Eating Disorders
TOPIC OVERVIEW
Anorexia Nervosa
The Clinical Picture
Medical Problems
Bulimia Nervosa
Binges
Compensatory Behaviors
Bulimia Nervosa Versus Anorexia Nervosa
Binge-Eating Disorder
What Causes Eating Disorders?
Psychodynamic Factors: Ego Deficiencies
Cognitive Factors
Depression
Biological Factors
Societal Pressures
Family Environment
Multicultural Factors: Racial and Ethnic Differences
Multicultural Factors: Gender Differences
How Are Eating Disorders Treated?
Treatments for Anorexia Nervosa
Treatments for Bulimia Nervosa
Treatments for Binge-eating Disorder
Putting It Together: A Standard for Integrating Perspectives
Shani, age 15: While I was learning to resist the temptation of hunger, I walked into the kitchen when no one was around, took a slice of bread out the packet, toasted it, spread butter on it, took a deep breath and bit. Guilty. I spat it in the trash and tossed the rest of it in and walked away. Seconds later I longed for the toast, walked back to the trash, popped open the lid and sifted around in the debris. I found it and contemplated, for minutes, whether to eat it. I brought it close to my nose and inhaled the smell of melted butter. Guilty. Guilty for trashing it. Guilty for craving it. Guilty for tasting it. I threw it back in the trash and walked away. No is no, I told myself. No is no.
… And no matter how hard I would try to always have The Perfect Day in terms of my food, I would feel the guilt every second of every day. It reeked of shame, seeped with disgust and festered in disgrace. It was my desire to escape the guilt that perpetuated my compulsion to starve.
In time I formulated a more precise list of “can” and “can’t” in my head that dictated what I was allowed or forbidden to consume…. It became my way of life. My manual. My blueprint. But more than that, it gave me false reassurance that my life was under control. I was managing everything because I had this list in front of me telling me what—and what not—to do….
In the beginning, starving was hard work. It was not innate. Day by day I was slowly lured into another world, a world that was as isolating as it was intriguing, and as rewarding as it was challenging….
That summer, despite the fact that I had lost a lot of weight, my mother agreed to let me go to summer camp with my fifteen-year-old peers, after I swore to her that I would eat. I broke that promise as soon as I got there…. At breakfast time when all the teens raced into the dining hall to grab cereal boxes and bread loaves and jelly tins and peanut butter jars, I sat alone cocooned in my fear. I fingered the plastic packet of a loaf of white sliced bread, took out a piece and tore off a corner, like I was marking a page in a book, onto which I dabbed a blob of peanut butter and jelly the size of a Q-tip. That was my breakfast. Every day. For three weeks.
I tried to get to the showers when everyone else was at the beach so nobody would see me. I heard girls behind me whispering, “Tha ...
Earning Your Place in the Investment WorldThe CFA Program.docxsagarlesley
Earning Your Place in the Investment World
The CFA Program
Wojciech Gudaszewski, CFA, (cover) took a major career leap in
2006, founding WDM Financial Group, the first firm in Poland
to offer a fully comprehensive array of financial services. Beam-
ing with enthusiasm as he strolls amidst the ornate buildings
of Wroclaw, Poland’s third-largest city, Wojciech explains.
“Becoming a CFA charterholder gave me more self-confi-
dence,” says Wojciech. “Now I have more courage to lead more
responsible and ambitious projects, like establishing and man-
aging the WDM Financial Group.”
Wojciech saw opportunity in Poland’s emerging market
and set about earning the professional credentials to partici-
pate fully in— and find solutions for— his homeland’s finan-
cial front. But after earning a master’s degree in economics
and three professional certifications, he says, “Soon I realized
that there is really only one global standard for investment
professionals—[the] CFA [designation].”
Wojciech likewise credits getting his first job after gradu-
ation, an equity analyst position at ING Investment Manage-
ment in Warsaw, to the CFA designation. “Thanks to the CFA
charter I got a great job after my studies,” he says. He glances
proudly at the colorful facades rising all around him and adds,
“The CFA charter gave me a chance to find interesting and
well-paid work.”
As the sun fades and a cool breeze whips across the town
square, Wojciech reveals a broad level of confidence and
urgency, leaving little doubt about the depth of his determina-
tion: With more than 50 clients on board already, he plans to
serve 200 by year’s end. “I want to push the Group to the next
level as soon as possible.”
MEMB ER SOC I ETY: C FA S O C I E T Y O F P O L A N D
The Courage to Lead
Wojciech Gudaszewski, CFA cover
W R O C L AW, P O L A N D
Liliane Lintz, CFA 2–3
S Ã O PAU L O, B R A Z I L
Ryan Fuhrmann, CFA 4–5
F O RT W O RT H , T E X A S , U S A
Zafeer Hussain, CFA 6–7
D U B A I , UA E
Kam Shing Kwang, CFA 8–9
H O N G KO N G
Gao Quan, CFA 10–11
S H A N G H A I , C H I N A
Rohit Rebello, CFA 12–13
M U M B A I , I N D I A
Olga Logvina, CFA 14–15
M O S C O W, R U S S I A
Vincent Fournier, CFA 16–17
M O N T R É A L , Q U É B E C , C A N A D A
Sarah Campbell, CFA 18–19
A I X E N P R O V E N C E , F R A N C E
Ten CFA® charterholders from around
the world talk about where they
came from,how the CFA Program
affected their journeys,and where
they are headed.
TA B L E O F C O N T E N T S
3 Defining the CFA Program
4 Benefits of the CFA Charter
12 Steps to Earning Your CFA Charter
15 About the Curriculum and Examinations
18 Preparing for the CFA Examinations
20 About CFA Institute
The CFA designation is a mark of distinction
that is globally recognized by employers,
investment professionals,and investors as
the definitive standard—the gold standard—
by which to measure serious investment
professionals.
The CFA Program
Earning ...
Earned value management is only as good as the supporting systems .docxsagarlesley
Earned value management is only as good as the supporting systems used to measure progress. Identify at least three problems that could lead to inaccurate progress management. Also, provide an example of an alternative to Earned value that you might use should project progress reporting systems prove to be inadequate.
...
Early World Literature4 VIRTUE Page 4.2 The Buddha’s Birth.docxsagarlesley
Early World Literature
4 VIRTUE / Page 4.2 The Buddha’s Birth Stories
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The Buddha’s Birth Stories
By Lynn Cianfarani
The exterior of the Ajanta Caves where they were cut into the stone on the side of a cliff by
the Waghur River in India. These cave monuments, which date from the second century
BCE to about 480 or 650 CE, house depictions of Buddha and the Jātaka Tales.
Photo courtesy of Shriram Rajagopalan / Flickr Creative Commons
In one of his former lives, Buddha was born a pigeon. That is, at least, how it is
recounted in “The Pigeon and the Crow,” one of the 547 stories in the Jātaka Tales, a
classic work of Buddhist literature.
Each of the Jātaka Tales offers readers a moral. The pigeon story, for instance,
highlights the dangers of greed. But the stories are more than just fables. They are
sacred Buddhist lore, outlining the lives that Buddha passed through before his birth as
Prince Siddhartha. Jātaka literally means “story of birth,” and in the stories, Buddha
(referred to in the Tales as the Bodhisatta—“one seeking enlightenment”) is born and
http://www.webtexts.com/courses/18168-stallard/traditional_book
reborn in the form of animals, humans, and super-human beings, all the while striving
toward enlightenment.
For Buddhists, the concept of past lives is hallowed. According to Robert Thurman, a
professor of Indo-Tibetan Buddhist Studies at Columbia University, “Buddhists see the
continuum of lives of all beings as a commonsense fact, not a mystical belief.”1 Buddhist
faith teaches that ordinary humans do not remember past existences, but enlightened
beings have the gift of recalling their former lives in detail.2
Buddhists who hear the Jātaka Tales do not necessarily take them as a word-for-word
accounting of past events, however. Devdutt Pattanaik, a Mumbai-based speaker,
writer, and mythology specialist, says that the Jātaka Tales “are as real and historical to
Buddhists as the stories of Christ’s resurrection are to Christians.”3 For most Buddhists,
whether Buddha actually lived as a pigeon is not the issue; what matters is that Buddha
did indeed have past existences which lessons can be learned from.
Reliable historical details of Buddha’s life—his early years as Siddhartha Gutam, and
later, as the enlightened Buddha—are hard to come by. According to W.S. Merwin, a
Pulitzer Prize winning poet, we don’t know how much of the Buddha/Siddhartha story
“is pure fairy tale, and how much of it is historic fact.”4 As with most religions, it’s the
message that guides followers.
Most scholars do accept that Siddhartha Gutam was an actual man, born to a royal
family in India in 563 BCE. The factual events of his life, however, remain open to
debate. According to Buddhist texts, Siddhartha married and had a child, but became
disillusioned with palace life. He started to make trips outside the palace and grew
distraught when he saw sickness, old age, and death.
In hopes of ...
Early Warning Memo for the United States Governmen.docxsagarlesley
Early Warning Memo for the United States Government
How to Deal with the Potential Conflicts in Cross-Strait Relations
between the PRC and the ROC
Table of Contents
1.0 Executive Summary
2.0 Key Facts
2.1 The Cross-Strait Relations between the PRC and the ROC
2.2 An Important External Factor – the United States
3.0 What is at Stake?
4.0 The Important Characteristic of the Conflict Situation
4.1 The Constraints of History
4.2 The Boundedness of International Mediation
4.3 The “Mess” of Various Aspects of Cross-Strait Relations between the PRC and the ROC
5.0 The Reasons Why Prevention Action is Merited
6.0 Future Scenarios
6.1 Lower Feasibility - Standing with the ROC
6.2 Medium Feasibility - Exiting the “Game” or Keeping Silent
6.3 Higher Feasibility - Standing with the PRC
7.0 Conclusion
References
1.0 Executive Summary
In my 2017, the 23rd annual meeting of North American Taiwan Studies Association (NATSA) was held at Stanford University. The experts and scholars, who focused on researching the relevant issues about Asian-Pacific region, such as Kharis Templeman, Erin Baggott Carter, Thomas Fingar, and Lanhee J. Chen, analyzed the potential conflicts in Cross-Strait relations between People’s Republic of China (PRC-China) and Republic of China (ROC-Taiwan) on this meeting.[footnoteRef:1] During the process of discussing the potential conflict between PRC and ROC, the United States was highlighted as the most important mediator that could influence the trends of the conflict between PRC and ROC, and that was able to provide it with windows of opportunity. This early warning policy memo will examine the three scenarios with different degrees of feasibilities by regarding the United States government as the most suitable mediator. The key facts of Cross-Strait relations between the PRC and the ROC will be demonstrated, and the important characteristic of the conflict situation will also be analyzed. Based on them, this memo will discuss the points that are at stake, and the reasons why prevention action is merited for Cross-Strait relations between the PRC and the ROC. After analyzing the pros and cons of three future scenarios, the last one, which the United States government stands with the PRC and supports “One-China” policy, reveals the relatively higher feasibility. [1: Williams, Jack F. China Review International 10, (2017): 382-85. ]
2.0 Key Facts
2.1 The Cross-Strait Relations between the PRC and the ROC
Since the second Chinese Civil War happened in 1937, the issues about the relations between PRC and POC, which were also called as Cross-Strait relations (Haixia Liangan Guanxi), have become seriously sensitive topics in both of the two political entities that were geographically separated by the Taiwan Strait in the west Pacific Ocean. In 1949, the second Chinese Civil War led to the political status that the mainland of China being governed by the PRC, instead, Taiwan pertains to the ROC, wh ...
Early Learning Center PortfolioSPED 293C Assignment Outline.docxsagarlesley
Early Learning Center Portfolio
SPED 293C Assignment Outline
*For this assignment you will be creating an Early Learning Center. You must include young children with exceptional needs within your program. You may work in teams or individuals for this assignment.*
The following outline is required for the Early Learning Center:
Name of Center
· Create a name for your center. (Ex. Bright Minds Early Learning Academy)
Philosophy
· What type of Early Learning philosophy will your center embrace? Please describe. (Ex. Waldorf, Montessori, Reggio, co-op, play-based, art infused, etc.)
Mission Statement
· What is the mission of your Early Learning Center? What are your goals? What is your target population?
· You can create an inclusive center that includes students with exceptional needs, or it can be a center exclusively for young children with exceptional needs.
· It can be a center for children 6 weeks to 5 years or just preschool age (4-5).
· What is your target population? (Ex. lower SES, local community or college parents) Are you going to partner with a university, YMCA, or school district?
Center Layout(Physical Layout)
· Create a layout of your entire center with a visual and written description.
· Please indicate the number of classrooms.
