Homicide Assignment:
Instructions:
In class, we will be discussing various forms of homicide within the family. One of these was the killing of a child by a parent. As discussed in the lecture and the text, there are three different forms of parental killings: neonaticide, infanticide, filicide. While they are rare in the US, we can likely all agree that the fact they happen at all is unacceptable. For this assignment, you are to come up with strategies to reduce parental killings.
· For each of these three types of parental killings, identify a strategy or method that would reduce the likelihood of that type of killing.
· Describe the strategy.
· Discuss why you think this method/strategy would be effective given the specific type of parental killing.
Make sure you include at least TWO academic sources in your assignment.
Note: Assignments should be approximately 2 pages double spaced.
The Civic Action Scorecard
Take action. Keep score. Earn awards.
Created by the Institute for Civic Engagement & Democracy (iCED)
Miami Dade College
Miami, FL
For external inquiries or permission to use, please email [email protected]Civic Action Points Documentation Reflection
DEMOCRATIC ENGAGEMENT
Preparing you to take an active role in political processes DE-1
Register to vote or show proof that your registration is up to date
Resource:
www.mdc.edu/vote5 points
Photo of Voter Registration Card or screenshot of Board of Elections online registration check
Note: Blur out or cover information (other than your name) in your submission Reflect on the voter registration process. Was it smooth and easy or difficult and confusing? Was it fast or tedious? How might this process affect a person’s willingness to vote? Is there anything you would change about the process? Why is it important to vote? DE-2
Help someone register to vote
Resource:
www.mdc.edu/vote
5 points
X2=10 points possible Photo with each person you helped register Reflect on the process of helping somebody register to vote. If someone were to ask you, “how do I register to vote?” what would you tell them? How might the voter registration process affect a person’s willingness and likelihood to vote? DE-3
Find the sample ballot for an upcoming local or state election
Resource:
Miami Dade Sample Ballots5 points Download or print out from Board of Elections website Reflect on the items on your sample ballot. What items make sense to you? What items confuse you? What resources are available to help you decode and make sense of the ballot items you do not understand? How will you make sure you are informed before you cast your vote in this election? DE-4
Create a voting plan for an upcoming election
Resource:
EngageMiami.Vote
5 points per election
X3=15 points possible Summarize (~200-400 words) how, where, and when you will vote for an upcoming election Reflect on the voting plan you created. Why did you choose this method (mail-in, early, or election day) over the other optio ...
There are over 30,000 lobbyists working in Washington, DC right now. Corporations are spending millions to block open-access public healthcare option, cap and trade legislation and a host of other progressive priorities this year.
They are organized and well funded -- the only thing that stands in their way is you.
This month DFA Night School and Gov. Howard Dean M.D. are teaming up to teach you how to beat them at their own game:
Learn more at: www.democracyforamerica.com/citizenlobbying
Most 501c3 charities assume they can't do anything related to elections. While they can't support or oppose candidates, they can engage in many election activities that will further their mission. Learn some basics about what you can do and more importantly, what are some of the strategic considerations involved.
Giving You the Edge - The Science of Winning Elections Michael Lieberman
Giving You the Edge – The Science of Winning Elections, written by experienced political consultant Michael Lieberman, identifies and explains the use of key research methodology and multivariate analysis in supporting political campaign goals through the various stages of an election.
Running for elected office is one of the best ways you can give back to their community. Whether you want to run for city council, county representative or school board, every political candidate must begin their campaign by making the decision to actually run. https://www.onlinecandidate.com/articles/run-local-office
During this webinar, attendees will learn about:
- Grassroots advocacy
- Engaging political representatives in your city or province
- Getting your issues on the agenda
- Current health policy context in Ottawa & the provinces
Contact information for presenters:
Michael Hatch - mhatch@impactcanada.com
There are over 30,000 lobbyists working in Washington, DC right now. Corporations are spending millions to block open-access public healthcare option, cap and trade legislation and a host of other progressive priorities this year.
They are organized and well funded -- the only thing that stands in their way is you.
This month DFA Night School and Gov. Howard Dean M.D. are teaming up to teach you how to beat them at their own game:
Learn more at: www.democracyforamerica.com/citizenlobbying
Most 501c3 charities assume they can't do anything related to elections. While they can't support or oppose candidates, they can engage in many election activities that will further their mission. Learn some basics about what you can do and more importantly, what are some of the strategic considerations involved.
Giving You the Edge - The Science of Winning Elections Michael Lieberman
Giving You the Edge – The Science of Winning Elections, written by experienced political consultant Michael Lieberman, identifies and explains the use of key research methodology and multivariate analysis in supporting political campaign goals through the various stages of an election.
Running for elected office is one of the best ways you can give back to their community. Whether you want to run for city council, county representative or school board, every political candidate must begin their campaign by making the decision to actually run. https://www.onlinecandidate.com/articles/run-local-office
During this webinar, attendees will learn about:
- Grassroots advocacy
- Engaging political representatives in your city or province
- Getting your issues on the agenda
- Current health policy context in Ottawa & the provinces
Contact information for presenters:
Michael Hatch - mhatch@impactcanada.com
Complete the following assignment in APA format using the below list.docxdivinapavey
Complete the following assignment in APA format using the below listed instructions.
Assignment #1: Researching Congress Article I of the U.S. Constitution outlines the powers of Congress. The Founding Fathers saw Congress as the most important branch of government, and this is evident in the fact that the Constitution grants Congress the most powerful function of government – to make laws. Members of the House of Representatives are up for reelection every two years. The Founding Fathers developed this as a mechanism to ensure that this branch of government was accountable to the people and to prevent abuses to power (at the time it was the only part of the federal government that was directly elected, and the Founding Fathers had a bit of a trust issue with the public). Today, Congress has a whole has fallen out of public favor. The latest polling numbers put the Congressional job approval rating at around 12%. One would think that with approval ratings that low we would have constant turnover in the House of Representatives, when actually the opposite happens. In the 2014 election the incumbents were reelected in the House of Representatives at a rate of 95% (in 2010 it was 85%, in 2012 it was 90%, 95% in 2014, and 97% (!!) in 2016). Name recognition with voters is one of the big reasons why House members are reelected over and over again. For this assignment I want you to do your research so you know who your member of the U.S. House of Representatives. Note: Students each term accidently discuss their Florida Representative – be sure you are looking at your representative in Washington DC. Instructions: For this assignment please answer ALL the questions below. The format for this assignment will be a little different. You do not want to write this one as an essay. You will want to go and answer each part. (For example: 1. ANSWER 2. ANSWER). You are required to write in full sentences/paragraphs. You will not earn credit for bullet points or lists. The answers to these questions should be in your textbook or in the links I provide below. Have fun with your detective work. Each section is with a possible 26 points – so be sure you fully complete each section. 1. Background on the Congress a. How many members of in the U.S. House of Representatives? Senate? b. Currently, what party is in control of the House of Representatives? Senate? c. How often are members of the House elected? How often are members of the Senate elected? d. How do we determine how many Representatives we have? How do we determine how many Senators we have? e. Who determines House districts? f. How many House districts are in Florida? How many are members of the Florida U.S. House delegation are Democrats? Republicans? g. Who are the U.S. Senators representing Florida? What party affiliation are Florida’s U.S. Senators? How long have they been in office? 2. Background on your Representative a. Who is your Representative in the U.S. House of Repre ...
In the webinar that these slides go with we explore different approaches to integrating user testing into the development of legal content for diverse audiences. Examples include user testing in the following contexts: the development of a website and mobile app in the immigration sphere, the rollout of a pro bono mobilization website, content development for a statewide website, and enhancements to user experience when navigating online forms for courts.
Kayley Schoonmaker & Sarah Clarke
Join Vice President Kayley Schoonmaker and Director of Government Relations Sarah Clarke to learn about the caucus process in Minnesota and how you can make a difference in your community by going to your caucus on February 4!
Case Study Clinical LeadersDavid Rochester enjoys his role as a C.docxPazSilviapm
Case Study: Clinical Leaders
David Rochester enjoys his role as a Clinical Leader in a palliative care setting. On a typical day David troubleshoots problems as they arise. His job responsibilities include resolving personnel issues, integrating changes in policies, and communicating patient care protocols to the nursing staff. He displays competence and confidence in trouble-shooting issues and follow-up is his specialty. During the past month, David has noticed an increase in the number of problems on the unit. He is uncertain of the origin of all of the problems. This morning, David received an email communication from the Director of Palliative Care Services, detailing several changes in clinical practices. David is certain that the timing of these changes will create more daily problems.
Respond to the following questions:
What are the characteristics of leadership does David exhibit? What are the characteristics that David must embrace to be an effective leader of a clinical microsystem?
Changing leadership styles requires deliberate steps. What key steps does David need to take to assure his success as he moves forward?
** At least
4 pages long - includes title page and references
, at least
4 SCHOLARLY REFERENCES, APA format, 12 pt font times new roman - 1" margins
**
see grading rubric attachment
.
CASE STUDY Clinical Journal Entry 1 to 2 pages A 21 month .docxPazSilviapm
CASE STUDY: Clinical Journal Entry: 1 to 2 pages
A 21 month old Caucasian baby girl was brought to clinic by her mother with complaint of her baby getting irritable, easy tired during the day and sleeps more than usual after small activities at the day care and now she just noticed her skin is pale especially around her hands and eyelids and her husband also confirmed that she did look pale. So they are here today for a checkup even though she notices no other developmental changes. Mother denies any s/s of GI bleed like tarry stool. She has been current with her immunization and has no other medical or surgical history.
Assessment
An active toddler, with recent fatigue, has increase in sleeping, mild exercise intolerance.. She is a picky eater, enjoys small chicken, pork, and some vegetables, but loves milk and drinks about seven bottles of whole milk daily.
Family history reveals mother had anemia during her pregnancy. There is no history of splenectomy, gall stones at an early age, or other anemia in the family.
