Introduction Members of the Sociology Department at a local .docx
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Introduction: Members of the Sociology Department at a local college are brainstorming about the course offerings for next semester. Steve: That was a great brainstorming session. And I really want us to now get down to the business of coming up with specific courses that we’re willing to eliminate and that we’re willing to add. We need to balance off the integrity of our department and our offerings with the needs to bring in more students and the need to develop a stronger curriculum. Trevor: But we don’t want enrollment to dictate, you know, what Teacher: Right. Ellen: Oh, here we go. Here we go. Trevor, you need to look at the numbers. It’s indicative of Trevor: I understand that. Ellen: certain trends of the student population. And I think we need, right now is the time to address these things. Trevor: I’m not advocating Teacher: Speaking of trends, Ellen, Trevor, I have an exciting idea. I think we should teach a course and I’ve already set up all the entire coursework of the sociology of time. Sociology of time, the understanding of time as a commodity, the understanding of an individual’s strive and drive Trevor: That’s the Dearborn book? Teacher: Exactly. The Dearborn book that you gave me Ellen: Oh he is brilliant. Trevor: It’s very interesting, but I don’t know that Teacher: [indiscernible] acceleration of time in history? Trevor: I mean, you have a reading list or anything in mind? Teacher: Yep, yep, entire reading list, of course starting with Dearborn’s book. It’s a phenomenal piece of work. It really builds upon the foundations of the institution and trying to remain on the edge, trying to lead the pack of [indiscernible] sociology. As everybody knows, our numbers have been down in a number of the courses. That’s why one of the reasons we’re here is to decide which courses we should possibly move away from or evolve into something else. Ellen: Which is going to be a difficult task. Teacher: Yes. Trevor: But I think this is premature as far as that particular course goes. I mean, we’d have to think that through. Ellen: Well, think about it because students from other concentrations might very well be attracted Teacher: Exactly. Ellen: to that concept. Teacher: Exactly. Ellen knows what I’m talking about. Trevor: And I appreciate and respect what, you know, your thinking is here. But, I mean, we don’t want enrollment or trying to bring in more majors to drive Ellen: Try to be open to a new idea. Steve: I’m going to ask everyone to sort of step back from what they might be feeling in the moment and consider the bigger picture. The bigger picture is we have to add and eliminate courses. We have to attract students. And we have to deepen our curriculum. So how are we going to do it? Ellen: Attracting students, that is key. Steve, I think we could do that by offering a course on the sociology of time. Trevor: If we want to run with that, then we’re going to .
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![Trevor: That’s the Dearborn book?
Teacher: Exactly. The Dearborn book that you gave me
Ellen: Oh he is brilliant.
Trevor: It’s very interesting, but I don’t know that
Teacher: [indiscernible] acceleration of time in history?
Trevor: I mean, you have a reading list or anything in mind?
Teacher: Yep, yep, entire reading list, of course starting with
Dearborn’s book. It’s a phenomenal piece of work. It really
builds upon the foundations of the institution and trying to
remain on the edge, trying to lead the pack of [indiscernible]
sociology. As everybody knows, our numbers have been down
in a number of the courses. That’s why one of the reasons
we’re here is to decide which courses we should possibly move
away from or evolve into something else.
Ellen: Which is going to be a difficult task.
Teacher: Yes.
Trevor: But I think this is premature as far as that particular
course goes. I mean, we’d have to think that through.
Ellen: Well, think about it because students from other
concentrations might very well be attracted
Teacher: Exactly.
Ellen: to that concept.
Teacher: Exactly. Ellen knows what I’m talking about.](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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ntroduction: Members of the Sociology Department at a local college are brainstorming about the course offerings for next semester.
Steve:
That was a great brainstorming session. And I really want us to now get down to the
business of coming up with specific courses that we’re willing to eliminate and that we’re
willing to add. We need to balance off the integrity of our department and our offerings
with the needs to bring in more students and the need to develop a stronger curriculum.
Trevor:
But we don’t want enrollment to
dictate, you know, what
Teacher:
Right.
Ellen:
Oh, here we go. Here we go. Trevor, you need to look at the numbers. It’s
indicative of
Trevor:
I understand that.
Ellen:
certain trends of the student population. And I think we need, right now is the time to address these things.
Trevor:
I
’
m not advocating
Teacher:
Speaking of trends, Ellen, Trevor, I have an exciting idea. I think we should teach a
course and I’ve already set up all the entire coursework of the sociology of time.
Sociology of time, the understanding of time as a commodity, the understanding of an
indi
vidual’s strive and drive
Trevor:
That’s
the
Dearborn book?
Teacher:
Exactly. The D
earborn book that you gave me
Ellen: Oh he is brilliant.
Trevor:
It’s very interesting, but I
don’t know that
Teacher:
[indiscernible] acceleration of time in history?
Trevor:
I mean, you have a reading list or anything in mind?
Teacher:
Yep, yep, entire reading list, of course starting with Dearborn’s book. It’s a
phenomenal piece of work. It really builds upon the foundations of the institution and
trying to remain on the edge, trying to lead the pack of
[indiscernible] sociology.
As everybody knows, our numbers have been down in a number of the courses. That’s why
one of the reasons we’re here is to decide which courses we should possibly move away
from or evolve into something else.
Ellen:
Which is going to be a difficult task.
Teacher:
Yes.
Trevor:
But I think this is premature as far as that particular course goes. I mean, we’d have
to think that through.
Ellen:
Well, think about it because students from other concentrations might very well
be attracted
Teacher:
Exactly.
Ellen:
to that concept.
Copyright (c) 2007 Pearson Education. All rights reserved.
Teacher:
Exactly. Ellen knows what I’m talking about.
Trevor:
And I appreciate and respect what, you know, your thinking is here. But, I mean,
we don’t want enrollment or trying to bring in more majors to drive
Ellen:
Try to be open to a new idea.
Steve:
I’m going to.
Introduction Members of the Sociology Department at a local co.docx
Introduction: Members of the Sociology Department at a local college are brainstorming about the course offerings for next semester.
Steve: That was a great brainstorming session. And I really want us to now get down to the business of coming up with specific courses that we’re willing to eliminate and that we’re willing to add. We need to balance off the integrity of our department and our offerings with the needs to bring in more students and the need to develop a stronger curriculum.
Trevor: But we don’t want enrollment to dictate, you know, what
Teacher: Right.
Ellen: Oh, here we go. Here we go. Trevor, you need to look at the numbers. It’s indicative of
Trevor: I understand that.
Ellen: certain trends of the student population. And I think we need, right now is the time to address these things.
Trevor: I’m not advocating
Teacher: Speaking of trends, Ellen, Trevor, I have an exciting idea. I think we should teach a course and I’ve already set up all the entire coursework of the sociology of time. Sociology of time, the understanding of time as a commodity, the understanding of an individual’s strive and drive
Trevor: That’s the Dearborn book?
Teacher: Exactly. The Dearborn book that you gave me
Ellen: Oh he is brilliant.
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Teacher: [indiscernible] acceleration of time in history?
Trevor: I mean, you have a reading list or anything in mind?