· Indicate other types of rooms- sensory room, indoor gym/motor room, therapy room, cafeteria, offices, support staff rooms, etc.
Staffing/Personnel
· Indicate the number of staff required for your Early Learning Center. You do not have to include all indicated below, but those pertinent to your program.
· Teachers
· Teaching Assistants
· Directors/Lead Staff
· Support Staff: OT, PT, Speech Therapist, Counselor, or Nursing
· Additional Staff: parent volunteers, fieldwork students
Classroom Layout
· Create a layout of one of your classrooms.
· Indicate a carpet area, quiet area, various stations (i.e. blocks, dress up), table areas, etc.
Classroom Management
· Outline procedures for the learning center/classrooms:
· Indicate 3-5 learning center/classroom rules
· Acknowledgment system
· Corrective consequence system
Thematic Lesson Plan Outline
· Using the thematic lesson plan outline provided to you, create a theme based lesson plan outline. Design at least 2activities in each of the eight designated topic areas.
Please be prepared to formally share out your Early Learning Center with a PowerPoint.
DUE: May 4th
Sensory Activities for Early Childhood
SPED 293C
All preschool teachers, especially those working with children with exceptional needs, are using important techniques utilized by skilled Occupational Therapists. When a child stimulates their senses they are sending signals to their brain that helps to create and strengthen neural pathways important for: Motor Skills, Cognitive Development, Communication, Social and Emotional Skills, Functional Tasks, and the development of Sense of Self.
Activity: You have just viewed a clip of an Occupational Therapist demonstrating some sensory
activitie ...
Early Intervention Research Paper CriteriaExemplary Proficie.docxsagarlesley
Early Intervention Research Paper
Criteria
Exemplary
Proficient
Emerging
Unacceptable
Points Obtained
Abstract
(5 points)
The candidate includes an abstract that provides an overview of the paper contents and conclusions drawn.
The candidate includes an abstract that provides an overview of the contents of the paper.
The candidate writes an abstract, but it is similar to the introduction.
The candidate does not include an abstract in the paper.
Introduction
(5 points)
The candidate provides an introduction to the topic; it covers key concepts and key sources to aid the reader in understanding the topic; and the introduction clearly aids the reader in understanding the connection of the topic to the foundations of Early Childhood Special Education (e.g. historical connections, principles and theories, relevant laws, policies, etc.); references are cited.
The candidate provides an introduction to the topic; it covers key concepts that aid the reader in understanding the topic; and the introduction aids the reader in understanding the connection of the topic to the foundations of Early Childhood Special Education (e.g. historical connections, principles and theories, relevant laws, policies, etc.); references are cited.
The candidate provides an introduction that is a brief statement on the purpose of the paper and little else; no references are cited.
The candidate provides no clear introduction.
Criteria
Exemplary
Proficient
Emerging
Unacceptable
Points Obtained
Literature Review
(35 points)
The candidate reviews key peer reviewed articles on the topic; the candidate provides a summary of important content from each piece; strong transitions provide connections between the pieces; the contents provide a clear and comprehensive view of the social issue in Early Childhood Special Education.
The candidate reviews literature that are peer reviewed articles on the topic; the candidate summarizes each piece and includes transitions to connect the works described; the contents provides a clear view of the current social issue in Early Childhood Special Education.
The candidate reviews literature that are peer reviewed articles, most of which are marginally related to the topic.
The candidate reviews the literature from a variety of sources, not solely from peer reviewed articles; some literature is not appropriate for the topic.
Discussion
(35 points)
The candidate discusses the topic in a comprehensive fashion and shares her or his thoughts on the subject; the candidate reflects on the literature in a cohesive fashion in the discussion, and proper references are included to the literature reviewed in the previous section.
The candidate discusses ideas related to the topic; information is linked to the literature, and references the literature cited in the previous section.
The candidate provides a short discussion with only one or two of his or her thoughts on the topic; no references are provided.
The candidate provides no di ...
EARLY IMMIGRANT IN MINNESOTA4Early immigrant in Mi.docxsagarlesley
EARLY IMMIGRANT IN MINNESOTA 4
Early immigrant in Minnesota
Running head: EARLY IMMIGRANT IN MINNESOTA 1
Minnesota is a land known for its heavy welcome of immigrants. Minnesota has been regarded as a state of immigrants. The first residents, the American Indians, all arrived from different locations and origins. The names of the localities, the waterways and the landmarks around the Minnesota state reflects the waves of immigration that occurred between the 19th and 20th century. Today, immigrants comprise approximately 13% of the Minnesota’s population. In this article, we seek to explore the experiences of the early immigrants in Minnesota. Although there are many immigrants in Minnesota from different locations, this study will focus primarily on the experiences of Hmong, Karen, Latino, Liberian and Somali immigrants.
Land and family were significant assets for the immigrants in the Minnesota state. Particularly, it is important to note that there are different groups of people who took refuge as immigrants in Minnesota (Oestergen, 1981). The Latino community makes up the largest proportion of the foreign-born population living in Minnesota. Approximately 7% of the people living in Hennepin and Ramsey counties are Latino. The Hennepin and Ramsey counties are homes to over 64000 people from the Hmong communities. Approximately 3000 Karen refugees came into Minnesota fleeing the violence and war experienced in Burmese civil war. Finally, the United States became home to Liberian and Somali refugees following the civil wars in their countries. Approximately 32 000 refugees from Somali live in Minnesota since the 1990s. Land was owned by families and the immigrants depended on the transition of the land through family lineages. The inheritance of land from one individual to another was done according to the customs and the cultural beliefs of the people involved. Land was particularly used for settlement and agricultural purposes. Other immigrants could also obtain land through purchasing from other land owners (Oestergen, 1981).
For the first immigrants, getting to Minnesota was the first major challenge they experienced. Even if they possessed the wherewithal to their passage, the journey across the ocean often lasted for numerous weeks in overcrowded and unhealthy conditions. According to Johnson (2014), the immigrants often faced attacks from the other ethnic groups that came into Minnesota. As a result of the difference in ethnicity, Johnson (2014) explains that language barrier became a major challenge especially because most of the immigrants chose to retain their native language. While many modern refugees arrive in the western countries through the use of planes, early refugees used ships with significant proportions of those onboard dying from the strong and cold winds on the ocean. They experienced anxiety and hardships especially in cases where they had to be separated from their relatives whom they had to wait for months ...
Earned Value AnalysisTracking Project ProgressWh.docxsagarlesley
Earned Value Analysis
Tracking Project Progress
What Is Earned Value?The dollar amount you planned to spend for the work actually completed
Earned Value is the budgeted cost of the work that has actually been performed/completed
Earned Value = Budgeted Cost of the Work Performed (BCWP)
What Is Earned Value Analysis (EVA)?
EVA enables the project progress to be tracked in terms of:
The work that has actually been completed
--- Compared To ---
The work that was scheduled to be completed
Why Is Earned Value Analysis Important?EVA enables the project team to know:If the project is ahead of, or behind schedule
How far the project is ahead of, or behind schedule
If the project is over or under budget
How much the project is over or under budget
Why Is Earned Value Analysis Important?EVA enables the team to address the project’s triple constraints earlier rather than later Scope – re-prioritize/reduce requirements
--- and/or ---
Schedule – adjust the timeline
--- and/or ---
Cost – request additional funding
The Components of Earned Value Analysis WBS – Work Breakdown StructureIdentifies products to be delivered by the project Products or sub-products should be broken down to what can be completed in 80 hours (“80-hour rule”), when applicable
Provides the basis for Distinct products or sub-products – which help to provideValid estimates – which enableTracking earned value / project progress
The Components of Earned Value Analysis Earned Value (EV) ---- or BCWPThe budgeted cost of the work actually performed How much work was actually completed
Planned Value (PV) ---- or BCWSThe budgeted cost of the work scheduled to be performed How much work should have been completed
Actual Cost (AC) ------- or ACWPThe actual cost of the work performedHow much money has been actually spent
The Components of Earned Value AnalysisBudget at Completion (BAC)Dollar amount originally budgeted to complete the project
Estimate at Completion (EAC)Estimate of dollar amount needed to complete the project
Variance at Completion (VAC)Estimate of the dollar amount projected above or below budget
Schedule at Completion (SAC)Projection of the time needed to complete the project
The Components of Earned Value Analysis
Schedule Variance (SV)The work completed vs. the work planned to be completed
SV = (Earned Value – Planned Value)
Tells us if the project is ahead of, or behind schedule
Negative value means the project is behind schedule
The Components of Earned ValueSchedule Performance Index (SPI)Utilized to forecast how long it will take to complete the project
SPI = (Earned Value / Planned Value)
Tells us if the project is ahead of, or behind schedule
Less than 1.00 means the project is behind schedule
The Components of Earned Value
Cost Variance (CV)What we planned to spend on the work completed vs. what was actually spent on the work completed
CV = (Earned Value – Actual Cost)
Tells us if the project is over or under budget ...
EARLY IMMIGRANT IN MINNESOTA2Early immigrant in Mi.docxsagarlesley
EARLY IMMIGRANT IN MINNESOTA 2
Early immigrant in Minnesota
Running head: EARLY IMMIGRANT IN MINNESOTA 1
Minnesota is a land known for its heavy welcome of immigrants. Minnesota has been regarded as a state of immigrants. The first residents, the American Indians, all arrived from different locations and origins. The names of the localities, the waterways and the landmarks around the Minnesota state reflects the waves of immigration that occurred between the 19th and 20th century. Today, immigrants comprise approximately 13% of the Minnesota’s population. In this article, we seek to explore the experiences of the early immigrants in Minnesota. Although there are many immigrants in Minnesota from different locations, this study will focus primarily on the experiences of Hmong, Karen, Latino, Liberian and Somali immigrants.
Land and family were significant assets for the immigrants in the Minnesota state. Particularly, it is important to note that there are different groups of people who took refuge as immigrants in Minnesota (Oestergen, 1981). The Latino community makes up the largest proportion of the foreign-born population living in Minnesota. Approximately 7% of the people living in Hennepin and Ramsey counties are Latino. The Hennepin and Ramsey counties are homes to over 64000 people from the Hmong communities. Approximately 3000 Karen refugees came into Minnesota fleeing the violence and war experienced in Burmese civil war. Finally, the United States became home to Liberian and Somali refugees following the civil wars in their countries. Approximately 32 000 refugees from Somali live in Minnesota since the 1990s. Land was owned by families and the immigrants depended on the transition of the land through family lineages. The inheritance of land from one individual to another was done according to the customs and the cultural beliefs of the people involved. Land was particularly used for settlement and agricultural purposes. Other immigrants could also obtain land through purchasing from other land owners (Oestergen, 1981).
For the first immigrants, getting to Minnesota was the first major challenge they experienced. Even if they possessed the wherewithal to their passage, the journey across the ocean often lasted for numerous weeks in overcrowded and unhealthy conditions. According to Johnson (2014), the immigrants often faced attacks from the other ethnic groups that came into Minnesota. As a result of the difference in ethnicity, Johnson (2014) explains that language barrier became a major challenge especially because most of the immigrants chose to retain their native language. While many modern refugees arrive in the western countries through the use of planes, early refugees used ships with significant proportions of those onboard dying from the strong and cold winds on the ocean. They experienced anxiety and hardships especially in cases where they had to be separated from their relatives whom they had to wait for months ...
Eastman Kodak Company
Haley Duell
5/12/2016
BUS/475
Eastman Kodak Company
The consumer electronic field is a great and also equally competitive business area. Different companies usually design different techniques to and outsmart their fellow business counterparts. They do this via developing various business promotional methods and marketing designs. Companies normally review their marketing strategies from time to time in order to ensure that they make maximum profits in their businesses, the do this due to changing internal and external factors of their business enterprises that they view as factors that slow their advancement. Most of the marketing departments have the likelihood of considering their consumers wants, they have a tendency to make or design products that are very much appealing and motivating to their customers. They do this to ensure customer satisfaction and ultimately they do this to ensure that their company makes maximum profit. Most of the marketing departments try to understand consumer feedback concerning their products therefore they have set up forums to ensure that they get the consumer feedback in order to think of even more interesting strategies that will ensure the companies maximum profit and sustainability in the market. To increase its competitiveness in the industry, the company should produce a new middle range smart phone in the market,
1.1 Brief Description of the company
Eastman Kodak is part of one of the growing largest multi-billion dollar corporations in the world. In 2007 it exceeded the $100bn mark in annual sales for the first time in its history. This makes it one of the world's top three companies in the electronics industry where only two other companies, Siemens and Hewlett-Packard, have posted larger revenues. The name Eastman Kodak literally means grow Group’s dominance in two further sectors: Eastman Kodak Heavy Industries and Eastman Kodak Engineering and Construction. If you are talking innovation in Eastman Kodak walks the walk and is now the established leader in consumer electronics, providing a range of leading-edge premium products and, in their own words, ‘leading the digital convergence revolution’. In so doing Eastman Kodak has made a remarkable transformation from copy-cat manufacturer to become Asia's most valuable technology company.