Physical Examination:
Vital Signs: Temperature 37.8 degrees C, Blood Pressure 95/50 mmHg, Pulse 144 beats/minute, Respiration 18 breaths/minute , Height 85.5 cm (50th %ile), Weight 13.2 kg (75th %ile). General appearance: He is a pale appearing, active toddler.
Reflect on the patient provided who presented with a hematologic disorder during your Practicum experience. Describe your experience in assessing and managing the patient and his or her family and follow up apt . Include details of your “aha” moment in identifying the patient’s disorder. Then, explain how the experience connected your classroom studies to the real-world clinical setting.
Readings( Provide 2 more Credible , recent references)
•Burns, C. E., Dunn, A. M., Brady, M. A., Starr, N. B., & Blosser, C. G. (2013). Pediatric primary care (5th ed.). Philadelphia, PA: Elsevier.
Chapter 26, “Hematologic Disorders” (pp. 557–584
.
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Complete the following assignment in APA format using the below list.docxdivinapavey
Complete the following assignment in APA format using the below listed instructions.
Assignment #1: Researching Congress Article I of the U.S. Constitution outlines the powers of Congress. The Founding Fathers saw Congress as the most important branch of government, and this is evident in the fact that the Constitution grants Congress the most powerful function of government – to make laws. Members of the House of Representatives are up for reelection every two years. The Founding Fathers developed this as a mechanism to ensure that this branch of government was accountable to the people and to prevent abuses to power (at the time it was the only part of the federal government that was directly elected, and the Founding Fathers had a bit of a trust issue with the public). Today, Congress has a whole has fallen out of public favor. The latest polling numbers put the Congressional job approval rating at around 12%. One would think that with approval ratings that low we would have constant turnover in the House of Representatives, when actually the opposite happens. In the 2014 election the incumbents were reelected in the House of Representatives at a rate of 95% (in 2010 it was 85%, in 2012 it was 90%, 95% in 2014, and 97% (!!) in 2016). Name recognition with voters is one of the big reasons why House members are reelected over and over again. For this assignment I want you to do your research so you know who your member of the U.S. House of Representatives. Note: Students each term accidently discuss their Florida Representative – be sure you are looking at your representative in Washington DC. Instructions: For this assignment please answer ALL the questions below. The format for this assignment will be a little different. You do not want to write this one as an essay. You will want to go and answer each part. (For example: 1. ANSWER 2. ANSWER). You are required to write in full sentences/paragraphs. You will not earn credit for bullet points or lists. The answers to these questions should be in your textbook or in the links I provide below. Have fun with your detective work. Each section is with a possible 26 points – so be sure you fully complete each section. 1. Background on the Congress a. How many members of in the U.S. House of Representatives? Senate? b. Currently, what party is in control of the House of Representatives? Senate? c. How often are members of the House elected? How often are members of the Senate elected? d. How do we determine how many Representatives we have? How do we determine how many Senators we have? e. Who determines House districts? f. How many House districts are in Florida? How many are members of the Florida U.S. House delegation are Democrats? Republicans? g. Who are the U.S. Senators representing Florida? What party affiliation are Florida’s U.S. Senators? How long have they been in office? 2. Background on your Representative a. Who is your Representative in the U.S. House of Repre ...
In the webinar that these slides go with we explore different approaches to integrating user testing into the development of legal content for diverse audiences. Examples include user testing in the following contexts: the development of a website and mobile app in the immigration sphere, the rollout of a pro bono mobilization website, content development for a statewide website, and enhancements to user experience when navigating online forms for courts.
Kayley Schoonmaker & Sarah Clarke
Join Vice President Kayley Schoonmaker and Director of Government Relations Sarah Clarke to learn about the caucus process in Minnesota and how you can make a difference in your community by going to your caucus on February 4!
Similar to Homicide AssignmentInstructionsIn class, we will be discussi (20)
Case Study Clinical LeadersDavid Rochester enjoys his role as a C.docxPazSilviapm
Case Study: Clinical Leaders
David Rochester enjoys his role as a Clinical Leader in a palliative care setting. On a typical day David troubleshoots problems as they arise. His job responsibilities include resolving personnel issues, integrating changes in policies, and communicating patient care protocols to the nursing staff. He displays competence and confidence in trouble-shooting issues and follow-up is his specialty. During the past month, David has noticed an increase in the number of problems on the unit. He is uncertain of the origin of all of the problems. This morning, David received an email communication from the Director of Palliative Care Services, detailing several changes in clinical practices. David is certain that the timing of these changes will create more daily problems.
Respond to the following questions:
What are the characteristics of leadership does David exhibit? What are the characteristics that David must embrace to be an effective leader of a clinical microsystem?
Changing leadership styles requires deliberate steps. What key steps does David need to take to assure his success as he moves forward?
** At least
4 pages long - includes title page and references
, at least
4 SCHOLARLY REFERENCES, APA format, 12 pt font times new roman - 1" margins
**
see grading rubric attachment
.
CASE STUDY Clinical Journal Entry 1 to 2 pages A 21 month .docxPazSilviapm
CASE STUDY: Clinical Journal Entry: 1 to 2 pages
A 21 month old Caucasian baby girl was brought to clinic by her mother with complaint of her baby getting irritable, easy tired during the day and sleeps more than usual after small activities at the day care and now she just noticed her skin is pale especially around her hands and eyelids and her husband also confirmed that she did look pale. So they are here today for a checkup even though she notices no other developmental changes. Mother denies any s/s of GI bleed like tarry stool. She has been current with her immunization and has no other medical or surgical history.
Assessment
An active toddler, with recent fatigue, has increase in sleeping, mild exercise intolerance.. She is a picky eater, enjoys small chicken, pork, and some vegetables, but loves milk and drinks about seven bottles of whole milk daily.
Family history reveals mother had anemia during her pregnancy. There is no history of splenectomy, gall stones at an early age, or other anemia in the family.
Physical Examination:
Vital Signs: Temperature 37.8 degrees C, Blood Pressure 95/50 mmHg, Pulse 144 beats/minute, Respiration 18 breaths/minute , Height 85.5 cm (50th %ile), Weight 13.2 kg (75th %ile). General appearance: He is a pale appearing, active toddler.
Reflect on the patient provided who presented with a hematologic disorder during your Practicum experience. Describe your experience in assessing and managing the patient and his or her family and follow up apt . Include details of your “aha” moment in identifying the patient’s disorder. Then, explain how the experience connected your classroom studies to the real-world clinical setting.
Readings( Provide 2 more Credible , recent references)
•Burns, C. E., Dunn, A. M., Brady, M. A., Starr, N. B., & Blosser, C. G. (2013). Pediatric primary care (5th ed.). Philadelphia, PA: Elsevier.
Chapter 26, “Hematologic Disorders” (pp. 557–584
.
CASE STUDY 5Exploring Innovation in Action The Dimming of the Lig.docxPazSilviapm
CASE STUDY 5
Exploring Innovation in Action: The Dimming of the Light Bulb
In the beginning….
God said let there be light. And for a long time this came from a rather primitive but surprisingly effective method – the oil lamp. From the early days of putting simple wicks into congealed animal fats, through candles to more sophisticated oil lamps, people have been using this form of illumination. Archaeologists tell us this goes back at least 40,000 years so there has been plenty of scope for innovation to improve the basic idea! Certainly by the time of the Romans, domestic illumination – albeit with candles – was a well-developed feature of civilised society.
Not a lot changed until the late eighteenth century when the expansion of the mining industry led to experiments with uses for coal gas – one of which was as an alternative source of illumination. One of the pioneers of research in the coal industry – Humphrey Davy – invented the carbon arc lamp and ushered in a new era of safety within the mines, but also opened the door to alternative forms of domestic illumination and the era of gas lighting began.
But it was not until the middle of the following century that researchers began to explore the possibilities of using a new power source and some new physical effects. Experiments by Joseph Swann in England and Moses Farmer in the USA (amongst others) led to the development of a device in which a tiny metal filament enclosed within a glass envelope was heated to incandescence by an electric current. This was the first electric light bulb – and it still bears more than a passing resemblance to the product found hanging from millions of ceilings all around the world.
By 1879 it became clear that there was significant commercial potential in such lighting – not just for domestic use. Two events occurred during that year which were to have far-reaching effects on the emergence of a new industry. The first was that the city of Cleveland – although using a different lamp technology (carbon arc) – introduced the first public street lighting. And the second was that patents were registered for the incandescent filament light bulb by Joseph Swann in England and one Thomas Edison in the USA.
Needless to say the firms involved in gas supply and distribution and the gas lighting industry were not taking the threat from electric light lying down and they responded with a series of improvement innovations which helped retain gas lighting’s popularity for much of the late nineteenth century. Much of what happened over the next 30 years is a good example of what is sometimes called the ‘sailing ship effect’. That is, just as in the shipping world the invention of steam power did not instantly lead to the disappearance of sailing ships but instead triggered a whole series of improvement in that industry, so the gas lighting industry consolidated its position through incremental product and process innovations.
But electric lighting was also improving and th.
Case Study 2A 40 year-old female presents to the office with the c.docxPazSilviapm
Case Study 2
A 40 year-old female presents to the office with the chief complaint of diarrhea. She has been having
recurrent episodes of abdominal pain, diarrhea, and rectal bleeding
.
She has lost 9 pounds
in the last month. She takes no medications, but is allergic to penicillin. She describes her life as
stressful,
but manageable. The physical exam reveals
a pale middle- aged
female in no acute distress. Her weight is 140 pounds (down from 154 at her last visit over a year ago), blood pressure of
94/60 sitting and 86/50
(orthostatic positive). standing, heart rate of 96 and regular without postural changes, respiratory rate of 18, and O2 saturation 99%. Further physical examination reveals:
Skin: w/d, no acute lesions or rashes
Eyes: sclera clear,
conj pale
Ears: no acute changes
Nose: no erythema or sinus tenderness
Mouth:
membranes pale,
some slight painful ulcerations
, right buccal mucosa,
tongue beefy red,
teeth good repair ( signs and symptoms of
Vitamin B12 deficiency
anemia)
Neck: supple, no thyroid enlargement or tenderness, no lymphadenopathy
Cardio: S1 S2 regular, no S3 S4 or murmur
Lungs: CTA w/o rales, wheezes, or rhonchi
Abdomen: scaphoid,
BS hyperactive
(due to diarrhea),
generalized tenderness
,
rectal +occult
blood
Post
APA format
1.
an explanation of the differential diagnosis (
Crohn disease
)
for the patient in the case study that you selected.