Teacher: Yep, yep, entire reading list, of course starting with Dearborn’s book. It’s a phenomenal piece of work. It really builds upon the foundations of the institution and trying to remain on the edge, trying to lead the pack of [indiscernible] sociology. As everybody knows, our numbers have been down in a number of the courses. That’s why one of the reasons we’re here is to decide which courses we should possibly move away from or evolve into something else.
Ellen: Which is going to be a difficult task.
Teacher: Yes.
Trevor: But I think this is premature as far as that particular course goes. I mean, we’d have to think that through.
Ellen: Well, think about it because students from other concentrations might very well be attracted
Teacher: Exactly.
Ellen: to that concept.
Teacher: Exactly. Ellen knows what I’m talking about.
Trevor: And I appreciate and respect what, you know, your thinking is here. But, I mean, we don’t want enrollment or trying to bring in more majors to drive
Ellen: Try to be open to a new idea.
Steve: I’m going to ask everyone to sort of step back from what they might be feeling in the moment and consider the bigger picture. The bigger picture is we have to add and eliminate courses. We have to attract students. And we have to deepen our curriculum. So how are we going to do it?
Ellen: Attracting students, that is key.
Steve, I think we could do that by offering a course on the sociology of time.
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ntroduction: Members of the Sociology Department at a local college are brainstorming about the course offerings for next semester.
Steve:
That was a great brainstorming session. And I really want us to now get down to the
business of coming up with specific courses that we’re willing to eliminate and that we’re
willing to add. We need to balance off the integrity of our department and our offerings
with the needs to bring in more students and the need to develop a stronger curriculum.
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But we don’t want enrollment to
dictate, you know, what
Teacher:
Right.
Ellen:
Oh, here we go. Here we go. Trevor, you need to look at the numbers. It’s
indicative of
Trevor:
I understand that.
Ellen:
certain trends of the student population. And I think we need, right now is the time to address these things.
Trevor:
I
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m not advocating
Teacher:
Speaking of trends, Ellen, Trevor, I have an exciting idea. I think we should teach a
course and I’ve already set up all the entire coursework of the sociology of time.
Sociology of time, the understanding of time as a commodity, the understanding of an
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vidual’s strive and drive
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That’s
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Teacher:
Exactly. The D
earborn book that you gave me
Ellen: Oh he is brilliant.
Trevor:
It’s very interesting, but I
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Teacher:
[indiscernible] acceleration of time in history?
Trevor:
I mean, you have a reading list or anything in mind?
Teacher:
Yep, yep, entire reading list, of course starting with Dearborn’s book. It’s a
phenomenal piece of work. It really builds upon the foundations of the institution and
trying to remain on the edge, trying to lead the pack of
[indiscernible] sociology.
As everybody knows, our numbers have been down in a number of the courses. That’s why
one of the reasons we’re here is to decide which courses we should possibly move away
from or evolve into something else.
Ellen:
Which is going to be a difficult task.
Teacher:
Yes.
Trevor:
But I think this is premature as far as that particular course goes. I mean, we’d have
to think that through.
Ellen:
Well, think about it because students from other concentrations might very well
be attracted
Teacher:
Exactly.
Ellen:
to that concept.
Copyright (c) 2007 Pearson Education. All rights reserved.
Teacher:
Exactly. Ellen knows what I’m talking about.
Trevor:
And I appreciate and respect what, you know, your thinking is here. But, I mean,
we don’t want enrollment or trying to bring in more majors to drive
Ellen:
Try to be open to a new idea.
Steve:
I’m going to.
Introduction Members of the Sociology Department at a local co.docx
Introduction: Members of the Sociology Department at a local college are brainstorming about the course offerings for next semester.
Steve: That was a great brainstorming session. And I really want us to now get down to the business of coming up with specific courses that we’re willing to eliminate and that we’re willing to add. We need to balance off the integrity of our department and our offerings with the needs to bring in more students and the need to develop a stronger curriculum.
Trevor: But we don’t want enrollment to dictate, you know, what
Teacher: Right.
Ellen: Oh, here we go. Here we go. Trevor, you need to look at the numbers. It’s indicative of
Trevor: I understand that.
Ellen: certain trends of the student population. And I think we need, right now is the time to address these things.
Trevor: I’m not advocating
Teacher: Speaking of trends, Ellen, Trevor, I have an exciting idea. I think we should teach a course and I’ve already set up all the entire coursework of the sociology of time. Sociology of time, the understanding of time as a commodity, the understanding of an individual’s strive and drive
Trevor: That’s the Dearborn book?
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Ellen: Oh he is brilliant.
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Trevor: I mean, you have a reading list or anything in mind?
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Ellen: Which is going to be a difficult task.
Teacher: Yes.
Trevor: But I think this is premature as far as that particular course goes. I mean, we’d have to think that through.
Ellen: Well, think about it because students from other concentrations might very well be attracted
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Ellen: to that concept.
Teacher: Exactly. Ellen knows what I’m talking about.
Trevor: And I appreciate and respect what, you know, your thinking is here. But, I mean, we don’t want enrollment or trying to bring in more majors to drive
Ellen: Try to be open to a new idea.
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The structure of the movies database is as follows:
Director (
DIRNUB
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STAR (
STARNUB
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MOVIE (
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** List the names and numbers of directors whose names begin with the alphabet ‘K’.
List the tape no, movie title, and the membership number and name of members, who are currently borrowing tapes numbered below 20. Arrange the report in descending order by tape number.
List the names and respective numbers of stars and directors who have worked together.
** List the tape numbers for movies of movie type: ‘HORROR’.
List the name of the director who has received the maximum number of total awards considering all his/her movies: AWRD.
** List the names of all members who have not borrowed any movie currently.
List the movie type and number of tapes for each type in the database.
** For each movie list total how many times it has been rented: TMSRNT.
Report the total times rented (TMSRNT) for each movie type.
The database administrator discovers that the name of director whose number is 7 in the database should be spelt as ‘JOHNNY FORD’. Make corrections to the data.
Delete the movie number 14 and all its tapes. Print both tables to verify.
List all tape numbers and their movie titles, and indicate the member number and member name if the tape is currently rented out.
13. List all tape numbers, and also indicate the member’s city if a tape is currently rented out by a member.
14. Who is the youngest director?
How many movies did he/she direct?
15. Grant access to me (joshi) to your movstar table for select and update.
16. Create a unique index on movstar table.
17. For each movie type list the average age of movies given the current year is 2011.
18. ** Create a view MEMB_TAPES that includes the currently rented movies and the members who are renting them, include movie type.
19. ** Use the view MEMB_TAPES to find all currently rented “COMEDY” type movies and members who are renting them.
20. ** List all tape numbers, along with movie name and member name if rented out (leave member name blank if not rented out).
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Healthcare has been a policy item and a topic of debate not only in recent times but as far back as the administration of the second U.S. president, John Adams. In 1798, Adams signed legislation requiring that 20 cents per month of a sailor’s paycheck be set aside for covering their medical bills. This represented the first major piece of U.S. healthcare legislation, and the topic of healthcare has been woven into presidential agendas and political debate ever since.
As a healthcare professional, you may be called upon to provide expertise, guidance and/or opinions on healthcare matters as they are debated for inclusion into new policy. You may also be involved in planning new organizational policy and responses to changes in legislation. For all of these reasons you should be prepared to speak to national healthcare issues making the news.