1.2 Organizational Structure
As of 2013, Eastman Kodak Electronics has established 15 regional headquarters, 54 global sales offices, 38 global production facilities and 34 global R&D centers.
Eastman Kodak consists of three main divisions: Consumer Electronics, IT & Mobile Communications and Device
Solution
s. Each division consists of several subsidiary divisions.
1.3The product being offered
To increase its competitiveness in the market, the company should introduce a new mid-range smart phone, Blast, targeting the middle class consumers and the teenage population in third countries who are the largest consumers of mobile ...
Earth Systems Engineering and ManagementCEE 400Week 5.docxsagarlesley
Earth Systems Engineering and Management
CEE 400
Week 5: Complex Systems
Earth Systems Engineering and Management
*
Complex Systems: TermsSystems are groups of interacting, interdependent parts linked together by exchanges of energy, matter and informationComplex systems are characterized by:Strong (usually non-linear) interactions between the partsComplex feedback loops that make it difficult to distinguish cause from effectSignificant time and space lags, discontinuities, thresholds, and limitsOperation far from equilibrium in a state of constant adaptation to changing conditions (at the edge of deterministic chaos)
Adapted from R. Costanza, L. Wainger, C folk, and K. Maler, “Modeling Complex Ecological Economic,” BioScience 43(8): 545-55
Four Types of ComplexityStatic complexity (or just complicated): many nodes and links (a 747 sitting on the ground)Dynamic complexity: system operating through time (747 in flight, controlled by air traffic control)Wicked complexity: integrates human systems (global air transport as a system)Earth systems complexity: integrated built/natural/human systems at regional and global scale (e.g., effect of 747 on disease patterns, and on eco-touorism)
Evolution of Complex Adaptive Systems All complex systems evolve in response to changing boundary conditions and internal dynamics – so known as “Complex Adaptive Systems”. Evolution occurs as the result of three mechanisms linked in complicated ways:
Information storage and transmission Mutation (generation of new alternatives for system agents Selection among alternative based on performance given internal states and external boundary conditions
Where Complex Adaptive Systems LiveIf too many strong linkages among parts of a system, it cannot adapt; any mutation is rapidly damped out.If not enough linkages, also cannot adapt; mutation can’t be preserved in new system state.Therefore, CASs live between stasis and randomness
Human Systems vs. Non-Human Systems
(The “Wicked” vs. The “Tame”)
Wicked Systems:
1. Policy problems cannot be definitively described
2. There is nothing like an indisputable public good
3. There are no objective definitions of equity
4. Policies for social problems cannot be meaningfully correct or false
5. There are no “solutions”in the sense of definitive, objective answers
6. There is no optimality
Source: H.W.J. Rittel and M. M.Webber, “Dilemmas in a General Theory Planning,” Policy Scenes 4 (1973), pp. 155-169
Policy Implications
of Simple (S) vs Complex (C) Systems
Function as Displayed by System
Information
Centralized command-and-control feasible
System management by adjusting forcing behavior; command-and-control contraindicated
Causality
Centralized command-and-control to endpoint (effect) feasible
Function
Type
Policy Implication
S
Centralized; system is “knowable”
C
Information diffused throughout the system; some embedded in system structure; system too complex to be “known”
S
Linea ...
EASY Note CardsStudents need an easy” way to keep their stu.docxsagarlesley
EASY Note Cards
Students need an “easy” way to keep their study of vocabulary organized, and it is a smart idea to have a tool to frequently review new terms so they can shift to long-term memory. Creating and studying EASY note cards is a simple way to learn and remember enough about a new word so you can begin using it and become comfortable with it. EASY stands for:
Example – create an original sentence using the word correctly
Antonym – the word’s opposite (if there is one) or what the word is not
Synonym – a word with a similar meaning or a simplified definition
Your Logic – using prior knowledge (logic), make a personal connection to the word
word: part of speech
tone: can be positive, negative, neutral, or a combination
E-
A -
S -
Y -
MLA citation:
Insert image here:
Husk (noun) ;
tone: can be neutral or negative
E – We cracked pecans for pie and threw away the husks.
A – fruit; living inside
S – shell; dead outer layer
Y – banana peel; tamales; an old physical body
MLA for a Book: search “purdue owl”
Lastname, Firstname. Title of Book. City of Publication: Publisher, Year of Publication. Medium of Publication.
Albom, Mitch. Tuesdays with Morrie. New York: Doubleday. 1997. Print.
Bombastic (adjective);
tone: usually negative
E- Politicians are often considered bombastic, with their inflated but empty speech.
A - sincere, common, or down to earth speech
S - pretentious speech (used to impress)
Y - "players"; bravado; the song Mr. Boombastic by Shaggy
MLA for an online article: search “purdue owl”
Author(s). "Title of Article." Title of Website. Publisher. Day Mon. Year. Medium of publication. day Mon. year. (Date accessed)
Smith, Heather. “A New Way to Learn.” Thisibelieve.com. This I Believe, Inc. 31 Aug. 2011. Web. 15 Jun. 2015.
Some EASY clarification
E - an original example sentence using the word, including a context clue which illustrates the meaning (you can't say: I am bombastic. This gives no clue as to the words meaning)
A - an antonym if possible; if not, then a logical contrasted idea (what the word is not)
S - a synonym or simplified definition (in your own words that you understand; do not use a word you don’t know to define a word you don’t know!)
Y - your personal connection to the word's meaning using prior knowledge and experience of your world
(this is not a sentence, just 1-3 nouns or phrases that help you connect to the new word's meaning)
Think of tone as one of three possible scales:
Positive (+): ranging from a little bit + to very +
Negative (-): ranging from a little bit - to very -
Neutral (objective; no emotion; factual)
Some tone words
Assignment Information
You are expected to complete 25 slides following the exemplified format
Your EASY words can come from your novel or any essay you read associated with this class
This project is worth 10% of your grade
P.S. You will be expected to use 3 EASY words within each essay for this class.
The State of Calif ...
Earthquake Activity San Francisco AreaComplete the activity o.docxsagarlesley
Earthquake Activity: San Francisco Area
Complete the activity on this website. Then enter your responses directly in this document and submit it for grading.
Determining the Earthquake Epicenter
Below is a map of the region for the simulated earthquake.
Measuring the S-P interval
Use the three seismograms to estimate the S-P time interval for each of the recording stations. Record your measurement for the S-P interval below:
Eureka, CA Seismic Station S-P Interval
seconds
Elko, NV Seismic Station S-P Interval
seconds
Las Vegas, NV Seismic Station S-P Interval
seconds
Determining Distance from S-P
Using the S-P graph and the estimates you made for the S-P time intervals for the three seismograms, complete the table below. The horizontal grid is in one second intervals.
Station
S-P Interval
Epicentral Distance
Eureka, CA
seconds
KM
Elko, NV
seconds
KM
Las Vegas, NV
seconds
KM
Compute Your % Error
For each of the stations, compute your % error for the S-P Interval and Epicentral Distance. The formula for % Error is:
Your Data
Actual Data
% Error
Recording Station
S-P Interval
Epicentral Distance
S-P Interval
Epicentral Distance
S-P Interval
Epicentral Distance
Eureka, CA
sec
km
sec
km
Elko, NV
sec
km
sec
km
Las Vegas, NV
sec
km
sec
km
Richter Magnitude
Measure the maximum amplitude of the S-wave for each seismogram and record your estimate in the box below the seismogram. Note that although only one amplitude measurement is necessary, you should measure the amplitude for each of the three stations. This will enable you to determine the magnitude value as an average of three values, thus increasing the likelihood that you are accurate in your estimate.
Eureka, CA Maximum S Wave Amplitude
Elko, NV Maximum S Wave Amplitude
Las Vegas, NV Maximum S Wave Amplitude
Estimated Magnitude
Actual Magnitude
Earthquake Activity:
San Francisco
Area
Complete the activity on
this website
. Then enter your responses directly in this document and submit
it
for grading.
Determining
t
he Earthquake Epicenter
Below is a map of the region for the simulated earthquake.
Measuring the S
-
P interval
Use the three seismograms to estimate the S
-
P time interval for each of the recording stations. Record
your measurement for
the S
-
P interval below:
Eureka, CA Seismic Station S
-
P Interval
seconds
Elko, NV Seismic Station S
-
P Interval
seconds
Las Vegas, NV Seismic Station S
-
P Interval
seconds
Earthquake Activity: San Francisco Area
Complete the activity on this website. Then enter your responses directly in this document and submit it
for grading.
Determining the Earthquake Epicenter
Below is a map of the region for the simulated earthquake.
Measuring the S-P interval
Use the three seismograms to estimate the S-P time interval for each of the recording stations. Record
your measurement for the S-P interval below:
Eureka, CA Seismic Station S-P Interval seconds
Elk ...
EARLY IMMIGRANT IN MINNESOTA10Early immigrant in M.docxsagarlesley
EARLY IMMIGRANT IN MINNESOTA 10
Early immigrant in Minnesota
Running head: EARLY IMMIGRANT IN MINNESOTA 1
An observation of Minnesota’s demographic statistical figures created by government officials is likely to show a white tapestry with joint a few scattered threads of color. However, there are those that would argue that this representation is inaccurate and that it is not a true account of the demographic history of Minnesota. It is worth pointing out that over the past 150 years, there have been immigrants from over 60 countries who have come to Minnesota and created a state which however on the face of it may seem homogenous, it enjoys a great legacy that has a rich cultural diversity. The new land of Minnesota presented a new life to these immigrants whereby they encountered new opportunities, made new relations and also encountered new opportunities. This paper therefore intends to look in to the immigration history of Minnesota ranging from the factors that attracted immigrants, impacts of immigration, challenges encountered by the immigrants to advantages of the immigration wave.
Minnesota is a land known for its heavy welcome of immigrants. Minnesota has been regarded as a state of immigrants. The first residents, the American Indians, all arrived from different locations and origins. The names of the localities, the waterways and the landmarks around the Minnesota state reflects the waves of immigration that occurred between the 19th and 20th century. Today, immigrants comprise approximately 13% of the Minnesota’s population. In this article, we seek to explore the experiences of the early immigrants in Minnesota. Although there are many immigrants in Minnesota from different locations, this study will focus primarily on the experiences of Hmong, Karen, Latino, Liberian and Somali immigrants.
Land and family were significant assets for the immigrants in the Minnesota state. Particularly, it is important to note that there are different groups of people who took refuge as immigrants in Minnesota (Oestergen, 1981). The Latino community makes up the largest proportion of the foreign-born population living in Minnesota. Approximately 7% of the people living in Hennepin and Ramsey counties are Latino. The Hennepin and Ramsey counties are homes to over 64000 people from the Hmong communities. Approximately 3000 Karen refugees came into Minnesota fleeing the violence and war experienced in Burmese civil war. Finally, the United States became home to Liberian and Somali refugees following the civil wars in their countries. Approximately 32 000 refugees from Somali live in Minnesota since the 1990s. Land was owned by families and the immigrants depended on the transition of the land through family lineages. The inheritance of land from one individual to another was done according to the customs and the cultural beliefs of the people involved. Land was particularly used for settlement and agricultural purposes. Other immigrants co ...
Earthquake PreparednessWork individually and in groups t.docxsagarlesley
Earthquake Preparedness
Work individually and in groups to understand the problem, propose solutions, and prioritize steps to be taken. Discuss what information you would like to have and why, and how that information would help you better prepare.
Develop a department specific plan making sure that as a group, all aspects of preparation are being covered.
Earthquake Preparedness
Part One – Your Department’s Plan
What you already know - capabilities
What you need to know – prioritized list
What you’d like to know – prioritized list
Steps to implement your plan
Resource allocation (percent of manpower, finances, etc)
Cooperation with other departments
Reasonable timeline
Identify limitations of your plan
Use a format that fits your department’s needs.
Earthquake Preparedness
Part Two - Your Personal Plan
- Identify hazards and potential mitigation measures
- “Build” an emergency kit
- Write out your emergency plan (online resources have templates)
Earthquake Preparedness
A portion of your grade is based on your participation during class time.
Work together, be respectful, and develop a well thought out plan for our city.
DeptNameDeptNameFIRE/HAZMATjuliePORTAbePOLICEmattAIRPORTSarahPARKS AND RECJennaCUSTOMSTabithaBUILDINGTracyNUCLEAR PLANTJamiePOWERmariDAMEricWATERJosephFOREST SVCKristianaCOMMUNICATIONSStoreyAIR QUALITYFranklinSEWERCandaceSEARCH AND RESCUEBLAKEPUBLIC HEALTHLindsaySHELTERAriel HOSPITALsonyaFOODCameronEDUCATIONoliverCOAST GUARDJeremiahTRANSPORTATIONseanANIMAL CONTROLcarlyCONSTRUCTIONDevin
...
