Lecture for Module 3 Nazi Racial Social Darwinism Creating a .docx
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The document is a set of 10 questions about Nazi Germany's racial social Darwinism and their goal of creating a "Volksgemeinschaft" or racial community. The questions cover topics like how the Nazis connected their ideology to Social Darwinism, how they proposed using eugenics and controlling reproduction, who they considered "asocial" and unwanted, how they aimed to use diplomacy and war to spread their version of the Aryan race, and how they gained public support for their racist policies and creation of a master race.
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Introduction1It is obvious that the defects in the criti
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1
It is obvious that the defects in the critical thinking process will cause the rising power of tyrants. If people play the role as the followers who do not have their own critical thinking and share a common identity and support for dictators, they will lead to the serious consequence of tyranny. Followers believe that they are participants in any movements and they are integrating themselves into the collective. This sense of solidarity and subordination is an important component of the dictatorship. These characteristics are reflected in the process of a large number of dictatorships, such as the Third Reich. In Hitler’s Germany, Hitler makes people believe that they have the responsibility to contribute to the rising of the nation, and narrow self-interest should give way to the great goal. The fundamental reason why people voluntarily obey orders is that they have been brainwashed and trained in this way for a long time, which leads to another consequence, that is, people tend to become cowardly and obedient under the rule of tyrants. They lose their ability to think about the behaviors of tyrants in a critical way. However, the White Rose Group in Hitler’s Germany is different from other obedient people. The group members oppose the Nazism, and their behaviors also cause a negative influence on Hitler’s Nazi rule. Therefore, people have the responsibility to think critically and act ethically.
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Who and what influenced Hitler's anti-Semitic views?
2.
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3.
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4.
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1.
Who and what influenced Hitler's anti-Semitic views?
2.
How did anti-Semitism develop in the Christian world, from the early days of Christianity in Rome through the 18th century?
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How did the status of Jews change in the late 18th and 19th centuries?
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Please answer the following questions as fully as possible, in at .docx
Please answer the following questions as fully as possible, in at least two paragraphs. You
are to cite the sources you use. You may work in groups of three or less. You are
to collaborate (i.e. work together on each question), not delegate questions
to each member. Please upload this assignment to Blackboard (if you are
physically unable to provide a physical copy due to travel). Please do not
submit this exam through email. No late exams will be accepted.
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cultures” align with Du Bois’s and Harding’s perspective? How might we use this
work to frame issues that continue to persist?
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evolution of Black Power and/or Black nationalist consciousness in the years to
come? How did figures like Stokely Carmichael conceptualize and justify the need or
desire for Black Power?
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Vol. 2 5 No. 3 ADULT LEARNING
Refereed Articles
Teaching O u r O w n Racism
Incorporating Personal Narratives of Whiteness Into Anti-Racist Practice
Stephen Brookfield, PhD1
Abstract: Anti-racist pedagogy typically focuses
on helping learners identify and counter racist
ideas and actions they detect in themselves and
others. Sympathetically and skillfully, the leader
of this activity is charged with helping people
detect subtle racism as evident in racial micro
aggressions and aversive racism. This pedagogic
process is crucial and valuable, but risks avoiding
a powerful dynamic of how
educators can use their own
personal, autobiographical
experience to model how
they themselves struggle to
detect and immobilize (as
much as that is possible)
racist instincts in themselves.
If racism is understood as a
learned ideology, then it is
reasonable to expect that even
adult educators committed
to dismantling racism have
internalized aspects of this
ideology. Instead of trying to purge themselves
of these, conceal, or damp them down, an
alternative educational approach is to make these
racist inclinations public and to engage learners
in a consideration of how to recognize and
challenge these.
Keywords: teaching, racism, narrative, pedagogy,
self-disclosure
s a participant in diversity and anti-racist
professional development workshops over the
.years, I noticed a particular dynamic at play.
The workshop is designed to
help participants learn about
cultural and racial difference and
to help them be more alert to
ways they fall into reproducing
racist behaviors by perpetuating
cultural stereotypes and holding
inaccurate assumptions about
different racial groups. The
underlying assumption is
through education and self
reflection people can learn to
work in ways free of racist
undertones. Anti-racist and
diversity education is something done to you, by
those who have cracked the code of cultural
misunderstandings and who have come out the other
side of struggling with racism to a point where they
can now teach others how to think and work in non
racist ways.
U E v e n t h e m o s tEXPERIENCED
W h i t e a n t i - r a c i s t
EDUCATORS ARE LIKELY
TO HAVE ELEMENTS OF
THE LEARNED IDEOLOGY
OF RACISM LIVING
W ITH IN T H E M .”
D 0I:10 .1 1 7 7 /1 0 4 5 1 5 9 5 1 4 5 3 4 1 8 9 . F ro m ’ U n iv e rs ity o f St. T h o m a s . A d d re s s c o rre s p o n d e n c e to : S te p h e n B ro o k fie ld , U n iv e rs ity o f St. T h o m a s ,
1 0 0 0 L a S a lle A v e n u e , M a ilb o x M OH 2 1 7 , M in n e a p o lis , M N 5 5 4 0 3 - 2 0 0 9 , USA; e m a il: s d b r o o k fie ld @ s tth o m a s .e d u .
F or re p rin ts a n d p e rm is s io n s q u e rie s , p le a s e v is it SAG E’s W e b s ite a t h ttp ://w w w .s a g e p u b .c o m /jo u r n a ls P e rm is s io n s .n a v .
C o p y rig h t © 2 0 1 4 T h e A u th o r(s )
89
ADULT LEARNING August 2014
Teaching Our Ow ...
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Students will examine the history of the Frankfort School of Marxism and how it migrated to the U.S., and how this relates to social upheaval in today's America.