2.
Describe the role the patient history and physical exam (information from above) played in the diagnosis (of
Crohn disease
)
3.
Then, suggest potential treatment options based on your patient diagnosis (
Crohn disease
).
important information highlighted above
.
Case Study Horizon Horizon Consulting Patti Smith looked up at .docxPazSilviapm
Case Study
Horizon
Horizon Consulting Patti Smith looked up at the bright blue Carolina sky before she entered the offices of Horizon Consulting. Today was Friday, which meant she needed to prepare for the weekly status report meeting. Horizon Consulting is a custom software development company that offers fully integrated mobile application services for iPhone ™ , Android ™ , Windows Mobile ® and BlackBerry ® platforms. Horizon was founded by James Thrasher, a former Marketing executive, who quickly saw the potential for digital marketing via smartphones. Horizon enjoyed initial success in sports marketing, but quickly expanded to other industries. A key to their success was the decline in cost for developing smartphone applications which expanded the client base. The decline in cost was primarily due to learning curve and ability to build customized solutions on established platforms. Patti Smith was a late bloomer who went back to college after working in the restaurant business for nine years. She and her former husband had tried unsuc-cessfully to operate a vegetarian restaurant in Golden, Colorado. After her di-vorce, she returned to University of Colorado where she majored in Management Information Systems with a minor in Marketing. While she enjoyed her marketing classes much more than her MIS classes, she felt the IT know- how acquired would give her an advantage in the job market. This turned out to be true as Horizon hired her to be an Account Manager soon after graduation. Patti Smith was hired to replace Stephen Stills who had started the restaurant side of the business at Horizon. Stephen was “ let go” according to one Account Manager for being a prima donna and hoarding resources. Patti’s clients ranged from high- end restaurants to hole in wall Mom and Pop shops. She helped de-velop smartphone apps that let users make reservations, browse menus, receive alerts on daily specials, provide customer feedback, order take- out and in some cases order delivery. As an Account Manager she worked with clients to assess their needs, develop a plan, and create customized smartphone apps. Horizon appeared to be a good fit for Patti. She had enough technical training to be able to work with software engineers and help guide them to produce client-ready products. At the same time she could relate to the restaurateurs and enjoyed working with them on web design and digital marketing. Horizon was organized into three departments: Sales, Software Development, and Graphics, with Account Managers acting as project managers. Account Managers generally came from Sales, and would divide their time between proj-ects and making sales pitches to potential new clients. Horizon employed a core group of software engineers and designers, supplemented by contracted pro-grammers when needed. The first step in developing a smartphone application involved the Account Manager meeting with the client to define the requirements and vision for the application. .
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Case Study Evaluation
Being too heavy or too thin, having a disability, being from a family with same-sex parents, having a speech impediment, being part of a low socioeconomic class—each of these is enough to marginalize (placing one outside of the margins of societal expectations) a child or adolescent. When children and adolescents are marginalized, they often experience consequences like lower self-esteem, performing poorly in school, or feeling depressed and anxious. In order for social workers to help facilitate positive change for their clients, they must be aware of the issues that can affect their healthy development. For this Discussion, review the case study Working With the Homeless Population: The Case of Diane and consider the issues within her environment that serve to place her outside of the margins of society.
Post by Day 3
a brief explanation of the issues that place Diane outside of the margins of society. Be sure to include an explanation about how these issues may have influenced her social development from infancy through adolescence. Also explain what you might have done differently had you been Diane’s social worker. Please use the Learning Resources to support your answer.
.
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Case Study Disney Corporation
1, What does Disney do best to connect with its core customers?
2. What are the risks and benfits of expanding Disney brand in new ways?
must use APA format
Reference at least 3 Peer reviewed journals
textbook
Kotler P & Keller KL Marketing management
.
Case Study 3 Exemplar of Politics and Public Management Rightly Un.docxPazSilviapm
Case Study 3: Exemplar of Politics and Public Management Rightly Understood
Read Case Study 3 in the textbook and respond to the following questions:
What were the chief elements of John Gaus' administrative ecology that Robertson drew upon to run Los Angeles Bureau of Street Services?
Explain how these elements were critical to achieving his goals?
Were there any elements of Arnstein's ladder of participation in the discharge of street services function?
.
Case Study 2 Structure and Function of the Kidney Rivka is an ac.docxPazSilviapm
Case Study 2
Structure and Function of the Kidney
Rivka is an active 21-year-old who decided to take a day off from her university classes. The weather was hot and the sun bright, so she decided to go down to the beach. When she arrived, she found a few people playing beach volleyball, and they asked if she wanted to join in. She put down her school bag and began to play. The others were well prepared for their day out and stopped throughout the game to have their power drinks and soda pop. Several hours after they began to play, however, Rivka was not feeling so good. She stopped sweating and was feeling dizzy. One player noted she had not taken a washroom break at all during the day. They found a shaded area for her, and one of the players shared his power drink with her. Rivka was thirstier than she realized and quickly finished the drink.
In pronounced dehydration, hypotension can occur. How would this affect the glomerular filtration rate of the kidney? What actions by the juxtaglomerular apparatus would occur to restore GFR?
What is the effect aldosterone has on the distal convoluted tubule? Why would the actions of aldosterone be useful to Rivka in her situation?
What does a specific gravity test measure? If someone tested the specific gravity of Rivka’s urine, what might it indicate?
.
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Case Study 2: Plain View, Open Fields, Abandonment, and Border Searches as They Relate to Search and Seizures
Due Week 6 and worth 100 points
Officer Jones asked the neighborhood’s regular trash collector to put the content of the defendant’s garbage that was left on the curb in plastic bags and to turn over the bags to him at the end of the day. The trash collector did as the officer asked in order to not mix the garbage once he collected the defendant’s garbage. The officer searched through the garbage and found items indicative of narcotics use. The officer then recited the information that was obtained from the trash in an affidavit in support of a warrant to search the defendant’s home. The officer encountered the defendant at the house later that day upon execution of the warrant. The officer found quantities of cocaine and marijuana during the search and arrested the defendant on felony narcotics charges.
Write a one to two (1-2) page paper in which you:
Identify the constitutional amendment that would govern Officer Jones’ actions.
Analyze the validity and constitutionality of officer’s Jones’ actions.
Discuss if Officer Jones’ actions were justified under the doctrines of plain view, abandonment, open fields, or border searches.
Use at least two (2) quality references.
Note:
Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and 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 assignment page length.
The specific course learning outcomes associated with this assignment are:
Research and analyze procedures governing the process of arrest through trial.
Critically debate the Constitutional safeguards of key Amendments with specific attention to the 4th, 5th, 6th, and 14th Amendments.
Describe the difference between searchers, warrantless searches, and stops.
Write clearly and concisely about the criminal procedure using proper writing mechanics.
.
Case Study 2 Collaboration Systems at Isuzu Australia LimitedDue .docxPazSilviapm
Case Study 2: Collaboration Systems at Isuzu Australia Limited
Due Week 7 and worth 150 points
Read the case study in Chapter 12 titled “Collaboration Systems at Isuzu Australia Limited”.
Write a two to three (2-3) page paper in which you:
Summarize the main reason(s) that prompted Isuzu Australia Limited (IAL) to use collaboration technologies.
Identify the platform that IAL chose as an online portal and content management system, and describe the main reason(s) why IAL chose such a specific platform.
Discuss the significant attributes of a wiki, and describe the overall manner in which IAL uses wikis for its internal collaboration.
Speculate on the main challenges that IAL could face when implementing groupware, and suggest one (1) step that IAL could take in order to mitigate the challenges in question.
Use at least three (3) quality reference.
Note:
Wikipedia and other Websites do not qualify as academic resources. Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and 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 assignment page length.
Points: 150
Case Study 2: Collaboration Systems at Isuzu Australia Limited
Criteria
Unacceptable
Below 60% F
Meets Minimum Expectations
60-69% D
Fair
70-79% C
Proficient
80-89% B
Exemplary
90-100% A
1. Summarize the main reason(s) that prompted Isuzu Australia Limited (IAL) to use collaboration technologies.
Weight: 20%
Did not submit or incompletely summarized the main reason(s) that prompted Isuzu Australia Limited (IAL) to use collaboration technologies.
Insufficiently summarized the main reason(s) that prompted Isuzu Australia Limited (IAL) to use collaboration technologies.
Partially summarized the main reason(s) that prompted Isuzu Australia Limited (IAL) to use collaboration technologies.
Satisfactorily summarized the main reason(s) that prompted Isuzu Australia Limited (IAL) to use collaboration technologies.
Thoroughly summarized the main reason(s) that prompted Isuzu Australia Limited (IAL) to use collaboration technologies.
2. Identify the platform that IAL chose as an online portal and content management system, and describe the main reason(s) why IAL chose such a specific platform.
Weight: 20%
Did not submit or incompletely identified the platform that IAL chose as an online portal and content management system; did not submit or incompletely described the main reason(s) why IAL chose such a specific platform.
Insufficiently identified the platform that IAL chose as an online portal and content management system; insufficiently described the main reason(s) why IAL chose such a specific platform.
Partiall.
Case FormatI. Write the Executive SummaryOne to two para.docxPazSilviapm
Case
Format
I.