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Eating Disorders
TOPIC OVERVIEW
Anorexia Nervosa
The Clinical Picture
Medical Problems
Bulimia Nervosa
Binges
Compensatory Behaviors
Bulimia Nervosa Versus Anorexia Nervosa
Binge-Eating Disorder
What Causes Eating Disorders?
Psychodynamic Factors: Ego Deficiencies
Cognitive Factors
Depression
Biological Factors
Societal Pressures
Family Environment
Multicultural Factors: Racial and Ethnic Differences
Multicultural Factors: Gender Differences
How Are Eating Disorders Treated?
Treatments for Anorexia Nervosa
Treatments for Bulimia Nervosa
Treatments for Binge-eating Disorder
Putting It Together: A Standard for Integrating Perspectives
Shani, age 15: While I was learning to resist the temptation of hunger, I walked into the kitchen when no one was around, took a slice of bread out the packet, toasted it, spread butter on it, took a deep breath and bit. Guilty. I spat it in the trash and tossed the rest of it in and walked away. Seconds later I longed for the toast, walked back to the trash, popped open the lid and sifted around in the debris. I found it and contemplated, for minutes, whether to eat it. I brought it close to my nose and inhaled the smell of melted butter. Guilty. Guilty for trashing it. Guilty for craving it. Guilty for tasting it. I threw it back in the trash and walked away. No is no, I told myself. No is no.
… And no matter how hard I would try to always have The Perfect Day in terms of my food, I would feel the guilt every second of every day. It reeked of shame, seeped with disgust and festered in disgrace. It was my desire to escape the guilt that perpetuated my compulsion to starve.
In time I formulated a more precise list of “can” and “can’t” in my head that dictated what I was allowed or forbidden to consume…. It became my way of life. My manual. My blueprint. But more than that, it gave me false reassurance that my life was under control. I was managing everything because I had this list in front of me telling me what—and what not—to do….
In the beginning, starving was hard work. It was not innate. Day by day I was slowly lured into another world, a world that was as isolating as it was intriguing, and as rewarding as it was challenging….
That summer, despite the fact that I had lost a lot of weight, my mother agreed to let me go to summer camp with my fifteen-year-old peers, after I swore to her that I would eat. I broke that promise as soon as I got there…. At breakfast time when all the teens raced into the dining hall to grab cereal boxes and bread loaves and jelly tins and peanut butter jars, I sat alone cocooned in my fear. I fingered the plastic packet of a loaf of white sliced bread, took out a piece and tore off a corner, like I was marking a page in a book, onto which I dabbed a blob of peanut butter and jelly the size of a Q-tip. That was my breakfast. Every day. For three weeks.
I tried to get to the showers when everyone else was at the beach so nobody would see me. I heard girls behind me whispering, “Tha ...
Earning Your Place in the Investment WorldThe CFA Program.docxsagarlesley
Earning Your Place in the Investment World
The CFA Program
Wojciech Gudaszewski, CFA, (cover) took a major career leap in
2006, founding WDM Financial Group, the first firm in Poland
to offer a fully comprehensive array of financial services. Beam-
ing with enthusiasm as he strolls amidst the ornate buildings
of Wroclaw, Poland’s third-largest city, Wojciech explains.
“Becoming a CFA charterholder gave me more self-confi-
dence,” says Wojciech. “Now I have more courage to lead more
responsible and ambitious projects, like establishing and man-
aging the WDM Financial Group.”
Wojciech saw opportunity in Poland’s emerging market
and set about earning the professional credentials to partici-
pate fully in— and find solutions for— his homeland’s finan-
cial front. But after earning a master’s degree in economics
and three professional certifications, he says, “Soon I realized
that there is really only one global standard for investment
professionals—[the] CFA [designation].”
Wojciech likewise credits getting his first job after gradu-
ation, an equity analyst position at ING Investment Manage-
ment in Warsaw, to the CFA designation. “Thanks to the CFA
charter I got a great job after my studies,” he says. He glances
proudly at the colorful facades rising all around him and adds,
“The CFA charter gave me a chance to find interesting and
well-paid work.”
As the sun fades and a cool breeze whips across the town
square, Wojciech reveals a broad level of confidence and
urgency, leaving little doubt about the depth of his determina-
tion: With more than 50 clients on board already, he plans to
serve 200 by year’s end. “I want to push the Group to the next
level as soon as possible.”
MEMB ER SOC I ETY: C FA S O C I E T Y O F P O L A N D
The Courage to Lead
Wojciech Gudaszewski, CFA cover
W R O C L AW, P O L A N D
Liliane Lintz, CFA 2–3
S Ã O PAU L O, B R A Z I L
Ryan Fuhrmann, CFA 4–5
F O RT W O RT H , T E X A S , U S A
Zafeer Hussain, CFA 6–7
D U B A I , UA E
Kam Shing Kwang, CFA 8–9
H O N G KO N G
Gao Quan, CFA 10–11
S H A N G H A I , C H I N A
Rohit Rebello, CFA 12–13
M U M B A I , I N D I A
Olga Logvina, CFA 14–15
M O S C O W, R U S S I A
Vincent Fournier, CFA 16–17
M O N T R É A L , Q U É B E C , C A N A D A
Sarah Campbell, CFA 18–19
A I X E N P R O V E N C E , F R A N C E
Ten CFA® charterholders from around
the world talk about where they
came from,how the CFA Program
affected their journeys,and where
they are headed.
TA B L E O F C O N T E N T S
3 Defining the CFA Program
4 Benefits of the CFA Charter
12 Steps to Earning Your CFA Charter
15 About the Curriculum and Examinations
18 Preparing for the CFA Examinations
20 About CFA Institute
The CFA designation is a mark of distinction
that is globally recognized by employers,
investment professionals,and investors as
the definitive standard—the gold standard—
by which to measure serious investment
professionals.
The CFA Program
Earning ...
Earned value management is only as good as the supporting systems .docxsagarlesley
Earned value management is only as good as the supporting systems used to measure progress. Identify at least three problems that could lead to inaccurate progress management. Also, provide an example of an alternative to Earned value that you might use should project progress reporting systems prove to be inadequate.
...
Early World Literature4 VIRTUE Page 4.2 The Buddha’s Birth.docxsagarlesley
Early World Literature
4 VIRTUE / Page 4.2 The Buddha’s Birth Stories
On this page: 0 of 2 attempted (0%) | 0 of 2 correct (0%)
The Buddha’s Birth Stories
By Lynn Cianfarani
The exterior of the Ajanta Caves where they were cut into the stone on the side of a cliff by
the Waghur River in India. These cave monuments, which date from the second century
BCE to about 480 or 650 CE, house depictions of Buddha and the Jātaka Tales.
Photo courtesy of Shriram Rajagopalan / Flickr Creative Commons
In one of his former lives, Buddha was born a pigeon. That is, at least, how it is
recounted in “The Pigeon and the Crow,” one of the 547 stories in the Jātaka Tales, a
classic work of Buddhist literature.
Each of the Jātaka Tales offers readers a moral. The pigeon story, for instance,
highlights the dangers of greed. But the stories are more than just fables. They are
sacred Buddhist lore, outlining the lives that Buddha passed through before his birth as
Prince Siddhartha. Jātaka literally means “story of birth,” and in the stories, Buddha
(referred to in the Tales as the Bodhisatta—“one seeking enlightenment”) is born and
http://www.webtexts.com/courses/18168-stallard/traditional_book
reborn in the form of animals, humans, and super-human beings, all the while striving
toward enlightenment.
For Buddhists, the concept of past lives is hallowed. According to Robert Thurman, a
professor of Indo-Tibetan Buddhist Studies at Columbia University, “Buddhists see the
continuum of lives of all beings as a commonsense fact, not a mystical belief.”1 Buddhist
faith teaches that ordinary humans do not remember past existences, but enlightened
beings have the gift of recalling their former lives in detail.2
Buddhists who hear the Jātaka Tales do not necessarily take them as a word-for-word
accounting of past events, however. Devdutt Pattanaik, a Mumbai-based speaker,
writer, and mythology specialist, says that the Jātaka Tales “are as real and historical to
Buddhists as the stories of Christ’s resurrection are to Christians.”3 For most Buddhists,
whether Buddha actually lived as a pigeon is not the issue; what matters is that Buddha
did indeed have past existences which lessons can be learned from.
Reliable historical details of Buddha’s life—his early years as Siddhartha Gutam, and
later, as the enlightened Buddha—are hard to come by. According to W.S. Merwin, a
Pulitzer Prize winning poet, we don’t know how much of the Buddha/Siddhartha story
“is pure fairy tale, and how much of it is historic fact.”4 As with most religions, it’s the
message that guides followers.
Most scholars do accept that Siddhartha Gutam was an actual man, born to a royal
family in India in 563 BCE. The factual events of his life, however, remain open to
debate. According to Buddhist texts, Siddhartha married and had a child, but became
disillusioned with palace life. He started to make trips outside the palace and grew
distraught when he saw sickness, old age, and death.
In hopes of ...
Early Warning Memo for the United States Governmen.docxsagarlesley
Early Warning Memo for the United States Government
How to Deal with the Potential Conflicts in Cross-Strait Relations
between the PRC and the ROC
Table of Contents
1.0 Executive Summary
2.0 Key Facts
2.1 The Cross-Strait Relations between the PRC and the ROC
2.2 An Important External Factor – the United States
3.0 What is at Stake?
4.0 The Important Characteristic of the Conflict Situation
4.1 The Constraints of History
4.2 The Boundedness of International Mediation
4.3 The “Mess” of Various Aspects of Cross-Strait Relations between the PRC and the ROC
5.0 The Reasons Why Prevention Action is Merited
6.0 Future Scenarios
6.1 Lower Feasibility - Standing with the ROC
6.2 Medium Feasibility - Exiting the “Game” or Keeping Silent
6.3 Higher Feasibility - Standing with the PRC
7.0 Conclusion
References
1.0 Executive Summary
In my 2017, the 23rd annual meeting of North American Taiwan Studies Association (NATSA) was held at Stanford University. The experts and scholars, who focused on researching the relevant issues about Asian-Pacific region, such as Kharis Templeman, Erin Baggott Carter, Thomas Fingar, and Lanhee J. Chen, analyzed the potential conflicts in Cross-Strait relations between People’s Republic of China (PRC-China) and Republic of China (ROC-Taiwan) on this meeting.[footnoteRef:1] During the process of discussing the potential conflict between PRC and ROC, the United States was highlighted as the most important mediator that could influence the trends of the conflict between PRC and ROC, and that was able to provide it with windows of opportunity. This early warning policy memo will examine the three scenarios with different degrees of feasibilities by regarding the United States government as the most suitable mediator. The key facts of Cross-Strait relations between the PRC and the ROC will be demonstrated, and the important characteristic of the conflict situation will also be analyzed. Based on them, this memo will discuss the points that are at stake, and the reasons why prevention action is merited for Cross-Strait relations between the PRC and the ROC. After analyzing the pros and cons of three future scenarios, the last one, which the United States government stands with the PRC and supports “One-China” policy, reveals the relatively higher feasibility. [1: Williams, Jack F. China Review International 10, (2017): 382-85. ]
2.0 Key Facts
2.1 The Cross-Strait Relations between the PRC and the ROC
Since the second Chinese Civil War happened in 1937, the issues about the relations between PRC and POC, which were also called as Cross-Strait relations (Haixia Liangan Guanxi), have become seriously sensitive topics in both of the two political entities that were geographically separated by the Taiwan Strait in the west Pacific Ocean. In 1949, the second Chinese Civil War led to the political status that the mainland of China being governed by the PRC, instead, Taiwan pertains to the ROC, wh ...
Early Learning Center PortfolioSPED 293C Assignment Outline.docxsagarlesley
Early Learning Center Portfolio
SPED 293C Assignment Outline
*For this assignment you will be creating an Early Learning Center. You must include young children with exceptional needs within your program. You may work in teams or individuals for this assignment.*
The following outline is required for the Early Learning Center:
Name of Center
· Create a name for your center. (Ex. Bright Minds Early Learning Academy)
Philosophy
· What type of Early Learning philosophy will your center embrace? Please describe. (Ex. Waldorf, Montessori, Reggio, co-op, play-based, art infused, etc.)
Mission Statement
· What is the mission of your Early Learning Center? What are your goals? What is your target population?
· You can create an inclusive center that includes students with exceptional needs, or it can be a center exclusively for young children with exceptional needs.