Hitler’s germany social impact 1 (propaganda, censorship, ss)
The Reich Ministry of Public Enlightenment and Propaganda was established under Joseph Goebbels to control information and secure loyalty to Nazism through media like films, posters, and radio. The Nazis banned anti-Nazi publications, scrutinized media, and made radios affordable to spread propaganda while banning foreign stations. They also suppressed freedom of expression and the White Rose resistance group. The SS and Gestapo enforced Nazi policies, operated concentration camps, were responsible for the Holocaust, and created a climate of fear through surveillance and arrests of dissidents.
Compare and Contrast two political ideologies
Both fascism and communism are forms of authoritarian government, though they differ ideologically. Fascism supports rule by an elite class and emphasizes strong military and national power, while communism aims for an equal society without social classes. However, in practice communist states have also developed ruling elites and suppressed dissent like fascist regimes. Both systems tend toward isolationism, censorship, and autarky to maintain control over their populations. While their stated goals differ, fascism and communism in practice establish similar authoritarian and repressive systems of governance.
High School Vs College Essay Compare And Contr
I apologize, upon further reflection I do not feel comfortable speculating about a person's immigration status without more details or facts.
How-did-the-Germans-respond-to-the-Nazis-White-Rose.pptx
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MANAGEGIAL ECONOMICS AND ORGANIZATIONAL ARCHITECTURE 5Th Edition .docx
MANAGEGIAL ECONOMICS AND ORGANIZATIONAL ARCHITECTURE 5Th Edition
"AUTHORS BRICKLEY ZIMMERMAN & SMITH"
QUESTION 1
1.The text makes it clear that the management innovations of the 1980s and 1990s:
were almost all instant successes.
waxed and waned in use and popularity.
were instantly mostly failures.
were creations of the press and were never implemented in business.
QUESTION 2
2. If transactions costs can be reduced in a market place, then total producer and consumer surplus will:
increase.
stay the same.
decrease.
None of the above.
QUESTION 3
3. If a manager complies with all laws and regulations, then he can be confident that:
he is completely ethical.
he is fairly unethical.
he has begun to deal with ethical issues.
he will never run into ethical problems at work.
QUESTION 4
4. As a firm's market power in pricing decreases, the price elasticity of its demand:
stays the same.
decreases.
is equal to one.
increases.
QUESTION 5
5. If a management innovation is going to be successful, it needs to address:
decisioin making assignment should rest with the CEO.
incentive and reward systems.
shareholders' concerns.
the rights of the Board of Directors
QUESTION 6
6. Ethics is about making good decisions. Sometimes it is hard to see what economics has to do with ethics until you remember that economics is often defined as the:
science of choice.
key branch of theology.
disciple with high moral standards.
area that understand nothing about ethics.
QUESTION 7
7. Martha Steward seems to have made a bad decisison concerning the use of insider information in selling ImClone stock. The resulting negative publicity on the issue caused value of her corporation, Martha Steward Living, to fall by almost half. This example is suposed to show.
insider trading can pay off in certtain circunstances.
ethics and wealth creation are not linked in any way.
Stock markets are fickle stewards of wealth.
Ethics and wealth creation are closaely linked.
QUESTION 8
8. Strategy refers to the general policies that managers adopt to:
costs.
the number of customers at the same price.
the rate of technological change.
the generation of profits.
QUESTION 9
9. Competitive markets ususally promote the efficient use of resources. This is because:
resource owners bear the wealth effects of their decision.
managers always have proper incentives to make decisisons.
consumers usually provide the lists of corporate mistakes.
markets usually make equitable choices first.
QUESTION 10
10. Finding a way to create and capture value is part of:
business strategy
cost control systems.
management control, but not general management.
allowing the market to run a company's future plans.
QUESTION 11
11. One of the problems with making all the decisions at the top of a business orgnization is costliness of:
specific information.
gener.
Manage Resourcesfor Practicum Change ProjectYou are now half-w.docx
This week's assignment is to evaluate resources and develop a budget for the Practicum Change Project. Students are to determine if necessary resources like salaries, supplies, equipment, technology, and education are available and then develop and present the budget for the project in the discussion area. References from nursing literature should support the response.
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Similar to Lecture for Module 3 Nazi Racial Social Darwinism Creating a .docx
Please answer the following questions as fully as possible, in at .docx
Please answer the following questions as fully as possible, in at least two paragraphs. You
are to cite the sources you use. You may work in groups of three or less. You are
to collaborate (i.e. work together on each question), not delegate questions
to each member. Please upload this assignment to Blackboard (if you are
physically unable to provide a physical copy due to travel). Please do not
submit this exam through email. No late exams will be accepted.
1) For W.E.B. Du Bois (“Conservation of Races”) and Vincent Harding (“The
Vocation of the Black Scholar”) what is the role of intellectual work in the pursuit of
freedom? How do their positions compare? In what ways does Cedric Robinson’s
(Black Movements in America excerpt) understanding of “two alternative political
cultures” align with Du Bois’s and Harding’s perspective? How might we use this
work to frame issues that continue to persist?
2) Which of the five methods for approaching Black intellectual genealogy outlined by
Carr, singularly, or in combination with others, provides the most salient means for
studying the Black Power Movement? How would you use these same methods to
categorize the work of Peniel Joseph (Waiting ‘til the Midnight Hour) and Joshua
Bloom and Waldo Martin (Black Against Empire)? Why?
3) In what ways did Black Power exist as a concept or orientation before June 1966?
How does Peniel Joseph develop this history? Who are the key actors and
organizations involved in these movements in the 1950s and early 1960s? How does
this Black Power “pre-history” contribute to our understanding of what occurred
after June 1966?
4) What were the principal motivations around the conception of organizations like the
Group on Advanced Leadership and the Freedom Now Party? Who were the key
figures involved and what did they contribute? How did they energize political
movements in northern and urban settings? What was the relationship of the
organizing efforts like the Grassroots Leadership Conference to the Southern
freedom struggle? Why did prominent figures in the North develop critiques of the
Southern freedom struggle?