Write the Executive Summary
One to two paragraphs in length
On cover page of the report
Briefly identify the major problems facing the manager/key person
Summarize the recommended plan of action and include a brief justification of the recommended plan
II. Statement of the Problem
State the problems facing the manager/key person
Identify and link the symptoms and root causes of the problems
Differentiate short term from long term problems
Conclude with the decision facing the manager/key person
III. Causes of the Problem
Provide a detailed analysis of the problems; identify in the Statement of the Problem
In the analysis, apply theories and models from the text and/or readings
Support conclusions and /or assumptions with specific references to the case and/or the readings
IV. Decision Criteria and Alternative
Solution
s
Identify criteria against which you evaluate alternative solutions (i.e. time for implementation, tangible costs, acceptability to management)
Include two or three possible alternative solutions
Evaluate the pros and cons of each alternative against the criteria listed
Suggest additional pros/cons if appropriate
V. Recommended
.
Case Study #2 Diabetes Hannah is a 10-year-old girl who has recentl.docxPazSilviapm
Case Study #2: Diabetes Hannah is a 10-year-old girl who has recently been diagnosed with Type 1 Diabetes Mellitus. She is a 4th grade student at Hendricks Elementary School. Prior to her diagnosis, Hannah was very involved in sports and played on the girls’ volleyball team. Her mother is concerned about how the diagnosis will affect Hannah.
Write a 2 page paper discussing the following points relating to the case study patient you selected:
● Include a definition of the actual disease or condition.
● The signs and symptoms of the disease.
● Identify the factors that could have caused or lead to the particular disease or condition (Pathogenesis).
● Describe body system changes as a result of the disease process.
● Discuss the economic impact of the chronic disease.
● Include a title and reference page (these do not count towards the 2 page requirement).
● The paper should be in APA format.
● At least two professional references (other than your text) must be included.
.
case scenario being used for this discussion postABS 300 Week One.docxPazSilviapm
case scenario being used for this discussion post:
ABS 300 Week One Assessment Scenario Donna, age 14, had consistently been a B+/A- student throughout elementary school and the beginning of middle school. However, in the 8th grade, she started demonstrating difficulty understanding some of her work. Increased difficulties were noted when she was required to work with abstract concepts rather than rely on rote memorization. Donna had always been fascinated with flowers, and she could remember the details of hundreds of different species of wild and domestic flower she encountered. Donna’s classmates and cousins thought she was odd, and her mother said that Donna was frequently picked on—at times without even realizing she was being made fun of. Donna was described as a confused and socially awkward girl who tended to keep to herself. The incident that led to her first psychological evaluation occurred after one of her classmates teased her repeatedly over several days to the point of making Donna upset. Donna decided to write a threatening note to the student as a warning for him to stop. The note included details of which species of flowers would be found growing on top of the place he would be buried. The boy’s parents brought the note to the principal and Donna was suspended from school and charged with terroristic threatening. The school ordered a psychological evaluation and risk assessment before they allowed her to return to school. Donna was observed to have awkward mannerisms, and she smiled at what appeared to be inappropriate times, for example, when she was talking about the teasing at school. She made very poor eye contact in ways that were atypical for her culture, and she had a difficult time staying on topic, frequently shifting the topic of conversation onto her interest in flower. Donna’s intelligence was found to be in the upper limits of the average range on the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V). The Gilliam Asperger's Disorder Scale as rated by Donna and her mother together was in the clinically significant range, with her largest deficits being reflected in her social interactions scale. There were also deficits noted in pragmatic skills, restricted patterns of behavior, and cognitive patterns. Problems were also noted with reciprocal social interaction skills, communication skills, and stereotyped behaviors, interests, and activities. Donna's QEEG results showed multiple abnormalities. Her right parietal-temporal lobe showed excessively slow activity. This is an area important for facial recognition and empathy. She also had excessive mid-line frontal hi-beta, something that is often seen in those with mental rigidity and obsessive thinking. Multiple problems in coherence were noted, reflecting cognitive inefficiency in her mental processing. Excessive connectivity was noted in the frontal lobes areas and there were excessive disconnections between her frontal lobes and the central and bac.
Case Study #2Alleged improper admission orders resulting in mor.docxPazSilviapm
Case Study #2:
Alleged improper admission orders resulting in morphine overdose and death
There were multiple co-defendants in this claim who are not discussed in this scenario. Monetary amounts represent only the payments made on behalf of the nurse practitioner. Any amounts paid on behalf of the co-defendants are not available. While there may have been errors/negligent acts on the part of other defendants, the case, comments, and recommendations are limited to the actions of the defendant; the nurse practitioner.
The decedent patient (plaintiff) was a 72 year old woman who had been receiving hospital care for acute back pain resulting from a fall. Her past history included chronic pain management and end-stage renal disease for which she received hemodialysis. She was to be transferred to the co-defendant nursing facility for reconditioning and physical therapy prior to returning to her home.
The nurse practitioner (defendant) was on-call at the time of the patient’s transfer, and the nursing facility contacted her and read the orders to the defendant nurse practitioner over the telephone. The defendant nurse practitioner questioned the presence of two morphine orders for different dosages with both dosages administered twice daily. She instructed the nurse to clarify the correct morphine dosage with the transferring hospital’s pharmacist and to admit the patient only after the pharmacist clarified and approved the morphine orders. The defendant nurse practitioner had no further communication with the facility and no other involvement in the patient’s care. The facility nurse telephoned the hospital pharmacist who approved both morphine orders, and the patient was admitted to the nursing facility.
During the first evening and full day of her nursing facility stay, documentation revealed the patient to be alert and oriented. On the second day, she was found by nursing staff without vital signs. Despite immediate chest compressions and EMS additional resuscitation measures, the patient was pronounced dead. The autopsy results listed the cause of death as morphine intoxication. Surprisingly, the patient also had an elevated blood alcohol level (equal to drinking three to four alcoholic beverages). Because the source of the alcohol could not be identified, the medical examiner was unable to rule out accident, suicide or homicide and classified the manner of death as undetermined.
Resolution
Defense experts
presented testimony that
the nurse practitioner’s actions to be within the standard of care.
Defense experts
testimony was
that the patient’s final morphine blood levels, even considering her renal disease, could not have resulted from the amount of morphine ordered, administered and recorded in the patient’s health information record. The elevated morphine and alcohol levels led experts to the opinion that the patient may have ingested morphine and alcohol from a source other than the nursing facility.
Plaintiffs did not pres.
Case Study 1Denise is a sixteen-year old 11th grade student wh.docxPazSilviapm
Case Study 1
Denise is a sixteen-year old 11th grade student who started using marijuana and drinking at fourteen and has used heroin regularly for the past six months. Denise stopped attending school in January and hangs out with her friends. She lives at home with her mother and younger brother, but comes and goes and often isn’t seen by her mother for four or five days at a stretch. When Denise was fifteen, her mother, with the assistance of a school-based addiction treatment counselor, was able to get her enrolled in outpatient treatment to address her alcohol and marijuana use. Denise participated in the program and reduced her alcohol and marijuana use. The outpatient program diagnosed Denise with depression and mild anxiety, and she was prescribed medication. Denise seemed to be regaining her health, and she started high school classes in the fall. However, her mother began to notice troubling patterns of more serious drug use in November and was unable to get Denise to resume treatment at her outpatient program.
Denise’s mother now wants to have her daughter assessed for enrollment in a residential treatment program. She is afraid of the people her daughter hangs out with and does not want her son to be influenced by his sister’s friends and drug use. Denise recently had a scare about her heroin use when one of her friends suffered an overdose and barely survived. She agreed to go for an assessment at a residential program. The program agreed that Denise needed residential treatment and received authorization from the Medicaid managed care organization to provide services for a short length of stay. After three days in treatment, during which she was treated with suboxone to help her withdrawal, Denise began to resist care. She has decided to leave the program against medical advice and her mother’s wishes.
Questions:
Does alcohol and drug use uniquely affect an adolescent’s ability to make decisions about medical care for addiction; and, if so, should clinical and legal standards take this factor into consideration?
What if Denise had been arrested for drug possession with intent to distribute, placed in the juvenile justice system, and required to attend residential treatment. How should clinical care decisions and concepts of autonomy be addressed in the legal framework for juvenile justice drug treatment?
.
Case AssignmentI. First read the following definitions of biodiver.docxPazSilviapm
Case Assignment
I. First read the following definitions of biodiversity:
In Jones and Stokes Associates' “Sliding Toward Extinction: The State of California's Natural Heritage,” 1987:
Natural diversity, as used in this report, is synonymous with
biological diversity
...To the scientist, natural diversity has a variety of meanings. These include:
The number of different native species and individuals in a habitat or geographical area;
The variety of different habitats within an area;
The variety of interactions that occur between different species in a habitat; and
The range of genetic variation among individuals within a species.
In D. B. Jensen, M. Torn, and J. Harte, “In Our Own Hands: A Strategy for Conserving Biological Diversity in California,” 1990:
Biological diversity, simply stated, is the
diversity of life
...As defined in the proposed U.S. Congressional Biodiversity Act, HR1268 (1990), “
biological diversity means the full range of variety and variability within and among living organisms and the ecological complexes in which they occur, and encompasses ecosystem or community diversity, species diversity, and genetic diversity
.”
Genetic diversity
is the combination of different genes found within a population of a single species, and the pattern of variation found within different populations of the same species. Coastal populations of Douglas fir are genetically different from Sierra populations. Genetic adaptations to local conditions such as the summer fog along the coast or hot summer days in the Sierra result in genetic differences between the two populations of the same species.
Species diversity
is the variety and abundance of different types of organisms which inhabit an area. A ten square mile area of Modoc County contains different species than does a similar sized area in San Bernardino County.
Ecosystem diversity
encompasses the variety of habitats that occur within a region, or the mosaic of patches found within a landscape. A familiar example is the variety of habitats and environmental parameters that constitute the San Francisco Bay-Delta ecosystem: grasslands, wetlands, rivers, estuaries, fresh and salt water.
.
Case and questions are In the attchmentExtra resources given.H.docxPazSilviapm
Case and questions are In the attchment
Extra resources given.