· It can be a center for children 6 weeks to 5 years or just preschool age (4-5).
· What is your target population? (Ex. lower SES, local community or college parents) Are you going to partner with a university, YMCA, or school district?
Center Layout(Physical Layout)
· Create a layout of your entire center with a visual and written description.
· Please indicate the number of classrooms.
· Indicate other types of rooms- sensory room, indoor gym/motor room, therapy room, cafeteria, offices, support staff rooms, etc.
Staffing/Personnel
· Indicate the number of staff required for your Early Learning Center. You do not have to include all indicated below, but those pertinent to your program.
· Teachers
· Teaching Assistants
· Directors/Lead Staff
· Support Staff: OT, PT, Speech Therapist, Counselor, or Nursing
· Additional Staff: parent volunteers, fieldwork students
Classroom Layout
· Create a layout of one of your classrooms.
· Indicate a carpet area, quiet area, various stations (i.e. blocks, dress up), table areas, etc.
Classroom Management
· Outline procedures for the learning center/classrooms:
· Indicate 3-5 learning center/classroom rules
· Acknowledgment system
· Corrective consequence system
Thematic Lesson Plan Outline
· Using the thematic lesson plan outline provided to you, create a theme based lesson plan outline. Design at least 2activities in each of the eight designated topic areas.
Please be prepared to formally share out your Early Learning Center with a PowerPoint.
DUE: May 4th
Sensory Activities for Early Childhood
SPED 293C
All preschool teachers, especially those working with children with exceptional needs, are using important techniques utilized by skilled Occupational Therapists. When a child stimulates their senses they are sending signals to their brain that helps to create and strengthen neural pathways important for: Motor Skills, Cognitive Development, Communication, Social and Emotional Skills, Functional Tasks, and the development of Sense of Self.
Activity: You have just viewed a clip of an Occupational Therapist demonstrating some sensory
activitie ...
Early Intervention Research Paper CriteriaExemplary Proficie.docxsagarlesley
Early Intervention Research Paper
Criteria
Exemplary
Proficient
Emerging
Unacceptable
Points Obtained
Abstract
(5 points)
The candidate includes an abstract that provides an overview of the paper contents and conclusions drawn.
The candidate includes an abstract that provides an overview of the contents of the paper.
The candidate writes an abstract, but it is similar to the introduction.
The candidate does not include an abstract in the paper.
Introduction
(5 points)
The candidate provides an introduction to the topic; it covers key concepts and key sources to aid the reader in understanding the topic; and the introduction clearly aids the reader in understanding the connection of the topic to the foundations of Early Childhood Special Education (e.g. historical connections, principles and theories, relevant laws, policies, etc.); references are cited.
The candidate provides an introduction to the topic; it covers key concepts that aid the reader in understanding the topic; and the introduction aids the reader in understanding the connection of the topic to the foundations of Early Childhood Special Education (e.g. historical connections, principles and theories, relevant laws, policies, etc.); references are cited.
The candidate provides an introduction that is a brief statement on the purpose of the paper and little else; no references are cited.
The candidate provides no clear introduction.
Criteria
Exemplary
Proficient
Emerging
Unacceptable
Points Obtained
Literature Review
(35 points)
The candidate reviews key peer reviewed articles on the topic; the candidate provides a summary of important content from each piece; strong transitions provide connections between the pieces; the contents provide a clear and comprehensive view of the social issue in Early Childhood Special Education.
The candidate reviews literature that are peer reviewed articles on the topic; the candidate summarizes each piece and includes transitions to connect the works described; the contents provides a clear view of the current social issue in Early Childhood Special Education.
The candidate reviews literature that are peer reviewed articles, most of which are marginally related to the topic.
The candidate reviews the literature from a variety of sources, not solely from peer reviewed articles; some literature is not appropriate for the topic.
Discussion
(35 points)
The candidate discusses the topic in a comprehensive fashion and shares her or his thoughts on the subject; the candidate reflects on the literature in a cohesive fashion in the discussion, and proper references are included to the literature reviewed in the previous section.
The candidate discusses ideas related to the topic; information is linked to the literature, and references the literature cited in the previous section.
The candidate provides a short discussion with only one or two of his or her thoughts on the topic; no references are provided.
The candidate provides no di ...
EARLY IMMIGRANT IN MINNESOTA4Early immigrant in Mi.docxsagarlesley
EARLY IMMIGRANT IN MINNESOTA 4
Early immigrant in Minnesota
Running head: EARLY IMMIGRANT IN MINNESOTA 1
Minnesota is a land known for its heavy welcome of immigrants. Minnesota has been regarded as a state of immigrants. The first residents, the American Indians, all arrived from different locations and origins. The names of the localities, the waterways and the landmarks around the Minnesota state reflects the waves of immigration that occurred between the 19th and 20th century. Today, immigrants comprise approximately 13% of the Minnesota’s population. In this article, we seek to explore the experiences of the early immigrants in Minnesota. Although there are many immigrants in Minnesota from different locations, this study will focus primarily on the experiences of Hmong, Karen, Latino, Liberian and Somali immigrants.
Land and family were significant assets for the immigrants in the Minnesota state. Particularly, it is important to note that there are different groups of people who took refuge as immigrants in Minnesota (Oestergen, 1981). The Latino community makes up the largest proportion of the foreign-born population living in Minnesota. Approximately 7% of the people living in Hennepin and Ramsey counties are Latino. The Hennepin and Ramsey counties are homes to over 64000 people from the Hmong communities. Approximately 3000 Karen refugees came into Minnesota fleeing the violence and war experienced in Burmese civil war. Finally, the United States became home to Liberian and Somali refugees following the civil wars in their countries. Approximately 32 000 refugees from Somali live in Minnesota since the 1990s. Land was owned by families and the immigrants depended on the transition of the land through family lineages. The inheritance of land from one individual to another was done according to the customs and the cultural beliefs of the people involved. Land was particularly used for settlement and agricultural purposes. Other immigrants could also obtain land through purchasing from other land owners (Oestergen, 1981).
For the first immigrants, getting to Minnesota was the first major challenge they experienced. Even if they possessed the wherewithal to their passage, the journey across the ocean often lasted for numerous weeks in overcrowded and unhealthy conditions. According to Johnson (2014), the immigrants often faced attacks from the other ethnic groups that came into Minnesota. As a result of the difference in ethnicity, Johnson (2014) explains that language barrier became a major challenge especially because most of the immigrants chose to retain their native language. While many modern refugees arrive in the western countries through the use of planes, early refugees used ships with significant proportions of those onboard dying from the strong and cold winds on the ocean. They experienced anxiety and hardships especially in cases where they had to be separated from their relatives whom they had to wait for months ...
Earned Value AnalysisTracking Project ProgressWh.docxsagarlesley
Earned Value Analysis
Tracking Project Progress
What Is Earned Value?The dollar amount you planned to spend for the work actually completed
Earned Value is the budgeted cost of the work that has actually been performed/completed
Earned Value = Budgeted Cost of the Work Performed (BCWP)
What Is Earned Value Analysis (EVA)?
EVA enables the project progress to be tracked in terms of:
The work that has actually been completed
--- Compared To ---
The work that was scheduled to be completed
Why Is Earned Value Analysis Important?EVA enables the project team to know:If the project is ahead of, or behind schedule
How far the project is ahead of, or behind schedule
If the project is over or under budget
How much the project is over or under budget
Why Is Earned Value Analysis Important?EVA enables the team to address the project’s triple constraints earlier rather than later Scope – re-prioritize/reduce requirements
--- and/or ---
Schedule – adjust the timeline
--- and/or ---
Cost – request additional funding
The Components of Earned Value Analysis WBS – Work Breakdown StructureIdentifies products to be delivered by the project Products or sub-products should be broken down to what can be completed in 80 hours (“80-hour rule”), when applicable
Provides the basis for Distinct products or sub-products – which help to provideValid estimates – which enableTracking earned value / project progress
The Components of Earned Value Analysis Earned Value (EV) ---- or BCWPThe budgeted cost of the work actually performed How much work was actually completed
Planned Value (PV) ---- or BCWSThe budgeted cost of the work scheduled to be performed How much work should have been completed
Actual Cost (AC) ------- or ACWPThe actual cost of the work performedHow much money has been actually spent
The Components of Earned Value AnalysisBudget at Completion (BAC)Dollar amount originally budgeted to complete the project
Estimate at Completion (EAC)Estimate of dollar amount needed to complete the project
Variance at Completion (VAC)Estimate of the dollar amount projected above or below budget
Schedule at Completion (SAC)Projection of the time needed to complete the project
The Components of Earned Value Analysis
Schedule Variance (SV)The work completed vs. the work planned to be completed
SV = (Earned Value – Planned Value)
Tells us if the project is ahead of, or behind schedule
Negative value means the project is behind schedule
The Components of Earned ValueSchedule Performance Index (SPI)Utilized to forecast how long it will take to complete the project
SPI = (Earned Value / Planned Value)
Tells us if the project is ahead of, or behind schedule
Less than 1.00 means the project is behind schedule
The Components of Earned Value
Cost Variance (CV)What we planned to spend on the work completed vs. what was actually spent on the work completed
CV = (Earned Value – Actual Cost)
Tells us if the project is over or under budget ...
EARLY IMMIGRANT IN MINNESOTA2Early immigrant in Mi.docxsagarlesley
EARLY IMMIGRANT IN MINNESOTA 2
Early immigrant in Minnesota
Running head: EARLY IMMIGRANT IN MINNESOTA 1
Minnesota is a land known for its heavy welcome of immigrants. Minnesota has been regarded as a state of immigrants. The first residents, the American Indians, all arrived from different locations and origins. The names of the localities, the waterways and the landmarks around the Minnesota state reflects the waves of immigration that occurred between the 19th and 20th century. Today, immigrants comprise approximately 13% of the Minnesota’s population. In this article, we seek to explore the experiences of the early immigrants in Minnesota. Although there are many immigrants in Minnesota from different locations, this study will focus primarily on the experiences of Hmong, Karen, Latino, Liberian and Somali immigrants.
Land and family were significant assets for the immigrants in the Minnesota state. Particularly, it is important to note that there are different groups of people who took refuge as immigrants in Minnesota (Oestergen, 1981). The Latino community makes up the largest proportion of the foreign-born population living in Minnesota. Approximately 7% of the people living in Hennepin and Ramsey counties are Latino. The Hennepin and Ramsey counties are homes to over 64000 people from the Hmong communities. Approximately 3000 Karen refugees came into Minnesota fleeing the violence and war experienced in Burmese civil war. Finally, the United States became home to Liberian and Somali refugees following the civil wars in their countries. Approximately 32 000 refugees from Somali live in Minnesota since the 1990s. Land was owned by families and the immigrants depended on the transition of the land through family lineages. The inheritance of land from one individual to another was done according to the customs and the cultural beliefs of the people involved. Land was particularly used for settlement and agricultural purposes. Other immigrants could also obtain land through purchasing from other land owners (Oestergen, 1981).
For the first immigrants, getting to Minnesota was the first major challenge they experienced. Even if they possessed the wherewithal to their passage, the journey across the ocean often lasted for numerous weeks in overcrowded and unhealthy conditions. According to Johnson (2014), the immigrants often faced attacks from the other ethnic groups that came into Minnesota. As a result of the difference in ethnicity, Johnson (2014) explains that language barrier became a major challenge especially because most of the immigrants chose to retain their native language. While many modern refugees arrive in the western countries through the use of planes, early refugees used ships with significant proportions of those onboard dying from the strong and cold winds on the ocean. They experienced anxiety and hardships especially in cases where they had to be separated from their relatives whom they had to wait for months ...
Eastman Kodak Company
Haley Duell
5/12/2016
BUS/475
Eastman Kodak Company
The consumer electronic field is a great and also equally competitive business area. Different companies usually design different techniques to and outsmart their fellow business counterparts. They do this via developing various business promotional methods and marketing designs. Companies normally review their marketing strategies from time to time in order to ensure that they make maximum profits in their businesses, the do this due to changing internal and external factors of their business enterprises that they view as factors that slow their advancement. Most of the marketing departments have the likelihood of considering their consumers wants, they have a tendency to make or design products that are very much appealing and motivating to their customers. They do this to ensure customer satisfaction and ultimately they do this to ensure that their company makes maximum profit. Most of the marketing departments try to understand consumer feedback concerning their products therefore they have set up forums to ensure that they get the consumer feedback in order to think of even more interesting strategies that will ensure the companies maximum profit and sustainability in the market. To increase its competitiveness in the industry, the company should produce a new middle range smart phone in the market,
1.1 Brief Description of the company
Eastman Kodak is part of one of the growing largest multi-billion dollar corporations in the world. In 2007 it exceeded the $100bn mark in annual sales for the first time in its history. This makes it one of the world's top three companies in the electronics industry where only two other companies, Siemens and Hewlett-Packard, have posted larger revenues. The name Eastman Kodak literally means grow Group’s dominance in two further sectors: Eastman Kodak Heavy Industries and Eastman Kodak Engineering and Construction. If you are talking innovation in Eastman Kodak walks the walk and is now the established leader in consumer electronics, providing a range of leading-edge premium products and, in their own words, ‘leading the digital convergence revolution’. In so doing Eastman Kodak has made a remarkable transformation from copy-cat manufacturer to become Asia's most valuable technology company.