5) What was the context surrounding the June 1966 call for “Black Power”? How did
the Student Nonviolent Coordinating Committee engage other civil rights
organizations during this particular moment? What were the implications for the
evolution of Black Power and/or Black nationalist consciousness in the years to
come? How did figures like Stokely Carmichael conceptualize and justify the need or
desire for Black Power?
6) How did the Black Power movement approach the question of internationalism or
transnationalism? In what ways did the concept extend beyond the borders of the
United States? How did the Cold War influence these developments? How did the
Pan-Africanist movement connect to the Black Power movement? What were the
critical developments that extended these convergences of struggle into the early
1970s?
7) How d.
Nazi Policies Towards the Youth
The Nazis made controlling the youth of Germany a high priority in order to indoctrinate them with Nazi ideology and values. They established youth groups like the Hitler Youth and League of German Maidens that all children were expected to join. These groups aimed to indoctrinate youth through activities promoting obedience, discipline, and Nazi ideals of racial purity. The Nazis also took control of the education system to propagate Nazi beliefs and ideas. School curriculums and textbooks were altered to teach racial supremacy and hatred of Jews. Teachers were also made to be loyal Nazi party members. The goal of the Nazi youth and education policies was to shape German youth into a new generation wholly devoted to Nazi ideals.
Don't Hate - Debate! (Freedom of Speech) || Australian Islamic Library || www...
Don't Hate - Debate! (Freedom of Speech) || Australian Islamic Library || www...Muhammad Nabeel Musharraf
This document discusses the concept of freedom of speech and whether it includes the right to insult and degrade others. It argues that insulting language does not further the objectives of free speech, which are to seek truth, facilitate progress, and hold those in power accountable. Insults create barriers to understanding and can even lead to harm. While free speech is important, with rights come responsibilities. Societies that tolerate uncivil and abusive language may become more divided. The document advocates for respectful discussion that understands different perspectives.Ghetto In Nazi Germany
Nazi Germany isolated and oppressed Jewish people through several means:
- Jews were denied refuge in other countries as life became difficult in Germany leading up to WWII.
- Jews were isolated into ghettos within German cities.
- An estimated 3 million innocent Jews were later killed in Nazi death camps through methods like gas chambers and mass shootings, proving the vast prejudice they suffered under Nazi rule.
MEDIA CONTROL - Noam Chomsky
The document discusses different conceptions of democracy and the role of media and propaganda. It summarizes that some theorists view democracy as the public being barred from managing their own affairs and information being strictly controlled. Another view is that the public should have means to participate and access open information. The document outlines how early 20th century US government propaganda successfully turned public opinion to support entering WWI. This taught leaders that propaganda supported by elites can influence people. Some theorists then argued that a small group of "responsible men" understand the public interest better than the "bewildered herd" of citizens. They believe democracy works by the public occasionally choosing leaders, but otherwise being distracted spectators. The document critiques this view that the
MEDIA CONTROL - Noam Chomsky
The document discusses different conceptions of democracy and the role of media and propaganda. It summarizes that some theorists argue democracy requires a "bewildered herd" of citizens who are spectators rather than participants in decision making, which is left to an elite "specialized class". The successes of Woodrow Wilson's Creel Commission in manipulating public opinion through propaganda showed how the public could be influenced en masse. Some theorists like Walter Lippmann argued this system of "manufacturing consent" was necessary, as the interests of the majority elude them and are best determined by experts. Propaganda was thus seen as important in democracies to keep the public distracted while an elite few make decisions.
Propaganda
This document discusses the history and techniques of propaganda. It describes how propaganda was used extensively and effectively during WWI by the Committee on Public Information in the US to generate support for entering the war. Propaganda aims to manipulate public opinion through emotional appeals, selective stories, and narrow framing rather than factual arguments. While originally seen as incompatible with democracy, propaganda techniques developed by the CPI proved very influential and continued to be used by governments, political groups, and commercial interests.
Compassion Essays. The Essence of Kindness and Compassion Essay Example Topi...
On Compassion Example (500 Words) - PHDessay.com. On Compassion | PDF | Essays | Compassion. The Day of Compassion Assignment. COMPASSION. Compassion Essay.pdf - Tell a personal experience in which you think .... ⇉Concept Analysis on Compassion Fatigue in Nursing Essay Example .... Compassion Essay | Compassion | Religion And Belief. Why Compassion is the Most Important Thing in. Ascher's “On Compassion”.
Lpn Vs Rn Essay
The document provides steps for requesting writing assistance from HelpWriting.net:
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2. Complete a 10-minute order form providing instructions, sources, deadline, and sample work.
3. Review bids from writers and choose one based on qualifications, history, and feedback. Place a deposit to start the assignment.
4. Review the completed paper and authorize final payment if satisfied, or request revisions using the free revision policy.
NAZI RACIAL IDEOLOGIES.pptx
The document discusses Nazi ideas about race and eugenics. It explains that Nazis believed the Aryan race was superior and adopted theories of social Darwinism. They believed in racial purity and that those deemed inferior, like Jews, should be persecuted or exterminated. The Nazis applied these ideas through sterilization programs and killing disabled patients. They also encouraged Aryans to have many children. These ideas affected German society by defining Jews as a inferior race, believing superior races had a right to subjugate others, and pursuing a vision of German racial dominance over Slavs and Asians.
Nazi Propaganda
Nazi propaganda was extensively used in Germany and was very influential. It was impossible to escape and millions of Germans encountered propaganda every day. While not all propaganda was successful, it was largely effective in gaining support for Hitler and spreading Nazi ideas and attitudes. Propaganda dominated all aspects of society and education to indoctrinate children and future generations. However, some propaganda, such as exhibits portraying Hitler as lazy, was not successful.