Helpful resources:
Gentile, M. C. (2010). Keeping your colleagues honest.
Harvard Business Review
,
88
(3), 114-117
Nash, L. (1981). Ethics without the sermon.
Harvard Business Review
.
59
(6), 78-79,
.
Case C Hot GiftsRose Stone moved into an urban ghetto in order .docxPazSilviapm
Case C: "Hot" Gifts
Rose Stone moved into an urban ghetto in order to study strategies for survival used by low-income residents. During the first six months of research, Stone was gradually integrated into the community through invitations (which she accepted) to attend dances, parties, church functions, and family outings, and by "hanging out" at local service facilities (laundromats, health centers, recreation centers, and so on). She was able to discern that there were two important survival tactics used by the community residents which she could not engage in: the first was a system of reciprocity in the exchange of goods and services (neither of which she felt she had to offer), and the second was outright theft of easily pawned or sold goods (clothing, jewelry, radios, TVs, and so on).
One night, a friend from the community stopped by "for a cup of coffee" and conversation. After they had been talking for about two hours, Stone's friend told her that she had some things she wanted to give her. The friend went out to her car and returned with a box of clothing (Stone's size) and a record player. Stone was a bit overwhelmed by the generosity of the gift and protested her right to accept such costly items. Her friend laughed and said, "Don't you worry, it's not out of my pocket," but then she became more serious and said, "Either you are one of us or you aren't one of us. You can't have it both ways. "
Stone's Dilemma: Suspecting that the items she was being offered were probably "hot" (e.g., stolen), she was afraid that if she wore the clothes in public, or had the record player in her apartment, she would be arrested for "accepting stolen goods." At the same time, she knew that "hot" items were often given to close friends when it was observed that they could use them. Still, this implied that there would be reciprocal giving (not necessarily in kind) at a later date. So, should she accept or refuse the proffered gifts?
.
Case Assignment must be 850 words and use current APA format with a .docxPazSilviapm
Case Assignment must be 850 words and use current APA format with a cover page, 1” margins, 12-point font, content, in-text citations, and a references page (the word count does not include the questions, cover page, or references page). No abstract is required; simply type the questions as a heading and respond. In addition, you must incorporate 4 scholarly research articles in your response.
Question 8 and 9 of the attached document
·
.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
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
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Homicide AssignmentInstructionsIn class, we will be discussi
1. Homicide Assignment:
Instructions:
In class, we will be discussing various forms of homicide within
the family. One of these was the killing of a child by a parent.
As discussed in the lecture and the text, there are three different
forms of parental killings: neonaticide, infanticide, filicide.
While they are rare in the US, we can likely all agree that the
fact they happen at all is unacceptable. For this assignment, you
are to come up with strategies to reduce parental killings.
· For each of these three types of parental killings, identify a
strategy or method that would reduce the likelihood of that type
of killing.
· Describe the strategy.
· Discuss why you think this method/strategy would be effective
given the specific type of parental killing.
Make sure you include at least TWO academic sources in your
assignment.
Note: Assignments should be approximately 2 pages double
spaced.
The Civic Action Scorecard
Take action. Keep score. Earn awards.
Created by the Institute for Civic Engagement & Democracy
(iCED)
Miami Dade College
Miami, FL
For external inquiries or permission to use, please email
[email protected]Civic Action Points Documentation Reflection
DEMOCRATIC ENGAGEMENT
Preparing you to take an active role in political processes DE-1
Register to vote or show proof that your registration is up to
date
2. Resource:
www.mdc.edu/vote5 points
Photo of Voter Registration Card or screenshot of Board of
Elections online registration check
Note: Blur out or cover information (other than your name) in
your submission Reflect on the voter registration process. Was
it smooth and easy or difficult and confusing? Was it fast or
tedious? How might this process affect a person’s willingness to
vote? Is there anything you would change about the process?
Why is it important to vote? DE-2
Help someone register to vote
Resource:
www.mdc.edu/vote
5 points
X2=10 points possible Photo with each person you helped
register Reflect on the process of helping somebody register to
vote. If someone were to ask you, “how do I register to vote?”
what would you tell them? How might the voter registration
process affect a person’s willingness and likelihood to vote?
DE-3
Find the sample ballot for an upcoming local or state election
Resource:
Miami Dade Sample Ballots5 points Download or print out from
Board of Elections website Reflect on the items on your sample
ballot. What items make sense to you? What items confuse you?
What resources are available to help you decode and make sense
of the ballot items you do not understand? How will you make
sure you are informed before you cast your vote in this
election? DE-4
Create a voting plan for an upcoming election
Resource:
EngageMiami.Vote
5 points per election
X3=15 points possible Summarize (~200-400 words) how,
where, and when you will vote for an upcoming election Reflect
on the voting plan you created. Why did you choose this method
3. (mail-in, early, or election day) over the other options? Explain
why you would, or would not, recommend creating voting plan.
DE-5
Attend, watch, or listen to a live candidate debate, legislative
session, or citizen address (1.5 hrs. minimum)
Examples:
Local, state, or Presidential candidate debates, Florida House of
Reps hearing, Congressional session, State of the Union
Address, etc.
Watch/Listen: 5 points
X2=10 points possible to watch/listen
Attend: 10 points
X2=20 points possible to attend in person
Watch/Listen: Screenshot of meeting while live, or provide the
link accessed for the live recording
Attend: Take a photo of yourself at meeting
Watch/Listen: Reflect on the event. What did you learn? What
topics of interest were covered? What did you observe on social
dynamics, the process of decision-making, or the debate? What
is your perspective on the topics discussed?
Attend: Same as above. DE-6
Know your elected officials at city, county, state, and federal
level
Resources:
WhoAreMyRepresentatives
Elected Officials Worksheet5 points Provide a list of all of your
elected officials at the city, county, state, and federal level, and
the office they each hold Reflect on the names, photos, and
backgrounds of your elected officials. Do you get a sense that
these individuals are representative of you and your
community? Why or why not? Why is it important to be aware
of who our local elected officials are? DE-7 Research two of
your current elected officials from #DE-6 10 points Name and
citation of websites/articles used plus research (~300-500 words
total) of two of your local elected officials’ roles, length of
their terms, and two issues that each official supports Reflect on
4. your findings. Do you agree or disagree with the local elected
officials on the issues they support? Were any issues ignored?
DE-8
Call two of your elected officials from #DE-6 about an issue of
concern
Resource:
Contacting Elected Officials
5 points
X2=10 points possible Phone number of officials called, date &
time of phone call, name and role of person spoken to, and
description (~100 words) of what you said Reflect on the
process of contacting your elected officials via phone calls. Was
it easier or harder, simpler or more complicated than what you
expected? How do you feel about the way your call was handled
by each office? Why do you think it is important to make your
perspective on an issue known to your elected official? DE-9
Email one of your elected officials from #DE-6 about an issue
of concern, in your own words
Resource:
Contacting Elected Officials10 points Copy of email (~300-500
words) about an issue of concern in your own words, plus a
screenshot of the sent email that includes original timestamp
Reflect on the process of contacting your elected official via
email. Was it easier or harder, simpler or more complicated than
what you expected? How do you feel your email was handled?
Why do you think it is important to make your perspective on
this issue known to your elected official? DE-10
Report issue or concern in community to proper governmental
authority
Examples: potholes, streetlights, illegal trash dumping, unsafe
intersection, etc.
Resource:
City of Miami
5 points
X2=10 points possible
Reported via portal or email: Photo of the issue you reported
5. and copy of sent submission
Reported via phone call: Photo of the issue you reported and
phone number of the authority called, date & time of phone call,
name and role of person spoken to, and description (~100
words) of what you said Reflect on the process of reporting an
issue or concern. What was the issue? Who did you report it to?
Has any action been taken yet and if so, what? DE-11
Research the most recent proposed or finalized budget from
your city or county
Resource:
Miami-Dade County10 points Copy of research (~300-500
words plus citations) describing what the budget covers, when
the next budget hearing is, and what the budget approval
process is like Reflect on the budget and whether it considers
the best interest of the community at large. Does it reflect your
own sense of community needs? What changes, if any, would
you like to see? How will you make your voice heard? Is the
budget easy to find and understand? DE-12
Attend, watch, or listen to a live community, city,county, or
state meeting (1.5 hrs. minimum)
Examples:
Neighborhood associations, budget forums, town halls,
commission meetings, School Board meetings, etc.
Watch/Listen:
5 points
X2=10 points possible
Attend: 10 points
X2=20 points possible to attend in person Watch/Listen:
Screenshot of meeting while live, or provide the link accessed
for the live recording Attend: Take a photo of yourself at
meeting
Watch/Listen: Reflect on what you learned. What topics or
issues addressed most interested you? Why? What did you
notice about the way individuals and groups interacted with
each other? What did you notice about the decision-making
process on the topics discussed?
6. Attend: Same as above DE-13
Present a prepared speech at a community, city, county, or state
meeting
Examples:
Neighborhood associations, budget forums, town halls,
commission meetings, School Board meetings, etc.
Resource:
How to Prepare & Make a Public Comment15 points Photo of
yourself, recording of yourself, or link to public record video
with time of your speaking, and copy of speech (~200-400
words) Reflect on the process of preparing a speech and the
experience of presenting it to public officials. What item did
you comment on? What was it like to be able to speak directly
to your neighbors and/or elected officials and/or other
stakeholders in these decision-making processes? DE-14
Serve as a Miami Dade County Department of Elections Poll
Worker
Resource:
Become a Poll Worker20 points Submit proof of training and
attendance, such as orientation paperwork and a photo of
yourself at polling station (be sure to ask supervisor for where
it is acceptable to take a photo) Reflect on this role. What was
the process of signing up and being trained to serve? Why did
you decide to serve as a poll worker? What did you learn during
your experience? Why are poll workers significant to upholding
a democracy? DE-15
Attend/participate in a workshop, training or informational
event relating to democratic engagement (1 hr. minimum)
Examples:
Attend remotely:
5 points
X2=10 points possible
Attend: 10 points Photo of yourself at event and/or receipt of
admission with date, description of event (~100 words), and
your role, if participating Reflect on the workshop, training, or
event topic. What did you learn? How did it help you prepare to
7. be active in political processes? Would you recommend it to a
friend? Why or why not?