1.2 Organizational Structure
As of 2013, Eastman Kodak Electronics has established 15 regional headquarters, 54 global sales offices, 38 global production facilities and 34 global R&D centers.
Eastman Kodak consists of three main divisions: Consumer Electronics, IT & Mobile Communications and Device
Solution
s. Each division consists of several subsidiary divisions.
1.3The product being offered
To increase its competitiveness in the market, the company should introduce a new mid-range smart phone, Blast, targeting the middle class consumers and the teenage population in third countries who are the largest consumers of mobile ...
Earth Systems Engineering and ManagementCEE 400Week 5.docxsagarlesley
Earth Systems Engineering and Management
CEE 400
Week 5: Complex Systems
Earth Systems Engineering and Management
*
Complex Systems: TermsSystems are groups of interacting, interdependent parts linked together by exchanges of energy, matter and informationComplex systems are characterized by:Strong (usually non-linear) interactions between the partsComplex feedback loops that make it difficult to distinguish cause from effectSignificant time and space lags, discontinuities, thresholds, and limitsOperation far from equilibrium in a state of constant adaptation to changing conditions (at the edge of deterministic chaos)
Adapted from R. Costanza, L. Wainger, C folk, and K. Maler, “Modeling Complex Ecological Economic,” BioScience 43(8): 545-55
Four Types of ComplexityStatic complexity (or just complicated): many nodes and links (a 747 sitting on the ground)Dynamic complexity: system operating through time (747 in flight, controlled by air traffic control)Wicked complexity: integrates human systems (global air transport as a system)Earth systems complexity: integrated built/natural/human systems at regional and global scale (e.g., effect of 747 on disease patterns, and on eco-touorism)
Evolution of Complex Adaptive Systems All complex systems evolve in response to changing boundary conditions and internal dynamics – so known as “Complex Adaptive Systems”. Evolution occurs as the result of three mechanisms linked in complicated ways:
Information storage and transmission Mutation (generation of new alternatives for system agents Selection among alternative based on performance given internal states and external boundary conditions
Where Complex Adaptive Systems LiveIf too many strong linkages among parts of a system, it cannot adapt; any mutation is rapidly damped out.If not enough linkages, also cannot adapt; mutation can’t be preserved in new system state.Therefore, CASs live between stasis and randomness
Human Systems vs. Non-Human Systems
(The “Wicked” vs. The “Tame”)
Wicked Systems:
1. Policy problems cannot be definitively described
2. There is nothing like an indisputable public good
3. There are no objective definitions of equity
4. Policies for social problems cannot be meaningfully correct or false
5. There are no “solutions”in the sense of definitive, objective answers
6. There is no optimality
Source: H.W.J. Rittel and M. M.Webber, “Dilemmas in a General Theory Planning,” Policy Scenes 4 (1973), pp. 155-169
Policy Implications
of Simple (S) vs Complex (C) Systems
Function as Displayed by System
Information
Centralized command-and-control feasible
System management by adjusting forcing behavior; command-and-control contraindicated
Causality
Centralized command-and-control to endpoint (effect) feasible
Function
Type
Policy Implication
S
Centralized; system is “knowable”
C
Information diffused throughout the system; some embedded in system structure; system too complex to be “known”
S
Linea ...
EASY Note CardsStudents need an easy” way to keep their stu.docxsagarlesley
EASY Note Cards
Students need an “easy” way to keep their study of vocabulary organized, and it is a smart idea to have a tool to frequently review new terms so they can shift to long-term memory. Creating and studying EASY note cards is a simple way to learn and remember enough about a new word so you can begin using it and become comfortable with it. EASY stands for:
Example – create an original sentence using the word correctly
Antonym – the word’s opposite (if there is one) or what the word is not
Synonym – a word with a similar meaning or a simplified definition
Your Logic – using prior knowledge (logic), make a personal connection to the word
word: part of speech
tone: can be positive, negative, neutral, or a combination
E-
A -
S -
Y -
MLA citation:
Insert image here:
Husk (noun) ;
tone: can be neutral or negative
E – We cracked pecans for pie and threw away the husks.
A – fruit; living inside
S – shell; dead outer layer
Y – banana peel; tamales; an old physical body
MLA for a Book: search “purdue owl”
Lastname, Firstname. Title of Book. City of Publication: Publisher, Year of Publication. Medium of Publication.
Albom, Mitch. Tuesdays with Morrie. New York: Doubleday. 1997. Print.
Bombastic (adjective);
tone: usually negative
E- Politicians are often considered bombastic, with their inflated but empty speech.
A - sincere, common, or down to earth speech
S - pretentious speech (used to impress)
Y - "players"; bravado; the song Mr. Boombastic by Shaggy
MLA for an online article: search “purdue owl”
Author(s). "Title of Article." Title of Website. Publisher. Day Mon. Year. Medium of publication. day Mon. year. (Date accessed)
Smith, Heather. “A New Way to Learn.” Thisibelieve.com. This I Believe, Inc. 31 Aug. 2011. Web. 15 Jun. 2015.
Some EASY clarification
E - an original example sentence using the word, including a context clue which illustrates the meaning (you can't say: I am bombastic. This gives no clue as to the words meaning)
A - an antonym if possible; if not, then a logical contrasted idea (what the word is not)
S - a synonym or simplified definition (in your own words that you understand; do not use a word you don’t know to define a word you don’t know!)
Y - your personal connection to the word's meaning using prior knowledge and experience of your world
(this is not a sentence, just 1-3 nouns or phrases that help you connect to the new word's meaning)
Think of tone as one of three possible scales:
Positive (+): ranging from a little bit + to very +
Negative (-): ranging from a little bit - to very -
Neutral (objective; no emotion; factual)
Some tone words
Assignment Information
You are expected to complete 25 slides following the exemplified format
Your EASY words can come from your novel or any essay you read associated with this class
This project is worth 10% of your grade
P.S. You will be expected to use 3 EASY words within each essay for this class.
The State of Calif ...
Earthquake Activity San Francisco AreaComplete the activity o.docxsagarlesley
Earthquake Activity: San Francisco Area
Complete the activity on this website. Then enter your responses directly in this document and submit it for grading.
Determining the Earthquake Epicenter
Below is a map of the region for the simulated earthquake.
Measuring the S-P interval
Use the three seismograms to estimate the S-P time interval for each of the recording stations. Record your measurement for the S-P interval below:
Eureka, CA Seismic Station S-P Interval
seconds
Elko, NV Seismic Station S-P Interval
seconds
Las Vegas, NV Seismic Station S-P Interval
seconds
Determining Distance from S-P
Using the S-P graph and the estimates you made for the S-P time intervals for the three seismograms, complete the table below. The horizontal grid is in one second intervals.
Station
S-P Interval
Epicentral Distance
Eureka, CA
seconds
KM
Elko, NV
seconds
KM
Las Vegas, NV
seconds
KM
Compute Your % Error
For each of the stations, compute your % error for the S-P Interval and Epicentral Distance. The formula for % Error is:
Your Data
Actual Data
% Error
Recording Station
S-P Interval
Epicentral Distance
S-P Interval
Epicentral Distance
S-P Interval
Epicentral Distance
Eureka, CA
sec
km
sec
km
Elko, NV
sec
km
sec
km
Las Vegas, NV
sec
km
sec
km
Richter Magnitude
Measure the maximum amplitude of the S-wave for each seismogram and record your estimate in the box below the seismogram. Note that although only one amplitude measurement is necessary, you should measure the amplitude for each of the three stations. This will enable you to determine the magnitude value as an average of three values, thus increasing the likelihood that you are accurate in your estimate.
Eureka, CA Maximum S Wave Amplitude
Elko, NV Maximum S Wave Amplitude
Las Vegas, NV Maximum S Wave Amplitude
Estimated Magnitude
Actual Magnitude
Earthquake Activity:
San Francisco
Area
Complete the activity on
this website
. Then enter your responses directly in this document and submit
it
for grading.
Determining
t
he Earthquake Epicenter
Below is a map of the region for the simulated earthquake.
Measuring the S
-
P interval
Use the three seismograms to estimate the S
-
P time interval for each of the recording stations. Record
your measurement for
the S
-
P interval below:
Eureka, CA Seismic Station S
-
P Interval
seconds
Elko, NV Seismic Station S
-
P Interval
seconds
Las Vegas, NV Seismic Station S
-
P Interval
seconds
Earthquake Activity: San Francisco Area
Complete the activity on this website. Then enter your responses directly in this document and submit it
for grading.
Determining the Earthquake Epicenter
Below is a map of the region for the simulated earthquake.
Measuring the S-P interval
Use the three seismograms to estimate the S-P time interval for each of the recording stations. Record
your measurement for the S-P interval below:
Eureka, CA Seismic Station S-P Interval seconds
Elk ...
EARLY IMMIGRANT IN MINNESOTA10Early immigrant in M.docxsagarlesley
EARLY IMMIGRANT IN MINNESOTA 10
Early immigrant in Minnesota
Running head: EARLY IMMIGRANT IN MINNESOTA 1
An observation of Minnesota’s demographic statistical figures created by government officials is likely to show a white tapestry with joint a few scattered threads of color. However, there are those that would argue that this representation is inaccurate and that it is not a true account of the demographic history of Minnesota. It is worth pointing out that over the past 150 years, there have been immigrants from over 60 countries who have come to Minnesota and created a state which however on the face of it may seem homogenous, it enjoys a great legacy that has a rich cultural diversity. The new land of Minnesota presented a new life to these immigrants whereby they encountered new opportunities, made new relations and also encountered new opportunities. This paper therefore intends to look in to the immigration history of Minnesota ranging from the factors that attracted immigrants, impacts of immigration, challenges encountered by the immigrants to advantages of the immigration wave.
Minnesota is a land known for its heavy welcome of immigrants. Minnesota has been regarded as a state of immigrants. The first residents, the American Indians, all arrived from different locations and origins. The names of the localities, the waterways and the landmarks around the Minnesota state reflects the waves of immigration that occurred between the 19th and 20th century. Today, immigrants comprise approximately 13% of the Minnesota’s population. In this article, we seek to explore the experiences of the early immigrants in Minnesota. Although there are many immigrants in Minnesota from different locations, this study will focus primarily on the experiences of Hmong, Karen, Latino, Liberian and Somali immigrants.
Land and family were significant assets for the immigrants in the Minnesota state. Particularly, it is important to note that there are different groups of people who took refuge as immigrants in Minnesota (Oestergen, 1981). The Latino community makes up the largest proportion of the foreign-born population living in Minnesota. Approximately 7% of the people living in Hennepin and Ramsey counties are Latino. The Hennepin and Ramsey counties are homes to over 64000 people from the Hmong communities. Approximately 3000 Karen refugees came into Minnesota fleeing the violence and war experienced in Burmese civil war. Finally, the United States became home to Liberian and Somali refugees following the civil wars in their countries. Approximately 32 000 refugees from Somali live in Minnesota since the 1990s. Land was owned by families and the immigrants depended on the transition of the land through family lineages. The inheritance of land from one individual to another was done according to the customs and the cultural beliefs of the people involved. Land was particularly used for settlement and agricultural purposes. Other immigrants co ...
Earthquake PreparednessWork individually and in groups t.docxsagarlesley
Earthquake Preparedness
Work individually and in groups to understand the problem, propose solutions, and prioritize steps to be taken. Discuss what information you would like to have and why, and how that information would help you better prepare.
Develop a department specific plan making sure that as a group, all aspects of preparation are being covered.
Earthquake Preparedness
Part One – Your Department’s Plan
What you already know - capabilities
What you need to know – prioritized list
What you’d like to know – prioritized list
Steps to implement your plan
Resource allocation (percent of manpower, finances, etc)
Cooperation with other departments
Reasonable timeline
Identify limitations of your plan
Use a format that fits your department’s needs.
Earthquake Preparedness
Part Two - Your Personal Plan
- Identify hazards and potential mitigation measures
- “Build” an emergency kit
- Write out your emergency plan (online resources have templates)
Earthquake Preparedness
A portion of your grade is based on your participation during class time.
Work together, be respectful, and develop a well thought out plan for our city.