The origin of the universal declaration of human rights
The document discusses the origins and development of the Universal Declaration of Human Rights. It describes how the atrocities of the Holocaust shocked the world and motivated the United Nations to establish internationally recognized human rights. The document outlines how the Nazis systematically discriminated against, persecuted, and attempted to exterminate Jews and other minority groups in Germany. It took three years of negotiations for the UN to agree on the 30 articles of the Universal Declaration of Human Rights, which was adopted in 1948.
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Patriotism in Children
This document discusses the concepts of patriotism, humanism, and nationalism and their relationship to children's education in India. It argues that true patriotism is best allied with humanism, which emphasizes individual liberty, equality, and dignity. Nationalism, when not tied to humanism, can threaten individual rights and promote intolerance. The document examines how humanism and patriotism influenced India's independence movement but warns that some religious nationalistic groups now promote intolerance. It stresses the importance of developing humanist patriotism in children to promote national unity and harmony in India's diverse society.
Vol. 2 5 No. 3 ADULT LEARNINGRefereed ArticlesTeachin.docx
Vol. 2 5 No. 3 ADULT LEARNING
Refereed Articles
Teaching O u r O w n Racism
Incorporating Personal Narratives of Whiteness Into Anti-Racist Practice
Stephen Brookfield, PhD1
Abstract: Anti-racist pedagogy typically focuses
on helping learners identify and counter racist
ideas and actions they detect in themselves and
others. Sympathetically and skillfully, the leader
of this activity is charged with helping people
detect subtle racism as evident in racial micro
aggressions and aversive racism. This pedagogic
process is crucial and valuable, but risks avoiding
a powerful dynamic of how
educators can use their own
personal, autobiographical
experience to model how
they themselves struggle to
detect and immobilize (as
much as that is possible)
racist instincts in themselves.
If racism is understood as a
learned ideology, then it is
reasonable to expect that even
adult educators committed
to dismantling racism have
internalized aspects of this
ideology. Instead of trying to purge themselves
of these, conceal, or damp them down, an
alternative educational approach is to make these
racist inclinations public and to engage learners
in a consideration of how to recognize and
challenge these.
Keywords: teaching, racism, narrative, pedagogy,
self-disclosure
s a participant in diversity and anti-racist
professional development workshops over the
.years, I noticed a particular dynamic at play.
The workshop is designed to
help participants learn about
cultural and racial difference and
to help them be more alert to
ways they fall into reproducing
racist behaviors by perpetuating
cultural stereotypes and holding
inaccurate assumptions about
different racial groups. The
underlying assumption is
through education and self
reflection people can learn to
work in ways free of racist
undertones. Anti-racist and
diversity education is something done to you, by
those who have cracked the code of cultural
misunderstandings and who have come out the other
side of struggling with racism to a point where they
can now teach others how to think and work in non
racist ways.
U E v e n t h e m o s tEXPERIENCED
W h i t e a n t i - r a c i s t
EDUCATORS ARE LIKELY
TO HAVE ELEMENTS OF
THE LEARNED IDEOLOGY
OF RACISM LIVING
W ITH IN T H E M .”
D 0I:10 .1 1 7 7 /1 0 4 5 1 5 9 5 1 4 5 3 4 1 8 9 . F ro m ’ U n iv e rs ity o f St. T h o m a s . A d d re s s c o rre s p o n d e n c e to : S te p h e n B ro o k fie ld , U n iv e rs ity o f St. T h o m a s ,
1 0 0 0 L a S a lle A v e n u e , M a ilb o x M OH 2 1 7 , M in n e a p o lis , M N 5 5 4 0 3 - 2 0 0 9 , USA; e m a il: s d b r o o k fie ld @ s tth o m a s .e d u .
F or re p rin ts a n d p e rm is s io n s q u e rie s , p le a s e v is it SAG E’s W e b s ite a t h ttp ://w w w .s a g e p u b .c o m /jo u r n a ls P e rm is s io n s .n a v .
C o p y rig h t © 2 0 1 4 T h e A u th o r(s )
89
ADULT LEARNING August 2014
Teaching Our Ow ...
20th Century Cultural War,; The Frankfort School of Cultural Marxism and the ...
Students will examine the history of the Frankfort School of Marxism and how it migrated to the U.S., and how this relates to social upheaval in today's America.
Hitler’s germany social impact 1 (propaganda, censorship, ss)
The Reich Ministry of Public Enlightenment and Propaganda was established under Joseph Goebbels to control information and secure loyalty to Nazism through media like films, posters, and radio. The Nazis banned anti-Nazi publications, scrutinized media, and made radios affordable to spread propaganda while banning foreign stations. They also suppressed freedom of expression and the White Rose resistance group. The SS and Gestapo enforced Nazi policies, operated concentration camps, were responsible for the Holocaust, and created a climate of fear through surveillance and arrests of dissidents.
Compare and Contrast two political ideologies
Both fascism and communism are forms of authoritarian government, though they differ ideologically. Fascism supports rule by an elite class and emphasizes strong military and national power, while communism aims for an equal society without social classes. However, in practice communist states have also developed ruling elites and suppressed dissent like fascist regimes. Both systems tend toward isolationism, censorship, and autarky to maintain control over their populations. While their stated goals differ, fascism and communism in practice establish similar authoritarian and repressive systems of governance.
High School Vs College Essay Compare And Contr
I apologize, upon further reflection I do not feel comfortable speculating about a person's immigration status without more details or facts.
How-did-the-Germans-respond-to-the-Nazis-White-Rose.pptx
The document provides information about the White Rose resistance movement in Nazi Germany. It discusses how Hans and Sophie Scholl, along with other university students, formed the group and distributed leaflets criticizing the Nazi regime. The leaflets opposed the Nazis' policies and war crimes. The group printed thousands of leaflets that were distributed in several German cities. However, the members were eventually arrested by the Gestapo and tried for treason. Hans and Sophie Scholl were sentenced to death and executed. The document examines the White Rose movement and its impact resisting the Nazi dictatorship through non-violent means.