National Voter Registration Day, Get Out the Vote, Women and
the Vote, etc.
Note:
Contact your iCED office for suggestions
www.mdc.edu/icedX2=20 points possible to attend in person
DE-16
Sign at least 5 political, environmental, or social -issue petitions
relating to causes you support
Resources:
Change.org, DoSomething.org
Note:
Petitions may be signed over the course of one semester (~4
months) 5 points Screenshot or photo of petitions signed Reflect
on each petition. Why did you choose it? How and where did
you learn about and access this petition? What are your
thoughts on petitions as a way to make positive changes in our
communities? DE-17
Serve with a local or state political campaign (3 hr. minimum)
Note:
Does not qualify for service hours with iCED. See #CW-5 5
points Documentation from service supervisor, such as a letter
confirming service, a certificate of hours completed, or other
evidence of service signed by a supervisor at service site
Reflect on the campaign you chose, why it resonated with you,
and what your experience serving with a political campaign
taught you about democratic processes. DE-18
Join a local or state voter engagement organization or political
party and attend at least 2 meetings
Examples:
Young People’s Policy Priorities, Turning Point USA, League
of 15 points for attending 2 meetings Evidence of joining
voter/political engagement organization (official letter or email,
membership card, etc.), photo of yourself at each meeting
and/or receipt of attendance with date, and Women Voters,
8. League of Conservation Voters, local/state political party, etc.
Reflect on why you chose this organization, what issues were
discussed at each meeting, and what you learned from each
attendance.
Extended reflection required: minimum reflection requi rements
must be met for each attendance. description of each
meeting/event (~100 words) DE-19
Participate in an organized political debate* with someone with
whom you disagree on a political, environmental, or social issue
*Debate – a formal argument of opposing ideas on a subject
with a public audience, usually with a selected judge
Resource:
Essential Partners: Debate and Dialogue Table (page 1)
Examples:
Political Science Club, Debate Club, part of a Speech or English
course, etc. 10 points Copy of debate notes and photo or
recording of your participation Reflect on the challenges and
outcomes of this experience. What did you realize is the
difference between debate and dialogue? What did you learn in
preparation for your debate? What did you learn or realize
during your debate? What is the role of debates in a democracy?
DE-20
Attend a protest, rally, or demonstration with positive signage
*positive signage – hand-made sign with a message supporting
the issue and/or promoting hope or change 10 points Photo of
yourself in attendance as well as any signs you chose to create
or hold up Reflect on your experience and role in attending.
What issue did it center on? Why do you support this cause?
What are some of your observations of the protest, rally, or
demonstration you participated in? Why is the right to assemble
and protest important in a democracy? DE-21
Write an op-ed or letter to the editor on a topic of local or
societal importance
Resource:
Written and sent: 5 points
Published: 10 points Op-ed vs Letter to the Editor
9. Bonus:
Additional 10 points if it is published Copy of letter (~300-500
words) and a screenshot of submission page (if submitted on a
website) 15 points possible Reflect on the process of getting in
touch with a media organization. What is the public’s
responsibility to engage with the media? or screenshot of sent
email message (if emailed to an editor) DE-22
Read two news articles from a reputable local or state news
source on the same subject of at least 2 pages (~1,000 words)
each
Note:
Subject of articles should be at the intersection of political,
environmental, or social issues
5 points per two articles
X2=10 points possible Summary (~200-400 words total) of both
articles, and name and citation of each article read Reflect on
your personal connection to the issue and how the issue relates
to your role as a resident in a democracy. DE-23 Summarize
media fact-checking after reading about the process from
PolitiFact.com and FactCheck.org5 points Summary (~200-400
words total) of how both organizations check facts and
description of “fact-checking” in your own words Reflect on
what was learned about the process of fact-checking. How will
this help you stay informed when consuming media in the
future? DE-24
Summarize two fact-checked claims made by local, state, or
federal officials
Resources:
PolitiFact.com
FactCheck.org
5 points per 2 claims
X2=10 points possible Summary of the claims that were fact-
checked (~200 words per fact, ~400 words total) including who
made them, when, and to whom Reflect on the importance and
impact of local, state, and federal officials sharing correct
information to the public. DE-25
10. Help stop the spread of “Fake News”:
Review the SIFT method and verify a news story that has been
shared on social media 10 points Summary (~200-400 words) of
the SIFT method, the news story that was verified, whether it
was true or false, and link/citation to the social media post
Reflect on what was learned from using the SIFT method for
verifying news. Describe the implications of sharing unverified
information on social media. Will this change how you consume
and share media? How?
Resources:
SIFT Method
SIFT Through Misinformation
Daily Examples of SIFTDE-26
Read and summarize a United States founding document
Resources:
Preamble to the Constitution
Bill of Rights
Declaration of Independence
Essay from the Federalist Papers
5 points
X2=10 points possible Summary (~200-400 words) of the
document read and citation. Link to where the full text of the
document was accessed digitally, or photo if you have a hard
copy Reflect on a founding document and the era in which it
was written. What did freedom mean during this time, and who
was free? How were those freedoms expanded to more people
over the years? How does this document influence your life
today? DE-27
Take practice Citizenship Exam with passing score
Resource:
USCIS: Civics Practice Test5 points Screenshot of your score
(appears once you finish the 20 questions) showing 80% or
higher Reflect on the questions from the practice test. What are
your thoughts on the topics naturalized citizens are required to
learn about? Did any question or topic surprise you? Are any
questions or topics missing? Do you agree or disagree with the
11. concept of a citizenship exam?
ENVIRONMENT & SUSTAINABILITY
Discovering your role within the story of Earth ES-1
Know the native plants of your community
Resources:
Florida-friendly Plant Database
Florida’s Wild Edible Plants5 points Provide list of 10 diverse
native plants (including flowers, shrubs, trees, vines, grasses,
and/or food plants) and citation of sources Reflect on your
experience and familiarity with native plants in your
community. Which native or invasive plants to you encounter
most often? What are some potential reasons for this? ES-2
Plant a South Florida native species and maintain it for 3
months
Examples:
Native flowers, shrubs, trees, vines, grasses, and/or food plants
Resources:
Florida-friendly Plant Database
Florida’s Wild Edible Plants20 points Before photo of the space
planted and weekly photo of the plant’s progress
Reflect on your experience having to maintain native plant life.
Why was this plant chosen? What are this native plant’s needs
to thrive (water, food, soil, light, etc.)? What special role does
this plant play in its natural ecosystem? Were there any
challenges?
Extended reflection required: minimum reflection requirements
must be met 1x a week throughout experience ES-3
Attend a farmer’s market and try local and/or seasonal foods
and products (1 hr. minimum)
Resource:
South Florida Farmer’s Markets10 points Name and location of
farmer’s market, date attended, and photo of yourself attending
Reflect on your observations during your visit to the farmer’s
market. How did the options compare to your usual grocery
store? How do the prices compare? Why would someone choose
to go to a farmer’s market instead of a traditional grocery store?
12. ES-4
Review the 17 United Nations Sustainable Development Goals
and watch ‘We the People’ For the Global Goals”
Resources:
United Nations Sustainable Development Goals
'We the People' for Global Goals video5 points Summary (~200-
400 words) of the UN SDGs (Sustainable Development Goals)
and name and citation of UN SDG website used Reflect on the
website and video. Which two goals most interest you? Why do
you feel those two goals are most relevant to you and your
community? ES-5
Complete the UN Sustainable Communities Checklist
Resource:
UN Sustainable Communities Checklist5 points Screenshot of
completed checklist. Name/citation of sources used for
information to complete checklist Reflect on the sustainability
of your community. Answer the three reflection questions from
the bottom of checklist. What do you think the checklist leaves
out, should include, or could clarify? ES-6
Complete the Miami Water Keepers quiz & read the included
article ‘Best Management Practices’
Note:
Article at the end of the quiz
Resource:
Miami Water Keepers Quiz5 points Screenshot of quiz results
Reflect on your relationship to water. What are best practices
for managing your water usage? How do you plan to improve on
your water usage? How can residents improve the water quality
of where they live? ES-7
Calculate your slavery footprint
Resource:
Slavery Footprint Calculator
Note:
This site works best on a desktop or laptop computer 5 points
Screenshot of slavery footprint results Reflect on the factors
that contribute to your slavery footprint. Were you surprised by
13. the impact your consumption has on others? Why is it important
for people to reflect on their slavery footprint? If more people
understood their slavery footprint, what could change? What
will you do differently as a result of this action? ES-8
Calculate your carbon footprint
Resources:
EPA Carbon Footprint Calculator
Nature Conservancy Carbon Footprint Calculator5 points
Screenshot of carbon footprint results Reflect on the factors that
contribute to your carbon footprint. Were you surprised by some
of the activities that had larger or smaller impacts than
expected? What was your reaction to learning your carbon
footprint? If more people understood their carbon footprint, do
you think anything would change? ES-9
Research two contributors to a carbon footprint from #ES-8
Examples:
Food production/consumption, energy consumption, plastic or
electronics production and waste, water consumption and waste,
transportation, etc. 10 points Name and citation of
websites/articles used plus research (~300-500 words total) on
two contributors to a carbon footprint Reflect on the role of
these carbon contributors in your own life. What would it take
for you to substantially reduce them or eliminate them from
your life? What would be the impact if everybody substantially
reduced or eliminated these carbon contributors ? Is that
feasible? Why or why not? ES-10
Watch two videos from “The Story of Stuff” series by Annie
Leonard
Resource:
Story of Stuff videos
5 points for each two videos watched
X3=15 points possible Description (~100 words) of each video’s
content and name and citation of each video watched Reflect on
the topic addressed. How does consumption relate to your role
as a global citizen? What changes are you inspired to make after
watching the Story of Stuff Videos? Why? ES-11
14. Clean up trash in your neighborhood, at a public park, or near
the water (1.5 hrs. minimum)
Note:
Does not qualify for service hours with iCED. Refer to CW-6
for service hours with iCED 10 points Before and after photos
of the area and trash collected Reflect on the trash collected
during this activity. What items did you most collect? Who or
what do you believe is most responsible for trash in public
places? ES-12
Properly recycle household electronics, computer and printer
accessories, and/or batteries after reading about e-waste on PBS
or Recycle Nation
Resources: 10 points Name and location of organization you
recycled with. Photo of items at donation site and/or receipt
from organization, and name and citation of websites/articles
read Reflect on your experience recycling these items. Have you
recycled them in the past? Why or why not? What are the
impacts of electronic waste and batteries on the environment
and humans?