DeptNameDeptNameFIRE/HAZMATjuliePORTAbePOLICEmattAIRPORTSarahPARKS AND RECJennaCUSTOMSTabithaBUILDINGTracyNUCLEAR PLANTJamiePOWERmariDAMEricWATERJosephFOREST SVCKristianaCOMMUNICATIONSStoreyAIR QUALITYFranklinSEWERCandaceSEARCH AND RESCUEBLAKEPUBLIC HEALTHLindsaySHELTERAriel HOSPITALsonyaFOODCameronEDUCATIONoliverCOAST GUARDJeremiahTRANSPORTATIONseanANIMAL CONTROLcarlyCONSTRUCTIONDevin
...
Early Head Start Relationships Associationwith Program Outc.docxsagarlesley
Early Head Start Relationships: Association
with Program Outcomes
James Elicker
Human Development and Family Studies, Purdue University
Xiaoli Wen
Early Childhood Education, National College of Education, National Louis University
Kyong-Ah Kwon
Department of Early Childhood Education, Georgia State University
Jill B. Sprague
Human Development and Family Studies, Purdue University
Research Findings: Interpersonal relationships among staff caregivers, parents, and children have
been recommended as essential aspects of early childhood intervention. This study explored the
associations of these relationships with program outcomes for children and parents in 3 Early Head
Start programs. A total of 71 children (8–35 months, M ¼ 20), their parents, and 33 program
caregivers participated. The results showed that caregiver–child relationships were moderately
positive, secure, and interactive and improved in quality over 6 months, whereas caregiver–parent
relationships were generally positive and temporally stable. Caregiver–child relationships were more
positive for girls, younger children, and those in home-visiting programs. Caregiver–parent relation-
ships were more positive when parents had higher education levels and when staff had more years of
experience, had more positive work environments, or had attained a Child Development Associate
credential or associate’s level of education rather than a 4-year academic degree. Hierarchical linear
modeling analysis suggested that the quality of the caregiver–parent relationship was a stronger
predictor of both child and parent outcomes than was the quality of the caregiver–child relationship.
There were also moderation effects: Stronger associations of caregiver–parent relationships with
observed positive parenting were seen in parents with lower education levels and when program
caregivers had higher levels of education. Practice or Policy: The results support the importance
of caregiver–family relationships in early intervention programs and suggest that staff need to be
prepared to build relationships with children and families in individualized ways. Limitations of this
study and implications for program improvements and future research are discussed.
Early Head Start is a federally funded community-based program for low-income families with
infants and toddlers and pregnant women, with goals to enhance child development and promote
healthy family functioning (Early Head Start National Resource Center, 2008). A guiding
Correspondence regarding this article should be addressed to James Elicker, PhD, Department of Human Development
& Family Studies, Purdue University, Fowler Memorial House, 1200 West State Street, West Lafayette, IN 47906-2055.
Early Education and Development, 24: 491–516
Copyright # 2013 Taylor & Francis Group, LLC
ISSN: 1040-9289 print/1556-6935 online
DOI: 10.1080/10409289.2012.695519
principle of Early Head Start is the importance of building pos ...
Each [art is its own paper and should be written as such- its o.docxsagarlesley
***Each [art is its own paper and should be written as such- its own cover page and length requirements***
PART 1
Read through the list of research topics (Attached Separately). Select three (3) topics that interest you most and identify two (2) credible sources for each topic. Note: This is one (1) of several parts that will build toward a final draft of your persuasive writing research paper.
Write a one to two (1-2) page paper in which you:
1. Explain the reason for selecting topic one (1), identify the audience, and provide a preliminary thesis statement.
2. Explain the reason for selecting topic two (2), identify the audience, and provide a preliminary thesis statement.
3. Explain the reason for selecting topic three (3), identify the audience, and provide a preliminary thesis statement.
4. Identify and document six (6) credible sources (two (2) for each topic) that you would expect to use. Note: Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting guidelines:
· Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA or school-specific format. Check with your professor for any additional instructions.
· Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required page length.
PART 2
The second part of the assignment is to choose one of the topics that you chose from above and write a one to two (1-2) page research proposal in which you:
1. Identify the topic you selected and explain two (2) reasons for using it.
2. Include a defensible, relevant thesis statement in the first paragraph.
3. Describe three (3) major characteristics of your audience (official position, decision-making power, current view on topic, other important characteristic).
4. Describe the paper’s scope and outline the major sections.
5. Identify and explain the questions to be answered.
6. Explain your research plan, including the methods of researching and organizing research.
7. Document at least three (3) primary sources and three (3) secondary sources. Use credible, academic sources available through Strayer University’s Resource Center. Note: Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting guidelines:
· Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA or school-specific format. Check with your professor for any additional instructions.
· Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required page length.
PART 3
The Third part of the assignment is to use your thesis statement and research, present the ...
Early Adopters Who needs Those…As technology spreads faster and.docxsagarlesley
Early Adopters: Who needs Those…
As technology spreads faster and product cycles get shorter, late adopters are an increasingly numerous and influential consumer group
IPhones, Tablets and FitBits are examples of technology late adopters are slow to embrace. WSJ's Charlie Wells joins Lunch Break with Tanya Rivero and discusses reasons why they wait to buy new gadgets and how companies market to them. Photo: iStock/Cindy Singleton
By
Charlie Wells
Updated Jan. 26, 2016 4:49 p.m. ET
Dustin Schinn still isn’t sure if he wants an iPhone. He once gave a friend cash to order an Uber for him because he still hasn’t downloaded the car-service app. A friend recently tried to get him onto Tinder, the mobile dating service, but had to install an app called Dater, because Mr. Schinn is still using a Blackberry.
Mr. Schinn, a 27-year-old Washington, D.C., resident, is a late adopter. And he’s proud of it.
“People make fun of me,” Mr. Schinn says. “But I often don’t feel the need for these new technologies...They require you to sort of constantly adapt to something new, and I often feel this is just unnecessary.”
Many people are late adopters or know one. When it comes to technological adoption, as much as 16% of the population is considered to be in the “laggard” category, with another 34% encompassing a “late majority,” according to a landmark 1962 study about the spread of new ideas and technology by the late University of New Mexico professor Everett Rogers. His theories have since been widely applied to everything from laptop computers to mobile phones.
Technical definitions of the term “late adopter” vary. Loosely speaking, it is a person who buys a product or service after half of a population has done so. Late adopters tend to share certain characteristics: They are skeptical of marketing and tend to point out differences between advertised claims and the actual product. They often value a product’s core attributes, ignoring the bells and whistles intended to upsell the latest model. They may not try something new until weeks, months or even years after the crowd has moved on.
The Paths of Late Adopters (scroll down to continue reading)
From left: Dustin Schinn; Ryan Fissel; Tnder; Uber
A 19th century French sociologist, Gabriel Tarde, explored how technologies spread as a result of imitation of the elite. In his day, late adopters were pigeon-holed as less educated, from a lower social class and with less purchasing power than innovators and early adopters. Terry Clark, professor of sociology at the University of Chicago who has written on Tarde, says technological and societal changes mean that today’s late adopters exist in all income, educational and social groups.
Ryan Fissel, a 35-year-old Columbus, Ohio, resident, is a late adopter; he tried Uber for the first time last year. He says he doesn’t really have financial reasons for waiting for the latest Hollywood releases to come to the Redbox DVD-rental before seeing them. It’s just ...
Each topic should be summarized in your own words; why it was impo.docxsagarlesley
Each topic should be summarized in your own words; why it was important? And why it is interesting to you and society? Each should be 3-4 sentences in length with no citation needed due to your personal take on eacj issue.
1. Cultural impacts and their effects on parenting (including society, religion, and race)
2. Media Influences on parenting
3. Stress and Parenting
4. Important keys to early child development physical, mental, social, and emotional
5. Parent Child Relationships
6. Parenting Adolescents and challenges
7. Single Mother Parenting
...
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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E-mail 1
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From: "Meffert, Christopher S" <[email protected]>
To: "Baggili, Ibrahim" <[email protected]>
Subject: Students arent doing well on their labs
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Dr. Baggili,
Students are not doing very well on their labs. I think we should
make lab 4 even harder.
17. size:11.0pt">Students are not doing =
very well on their labs. I think we should make lab 4 even
harder.<o:p></o:p=
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<p class=3D"MsoNormal"><span style=3D"font-size:11.0pt">-
Christopher Meffert<o:=
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October 26, 2016
UFED PHYSICAL ANALYZER AND UFED LOGICAL
ANALYZER VERSION 5.3.6 MAINTENANCE =
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Dear Customer,
A new version of UFED Physical Analyzer and UFED Logical
Analyzer is now av=
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UFED Physical Analyzer and UFED Logical Analyzer version
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A decoding issue of the Facebook Messenger app, version 91
for iOS devices.
Advanced logical extraction of encrypted and unencrypted
backups is now sup=
ported for Apple devices running OS 10.1.
Thank you,
The Cellebrite Team
=C2=A92016 Cellebrite Mobile Synchronization LTD. All
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From: C-MRiC.ORG Organising Committee <[email protected]>
To: <[email protected]>
Subject: Call for Papers ? Cyber Science 2017, June 19-20,
2017, London, UK
Date: Tue, 1 Nov 2016 08:55:04 +0000
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19-20, 2017, London, UK
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Call for Papers =E2=80=93 Cyber Science 2017, June 19-20,
2017, London, UK
Dear Mr Ibrahim Baggili,
We are pleased to invite you to participate in the Cyber Science
2017 mult=
idisciplinary and co-located conference events to be held jointly
in London,=
UK, on June 19-20, 2017. Cyber Science and the joint
conferences (Cyber SA,=
43. Social Media, Cyber Security and Cyber Incident) are IEEE
Technically Co-S=
ponsored, and accepted papers will be submitted for
consideration for listin=
g on the IEEE Xplore Digital Library. We encourage you to
submit a paper, an=
d/or register to attend the event.
Submission deadline for both extended abstracts and full papers
is * Januar=
y 14, 2017 *.
Invited keynote speakers are notable experts from both industry
and academi=
a who will be speaking at the 2-day event; they are
internationally recogni=
sed domain experts in Cyber Situation Awareness, Cyber
Security, Cyber Incid=
ent Response and Government Security. They will speak on a
vast array of tim=
ely, topical and emerging topics ranging from Government
Security, Critical=
National Infrastructure (CNI) Protection, Situation Awareness
Assessment, E=
nterprise Internet of Things (EIoT), Cyber SA in Chaotic
Computing, Cybercri=
me in financial sectors and other sectors, Security in Utility and
SCADA net=
works, especially in Oil & Gas, Power grids & Water.=20
The 2-day event will feature attendees from industry, academia,
government =
and agencies, and there will be multiple plenary sessions that
encourage in=
teraction and engagement from participants. It=E2=80=99s a
great opportunity to ne=
44. twork, socialise and learn great new and innovative things.
Please do not m=
iss this opportunity!
We look forward to meeting you in London.
Best regards
Conference Organising Committee Co-Chairs
=20
International Conference on Cyber Situational Awareness, Data
Analytics and=
Assessment
(CyberSA 2017)
=20
June 19-20, 2017, London, UK
www.c-mric.org/csa2017
=20
International Conference on Cyber Situational Awareness, Data
Analytics and=
Assessment (CyberSA 2017), is an IEEE technically co-
sponsored (TCS) and =
internationally refereed conference dedicated to the
advancement of the prin=
ciples, methods and applications of situational awareness on
Cyber Systems, =
Business Information Systems (BIS), Computer Network
Defence (CND), Cyber P=
45. hysical Systems (CPS) and Internet of Things (IoTs).
Topics include but not limited to: Situational Awareness
Assessments, Socia=
l Media Analysis, Collaborative Defense Approach, Cyber
Situational Awarenes=
s Tools & Techniques, Network Situational Awareness, Human
Factor Cognitive,=
National and Critical Infrastructure Security Issues, Situation
Awareness =
in Military Operations, Cyber Situational Analytics, Cyber
Situational Aware=
ness Frameworks, Fusion Centres, Situational Awareness
Applications, Cyber S=
ituational Awareness Designs,
Solution
s and Services, Situational Awareness =
Training, Cyber Attack Scenarios, Situation-Aware and
Context-Aware Network=
Applications, CERTs and CSIRTs, Security Event and
Information Management, =
Application Security, Audits and, Penetration Testing, Trust,
Privacy and An=
onymity Issues, Digital Forensic Information Analysis,
Enterprise Informati=
on Security Policies, Standards and Procedures, Risks posed by
Wireless Netw=
46. orks, including through the use of Mobile Computing, BYOD,
Wearable in CND e=
nvironment, Cyber Attack Scenarios, Situation-Aware and
Context-Aware Networ=
k Applications, CERTs and CSIRTs, Security Event and
Information Management=
, Application Security, Audits and Penetration Testing etc.