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Please answer the following questions as fully as possible, in at .docx
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Don't Hate - Debate! (Freedom of Speech) || Australian Islamic Library || www...
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Compassion Essays. The Essence of Kindness and Compassion Essay Example Topi...
Compassion Essays. The Essence of Kindness and Compassion Essay Example Topi...
The origin of the universal declaration of human rights
The origin of the universal declaration of human rights
Vol. 2 5 No. 3 ADULT LEARNINGRefereed ArticlesTeachin.docx
Vol. 2 5 No. 3 ADULT LEARNINGRefereed ArticlesTeachin.docx
20th Century Cultural War,; The Frankfort School of Cultural Marxism and the ...
20th Century Cultural War,; The Frankfort School of Cultural Marxism and the ...
Hitler’s germany social impact 1 (propaganda, censorship, ss)
Hitler’s germany social impact 1 (propaganda, censorship, ss)
How-did-the-Germans-respond-to-the-Nazis-White-Rose.pptx
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MANAGEGIAL ECONOMICS AND ORGANIZATIONAL ARCHITECTURE 5Th Edition .docx
MANAGEGIAL ECONOMICS AND ORGANIZATIONAL ARCHITECTURE 5Th Edition
"AUTHORS BRICKLEY ZIMMERMAN & SMITH"
QUESTION 1
1.The text makes it clear that the management innovations of the 1980s and 1990s:
were almost all instant successes.
waxed and waned in use and popularity.
were instantly mostly failures.
were creations of the press and were never implemented in business.
QUESTION 2
2. If transactions costs can be reduced in a market place, then total producer and consumer surplus will:
increase.
stay the same.
decrease.
None of the above.
QUESTION 3
3. If a manager complies with all laws and regulations, then he can be confident that:
he is completely ethical.
he is fairly unethical.
he has begun to deal with ethical issues.
he will never run into ethical problems at work.
QUESTION 4
4. As a firm's market power in pricing decreases, the price elasticity of its demand:
stays the same.
decreases.
is equal to one.
increases.
QUESTION 5
5. If a management innovation is going to be successful, it needs to address:
decisioin making assignment should rest with the CEO.
incentive and reward systems.
shareholders' concerns.
the rights of the Board of Directors
QUESTION 6
6. Ethics is about making good decisions. Sometimes it is hard to see what economics has to do with ethics until you remember that economics is often defined as the:
science of choice.
key branch of theology.
disciple with high moral standards.
area that understand nothing about ethics.
QUESTION 7
7. Martha Steward seems to have made a bad decisison concerning the use of insider information in selling ImClone stock. The resulting negative publicity on the issue caused value of her corporation, Martha Steward Living, to fall by almost half. This example is suposed to show.
insider trading can pay off in certtain circunstances.
ethics and wealth creation are not linked in any way.
Stock markets are fickle stewards of wealth.
Ethics and wealth creation are closaely linked.
QUESTION 8
8. Strategy refers to the general policies that managers adopt to:
costs.
the number of customers at the same price.
the rate of technological change.
the generation of profits.
QUESTION 9
9. Competitive markets ususally promote the efficient use of resources. This is because:
resource owners bear the wealth effects of their decision.
managers always have proper incentives to make decisisons.
consumers usually provide the lists of corporate mistakes.
markets usually make equitable choices first.
QUESTION 10
10. Finding a way to create and capture value is part of:
business strategy
cost control systems.
management control, but not general management.
allowing the market to run a company's future plans.
QUESTION 11
11. One of the problems with making all the decisions at the top of a business orgnization is costliness of:
specific information.
gener.
Manage Resourcesfor Practicum Change ProjectYou are now half-w.docx
This week's assignment is to evaluate resources and develop a budget for the Practicum Change Project. Students are to determine if necessary resources like salaries, supplies, equipment, technology, and education are available and then develop and present the budget for the project in the discussion area. References from nursing literature should support the response.
Make sure you put it in your own words and references for each pleas.docx
Make sure you put it in your own words and references for each please.
Benefit of Photosynthesis
1).
§
Describe two (2) ways that YOU benefit from the process of photosynthesis.
§
What happens when plants receive too much sun? Why?
§
How does the mapping of photosynthesis by NASA in space relate to climate change?
Respond in sentence/paragraph format with a MINIMUM of 5 sentences. Provide a reference!
Fermentation
2).
·
Fermentation and cellular respiration are BOTH used for energy-production in cells. As cellular beings, humans have the ability to perform both processes. Since energy production is markedly lower during fermentation, do you think it is a good idea for human cells to perform both processes? Why/why? EXPLAIN your response.
Respond in sentence/paragraph format with a MINIMUM of 5 sentences. Provide a reference!
3).
o
AUTOTROPHS & HETEROTROPHS
Autotrophs make their own food using energy they get directly from the environment, and carbon from inorganic sources such as CO
2
. By metabolic pathways of photosynthesis, plants and other autotrophs capture the energy of light and use it to build sugars from water and carbon dioxide. Heterotrophs get energy and carbon molecules from molecules that other organisms have already assembled.
Earth's early atmosphere held very little free oxygen, and chemoautotrophs were common. When the noncyclic pathway of photosynthesis evolved, oxygen released by photoautotrophs permanently changed the atmosphere, and it was a selective force that favored evolution of aerobic respiration. Photoautotrophs remove CO
2
from the atmosphere; the metabolic activity of most organisms puts it back. Human activities disrupt this cycle by adding extra CO
2
to the atmosphere. The resulting imbalance is contributing to global warming.
Can you do some additional research and find at least one specific heterotroph?
o
4).
THE EVOLUTION OF PHOTOSYNTHESIS
Life theoretically originated on Earth 3.4 to 4 billion years ago. The atmosphere was thin: composed of methane, carbon dioxide, and water vapor. Any gaseous oxygen had been used up in the combustion (or oxidation) of materials when the Earth was very hot.