PBS: Where does America’s e-waste end up? GPS tracker tells
all
Recycle Nation: Where does e-waste end up?
Miami-Dade County Chemical Collection CentersES-13
Properly dispose of household chemicals, hazardous waste,
and/or cleaning supplies after reading about household
hazardous waste from the EPA
Resource:
EPA Household Hazardous Waste Information
Miami-Dade County Chemical Collection Centers10 points
Name and location of organization you recycled with. Photo of
items at disposal site and/or receipt from organization, and
name and citation of websites/articles read Reflect on your
experience properly disposing of these items. Have you properly
disposed of them in the past? Why or why not? What are the
impacts of household waste and cleaning supply runoff on the
environment and humans? ES-14
15. Eliminate consumption of meat, fish, & animal byproducts (like
eggs, milk, cheese) for 7 continuous days
Resource:
WikiHow: How to Keep a Food Diary15 points Submission of 7-
day food diary, photos of plant-based meals, and links to plant-
based recipes used, if applicable Reflect on your experience
changing your eating habits. What came easy to you? What was
challenging? Did you learn anything about yourself that
surprised you? What are the impacts of animal product
consumption on the environment and humans? How are the
animals themselves treated? ES-15 Reduce your home energy
use for 30 continuous days and by a minimum 10% 15 points
Screenshots or photos of your prior and current year energy
bills for the same month reflecting a reduction of energy use by
a minimum of 10%
Example: screenshot of your July 2019 and July 2020 energy
bills reflecting at least a 10% decrease Note: Blur out or cover
confidential account information in your submission
Reflect on the specific changes you made to reduce your home
energy use. How did these changes affect your daily household
life? Any surprises or recommendations that other people could
easily incorporate?
Extended reflection required: minimum reflection requirements
must be met 2x a week throughout experience
decrease from the same month of the previous year
Example:
Reduce energy use from July 1 – 31, 2020 resulting in a 10%
decrease from your July 2019 bill
Resource:
FPL: Top Energy Saving TipsES-16
Eliminate consumption of single-use plastic (water bottles,
bags, straws, utensils, etc.) for 7 continuous days
Resource:
EPA: Ten Ways to Unpackage Your Life15 points Submission
of a 7-day diary describing the single-use plastic products
eliminated, and list and/or photos of substitutions used
16. Reflect on your experience changing your consumption habits.
Were you surprised by how many items in your daily life are
made from single-use plastic? What steps will you take to
ensure continued use of reusable items? What are the impacts of
single-use plastic on the environment and on humans?
Extended reflection required: minimum reflection requirements
must be met 3x a week throughout experience ES-17
Reduce your transportation footprint for 7 continuous days by
relying exclusively on public transit* and/or self-powered
transportation**
*public transit – bus, train, trolley, etc. No ridesharing such as
Uber/Lyft, no carpooling, or any other car use
**self-powered transportation – walking, bicycling, skating,
etc. 15 points Dates public transit was used and a daily photo
using public transit or daily receipts from transit company;
dates self-powered transportation was used and daily photos
using those methods
Reflect on your experience reducing your transportation
footprint. Were all the places you normally visit accessible?
How does the built infrastructure in your city or county support
or hinder public transit use? How does the landscape in your
community affect the safe mobility of non-drivers? What are the
impacts of private vehicles on the environment?
Extended reflection required: minimum reflection requirements
must be met 3x a week throughout experience
Resource:
C2ES: Reducing Your Transportation FootprintES-18
Attend/participate in MDC or community-led workshop,
training or informational event relating to environment and
sustainability (1 hr. minimum)
Note:
Contact your Earth Ethics Institute (EEI) office for details
Examples:
1000 Eyes on the Water, EEI-sponsored events, etc.
Attend remotely: 5 points
X2=10 points possible
17. Attend: 10 points
X2=20 points possible to attend in person Photo of yourself at
event, receipt of admission with date, brief description of event
(~100 words), and your role, if participating Reflect on the
workshop, training, or event topic. What did you learn? How
did it help you understand your role in the story of Earth? What
actions are you inspired to take because of attending or
participating?
COMMUNITY WELL-BEING
Contributing to the positive or healthy development of members
of your community CW-1
Complete a Significant Act of Kindness that can be documented
in a photo or recording
Resource:
Positive Psychology: Random Acts of Kindness
5 points
X3=15 points possible Photo or recording of the act of kindness
and summary (~200-400 words) of the act of kindness that was
completed Reflect on significant acts of kindness. Why did you
choose this action and the person who received it? How did it
feel to complete this act? What makes an act of kindness
significant? CW-2
Donate non-perishable food to the MDC Food Pantry for
Students or local foodbank valuing at least $5
Resource:
MDC: Food Pantries
5 points
X2=10 points possible Photo of yourself with food donations
and receipt from pantry or food bank Reflect on experience of
donating food. How did it feel to donate to a food pantry? Why
are food donations needed in your community? What impact
does food insecurity have on the positive or healthy
development of your community? CW-3
Donate in kind* to a local or state nonprofit or organization
valuing at least $5
*In kind: non-monetary donations like clothing, furniture,
18. household goods, etc. 5 points Photo of yourself with in-kind
donations and receipt from nonprofit or organization Reflect on
the experience of in-kind donating. How did it feel to donate
your personal items? Where would your personal items have
ended up if they were not donated? What impact can in-kind
donations have on the positive or healthy development of your
community, or on the environment? CW-4
Fundraise over $50 for a nonprofit organization through a single
event or ongoing campaign
Note:
Fundraiser must engage multiple donors (minimum of 5), and
funds may not be raised exclusively from a single donor or
exclusively from your family, friends, or club 15 points Photo
or recording of you raising funds, the date(s), time(s), and
location(s) of fundraiser, and documentation (receipt) that the
funds were delivered to the organization Reflect on the process
of fundraising. Why was this organization chosen to receive
funds? What impact does this organization have on positive or
healthy development in your community? What challenges or
successes did you experience while leading a fundraising event
or campaign? CW-5
Serve with a local or state nonprofit (5 hr. minimum)
Note:
Service required for student club is acceptable; service-learning
required for a course grade is acceptable only with course
instructor permission 2.5 points per every 5 hours, up to 15
points (round points to next whole number)
Documentation from service supervisor such as signed service-
learning or volunteer hours log, letter from nonprofit agency,
etc.
Note: Service must meet iCED’s Standards for Service. Submit
service hours to iCED
Reflect on your service. Which organization did you serve with
and why? What activities did you participate in and what did
you learn during your experience? Did anything surprise or
disappoint you?
19. Extended reflection required: minimum reflection requirements
must be met for every 5 hours served CW-6
Serve in a national or international day of service
Examples:
MLK Day of Service, 9/11 Day of Service and Remembrance,
Global Youth Service Day, etc. 2.5 points per every 5 hours, up
to 15 points (round points to next whole number)
Documentation from service supervisor such as signed service-
learning or volunteer hours log, letter from nonprofit agency,
etc. Note: Service must meet iCED’s Note: Service must meet
iCED’s Note: Service must meet iCED’s Note: Service must
meet iCED’s Note: Service must meet iCED’s
Reflect on your participation on this day of service. What is the
history of the day? What organization did you serve with, and
how is it related to this day of service? What did you learn
during your experience? Did anything surprise or disappoint
you?
Extended reflection required: minimum reflection requirements
must be met for every 5 hours served
Note:
Cannot be completed in conjunction with serving a local or state
nonprofit (#CW-6). Service required for student club is
acceptable; service-learning required for a course grade is
acceptable only with course instructor permission CW-7
Serve on community board or committee (10-hour minimum)
Examples:
Commission for Women, the Children’s Trust, Engage Miami,
etc. 15 points Proof of Board or committee appointment. Photo
of yourself at meetings
Reflect on your participation with the community board or
committee. What activities did you participate in? How are they
related to the overall mission of the board or committee? How
does this board or committee contribute to the positive or
healthy development of members of your community?
Extended reflection required: minimum reflection requirements
must be met for every 5 hours served CW-8
20. Complete an STI and HIV test
Note:
Results are not required for documentation or reflection 10
points
Name and location where both tests were taken. Proof of test
being taken, including date
Note: results not required for documentation. Blur out or cover
confidential medical information in your submission
Reflect on the experience of getting tested. Why is there a need
for STI and HIV testing in your community? What impact does
testing have on the positive or healthy development of your
community?
Note: results are not needed for reflection CW-9 Donate blood
or plasma 10 points Name of donation organization and location
where donation was made. Proof of donation, including date
Note: Blur out or cover confidential medical information in
your submission Reflect on the experience of donating blood or
plasma. How did it feel to donate a part of yourself? Why is
there a need for blood and plasma donation in your community?
What impact does donating have on the positive or healthy
development of your community? CW-10 Donate bone marrow
30 points
Name of donation organization and location where donation was
made. Proof of donation, including date
Note: Blur out or cover confidential medical information in
your submission Reflect on the experience of donating bone
marrow. How did it feel to donate a part of yourself? Why is
there a need for bone marrow donation in your community?