=20
International Conference on Social Media, Wearable and Web
Analytics (Socia=
l Media 2017)
=20
June 19-20, 2017, London, UK
www.c-mric.org/sm2017 =20
=20
IEEE is the Technical Co-Sponsor (TCS) of the International
Conference on =
Social Media, Wearable and Web Analytics (Social Media
47. 2017), an internation=
al refereed conference dedicated to the advancement of social
media, securi=
ty of social media and consequential impacts and risks due to
compromise or =
security breaches. It covers economic importance of social
media, the emerge=
nce of wearable, wearable for fitness, e-health and life style
improvements=
, and the use of web analytics for social media enhancements,
business intel=
ligence and business empowerment.
=20
Topics include but not limited to: Advances in Social Media,
Trust and priv=
acy in Social Media, Social Medial Big Data Analysis, Social
Network Analys=
is, Social Media Technologies, Advances in Wearable, Wearable
in e-Health, W=
earable in Fitness, Wearable and Bring You Own Devices
(BYOD) in the Enterpr=
ise, Security, Trust and Privacy in Wearable, Wearable
Technologies, Econom=
48. ic Importance of Wearable, Web Analytics & Cyber
Intelligence, Advances in W=
eb Analytics Web Analytics for Law Enforcement and Security
Monitoring, Leg=
al Issues of Web Analytics, Law, Legislation and Compliance,
Security, Trust=
, Privacy, Web Analytics for Business Intelligence, Web
Analytics and Web Su=
rveillance, Web Analytics and Geolocation Content-Aware
analytics, Digital C=
ontent, Customisation, e-Marketing and Tailoring, Customer-
centric Analysis=
, Social Network Analysis, Cyber Intelligence, Situational
Awareness, Princi=
ples, Theory & Research, Endpoint Monitoring, User and Entity
Analysis, Appl=
ication and Session Monitoring Risk Assessment and
Management, Data Mining =
and Machine Learning in Social Systems, Web Analytics
Technologies & Tools e=
tc.
=20
International Conference on Cyber Security and Protection of
49. Digital Servic=
es (Cyber Security 2017)
=20
June 19-20, 2017, London, UK
www.c-mric.org/cs-2017 =20
=20
International Conference on Cyber Security and Protection of
Digital Servic=
es (Cyber Security 2017), is an IEEE technically co-sponsored
(TCS) and in=
ternationally refereed conference dedicated to the advancement
of Cyber Secu=
rity, information security, network security, application security
and busin=
ess transformation of digital services, and the protection of
public digita=
l services, especially high value bearing online services.
=20
50. Topics include but not limited to: Cyber Security, App Security,
Mobile Sec=
urity, Wireless & Sensor Network Security, Software Coding
Security, Securit=
y Operations Centres, Digital Trust and Reputation,
Geographical Location (I=
P Geolocation) and Cyber Travel, Geospatial Intelligence
Networks (Centrali=
sed, Distributed & Hybrid), Policy, Legal, Legislation &
Compliance, Securit=
y Standardisation, Law, Legal and Ethics, Digital Services, Web
Services, Cl=
oud Computing, Intrusion Detection Systems, Protection of
Digital Services, =
Security, Trust, Privacy, Security in Online Gaming Systems,
Security in e-=
Government and Electoral Systems, Content Security,
Protection of Public Onl=
ine Content Distribution Systems, Secure practices, processes
and procedures=
in Public Online Services, Cryptography, Digital Forensics and
Investigati=
ons, HoneyPots and Honey Nets, Critical National
Infrastructures (CNIs).
51. =20
International Conference on Cyber Incident Response,
Coordination, Containm=
ent & Control
(Cyber Incident 2017)
=20
June 19-20, 2017, London, UK
www.c-mric.org/ci2017 =20
=20
IEEE is the Technical Co-Sponsor (TCS) of the International
Conference on C=
yber Incident Response, Coordination, Containment & Control
(Cyber Incident =
2017) is an international refereed conference dedicated to the
advancement =
of Cyber Incident Response, Coordination, Containment and
Control.
52. Topics include but not limited to: Cyber Incident Analysis,
Cyber Incident =
Correlation and Assessment, Coordination, Containment, Root
Cause Analysis (=
RCA), Cyber Incident Management, Emergence Services,
Preparedness & Readines=
s, Human in the Loop, Preparedness & Readiness, Training,
Processes and Pro=
cedures, Policy and Standards, Emergency Services, Forensic
Readiness and I=
nvestigations, Cyber Incident Notification and Announcements,
Cyber Incident=
Management Tool, Framework and Methodology, Expertise,
Skills, Knowledge an=
d Resource, Maturity Model and Goal Setting, Certification and
Accreditatio=
n, Cyber Incident Responders, Incident Response Organisation,
Investigation =
Techniques - Rule-Based Systems & Expert Systems, Adaptive
Learning Systems =
& Predictive Systems, The use of Biometrics to aid Forensic
Investigations=
, Speak, audio and voice Recognition for forensics, Correlation
and cross-co=
rrelation for Incident Analysis, Cross-Domain Analysis,
53. Training, Processes =
and Procedures, Policy and Standards, Emergency Services,
Chain of Custody,=
Forensic Readiness and Investigations, Cyber Incident
Notification and Ann=
ouncements, Cyber Incident Management Tool, Standardisation,
Framework and M=
ethodology, Expertise, Skills, Knowledge and Resource,
Maturity Model and Go=
al Setting, Certification and Accreditation, Memberships to
Cyber Incident =
Responders, Incident Response Organisation.
Submission
The deadline for submission of extended abstracts and full
papers is 14th J=
anuary 2017.
Please prepare your paper according to the formatting
guidelines (Word do=
cument/PDF template/LaTeX). Please also find here the
copyright-form, whic=
h must be completed for all accepted papers.
54. Online Submission
The online submission process is now open!
Authors may use the online submission systems hosted by
EasyChair Confer=
ence System to submit their papers. If you don't have an
EasyChair account y=
ou will need to create one and then login in order to submit your
papers. Pl=
ease read the Submission Instructions before submitting your
work in the sys=
tem.
Submission Instructions
Both long (8 pages max., roughly 8,000 words) and short (4
pages max., roug=
hly 4,000 words) paper submissions should be written in
English and be submi=
tted electronically via the EasyChair conference portal.
Submission file f=
ormats are PDF and Microsoft Word using the C-MRiC
Word/PDF templates that c=
an be found at the corresponding C-MRiC website. Authors
55. wishing to present=
a Poster, Industry Proof of Concept (PoC), Work in Progress
(WIP), Research=
Ideas, or PhD Seminar may submit a 2=E2=80=90page
extended abstract using the on=
line submission systems hosted by EasyChair Conference
System, which, if ac=
cepted, will appear in the conference proceedings.
=20
Keynote Speakers
Dr Kevin Curran Ulster University, Northern Ireland Dr Janne
Haggen Norwegi=
an Water Resource and Energy Directorate (NVE), Norway
Professor Frank Wang=
University of Kent, UK =20
Dr Thomas Owens University of Brunel, London, UK Dr Cyril
Onwubiko Cyber Se=
curity Intelligence, Research Series, London, UK Professor Ali
Hessami Chair=
- IEEE UK & Ireland=20
=20
57. Email: [email protected]
Twitter:=20
Web: http://www.c-mric.org
Help reduce your carbon footprint | Think before you print
Disclaimer:
This e-mail has been scanned for viruses by the C-MRiC.ORG
e-mail security =
system - powered by Avast.
Centre for Multidisciplinary Research, Innovation and
Collaboration (C-MRiC=
.ORG), a nonprofit organisation registered as a company (no.
9316348). It i=
s owned by Research Series Ltd registered as a limited company
(no. 06633403=
), part of the Research Series Group. The two companies are
registered in E=
ngland & Wales with a registered office address of 1 Meadway,
Woodford Green=
62. serif"">Dea=
r Mr Ibrahim Baggili,<o:p></o:p></span></p>
<p class=3D"MsoNormal" style=3D"text-align:justify"><span
style=3D"font-size:9.0p=
t;line-height:115%;font-family:"Arial","sans-
serif"">We =
are pleased to invite you to participate in the Cyber
Science 2017 mul=
tidisciplinary and co-located conference events
</span><span style=3D"font-size:9.0pt;line-height:115%;font-
family:"Aria=
l","sans-serif";color:#383838">to be held
jointly in London, =
UK, on June 19-20, 2017. Cyber Science and the joint
conferences (Cyber SA, =
Social Media, Cyber Security and Cyber Incident) are
IEEE Technically Co-Sponsored, and accepted papers will be
submitted for c=
onsideration for listing on the IEEE Xplore Digital Library. We
encourage yo=
u to submit a paper, and/or register to attend the
event.<o:p></o:p></span><=
/p>
<p class=3D"MsoNormal" style=3D"text-align:justify"><span
style=3D"font-size:9.0p=
63. t;line-height:115%;font-family:"Arial","sans-
serif";colo=
r:#383838">Submission deadline for both extended abstracts
and full papers i=
s
</span><strong><span style=3D"font-size:9.0pt;line-
height:115%;font-family:&q=
uot;Arial","sans-serif";color:red">* January
14, 2017 *</span=
></strong><span style=3D"font-size:9.0pt;line-
height:115%;font-family:"Ar=
ial","sans-
serif";color:red">.<o:p></o:p></span></p>
<p class=3D"MsoNormal" style=3D"text-align:justify"><span
style=3D"font-size:9.0p=
t;line-height:115%;font-family:"Arial","sans-
serif";colo=
r:#383838">Invited keynote speakers are notable experts from
both industry a=
nd academia who will be speaking at the 2-day event;
they are internationally recognised domain experts in Cyber
Situation Awar=
en<a name=3D"_GoBack"></a>ess, Cyber Security, Cyber
Incident Response and Gov=
ernment Security. They will speak on a vast array of timely,
64. topical and eme=
rging topics ranging from Government
Security, Critical National Infrastructure (CNI) Protection,
Situation Awa=
reness Assessment, Enterprise Internet of Things (EIoT), Cyber
SA in Chaotic=
Computing, Cybercrime in financial sectors and other sectors,
Security in U=
tility and SCADA networks, especially
in Oil & Gas, Power grids & Water.
<o:p></o:p></span></p>
<p class=3D"MsoNormal" style=3D"text-align:justify"><span
style=3D"font-size:9.0p=
t;line-height:115%;font-family:"Arial","sans-
serif";colo=
r:#383838">The 2-day event will feature attendees from
industry, academia, g=
overnment and agencies, and there will be multiple
plenary sessions that encourage interaction and engagement
from participan=
ts. It=E2=80=99s a great opportunity to network, socialise and
learn great new and=
innovative things. Please do not miss this
opportunity!<o:p></o:p></s=
pan></p>
65. <p class=3D"MsoNormal" style=3D"text-align:justify"><span
style=3D"font-size:9.0p=
t;line-height:115%;font-family:"Arial","sans-
serif";colo=
r:#383838">We look forward to meeting you in
London.<o:p></o:p></span></p>
<p class=3D"MsoNormal" style=3D"text-align:justify"><span
style=3D"font-size:9.0p=
t;line-height:115%;font-family:"Arial","sans-
serif";colo=
r:#383838">Best regards<o:p></o:p></span></p>
<p class=3D"MsoNormal"><span style=3D"font-size:9.0pt;line-
height:115%;font-fam=
ily:"Arial","sans-
serif";color:#383838">Conference Organ=
ising Committee Co-Chairs<o:p></o:p></span></p>
<p class=3D"MsoNormal"><img border=3D"0" width=3D"602"
height=3D"771" id=3D"Picture_x=
0020_1" src=3D"cid:[email protected]"></p>
<p class=3D"MsoNormal"><o:p> </o:p></p>
<p style=3D"margin:0cm;margin-bottom:.0001pt"><b><span
style=3D"font-family:&qu=
ot;Arial","sans-
serif";color:#17365D">International Conferenc=
e on Cyber Situational Awareness, Data Analytics and
69. size:9.0pt;font-family:&quo=
t;Arial","sans-serif";color:black">Topics
include but not lim=
ited to:
<i>Situational Awareness Assessments, Social Media Analysis,
Collaborative =
Defense Approach, Cyber Situational Awareness Tools &
Techniques, Networ=
k Situational Awareness, Human Factor Cognitive, National and
Critical Infra=
structure Security Issues, Situation
Awareness in Military Operations, Cyber Situational Analytics,
Cyber Situa=
tional Awareness Frameworks, Fusion Centres, Situational
Awareness Applicati=
ons, Cyber Situational Awareness Designs,