In this Assignment, you will analyze recent presidential healthcare agendas. You also will prepare a fact sheet to communicate the importance of a healthcare issue and the impact on this issue of recent or proposed policy.
To Prepare:
Review the agenda priorities of the
current/sitting U.S. president and the two previous presidential administrations.
Select an issue related to healthcare that was addressed by each of the last three U.S. presidential administrations.
Reflect on the focus of their respective agendas, including the allocation of financial resources for addressing the healthcare issue you selected.
Consider how you would communicate the importance of a healthcare issue to a legislator/policymaker or a member of their staff for inclusion on an agenda.
The Assignment: (1- to 2-page Comparison Grid, 1-Page Analysis, and 1-page Fact Sheet)
Part 1: Agenda Comparison Grid
Use the Agenda Comparison Grid Template found in the Learning Resources and complete the Part 1: Agenda Comparison Grid based on the current/sitting U.S. president and the two previous presidential administrations and their agendas related to the public health concern you selected. Be sure to address the following:
Identify and provide a brief description of the population health concern you selected and the factors that contribute to it.
Describe the administrative agenda focus related to the issue you selected.
Identify the allocations of financial and other resources that the current and two previous presidents dedicated to this issue.
Explain how each of the presidential administrations approached the issue.
Part 2: Agenda Comparison Grid Analysis
Using the information you recorded in Part 1: Agenda Comparison Grid on the template, complete the Part 2: Agenda Comparison Grid Analysis portion of the template, by addressing the following:
Which administrative agency would most likely be respons.
Assimilate the lessons learned from the dream sequences in Defense o.docx
Assimilate the lessons learned from the dream sequences in Defense of Duffer's Drift.
The Lieutenant's dream sequences help him understand his tactical problem and make decisions when faced with a new problem. The Lieutenant had virtually no knowledge of the terrain, the weather, civilians, enemy, etc. If an intelligence section had been made available to the Lieutenant, how might have he used such a staff to help him avoid the painful (and deadly) consequences of poor decision making in his dream sequences?
.
Assignmnt-500 words with 2 referencesRecognizing the fa.docx
Assignmnt:-
500 words with 2 references
Recognizing the fact usernames passwords are the weakest link in an organization’s security system because username and password are shareable, and most passwords and usernames are vulnerable and ready to be cracked with a variety of methods using adopting a record number of devices and platforms connected to the Internet of Things daily and at an alarming rate.
Provide the all-inclusive and systematic narratives of the impact of physical biometric operations on the current and future generation.
500 words with 2 references
Discussion:-
Discussion
Effective and efficient use of biometric technology will play a key role in automating method of identifying living persons based on individual physiological and behavioral characteristics.
Provide the comprehensive narratives on the advantages and disadvantages of a physical biometric system?
.
Assignmnt-700 words with 3 referencesToday, there is a crisi.docx
Assignmnt-700 words with 3 references
Today, there is a crisis about organizations’ inability to resolve the age-old problem of how to control the abuse of trust and confidence given to authorized officials to freely logon onto the organization’s system, Many such officials , turn around to betray the organization by committing cybercrimes. Vulnerability stems from interactions and communications among several system components and categorized as deficiency, weakness and security cavity on
network data center.
To what extent do internal threats constitute a key factor against any organization’s ability to battle insider threats caused by people who abuse assigned privilege?
What is the most effective mechanism for organizations to combat internal threats?
Why should disgruntled employees must be trained on the danger of throwing wastepaper and electronic media in a bin within and outside the facility?
Discussion:
400 words with 2 references
Per Fennelly (2017-182), “Why do Employees steal?” employee stealing is a multiple part operation.
Most organizations are often intolerant and impatient to verify employee’s identity and background and establish trust due to the time-consuming nature of daily assignments.
Most organizations often ignore to establish and adopt on-board ecological waste management action plans to deal with discarded materials, shredded left-over documents and magnetic media and placing fragments in isolated location.
Nonetheless, organizations must learn to support and train employers who are assigned to work and protect the organization data center, facilities and resources. Large segments of any organizations’ facility managers are often none-aggressive and choose short cuts in discharging assigned services by posting passwords on the screen and leaving confidential documents lying out on the table and uploading same document to associates, husbands, loved ones and competitors. Most authorized users within the organization are often the puniest linkage in any security operation.
Per Fennelly (2017-182), “Why do Employees steal?”
employee stealing is a multiple part operation.
Disgruntled employees can install sniffers on organizations’ data file server via polite phone calls
They can gain required user identification and password to access the organization’s secured data center.
Most organization retain an employee on the same salary for twenty years and they pay new a newly hired employee the salary of the actively existing employee.
Most organizations often ignore to establish and adopt on-board ecological waste management action plans to deal with discarded materials, shredded left-over documents and magnetic media and placing fragments in isolated location.
.
Assignment For Paper #2, you will pick two poems on a similar th.docx
Assignment:
For Paper #2, you will pick two poems on a similar theme to
compare and contrast
. Your paper will explain how the poems use some of the poetic devices we’ve been discussing to express distinct attitudes towards their common subject. It will point out the
similarities and differences
in the ways the two poems do
this
. Therefore, you will need to compare and contrast the general tones of the poems as well as how they use poetic devices to create those tones. Poetic devices you might want to consider include diction, imagery, figurative language, sound (including rhyme, alliteration, assonance, rhythm, and meter), and form.
Your
audience
for this paper is other students in the class who have read these poems. You can assume that your reader has the poems in front of him or her, so you don’t need to quote the whole poem, though a brief paraphrase might be useful. You will need to quote specific lines, phrases, or words in order to point out specific features of the poems. Your
purpose
is to help your reader see the
differences and similarities
in the two poems and, consequently, to better understand how each one works to create its particular effects or meanings.
Your paper should be
800 – 1000 words long, typed and double-spaced, with 1” margins all around
.
Use of secondary sources (other than our own textbook) is not allowed
for this assignment. If you have questions about the poem, ask other students or the instructor.
Here are some
suggested topics
:
1. Compare and contrast the ways Whitman’s “To a Locomotive in
Winter
” (p. 504) and Dickinson’s “I like to see it lap the Miles” (p. 504-05) represent their common subject: a locomotive. What claims does each poem make about the locomotive? What tone or attitude is taken towards the locomotive? How does each poem use specific poetic devices to create its tone?
2. Compare and contrast the ways Lovelace’s “To
Lucasta
” (p. 521) and Owens’ “
Dulce
et
Decorum
Est
” (p. 521-22) represent their common subject: war. What claims does each poem make about war? What tone or attitude is taken towards war? How does each poem use specific poetic devices to create its tone?
3. Compare and contrast the ways
any two
love poems in our reading represent their common subject. What claims does each poem make about love? What tone or attitude is taken towards love? How does each poem use specific poetic devices to create its tone? (Please check the two poems you pick with the instructor before proceeding.)
4. Compare and contrast the ways
any two
of the following poems represent God:
·
Donne’s “Batter my Heart, Three-
Personed
God” (p. 531),
·
Hopkins’ “God’s Grandeur” (p. 624),
·
Herbert’s “Easter Wings” (p. 676),
·
Blake’s “The
Tyger
” (p. 824-25).
