click the link and watch the following video death by socialism an.docx
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click the link and watch the following video "death by socialism" and answer the following questions https://www.youtube.com/watch?v=3Gjnk9KqwvQ&feature=youtu.be 1. Why do some people feel socialism would work in America? Why doesn't it seem to work in other countries? Is America different? Why or why not? 2. Summarize what's currently going on in Venezuela. Then, share your opinion on it and what might be done about it. 3. Were Bernie Sanders and his supporters advocating socialism? Defend your answer. What did Sanders mean by "democratic socialism"? 4. Why did socialism effect the economy the way it did in Venezuela? Why are there food shortages, etc.? Research the effects of socialism and share your thoughts. 5. Why does Chavez blame capitalism for the problems? Is this accurate? Explain why or why not. DUE BY 9:00 4/8 .
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Social Instiutions 250 words Instruction pick Please choose .docx
Social Instiutions 250 words: Instruction pick :
Please choose one of the following questions:
1. In which forms of government do average citizens have the least and most political power? What options might they have for exerting political power under this type of government? In your response, also discuss voter participation in the U.S. Explain how a voter’s social class and other social factors can affect his or her voting practices. Besides voting, how can U.S. citizens influence political processes and outcomes? Have you personally used any of these strategies?
2. Describe your vision of a model economic system - is it capitalist, socialist, or somewhere in between? In your answer be sure to compare and contrast the two major economic systems (capitalism and socialism). How do you think the United States economy will change as we move closer to a technology-driven service economy?
3. What factors contribute to the disparities in health among racial, ethnic, and gender groups in the United States? How is this a sociological issue as well as a medical one? What diseases are the most stigmatized in the U.S.? Which are the least? Is this different in different cultures or social classes?
The Week 7 Forum meets the following course objectives:
Apply a sociological perspective to the social world.
Analyze contemporary social issues using the sociological imagination and use sociological theories and concepts to analyze everyday life.
Interpret the United States economy and politics.
Discuss the sociological study of health and medicine in society.
Social Change 250 words required pick the following to discuss:
Please choose one of the following questions:
1. The reading discusses the efforts to revitalize city areas that have historically been less affluent, the process of gentrification. What are the potential effects of gentrification on the economy and current residents of the neighborhood? NIMBY (Not In My Back Yard) protests occur when concerned citizens band together to speak up against something that will impact them negatively. Who is more likely to be involved in NIMBY protests and where do they occur? Give an example of a NIMBY protest and whether you support it or not.
2. Consider what you have learned about collective behavior, social movements, and social change this week. How is the global expansion of social media likely to affect how people pursue social change? How has it done so already? Use specific examples as you analyze social movements, social change, technology, and the media.
The Week 8 Forum meets the following course objectives:
Apply a sociological perspective to the social world.
Analyze contemporary social issues using the sociological imagination and use sociological theories and concepts to analyze everyday life.
Explain collective behavior, social movements, and social change.
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1. New social movements are defined as movements that address values, social identities, and improvements in the quality of life. If you had the ability to mobilize resources to create a new social movement to promote or oppose social change, what social change would your movement address? Why and how?
2. When it comes to our educational system, what do you think comes first- legal reform followed by education and social change? Or is it the reverse- do we first see social change and then the legal changes that respond to that?
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Please choose one of the following questions:
1. In which forms of government do average citizens have the least and most political power? What options might they have for exerting political power under this type of government? In your response, also discuss voter participation in the U.S. Explain how a voter’s social class and other social factors can affect his or her voting practices. Besides voting, how can U.S. citizens influence political processes and outcomes? Have you personally used any of these strategies?
2. Describe your vision of a model economic system - is it capitalist, socialist, or somewhere in between? In your answer be sure to compare and contrast the two major economic systems (capitalism and socialism). How do you think the United States economy will change as we move closer to a technology-driven service economy?
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The Week 7 Forum meets the following course objectives:
Apply a sociological perspective to the social world.
Analyze contemporary social issues using the sociological imagination and use sociological theories and concepts to analyze everyday life.
Interpret the United States economy and politics.
Discuss the sociological study of health and medicine in society.
Social Change 250 words required pick the following to discuss:
Please choose one of the following questions:
1. The reading discusses the efforts to revitalize city areas that have historically been less affluent, the process of gentrification. What are the potential effects of gentrification on the economy and current residents of the neighborhood? NIMBY (Not In My Back Yard) protests occur when concerned citizens band together to speak up against something that will impact them negatively. Who is more likely to be involved in NIMBY protests and where do they occur? Give an example of a NIMBY protest and whether you support it or not.
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The Week 8 Forum meets the following course objectives:
Apply a sociological perspective to the social world.
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1. New social movements are defined as movements that address valu.docx
1. New social movements are defined as movements that address values, social identities, and improvements in the quality of life. If you had the ability to mobilize resources to create a new social movement to promote or oppose social change, what social change would your movement address? Why and how?
2. When it comes to our educational system, what do you think comes first- legal reform followed by education and social change? Or is it the reverse- do we first see social change and then the legal changes that respond to that?
3. In what ways is the Internet changing the face of social movements? Consider what happened in Egypt, Libya, Japan, and other places all in the past 2 years (just to name a few!) In just moments images and information was shared via facebook and twitter across the globe, mobilizing millions to action. In what ways do you think our communication technology will continue to shape other types of social movements?
4. There are some good documentaries that highlight this issue. Are there any in particular that you recommend? And if you were to make a film, what would you be sure to cover on this?
5. As of 2011, the United States has never had a female president. Nations throughout the world have had powerful queens and elected leaders. How might you explain the fact that the United States has never elected a woman to be president?
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Running Head INTERCULTURAL COMMUNICATION1INTERCULTURAL .docx
Running Head: INTERCULTURAL COMMUNICATION
1
INTERCULTURAL COMMUNICATION
4
Reflection of chapter 4
(The environmental context)
For this reflection, the concept that I have picked is from The Environmental Context in chapter 4. The specific concept that the paper will discuss is the concept of the cultural preference for privacy. This is a concept that explains that different cultures have different preferences for privacy both online and offline. The preference of privacy ranges from solitude to isolation to intimacy with friends or with the family to anonymity and finally reserves. The level of preference that a culture has forms the basis upon which certain policies are set, how people socialize and the basis of deciding how to structure their houses and living spaces.
I have had an experience with this concept especially in regard to the preference for privacy on the online space. Some time back in a group of very diverse individual, a topic was raised about the numerous censoring and limitation that is done on the web in China. In the group, there was one Chinese individual who tried to explain that it works well for them and their country. However, most the other individuals in the group including myself who come from a culture where there is a lot of freedom on the internet where individuals can access anything and post anything, they like were against the whole concept of internet censoring.
We went round and round telling the Chinese individuals how the government was denying them a right to freedom and how much more they were missing on the internet because of being locked out by the government. No matter how much he tried to explain how that worked well for their society, none of us were hearing any of it because we were all convinced that what their government does is wrong. Surprisingly at the end of the whole discussion and debate, the Chinese individual seemed very unmoved by our many opinions and was still okay with this approach the government had decided to take to monitor activities on their web. From this experience, however, I ended up feeling like we had gone on an on to impose our views and criticisms without giving ourselves a chance to listen and understand the point of view of the one person who felt that such policies were okay for their country.
If I knew then what I know now that is the concepts of this course in regard to the fact that different cultures have different preferences of privacy the experience for me would be very different. This is because I would have made contributions to the discussion from a point of a lot more understanding rather than just imposing my opinion like what everyone else did. I would have been able to see and understand the point of view of the Chinese fellow in the group when he said that what they have worked for them and consequently be more accommodative of the fact we all do not have to be the same and that our needs are not their needs.
The communication or the ...
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Secretary of the Navy Retiree Council, Washington, DC, 2011, Social Media Brief
This brief was delivered to the Secretary of the Navy Retiree Council on May 4, 2011, in Washington, D.C. The objective of the brief was to discuss social media as an outreach tool to Navy and Marine Corps retirees. The annual Secretary of the Navy (SECNAV) Retiree Council began meetings May 2 in Washington, D.C., to discuss matters of importance to Navy and Marine Corps retirees.
Comments, suggestions and discussion on this brief are welcome.
Thank you.
Bruce Moody
Public Affairs Specialist
Office of the Secretary of Defense
Military Family and Community Policy
Bruce.moody@osd.mil
Facebook.com/bruce.moody
Twitter.com/bruce_moody
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CLINICAL SCHOLARSHIPTuberculosis Treatment for Mexican Ame.docx
CLINICAL SCHOLARSHIP
Tuberculosis Treatment for Mexican Americans Living on the
U.S.–Mexico Border
Julie Ann Zuñiga, PhD, RN1, Silvia E. Muñoz, PhD, FNP2, Mary Zuñiga Johnson, ME3, & Alexandra Garcia, PhD,
RN, FAAN4
1 Alpha Epsilon, Post-Doctoral Fellow, Nell Hodgson Woodruff School of Nursing, Emory University, Atlanta, GA
2 Clinical Instructor of Nursing, School of Nursing, The University of Texas at Austin, Austin, TX
3 Doctoral Student, The University of Texas at Austin, Austin, TX
4 Associate Professor, School of Nursing, The University of Texas at Austin, Austin, TX
Key words
Tuberculosis, phenomenology, Mexican
Americans, public health
Correspondence
Dr. Julie Ann Zuñiga, Nell Hodgson Woodruff
School of Nursing, Emory University, 1520
Clifton Rd NE, Atlanta, GA 30322.
