movements a day to three each week
• no intestinal pain or bloating
• no straining
6
https://drhyman.com/blog/2014/10/10/tend-inner-garden-gut-flora-may-
making-sick/
2/17/2020
3
Bristol Stool Chart
7
Factors in Weight Maintenance
– Stable weight occurs when calories eaten equal those
expended for body metabolism and physical exercise
[OLD THINKING]
– Complicated interplay of nutrients, hormones, and
inflammation
• Metabolic rates differ from person to person
• Ghrelin, a hormone, stimulates appetite
• Leptin, a protein, signals satiation and fat storage
• Insulin, a hormone produced in pancreas
– unlocks cells for glucose use for energy
– cues hypothalamus for satiation and decreased appetite
Factors in Weight Maintenance
What is obesity?
– Overeating is not the sole cause of obesity
– Various methods to assess body fat
• Skin-fold technique
• Percentage body fat
• Body mass index (BMI)
– Can also be thought of in terms of social and
cultural standards
– ideal body = thinner in past 50 years
What is Obesity?
2/17/2020
4
BMI
10
– Obesity rates have increased, especially
“extreme” obesity
• past 30 years obesity rates have nearly doubled to
600 million
• 37.8% of US adults are obese and an additional 32.6%
are over.
2020221 Critical Review #2 - WebCOM™ 2.0httpssmc.grte.docx
2020/2/21 Critical Review #2 - WebCOM™ 2.0
https://smc.grtep.com/index.cfm/smcc/page/2criticalreviews 1/10
Santa Monica College Democracy and Di�erence Through the Aesthetics
of Film
Tahvildaran
Assignment Objectives: Enhance and/or improve critical thinking and
media literacy skills by:
1. Developing a clear and concise thesis statement (an
argument) in response to the
following question: Does the �lm have the power to
transform political sensibilities?
2. Writing an outline for a �ve paragraph analytical essay
building on a clear and
concise thesis statement, including topic sentences and
secondary supports.
3. Identifying and explaining three scenes from the �lm text in
support of the thesis
statement/argument.
4. Writing an introductory paragraph for the outlined analytical
essay
Be sure to read thoroughly the writing conventions below before beginning this
assignment.
Note: You are NOT writing a full essay; rather, you are outlining an analytical
essay by completing the dialogue in the boxes below.
Writing a Critical Review (analytical) Essay
2020/2/21 Critical Review #2 - WebCOM™ 2.0
https://smc.grtep.com/index.cfm/smcc/page/2criticalreviews 2/10
1. Every essay that you write for this course must have a clear thesis, placed
(perhaps) somewhere near the end of the introductory paragraph. Simply
stated, a THESIS (or ARGUMENT) expresses, preferably in a single sentence,
the point you want to make about the text that is the subject of your essay. A
THESIS should be an opinion or interpretation of the text, not merely a fact or
observation. The best possible THESIS will answer some speci�c questions
about the text. Very often the THESIS contains an outline of the major points
to be covered in the essay. A possible thesis for an essay on character in
Perry Henzell’s The Harder They Come might read somewhat as follows:
The protagonist of THTC is not a hero in the epic sense of the word, but a
self-centered young man bred of economic oppression and cultural
dependency. The characters in this �lm have no real psychological depth, but
are markers for a society of consumption and momentary glory.
(You might then go on to exemplify from the text and argue in favor or
against this interpretation: your essay need not hold to only one perspective.)
What single, clear QUESTION does the above THESIS attempt to answer?
2. Each essay should be organized into �ve (5) paragraphs, each based on one
of two to four major ideas, which will comprise the BODY of the essay. Each
paragraph must have a topic sentence, often (but not always) towards the
beginning of the paragraph, which clearly states the ARGUMENT or point to
be made in the paragraph. Following the thesis set forth.
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KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK
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
The Roman Empire A Historical Colossus.pdf
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How libraries can support authors with open access requirements for UKRI fund...
How libraries can support authors with open access requirements for UKRI funded books
Wednesday 22 May 2024, 14:00-15:00.
special B.ed 2nd year old paper_20240531.pdf
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TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH ANSWERS.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
CACJapan - GROUP Presentation 1- Wk 4.pdf
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Model Attribute Check Company Auto Property
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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Brainstorming on relevant concepts (due oct 8)below are some con
- 1. BRAINSTORMING ON RELEVANT CONCEPTS (due Oct 8) Below are some concepts questions that should be addressed in the article itself. To respond to these questions, please do some preliminary research and identify at least 3 relevant articles andprovide them at the end of the worksheet. The citations do not need to be in any format just yet; just provide that you have the evidence. This will be the evidence and sources you use in your final paper. Do not limit yourself to the size of the provided box; it will expand as you type. Questions to Consider Student Feedback 1) When and in what environment did your geologic structure begin to form? Is it a single formation event we are interested in, or is there several planes of material that have an effect that we are interested in? Where is it in the world? When was it discovered? 2) How did that structure form? What were the processes and over how much time did it take for that structure to develop? If it is metamorphic, what rock was it before? If it is sedimentary, what material was deposited and from where was that original material from? If it’s igneous, what were the formation processes that resulted in magma/lava finding its way there and why is it now at or clos to the surface? 3) What do we use this area for? What historical impacts has this area had on human history? What is it used for to this day? What effect does this structure have on the local economy? Tourism, industry, research?
- 2. Preliminary Worksheet for Developing Your Ideas Use the spaces below to build your paper in bullet or note form. Treat it like an outline. Provide the points you want to make and potential sources that you will be using, just as if you would when writing out the entirety of a paper. By the end you should have a perfect outline to a rough draft that you can form complete sentences around. Content/Questions Student Feedback Introduction · Introduce the structure. Brief background info (location, time, etc.) · Write one sentence on its modern effects or use. Body paragraph # 1 · Discuss the location itself, when it formed, why it formed, how it formed Body paragraph # 2 · Discuss historical impact of the region and what impact it may have had on prehistory or ancient history, if at all · OR if formation is interesting and long, more formation could be discussed here and historical impacts could be pushed to p#3 Body paragraph # 3 · Discuss modern effects of structure, what it is used for to this day, or what modern industry benefits. Conclusion · Write one sentence summarizing your entire paper. · Extrapolate information from structure to other implications for other structures around the world.