What claims does each poem make about God? What tone or attitude is taken towards God? How does each poem use specific poetic devices to create its tone?
5. Compare and contrast the ways.
Assignment Write an essay comparingcontrasting two thingspeople.docx
Assignment:
Write an essay comparing/contrasting two things/people/places/ideas, etc. This should not simply be a list of their similarities and differences, but a cohesive essay written in paragraph form with a thesis, introduction, body, and conclusion.
Remember, a compare/contrast thesis can be formulated in one of the following ways:
1) One thing is better than another
2) Two things that seem to be similar are actually different
3) Two things that seem different are actually similar
Parameters:
*Typed
*Double-Spaced
*Times New Roman
*12 Point Font
*1 Inch Margin
*3 pages (not even a word shorter)
*2 outside sources
.
Assignment Travel Journal to Points of Interest from the Early Midd.docx
Assignment :Travel Journal to Points of Interest from the Early Middle Ages, Romanesque, and Gothic World
Travel Journal to Points of Interest from the Early Middle Ages, Romanesque, and Gothic World
Travel was one of the social characteristics that helped shape the Early Middle Ages and the Romanesque period—either to the Middle East to fight in the Crusades or throughout Europe as part of extensive pilgrimages.
For this assignment, put yourself in the place of a person living during this time who traveled extensively throughout Europe by selecting six pieces of art or architecture that you found personally to be the most interesting and important examples that date from this period in history. You should have 2 examples from each of the time periods specific to the Middle Ages: two examples from the Early Middle ages, two that represent the Romanesque, and two that represent Gothic art.
Your objects need to date between 400 CE and 1300 CE—the time span that encompasses the Early Middle Ages, Romanesque, and Gothic periods.
You are going to create a travel journal and itinerary for other students who will travel with you to your points of interest. Create a PowerPoint presentation of seven slides, including an introduction, your five destinations, and a conclusion. On each slide, include the image of the artwork or architecture, and the following information about the image:
Its location
Its name
The period of time it was created
Three interesting points about the artwork/building
What people viewing the image could learn about the Early Middle Ages, the Romanesque period, or Gothic art and architecture.
Why you selected this image
THIS MUST BE FOLLOWED
Assignment 2 Grading Criteria
Maximum Points
Selected two images representative of the early Middle Ages style, from between 400 CE and 1000 CE.
10
Provided location, name, and period of time created for the early Middle Ages images.
12
Explained why you selected each early Middle Ages image, and offered three interesting points about each image and what people could learn from viewing each image.
15
Selected two images representative of the Romanesque style, from between 1000 CE and 1100 CE.
10
Provided location, name, and period of time created for the Romanesque style images.
12
Explained why you selected each Romanesque style image, and offered three interesting points about each image and what people could learn from viewing each image.
15
Selected two images representative of the Gothic style, from between 1100 CE and 1300 CE.
10
Provided location, name, and period of time created for the Gothic style images.
12
Explained why you selected each Gothic style image, and offered three interesting points about each image and what people could learn from viewing each image.
15
The PowerPoint presentation meets length requirements and contains correct spelling and grammar.
.
Assignment What are the factors that influence the selection of .docx
Assignment
What are the factors that influence the selection of access control software and/ or hardware? Discuss all aspects of access control systems.
DQ requirement:
initial posting to be between 200-to-300 words.
All initial posts must contain a properly formatted in-text citation and scholarly reference.
Reply post 100-to-150 words.
No plagarism
.
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I need assistance with the query commands assigned to an assignment. I have the databases properly created and do not need assistance with the commands associated with creating the databases. Here is the complete assignment. I have attached the database information.
The structure of the movies database is as follows:
Director (
DIRNUB
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STAR (
STARNUB
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MOVIE (
MVNUB
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MOVSTAR (
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MMBNUB
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TAPE (
TAPENUM,
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** List the names and numbers of directors whose names begin with the alphabet ‘K’.
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List the names and respective numbers of stars and directors who have worked together.
** List the tape numbers for movies of movie type: ‘HORROR’.
List the name of the director who has received the maximum number of total awards considering all his/her movies: AWRD.
** List the names of all members who have not borrowed any movie currently.
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The database administrator discovers that the name of director whose number is 7 in the database should be spelt as ‘JOHNNY FORD’. Make corrections to the data.
Delete the movie number 14 and all its tapes. Print both tables to verify.
List all tape numbers and their movie titles, and indicate the member number and member name if the tape is currently rented out.
13. List all tape numbers, and also indicate the member’s city if a tape is currently rented out by a member.
14. Who is the youngest director?
How many movies did he/she direct?
15. Grant access to me (joshi) to your movstar table for select and update.
16. Create a unique index on movstar table.
17. For each movie type list the average age of movies given the current year is 2011.
18. ** Create a view MEMB_TAPES that includes the currently rented movies and the members who are renting them, include movie type.
19. ** Use the view MEMB_TAPES to find all currently rented “COMEDY” type movies and members who are renting them.
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assingment
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It may seem to you that healthcare has been a national topic of debate among political leaders for as long as you can remember.
Healthcare has been a policy item and a topic of debate not only in recent times but as far back as the administration of the second U.S. president, John Adams. In 1798, Adams signed legislation requiring that 20 cents per month of a sailor’s paycheck be set aside for covering their medical bills. This represented the first major piece of U.S. healthcare legislation, and the topic of healthcare has been woven into presidential agendas and political debate ever since.
As a healthcare professional, you may be called upon to provide expertise, guidance and/or opinions on healthcare matters as they are debated for inclusion into new policy. You may also be involved in planning new organizational policy and responses to changes in legislation. For all of these reasons you should be prepared to speak to national healthcare issues making the news.
In this Assignment, you will analyze recent presidential healthcare agendas. You also will prepare a fact sheet to communicate the importance of a healthcare issue and the impact on this issue of recent or proposed policy.
To Prepare:
Review the agenda priorities of the
current/sitting U.S. president and the two previous presidential administrations.
Select an issue related to healthcare that was addressed by each of the last three U.S. presidential administrations.
Reflect on the focus of their respective agendas, including the allocation of financial resources for addressing the healthcare issue you selected.
Consider how you would communicate the importance of a healthcare issue to a legislator/policymaker or a member of their staff for inclusion on an agenda.
The Assignment: (1- to 2-page Comparison Grid, 1-Page Analysis, and 1-page Fact Sheet)
Part 1: Agenda Comparison Grid
Use the Agenda Comparison Grid Template found in the Learning Resources and complete the Part 1: Agenda Comparison Grid based on the current/sitting U.S. president and the two previous presidential administrations and their agendas related to the public health concern you selected. Be sure to address the following:
Identify and provide a brief description of the population health concern you selected and the factors that contribute to it.
Describe the administrative agenda focus related to the issue you selected.
Identify the allocations of financial and other resources that the current and two previous presidents dedicated to this issue.
Explain how each of the presidential administrations approached the issue.
Part 2: Agenda Comparison Grid Analysis
Using the information you recorded in Part 1: Agenda Comparison Grid on the template, complete the Part 2: Agenda Comparison Grid Analysis portion of the template, by addressing the following:
Which administrative agency would most likely be respons.