E-mail: [email protected]
Accepted: January 12, 2014
doi: 10.1111/jnu.12071
Abstract
Purpose: This study produced a rich description of the lived experiences of
tuberculosis (TB) treatment among Mexican Americans living in the Lower
Rio Grande Valley (LRGV) of Texas.
Design: This qualitative study used phenomenological methodology, guided
by Merleau-Ponty’s philosophical framework, particularly his theories on
mind–body influence, fabric of relationships, importance of culture, and equi-
librium. A purposive sample was recruited through TB clinics in four south
Texas border counties: Hidalgo, Cameron, Starr, and Willacy, which make up
the LRGV. Interviews from 18 participants—5 women and 13 men—were con-
ducted in the participant’s preferred language. Interviews were analyzed for
common themes as described by Cohen Kahn and Steeves.
Findings: The majority of interviews were conducted in Spanish. Five themes
were discovered: (a) day-to-day life during Directly Observed Therapy treat-
ment, (b) signs and symptoms, (c) familismo, (d) living on the border, and (e)
stigma.
Conclusions: TB treatment can create a high level of patient burden. The
participants in TB treatment in the LRGV on the Texas-Mexico border reported
a high level of stigma. Due to this stigma, patients struggled to find a balance
between exposure to stigma and the support from family that buoyed them
through treatment.
Clinical Relevance: The findings support the importance of addressing
stigma and the resulting sense of isolation in patients being treated for TB, per-
haps through bolstering support from family and healthcare providers, which
is relevant for public health professionals working in regions with high rates of
TB.
Over 20 years ago, the World Health Organization (WHO)
recommended that patients with active tuberculosis (TB)
be monitored on a daily basis through the Directly Ob-
served Therapy Short Course (DOTS) program to improve
outcomes, decrease incidence, and decrease resistance to
treatment (WHO, 2011). In DOTS, a trained healthcare
representative watches a TB patient swallow each dose
of TB medication, ensuring that the patient takes every
dose of the prescribed antibiot.
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CommandNode.c
#include <unistd.h>
#include <stdio.h>
#include <stdlib.h>
#include <string.h>
#include "CommandNode.h"
/**
*CommandNode.c
*The function bodies for a linked list of commands
**/
/**
Example of linked list initialization in code:
//First command node (head of list)
headCommand = (CommandNode*)malloc(sizeof(CommandNode));
CreateCommandNode(headCommand, command, index, NULL);
index = 1;
.....
//Later command nodes
while ((linesize = getline(&line, &len, fp)) >= 0) {
...
index++;
nextCommand1 = (CommandNode*)malloc(sizeof(CommandNode));
CreateCommandNode(nextCommand1, command, index, NULL);
InsertCommandAfter(headCommand, nextCommand1);
}
**/
//create a new command node. usually nextCmd can be NULL and function InsertCommandAfter can be called to insert after head node.
void CreateCommandNode(CommandNode* thisNode, char cmd[20][20], int ind, CommandNode* nextCmd) {
//this is useful if you store a string (char *): strcpy(thisNode->command, cmd);
for (int i = 0; i < 20; i++)
for (int j = 0; j < 20; j++)
thisNode->command[i][j] = cmd[i][j];
thisNode->index = ind;
thisNode->nextCommandPtr = nextCmd;
return;
}
//insert node newNode after thisNode
void InsertCommandAfter(CommandNode* thisNode, CommandNode* newNode) {
CommandNode* tmpNext = NULL;
tmpNext = thisNode->nextCommandPtr;
thisNode->nextCommandPtr = newNode;
newNode->nextCommandPtr = tmpNext;
return;
}
//get next command node in linked list
CommandNode* GetNextCommand(CommandNode* thisNode) {
return thisNode->nextCommandPtr;
}
//find a command based on the pid
CommandNode* FindCommand(CommandNode* cmd, int pid) {
CommandNode* tmpNext = cmd;
while (tmpNext != NULL) {
if (tmpNext->PID == pid) { return tmpNext; }
tmpNext = tmpNext->nextCommandPtr;
}
return NULL;
}
CommandNode.h
/**
*CommandNode.h
*The struct for a Command Node and function prototypes for a linked list of commands
**/
typedef struct command_struct {
char command[20][20];
int index;
int PID;
int starttime;
struct command_struct* nextCommandPtr;
} CommandNode;
void CreateCommandNode(CommandNode* thisNode, char cmd[20][20], int ind, CommandNode* nextCmd);
void InsertCommandAfter(CommandNode* thisNode, CommandNode* newNode);
CommandNode* GetNextCommand(CommandNode* thisNode);
CommandNode* FindCommand(CommandNode* cmd, int pid);
HWdetails&helperFile/HW_details1.jpg
HWdetails&helperFile/HW_details1_1.jpg
HWdetails&helperFile/read_parse_file.c
#define _GNU_SOURCE
#include <stdio.h>
#include <stdlib.h>
#include <string.h>
int main(void)
{
FILE * fp;
char * line = NULL;
size_t len = 0;
ssize_t read;
char newString[20][20];
int i,j,ctr;
fp = fopen("commands.txt", "r");
if (fp == NULL)
exit.
CLOUD COMPUTINGAssessment item 3 - AWS implementation – 10Ove.docx
CLOUD COMPUTING
Assessment item 3 - AWS implementation – 10%
Overview
This assessment item requires you to produce a short report for some of the Technical and
Development staff of DSI.
Task
DSI is starting to migrate some of its applications and services to a public cloud. Many of the technical staff have had no experience in the Cloud and are concerned about this process. You have recommended to DSI management that they should consider the use of microservices as part of their application architecture. DSI now want you to redesign one of their monolithic applications as a microservice application DSI has an old and image and video processing application. This is used by a number of DSI customers to upload images and videos for inclusion in spatial layers for their own use. DSI create the specialised layer for each customer and supply it to them when complete. The application has a number of modules as shown in Figure 1, below. Some of these modules may not need any development work done on them for long periods of time as their functions and outputs are relatively stable. Other modules though can be modified quite frequently as changes occur in the Industry. Other modules experience great peaks in workload which often slows services to DSI customers.
1. You are to assess each of the modules shown in Figure 1 above, and determine:
a. Which modules are likely to be relatively stable, a together with the reasons for this
categorisation,
b. Which modules are likely to require frequent modification, together with the reasons
for this categorisation,
c. Which modules are likely to experience workload peaks, together with the reasons for
this categorisation.
2. DSI wants to transition to a microservice approach with the Image and Video Processing Application. But they want to move in a phased approach so that they can handle the workload peaks first.
a. Which modules should be refactored first?
b. Discuss how a move to a microservice approach for these modules would resolve
issues around workload peaks?
3. Discuss how a move to a microservice approach will improve DSI’s ability to maintain high availability for this application.
4. Draw a diagram that shows the architecture of the Image and Video Processing Application after the transition to a microservice approach.
RATIONALE
SUBJECT LEARNING OUTCOMES
This assessment task will assess the following learning outcome/s:
• be able to compare and evaluate the ability of different cloud computing architectures to meet a set of given business requirements.
• be able to evaluate a set of business requirements to determine suitability for a cloud computing delivery model.
• be able to identify and design an ICT Risk Management strategy for a cloud computing delivery plan to meet business requirements.
• be able to critically analyse business requirements to plan a migration to a cloud model.
KS1029
Case Number 1588.0
This case was written b.
Clinical Case Studies8(6) 417 –423© The Author(s) 2009.docx
Clinical Case Studies
8(6) 417 –423
© The Author(s) 2009
Reprints and permission: http://www.
sagepub.com/journalsPermissions.nav
DOI: 10.1177/1534650109351930
http://ccs.sagepub.com
Psychotherapy of
Schizophrenia: A Brief History
and the Potential to Promote
Recovery
Paul H. Lysaker1 and Steven M. Silverstein2
Abstract
With growing awareness of the likelihood of recovery from schizophrenia, interest has
arisen about the potential role of psychotherapy within emerging treatment regimens. Could
psychotherapy uniquely promote recovery by addressing symptoms, the achievement of
psychosocial milestones, and/or helping to enhance the extent to which persons diagnosed with
schizophrenia experience themselves as meaningful agents in the world? As an introduction to
a set of case studies of how psychotherapy can promote recovery this article briefly reviews
the history of the psychotherapy of schizophrenia. In particular the appearance and course
of psychoanalytically oriented treatments, as well as cognitively and interpersonally based
treatments are detailed. Evidence supporting these approaches and remaining questions for
research are discussed.
Keywords
schizophrenia, recovery, psychotherapy, psychosis
Recent reviews have suggested that contrary to long-standing pessimistic views, most people with
schizophrenia do not experience lifelong dysfunction. Instead, most with this condition move
meaningfully toward or achieve recovery over the course of their lives (Bellack, 2006; Lysaker &
Buck, 2008; Silverstein, Spaulding, & Menditto, 2006). They may not only experience improve-
ments with regard to symptoms or function, but also positive changes in how persons think about
and experience themselves as individual human beings in the world (Resnick, Rosenheck, &
Lehman, 2004; Roe, 2001; Silverstein & Bellack, 2008). As a result of growing awareness of this
possibility, interest has arisen in whether some forms of psychotherapy could play an important
role in treatment. Given literature suggesting psychotherapy may help a wide range of people
without psychosis to develop both a richer sense of self and a more adaptive self-concept
(Hermans & Dimaggio, 2005), it is now asked whether it could do the same for many with schizo-
phrenia and thereby uniquely promote recovery (Lysaker & Lysaker, 2008).
