GUIDE # 1
Unit 1
Your Name:
Date:
Time you begin this guide:
PREHISTORIC ART
“Who we are? Where do we come from? Where are we going?
These are three of the most universal questions.
They are about time - past, present, and future - as well as about the nature of the human condition.
The more we know about our past, the better we understand our present.
We will begin by going back in time to early periods of the human race…”
-
Laurie Schneider Adams
PREFACE
Before you open your book,let us talk about the way we will be working together – about my method of teaching and your way of learning.
I have created for you the Reading Guides of a special type. Through them, I will be leading you along the Text. I will be with you at each step of your
reading
assignment. By asking the questions, I will direct your attention to the key issues.
I will elaborate on certain notions that are not well explained in the book. I will be also giving you more information and telling some interesting facts.
In this class, you will be studying not only Art but also History, Geography, and even some
Foreign Languages. In addition – and this is very important- you will have a chance to improve your studying skills.
As soon as you begin working on the first guide, you will see how my guides work and in what way they are different from regular guides.
Please bear with me in the first two weeks and then it will be an easy sail. Promise!
How to Work on Guides
-
Put your Book next to Computer and have Guide 1 open on your screen.
- Read my first question and directions (in the guide) and begin reading the text.
- As soon as you come across the ‘answer’ (pertinent Info in the text), type your brief
summed-up answer next to my question (next to asterisk -
*…
)
-
Move on to my next Question (in Guide) – resume reading and typing your answers.
-
Most often, you will know when you come across the answer (I have my way to let you know
and make it easier for you to see the key information).
More recommendations:
ü
Make your imagination work and feel like we are reading your book together, while discussing it through my questions and your answers. Since it is a conversation, I want you to feel free and informal in talking.
ü
Your answers can be simple and short.
ü
Do not worry if you cannot find the exact answer in the text.
It could mean that current edition omitted this part (and I missed to take it out of the guide). Most likely those are not critical issues and will not be asked on the tests.
ü
Please keep in mind that the
main purpose
of these guides is helping you in studying (and not for me to check and grade them).
ü
I will be
grading
the guides (or reading notes) mostly on their completion, although I will be looking how they are done. Regardless how neatly or how long the answers are, I will give you the max amount of points, provided I see that you have worked diligently through the text and answ ...
GUIDE # 1 Unit 1
Your Name:
Date:
Time you begin this guide: PREHISTORIC ART
“Who we are? Where do we come from? Where are we going?
These are three of the most universal questions.
They are about time - past, present, and future - as well as about the nature of the human condition.
The more we know about our past, the better we understand our present.
We will begin by going back in time to early periods of the human race…”
- Laurie Schneider Adams
PREFACE
Before you open your book, let us talk about the way we will be working together – about my method of teaching and your way of learning.
I have created for you the Reading Guides of a special type. Through them, I will be leading you along the Text. I will be with you at each step of your reading assignment. By asking the questions, I will direct your attention to the key issues. I will elaborate on certain notions that are not well explained in the book. I will be also giving you more information and telling some interesting facts.
In this class, you will be studying not only Art but also History, Geography, and even some Foreign Languages. In addition – and this is very important- you will have a chance to improve your studying skills.
As soon as you begin working on the first guide, you will see how my guides work and in what way they are different from regular guides.
Please bear with me in the first two weeks and then it will be an easy sail. Promise!
How to Work on Guides
- Put your Book next to Computer and have Guide 1 open on your screen.
- Read my first question and directions (in the guide) and begin reading the text.
- As soon as you come across the ‘answer’ (pertinent Info in the text), type your brief
summed-up answer next to my question (next to asterisk - *…)
- Move on to my next Question (in Guide) – resume reading and typing your answers.
- Most often, you will know when you come across the answer (I have my way to let you know
and make it easier for you to see the key information).
More recommendations:
· Make your imagination work and feel like we are reading your book together, while discussing it through my questions and your answers. Since it is a conversation, I want you to feel free and informal in talking.
· Your answers can be simple and short.
· Do not worry if you cannot find the exact answer in the text. It could mean that current edition omitted this part (and I missed to take it out of the guide). Most likely those are not critical issues and will not be asked on the tests.
· Please keep in mind that the main purpose of these guides is helping you in studying (and not for me to check and grade them).
· I will be grading the guides (or reading notes) mostly on their completion, although I will be looking how they are done. Regardless how neatly or how long the answers are, I will ...
OBSERVATION WORKSHEET
GENERAL INFORMATION
Age range:
Type of setting (e.g., family child care; center-based program):
Name of principal caregiver:
Contact phone for principal caregiver:
Number of caregivers for the “room” in which you observe:
Number of children in that “room”:
Date/time of observation:
PART 1: RUNNING RECORD FOR ONE CHILD
QUICK NOTES:
WRITE-UP:
EXAMPLE OF INTERPLAY OF DOMAINS:
PART 2: RUNNING RECORD FOR ONE DEVELOPMENTAL INSTANCE
QUICK NOTES:
WRITE-UP:
PART 3: PERSONAL REFLECTION
· Personal Reflection: 1-2 Pages.
For help in writing the Reflection: Please refer to the Guiding Questions in Part 3 Personal Reflection on the Observation Instructions document in the Application area.
Please write under the square that is called “Part 3: Personal Reflection.” It is easier to do the Reflection if you type under the square so that you are able to write with graduate-level writing requirements of fully-developed paragraphs. Please indent the paragraphs and double space.
Part 3: Personal Reflection
OBSERVATION INSTRUCTIONS
For each observation you participate in, you will complete an Observation Worksheet. This worksheet is divided into three parts. The following instructions will guide you through the assignment.
Part 1: Running Record of One Child
As part of your observation, you will complete a Running Record. This type of documentation, of your observation, involves recording a detailed description of events or behaviors in a real-time sequence.
· Choose a child on which to focus.
· Observe that child for 30 minutes.
· As you observe, write down everything that happens with regard to this child and his/her interactions with others and the environment. Be as objective, and as detailed, as possible. In order to record as much as possible about what is happening, you will need to use “Quick Notes” (i.e., personal shorthand). Some people prefer to take notes by hand, some prefer to use laptops. If you take notes by hand, be sure to have a good supply of paper with you.
· At the end of the 30-minute observation period, take time to write out your “Quick Notes” in full sentences. (Note: Writing out your observation notes, immediately after you finish your note taking, will help you retain more information in your “Write-Up.”)
· Review your “Write-Up” and ask yourself if your observation revealed any overlap between developmental domains (e.g., interactions between biosocial and cognitive domains). At the end of your Running Record of One Child, briefly describe which developmental domains, if any, overlapped and how this overlap manifested itself.
Note: Record both your “Quick Notes,” your complete “Write Up,” as well as an example of the interplay between developmental domains on your Observation Worksheet.
Part 2: Running Record of One Area of Development
For this part of the assignment, you will observe all children but focus on only one area of development, such as those you pinpointed for yo.
This activity has two purposes: First, you’ll start to become familiar with a very deliberate reading process that you’ll use throughout the Big History course. This will not only help you understand the readings for this course, but the skills you learn will also transfer to other classes. Second, you will become familiar with the idea of an origin story. Cultures around the world have their own origin stories, ways in which they believe and describe how the Universe came to be. It’s important that you understand that all origin stories should be respected, as they often relate to people’s cultures and beliefs. Big History is another one of these origin stories. Specifically, it is what many consider a modern, scientific origin story.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
GUIDE # 1 Unit 1
Your Name:
Date:
Time you begin this guide: PREHISTORIC ART
“Who we are? Where do we come from? Where are we going?
These are three of the most universal questions.
They are about time - past, present, and future - as well as about the nature of the human condition.
The more we know about our past, the better we understand our present.
We will begin by going back in time to early periods of the human race…”
- Laurie Schneider Adams
PREFACE
Before you open your book, let us talk about the way we will be working together – about my method of teaching and your way of learning.
I have created for you the Reading Guides of a special type. Through them, I will be leading you along the Text. I will be with you at each step of your reading assignment. By asking the questions, I will direct your attention to the key issues. I will elaborate on certain notions that are not well explained in the book. I will be also giving you more information and telling some interesting facts.
In this class, you will be studying not only Art but also History, Geography, and even some Foreign Languages. In addition – and this is very important- you will have a chance to improve your studying skills.
As soon as you begin working on the first guide, you will see how my guides work and in what way they are different from regular guides.
Please bear with me in the first two weeks and then it will be an easy sail. Promise!
How to Work on Guides
- Put your Book next to Computer and have Guide 1 open on your screen.
- Read my first question and directions (in the guide) and begin reading the text.
- As soon as you come across the ‘answer’ (pertinent Info in the text), type your brief
summed-up answer next to my question (next to asterisk - *…)
- Move on to my next Question (in Guide) – resume reading and typing your answers.
- Most often, you will know when you come across the answer (I have my way to let you know
and make it easier for you to see the key information).
More recommendations:
· Make your imagination work and feel like we are reading your book together, while discussing it through my questions and your answers. Since it is a conversation, I want you to feel free and informal in talking.
· Your answers can be simple and short.
· Do not worry if you cannot find the exact answer in the text. It could mean that current edition omitted this part (and I missed to take it out of the guide). Most likely those are not critical issues and will not be asked on the tests.
· Please keep in mind that the main purpose of these guides is helping you in studying (and not for me to check and grade them).
