Listen. Reflect. PostAfter listening to the podcast Brené on .docx
•Download as DOCX, PDF•
0 likes•2 views
Listen. Reflect. Post After listening to the podcast " Brené on Words, Actions, Dehumanization, and Accountability (链接到外部网站。) " from Unlocking Us , please take the time to reflect on the following questions and submit a response to either of the questions below AND the single one below it (two responses total). 1. Choose either question (only one) from these options What (mis)perceptions do you have about people you consider or might have considered to be your "enemies" at any point? When might you have dehumanized a group of people? How do conflicts between “good” and “evil” manifest for you on day-to-day basis? AND 2. Answer this question: What is one lesson, quote, reminder, piece of knowledge, etc. from the podcast that you’ll be taking with you this week? You can submit this response however you want. Upload a poem, a video, a voice memo, a written reflection. However you process best. This is due by midnight tonight .
Report
Share
Report
Share
Recommended
Death, Dying, and GriefThe required references for this week.docx
Death, Dying, and Grief
The required references for this week discuss death, dying, grief, and bereavement.
In your initial post to this discussion:
Identify an issue associated with grief at one developmental stage: childhood, adolescence, emerging adulthood, adulthood, or later adulthood.
Describe a scenario in which an individual is dealing with the issue you identified.
Explain how you would counsel the individual in the scenario you have described.
Provide one Internet resource to help an individual or family deal with death.
In your responses to no fewer than two of your classmates, compare and contrast your respective choices and descriptions of grief-related issues and your recommendations to the individual under examination. Additionally, identify any insights you have gained as a result of reading the responses of others.
.
The topics covered relate to material from Lesson 10 Social Psy
The topics covered relate to material from Lesson 10: Social Psychology (Chapter 12). Choose from
one
of the three options below.
Option A: Thoughts on Race, Ethnicity and Culture
This page contains an assortment of springboards for you to dive into a discussion of prejudice, stereotyping, and discrimination. This is an activity in self-reflection. Consider your own personal history. Respond to at least 5 (or more) of the following questions in a 2-3 page paper:
1. Is it possible to be free of prejudice? Have you ever met anyone who was?
2. Are you prejudiced? If so, what are some recent instances in which you behaved in a prejudiced way? If not, how do you know that you're not prejudiced?
3. If you've behaved in a prejudiced way, what caused the prejudice, and what might reduce it? How did other people respond to your behavior?
4. If a close friend or family member were to make a prejudiced comment, would you protest? Why or why not? What about a stranger or acquaintance -- would you respond in that situation?
5. If you were to make a prejudiced comment at a party or among a group of friends, would your friends say something?
6. Does the categorization of people always result in prejudice? What about categorizing people in a positive way -- does that result in prejudice?
7. Are stereotypes ever a good thing? Have you ever tried to get people to stereotype you, either positively or negatively?
8. Does the very categorization of people -- for example, as female, a college student, African-American, or Texan -- necessarily rob them of individuality?
9. At a psychological level, what are the common denominators that link all forms of prejudice?
10. In general, which forms of prejudice seem to be declining over time, and which forms seem to be persisting or increasing?
11. Describe the earliest memory you have of an experience with a person or people of a racial, ethnic, or cultural group different from your own..
12. Who or what has had the most influence in the formation of your attitudes and opinions about people of different racial, ethnic, and/or cultural groups? In what way?
13. What influences in your experience have led to the development of positive feelings about your own heritage and background?
14. What influences in your experience have led to the development of negative feelings, if any, about your own heritage or background?
15. What changes, if any, would you like to make in your own attitudes or experiences in relation to people of other racial, ethnic, or cultural groups?
16. Describe an experience in your own life when you feel you were discriminated against for any reason.
17. How do you feel you should deal with (or not deal with) issues of racial, ethnic, and cultural diversity in American society?
18. Which forms of prejudice are most socially acceptable, and which are least acceptable? Why are some forms more acceptable than others?