Assimilate the lessons learned from the dream sequences in Defense o.docx
Assimilate the lessons learned from the dream sequences in Defense of Duffer's Drift.
The Lieutenant's dream sequences help him understand his tactical problem and make decisions when faced with a new problem. The Lieutenant had virtually no knowledge of the terrain, the weather, civilians, enemy, etc. If an intelligence section had been made available to the Lieutenant, how might have he used such a staff to help him avoid the painful (and deadly) consequences of poor decision making in his dream sequences?
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Assignmnt-500 words with 2 referencesRecognizing the fa.docx
Assignmnt:-
500 words with 2 references
Recognizing the fact usernames passwords are the weakest link in an organization’s security system because username and password are shareable, and most passwords and usernames are vulnerable and ready to be cracked with a variety of methods using adopting a record number of devices and platforms connected to the Internet of Things daily and at an alarming rate.
Provide the all-inclusive and systematic narratives of the impact of physical biometric operations on the current and future generation.
500 words with 2 references
Discussion:-
Discussion
Effective and efficient use of biometric technology will play a key role in automating method of identifying living persons based on individual physiological and behavioral characteristics.
Provide the comprehensive narratives on the advantages and disadvantages of a physical biometric system?
.
Assignmnt-700 words with 3 referencesToday, there is a crisi.docx
Assignmnt-700 words with 3 references
Today, there is a crisis about organizations’ inability to resolve the age-old problem of how to control the abuse of trust and confidence given to authorized officials to freely logon onto the organization’s system, Many such officials , turn around to betray the organization by committing cybercrimes. Vulnerability stems from interactions and communications among several system components and categorized as deficiency, weakness and security cavity on
network data center.
To what extent do internal threats constitute a key factor against any organization’s ability to battle insider threats caused by people who abuse assigned privilege?
What is the most effective mechanism for organizations to combat internal threats?
Why should disgruntled employees must be trained on the danger of throwing wastepaper and electronic media in a bin within and outside the facility?
Discussion:
400 words with 2 references
Per Fennelly (2017-182), “Why do Employees steal?” employee stealing is a multiple part operation.
Most organizations are often intolerant and impatient to verify employee’s identity and background and establish trust due to the time-consuming nature of daily assignments.
Most organizations often ignore to establish and adopt on-board ecological waste management action plans to deal with discarded materials, shredded left-over documents and magnetic media and placing fragments in isolated location.
Nonetheless, organizations must learn to support and train employers who are assigned to work and protect the organization data center, facilities and resources. Large segments of any organizations’ facility managers are often none-aggressive and choose short cuts in discharging assigned services by posting passwords on the screen and leaving confidential documents lying out on the table and uploading same document to associates, husbands, loved ones and competitors. Most authorized users within the organization are often the puniest linkage in any security operation.
Per Fennelly (2017-182), “Why do Employees steal?”
employee stealing is a multiple part operation.
Disgruntled employees can install sniffers on organizations’ data file server via polite phone calls
They can gain required user identification and password to access the organization’s secured data center.
Most organization retain an employee on the same salary for twenty years and they pay new a newly hired employee the salary of the actively existing employee.
Most organizations often ignore to establish and adopt on-board ecological waste management action plans to deal with discarded materials, shredded left-over documents and magnetic media and placing fragments in isolated location.
.
Assignment For Paper #2, you will pick two poems on a similar th.docx
Assignment:
For Paper #2, you will pick two poems on a similar theme to
compare and contrast
. Your paper will explain how the poems use some of the poetic devices we’ve been discussing to express distinct attitudes towards their common subject. It will point out the
similarities and differences
in the ways the two poems do
this
. Therefore, you will need to compare and contrast the general tones of the poems as well as how they use poetic devices to create those tones. Poetic devices you might want to consider include diction, imagery, figurative language, sound (including rhyme, alliteration, assonance, rhythm, and meter), and form.
Your
audience
for this paper is other students in the class who have read these poems. You can assume that your reader has the poems in front of him or her, so you don’t need to quote the whole poem, though a brief paraphrase might be useful. You will need to quote specific lines, phrases, or words in order to point out specific features of the poems. Your
purpose
is to help your reader see the
differences and similarities
in the two poems and, consequently, to better understand how each one works to create its particular effects or meanings.
Your paper should be
800 – 1000 words long, typed and double-spaced, with 1” margins all around
.
Use of secondary sources (other than our own textbook) is not allowed
for this assignment. If you have questions about the poem, ask other students or the instructor.
Here are some
suggested topics
:
1. Compare and contrast the ways Whitman’s “To a Locomotive in
Winter
” (p. 504) and Dickinson’s “I like to see it lap the Miles” (p. 504-05) represent their common subject: a locomotive. What claims does each poem make about the locomotive? What tone or attitude is taken towards the locomotive? How does each poem use specific poetic devices to create its tone?
2. Compare and contrast the ways Lovelace’s “To
Lucasta
” (p. 521) and Owens’ “
Dulce
et
Decorum
Est
” (p. 521-22) represent their common subject: war. What claims does each poem make about war? What tone or attitude is taken towards war? How does each poem use specific poetic devices to create its tone?
3. Compare and contrast the ways
any two
love poems in our reading represent their common subject. What claims does each poem make about love? What tone or attitude is taken towards love? How does each poem use specific poetic devices to create its tone? (Please check the two poems you pick with the instructor before proceeding.)
4. Compare and contrast the ways
any two
of the following poems represent God:
·
Donne’s “Batter my Heart, Three-
Personed
God” (p. 531),
·
Hopkins’ “God’s Grandeur” (p. 624),
·
Herbert’s “Easter Wings” (p. 676),
·
Blake’s “The
Tyger
” (p. 824-25).
What claims does each poem make about God? What tone or attitude is taken towards God? How does each poem use specific poetic devices to create its tone?
5. Compare and contrast the ways.
Assignment Write an essay comparingcontrasting two thingspeople.docx
Assignment:
Write an essay comparing/contrasting two things/people/places/ideas, etc. This should not simply be a list of their similarities and differences, but a cohesive essay written in paragraph form with a thesis, introduction, body, and conclusion.
Remember, a compare/contrast thesis can be formulated in one of the following ways:
1) One thing is better than another
2) Two things that seem to be similar are actually different
3) Two things that seem different are actually similar
Parameters:
*Typed
*Double-Spaced
*Times New Roman
*12 Point Font
*1 Inch Margin
*3 pages (not even a word shorter)
*2 outside sources
.
Assignment Travel Journal to Points of Interest from the Early Midd.docx
Assignment :Travel Journal to Points of Interest from the Early Middle Ages, Romanesque, and Gothic World
Travel Journal to Points of Interest from the Early Middle Ages, Romanesque, and Gothic World
Travel was one of the social characteristics that helped shape the Early Middle Ages and the Romanesque period—either to the Middle East to fight in the Crusades or throughout Europe as part of extensive pilgrimages.
For this assignment, put yourself in the place of a person living during this time who traveled extensively throughout Europe by selecting six pieces of art or architecture that you found personally to be the most interesting and important examples that date from this period in history. You should have 2 examples from each of the time periods specific to the Middle Ages: two examples from the Early Middle ages, two that represent the Romanesque, and two that represent Gothic art.