· I will be grading the guides (or reading notes) mostly on their completion, although I will be looking how they are done. Regardless how neatly or how long the answers are, I will ...
OBSERVATION WORKSHEET
GENERAL INFORMATION
Age range:
Type of setting (e.g., family child care; center-based program):
Name of principal caregiver:
Contact phone for principal caregiver:
Number of caregivers for the “room” in which you observe:
Number of children in that “room”:
Date/time of observation:
PART 1: RUNNING RECORD FOR ONE CHILD
QUICK NOTES:
WRITE-UP:
EXAMPLE OF INTERPLAY OF DOMAINS:
PART 2: RUNNING RECORD FOR ONE DEVELOPMENTAL INSTANCE
QUICK NOTES:
WRITE-UP:
PART 3: PERSONAL REFLECTION
· Personal Reflection: 1-2 Pages.
For help in writing the Reflection: Please refer to the Guiding Questions in Part 3 Personal Reflection on the Observation Instructions document in the Application area.
Please write under the square that is called “Part 3: Personal Reflection.” It is easier to do the Reflection if you type under the square so that you are able to write with graduate-level writing requirements of fully-developed paragraphs. Please indent the paragraphs and double space.
Part 3: Personal Reflection
OBSERVATION INSTRUCTIONS
For each observation you participate in, you will complete an Observation Worksheet. This worksheet is divided into three parts. The following instructions will guide you through the assignment.
Part 1: Running Record of One Child
As part of your observation, you will complete a Running Record. This type of documentation, of your observation, involves recording a detailed description of events or behaviors in a real-time sequence.
· Choose a child on which to focus.
· Observe that child for 30 minutes.
· As you observe, write down everything that happens with regard to this child and his/her interactions with others and the environment. Be as objective, and as detailed, as possible. In order to record as much as possible about what is happening, you will need to use “Quick Notes” (i.e., personal shorthand). Some people prefer to take notes by hand, some prefer to use laptops. If you take notes by hand, be sure to have a good supply of paper with you.
· At the end of the 30-minute observation period, take time to write out your “Quick Notes” in full sentences. (Note: Writing out your observation notes, immediately after you finish your note taking, will help you retain more information in your “Write-Up.”)
· Review your “Write-Up” and ask yourself if your observation revealed any overlap between developmental domains (e.g., interactions between biosocial and cognitive domains). At the end of your Running Record of One Child, briefly describe which developmental domains, if any, overlapped and how this overlap manifested itself.
Note: Record both your “Quick Notes,” your complete “Write Up,” as well as an example of the interplay between developmental domains on your Observation Worksheet.
Part 2: Running Record of One Area of Development
For this part of the assignment, you will observe all children but focus on only one area of development, such as those you pinpointed for yo.
This activity has two purposes: First, you’ll start to become familiar with a very deliberate reading process that you’ll use throughout the Big History course. This will not only help you understand the readings for this course, but the skills you learn will also transfer to other classes. Second, you will become familiar with the idea of an origin story. Cultures around the world have their own origin stories, ways in which they believe and describe how the Universe came to be. It’s important that you understand that all origin stories should be respected, as they often relate to people’s cultures and beliefs. Big History is another one of these origin stories. Specifically, it is what many consider a modern, scientific origin story.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
For thousands of years people have been telling stories about how our Universe and humans came into being.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Visit a museum or gallery exhibition or attend a theater or musi.docxdavieec5f
Visit a museum or gallery exhibition or attend a theater or musical performance before the end of Week 10. The activity (museum or performance) should have content that fits our course well. Have fun doing this.
Write a two to three (2-3) page report (500-750 words) that describes your experience.
Clearly identify the event location, date attended, the attendees, and your initial reaction upon arriving at the event.
Provide specific information and a description of at least two (2)
pieces
(e.g., art, exhibits, music, etc.).
Provide a summary of the event and describe your overall reaction after attending the event.
Use at least the class text as a reference (additional sources are fine, not necessary unless required by your content). Your report should include connections you make between things observed in your activity and things learned in the course and text.
Note:
Submit your cultural activity choice to the instructor for approval before the end of Week 5 (earlier is even better). Look for guidance from the instructor for how or where to make your proposal. You may also seek advice from your instructor (provide your town/state or zip code) for a good activity in your general area.
Visiting a Museum
It makes sense to approach a museum the way a seasoned traveler approaches visiting a city for the first time. Find out what there is available to see. In the museum, find out what sort of exhibitions are currently housed in the museum and start with the exhibits that interest you.
If there is a travelling exhibition, it’s always a good idea to see it while you have the chance. Then, if you have time, you can look at other things in the museum.
Every effort should be made ahead of time to identify a museum that has items and works one can easily connect to our HUM 111 class and book. Since HUM 111 covers from ancient times to the 1500s AD, it makes more sense to focus on items from that time frame. In general, museums with artistic cultural artifacts and fine arts work better than history museums.
Any questions about whether a museum-visit activity fits the course and assignment well enough will be decided by the instructor when the student seeks approval for the activity. Any alternative activity outside the normal ones listed here, such as for those limited by disability or distance, will be determined by the instructor. Generally, we do not expect students to travel over an hour to get to an approved activity.
Take notes as you go through the museum and accept any handouts or pamphlets that the museum staff gives you. While you should not quote anything from the printed material when you do your report, the handouts may help to refresh your memory later.
The quality of your experience is not measured by the amount of time you spend in the galleries or the number of works of art that you actually see. The most rewarding experiences can come from finding two (2) or three (3) pieces of art or exhibits which intrigue you and then consi.
Åhörarkopior från Pauline Gibbons föreläsning på Symposium 2015:
http://www.andrasprak.su.se/konferenser-och-symposier/symposium-2015/program/what-counts-as-scaffolding-implications-for-language-teaching-and-learning-1.231365
Essay on Environment Protection (1000+ words) - EnglishGrammarSoft. How Can We Protect Our Environment Essay | Sitedoct.org. An Essay on Environment | 150, 250, 500 Words | Class 4-10 - Study-Phi. Helping the environment essay. Environmental Issues Essay.
CONTEMPORARY PROJECT MANAGEMENT, 4ETimothy J. KloppenborgVit.docxaidaclewer
CONTEMPORARY PROJECT MANAGEMENT, 4E
Timothy J. Kloppenborg
Vittal Anantatmula
Kathryn N. Wells
‹#›
Project Supply Chain Management
Chapter 13
‹#›
Chapter 13 Core Objectives:
Identify the role of supply chain management in project management and its importance for ensuring project success.
Describe how to plan, conduct, & control project procurements.
Chapter 13 Technical Objectives:
Describe the various formats for supply contracts and when each is appropriate.
Given a project situation, determine which activities, supplies, or services should be purchased; create bid documents; determine criteria you would use to select a seller; & determine which type of contract you would use.
Chapter 13 Behavioral Objectives:
Explain how to use the contemporary approach to project partnering and collaboration.
Super Absorbent Polymer Turf (SAPTURF)
“The SAPTURF project required a strong team. Successful commercialization of IP is a long shot, so room for project management error is slim. I realized I would need to compensate for lack of in-house resources. Lack of in-house resources is an advantage! I was free to look for the best resources…”
Chris Tetrault, owner and founder, SAPTURF
6
Introduction to Project Supply Chain Management
Inter-organizational purchasing-related issues supply chain management
A supply chain consists of all parties involved in fulfilling a customer request
Integrating SCM into PM can significantly enhance the effectiveness of project management
Introduction to Project Supply Chain Management
Integration of related functions to acquire needed products and services
Purchasing
Supply management
Procurement
Project Supply Chain Management
A system approach to managing flows of physical products, information, & funds from suppliers and producers, through resellers the project organization for creating customer satisfaction
SCM Components
Make-or-buy decision
Contract types
Collaboration and cooperation
System integration
Make-or-buy decisions – deciding whether to make something in-house or purchase it from a vendor
SCM Factors
The importance of SCM to general project management depends on a number of factors:
Value of outsourced products/services relative to value of the project
The timing of the work being purchased
Capability of the project team
Role of the outsourced work in the entire project
Number of suppliers required
Structure of the procurement supply chain
SCM Decisions
Distribution network configuration
Inventory control in supply chain
Logistics
Supply contracts
Distribution strategies
Supply chain integration & strategic partnering
Outsourcing & procurement strategies
Product design
Information technology & decision-support systems
Matching internal inadequacies with external experience
Project Procurement Management Processes
Plan Procurement Management
Conduct Procurements
Control Procurements
Plan Procurement Management
Plan for purchasing and acquisition
Complete most of pr.
Contemporary Nursing Practice The field of nursing has changed.docxaidaclewer
Contemporary Nursing Practice
The field of nursing has changed over time. In a 750‐1,000 word paper, discuss nursing practice today by addressing the following:
1. Explain how nursing practice has changed over time and how this evolution has changed the scope of practice and the approach to treating the individual.
2. Compare and contrast the differentiated practice competencies between an associate and baccalaureate education in nursing. Explain how scope of practice changes between an associate and baccalaureate nurse.
3. Identify a patient care situation and describe how nursing care, or approaches to decision‐making, differ between the BSN‐prepared nurse and the ADN nurse.
4. Discuss the significance of applying evidence‐based practice to nursing care and explain how the academic preparation of the RN‐BSN nurse supports its application.
5. Discuss how nurses today communicate and collaborate with interdisciplinary teams and how this supports safer and more effective patient outcomes.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.