To explore this question and a wide range of related concerns, this issue of Clinical Case Stud-
ies is devoted to case studies of the processes by which individual psychotherapy can promote
recovery. Therapies which range from office to community based and from existential to
1Indiana University School of Medicine
2University of Medicine and Dentistry of New Jersey, Piscataway
Corresponding Author:
Paul H. Lysaker, 1481 West 10 street, Indiana University School of Medicine, Indianapolis, IN 46202
Email: [email protected]
418 Clinical Case Studies 8(6)
metacognitive to cognitive behavioral are presented with the unifying q.
Clinical Case Studies8(5) 383 –402© The Author(s) 2009.docx
Clinical Case Studies
8(5) 383 –402
© The Author(s) 2009
Reprints and permission: http://www.
sagepub.com/journalsPermissions.nav
DOI: 10.1177/1534650109345004
http://ccs.sagepub.com
Culturally Sensitive Treatment
of Anger in African American
Women: A Single Case Study
A. Antonio González-Prendes and Shirley A. Thomas
Abstract
Culturally sensitive clinical practice challenges practitioners to recognize the cultural significance
and importance of clients’ behaviors and belief systems. This article reports a case study of the
treatment of anger in an African American woman. Presented within a framework of cognitive-
behavioral theory, the case illuminates three important issues that influence experience and
expression of anger in African American women: the influence of gender role socialization
on the mode of anger expression; the experience of powerlessness, rooted in historical and
contemporary discriminatory and oppressive realities; and culture-related messages that
create unrealistic expectations of strength. The article addresses conceptualization, assessment,
treatment processes, and clinical strategies, as well as limitations of a single case study, implications
for practice and recommendations for future research.
Keywords
African American women, anger treatment, cultural sensitivity, cognitive-behavioral
1 Theoretical and Research Basis
Culturally sensitive treatment approaches must be able to conceptualize, recognize, and evaluate
the client’s belief system and behaviors within the context of the client’s gender, race and culture,
among other factors. This is particularly important when working with individuals from minori-
ties and other traditionally disempowered groups, whose beliefs and behaviors run the risk of
being pathologized when taken out of the context of their cultures and measured against the
standards of the dominant group. This article presents and discusses, within the framework of a
case study, central elements of a culturally sensitive approach to the treatment of anger problems
in an African American woman. The conceptual model for the treatment approach suggests that,
if anger in African American women is to be understood accurately, it must be viewed through
the twin prisms of gender and race (Thomas & González-Prendes, 2009). Previous studies have
underscored the idea that, in order to develop an accurate understanding of the emotional experi-
ence of women of color, one must be able to integrate issues related to gender, culture, and race
Wayne State University
Corresponding Author:
A. Antonio González-Prendes, Wayne State University, School of Social Work, 4756 Cass Avenue, Room #301, Detroit,
MI 48202
Email: [email protected]
384 Clinical Case Studies 8(5)
(King, 1988, 2005). More specifically, related to women’s anger, deMarraias and Tisdale (2002)
emphasized that emotions are sensitive to the contexts in which such emotions are experienced.
Therefore, we propose t.
Climate ChangeWhat every designer should know.This i.docx
Climate Change
What every designer should know.
This is a short presentation covering climate change fundamentals for design students and professionals. Climate change is an important topic for designers to be aware of and responsive to, because designers help create the world we live in. The choices designers make, in what they make, how its made, what its made of, how its used, and what happens to it after it’s disposed of, can impact large numbers of people and the environment. This is what you need to know.
1
Our planet’s climate is controlled by its atmosphere. You can see our atmosphere isn’t very big. It’s a thin protective coating stretched over the earth’s surface. But that thin protective coating is surprisingly important. Without it, our planet would have no life whatsoever. Its surface would be as barren and freezing as the moon you see in the background. A healthy atmosphere is a precondition of life.
2
Our planet has had a relatively stable and predictable climate for much of the last 10,000 years. It is no accident that agriculture began within this time period, a period characterized by relative peace and stable civilizations.
3
The climate has been so stable, we tend to completely ignore it and take it for granted, not even being aware how much we rely upon it. But we rely on a stable, predictable, and moderate climate for such basic and vital activities as growing food, placing and designing settlements, and many, many other things.
4
Here’s the entire volume of the earth’s atmosphere in comparison to the volume of the earth itself: again, not very big. Because the earth’s atmosphere is not very big, it is sensitive to relatively small changes. The composition and relative amounts of chemicals inside that little ball play a big role in how the atmosphere functions.
5
Here’s the composition and relative amounts of the chemicals inside that little ball. You can see carbon dioxide is a relatively miniscule part of the earth’s atmosphere. Yet the relative amount of this molecule and a few others has an outsized role in controlling our planet’s climate, because of how these molecules react to sunlight.
6
A large portion of the sun’s radiation is absorbed at the surface of the Earth. This heat then re-radiates back into the atmosphere, and then back out into space. The atmosphere holds on to some of that heat for a time, before it leaks back out into space.
7
Some atmospheric molecules hold onto this heat longer than others, which is why they are known as “greenhouse gases”. Like a greenhouse in the sun, atmospheric gases like carbon dioxide hold on to the heat re-radiating from the earth for a relatively long time. This is why the earth’s climate is sensitive to small changes in the relative amounts of these particular molecules. There are other greenhouse gases besides carbon dioxide, such as methane, nitrous oxide, and water vapor. Some of these trap heat even more powerfully than c.
CLIENT INTERVIEW SHEETDate ______________.docx
CLIENT INTERVIEW SHEET
Date: ___________________
Lawyer: ___________________ Referred by: _____________
Hourly Rates: ___________________
Retainer: ___________________
Legal Assistant: ___________________ Client Information
Client’s Full Name: ____________________________________________
Present Address: ____________________________________________
____________________________________________
Mailing Address: ____________________________________________
(If different from above) ___________________________________________
E-mail Address: ___________________________________________
Home Phone: _______________ Work Phone: ______________
Fax: _____________ Cell (or other contact):___________
Date of Birth: ____________________ Present Age: __________
Place of Birth: ___________________________________________
Surname at Birth: _________________________________________________
Surname Before this Marriage: _________________________________
Marital Status at the Time of Marriage: Single__ Widowed__ Divorced__
Occupation: _____________________________________________
Employer’s Name and Address: _________________________________
_____________________________________________________________________
How Long at that Employer? _______________________________________
Gross Annual Income: $___________
Frequency of Payment: Bi-Weekly ____ Bi-Monthly: ___ Monthly: ___
Total Income on Last Tax Return: $______________
Net Taxable Income on Last Tax Return: $___________
Occupation at Marriage: _______________________________________
Do You Have a Valid Will: _______________________________________
If So, Who Are the Beneficiaries: _________________________________
Who Is the Executor/Executrix: _________________________________
Do You Want to Change Your Will: _____________________________
If your matter is against an ex-spouse and you have a new spouse, do mention your current spouse’s name and date of birth:
Name: __________________________________________________________________
Date of Birth: ____________________________________________________________
Information about Your Spouse (Opposing Party)
Spouse’s Full Name: ____________________________________________
Spouse’s Present Address: ______________________________________
____________________________________________________________________
Spouse’s Home Phone: _____________ Work Phone: ______________
Spouse’s Date of Birth: _____________________Present Age: ______
Place of Birth: _________________________________________________
Surname at Birth: ________________________________________________
Surname Before This Marriage: ________________________________
Marital Status at Time of Marriage: Single: ___Widowed: ___Divorced: ___
Occupation: __________________________________________________
Employer’s Name and Address: ________________________________
____________________________________________________________________
How Long at That Emp.
Click the link above to submit your assignment.Students, please .docx
Click the link above to submit your assignment.
Students, please view the "Submit a Clickable Rubric Assignment" in the Student Center.
Instructors, training on how to grade is within the Instructor Center.
Assignment 1: Applications of Epidemiology – A Case Study
Due Week 3 and worth 280 points
The situation at Good Health Hospital has become a bit overwhelming ever since the outbreak of E. coli in Ward 10 on the second floor. It appears that there are six (6) cases of the disease. To better understand the situation, communication with the CDC has revealed that this particular bacterium can be found in many everyday items. The CDC recommends that investigation begins in the hospital kitchens, since E. coli can be transmitted via contaminated vegetables, as well as delicatessen meats such as salami and other cold cuts. The following table shows the number of cases identified so far:
Case
Age
Gender
1 23 M 2 21 F 3 15 M 4 42 F
After meeting yesterday with chief administrator Joe Wellborn, it has been decided that the litigation issues with one (1) of the patients may need further information to determine if the patient was already symptomatic with the bacteria prior to admission.
Research has indicated that hospitals operating in the Tampa Bay area have been known to have cases of E. coli contamination. This substantiates the need for further investigations by the County Health Department.
Due to the severity of the cases, and the potential for further spread, it is recommended that the hospital seek alternate vending services since the present suppliers cannot verify sanitation protocols for their products.
In conclusion, the study done at Good Health Hospital has indicated that the E. coli outbreak was in fact caused by spoil food from the cafeteria.
As a social science researcher working for a regional hospital, you are placed in charge of contacting the DOH from your home state, as well as the CDC for statistical data on nosocomial diseases that frequently cause illness at your health care facility. Using information from both agencies, evaluate the data on common nosocomial diseases and compile a treatment contingency plan for dealing with the hospital infections.