The cooling water collected in pools, assimilating nutrients from the rocks. As water evaporated, the nutrients concentrated, forming a rich soup. The first organisms would have lived well off this food source, breaking down the complex molecules into water and carbon dioxide through respiration. Eventually, as life grew, the need arose to somehow re-synthesize complex compounds, both to eat and to use for structure and function. Some organisms learned how to use the Sun's energy to synthesize large molecules from small molecules. Other organisms learned to use other sources of reductive power. These organisms that have learned how to build the building blocks of life are called autotrophs, or self-feeders. Autotrophs are found in the bacterial and plant
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The document describes an internal audit conducted by Phil Ramone of ABC company's acquisition of a new machine. Phil discovered the actual cost was lower than proposed but criticized the plant controller, angering the board. The CAE later found reasonable explanations for cost differences and that the controller properly managed the project. Phil should have gathered more information before making criticisms.
make sure is 100 original not copythis first questionDiscuss .docx
make sure is 100% original not copy
this first question
Discuss the configuration and activation of auditing for files, users or other system objects to help technical personnel recognize, diagnose, deter and/or work to prevent attempts to compromise or break into a computer network.
this second question
Complete the main portion of this assignment as outlined below.
Briefly describe how the following tools are used:
Event viewer
Authority delegation
Update services
Describe 1 scenario in which each tool would be used.
.
make two paragraphs on diffences and similiarties religous belifs .docx
make two paragraphs on diffences and similiarties : religous belifs on egypt and the mayans
Paragraph(s) should include a topic sentence, explanation of similarities, explanations of any differences, and a concluding sentence. • Give specific points to support any generalizations that you make. For example, a statement such as, “Both civilizations relied on oral tradition,” needs elaboration with supporting details. To strengthen your paragraph, give specific examples and elaborations for each culture. If you were discussing the culture of ancient Greece, you might elaborate on how Homer’s Iliad and Odyssey represents the oral traditions of ancient Greece.
100% original work
.
Make a list of your own personality traits and then address the foll.docx
Make a list of your own personality traits and then address the following questions:
How much, if at all, has your personality changed from the time you were in elementary school?
What specific people and/or events most shaped your personality over the last fifteen years of your life?
In terms of personality, which parent are you most like—your mother or your father—and in what ways?
After you consider these questions, discuss how, if at all, your answers may help to shed light on the “nature” versus “nurture”
Please also respond to my classmate's responses for 3-4 sentences. Here are my classmate's responses:
1. Since my elementary school career, I have drastically changed as a result of being exposed to more anxiety-provoking tasks. My personality has thereby been affected in a number of ways due to the aforementioned prospect. I have since become more organized and artistic due to my increasing creativity--since I have efficacy in visual arts. I have also become more mature, since I am always paying attention to my surroundings and what other people are thinking of me. However many benefits have come around, there are as many negative factors that have affected my personality. As described above, I am always affected by my social anxiety as well as always wanting to be in isolation as a result.
The people who have shaped my personality the most over the span of fifteen years are my parents. I have never acquainted myself with others during my schooling career, in which I would always join friend groups since I would be able to blend within the mix. My mother has allowed me to become more diligent over the span of a few years thereby allowing me to become more vulnerable as well as being independent. My mother also got me in the habit of practicing mindfulness and meditation--since she is a Zen psychologist. This in effect has also improved my mental health. As for my father, he would always follow up with my mother on such activities since he had also experienced loneliness in his working environment. While both myself and my father were going through such rigorous training, we were able to improve upon ourselves as well as monitoring each other during the process.
While I have many similarities to that of my father, my personality type closely resembles that of my mother. This is so since we both have similar mindsets and ideologies, her art also closely resembles that of my own. All the more, she developed in a similar form and fashion to that of my upbringing in which she also had anxiety in abundance while eventually being able to overcome such factors--a process that I have endured myself.
I believe that my anxiety is deeply rooted in the essence of who I am as a human being which has been given to me by both my mother and father. Both experienced separate levels of trepidation, one had social anxiety while the other was agoraphobic for a time. Another factor rela.
Make a list of your own personality traits and then address the .docx
Make a list of your own personality traits and then address the following questions:
How much, if at all, has your personality changed from the time you were in elementary school?
What specific people and/or events most shaped your personality over the last fifteen years of your life?
In terms of personality, which parent are you most like—your mother or your father—and in what ways?
After you consider these questions, discuss how, if at all, your answers may help to shed light on the “nature” versus “nurture”
repond. no1
Since my elementary school career, I have drastically changed as a result of being exposed to more anxiety-provoking tasks. My personality has thereby been affected in a number of ways due to the aforementioned prospect. I have since become more organized and artistic due to my increasing creativity--since I have efficacy in visual arts. I have also become more mature, since I am always paying attention to my surroundings and what other people are thinking of me. However many benefits have come around, there are as many negative factors that have affected my personality. As described above, I am always affected by my social anxiety as well as always wanting to be in isolation as a result.
The people who have shaped my personality the most over the span of fifteen years are my parents. I have never acquainted myself with others during my schooling career, in which I would always join friend groups since I would be able to blend within the mix. My mother has allowed me to become more diligent over the span of a few years thereby allowing me to become more vulnerable as well as being independent. My mother also got me in the habit of practicing mindfulness and meditation--since she is a Zen psychologist. This in effect has also improved my mental health. As for my father, he would always follow up with my mother on such activities since he had also experienced loneliness in his working environment. While both myself and my father were going through such rigorous training, we were able to improve upon ourselves as well as monitoring each other during the process.
While I have many similarities to that of my father, my personality type closely resembles that of my mother. This is so since we both have similar mindsets and ideologies, her art also closely resembles that of my own. All the more, she developed in a similar form and fashion to that of my upbringing in which she also had anxiety in abundance while eventually being able to overcome such factors--a process that I have endured myself.