Dynamics in Nursing: Art and Science of Professional Practice
Read Chapter 3 in Dynamics in Nursing: Art and Science of Professional Practice.
URL:
https://www.gcumedia.com/digital-resources/grand-canyon-university/2018/dynamics-in-nursing_art-and-science-of-professional-practice_1e.php
Creating a More Highly Qualified Nursing Workforce
Read "Creating a More Highly Qualified Nursing Workforce," by Rosseter (2015), located on the American Association of Colleges of Nursing (AACN) website.
URL:
http://www.aacnnursing.org/News-Information/Fact-Sheets/Nursing-Workforce
The Impact of Education on Nursing Practice
Read "The Impact of Education on Nursing Practice," by Rosseter (2017), located on the American Association of Colleges of Nursing (AACN) website.
URL:
http://www.aacnnursing.org/News-Information/Fact-Sheets/Impact-of-Education
Scope of Practice
Read "Scope of Practice," located on the American Nurses Association (ANA) website.
URL:
https://www.nursingworld.org/practice-policy/scope-of-practice/
Initial Course Survey
In an effort for continuous improvement, Grand Canyon University would like you to take this opportunity to provide feedback about your experience with the university. Your participation is appreciated.
URL:
http://survey.gcu.edu/initial_course_survey/initial_course_survey.htm?q0.a=
What Is Nursing?
Read "What is Nursing," located on the American Nurses Association (ANA) website.
URL:
https://www.nursingworld.org/practice-policy/workforce/what-is-nursing/
This week you learned about compatible l.
More Related Content
Similar to GUIDE # 1Unit 1Your Name Date Time you begin this guid.docx
For thousands of years people have been telling stories about how our Universe and humans came into being.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Visit a museum or gallery exhibition or attend a theater or musi.docxdavieec5f
Visit a museum or gallery exhibition or attend a theater or musical performance before the end of Week 10. The activity (museum or performance) should have content that fits our course well. Have fun doing this.
Write a two to three (2-3) page report (500-750 words) that describes your experience.
Clearly identify the event location, date attended, the attendees, and your initial reaction upon arriving at the event.
Provide specific information and a description of at least two (2)
pieces
(e.g., art, exhibits, music, etc.).
Provide a summary of the event and describe your overall reaction after attending the event.
Use at least the class text as a reference (additional sources are fine, not necessary unless required by your content). Your report should include connections you make between things observed in your activity and things learned in the course and text.
Note:
Submit your cultural activity choice to the instructor for approval before the end of Week 5 (earlier is even better). Look for guidance from the instructor for how or where to make your proposal. You may also seek advice from your instructor (provide your town/state or zip code) for a good activity in your general area.
Visiting a Museum
It makes sense to approach a museum the way a seasoned traveler approaches visiting a city for the first time. Find out what there is available to see. In the museum, find out what sort of exhibitions are currently housed in the museum and start with the exhibits that interest you.
If there is a travelling exhibition, it’s always a good idea to see it while you have the chance. Then, if you have time, you can look at other things in the museum.
Every effort should be made ahead of time to identify a museum that has items and works one can easily connect to our HUM 111 class and book. Since HUM 111 covers from ancient times to the 1500s AD, it makes more sense to focus on items from that time frame. In general, museums with artistic cultural artifacts and fine arts work better than history museums.
Any questions about whether a museum-visit activity fits the course and assignment well enough will be decided by the instructor when the student seeks approval for the activity. Any alternative activity outside the normal ones listed here, such as for those limited by disability or distance, will be determined by the instructor. Generally, we do not expect students to travel over an hour to get to an approved activity.
Take notes as you go through the museum and accept any handouts or pamphlets that the museum staff gives you. While you should not quote anything from the printed material when you do your report, the handouts may help to refresh your memory later.
The quality of your experience is not measured by the amount of time you spend in the galleries or the number of works of art that you actually see. The most rewarding experiences can come from finding two (2) or three (3) pieces of art or exhibits which intrigue you and then consi.
Åhörarkopior från Pauline Gibbons föreläsning på Symposium 2015:
http://www.andrasprak.su.se/konferenser-och-symposier/symposium-2015/program/what-counts-as-scaffolding-implications-for-language-teaching-and-learning-1.231365
Essay on Environment Protection (1000+ words) - EnglishGrammarSoft. How Can We Protect Our Environment Essay | Sitedoct.org. An Essay on Environment | 150, 250, 500 Words | Class 4-10 - Study-Phi. Helping the environment essay. Environmental Issues Essay.
CONTEMPORARY PROJECT MANAGEMENT, 4ETimothy J. KloppenborgVit.docxaidaclewer
CONTEMPORARY PROJECT MANAGEMENT, 4E
Timothy J. Kloppenborg
Vittal Anantatmula
Kathryn N. Wells
‹#›
Project Supply Chain Management
Chapter 13
‹#›
Chapter 13 Core Objectives:
Identify the role of supply chain management in project management and its importance for ensuring project success.
Describe how to plan, conduct, & control project procurements.
Chapter 13 Technical Objectives:
Describe the various formats for supply contracts and when each is appropriate.
Given a project situation, determine which activities, supplies, or services should be purchased; create bid documents; determine criteria you would use to select a seller; & determine which type of contract you would use.
Chapter 13 Behavioral Objectives:
Explain how to use the contemporary approach to project partnering and collaboration.
Super Absorbent Polymer Turf (SAPTURF)
“The SAPTURF project required a strong team. Successful commercialization of IP is a long shot, so room for project management error is slim. I realized I would need to compensate for lack of in-house resources. Lack of in-house resources is an advantage! I was free to look for the best resources…”
Chris Tetrault, owner and founder, SAPTURF
6
Introduction to Project Supply Chain Management
Inter-organizational purchasing-related issues supply chain management
A supply chain consists of all parties involved in fulfilling a customer request
Integrating SCM into PM can significantly enhance the effectiveness of project management
Introduction to Project Supply Chain Management
Integration of related functions to acquire needed products and services
Purchasing
Supply management
Procurement
Project Supply Chain Management
A system approach to managing flows of physical products, information, & funds from suppliers and producers, through resellers the project organization for creating customer satisfaction
SCM Components
Make-or-buy decision
Contract types
Collaboration and cooperation
System integration
Make-or-buy decisions – deciding whether to make something in-house or purchase it from a vendor
SCM Factors
The importance of SCM to general project management depends on a number of factors:
Value of outsourced products/services relative to value of the project
The timing of the work being purchased
Capability of the project team
Role of the outsourced work in the entire project
Number of suppliers required
Structure of the procurement supply chain
SCM Decisions
Distribution network configuration
Inventory control in supply chain
Logistics
Supply contracts
Distribution strategies
Supply chain integration & strategic partnering
Outsourcing & procurement strategies
Product design
Information technology & decision-support systems
Matching internal inadequacies with external experience
Project Procurement Management Processes
Plan Procurement Management
Conduct Procurements
Control Procurements
Plan Procurement Management
Plan for purchasing and acquisition
Complete most of pr.
Contemporary Nursing Practice The field of nursing has changed.docxaidaclewer
Contemporary Nursing Practice
The field of nursing has changed over time. In a 750‐1,000 word paper, discuss nursing practice today by addressing the following:
1. Explain how nursing practice has changed over time and how this evolution has changed the scope of practice and the approach to treating the individual.
2. Compare and contrast the differentiated practice competencies between an associate and baccalaureate education in nursing. Explain how scope of practice changes between an associate and baccalaureate nurse.
3. Identify a patient care situation and describe how nursing care, or approaches to decision‐making, differ between the BSN‐prepared nurse and the ADN nurse.
4. Discuss the significance of applying evidence‐based practice to nursing care and explain how the academic preparation of the RN‐BSN nurse supports its application.
5. Discuss how nurses today communicate and collaborate with interdisciplinary teams and how this supports safer and more effective patient outcomes.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.
Dynamics in Nursing: Art and Science of Professional Practice
Read Chapter 3 in Dynamics in Nursing: Art and Science of Professional Practice.
URL:
https://www.gcumedia.com/digital-resources/grand-canyon-university/2018/dynamics-in-nursing_art-and-science-of-professional-practice_1e.php
Creating a More Highly Qualified Nursing Workforce
Read "Creating a More Highly Qualified Nursing Workforce," by Rosseter (2015), located on the American Association of Colleges of Nursing (AACN) website.
URL:
http://www.aacnnursing.org/News-Information/Fact-Sheets/Nursing-Workforce
The Impact of Education on Nursing Practice
Read "The Impact of Education on Nursing Practice," by Rosseter (2017), located on the American Association of Colleges of Nursing (AACN) website.
URL:
http://www.aacnnursing.org/News-Information/Fact-Sheets/Impact-of-Education
Scope of Practice
Read "Scope of Practice," located on the American Nurses Association (ANA) website.
URL:
https://www.nursingworld.org/practice-policy/scope-of-practice/
Initial Course Survey
In an effort for continuous improvement, Grand Canyon University would like you to take this opportunity to provide feedback about your experience with the university. Your participation is appreciated.
URL:
http://survey.gcu.edu/initial_course_survey/initial_course_survey.htm?q0.a=
What Is Nursing?
Read "What is Nursing," located on the American Nurses Association (ANA) website.
URL:
https://www.nursingworld.org/practice-policy/workforce/what-is-nursing/
This week you learned about compatible l.