Write a five to six (5-6) page evaluation report in which you:
Analyze Good Health Hospital’s records and itemize recent nosocomial infections that occurred within the past year. In your report, categorize the different parameters (i.e., person, time, place, ethnicity, and gender) used in the compilation of data into the information summative.
Propose at least six (6) questions for the health care administrator at Good Health Hospital, regarding potential litigation issues with infections from the nosocomial diseases. Rationalize, in your report, the logic behind your six (6) questions.
Identify a targeted audience within Good Health Hospital, and prepare an implementation plan based on your hypothetical meeting with the hospital health care admi.
Click the link above to complete this journal. The topics of the jo.docx
Click the link above to complete this journal. The topics of the journals will change with each module but will either ask for a reflection on students’ writing process and progress, ask students to begin work on a major course assignment or respond to a course reading. The journals will be graded based on writing clarity, organization, detail, and relevance.
INSTRUCTIONS ATTACHED
.
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Running Head INTERCULTURAL COMMUNICATION1INTERCULTURAL .docx
Running Head: INTERCULTURAL COMMUNICATION
1
INTERCULTURAL COMMUNICATION
4
Reflection of chapter 4
(The environmental context)
For this reflection, the concept that I have picked is from The Environmental Context in chapter 4. The specific concept that the paper will discuss is the concept of the cultural preference for privacy. This is a concept that explains that different cultures have different preferences for privacy both online and offline. The preference of privacy ranges from solitude to isolation to intimacy with friends or with the family to anonymity and finally reserves. The level of preference that a culture has forms the basis upon which certain policies are set, how people socialize and the basis of deciding how to structure their houses and living spaces.
I have had an experience with this concept especially in regard to the preference for privacy on the online space. Some time back in a group of very diverse individual, a topic was raised about the numerous censoring and limitation that is done on the web in China. In the group, there was one Chinese individual who tried to explain that it works well for them and their country. However, most the other individuals in the group including myself who come from a culture where there is a lot of freedom on the internet where individuals can access anything and post anything, they like were against the whole concept of internet censoring.
We went round and round telling the Chinese individuals how the government was denying them a right to freedom and how much more they were missing on the internet because of being locked out by the government. No matter how much he tried to explain how that worked well for their society, none of us were hearing any of it because we were all convinced that what their government does is wrong. Surprisingly at the end of the whole discussion and debate, the Chinese individual seemed very unmoved by our many opinions and was still okay with this approach the government had decided to take to monitor activities on their web. From this experience, however, I ended up feeling like we had gone on an on to impose our views and criticisms without giving ourselves a chance to listen and understand the point of view of the one person who felt that such policies were okay for their country.
If I knew then what I know now that is the concepts of this course in regard to the fact that different cultures have different preferences of privacy the experience for me would be very different. This is because I would have made contributions to the discussion from a point of a lot more understanding rather than just imposing my opinion like what everyone else did. I would have been able to see and understand the point of view of the Chinese fellow in the group when he said that what they have worked for them and consequently be more accommodative of the fact we all do not have to be the same and that our needs are not their needs.
The communication or the ...
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Secretary of the Navy Retiree Council, Washington, DC, 2011, Social Media Brief
This brief was delivered to the Secretary of the Navy Retiree Council on May 4, 2011, in Washington, D.C. The objective of the brief was to discuss social media as an outreach tool to Navy and Marine Corps retirees. The annual Secretary of the Navy (SECNAV) Retiree Council began meetings May 2 in Washington, D.C., to discuss matters of importance to Navy and Marine Corps retirees.
Comments, suggestions and discussion on this brief are welcome.
Thank you.
Bruce Moody
Public Affairs Specialist
Office of the Secretary of Defense
Military Family and Community Policy
Bruce.moody@osd.mil
Facebook.com/bruce.moody
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CLINICAL SCHOLARSHIPTuberculosis Treatment for Mexican Ame.docx
CLINICAL SCHOLARSHIP
Tuberculosis Treatment for Mexican Americans Living on the
U.S.–Mexico Border
Julie Ann Zuñiga, PhD, RN1, Silvia E. Muñoz, PhD, FNP2, Mary Zuñiga Johnson, ME3, & Alexandra Garcia, PhD,
RN, FAAN4
1 Alpha Epsilon, Post-Doctoral Fellow, Nell Hodgson Woodruff School of Nursing, Emory University, Atlanta, GA
2 Clinical Instructor of Nursing, School of Nursing, The University of Texas at Austin, Austin, TX
3 Doctoral Student, The University of Texas at Austin, Austin, TX
4 Associate Professor, School of Nursing, The University of Texas at Austin, Austin, TX
Key words
Tuberculosis, phenomenology, Mexican
Americans, public health
Correspondence
Dr. Julie Ann Zuñiga, Nell Hodgson Woodruff
School of Nursing, Emory University, 1520
Clifton Rd NE, Atlanta, GA 30322.
E-mail: [email protected]
Accepted: January 12, 2014
doi: 10.1111/jnu.12071
Abstract
Purpose: This study produced a rich description of the lived experiences of
tuberculosis (TB) treatment among Mexican Americans living in the Lower
Rio Grande Valley (LRGV) of Texas.
Design: This qualitative study used phenomenological methodology, guided
by Merleau-Ponty’s philosophical framework, particularly his theories on
mind–body influence, fabric of relationships, importance of culture, and equi-
librium. A purposive sample was recruited through TB clinics in four south
Texas border counties: Hidalgo, Cameron, Starr, and Willacy, which make up
the LRGV. Interviews from 18 participants—5 women and 13 men—were con-
ducted in the participant’s preferred language. Interviews were analyzed for
common themes as described by Cohen Kahn and Steeves.
Findings: The majority of interviews were conducted in Spanish. Five themes
were discovered: (a) day-to-day life during Directly Observed Therapy treat-
ment, (b) signs and symptoms, (c) familismo, (d) living on the border, and (e)
stigma.
Conclusions: TB treatment can create a high level of patient burden. The
participants in TB treatment in the LRGV on the Texas-Mexico border reported
a high level of stigma. Due to this stigma, patients struggled to find a balance
between exposure to stigma and the support from family that buoyed them
through treatment.
Clinical Relevance: The findings support the importance of addressing
stigma and the resulting sense of isolation in patients being treated for TB, per-
haps through bolstering support from family and healthcare providers, which
is relevant for public health professionals working in regions with high rates of
TB.
Over 20 years ago, the World Health Organization (WHO)
recommended that patients with active tuberculosis (TB)
be monitored on a daily basis through the Directly Ob-
served Therapy Short Course (DOTS) program to improve
outcomes, decrease incidence, and decrease resistance to
treatment (WHO, 2011). In DOTS, a trained healthcare
representative watches a TB patient swallow each dose
of TB medication, ensuring that the patient takes every
dose of the prescribed antibiot.
cmdfile.txtsleep 5ls -latrsleep 3pwdsleep 1wc .docx
cmdfile.txt
sleep 5
ls -latr
sleep 3
pwd
sleep 1
wc /etc/passwd
CommandNode.c
#include <unistd.h>
#include <stdio.h>
#include <stdlib.h>
#include <string.h>
#include "CommandNode.h"
/**
*CommandNode.c
*The function bodies for a linked list of commands
**/
/**
Example of linked list initialization in code:
//First command node (head of list)
headCommand = (CommandNode*)malloc(sizeof(CommandNode));
CreateCommandNode(headCommand, command, index, NULL);
index = 1;
.....
//Later command nodes
while ((linesize = getline(&line, &len, fp)) >= 0) {
...
index++;
nextCommand1 = (CommandNode*)malloc(sizeof(CommandNode));
CreateCommandNode(nextCommand1, command, index, NULL);
InsertCommandAfter(headCommand, nextCommand1);
}
**/
//create a new command node. usually nextCmd can be NULL and function InsertCommandAfter can be called to insert after head node.
void CreateCommandNode(CommandNode* thisNode, char cmd[20][20], int ind, CommandNode* nextCmd) {
//this is useful if you store a string (char *): strcpy(thisNode->command, cmd);
for (int i = 0; i < 20; i++)
for (int j = 0; j < 20; j++)
thisNode->command[i][j] = cmd[i][j];
thisNode->index = ind;
thisNode->nextCommandPtr = nextCmd;
return;
}
//insert node newNode after thisNode
void InsertCommandAfter(CommandNode* thisNode, CommandNode* newNode) {
CommandNode* tmpNext = NULL;
tmpNext = thisNode->nextCommandPtr;
thisNode->nextCommandPtr = newNode;
newNode->nextCommandPtr = tmpNext;
return;
}
//get next command node in linked list
CommandNode* GetNextCommand(CommandNode* thisNode) {
return thisNode->nextCommandPtr;
}
//find a command based on the pid
CommandNode* FindCommand(CommandNode* cmd, int pid) {
CommandNode* tmpNext = cmd;
while (tmpNext != NULL) {
if (tmpNext->PID == pid) { return tmpNext; }
tmpNext = tmpNext->nextCommandPtr;
}
return NULL;
}
CommandNode.h
/**
*CommandNode.h
*The struct for a Command Node and function prototypes for a linked list of commands
**/
typedef struct command_struct {
char command[20][20];
int index;
int PID;
int starttime;
struct command_struct* nextCommandPtr;
} CommandNode;
void CreateCommandNode(CommandNode* thisNode, char cmd[20][20], int ind, CommandNode* nextCmd);
void InsertCommandAfter(CommandNode* thisNode, CommandNode* newNode);
CommandNode* GetNextCommand(CommandNode* thisNode);
CommandNode* FindCommand(CommandNode* cmd, int pid);
HWdetails&helperFile/HW_details1.jpg
HWdetails&helperFile/HW_details1_1.jpg
HWdetails&helperFile/read_parse_file.c
#define _GNU_SOURCE
#include <stdio.h>
#include <stdlib.h>
#include <string.h>
int main(void)
{
FILE * fp;
char * line = NULL;
size_t len = 0;
ssize_t read;
char newString[20][20];
int i,j,ctr;
fp = fopen("commands.txt", "r");
if (fp == NULL)
exit.