19. When, if ever, is it best to remain colorblind to race and ethni ...
Case study on Vulnerability and Marginalized PopulationsHow sh.docx
Case study on Vulnerability and Marginalized Populations
How should public health professionals interact with families undergoing health crises?
How should public health professionals interact with the media in high profile cases?
How can understanding the experience of Louise Troh and her family help me become a better public health professional?
This week, instead of discussing a case study from your book, we are going to consider the experience of Louise Troh and her family. The goal is for you to work on your intellectual empathy give consideration to how you will interact with individuals who are vulnerable. Be sure to view the video news clips posted in this module for a sampling of the media coverage during the 2014 Ebola incident in Dallas.
Phase 1: Analyze Louise Troh's experience
In the first part of your discussion board, you will address several questions about the Louise Troh's memoir
My Spirit Took You In: The Romance that Sparked an Epidemic of Fear
. I’d like for each member of the team to
choose one question
to address.
Let your team know early in the week which question you will be answering.
1.
What characteristics of this family indicate that they are members of a vulnerable population?
2.
What stood out to you in Louise’s descriptions of Liberian culture?
3.
What stood out to you in Louise’s description of her experience as an immigrant adapting to a new culture?
4.
How did Louise’s employment and experience as a certified nurse’s aide impact her response to Mr. Duncan’s illness and hospitalization? Do you think she acted appropriately? Why or why not?
5.
Describe the role of the individual public health professionals who interacted with this family. In what ways did they do a good job? What could they have done better?
6.
Describe the response of the community (neighbors, church members, members of the Liberian community) to Mr. Duncan’s diagnosis of Ebola. Which responses were helpful? Which responses were harmful? What could the community have done better?
7.
Describe the response of the media. Was it appropriate, helpful, or harmful? Why? How did the media reports impact the public?
Phase 2: How will this case impact your practice as a public health professional?
In the second part of your discussion board, use your analysis to reflect on how you will practice as a public health professional. Respond to these prompts.
Each member of the team should respond to all four questions:
1.
Now that you have discussed the details of the case, engage your intellectual empathy. Which member of the surviving family did you identify with the most? Imagine that you are that person. Really take a few minutes to imagine what it would be like to be quarantined, how it would affect your work and personal life, what your grief would be like, and what it would be like to be treated with fear and bias by others.
2.
Consider the experience of Kaci Hickox, RN and Public Health Professional..
January 28 (English Express)
Cows produce different moo sounds depending on their geographical origin, similar to human dialects. This document presents a true/false question: True - Cows moo in different ways depending on where they are from (like dialects with human language).
View the array of photographs by clicking on this link Stereotype.docx
View the array of photographs by clicking on this link:
Stereotype photos
.
Choose two photos and individually create a list of commonly heard statements about the country/cultural group (3–5 comments per photo).
Week 1
Post the name of the photo you selected and your list of comments to the discussion for Week 1. Respond to the following:
Identify the common or recurring themes elicited from others’ lists of comments about the photos and indicate if any of the ideas/themes surprised you. Which ones and why?
Did you feel any were hurtful/insulting? What are most flattering?
Week 2
After identifying common themes in Week 1, engage in a class discussion around the following questions. Do not just line up the questions and answer them as if it were a short-answer test, but use them to guide your discussions.
Where do you think these ideas and impressions of nationalities and identity groups come from? Why might these stereotypes be perpetuated?
What can help dispel erroneous images that others have of your culture?
As a leader in your organization, what do you need to do in regard to the images you have of others represented in the photos?
...
February 1/2, 2016 (73X)
Cows communicate differently depending on where they are from, similar to human dialects. According to the document, this statement is true rather than false. In just 3 sentences, this summary captures the main point that cows communicate differently based on location, and identifies the correct answer to the true/false statement given in the document.
m.docx
This document provides instructions for an assignment where students will explore two sides of an issue by discussing both perspectives as well as their own viewpoint. Students will create a podcast discussing a topic they choose from a list of current issues. They will read two fictional but realistic viewpoints on the topic and reflect on how their perspective may have shifted. Students will also consider how they would feel working with clients with differing views and identify strategies for addressing discomfort.