Contemporary Music InfluenceGradingSee assessment rubric.docxaidaclewer
Contemporary Music Influence
Grading
See assessment rubric attached.
Materials
Use the Module 6 Required Reading in your textbook, the Module 6 Online Exploration, and your own independent research as your guides for writing this evaluation.
Instructions
For this Music Evaluation, select ONE of the TWO discussion options below. Read all options below, choose one for the essay, and post your response.
Option A:
Influences on Contemporary Music
Option B:
Influences on K-pop Music
1.
Locate and select a contemporary music video released after January 1, 2000, by any composer / performer that has an easily sharable URL that can be viewed by your classmates
.
Youtube
and
Soundcloud
both have large libraries of easily shareable songs.
2.
Carefully listen to your selected song and critically examine its components, style, context, and influence
. You may also wish to refer back to the Module 6 Required Online Exploration resources as well as the required pages in your textbook.
3. Do research and find the relevant information required in step 4.
Be sure to cite the websites, books, textbook, etc. where you found the information.
4.
Now that you've carefully examined the work of music you selected,
write a new thread of at least 200 words, in which you
:
Identify the song and artist / band that you chose.
Provide a brief biography of your chosen artist / band.
Describe the artist's / band's style of music.
Identify at least one musician, band or musical style from the textbook or online exploration that influenced your chosen song. (Consider similarities in components, style, and/or context).
Indicate how you came to that conclusion and include specific evidence from the text, your research, your online exploration, and your chosen song that supports your arguments.
Include the URL (hyperlink) to your chosen song.
Explain why you chose the song, using your knowledge of musical components, styles, and history.
5. Listen to at least two of your classmates' chosen contemporary songs, read their original posts, and write replies
of at least 50 words per reply to at least two different classmates (total of 100 words), in which you:
Identify at least one additional similar band or musical style that influenced your classmate's chosen song that was not already identified by your classmate. Include evidence supporting your argument and cite your source(s).
1.
Using online resources and/or other research,
familiarize yourself with the South Korean pop (K-pop) group Girls' Generation
and
find your favorite song / video from their work that has an easily shareable URL that can be viewed by your classmates
.
The South Korean pop group Girls' Generation has been a phenomenal success across many parts of Asia since it hit the scene in 2007. They have been compared to the sensation that was created in the 1960s by the Beatles.
Using the internet, find out as much information as possible about Girls' Generation. Use .
ContemporaryProject ManagementTimothy J. Kloppenborg Th i.docxaidaclewer
Contemporary
Project Management
Timothy J. Kloppenborg Th ird Edition
Contemporary Project M
anagem
ent
K
loppenborg
Th ird Edition
To learn more about Cengage Learning, visit www.cengage.com
Purchase any of our products at your local college store or at our
preferred online store www.cengagebrain.com
Contemporary Project Management, 3e includes both time-tested and cutting-edge
project management techniques that are invaluable to you as a student or practitioner.
Check out some of the features of this text:
• Agile Approach to Project Planning and Management. The text fully integrates the
agile approach and uses a margin icon and alternate font color to emphasize the
difference between agile and traditional project management methods.
• PMBOK ® Guide Approach. This edition covers all knowledge areas and processes
from the fi fth edition of the PMBOK® Guide and now includes ten PMBOK® Guide-type
questions at the end of each chapter. All glossary defi nitions also refl ect the fi fth edition
of the PMBOK® Guide.
• Real Project Management Examples. Each chapter contains examples from practitioners
at actual companies in the U.S. and abroad.
• Actual Projects as Learning Vehicles. At the end of each chapter, there is an example
project with a list of deliverables. Microsoft® Word and Excel templates for many
project management techniques are also available on the textbook companion site.
• Full Integration of Microsoft® Project Professional 2013. Using screen captures, the
text shows step-by-step instructions for automating project management techniques
and processes in Microsoft® Project 2013.
Contemporary
Project Management
Timothy J. Kloppenborg
Need a study break? Get a break on the study materials designed for your course!
Find Flashcards, Study Guides,
Solution
s Manuals and more . . .
Visit www.cengagebrain.com/studytools today to find discounted study tools!
MS Project 2013 Instructions in Contemporary Project Management 3e
Chapter MS Project
4 Introduction to MS Project 2013
Toolbars, ribbons, and window panes
Initialize MS Project for Use
Auto schedule, start date, identifying information, summary row
Create Milestone Schedule
Key milestones, projected finish dates, information
6 Set up Work Breakdown Structure (WBS)
Understand WBS definitions and displays, enter summaries, create the outline,
Insert row number column, Hide/show desired amount of detail
7 Set up Schedule in MS Project
Define organization’s holidays, turn off change highlighting, understand types
of project data
Build Logical Network Diagram
Enter tasks and milestones, define dependencies, understand network
diagram presentation, verify accuracy
Understand Critical Path
Assign duration estimates, identify critical path
Display and Print Schedules
8 Define Resources
Resource views, max units, resource calendars
Assigning Resources
In split view enter work, select resource, modify assignments
Identify Ove.
Contemporary theatre, both commercial and non-commercial, has .docxaidaclewer
Contemporary theatre, both commercial and non-commercial, has seen a huge increase in diversity -- diversity among playwrights and their plays, actors, directors, designers and theatre practitioners. Diverse artists have always shown themselves to be an integral part of theatre and theatre history, though in contemporary theatre they are sometimes referred to “artists of a diverse background” instead of just theatre artists.
These artists come from a selection of groups, cultures and categories including, but not limited by:
Gender-Specific (i.e. Female)
Native American
Hispanic
African-American
Asian-American
Gay and Lesbian
and others
This assignment requires you to...
select one person
(playwright, actor, designer, etc.) from the groups listed above
explore, prepare and discuss
his or her historical, social and cultural importance to what we call “diverse contemporary theatre” today (the focus here is on theatre not their impact to film, television or music)
Create your response, in the Assignment submission box below (not in the Comments field), as a journal or diary entry. This response will not be read by your fellow classmates. The journal should be 1-2 pages long, approximately 400-500 words minimum. Be careful of spelling, grammar, capitalization, and punctuation...proofread and edit your work as necessary. Please cite your sources if any are used, including any videos or links used. This assignment will be graded according to the Journal Rubric attached.
By submitting this paper, you agree: (1) that you are submitting your paper to be used and stored as part of the SafeAssign™ services in accordance with the
Blackboard Privacy Policy
; (2) that your institution may use your paper in accordance with your institution's policies; and (3) that your use of SafeAssign will be without recourse against Blackboard Inc. and its affiliates.
.
CONTEMPORARY MENTAL HEALTH WEEK 4. MODELS OF MENTAL HEALTHC. H.docxaidaclewer
CONTEMPORARY MENTAL HEALTH WEEK 4. MODELS OF MENTAL HEALTH
C. HEPWORTH 2018 19
AIMS AND OBJECTIVES
LINKS TO:
L O 1 AND 2 (LINKS TO PART 2 OF ASSIGNMENT)
RECAP LAST WEEK
LIST THE SIGNS AND SYMPTOMS OF:
PTSD
DEPRESSION
SCHIZOPHRENIA
THIS WEEK….
1. MODELS OF MENTAL HEALTH –BIO-MEDICAL MODELAND INTERVENTIONS
AIM:
TO CONSIDER THE DIFFERING APPROACHES TO MENTAL HEALTH AND HOW THIS INFLUENCES TREATMENT
OBJECTIVES:
CONSIDER THE BIOMEDICAL MODEL
OUTLINE THE SOCIAL MODEL OF MENTLA HEALTH
MODELS
BIO-MEDICAL MODEL
MENTAL ILLNESS IS A DYSFUNCTION
LABELLED
LINKED PHYSIOLOGICAL PROBLEMS
CHEMICAL IMBALANCES IN THE BRAIN
“TREATED” BY MEDICAL INTERVENTION (MORE NEXT WEEK)
OUTCOME AND AIM IS TO ALLEVIATE THESE “CHEMICAL IMBALANCES”AND HELP CONTROL THUS CONTROL SYMPTOMS
THIS MODEL ALSO EMPHASISED BY DRUG COMPANIES
“IMBALANCES OF CERTAIN CHEMICALS IN THE BRAIN ARE THOUGHT TO LEAD TO SYSMPTOMS OF THE ILNESS.MEDICINE PLAYS A KEY ROLE INBALANCING THESE CHEMICALS” (DRUG COMPANY WEBSITE PFIZER 2006)
GLAXO-SMITH-KLEIN (2009) “PROZAC AND PRAZIL BALANCE YOUR BRAIN’S CHEMISTRY”
AMERICA PSYCHIATRIC ASSOCIATION 1996
TREATMENT FOR SCHIZOPHRENIA WITH ANTIPSYCHOTIC DRUGS “HELPS BRING BIOCHEMICAL IMBALANCES CLOSER TO NORMAL”
DISEASE CENTRE MODEL
MONCREIFF (2013) DESCRIBES THE DISEASE CENTRE MODEL IN MENTAL HEALTH (DERIVES FROM BIOMEDICAL MODEL)
DRUGS CORRECT ABNORMAL BRAIN STATE
DRUGS AS MEDICAL TREATMENT
THEY ARE EFFECTIVE
SIDE EFFECTS LESS IMPORTANT
TREATMENT ASSUMNES A DISEASE PROCESS
DRUGS MAKE THE BODY “NORMAL”
E.G. MANY ANTIPSYCHOTIC DRUGS BLOCK THE ACTIONS OF DOPAMINE
BUT….