CLOUD COMPUTINGAssessment item 3 - AWS implementation – 10Ove.docx
CLOUD COMPUTING
Assessment item 3 - AWS implementation – 10%
Overview
This assessment item requires you to produce a short report for some of the Technical and
Development staff of DSI.
Task
DSI is starting to migrate some of its applications and services to a public cloud. Many of the technical staff have had no experience in the Cloud and are concerned about this process. You have recommended to DSI management that they should consider the use of microservices as part of their application architecture. DSI now want you to redesign one of their monolithic applications as a microservice application DSI has an old and image and video processing application. This is used by a number of DSI customers to upload images and videos for inclusion in spatial layers for their own use. DSI create the specialised layer for each customer and supply it to them when complete. The application has a number of modules as shown in Figure 1, below. Some of these modules may not need any development work done on them for long periods of time as their functions and outputs are relatively stable. Other modules though can be modified quite frequently as changes occur in the Industry. Other modules experience great peaks in workload which often slows services to DSI customers.
1. You are to assess each of the modules shown in Figure 1 above, and determine:
a. Which modules are likely to be relatively stable, a together with the reasons for this
categorisation,
b. Which modules are likely to require frequent modification, together with the reasons
for this categorisation,
c. Which modules are likely to experience workload peaks, together with the reasons for
this categorisation.
2. DSI wants to transition to a microservice approach with the Image and Video Processing Application. But they want to move in a phased approach so that they can handle the workload peaks first.
a. Which modules should be refactored first?
b. Discuss how a move to a microservice approach for these modules would resolve
issues around workload peaks?
3. Discuss how a move to a microservice approach will improve DSI’s ability to maintain high availability for this application.
4. Draw a diagram that shows the architecture of the Image and Video Processing Application after the transition to a microservice approach.
RATIONALE
SUBJECT LEARNING OUTCOMES
This assessment task will assess the following learning outcome/s:
• be able to compare and evaluate the ability of different cloud computing architectures to meet a set of given business requirements.
• be able to evaluate a set of business requirements to determine suitability for a cloud computing delivery model.
• be able to identify and design an ICT Risk Management strategy for a cloud computing delivery plan to meet business requirements.
• be able to critically analyse business requirements to plan a migration to a cloud model.
KS1029
Case Number 1588.0
This case was written b.
Clinical Case Studies8(6) 417 –423© The Author(s) 2009.docx
Clinical Case Studies
8(6) 417 –423
© The Author(s) 2009
Reprints and permission: http://www.
sagepub.com/journalsPermissions.nav
DOI: 10.1177/1534650109351930
http://ccs.sagepub.com
Psychotherapy of
Schizophrenia: A Brief History
and the Potential to Promote
Recovery
Paul H. Lysaker1 and Steven M. Silverstein2
Abstract
With growing awareness of the likelihood of recovery from schizophrenia, interest has
arisen about the potential role of psychotherapy within emerging treatment regimens. Could
psychotherapy uniquely promote recovery by addressing symptoms, the achievement of
psychosocial milestones, and/or helping to enhance the extent to which persons diagnosed with
schizophrenia experience themselves as meaningful agents in the world? As an introduction to
a set of case studies of how psychotherapy can promote recovery this article briefly reviews
the history of the psychotherapy of schizophrenia. In particular the appearance and course
of psychoanalytically oriented treatments, as well as cognitively and interpersonally based
treatments are detailed. Evidence supporting these approaches and remaining questions for
research are discussed.
Keywords
schizophrenia, recovery, psychotherapy, psychosis
Recent reviews have suggested that contrary to long-standing pessimistic views, most people with
schizophrenia do not experience lifelong dysfunction. Instead, most with this condition move
meaningfully toward or achieve recovery over the course of their lives (Bellack, 2006; Lysaker &
Buck, 2008; Silverstein, Spaulding, & Menditto, 2006). They may not only experience improve-
ments with regard to symptoms or function, but also positive changes in how persons think about
and experience themselves as individual human beings in the world (Resnick, Rosenheck, &
Lehman, 2004; Roe, 2001; Silverstein & Bellack, 2008). As a result of growing awareness of this
possibility, interest has arisen in whether some forms of psychotherapy could play an important
role in treatment. Given literature suggesting psychotherapy may help a wide range of people
without psychosis to develop both a richer sense of self and a more adaptive self-concept
(Hermans & Dimaggio, 2005), it is now asked whether it could do the same for many with schizo-
phrenia and thereby uniquely promote recovery (Lysaker & Lysaker, 2008).
To explore this question and a wide range of related concerns, this issue of Clinical Case Stud-
ies is devoted to case studies of the processes by which individual psychotherapy can promote
recovery. Therapies which range from office to community based and from existential to
1Indiana University School of Medicine
2University of Medicine and Dentistry of New Jersey, Piscataway
Corresponding Author:
Paul H. Lysaker, 1481 West 10 street, Indiana University School of Medicine, Indianapolis, IN 46202
Email: [email protected]
418 Clinical Case Studies 8(6)
metacognitive to cognitive behavioral are presented with the unifying q.
Clinical Case Studies8(5) 383 –402© The Author(s) 2009.docx
Clinical Case Studies
8(5) 383 –402
© The Author(s) 2009
Reprints and permission: http://www.
sagepub.com/journalsPermissions.nav
DOI: 10.1177/1534650109345004
http://ccs.sagepub.com
Culturally Sensitive Treatment
of Anger in African American
Women: A Single Case Study
A. Antonio González-Prendes and Shirley A. Thomas
Abstract
Culturally sensitive clinical practice challenges practitioners to recognize the cultural significance
and importance of clients’ behaviors and belief systems. This article reports a case study of the
treatment of anger in an African American woman. Presented within a framework of cognitive-
behavioral theory, the case illuminates three important issues that influence experience and
expression of anger in African American women: the influence of gender role socialization
on the mode of anger expression; the experience of powerlessness, rooted in historical and
contemporary discriminatory and oppressive realities; and culture-related messages that
create unrealistic expectations of strength. The article addresses conceptualization, assessment,
treatment processes, and clinical strategies, as well as limitations of a single case study, implications
for practice and recommendations for future research.
Keywords
African American women, anger treatment, cultural sensitivity, cognitive-behavioral
1 Theoretical and Research Basis
Culturally sensitive treatment approaches must be able to conceptualize, recognize, and evaluate
the client’s belief system and behaviors within the context of the client’s gender, race and culture,
among other factors. This is particularly important when working with individuals from minori-
ties and other traditionally disempowered groups, whose beliefs and behaviors run the risk of
being pathologized when taken out of the context of their cultures and measured against the
standards of the dominant group. This article presents and discusses, within the framework of a
case study, central elements of a culturally sensitive approach to the treatment of anger problems
in an African American woman. The conceptual model for the treatment approach suggests that,
if anger in African American women is to be understood accurately, it must be viewed through
the twin prisms of gender and race (Thomas & González-Prendes, 2009). Previous studies have
underscored the idea that, in order to develop an accurate understanding of the emotional experi-
ence of women of color, one must be able to integrate issues related to gender, culture, and race
Wayne State University
Corresponding Author:
A. Antonio González-Prendes, Wayne State University, School of Social Work, 4756 Cass Avenue, Room #301, Detroit,
MI 48202
Email: [email protected]
384 Clinical Case Studies 8(5)
(King, 1988, 2005). More specifically, related to women’s anger, deMarraias and Tisdale (2002)
emphasized that emotions are sensitive to the contexts in which such emotions are experienced.
Therefore, we propose t.
Climate ChangeWhat every designer should know.This i.docx
Climate Change
What every designer should know.
This is a short presentation covering climate change fundamentals for design students and professionals. Climate change is an important topic for designers to be aware of and responsive to, because designers help create the world we live in. The choices designers make, in what they make, how its made, what its made of, how its used, and what happens to it after it’s disposed of, can impact large numbers of people and the environment. This is what you need to know.
1
Our planet’s climate is controlled by its atmosphere. You can see our atmosphere isn’t very big. It’s a thin protective coating stretched over the earth’s surface. But that thin protective coating is surprisingly important. Without it, our planet would have no life whatsoever. Its surface would be as barren and freezing as the moon you see in the background. A healthy atmosphere is a precondition of life.
2
Our planet has had a relatively stable and predictable climate for much of the last 10,000 years. It is no accident that agriculture began within this time period, a period characterized by relative peace and stable civilizations.
3
The climate has been so stable, we tend to completely ignore it and take it for granted, not even being aware how much we rely upon it. But we rely on a stable, predictable, and moderate climate for such basic and vital activities as growing food, placing and designing settlements, and many, many other things.