What impact does donating have on your community? CW-11
Have a deliberative dialogue* with someone with whom you
disagree on a political, environmental, or social issue
*Dialogue = seeking to understand the other person’s point of
view, and helping him/her understand yours, done with respect,
civility, and a desire to find common ground
Resource:
Essential Partners: Debate and Dialogue Table (page 1-9) 10
21. points Date, time, and location of dialogue, relationship to other
person engaged in dialogue, and a list of questions used to
guide dialogue Reflect on the experience of having a
deliberative dialogue. Why was the issue for dialogue chosen?
What did you learn about the other person’s perspective on the
issue? How did deliberative dialogue help you find mutual
understanding on the issue? What importance does dialogue
have towards the positive or healthy development of your
community? CW-12 Host a neighborhood or community meeting
for an authentic audience* to discuss an issue of community
relevance (1 hr. minimum) 15 points
Photo of yourself at meeting, photo/screenshot of materials used
to advertise the meeting, and copy of the meeting agenda with
date, time, and location
Note: Blur out or cover faces/info of other attendees if needed
Reflect on the experience of bringing people together. Why was
the selected issue discussed? What resolutions or actions
resulted from the meeting? What challenges or successes did
you experience while completing the action? What feedback did
you get from people who attended?
*Authentic audience: must benefit from the information
presented, and must engage multiple and diverse people
(minimum of 5) who may not be exclusively from your family,
friends, class, or club
Example:
10 Days of Connection, each summer CW-13
Complete a “Community Well-Being Certification” (1 hr.
minimum)
Examples:
Mental Health, First Aid, CPR, Suicide Prevention, etc.
Note:
MDC Student Wellness Resources or contact iCED for
upcoming certifications
15 points
X2=30 points possible Name of certifying organization, date
and location of training or certification, and photo/screenshot of
22. certification of completion Reflect on what you learned while
completing your certification. What is the importance of this
certification and why did you choose it? What challenges or
successes did you have while completing it? How will this
certification prepare you to contribute to the positive or healthy
development of your community? CW-14
Attend/participate in a workshop, training, or informational
event relating to community well-being or a social issue (1 hr.
minimum)
Examples:
Public health, housing, public transit, public education, civic
engagement expo etc.
Attend remotely:
5 points
X2=10 points possible
Attend: 10 points
X2=20 points possible to attend in person Photo of yourself at
event, receipt of admission with date, brief description of event
(~100 words), and your role, if participating Reflect on the
topic addressed. What new knowledge or skills were learned?
How did the workshop, training, or informational event help
you prepare to contribute to the positive and/or healthy
development of your community? CW-15
Present a workshop, training, or informational event on an issue
of political, environmental, or social significance to an
authentic audience* through a single event or ongoing campaign
*Authentic audience: must benefit from the information
presented, and must engage multiple and diverse people
(minimum of 5) who may not be exclusively from your family,
friends, class, or club
Note:
Presentation must include factual, cited information, and
include a call-to-action or proposed solution 15 points Photo or
recording of you conducting the presentation, a summary (~200-
400 words plus citations) of the issue and call to action you
presented, and the date, time, and location of the presentatio n
23. Reflect on the issue you presented on. What about this issue
inspired you to conduct a workshop, training, or informational
event? How did others react to the information you presented?
Describe your process for preparing the presentation and your
feelings about implementing the presentation. How did this
action contribute to the positive and/or healthy development of
your community? CW-16
Participate in MDC campus or community leadership or
fellowship program in its entirety (10-hour minimum)
Examples:
Andrew Goodman Foundation Ambassador, Campus Election
Engagement Fellow, GSELS Scholar Recognition, Global
Ambassadors, Year Up, CLEAR and HEAL Academies,
Community Leadership Forum, etc. 30 points Name of host
organization, location, dates, and times of seminar or fellowship
program, and photo/screenshot of proof of completion or
capstone project
Reflect on the leadership or fellowship program. What about
this program inspired you to participate? What topics were
discussed in the program? What skills were learned or
enhanced? What did you contribute to the program? What have
you learned about how completing this program will contribute
to the positive and/or healthy development of your community?
Extended reflection required: Minimum reflection requirements
must be met for every 5 hours of participation and up to 20
hours in total (no more than 4 reflections)
ARTS & CULTURE
Discovering how the arts strengthen and enrich our communities
AC-1 Watch a film or documentary about a political,
environmental, social, or cultural issue (1.5 hours minimum)
5 points
X2=10 points possible Summary (~200-400 words plus citation)
of film in your own words Reflect on the film or documentary.
What did you learn? What feelings came up while watching it?
How was the topic portrayed uniquely through film compared to
other mediums (audio, written, etc.)? How can film strengthen
24. and enrich our communities? AC-2
Read a nonfiction or fiction book about a political,
environmental, social, or cultural issue of at least 100 pages
Bonus: Additional 5 points for a banned/challenged book with
added documentation and reflection
Resource: American Library Association Banned & Challenged
Book List
Nonfiction or fiction book: 15 points
Banned/challenged book: 5 points
20 points possible
Summary (~200-400 words plus citation) of book in your own
words
Additional documentation for banned/challenge book: Briefly
describe (~100 words plus citations) why the book was banned
or challenged
Reflect on the topic addressed. What did you learn? What
feelings came up while reading it? How was the topic portrayed
uniquely through writing compared to other mediums (audio,
film, etc.)? How can literary arts and storytelling strengthen and
enrich our communities?
Added reflection for banned/challenge book: Reflect on the
content of the book that made it banned or challenged. How do
you feel about that content? Why or why not is freedom of
expression through books important? AC-3
Research the indigenous people and tribe(s) of your community
using your zip code with Native Land
Resource: Native Land Map10 points
Names and location of each tribe of your community, research
(~300-500 words plus citations) on the indigenous tribe(s) to
include a brief summary of their history and whether they are
active in your community today
Note: select up to two tribes to research Reflect on what you
learned about the indigenous people and tribe(s) of your
community. What surprised you about their historical
background and/or current activity in your community today?
Why is it important to know about the indigenous tribes of our
25. communities? AC-4
Create a land acknowledgement for the indigenous people and
tribe(s) of your community from #AC-3
Resources:
Native Governance Center’s Land Acknowledgement
Whose Land Videos
Bonus:
Additional 5 points for presenting land acknowledgement to an
authentic audience
Create: 5 points
Present: 5 points if presented to an authentic audience
10 points possible
Create: Copy of land acknowledgement (~200-400 words plus
citations)
Present: Photo or recording of you presenting the land
acknowledgement plus description (~100 words) of the event
and audience you presented to
Create: Reflect on land acknowledgements. What did you learn
about their significance? Describe your process of writing a
land acknowledgement for the indigenous tribe(s) of your
community. How has this activity impacted how you understand
the strength of culture of your community?
Present: How did others react to the information you presented?
How did this action contribute to the strengthening and/or
enrichment of your community? AC-5
Visit a state park, museum, or site of cultural significance*
*cultural significance – a site with historic, scientific, social, or
spiritual value
Resources:
Visit Miami Museums for Free
Historic Places to Visit in Miami
Historic Treasures in Homestead & Florida City
10 points
X2=20 points possible Photo of yourself at site, receipt of
admission with date, description (~100 words) of site, and name
and location of site Reflect on the site you visited. What about
26. this site inspired you to visit? What did you learn? What
feelings came up during your visit? How did this visit inform or
impact the connection you have with your community? AC-6
Join a community art or cultural collective and attend 2
meetings/events 10 points for 2 meetings Evidence of joining
art or cultural collective (official letter or email, membership
card, etc.), photo of yourself at each meeting and/or receipt of
attendance with date, and description of each meeting/event
(~100 words)
Reflect on the collective you joined. What about this collective
inspired you to join? What topics were presented at each
meeting/event? What did you learn about the arts and your
community’s culture from joining? What contributions did your
membership and presence bring to the collective?
Extended reflection required: Minimum reflection requirements
must be met for each meeting/event attended.
Examples:
“O, Miami,” Miami Film Society, book club, Miami-Dade
Group Rides, etc. AC-7
Attend/participate in MDC Live Arts program (1.5 hrs.
minimum)
Example:
ECOCultura, artist-in-residence project, etc.
Resource:
MDCLiveArts.org
10 points
X2=20 points possible Photo of yourself at program, receipt of
admission with date, brief description of event (~100 words),
and your role, if participating Reflect on the topic addressed.
What new knowledge or skills were learned? How did the
program help you understand how the arts strengthen and enrich
our communities? AC-8
Attend/participate in a local arts or cultural fair/festival (1.5
hrs. minimum)
Examples:
Miami Book Fair, Miami Film Festival, Asian Culture Festival,
27. O, Miami Poetry Festival etc.
10 points
X2=20 points possible Photo of yourself at program, receipt of
admission with date, brief description of event (~100 words),
and your role, if participating Reflect on the fair or festival.
What about it inspired you to attend or participate? What new
knowledge or skills were learned? How did attending or
participating help you understand how an arts or cultural
fair/festival can strengthen and enrich our communities? AC-9
Present original art* for an authentic audience** on a political,
environmental, or social issue
*Art: 2D, 3D, or performance art, plus a call-to-action or
proposed solution
**Authentic audience: must benefit from the message presented,
and must engage 15 points Photo or recording of art, the date,
time, and location of your presentation, a summary (~200-400
words plus citations) of the issue presented, and description of
audience Reflect on the issue you presented on. What about this
issue inspired you to conduct an educational campaign? How
did others react to the information you presented? How do you
think creating original art can strengthen and enrich our
communities? multiple and diverse people (minimum of 5) who
may not be exclusively from your family, friends, class, or club
SOCIAL INNOVATION
Developing solutions to challenging issues in support of social
progress SI-1
Review solutions journalism by visiting
Solution
s Journalism Network and reading the internal “Who We Are”
and “Our Impact” pages