DRUGS INTOXIFY THE BRAIN (NOT JUST ALCOHOL)
NO EVIDENCE THEY WORK TO REVERSE DISEASE
DUBROVSKY ET AL 2001
NO EVIDENCE THAT DEPRESSION IS ASSOCIATED WITH ABNORMALITIES OF SEROTONIN OR NORADRENLAINE AS ONCE THROUGHT
DOPAMINE HYPOTHESIS IN SCHIZOPHRENIA “IS NOT CONLUSIVE” (MOORCREIF)
ELECTRO-CONVULSIVE THERAPY (ECT)
LINKED TO THE BIO-MEDICAL AND DISEASE MODEL OF MENTAL HEALTH
GIVEN UNDER GENERAL ANAESTHETIC
CAUSES A SEIZURE (DELIBERATELY)
THOUGHT TO CHANGE THE CHEMICAL IMBALANCE OF THE BRAIN ASSOCIATED WITH:
SEVERE DEPRESSION
SEVERE MANIA
POST NATAL DEPRESSION (MIND 2017)
https://www.youtube.com/watch?v=9L2-B-aluCE
SIDE EFFECTS
MEMORY LOSS
APATHY
CONFUSION
INABILITY TO PROCESS INFORMATION
PSYCHOSURGERY
PREVALENT UP THE 1960’S
FRONTAL LOBE LOBOTOMY
TREATMENT NOT WORKING
? SOCIAL CONTROL??
https://www.youtube.com/watch?v=nJAaXttDIWA
USED IN THE PAST
INSULIN THERAPY FOR DEPRESSION
INDUCED HYPO (LOW BLOOD SUGAR)
What effect on a person can a label have??
TREATMENT….
STIGMA
GOFFMAN – READING…
STIGMA - A PSYCHIATRIST’S VIEW…. A TED TALK…(20 MINS)
https://www.youtube.com/watch?v=WrbTbB9tTtA
What should be done?
https://www.youtube.com/watch?v=fs4PgfHUmnw
RECAP
RECAP
ASSIGNMENT QUESTIONS
NEXT WEEK :
STRUCTURE OF MENTAL HEALTH SERVICES IN THE UK
REFERENCES
DUBOVSKY, S.l. ET AL (2001) “MOOD DISORDERS” IN: HALES,R.E. AND YUDOF.
Contemporary Public Health IssueAlthough the United States i.docxaidaclewer
Contemporary Public Health Issue
Although the United States is among the wealthiest
nations in the world, it is far from being the healthiest. Life
expectancy and survival rates in the United States have
improved dramatically over the past century, but
Americans have shorter lifespans and experience more
illness than people in other high-income countries. This
assignment gives you an opportunity to put together what
you have learned in this course, including, but not limited
to:
a) public health policy, policymaking process, and law;
b) public health and the legal system;
c) individual and human rights in public health; and
d) social justice, ethics and public health policy.
Choose a contemporary public health issue (e.g.,
bioterrorism, gun violence, or natural disasters like
hurricanes, tornadoes, and wildfires), its impact on public
health, and strategies for mitigating and managing it once
the issue occurs.
.
Contemporary Public Health IssueAlthough the United States is .docxaidaclewer
Contemporary Public Health Issue
Although the United States is among the wealthiest
nations in the world, it is far from being the healthiest. Life
expectancy and survival rates in the United States have
improved dramatically over the past century, but
Americans have shorter lifespans and experience more
illness than people in other high-income countries. This
assignment gives you an opportunity to put together what
you have learned in this course, including, but not limited
to:
a) public health policy, policymaking process, and law;
b) public health and the legal system;
c) individual and human rights in public health; and
d) social justice, ethics and public health policy.
Choose a contemporary public health issue (e.g.,
bioterrorism, gun violence, or natural disasters like
hurricanes, tornadoes, and wildfires), its impact on public
health, and strategies for mitigating and managing it once
the issue occurs.
.
Contemporary Issues
Team B
PSY/480 Clinical Psychology
Title Page
1
Contemporary Issues in Clinical Psychology
Changes in Family Structure
Divorce
Remarriage: step-parent, step-children and step-sibling(s)
Death: parent or sibling
Birth: new baby or grandchild
Cultural Diversity
Discrimination
Oppression
Stereotyping
When someone seeks out a psychologist for assistance in overcoming issues related to a change in their familial structure or because of racial or ethnic discrimination, the psychologist should be experienced in the particular challenges this patient is facing. Clinical psychology has had to develop new ways to treat these patients as previous strategies were not as beneficial as they could be. Clinical psychologists also needed to evolve as psychology did so that they have the knowledge and experience to assist patients in these particular situations.
2
Changes to Family Structure
Separation
Divorce
As time continues to go on, the American family is not what is once was. Over the last 50 years there has been a dramatic rise in divorce; the highest it has ever been in the U.S. Divorce affects all types of marriages, whether it a heterosexual couples, blended couples, and even homosexual couples. “This marks a shift away from the ideal of the companion marriage popularized in the early 1920’s to self-aspiration, enhanced freedom, and egalitarian relationships” (Castelloe, 2011). Since the 1960’s the rate of divorce and separation has risen because of the fact that “society has become more inclusive and women more financially independent, resulting in increased tension in marriages between individualization and what psychoanalyst Erik Erickson described as “generativity,” a concern for the welfare of others” (Castelloe, 2011).
3
Population Most Affected
Not one race, ethnicity, culture.
High Conflict
Financially Unstable
Children of Divorce
Divorce is not exactly privy to one specific culture or ethnicity; many people of all races become separated or divorced. Since 1970, the rate of divorce, at 72%, has declined to 59% (Friedman, n.d.). Jeffrey Drew conducted a study in 2009 on couples who argued about finances. He concluded that couples who argued about finances more than once a week were more than 30% likely to get divorced than couples who argue about it only a few times a month. “According to Drew, couples who disagree about money less than once per month run a 30-40% increase in the risk of divorce” (Divorce Source, 1996). The rate of divorce ultimately increases as the arguments become more often, several times a week, daily; the risk increases 125% to 160% (Divorce Source, 1996). It is believed that children who come from a separated family or divorced family are going to be two times more likely to get divorced than a child whose parents remained together (Castelloe, 2011).
4
Family Structure changes and its effect on Psychology
Children
Men
Women
Psychology is greatly effected by chang.
Contemporary Issues in Adulthood and Aging PSY 340.01.docxaidaclewer
Contemporary Issues in
Adulthood and Aging
PSY 340.01
CUNY SPS, Online B.A. Psychology
Spring 2020
Instructor: Dr. Giselle Gourrier
Email Address: [email protected]
Office Hours: Mondays, 2:00pm – 3:00pm
Required Text: Mason, Marion (2011), Adulthood and Aging. Allyn & Bacon. ISBN:
9780205433513
There will be additional resources posted online such as videos, articles, and blogs. These will be
posted in the weekly assignments.
Course Description:
Study of current theories and research on physical, intellectual and social-emotional growth and
change across the adult years will be the central focus of this course. Key roles of family and
friendship, work and retirement, as well as broader social, economic and legal factors are examined,
along with race, culture, class, and gender differences. Implications of research findings for optimizing
adaptation to normal development change and crises are considered.
Psy101 is the prerequisite for this class.
Course Objectives:
Students will:
1) Study current theories and research on physical, intellectual and social-emotional growth and
change across the adult years will be the central focus of this course.
2) Explore key roles of family and friendship, work and retirement, as well as broader social,
economic and legal factors such as race, culture, class, and gender differences.
3) Examine the implications of research findings for optimizing adaptation to normal development
change and crises are considered.
Learning Outcomes:
Students will:
1) Clearly articulate and understanding of the main concepts and theories within the field of
psychology and aging
2) Demonstrate how concepts and theories of aging are applied to “real-world” situations and current
events.
3) Critically analyze, compare, and contrast seminal perspectives within the field of psychology and
aging.
mailto:[email protected]
4) Realize the unique experience of the aging individual and its multifaceted complexities that include
such layers of identity as: race, gender, sexual orientation, religion, class, etc.
5) See how the ideas presented in this course overlap with many other courses and disciplines.
How This Online Course Works
This course is being offered in a fully online format. This means that all of your course activities will
take place within the Blackboard course. There will not be any specific times when you will have to be
online with your instructor or your classmates during the semester. This gives you the flexibility of
doing your assignments at times during the day when you can be at a computer and work without
distractions. For some students this is early in the morning and for others late at night. An advantage
of online study is that your classroom is open 24 hours a day, seven days a week.
Because of this schedule flexibility, time management is always a challenge for students in fully online
courses. Be sure you set a.
Contemplate what you need to consider when motivating students to w.docxaidaclewer
Contemplate what you need to consider when motivating students to work with a partner or a small group. Think about how your specific instructions in class reflect your teaching philosophy. For example, will you give learners direct instructions to do each step of the task or will you give them some general ideas and let them create their project?
.
Contemporary ArtART 370Short analytic research paper.docxaidaclewer
Contemporary Art
ART 370
Short analytic research paper
Paper due Sunday, Nov. 22nd
Choose a specific single artwork we have looked at in class, or an artwork we haven’t by an artist we have studied. (I CHOOSE ANDY WARHOL)
Find 3-4 online sources with further information about the work (painting, sculpture, performance, etc).