4
Here’s the entire volume of the earth’s atmosphere in comparison to the volume of the earth itself: again, not very big. Because the earth’s atmosphere is not very big, it is sensitive to relatively small changes. The composition and relative amounts of chemicals inside that little ball play a big role in how the atmosphere functions.
5
Here’s the composition and relative amounts of the chemicals inside that little ball. You can see carbon dioxide is a relatively miniscule part of the earth’s atmosphere. Yet the relative amount of this molecule and a few others has an outsized role in controlling our planet’s climate, because of how these molecules react to sunlight.
6
A large portion of the sun’s radiation is absorbed at the surface of the Earth. This heat then re-radiates back into the atmosphere, and then back out into space. The atmosphere holds on to some of that heat for a time, before it leaks back out into space.
7
Some atmospheric molecules hold onto this heat longer than others, which is why they are known as “greenhouse gases”. Like a greenhouse in the sun, atmospheric gases like carbon dioxide hold on to the heat re-radiating from the earth for a relatively long time. This is why the earth’s climate is sensitive to small changes in the relative amounts of these particular molecules. There are other greenhouse gases besides carbon dioxide, such as methane, nitrous oxide, and water vapor. Some of these trap heat even more powerfully than c.
CLIENT INTERVIEW SHEETDate ______________.docx
CLIENT INTERVIEW SHEET
Date: ___________________
Lawyer: ___________________ Referred by: _____________
Hourly Rates: ___________________
Retainer: ___________________
Legal Assistant: ___________________ Client Information
Client’s Full Name: ____________________________________________
Present Address: ____________________________________________
____________________________________________
Mailing Address: ____________________________________________
(If different from above) ___________________________________________
E-mail Address: ___________________________________________
Home Phone: _______________ Work Phone: ______________
Fax: _____________ Cell (or other contact):___________
Date of Birth: ____________________ Present Age: __________
Place of Birth: ___________________________________________
Surname at Birth: _________________________________________________
Surname Before this Marriage: _________________________________
Marital Status at the Time of Marriage: Single__ Widowed__ Divorced__
Occupation: _____________________________________________
Employer’s Name and Address: _________________________________
_____________________________________________________________________
How Long at that Employer? _______________________________________
Gross Annual Income: $___________
Frequency of Payment: Bi-Weekly ____ Bi-Monthly: ___ Monthly: ___
Total Income on Last Tax Return: $______________
Net Taxable Income on Last Tax Return: $___________
Occupation at Marriage: _______________________________________
Do You Have a Valid Will: _______________________________________
If So, Who Are the Beneficiaries: _________________________________
Who Is the Executor/Executrix: _________________________________
Do You Want to Change Your Will: _____________________________
If your matter is against an ex-spouse and you have a new spouse, do mention your current spouse’s name and date of birth:
Name: __________________________________________________________________
Date of Birth: ____________________________________________________________
Information about Your Spouse (Opposing Party)
Spouse’s Full Name: ____________________________________________
Spouse’s Present Address: ______________________________________
____________________________________________________________________
Spouse’s Home Phone: _____________ Work Phone: ______________
Spouse’s Date of Birth: _____________________Present Age: ______
Place of Birth: _________________________________________________
Surname at Birth: ________________________________________________
Surname Before This Marriage: ________________________________
Marital Status at Time of Marriage: Single: ___Widowed: ___Divorced: ___
Occupation: __________________________________________________
Employer’s Name and Address: ________________________________
____________________________________________________________________
How Long at That Emp.
Click the link above to submit your assignment.Students, please .docx
Click the link above to submit your assignment.
Students, please view the "Submit a Clickable Rubric Assignment" in the Student Center.
Instructors, training on how to grade is within the Instructor Center.
Assignment 1: Applications of Epidemiology – A Case Study
Due Week 3 and worth 280 points
The situation at Good Health Hospital has become a bit overwhelming ever since the outbreak of E. coli in Ward 10 on the second floor. It appears that there are six (6) cases of the disease. To better understand the situation, communication with the CDC has revealed that this particular bacterium can be found in many everyday items. The CDC recommends that investigation begins in the hospital kitchens, since E. coli can be transmitted via contaminated vegetables, as well as delicatessen meats such as salami and other cold cuts. The following table shows the number of cases identified so far:
Case
Age
Gender
1 23 M 2 21 F 3 15 M 4 42 F
After meeting yesterday with chief administrator Joe Wellborn, it has been decided that the litigation issues with one (1) of the patients may need further information to determine if the patient was already symptomatic with the bacteria prior to admission.
Research has indicated that hospitals operating in the Tampa Bay area have been known to have cases of E. coli contamination. This substantiates the need for further investigations by the County Health Department.
Due to the severity of the cases, and the potential for further spread, it is recommended that the hospital seek alternate vending services since the present suppliers cannot verify sanitation protocols for their products.
In conclusion, the study done at Good Health Hospital has indicated that the E. coli outbreak was in fact caused by spoil food from the cafeteria.
As a social science researcher working for a regional hospital, you are placed in charge of contacting the DOH from your home state, as well as the CDC for statistical data on nosocomial diseases that frequently cause illness at your health care facility. Using information from both agencies, evaluate the data on common nosocomial diseases and compile a treatment contingency plan for dealing with the hospital infections.
Write a five to six (5-6) page evaluation report in which you:
Analyze Good Health Hospital’s records and itemize recent nosocomial infections that occurred within the past year. In your report, categorize the different parameters (i.e., person, time, place, ethnicity, and gender) used in the compilation of data into the information summative.
Propose at least six (6) questions for the health care administrator at Good Health Hospital, regarding potential litigation issues with infections from the nosocomial diseases. Rationalize, in your report, the logic behind your six (6) questions.
Identify a targeted audience within Good Health Hospital, and prepare an implementation plan based on your hypothetical meeting with the hospital health care admi.
Click the link above to complete this journal. The topics of the jo.docx
Click the link above to complete this journal. The topics of the journals will change with each module but will either ask for a reflection on students’ writing process and progress, ask students to begin work on a major course assignment or respond to a course reading. The journals will be graded based on writing clarity, organization, detail, and relevance.
INSTRUCTIONS ATTACHED
.
Classify man from the Domain to the species and discuss each categor.docx
Classify man from the Domain to the species and discuss each category.
Identify
the
organism in comparison to human and categorized by the classification scheme (taxonomy) as being the organism inclusive of every category in the scheme except the species.
Please document your pathway by providing the classification of both organisms. (120 pts)
.
Classroom Discussion is a valuable learning tool in that it.docx
Classroom Discussion is a valuable learning tool in that it:
It helps students explore a diversity of perspectives.
It increases students’ awareness of and tolerance for ambiguity or complexity.
It helps students recognize and investigate their assumptions.
It encourages attentive, respectful listening.
It develops new appreciation for continuing differences.
It increases intellectual agility.
It helps students become connected to a topic.
It shows respect for student voices and experiences.
It helps students learn the processes and habits of democratic discourse.
It affirms students as co-creators of knowledge.
It develops the capacity for the clear communication of ideas and meaning.
It develops habits of collaborative learning.
It increases breadth and makes students more empathic.
It helps students develop skills of synthesis and integration.
It leads to transformation.
Stephen D. Brookfield and Stephen Preskill, Discussion as a Way of Teaching (2d edition, 2005, John
Wiley and Sons), 21-22.
Assignment
Step #1: Respond to the following Discussion Prompt
"Explain the difference between and EMPLOYEE and an INDEPENDENT CONTRATOR and the tests that help us in that determination."
.
CLASSICSOFWESTERN PHILOSOPHY2CLASSICSO.docx
CLASSICS
OF
WESTERN PHILOSOPHY
2
CLASSICS
OF
WESTERN PHILOSOPHY
EIGHTH EDITION
Edited by
STEVEN M. CAHN
HACKETT PUBLISHING COMPANY, INC.
INDIANAPOLIS/CAMBRIDGE
3
To Marilyn
4
First edition copyright © 1977 by Hackett Publishing Company, Inc.
Second edition copyright © 1985 by Hackett Publishing Company, Inc.
Third edition copyright © 1990 by Hackett Publishing Company, Inc.
Fourth edition copyright © 1995 by Hackett Publishing Company, Inc.
Fifth edition copyright © 1999 by Hackett Publishing Company, Inc.
Sixth edition copyright © 2002 by Hackett Publishing Company, Inc.
Seventh edition copyright © 2006 by Hackett Publishing Company, Inc.
Eighth edition copyright © 2012 by Hackett Publishing Company, Inc.
All rights reserved
Printed in the United States of America
17 16 15 14 13 12 1 2 3 4 5 6
For further information, please address:
Hackett Publishing Company, Inc.
P.O. Box 44937
Indianapolis, IN 46244-0937
www.hackettpublishing.com
Cover design by Brian Rak
Text design by Meera Dash
Printed at Victor Graphics, Inc.
Library of Congress Cataloging-in-Publication Data
Classics of Western philosophy / edited by Steven M. Cahn. — Eighth Edition.
pages cm
Includes bibliographical references.