Your objects need to date between 400 CE and 1300 CE—the time span that encompasses the Early Middle Ages, Romanesque, and Gothic periods.
You are going to create a travel journal and itinerary for other students who will travel with you to your points of interest. Create a PowerPoint presentation of seven slides, including an introduction, your five destinations, and a conclusion. On each slide, include the image of the artwork or architecture, and the following information about the image:
Its location
Its name
The period of time it was created
Three interesting points about the artwork/building
What people viewing the image could learn about the Early Middle Ages, the Romanesque period, or Gothic art and architecture.
Why you selected this image
THIS MUST BE FOLLOWED
Assignment 2 Grading Criteria
Maximum Points
Selected two images representative of the early Middle Ages style, from between 400 CE and 1000 CE.
10
Provided location, name, and period of time created for the early Middle Ages images.
12
Explained why you selected each early Middle Ages image, and offered three interesting points about each image and what people could learn from viewing each image.
15
Selected two images representative of the Romanesque style, from between 1000 CE and 1100 CE.
10
Provided location, name, and period of time created for the Romanesque style images.
12
Explained why you selected each Romanesque style image, and offered three interesting points about each image and what people could learn from viewing each image.
15
Selected two images representative of the Gothic style, from between 1100 CE and 1300 CE.
10
Provided location, name, and period of time created for the Gothic style images.
12
Explained why you selected each Gothic style image, and offered three interesting points about each image and what people could learn from viewing each image.
15
The PowerPoint presentation meets length requirements and contains correct spelling and grammar.
.
Assignment What are the factors that influence the selection of .docx
Assignment
What are the factors that influence the selection of access control software and/ or hardware? Discuss all aspects of access control systems.
DQ requirement:
initial posting to be between 200-to-300 words.
All initial posts must contain a properly formatted in-text citation and scholarly reference.
Reply post 100-to-150 words.
No plagarism
.
Assignment Write a research paper that contains the following.docx
Assignment:
Write a research paper that contains the following:
Discuss the visual assets such as charts, interactive controls, and annotations that will occupy space in your work.
Discuss the best way to use space in terms of position, size, and shape of every visible property.
Data representation techniques that display overlapping connections also introduce the need to contemplate value sorting in the z-dimension, discuss which connections will be above and which will be below and why. Show example using any chart or diagram of your choice.
Your research paper should be at least 3 pages (800 words) excluding cover page and reference page. It should be double-spaced, have at least 2 APA references, and typed in Times New Roman 12 font. Include a cover page and a table of content.
.
Assignment Thinking about Managers and Leaders· Identifya man.docx
Assignment: Thinking about Managers and Leaders
· Identifya manager or leader within your current or past employment.
· Think aboutthem in terms of the following areas:
· What is the difference between a leader and a manager?
· Techniques they use(d) to manage and lead their employees
· What are (were) their best managing and leadership skills
· Strategies they use(d ) to motivate their employees
· How effective were they as a leader or manager and why do you think that?
· What characteristics do they have that you would like to emulate and what do you not want to emulate and why?
· Write a paper of approximately 3 pages on the following topics using your thoughts from the areas above.
· Importance and impact of good leadership and management skills
· Key strategies used to lead and manage various types of employees
· The application of the insights learned within the following environments:
· Your current field of study
· Your current employment
Include a minimum of two sources
11/14/2017
1
Medical Terminology
A Living Language
CHAPTER
Copyright © 2016, 2013, 2009
by Pearson Education, Inc.
All Rights Reserved
Medical Terminology: A Living Language, Sixth Edition
Bonnie F. Fremgen | Suzanne S. Frucht
SIXTH EDITION
Nervous System
12
Nervous System at a Glance
• Functions
Coordinates and controls body function
Receives sensory input
Makes decisions
Orders body responses
continued on next slide
Nervous System at a Glance
• Organs
Brain
Spinal cord
Nerves
Nervous System Combining Forms
• alges/o – sense of pain
• astr/o – star
• centr/o – center
• cerebell/o – cerebellum
• cerebr/o – cerebrum
• clon/o – rapid contracting and relaxing
• concuss/o – to shake violently
• dur/o – dura mater
continued on next slide
Nervous System Combining Forms
• encephal/o – brain
• esthes/o – sensation, feeling
• gli/o – glue
• medull/o – medulla
• mening/o – meninges
• meningi/o – meninges
• ment/o – mind
• myel/o – spinal cord
continued on next slide
Nervous System Combining Forms
• neur/o – nerve
• peripher/o – away from center
• poli/o – gray matter
• pont/o – pons
• radicul/o – nerve root
• thalam/o – thalamus
• thec/o – sheath (meninges)
• tom/o – to cut
continued on next slide
11/14/2017
2
Nervous System Combining Forms
• ton/o – tone
• ventricul/o – ventricle
Nervous System Suffixes
• –paresis weakness
• –phasia speech
• –taxia muscle coordination
Anatomy and Physiology of the
Nervous System
• Coordinates all activity of body
Receives information from both external
and internal sensory receptors
Uses that information to adjust activity
of muscles and glands to match needs
of body
• Nervous system is divided into:
Central nervous system (CNS)
Peripheral nervous system (PNS)
continued on next slide
Anatomy and Physiology of the
Nervous System
• Central nervous system consists of:
Brain
Spinal cord
• Peripheral nervous system consists of:
Cranial .
Assignment Talk to friends, family, potential beneficiaries abou.docx
Assignment
Talk to friends, family, potential beneficiaries about your idea. Do they agree that you deeply understand what the proposed beneficiaries are doing currently to manage/endure their problem? Explain. What are your proposed beneficiaries doing currently to manage/endure their problem? How would you get buy-in from others to sign on to your proposed Beneficiary Experience table (reference Chapter 4)? Include research to support your social entrepreneurship idea.
Minimum 2 pages
Minimum 2 scholarly sources
APA formatted
.
Assignment The objective of assignment is to provide a Power .docx
Assignment:
The objective of assignment is to provide a
Power Point Presentation
about
all vaccines including the Flu vaccine in the pediatric population
. Your primary goal as a
Family Nurse Practitioner
is to educate parents about the importance of vaccination and understanding their beliefs and preference by being cultural sensitive in regards this controversial topic. This is an individual presentation and must include
a minimum of 8 slides with a maximum of 10 slides
.
This presentation must include a “Voice Presentation”. Please, this part includes
as a note in each slide
, so I can read it. Thank you.
and the following headings:
*Voice attached in all slides. Please use notes, so I can read it.
ALL REFERENCES FROM USA and within 5 years.
1.
Introduction
(Clearly identifies the topic and Establishes goals and objectives of presentation)
2.
Clinical Guidelines Evidence Based Practice per CDC
– (Presents an insightful and through analysis of the issue (s) identified. Excellent Clinical guidelines)
3.
Population and Risk Factors
(The population is identified and addressed as well the topic(s) and issue(s)
4.
Body and Content
: (Makes appropriate and powerful connections between the issue(s) identified and the concept(s) studied. Very creative and Supports the information with strong arguments and evidence.
5.
Education
– (Presents detailed, realistic, and appropriate recommendations and education including parents/patients)
6.