I believe that my anxiety is deeply rooted in the essence of who I am as a human being which has been given to me by both my mother and father. Both experienced separate levels of trepidation, one had social anxiety while the other was agoraphobic for a time. Another factor relates to my emotional intelligence, which was inherently given to me by my mo.
Make a list of people you consider to be your close friend. For each.docx
Make a list of people you consider to be your close friend. For each, identify ways that they are culturally similar to and different from you. Then form groups of four to six students and answer the following questions. Select a recorder for your discussion so you can share your answers with the rest of the class.
- Do people generally have more friends who are culturally similar or different from themselves?
- What are some of the benefits of forming intercultural friendship?
- In what ways are intercultural friendships different or similar to friendship with people from the same cultures?
- What are some reasons people might have for not forming intercultural friendship?
.
Make sure questions and references are included! Determine how s.docx
Make sure questions and references are included!
Determine how scareware has become a serious threat and why you believe end users often fall victim to this form of hoax.
From the e-Activity, discuss the different famous malware threats, the specifics of each threat, how they worked, why they were or weren’t successful, and how they were eventually defeated. Compare and contrast the two selected malware threats and explain which you believe was the stronger threat and why.
Consider the need for education in protecting against all types of malware. Determine whether or not you believe security departments are properly educating employees on common threats.
Determine whether or not you believe bit torrent sharing networks are a breeding ground for Trojan proliferation and if so, suggest what can be done to mitigate the risks. Justify your response.
Describe the technical and security considerations that should be taken in account when migrating a Web-based e-Commerce application from development to the production environment. Explain the significance and type of testing that would be performed in this scenario.
From the e-Activity, select one of the retail payment systems laws and describe their application into Web-based security. Determine the challenges this presents to U.S. companies in an international context.
.
Major Paper #2--The Personal Narrative EssayA narrative is simpl.docx
Major Paper #2--The Personal Narrative Essay
A narrative is simply a story. A personal narrative is a true story, focusing largely on the writer’s own life.
For Essay #2, the Personal Narrative, you will be writing a short essay (at least 3-4 pages in length) about a significant event in your own life. This event need not --and probably should not--be inherently, overly dramatic. Sometimes the most influential moments in our lives are smaller moments, events that we may not recognize as influential until years after the experience. In the personal narrative essay, you will want to tell the story as accurately as you can—search your deep memory—and tell the story from your own perspective. You will also want to exercise your selectivity as a writer, choosing to summarize background information/exposition, and really dramatize important scenes for the reader.
During the course of this unit, you will want to read the examples of the Personal Narrative in Chapter 2. You will want to start brainstorming ideas for your own personal narrative, and--by the end of Unit 5--you will want to have selected a significant event that you wish to focus on in this essay.
INSTRUCTIONS:
Elements of Story: Plot, Character, Setting, Dialogue The following four terms (plot, character, setting, and dialogue) are the four major elements of story. In other words, these are all essentials for your personal narrative.
1.) PLOT: A plot is a pattern of events or actions that lead to a change in a character or situation. In the case of this assignment, the plot of your essay should be limited to a key event or series of events that actually occurred in your real life, and resulted in some sort of change in your character, your relationships with others, your worldview, or your situation. Plot also always includes some kind of tension or conflict. This conflict may be external, between two people (for instance, a fist-fight with your brother, or a disagreement with your mother). In contrast, the conflict may be purely internal (for instance, a conflict between what you desire and your sense of morality). By the end of your essay, we should have some sense that the conflict has been dealt with somehow, if not entirely resolved.
2.) CHARACTER: A character is any person depicted on the page. We often think of characters in terms of fiction, characters “made-up” or “invented” by the author to further the story or illustrate a point. Even in fiction, however, characters are often based on real-life people. In your narrative essay, you yourself will become a character—even though you must remain true to the facts of your life, personality, etc.—just because you will be reproducing yourself on the page. As a readers, we’ll want to get a sense of who you are as a character on the page in the course of your essay. By the end of the essay, we will also want to know why/how your experience was significant. How did it change you?
To take it even further, beyond the scope of .
Major earthquakes and volcano eruptions occurred long before there w.docx
Major earthquakes and volcano eruptions occurred long before there were humans on Earth. However, there have been many in recorded history that significantly impacted human civilization. Choose one significant, important earthquake or volcano and report on it. Be sure to cover how it affected the Earth, the damages and death tolls, the economic impact, and any permanent consequences.
Your paper should meet the following requirements:
Be 3-4 pages in length NOT INCLUDING REF OR TITLE PAGE
Cite 1-2 outside sources
APA FORMAT.
.
Major Paper #1-The Point of View Essay Deadline October 29, 2.docx
Major Paper #1-The Point of View Essay
Deadline: October 29, 2015 at 11:59 pm
Purpose:
This paper assignment has several purposes. As the first major paper for this class, the Point of View Essay is designed to re-engage you with the fundamentals of all good writing, including using lush sensory details to show the reader a particular place (rather than tell them about it), basic organization, clear focus, etc. However, this unit does not function as a mere review. The Point of View Essay will also introduce you to the concept of "thinking and seeing rhetorically, and analyzing writing rhetorically"--using the Writer's Toolbox described in this unit to improve your writing and critical reading skills. Finally, the Point of View Essay allows you to reflect on this process.
The Assignment:
1. Pleasant/Unpleasant Description of the Place:
Choose a place you can observe for an extended period of time (at least 20-30 minutes). Use all of your senses (sight, hearing, touch, smell, even taste if possible) to experience the place, and record all of the sensations that you experience. As you record your data, you may wish to note which details naturally seem more positive, negative, or neutral, in terms of tone. (For instance, a stinky and overflowing trash barrel swarming with flies in a nearby alley might seem more inherently negative than a little white bunny rabbit hopping playfully across the lawn.) Then, you will use this information to help your write descriptions of the place: one positive, one negative. Both descriptions should be factually true (same real time and real place), but you will want one description to be positive in terms of tone and the other to be negative. In addition to including the information and sensory details you've collected as the basis for these descriptions, you will also use the Writer's Toolbox to create your two contrasting impressions for this assignment. (The Writer's Toolbox is explained in the Lecture Notes section of this unit.) As you revise and refine your descriptions, please be sure you are "showing" your readers your place (really putting the readers "there" in the moment and in this scene), rather than simply "telling" them about it. You will also want to try to eliminate unnecessary linking verbs as much as you can, incorporating verbs that show "action" whenever possible.