ISBN 978-1-60384-743-8 (pbk.) — ISBN 978-1-60384-744-5 (cloth)
1. Philosophy. I. Cahn, Steven M.
B29.C536 2012
190 — dc23 2012007912
PRC ISBN: 978-1-62466-015-3
5
http://www.hackettpublishing.com
Contents
Preface
Plato
Laches
Euthyphro
Apology
Crito
Phaedo
Meno
Symposium
Republic (selections)
Aristotle
Categories (Chapters 1–5)
On Interpretation (selections)
Posterior Analytics (selections)
Physics (selections)
On the Soul (selections)
Metaphysics (selections)
Nicomachean Ethics (selections)
Epicurus
Letter to Menoeceus
The Principal Doctrines
Epictetus
Encheiridion
Sextus Empiricus
Outlines of Pyrrhonism (selections)
Augustine
On Free Choice of the Will (selections)
Confessions (Book XI)
Plotinus
Enneads (selections)
Boethius
Consolation of Philosophy (selections)
Anselm
Proslogion
Gaunilo’s Reply on Behalf of the Fool
Anselm’s Reply to Gaunilo
Moses Maimonides
The Guide of the Perplexed (selections)
6
Thomas Aquinas
Summa Theologiae (selections)
Levi Gersonides
The Wars of the Lord (selections)
William of Ockham
Summa Logicae (selections)
René Descartes
Discourse on Method
Meditations on First Philosophy
Thomas Hobbes
Leviathan (selections)
Baruch Spinoza
Ethics (Parts I, II)
Gottfried Leibniz
Discourse on Metaphysics
Monadology
John Locke
An Essay Concerning Human Understanding (selections)
George Berkeley
A Treatise Concerning the Principles of Human Knowledge
Three Dialogues between Hylas and Philonous
David Hume
An Enquiry Concerning Human Understanding
A Treatise of Human Nature (selections)
Dialogues Concerning Natural Religion
Immanuel Kant
Prolegomena to Any Future Metaphysics
Critique of Pure Reason (selections)
Grounding for the Metaphys.
Classification Alternative Techniques Assignment1) Define a.docx
Classification: Alternative Techniques Assignment
1) Define and provide an example of Rule Coverage and Accuracy.
2) What are the Characteristics of Rule-Based Classifier?
3) What do the steps to building a rule set consist in a Direct Method: RIPPER?
4) Describe what is used to separate data in Support Vector Machines.
5) List and describe the two classifiers of Ensemble Methods.
.
Classic Combo PlateDirectionsBefore there were all th.docx
Classic Combo Plate
Directions:
Before there were all the cart options, I remember going to the cafes near campus that offered combo menus. For a reasonable price, the menu usually had two lists of items and you would choose one from column A and one from column B for a very satisfying lunch.
For our musical version of the combo plate, you are asked to select one composer from column A (just the big three) and one composer from column B (a very long Wikipedia page with composers listed by birth year)
Both composers must share the same, or nearly the same, birth year
. The latitude for this is no more than + or - 10 years. We want to place both of them solidly within the Classic era and also within roughly the same generation.
Find one movement of a piece of music by each. that is a total of two tracks for this assignment. Include a link to that specific movement of each piece so that readers of your post can quickly click it to listen. You may use Naxos (a bit easier to pinpoint the exact movement in a longer piece) or YouTube but you are responsible for providing the accurate url. Please be careful in YouTube that your music link takes your reader to exactly the movement you write about.
For each of these two tracks provides clearly the full title of each piece and the exact movement title or number if these are from multi-movement works.
Provide background information on both of the movements of music you have selected and some bio information on the lesser known composer from "column B". Include musical observations
based on your own listening
as you compare the two tracks. You may find it easier to make a targeted comparison if you select works of a similar genre (for instance, the first movement of a piano sonata by each composer, or the slow movement of a symphony by each, or the minuet movement of a string quartet, or a soprano aria from an opera by each......)
Interesting "fun facts" might include: did the two ever meet? Where did they live, did they study with the same teacher? Were they both performers as well as composers? Did each have a patron?
Music Selection parameters
Column A Classic era composers are limited to the big three we have covered already this term:
Franz Joseph Haydn b. 1732
Wolfgang Amadeus Mozart b. 1756
Ludwig van Beethoven b. 1770
Choose just one movement of one piece by one of these "big three" composers.
Column B classic era composers are listed at the page linked below. Scroll to find the birth years you need for a match.
https://en.wikipedia.org/wiki/List_of_Classical-era_composers#Middle_Classical_era_composers_(born_1730%E2%80%931750)
Choose just one movement of one piece by one of the other classic era composers that you find at this page.
Reply post:
After completing your main post,
make an interactive reply post to another student's main post.
An interactive reply post shows you've listened to the music they wrote about (supply track timings for your musical obse.
Class- As stated on in Chapter 6, Walsh & Sattes (2010) write that” .docx
Class- As stated on in Chapter 6, Walsh & Sattes (2010) write that” Thinking through quality questioning incorporates habits of mind and thinking dispositions. Cultivating Habits of Mind are also important. It includes the pursuit of accuracy, intellectual curiosity, empathetic listening, flexibility in thinking (page 146).
This week’s focus is on creating a thinking culture. Discuss the following:
How can you use quality questioning to create a classroom culture where students and teacher work together to advance thinking and knowing?
How do you define
habits of the mind
? What habits of mind underpin thinking and questioning?
.
Classic Gardens and Landscapes counts responses to specialty pro.docx
Classic Gardens and Landscapes counts responses to specialty promotions to determine effectiveness. You use
SUMIFS
and an
IFS
formula to complete the summary. You also calculate insurance statistics and display full names in one cell.
[Student Learning Outcomes 6.1, 6.2, 6.3, 6.6, 6.7]
File Needed:
ClassicGardens-06.xlsx
(Available from the
Start File
link.)
Completed Project File Name:
[your name]-ClassicGardens-06.xlsx
Skills Covered in This Project
Nest
MATCH
and
INDEX
functions.
Create
DSUM
formulas.
Build an
IFS
function.
Build
SUMIFS
formulas.
Use
TEXTJOIN
to join labels.
Open the
ClassicGardens-06
start file. The file will be renamed automatically to include your name. Change the project file name if directed to do so by your instructor, and save it.
Create a nested
INDEX
and
MATCH
function to display the number of responses from a city.
Click the
Mailings
sheet tab and select and name cells
A3:D28
as
Responses
.
Click the
Mailing Stats
sheet tab.
Click cell
B21
and type
Carthage
.
Click cell
C21
, start an
INDEX
function, and select the first argument list option.
Choose or type the
Responses
range name for the
Array
argument.
Click the
Row_num
box and nest a
MATCH
function. Select cell
B21
for the
Lookup_value
and cells
A3:A28
on the
Mailings
sheet for the
Lookup_array
. Click the
Match_type
argument box and type
0
.
Click
INDEX
in the
Formula
bar. Click the
Column_num
box and nest a second
MATCH
function to look up cell
D3
on the
Mailings
sheet in the lookup array
A3:D3
.
Click the
Match_type
box and type
0
(Figure 6-106) and click
OK
. The result displays as 343.00.
Figure 6-106 Nested
MATCH
and
INDEX
functions
Format the results to show zero decimal places.
Type
Smyrna
in cell
B21
.
Use
DSUM
to summarize mailing data.
Select the
Mailings
sheet and note that number mailed is located in the third column and response data is in the fourth column.
Click the
Criteria
sheet tab. Select cell
B2
and type
lan*
to select data for the Landscape Design department.
Type
law*
in cell
B5
for the Lawn & Maintenance department.
Type
pat*
in cell
B8
for the Patio & Furniture department.
Click the
Mailing Stats
sheet tab and select cell
B7
.
Use
DSUM
with the range name
Responses
as the
Database
argument. Type
3
for the
Field
argument (# Mailed column), and enter an absolute reference to cells
B1:B2
on the
Criteria
sheet as the
Criteria
argument.
Copy the formula to cell
C7
and edit the
Field
argument to use the fourth column (# Responses).
Use
DSUM
in cells
B8:C9
to calculate results for the two remaining departments.
Use
SUM
in cells
B10:C10
.
Format all values as
Comma Style
with no decimal places.
Create an
IFS
function to display a response rating.
Note: If your version of Excel does not include the
IFS
function, build the following nested
IF
function
=IF.
Class, this is the final forum of the course. From our readings fro.docx
Class, this is the final forum of the course. From our readings from Week 8, we see that field of emergency management including the Incident Command System and NIMS have changed drastically over the years. The NIC has been developed in order to make sure that our incident management systems are as efficient and effective as possible. Going forward, there will inevitably be changes that will positively impact our emergency response and disaster planning organizations. In the past 50 years we have seen significant changes to the field of emergency management in our country. Some of the notable turning points in the field of emergnecy management include the following:
1974 - Disaster Relief Act of 1974
- The Disaster Relief Act of 1974 authorized the president of the United States to implement a program of disaster preparedness and relief aid that would enable use of all federal agencies. The Disaster Relief Act of 1974 states that any federal assistance offered is dependent upon the president authorizing such aid in the form of issuing a declaration.
1979
- FEMA is created.
1988 - Stafford Act
- Part of the reason for the change from the Disaster Relief Act of 1974 to the Stafford Act was the fact that the federal government was concerned about expanding disaster declarations beyond only natural disasters, and this included other types of incidents such as technological disasters (Three Mile Island in PA) and other instances outside the scope of natural disasters. Terrorism is not yet included. Federal assistance could be requested by the state on behalf of either the local government or state government. However, the request from the state must come from the governor.
2002 - Homeland Security Act
- The September 11, 2001 terrorist attacks resulted in the creation of the Department of Homeland Security (DHS). FEMA is now included under the umbrella of DHS.
HSPD-5 established the National Incident Management System (NIMS) and the National Response Plan (NRP).