Conclusion
. Excellent Conclusion clearly supported by the information presented
.
Assignment During the on-ground, residency portion of Skill.docx
Assignment:
During the on-ground, residency portion of Skills Lab II, you will have attended sessions covering topics relevant to advanced clinical social work practice. During Skills Lab II, you join with a group of three to four students to present a clinical case. You will create your own case—this case will be a situation you have faced in practice or one you create. During the presentation, you and each group member are expected to demonstrate knowledge, awareness, and skills appropriate to a concentration-year master’s student.
The presentation should include the following:
· The identification of the individual/family or group with background information including:
o Presenting problem or concern
o History of the presenting problem
o Social history
o Family history
o Previous interventions
· Your assessment of the client/family/group
· Your engagement of the client/family/group
o Specify the specific social work practice skills that were or would be used in your engagement.
This is the right up about this project
Tiffany, a 17-year-old African American female resides in Huston Texas with her mother (48 years old) and 2 brothers (20 years old and 10 years old). Tiffany was raised by her mother. Her father went to prison for selling drugs when Tiffany was 5 years old. Tiffany has been having trouble sleeping, her grades have dropped, she is no longer interested in sports or her after school club activities. Tiffany is also afraid to go outside and she does not want to leave her mother’s side. Tiffany reports she gets nervous and has heart palpitations when she sees a police car or hears police sirens. Tiffany’s mother is concerned about the sudden change of behavior in her daughter and thus, took her in to see a therapist.
Tiffany was very active in school. She had good grades, active in sports and after school clubs. The teachers spoke very highly of Tiffany, however, expressed concerns to her mother when they noticed a change in her grades. Additionally, the school staff noticed Tiffany withdrawing from her friends appeared to be isolating herself from others. Tiffany and her family were active within their church community. Tiffany and her family live in a low-income community. Tiffany’s mother does work full time, however, she still receives SNAP and Medicaid services. They also live in Section 8 housing. Tiffany lives in a community with a high crime rate. She often witnesses and hears stories of police brutality. Tiffany’s mother had to explain to her children how to respond to a police officer with they are ever stopped. Tiffany’s other brother has a history of police involvement.
.
Assignment PurposeThe first part of this assignment will assist.docx
Assignment Purpose:
The first part of this assignment will assist you in identifying a topic which you will work with for subsequent activities in the course. The second part of the assignment helps you articulate what constitutes plagiarism.
Part 1:
In this course you will be using a variety of resources and research tools. This activity will guide you in formulating a topic to use for later assignments in this course.
1. What is something you are curious about? What is something you see out in the world that you want to know more about? Perhaps think of health, business, or socio-cultural issues. Write it here:
_______________________________________________________________________
(Need help selecting a topic? Review the Research Topic Starting Points for EN 104, EN 106, EN 111, and EN 116 guide from the Herzing University Library. Browse some of the resources linked there for generating topic ideas. http://herzing.libguides.com/research_topic_starting_points)
2. Create a Mind Map for your topic in the Credo Reference Database available through the Herzing University Library. You can access the link to that database and view a brief tutorial in the Research Topics Starting Points guide at http://herzing.libguides.com/research_topic_starting_pointsIf you need assistance using this tool, contact the Herzing University Librarians using the contact information in that guide. You might need to play around with how you word your topic.
Did the Mind Map help you narrow your topic? Describe your experience with the Mind Map feature and indicate your narrowed topic:
3. Write at least three research questions related to your topic and circle or somehow indicate the one you are most interested in answering:
4. Create a thesis statement for your research project. Be sure it meets the characteristics of a “strong” thesis statement as described in the reading for this unit.
Characteristics of a Strong Thesis Statement
· Answers the research question and is adequate for the assignment.
· Takes a position – doesn’t just state facts.
· It is specific and provable.
· It passes the “so what?” test.
Include your thesis statement here:
Part 2:
The following paragraph is from this source:Spiranec, S., &Mihaela, B. Z. (2010). Information literacy 2.0: Hype or discourse refinement? Journal of Documentation, 66(1), 140-153. doi:http://dx.doi.org.prx-herzing.lirn.net/10.1108/00220411011016407
Web 2.0 is currently changing what it means to be an information literate person or community…. The erosion did not begin with Web 2.0 but had started considerably earlier and became evident with the first web document without an identifiable author or indication of origin. Generally, this erosion comes naturally with the advancement towards electronic environments. In the era of print culture the information context was based on textual permanence, unity and identifiable authorship, and was therefore stable. The appearance of Web 1.0 has already undermined .
Assignment PowerPoint Based on what you have learned so .docx
Assignment:
PowerPoint:
Based on what you have learned so far in this course, create a PowerPoint presentation that addresses each of the following points. Be sure to completely answer all the questions for each bullet point. Use clear headings that allow your professor to know which bullet you are addressing on the slides in your presentation. Support your content with at least four (4) citations throughout your presentation. Make sure to reference the citations using the APA writing style for the presentation. Include a slide for your references at the end. Follow best practices for PowerPoint presentations related to text size, color, images, effects, wordiness, and multimedia enhancements.
Title Slide (1 slide)
At each stage of development, culture can have a distinct impact on basic aspects of life. Based on your reading thus far, describe how cultural influences impact development throughout the lifespan. Include the following aspects of life:
Cognition (2-3 slides)
Acceptance of cultural traditions (2-3 slides)
Biological health (2-3 slides)
Personality(2-3 slides)
Relationships (2-3 slides)
References (1 slide)
Each slide should have a graphic and very few words. In a separate Word file, create a script to use when giving this presentation (about 50 words per content slide - 500 words total). Submit both files to the dropbox.
.
Assignment In essay format, please answer the following quest.docx
Assignment: In essay format, please answer the following questions:
On your second In-Class Assignment, which was on John Stuart Mill's freedom of thought and discussion, you were asked to provide your own opinion on any moral issue.
1) Your task is to write an essay
DEFENDING
the
the OPPOSITE opinion.
2) Please structure your essay in the following format: (SEE ATTACHED FILE FOR MORE DETAILS ON WHAT EACH OF THESE MEAN)
I. Introduction/Thesis Statement
II. Body - Include at least two reasons why one would support this position
III. Counter-Argument - What is the argument against that position?
IV. Reply to Counter-Argument - Why could the counter-argument be wrong?
V. Conclusion
.
Assignment NameUnit 2 Discussion BoardDeliverable Length150-.docx
Assignment Name:
Unit 2 Discussion Board
Deliverable Length:
150-500 words (not including references) 2 Peer Responses
Details:
The Discussion Board (DB) is part of the core of online learning. Classroom discussion in an online environment requires the active participation of students and the instructor to create robust interaction and dialogue. Every student is expected to create an original response to the open-ended DB question as well as engage in dialogue by responding to posts created by others throughout the week. At the end of each unit, DB participation will be assessed based on both level of engagement and the quality of the contribution to the discussion.
At a minimum, each student will be expected to post an original and thoughtful response to the DB question and contribute to the weekly dialogue by responding to at least two other posts from students. The first contribution must be posted before midnight (Central Time) on Wednesday of each week. Two additional responses are required after Wednesday of each week. Students are highly encouraged to engage on the Discussion Board early and often, as that is the primary way the university tracks class attendance and participation.