Discussion 1Prior to engaging in this discussion, read Chapters .docx
Discussion 1
Prior to engaging in this discussion, read Chapters 10 and 11 in your text as well as the “Steps for Effective Discharge Planning” article, and review any relevant Instructor Guidance.
For this discussion, refer to the information in the
“Introduction to the Miller Family”
document.
Select one of the family members below whose medical condition has the potential to have worsened to the point that they would need to be hospitalized. Once you have chosen your subject, create a discharge scenario. Each of these family members has been introduced in an earlier assignment. Be sure to review your materials for that assignment including any relevant instructor feedback.
Option 1:
Elías - leukemia
Option 2:
Lila - diabetes (IDDM)
Option 3:
Sam - liver disease caused by heavy drinking
Option 4:
Lucy - bipolar disorder and serious substance abuse (dual diagnosis)
In your initial post, create and present a possible scenario in order to respond to the subject’s discharge from the hospital. See earlier assignments for samples of how to begin crafting the scenario for your subject. Remember to be creative, refer to the “Introduction to the Miller Family” document, and include as much detailed information as appropriate. Be sure to address the following points in your initial post.
Describe the specific issues that need to be addressed when discharging this patient.
Briefly identify who (individuals, professionals, agencies, or organizations) might be identified in the plan, what needs to be done, and when it should happen.
Identify community resources (e.g., doctors, counselors, and agencies) that will be needed, what their roles are in the plan, and assess how they might meet the needs of your patient. Integrate the biological theory of intellect and cognition with your subject’s sociocultural experiences in order to better ascertain his or her needs.
Identify and discuss at least one barrier for success based on the individual’s intellect and his or her sociocultural experiences and perspectives. Critique the contributions of community-based programs and how they might alleviate issues related to this barrier.
Discussion 2
Watch one of the eight videos from
The Future of Medicine
playlist. Then, go to the Ashford University Library and find two research articles related to the social impact or relevance of the topic addressed in your selected video. For assistance with finding peer-reviewed articles, please see the
tutorial
on the Ashford University Library website. Consider the work you have completed in the previous discussions throughout the course. Summarize how we, as individuals, are affected by disease, disability, or disorder. What emotions do we experience toward others with these conditions (empathy, judgment, fear, guilt)? Critique the contributions of community-based programs and how they influence our societal reactions to diseases, disabilities, and disorders. Examine and comment on the ways in which indiv.
Recommended
Death, Dying, and GriefThe required references for this week.docx
Death, Dying, and Grief
The required references for this week discuss death, dying, grief, and bereavement.
In your initial post to this discussion:
Identify an issue associated with grief at one developmental stage: childhood, adolescence, emerging adulthood, adulthood, or later adulthood.
Describe a scenario in which an individual is dealing with the issue you identified.
Explain how you would counsel the individual in the scenario you have described.
Provide one Internet resource to help an individual or family deal with death.
In your responses to no fewer than two of your classmates, compare and contrast your respective choices and descriptions of grief-related issues and your recommendations to the individual under examination. Additionally, identify any insights you have gained as a result of reading the responses of others.
.
The topics covered relate to material from Lesson 10 Social Psy
The topics covered relate to material from Lesson 10: Social Psychology (Chapter 12). Choose from
one
of the three options below.
Option A: Thoughts on Race, Ethnicity and Culture
This page contains an assortment of springboards for you to dive into a discussion of prejudice, stereotyping, and discrimination. This is an activity in self-reflection. Consider your own personal history. Respond to at least 5 (or more) of the following questions in a 2-3 page paper:
1. Is it possible to be free of prejudice? Have you ever met anyone who was?
2. Are you prejudiced? If so, what are some recent instances in which you behaved in a prejudiced way? If not, how do you know that you're not prejudiced?