HSPD-8 established policies to strengthen the preparedness of the United States to prevent and respond to threatened or actual domestic terrorist attacks, major disasters, and other emergencies by requiring a national domestic all-hazards preparedness goal, establishing mechanisms for improved delivery of Federal preparedness assistance to State and local governments, and outlining actions to strengthen preparedness capabilities of Federal, State, and local entities.
2005 - Post-Katrina Emergency Management Reform Act
- the performance of FEMA and other emergency management agencies during Hurricane Katrina results in the Post-Katrina Emergency Management Reform Act (
PKEMRA
) of 2006. The act enhances FEMA's responsibilities and its autonomy within DHS. Significant and meaningful changes to FEMA were made to increase preparedness levels of the general population and aid in mitigation and resilience efforts. These changes also included incident managem.
Class Subjects we went overWEEK 1 April 5thMULTICULTURAL.docx
Class Subjects we went over
WEEK 1 April 5thMULTICULTURALISM: REALITY & DEBATERead: “A Different Mirror: The Making of Multicultural America,” Ronald Takaki “An Overview and Point of View,” John Koval“Urban Fieldwork,” George Gmelch & Petra Kuppinger, from Urban Life (our required course text)
WEEK 2 April 12thDIVERSITY & DIVISIONRead:“Race Relations Chicago Style: Past, Present and Future,” Michael Bennett & RichardSchaefer “Transnationalism, Old and New: New York Immigrants,” Nancy Foner, Urban Life “A Tale of 3 Cities: The State of Racial Justice in Chicago Report,” Executive Summary, pp. 1 – 10, Institute for Research on Race and Public Policy, UICDue: Reading Review, for Weeks 1-2, online under Submissions on D2L by 6PM Thursday
WEEK 3 April 19thGEOGRAPHY & INEQUALITYRead: “The Shadow of the Skyscraper,” Harvey Zorbaugh“Urban Danger: Life in a Neighborhood of Strangers,” Sally Engle Merry, Urban Life“How Urban Ethnography Counters Myths About the Poor,” J. Goode, UrbanLifePART II: MAKING BLACK, LATINO & WHITE CHICAGOS
WEEK 4 April 26thTHE BLACK BELT & SEGREGATIONRead: “The Black Ghetto,” St. Clair Drake & Horace Cayton “Less Than Plessy: The Inner City, Suburbs, and State-Sanctioned Residential Segregation in the Age of Brown,” Arnold R. HirschDue: Reading Review, for Weeks 3-4, online under Submissions on D2L by 6PM Thurs
Writing Ethnographic Fieldnotes – Robert M. Emerson
University of Chicago Press
Published 1995
Chapter 1: Fieldnotes in Ethnographic Research
Ethnographic field research involves the study of groups and people as they go about their everyday lives. Carrying
out such research involves two distinct activities. First, the ethnographer enters into a social setting and gets to
know the people involved in it; usually, the setting is not previously known in an intimate way. The ethnographer
participates in the daily routines of this setting, develops ongoing relations with the people in it, and observes all the
while what is going on. Indeed, the term "participant-observation" is often used to characterize this basic research
approach. But, second, the ethnographer writes down in regular, systematic ways what she observes and learns
while participating in the daily rounds of life of others. Thus the researcher creates an accumulating written record of
these observations and experiences. These two interconnected activities comprise the core of ethnographic
research: Firsthand participation in some initially unfamiliar social world and the production of written accounts of
that world by drawing upon such participation. In the following sections we examine in detail each of these activities
and then trace out their implications for writing fieldnotes.
ETHNOGRAPHIC PARTICIPATION
Ethnographers are committed to going out and getting close to the activities and everyday experiences of other
people. "Getting close" minimally requires physical and social pr.
Class ProfileStudent NameEnglish Language LearnerSocio.docx
Class Profile
Student Name
English Language Learner
Socio-economic
Status
Ethnicity
Gender
IEP/504
Other
Age
Reading
Performance Level
Math Performance
Level
Parental
Involvement
Internet Available
at Home
Arturo
Yes
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Med
No
Bertie
No
Low SES
Asian
Female
No
None
Grade level
One year above grade level
At grade level
Low
Yes
Beryl
No
Mid SES
White
Female
No
NOTE: School does not have gifted program
Grade level
Two years above grade level
At grade level
Med
Yes
Brandie
No
Low SES
White
Female
No
Tier 2 RTI for Math
Grade level
At grade level
One year below grade level
Low
No
Dessie
No
Mid SES
White
Female
No
Tier 2 RTI for Math
Grade level
Grade level
One year below grade level
Med
Yes
Diana
Yes
Low SES
White
Female
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Low
No
Donnie
No
Mid SES
African American
Female
No
Hearing Aids
Grade level
At grade level
At grade level
Med
Yes
Eduardo
Yes
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Low
No
Emma
No
Mid SES
White
Female
No
None
Grade level
At grade level
At grade level
Low
Yes
Enrique
No
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
One year above grade level
One year below grade level
At grade level
Low
No
Fatma
Yes
Low SES
White
Female
No
Tier 2 RTI for Reading
Grade level
One year below grade level
One year above grade level
Low
Yes
Frances
No
Mid SES
White
Female
No
Diabetic
Grade level
At grade level
At grade level
Med
Yes
Francesca
No
Low SES
White
Female
No
None
Grade level
At grade level
At grade level
High
No
Fredrick
No
Low SES
White
Male
Learning Disabled
Tier 3 RTI for Reading and Math
One year above grade level
Two years below grade level
Two years below grade level
Very High
No
Ines
No
Low SES
Hispanic
Female
Learning Disabled
Tier 2 RTI for Math
Grade level
One year below grade level
One year below grade level
Low
No
Jade
No
Mid SES
African American
Female
No
None
Grade level
At grade level
One year above grade level
High
Yes
Kent
No
High SES
White
Male
Emotion-ally Disabled
None
Grade level
At grade level
One year above grade level
Med
Yes
Lolita
No
Mid SES
Native American/
Pacific Islander
Female
No
None
Grade level
At grade level
At grade level
Med
Yes
Maria
No
Mid SES
Hispanic
Female
No
NOTE: School does not have gifted program
Grade level
At grade level
Two years above grade level
Low
Yes
Mason
No
Low SES
White
Male
No
None
Grade level
At grade level
At grade level
Med
Yes
Nick
No
Low SES
White
Male
No
None
Grade level
One year above grade level
At grade level
Med
No
Noah
No
Low SES
White
Male
No
None
Grade level
At grade level
At grade level
Med
Yes
Sharlene
No
Mid SES
White
Female
No
None
Grade level
One year above grade level
At grade level
Med
Med
Sophia
No
Mid SES
White
Female
No
None
Grade level
At grade level
At grade level
Med
Yes
Stuart
No
Mid SES
Whit.
Class 2 Why Take CourseShare your professional or personal (.docx
Class 2 Why Take Course
Share your professional or personal (if personal, only share as much as you are comfortable sharing) experience with end-of-life care. In particular, reflect on the experience in light of this week's reading. E.g., the guiding principles of end-of-life nursing care, core competencies, themes, or indicators.
.
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Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46
Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46
Event Link:-
https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-exploring-gemini-ai-and-integration-with-mulesoft/
Agenda
● Java 17 Upgrade Overview
● Why and by when do customers need to upgrade to Java 17?
● Is there any immediate impact to upgrading to Mule Runtime 4.6 and beyond?
● Which MuleSoft products are in scope?
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/
YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Priya Shaw - https://www.linkedin.com/in/priya-shaw
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
Shyam Raj Prasad-
https://www.linkedin.com/in/shyam-raj-prasad/
Francesca Gottschalk - How can education support child empowerment.pptx
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Chapter 3 - Islamic Banking Products and Services.pptx
Chapter 3 - Islamic Banking Products and Services.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is prepared for master's students (MIFB & MIBS) UUM. May it be useful to all.678020731-Sumas-y-Restas-Para-Colorear.pdf
KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK
Acetabularia Information For Class 9 .docx
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Palestine last event orientationfvgnh .pptx
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Overview on Edible Vaccine: Pros & Cons with Mechanism
This ppt include the description of the edible vaccine i.e. a new concept over the traditional vaccine administered by injection.
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.
A Strategic Approach: GenAI in Education
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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
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Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46
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Francesca Gottschalk - How can education support child empowerment.pptx
Chapter 3 - Islamic Banking Products and Services.pptx
Chapter 3 - Islamic Banking Products and Services.pptx
Overview on Edible Vaccine: Pros & Cons with Mechanism
Overview on Edible Vaccine: Pros & Cons with Mechanism
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
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click the link and watch the following video death by socialism an.docx
- 1. click the link and watch the following video "death by socialism" and answer the following questions https://www.youtube.com/watch?v=3Gjnk9KqwvQ&feature=you tu.be 1. Why do some people feel socialism would work in America? Why doesn't it seem to work in other countries? Is America different? Why or why not? 2. Summarize what's currently going on in Venezuela. Then, share your opinion on it and what might be done about it. 3. Were Bernie Sanders and his supporters advocating socialism? Defend your answer. What did Sanders mean by "democratic socialism"? 4. Why did socialism effect the economy the way it did in Venezuela? Why are there food shortages, etc.? Research the effects of socialism and share your thoughts. 5. Why does Chavez blame capitalism for the problems? Is this accurate? Explain why or why not.
- 2. DUE BY 9:00 4/8