In 2-3 pages describe:
• the visual qualities of the work
• the cultural and aesthetic context in which it was made
• why it was made (the artist’s interests)
• any other information you find compelling and/or noteworthy
In the first paragraph, you must include the artist’s name, the title of the work, its date and medium, and a general overview of the work (visual description, size) to orient the reader. The rest of the paper can happen in any order.
Be sure to consult the document “Tips for writing about art”, posted in Moodle.
Format
Length: 2-3 pages
Margins: 1” all around (please!)
Image: Include at the end, this is not part of the page count
Sources: Include at the end, this is not part of the page count
.
Contd from the question - as well as situations that involved pu.docxaidaclewer
Cont'd from the question - as well as situations that involved public figures from various genres caught performing various questionaable activities.
1. From a philosophical and theoretical point of view, do you feel that individuals holding positions of power or influence should be held higher levels of accountability for their unetical actions orinactions?
2. Using the internet and library provide 2 exaples of how individuals in positions of power and authority have acted unetchical either by their actions or inactions.
3. Regarding the incidences you found do you feel the individuals should be held to a higher level of accountability based upon their real or perceived power and influence over others? Explain
3-4 paragraph's with references.
.
Contact one professional association or organization in the state of.docxaidaclewer
Contact one professional association or organization in the state of Florida that deals with some aspect of elderly care. Submit a two-page summary of information obtained including: Method of contact, ease of obtaining this information and any other supporting information or discoveries.
course textbook:
ISBN: 978-0-13-295631-4
Tabloski, P. (2014). Gerontological Nursing (3rd Ed). Upper Saddle River, NJ: Pearson Health Science.
APA is required.
Please, follow grading criteria attached below.
.
Cont. Before implementing those programs at your company the CE.docxaidaclewer
Cont. Before implementing those programs at your company the CEO has asked you to write a "white paper" covering the following specific topics:
1. How did JIT demand based systems differer from forecast driven systems?
2. What are the major pros and cons of JIT and lean manufracturing systems? What do they have to do with nonvalue added or wasted activities?
3. What will be the major challenged of implementing JIT system?
1,000 - 1,250 words cities and references
.
CONSUMERCONSUMER - ANY PARTY USING, OR POTENTIALLY USING,THE.docxaidaclewer
CONSUMER
CONSUMER - ANY PARTY USING, OR POTENTIALLY USING,
THE PRODUCT OR SERVICE OFFERED
BASIC EQUATION IS THE PATIENT-PROVIDER EXCHANGE
CONSUMERS
PHYSICIANS (PATHOLOGY SERVICES)
HOSPITALS (IT FROM VENDORS)
MANAGED CARE ORGANIZATIONS (CONTRACTING CLINICIANS FOR CLIENTS)
MEDICARE (CONTRACTING WITH INSURERS)
HEALTH SERVICE CUSTOMERS
CUSTOMER - ANYONE WHO HAS EXPECTATIONS REGARDING
A PROCESS OPERATION OR OUTPUTS (e.g. PATIENT)
INTERNAL CUSTOMERS - THOSE WITHIN THE ORGANIZATION;
DEPARTMENTS OR CO-WORKERS ‘DOWNSTREAM’ FROM THE PROCESS
(PATIENT CARE UNITS AS CUSTOMERS OF RADIOLOGY DEPARTMENTS)
PAYERS - EXTERNAL CUSTOMERS
(THOSE OUTSIDE THE PROVIDER ORGANIZATION)
STAKEHOLDERS - INTERESTED GROUPS OR INDIVIDUALS AFFECTED BY THE WORK HEALTH SERVICES DO
(REGULATORY BODIES AND PROFESSIONAL ASSOCIATIONS)
SATISFACTION
MEASURING CONSUMER SATISFACTION HELPS
MONITOR AND IMPROVE HEALTH CARE QUALITY
CONSUMER SATISFACTION DATA
BEST SOURCE ON COMMUNICATION, EDUCATION, AND PAIN MANAGEMENT
GROWING REQUIREMENT OF CLIENTS AND PAYERS IN HEALTH SYSTEMS
KEY TO BOTH PERCEIVED AND ACTUAL CLINICAL CARE QUALITY
CONSUMER SATISFACTION
HEALTH CONSUMERS’ VIEWS
MEASURES OF PREFERENCES
USER EVALUATIONS
REPORTS ON HEALTH CARE
POST-PURCHASE SATISFACTION
(HOW CLOSELY THE RESULT MATCHED THE EXPECTATION)
MODEL IS COMPLICATED BY THE NATURE OF THE HEALTH MARKETPLACE (INSURER CONSTRAINTS ON PROVIDER CHOICE)
MEASURE CONSUMER SATISFACTION
HEALTH CONSUMER - INFORMED AND DEMANDING RE: QUALITY
HOSPITALS – WANT TO MAINTAIN PUBLIC IMAGE OF
QUALITY AND SERVICE IN COMPETITIVE ENVIRONMENT
QUALITY, LOYALTY, AND SATISFACTION HAVE IMPLICATIONS
AND ARE CORRELATED WITH THE USE OF HOSPITALS
REGULATORY AUTHORITIES REQUIRE PATIENT SATISFACTION DATA
PATIENTS USE >500 CRITERIA IN THEIR EVALUATIONS OF HOSPITAL QUALITY
PATIENTS WHO CHOOSE THEIR DOCTOR ARE MORE
SATISFIED THAN THOSE ALLOCATED BY THEIR HMO
MAJOR MISMATCHES BETWEEN PATIENT AND PROVIDER PERCEPTIONS
KEY STEPS IN THE PATIENT EXPERIENCE
MEASURING PATIENT INVOLVEMENT
PATIENT SATISFACTION SURVEYS HAVE BECOME WIDESPREAD IN HEALTHCARE
SATISFACTION IS A PROBLEMATIC MEASURE FOR A RANGE OF REASONS
INDIVIDUAL PATIENT AND PROVIDER REACTIONS TO ERROR VERSUS HEALTH CARE PROVIDER/SYSTEM RESPONSES
DATA COLLECTION NEEDS TO MORE CLOSELY REFLECT THE KNOWLEDGE WE ARE TRYING TO PRODUCE IN PATIENT SAFETY CQI
DATA CAPTURE
PATIENT-ENROLLEE MEASURES
MOST COMMONLY AVAILABLE
ALTERNATIVE MODALITIES
QUALITATIVE APPROACHES: MANAGEMENT OBSERVATION, EMPLOYEE FEEDBACK, QUALITY CIRCLES, FOCUS GROUPS AND MYSTERY SHOPPERS
QUANTITATIVE APPROACHES: COMMENT CARDS, MAIL SURVEYS,
INTERVIEWS AT POINT-OF-SERVICE AND TELEPHONE INTERVIEWS
TIMING
A MAJOR FACTOR IN WHEN AND HOW TO COLLECT DATA FROM
PATIENTS IN OR RECENTLY DISCHARGED FROM HOSPITAL
VALIDITY
NEEDS TO BE CONSIDERED; INCLUDING PRE-TESTING AND PILOTING OF INSTRUMENTS FOR EASE OF USE AND COMPREHENSION BY PATIENTS
RISK MANAGEMENT
RISK - EXPOSURE TO .
Consumer Brand Metrics Q3 2015
Eater Archetypes:
Brand usage and preferences by consumer segment
The restaurant industry has long relied on demographic factors to
identify and prioritize consumer groups. For example, many
brands currently obsess over attracting Millennials—some
without pausing to consider the variations among consumers
within this demographic cohort. In addition to life stages,
consumer attitudes about health, value, convenience and the
overall role of foodservice in their lives drive significant
differences in preferences and behavior.
With these distinctions in mind, we have updated the Consumer
Brand Metrics (CBM) survey with questions that allow us to
segment consumers into one of seven Eater Archetypes. Each
segment has a distinct psychographic profile, which is outlined in
our recent Consumer Foodservice Landscape. Accordingly, their
patronage of the segments and brands tracked in CBM varies.
This paper explores some differences we can discern after the
initial quarterly results, including the archetypes’ segment usage,
brand patronage and occasion dynamics. Examining CBM data by
Eater Archetype reveals nuances that complement a demographic
profile of a chain’s guests.
By Colleen Rothman, Manager, Consumer Insights
To learn more about the Consumer Brand Metrics program or to sign up for future
Spotlight by Consumer Brand Metrics white papers, please contact Bart Henyan,
Senior Marketing Manager, at [email protected]
Consumer Brand Metrics Q3 2015
Segmenting consumers by psychographic factors, rather than
just demographic characteristics, can lead to a better
understanding of the consumers that matter to your brand and
how to appeal to them.
Key Takeaways
Busy Balancers and Functional Eaters drive usage across
restaurants and convenience stores. Full-service restaurant
(FSR) operators may also consider targeting Foodservice
Hobbyists and Affluent Socializers, as these archetypes
comprise more than a quarter of FSR patrons, on average.
How does foodser vice segment usage vary by archetype?
Driven by unique needs and motivations, Eater Archetypes
gravitate to a wide variety of brands. For example,
McDonald’s, Burger King and Whataburger each
disproportionately attract unique archetypes (Habitual
Matures, Bargain Hunters and Functional Eaters,
respectively).
Which chains do each archetype visit most frequently?