The purpose of the Discussion Board is to allow students to learn through sharing ideas and experiences as they relate to course content and the DB question. Because it is not possible to engage in two-way dialogue after a conversation has ended, no posts to the DB will be accepted after the end of each unit.
A. Questions for weekly discussions and conversations (not part of the required Discussion Board assignment)
These questions can serve as the starting point for your discussions during the week. They are “thought starters,” so that you can explore some ideas associated with the discussion board and unit topics. Answers are not required, and should not be submitted with your required assignment. Answers are not graded.
1. What images do we use today that originated from creations by early civilizations for religious ceremonies?
2. What historical art images do we use today, from creations by early civilizations, for cultural celebrations?
B. Required Discussion Board assignment.
From the list below, choose one Greek work of art and one Roman work of art and
compare and contrast
them according to the criteria listed:
Greek Art
Roman Art
The
Doryphoros
(Polykleitos, 450 BCE)
Augustus of Primaporta
(c. 20 BCE)
The Laocoon Group
(1
st
Century, CE)
Marcus Agrippa with Imperial Family
(South frieze from the Ara Pacis, 13-9 CE)
Nike of Samothrace
(c. 190 BCE)
She-Wolf
(c. 500 BCE)
The Temple of Athena
(427–424 BCE)
The Colosseum
(72–80 CE)
The Parthenon
(447–438 BCE)
The Arch of Constantine
(313 CE)
Answer the following list of questions in a comparative essay to evaluate your choices. Be sure to introduce the works you have chosen.
What is the FORM of the work?
Is it a two-dimensional or three-dimensional work of art?
What materials are us.
Assignment In essay format, please answer the following questions.docx
Assignment: In essay format, please answer the following questions:
1) Briefly summarize Stirner's Egoism.
2) Look at some contemporary moral issues in the news, either current or past, and apply his Egoist theory to the issue. How would he view the issue?
3) Do you agree with the way Stirner would view the issue? Why or why not?
All together, the answers must total up to about 500-700 words. Assignments
MUST
have the following format: Name, Class, and Essay Subject & Date in the upper left hand corner.
Double Spaced
, 12pt Times New Roman or Arial font. If you use outside sources, it must include a works cited page.
.
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Introduction Members of the Sociology Department at a local .docx
- 1. Introduction: Members of the Sociology Department at a local college are brainstorming about the course offerings for next semester. Steve: That was a great brainstorming session. And I really want us to now get down to the business of coming up with specific courses that we’re willing to eliminate and that we’re willing to add. We need to balance off the integrity of our department and our offerings with the needs to bring in more students and the need to develop a stronger curriculum. Trevor: But we don’t want enrollment to dictate, you know, what Teacher: Right. Ellen: Oh, here we go. Here we go. Trevor, you need to look at the numbers. It’s indicative of Trevor: I understand that. Ellen: certain trends of the student population. And I think we need, right now is the time to address these things. Trevor: I’m not advocating Teacher: Speaking of trends, Ellen, Trevor, I have an exciting idea. I think we should teach a course and I’ve already set up all the entire coursework of the sociology of time. Sociology of time, the understanding of time as a commodity, the understanding of an individual’s strive and drive
- 2. Trevor: That’s the Dearborn book? Teacher: Exactly. The Dearborn book that you gave me Ellen: Oh he is brilliant. Trevor: It’s very interesting, but I don’t know that Teacher: [indiscernible] acceleration of time in history? Trevor: I mean, you have a reading list or anything in mind? Teacher: Yep, yep, entire reading list, of course starting with Dearborn’s book. It’s a phenomenal piece of work. It really builds upon the foundations of the institution and trying to remain on the edge, trying to lead the pack of [indiscernible] sociology. As everybody knows, our numbers have been down in a number of the courses. That’s why one of the reasons we’re here is to decide which courses we should possibly move away from or evolve into something else. Ellen: Which is going to be a difficult task. Teacher: Yes. Trevor: But I think this is premature as far as that particular course goes. I mean, we’d have to think that through. Ellen: Well, think about it because students from other concentrations might very well be attracted Teacher: Exactly. Ellen: to that concept. Teacher: Exactly. Ellen knows what I’m talking about.
- 3. Trevor: And I appreciate and respect what, you know, your thinking is here. But, I mean, we don’t want enrollment or trying to bring in more majors to drive Ellen: Try to be open to a new idea. Steve: I’m going to ask everyone to sort of step back from what they might be feeling in the moment and consider the bigger picture. The bigger picture is we have to add and eliminate courses. We have to attract students. And we have to deepen our curriculum. So how are we going to do it? Ellen: Attracting students, that is key. Steve, I think we could do that by offering a course on the sociology of time. Trevor: If we want to run with that, then we’re going to have – we should – we should identify a course to cut really. Ellen: Well, I’m glad you brought that up because these numbers here speak for themselves. Steve: Let’s keep the numbers question in perspective. Trevor: Yes, absolutely. Steve: It is a bottom line thinking Teacher: That’s true, Steve. Steve: that may get in the way of our brainstorming and making this work.
- 4. Ellen: I don’t think so, Steve. I think it paves the way for the future. And I think we need to be attentive to it. We have ignored it. And the culture of consumerism is a primary course to deliberate about. Trevor: Okay. All right. I suspected that’s where you were going. Ellen: Well, let’s examine it. That’s all I’m saying. Trevor: You know Georgia: You guys, we can do this without an argument happening. Trevor: Georgia, I appreciate that. But I’ve been teaching that course for almost 20 years now. Georgia: It’s a great course. Ellen: So it’s time to Trevor: The curriculum committee’s not going to be behind cutting that. That, I mean, yeah, enrollments are down. But enrollments have been down in other courses that go up and down. Look at the Af-Am program. If we Georgia: That’s true. Trevor: based our offerings on enrollment, student numbers, we wouldn’t have an Af-Am program. Ellen: Oh, Trevor, stop living in the past. Trevor: Aw, you know
- 5. Ellen: Look to the future. Trevor: I am. Steve: Just hold on a second here. I want us to keep the bigger picture in mind and to recognize the integrity of each person’s position. Trevor: Thank you. Steve: So what that means is that we need to look at what the goal is, the bigger goal. And that bigger goal means that we offer our students what they really need, and we create something that is attractive and meaningful. Teacher: Steve, what better way to grow on that than offering a new and exciting subject that, one, builds on the integrity of what everybody has done here, I mean, you’ve been offering that course for 20 years now. Let that course evolve into something that is more exciting and will draw people from other curriculums Ellen: Exactly. Teacher: into the sociology department. Georgia: It is, it’s exciting, it’s exciting Trevor: This is not the course to cut. I mean Steve: Well, let’s again, let’s keep some perspective on this. Trevor: We’re talking about being relevant, I’m sorry. We’re talking about being relevant. How, I mean Ellen: Relevant and vital and rigorous. Does it fulfill those
- 6. three objectives? Trevor: We’re talking about bodies the classroom, is what we seem to be talking about. Teacher: And students have been voting with their feet. Copyright (c) 2007 Pearson Education. All rights reserved. Copyright (c) 2007 Pearson Education. All rights reserved.