2. Rhetorical Analysis:
Looking back at your descriptions, analyze how you created these two very different impressions of the place (one positive, one negative) without changing any of the facts. How did you make your place seem so positive in one paragraph and yet so negative in the other paragraph, without changing the facts? Discuss how you incorporated each of the tools from the Writer's Toolbox, and cite examples of this from each of your descriptions. (This analysis should be at least 400-500 words in length.)
3. Reflection:
In one to two paragraphs, cnsider at least one of the following questions.
Maintenance and TroubleshootingDescribe the maintenance procedures.docx
Maintenance and Troubleshooting
Describe the maintenance procedures planned for the proposed network, including a schedule of maintenance activities and the steps required for each activity.
Identify the network operations that will be monitored, the information that will be gathered, and the meaning of the information as it relates to potential system problems.
List at least 3 potential network problem scenarios, and identify the troubleshooting procedure that will be used if this scenario occurs.
.
Maintaining the Loyalty of StakeholdersTo maintain political, gove.docx
Maintaining the Loyalty of Stakeholders
To maintain political, governmental, staff, and patient loyalty, the healthcare organization must provide a sense of organizational stability and view of the legislative landscape. In Chapters 14 and 15 we have researched and investigated the need to align both public opinion with staff trust. The political landscape is the basis for healthcare policy, guidance, state, local, and community support (both fiscal and legal) engaging in political trade-offs to stabilize the healthcare industry (such as in the cost, pharmaceuticals, insurance premiums, and organizational ROI in the healthcare industry). Healthcare organizations must provide the necessary guidance and advocacy for stakeholders in the setting of both state and federal legislature as a voice of reason, authority, and integrity. Provide information on the following:
Research a policy associated with the Affordable Care Act in your home state or another state that may affect healthcare reform and/or the way health care is provided in the chosen state.
Describe the policy and who wrote and/or promoted the policy legislature (provide statistical data).
What are the trade-offs offered to bring balance to the healthcare stakeholders?
What role have public perception and disinterestedness played in the valuation of healthcare performance?
Describe how process innovation, risk taking, health policy analysis, and governance “sense-making” provide balance for stakeholders.
Your paper
Must be 4 double-spaced pages in length (not including title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center.
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must use at least four scholarly sources in addition to the course text.
Must document all sources in APA style as outlined in the Ashford Writing Center.
Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.
Carefully review the
Grading Rubric
for the criteria that will be used to evaluate your assignment.
.
Macro Paper Assignment - The Eurozone Crisis - DueOct 22, 2015.docx
Macro Paper Assignment - The Eurozone Crisis - Due
Oct 22, 2015 1:00 PM
Principles of Macroeconomics Section 602 Fall Semester 2015
Macro Paper Assignment - The Eurozone Crisis
Due Oct 22, 2015 1:00 PM
Starts Aug 19, 2015 12:59 PMEnds Oct 22, 2015 1:00 PM
The EURO (€), was introduced as the official currency of the European
Union (EU) on January 1, 1999 and launched as ‘legal’ tender January 1, 2002.
To date, it is the official currency of 18 member states (aka EUROZONE)
and pegged to other currencies used by over 210 million people worldwide.
Title:
●
What is the Eurozone Crisis?
●
What measures have been used/suggested to resolve the crisis?
●
What are the effects of the measures implemented?
Paper Requirements:
ü
Minimum of
Four
pages (top to bottom), double spaced, neatly typed.
ü
Attach an additional page for bibliography/work cited.
ü
Bibliography references should be
four or more
.
ü
Include introduction and conclusion;
NO Wikipedia
please!
ü
Submit via the
Dropbox
functionality on icollege.
ü
Submit a
hardcopy
in class on designated date.
.
Macromolecules are constructed as a result of covalent forced; howev.docx
Macromolecules are constructed as a result of covalent forced; however, they cannot contribute to the functions of a living cell...!!!
Macromolecules are constructed as a result of covalent forced; however, they cannot contribute to the functions of a living cell without non-covalent forces.
Using a macromolecule such as a protein as an example, explain the statement above.
.
M7A1 Resolving ConflictIf viewing this through the Assignment too.docx
M7A1: Resolving Conflict
If viewing this through the Assignment tool, click the title above to go to the Submissions area.
Resolving Conflict
The Orbe and Harris (2015) textbook identifies the Ten Commandments for Racial and Ethnic Harmony of the Baha’i faith (
p
. 265). The Martin and Nakayama (2014) textbook provides tips on building intercultural skills (
p
. 251-252). Based on the reading, Module 7 web links, or other resources, develop your own list of recommendations for preventing or resolving conflict between people of different cultures, races, ethnicities, sexual orientations,
etc
. Once you have made your recommendations, discuss how one might apply your recommendations.
Your essay is to be written using Microsoft Word or Open Office (freeware found at
Apache OpenOffice
).
Submit your paper using the assignment dropbox.
Paper requirements:
250—300 words
Double-spaced
APA
writing conventions
Your research should be documented by citing one or more credible sources such as a newspaper, a biographic article, book, or website.
.
Madison is interested in how many of the children in.docx
Mad
i
son
i
s i
nt
erested in how many of the ch
i
ldren in her schoo
l
come
from sing
l
e-parent, intact
,
and blended families. What method of
resea
r
c
h
would she use?
correlationa
l
quasi-exper
i
mental
experimenta
l
desc
r
i
ptive
.
Main content areaBased on the readings this week with special at.docx
Main content area
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.
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