Archetypes that patronize the same restaurant may not use
the brand the same way. For example, usage varies by
daypart, with afternoon snacks skewing to Busy Balancers
and late-night meals driven by Functional Eaters. Archetypes
also diverge in their party composition, as visits with children
skew to Busy Balancers.
Which archetypes drive specific occasions?
Consumer Brand Metrics Q3 2015
Foodservice Patronage
Eater Archetype Distribution (once a month+ users)
Archetype LSR Avg. FSR Avg. C-Store Avg. RMS Avg.
Busy B.
Consumer Behavior ProjectTopic Consumer perception of bottl.docxaidaclewer
Consumer Behavior Project
Topic: Consumer perception of bottles and tap water
Perform a observation of consumers in regards to your chosen topic and discuss them in the paper. Be sure to discuss observation location.
Detailed Table of Contents (separate page)
EXECUTIVE SUMMARY
(separate page)
PROBLEM RECOGNITION
A statement of the consumer behavior issue being studied
[Insert Table/Graph 1 to present the issue and explain it]
INTERNAL FACTORS ANALYSIS
[Inset Table 2 to list factors impacting the mediators or dependent variables associated with the issue]
EXTERNAL FACTORS ANALYSIS
[Inset Table 3 to list factors impacting the mediators or dependent variables associated with the issue]
MODEL AND LITERATURE REVIEW
(2 page)
Draw a theoretical model to present and explain your new theory of consumer behavior
[INSERT GRAPH 2]
DATA COLLECTION
Collect secondary data from sources/journals/websites to support your model
CONCLUSION AND RECOMMENDATION
Recommendations for marketing actions based on your analysis
REFERENCE
(separate pages)
Copies of articles used/sourced
.
Constructivism TheoryProposed Study How do adult learners in th.docxaidaclewer
Constructivism Theory
Proposed Study: How do adult learners in the United States describe the influence that social media in the classroom have on their education over the past ten years?
Method: Case Study
- Intro to theory (1 paragraph)
Describe the key elements of constructivism for qualitative research (one paragraph).
Explain how constructivism supports the proposed study (see above) and/or understanding of the research topic (1–2 paragraphs).
Describe how the practical implications resulting from the research could be used by stakeholders of the research (1–2 paragraphs).
- State how the proposed study would contribute to the qualitative research knowledge base. 1 paragraph
APA style
5-7 references
.
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.
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Model Attribute Check Company Auto PropertyCeline George
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Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
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Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
GUIDE # 1Unit 1Your Name Date Time you begin this guid.docx
1. GUIDE # 1
Unit 1
Your Name:
Date:
Time you begin this guide:
PREHISTORIC ART
“Who we are? Where do we come from? Where are we going?
These are three of the most universal questions.
They are about time - past, present, and future - as well as about
the nature of the human condition.
The more we know about our past, the better we understand our
present.
We will begin by going back in time to early periods of the
human race…”
-
Laurie Schneider Adams
PREFACE
Before you open your book,let us talk about the way we will be
working together – about my method of teaching and your way
2. of learning.
I have created for you the Reading Guides of a special type.
Through them, I will be leading you along the Text. I will be
with you at each step of your
reading
assignment. By asking the questions, I will direct your
attention to the key issues.
I will elaborate on certain notions that are not well explained in
the book. I will be also giving you more information and telling
some interesting facts.
In this class, you will be studying not only Art but also History,
Geography, and even some
Foreign Languages. In addition – and this is very important-
you will have a chance to improve your studying skills.
As soon as you begin working on the first guide, you will see
how my guides work and in what way they are different from
regular guides.
Please bear with me in the first two weeks and then it will be
an easy sail. Promise!
How to Work on Guides
-
Put your Book next to Computer and have Guide 1 open on your
screen.
- Read my first question and directions (in the guide) and begin
reading the text.
- As soon as you come across the ‘answer’ (pertinent Info in the
text), type your brief
3. summed-up answer next to my question (next to asterisk -
*…
)
-
Move on to my next Question (in Guide) – resume reading and
typing your answers.
-
Most often, you will know when you come across the answer (I
have my way to let you know
and make it easier for you to see the key information).
More recommendations:
ü
Make your imagination work and feel like we are reading your
book together, while discussing it through my questions and
your answers. Since it is a conversation, I want you to feel free
and informal in talking.
ü
Your answers can be simple and short.
4. ü
Do not worry if you cannot find the exact answer in the text.
It could mean that current edition omitted this part (and I
missed to take it out of the guide). Most likely those are not
critical issues and will not be asked on the tests.
ü
Please keep in mind that the
main purpose
of these guides is helping you in studying (and not for me to
check and grade them).
ü
I will be
grading
the guides (or reading notes) mostly on their completion,
although I will be looking how they are done. Regardless how
neatly or how long the answers are, I will give you the max
amount of points, provided I see that you have worked
diligently through the text and answered most of the questions.
ü
Feel free to do the guides in the way that better suits your
learning style.
The
format is free
and of your choice. Thus, they can be short or long, depending
on how much information you would like to retain. Your goal is
5. to create a good logical
outline
that would assist you in reading, understanding, absorbing the
material, summing it up and, thus, in preparing for the tests.
ü
Finally, you have an option to make
your own reading notes
instead of the guides. You are welcome to use my questions as
the guiding lines or just focus on the major issues as you see
them.
So, to sum up in what way the guides make your reading
effective
1.
They show you what the
main issues
are
2.
They allow you to
practice in taking study notes
(which is the most effective studying technique!)
3.
They help you to keep your
attention focused
through reading
4.
They provide you with a framework (built of my questions) for
your own
outline
that will be very helpful in preparation for the tests.In the
6. outcome paper, you will have all the major information in a
very condensed form.
Good news - there will be nothing on the TESTS that is not in
the GUIDES since they cover all the key issues, facts, and
terms.
Tech Tips
·
Create folder
“
ART-101”
for the guides and other papers.
·
Save
each Guide under its name (the one it has now)
(No need to put your name or date in the file’s title; I can see
this info in Bb)
Do not ZIP files
·
Always save guides at least twice – first time when you open it
and then at the end. Although your computer is supposed to save
your work every few minutes, it would not hurt to click once in
a while on “Save” (or “Ctrl +S”) –and certainly od it at the end,
before closing the document.
Go ahead and save this guide right now.
*
*
7. *
Here is an example of how my dialogue method works in the
guides.
I am going to asks two questions and answer them myself. The
questions below also address two important notions (not
sufficiently elaborated on in your text).
Prehistory
Question
:
To what historical period does th
is
term
prehistory
refer?
Answer:
*
Prehistory
refers to the time before writing systems were developed.
(
Remember, the
History
started with
invention of writing
8. !)
Stone Age
Why the earliest period in the history of human race is called
Stone Age
?
* The archaeologists called it so because, during this time,
people used
stone tools – e.g., stone arrows’ tips and knifes.
As you see, the answers can be short. You can use some
textbook’s wording but sum up info in short sentences and down
to point. Try to keep one sentence - one line (when possible).
Bulleted statements are also recommended – very helpful for
reviewing purposes.
Let us get down to work now
.
THE ART OF THE ANCIENTS
(
Open Chapter 2
and read Preface
)
Describe in brief the way of life in the Stone Age. What are the
archeological findings from that era? What type of art did the
ancient humans produce? What was the probable reason for
9. creating art works?
(Type a few lines; one statement – one line)
*
______________
*
______________
*
______________
PREHISTORIC ART
Three phases
of Prehistoric Art (corresponding to three periods of Stone
Age)
*
Paleolithic
(
namely, its last period –
Upper Paleolithic
)
*
…
*
…
Together these three periods span the
last 15,000 years
of the
B.C
. era (about, to keep it simple)
10. Note: Today the scholars date back the birth of the art even to
the earlier age, before the 15,000 B.C. You should also keep in
mind that the dating is extremely approximate when we study
ancient history and prehistoric times in particular.
LESSON IN GREEK
In this class, you are going to learn some foreign languages -
some Greek, Latin and French words that entered our language,
mostly as terms.
Here is your first lesson in Greek - the classical language that
used to be in school is still taught today at the prestigious
schools and commonly used by the scholars, along with Latin.
To better understand these terms –
Paleolithic
,
Mesolithic
and
Neolithic,
you should refresh a few Greek words in your memory.
Paleo
=
ancient
or
old
Meso
=
middle
Neo
11. =
new
Lithic
=
stone (made of stone)
Now please translate the following terms from English to Greek.
Below you see the common names for the three periods of the
Stone Age. Give their scientific names by writing each Greek
word under its English
meaning.
Old
Stone
Age
Middle
Stone
Age
New
Stone
Age
Period
P
eriod
P
eriod
12. Paleolithic Art
Paragraph # 1
“Paleolithic art is the art of the last Ice Age
...”
Read the first paragraph and address the following questions
(below). Place a cursor next to the asterisk (*) and type your
answer. You can delete this text now.
*
…
What was the climate during the Old Stone Age in Europe and
Northern America?
*
…
Where did the people live?
13. Ice Age
Extra Material (for Reading)
Directions
: You are welcome to read my texts with additional info if you
have an extra minute and desire to learn more. It will not be
asked on exams.
Since your goal is to keep your guide (your text entries) clean
and well-structured for later use – delete these directions (or the
entire box if you wish)
“
Scientists have recorded five significant ice ages throughout the
Earth’s history
.