3. If you've behaved in a prejudiced way, what caused the prejudice, and what might reduce it? How did other people respond to your behavior?
4. If a close friend or family member were to make a prejudiced comment, would you protest? Why or why not? What about a stranger or acquaintance -- would you respond in that situation?
5. If you were to make a prejudiced comment at a party or among a group of friends, would your friends say something?
6. Does the categorization of people always result in prejudice? What about categorizing people in a positive way -- does that result in prejudice?
7. Are stereotypes ever a good thing? Have you ever tried to get people to stereotype you, either positively or negatively?
8. Does the very categorization of people -- for example, as female, a college student, African-American, or Texan -- necessarily rob them of individuality?
9. At a psychological level, what are the common denominators that link all forms of prejudice?
10. In general, which forms of prejudice seem to be declining over time, and which forms seem to be persisting or increasing?
11. Describe the earliest memory you have of an experience with a person or people of a racial, ethnic, or cultural group different from your own..
12. Who or what has had the most influence in the formation of your attitudes and opinions about people of different racial, ethnic, and/or cultural groups? In what way?
13. What influences in your experience have led to the development of positive feelings about your own heritage and background?
14. What influences in your experience have led to the development of negative feelings, if any, about your own heritage or background?
15. What changes, if any, would you like to make in your own attitudes or experiences in relation to people of other racial, ethnic, or cultural groups?
16. Describe an experience in your own life when you feel you were discriminated against for any reason.
17. How do you feel you should deal with (or not deal with) issues of racial, ethnic, and cultural diversity in American society?
18. Which forms of prejudice are most socially acceptable, and which are least acceptable? Why are some forms more acceptable than others?
19. When, if ever, is it best to remain colorblind to race and ethni ...
Case study on Vulnerability and Marginalized PopulationsHow sh.docx
Case study on Vulnerability and Marginalized Populations
How should public health professionals interact with families undergoing health crises?
How should public health professionals interact with the media in high profile cases?
How can understanding the experience of Louise Troh and her family help me become a better public health professional?
This week, instead of discussing a case study from your book, we are going to consider the experience of Louise Troh and her family. The goal is for you to work on your intellectual empathy give consideration to how you will interact with individuals who are vulnerable. Be sure to view the video news clips posted in this module for a sampling of the media coverage during the 2014 Ebola incident in Dallas.
Phase 1: Analyze Louise Troh's experience
In the first part of your discussion board, you will address several questions about the Louise Troh's memoir
My Spirit Took You In: The Romance that Sparked an Epidemic of Fear
. I’d like for each member of the team to
choose one question
to address.
Let your team know early in the week which question you will be answering.
1.
What characteristics of this family indicate that they are members of a vulnerable population?
2.
What stood out to you in Louise’s descriptions of Liberian culture?
3.
What stood out to you in Louise’s description of her experience as an immigrant adapting to a new culture?
4.
How did Louise’s employment and experience as a certified nurse’s aide impact her response to Mr. Duncan’s illness and hospitalization? Do you think she acted appropriately? Why or why not?
5.
Describe the role of the individual public health professionals who interacted with this family. In what ways did they do a good job? What could they have done better?
6.
Describe the response of the community (neighbors, church members, members of the Liberian community) to Mr. Duncan’s diagnosis of Ebola. Which responses were helpful? Which responses were harmful? What could the community have done better?
7.
Describe the response of the media. Was it appropriate, helpful, or harmful? Why? How did the media reports impact the public?
Phase 2: How will this case impact your practice as a public health professional?
In the second part of your discussion board, use your analysis to reflect on how you will practice as a public health professional. Respond to these prompts.
Each member of the team should respond to all four questions:
1.
Now that you have discussed the details of the case, engage your intellectual empathy. Which member of the surviving family did you identify with the most? Imagine that you are that person. Really take a few minutes to imagine what it would be like to be quarantined, how it would affect your work and personal life, what your grief would be like, and what it would be like to be treated with fear and bias by others.
2.