The most recent glaciation period, often known simply as the
“Ice Age,” reached peak conditions some 18,000 years
.”
http://www.history.com/topics/ice-age
Ice Age (map)
maxworldhistory.weebly.com/map-exercise.html
Paragraph #2
“The great cave paintings of the Stone Age were discovered...”
*
…
14. *
…
*
…
/My Guiding Questions (below)
/Tell the story how the cave paintings were discovered in 1940
(by pure accident)
/What images did the French boys see on the walls of the cave?
(List animals)
/Why these images were first thought to be forgeries?
Paragraph # 3
Halls of Bulls
, cave at Lascaux
(
France
)
The name of place is pronounced as
[
lah-SKOH
]
“One of the most splendid examples of Stone Age paintings…”
Dated
:
*…
When painted? (range)
15. Period
:
*…
Upper Paleolithic, Mesolithic or Neolithic?
(Read under Fig. 1-2 and see my explanation below)
Animals:
*…
What animals were rendered?
First thought to be forgeries
*…
Why?
Extra space (for your comment, interesting fact or any other
remark)
*…
Paragraph # 4
Halls of Bulls
,
Lascaux (France)
“In their attempt at naturalism…”
Naturalism
-…
Define this notion
For terms refer to the
Glossary
(at the end of the text)
16. Foreshortening
-…
Define the term
Ocher
(or
Ochre
)
-
a golden-yellow or light yellow
-
brown
color
;
also
earth
pigment
which produces the color.
(P
ronounced
OH
-kər
)
One more term you should notice if you are doing close reading
(check yourself and make sure you do!).
I will give its definition to you.
There were various techniques that the Old Stone Age artists
used in their painting.
Pick the one that seems most amazing to you and selected it in
Red.
17. a)
Outlining
the contours
and filling in with colors /pigments/
b)
Drawing
with chunks of chalk or raw pigments
c)
Spray technique
- blowing the dried, ground pigments through the hollowed-out
bone
Paragraph # 5
Bison from the
c
ave of
Altamira
(Spain). The earliest paintings dated back to 35,000 B.C.
(This picture is not in your book; I want you to see more
examples of prehistoric art)
“Why did prehistoric people sketch these forms?”
Purpose of cave paintings
:
*…
18. What was the most likely purpose of cave paintings?
To give yourself a sense of how long ago it was, think about the
fact that the Roman empire had existed two thousand years ago
(only!). Now envision this – the Old Stone people painted these
beautiful animals on the walls of the cave more than 15
thousand years ago (and very likely much earlier!). It is hard to
believe, is not it?
Paragraph # 6
Venus
of Willendorf
(Austria).
Circa 25,000
B.C.
“The prehistoric artist also created sculptures, called
Venuses…”
Willendorf
-
*…
Where was this tiny figurine found?
[
Type in the name of the place in Austria]
Purpose
(hypothetical)
19. :
*…
Would you find the name a bit
Why do you think the archaeologists gave such a name (Venus)
to this type of prehistoric figurines?
How can this be related to their suggested function and Roman
Goddess of love?
·
Give the most important characteristics of this small (just over
4 inches) stone figurine
*…
(
material it is carved of?)
*…
(
size)
*
*…
(
which body parts are emphasized?)
*…
(
what about the head and face?)
Here we probably witness again the same kind of the early
religious believes in magic – as a method of survival - as we
20. saw in case of the hunters trying to guarantee success in hunt
for animals by capturing them in art on the walls of the caves.
Paragraph # 7
Duck. 33,000-30,000 B.C
.
Ivory. L:1inch. (approx.)
“Discoveries of small figurines…”
What does impress you most about this figurine?
*…
*…
Upper Paleolithic
Extra Material
You must have noticed the term
Upper Paleolithic
(next to the picture of cave painting 2-1.)
What’s that?
Why this ‘Upper’?
- Since this term is not defined in your text, I would like to
21. explain it to those of you who might be curious about this ‘
upper
’ part.
The term
Upper Paleolithic
refers to the
last period of the Old Stone Age
(also called Paleolithic period, as you know it now).
Imagine you are an archaeologist carrying out an excavation.
Where would you think the pieces from the latest, most recent
period are to be found - 6 feet deep or 2 feet deep?
If your answer is
2 feet
, you are right. Indeed, the pieces that were buried later would
be found in the
upper
ground layer.
This is exactly why the
last
period of Paleolithic age is called
UPPER Paleolithic
.
As for the whole
Paleolithic
period (
Old Stone Age
) – it had begun about 2.5 million years ago. So, when in your
textbook the author says
Paleolithic,
she is actually talking about its last period –
Upper Paleolithic
(period roughly covering 15,000 – 10,000 years B.C.)
22. I would not usually overload you with the detailed elaborations
but this is an important notion about the beginnings of ART
.
It will be asked about on Quiz # 1 and, maybe, on the first
exam.
Even though this is a brief survey of art history but I still want
you to study at the university level. Maybe not at the same level
of details but you are going to form the same Big Picture.
Now let us specify and rephrase the first paragraph opening the
PREHISTORIC ART
section.
“Prehistoric art is divided into three phases that correspond to
the periods of Stone Age culture:
Upper Paleolithic
(and not simply Paleolithic)
Mesolithic
Neolithic
Another very important thing to remember is this: It was
Upper Paleolithic
(
23. Late
Old Stone Age
) when
ART
first
emerged
.
===============================================
====================
Mesolithic Art
Paragraphs
8-9
Ritual dance.
Rock engraving
(c. 10,000 B.C.)
Cave of Addaura ( Italy).
“The Middle Stone Age began with the final retreat of the
glaciers.”
*…
Sum up two paragraphs paying attention to the following:
*…
Changes in climate and people’s life;
24. Whereas
Paleolithic
artists emphasized
animal
forms,
Mesolithic
artists concentrate on the
*…
Dramatic change in the forms of art;
Don’t you find it amazing – how modern these cut in the rock
engravings of prehistoric dancers look? Just compare them with
this drawing of the 20
th
-century artist Henry Matisse.
…
Dance.
By Henry Matisse.
===============================================
========
Neolithic Art
(8,000 – 2,000
B.C.
)
Describe the changes in the people’s life style during the
New Stone Age
.
25. *…
*…
First Architecture
About 4,000 B.C., the most impressive creations of the
Neolithic were erected - the huge monuments made out of large
stones.
Paragraph 11
Stonehenge.
Salisbury Plain,
England
(c. 1800 -1400
B.C.)
“The most famous of these monuments is….”
*…
Describe its construction
M……
- gigantic stones used in Neolithic constructions.
Here is one more word for your Greek vocabulary.
Mega
means big, gigantic and you already know what
Lith
means (
Stone
, right?)
26. Type in the term.
“The
purpose of Stonehenge
remains a mystery”
*…
*…
*…
There are many theories (and even fantasies) trying to explain
this mystery.
Which ones are listed in your textbook?
This New Stone Age monument is sometimes called “Prehistoric
cathedral.” Its mostly likely purpose of megalithic
constructions, commonly accepted by the scholars, is being a
part of some religious ritual unknown to us - e.g., cult of the
ancestors or deified natural forces. The latter may explain the
Stonehenge’s orientation to mark the sun movement and eclipse.
…
Upper Paleolithic
Elaboration on important notion
By the way, the theory about Druidical temple is presently
considered false.
All what we know about
the
druids
27. we learned from the writings of the classical writers like Julius
Caesar (Roman emperor Caesar was also a prominent writer).
This was of course, 2,000 years ago.
When the Romans extended their empire far to the North and
came to Britain, they met the druids - a flourishing Celtic
priesthood. By then the Stonehenge had existed for two
thousand year, and was probably already in ruins.
Moreover, these writings make it clear that the Druids held their
ceremonies in the forest and did not build the temples.
It is curious that the cult of druids is kind of in vogue these
days. During the solstice quite a crowd would gather at the
Stonehenge and even have some rituals performed. Clearly, the
participants do not take any historically sound approach but
rather entertain the mystic aspects of the place.
Let us w
rap up the section on Prehistoric art with this important
information.
“The
Neolithic period
began about
8,000
B.C.
and spread throughout the world’s major river valleys between
28. 6,000- 2,000
B.C.:
the
Nile
valley in
Egypt
the
Tigris and Euphrates
valley in
Mesopotamia
(modern Middle East)
the
Indus
valley in
India
the
Yellow River
valley in
China
===============================================
======
The first guide is done. Together we have created a concise
outline of all the major issues. If you know this minimum, there
won’t be any surprises on the exams. Another benefit – you
have just had a good training session in close reading and note-
making. Both are the most needed skills in any studying.
A few more advices, if I could.
·
Make sure the guide is saved (in the new Art 101 folder)
29. ·
Feel free to work with the text in any way you want – highlight
what you consider important or just interesting and worthy to
remember. Make sure to delete all my directions (in brown font)
on how to work on guides, etc.).
Remember, your goal is to keep your Guides as brief and well-
structured as possible.
·
Printing of the guides is not required. Yet, if you decide to print
the guides, you might want to delete the pictures and certainly
all my directions and probably questions too (to save on paper
and ink). Do not forget to staple the printed pages.
If you are not too tired I would recommend you to take the first
QUIZ now. Review the guide and take the quiz to see how much
you have learned in this first section.
Quiz dwells on the key issues and will help you to prepare for
the exam at the next level of summarization.
I do commend you for your diligence and patience about all the
directions and lessons in study techniques. Soon, you will not
need them and working on the guides will become easy and
natural.