Consider the experience of Kaci Hickox, RN and Public Health Professional..
January 28 (English Express)
Cows produce different moo sounds depending on their geographical origin, similar to human dialects. This document presents a true/false question: True - Cows moo in different ways depending on where they are from (like dialects with human language).
View the array of photographs by clicking on this link Stereotype.docx
View the array of photographs by clicking on this link:
Stereotype photos
.
Choose two photos and individually create a list of commonly heard statements about the country/cultural group (3–5 comments per photo).
Week 1
Post the name of the photo you selected and your list of comments to the discussion for Week 1. Respond to the following:
Identify the common or recurring themes elicited from others’ lists of comments about the photos and indicate if any of the ideas/themes surprised you. Which ones and why?
Did you feel any were hurtful/insulting? What are most flattering?
Week 2
After identifying common themes in Week 1, engage in a class discussion around the following questions. Do not just line up the questions and answer them as if it were a short-answer test, but use them to guide your discussions.
Where do you think these ideas and impressions of nationalities and identity groups come from? Why might these stereotypes be perpetuated?
What can help dispel erroneous images that others have of your culture?
As a leader in your organization, what do you need to do in regard to the images you have of others represented in the photos?
...
February 1/2, 2016 (73X)
Cows communicate differently depending on where they are from, similar to human dialects. According to the document, this statement is true rather than false. In just 3 sentences, this summary captures the main point that cows communicate differently based on location, and identifies the correct answer to the true/false statement given in the document.
m.docx
This document provides instructions for an assignment where students will explore two sides of an issue by discussing both perspectives as well as their own viewpoint. Students will create a podcast discussing a topic they choose from a list of current issues. They will read two fictional but realistic viewpoints on the topic and reflect on how their perspective may have shifted. Students will also consider how they would feel working with clients with differing views and identify strategies for addressing discomfort.
Discussion 1Prior to engaging in this discussion, read Chapters .docx
Discussion 1
Prior to engaging in this discussion, read Chapters 10 and 11 in your text as well as the “Steps for Effective Discharge Planning” article, and review any relevant Instructor Guidance.
For this discussion, refer to the information in the
“Introduction to the Miller Family”
document.
Select one of the family members below whose medical condition has the potential to have worsened to the point that they would need to be hospitalized. Once you have chosen your subject, create a discharge scenario. Each of these family members has been introduced in an earlier assignment. Be sure to review your materials for that assignment including any relevant instructor feedback.
Option 1:
Elías - leukemia
Option 2:
Lila - diabetes (IDDM)
Option 3:
Sam - liver disease caused by heavy drinking
Option 4:
Lucy - bipolar disorder and serious substance abuse (dual diagnosis)
In your initial post, create and present a possible scenario in order to respond to the subject’s discharge from the hospital. See earlier assignments for samples of how to begin crafting the scenario for your subject. Remember to be creative, refer to the “Introduction to the Miller Family” document, and include as much detailed information as appropriate. Be sure to address the following points in your initial post.
Describe the specific issues that need to be addressed when discharging this patient.
Briefly identify who (individuals, professionals, agencies, or organizations) might be identified in the plan, what needs to be done, and when it should happen.
Identify community resources (e.g., doctors, counselors, and agencies) that will be needed, what their roles are in the plan, and assess how they might meet the needs of your patient. Integrate the biological theory of intellect and cognition with your subject’s sociocultural experiences in order to better ascertain his or her needs.
Identify and discuss at least one barrier for success based on the individual’s intellect and his or her sociocultural experiences and perspectives. Critique the contributions of community-based programs and how they might alleviate issues related to this barrier.
Discussion 2
Watch one of the eight videos from
The Future of Medicine
playlist. Then, go to the Ashford University Library and find two research articles related to the social impact or relevance of the topic addressed in your selected video. For assistance with finding peer-reviewed articles, please see the
tutorial
on the Ashford University Library website. Consider the work you have completed in the previous discussions throughout the course. Summarize how we, as individuals, are affected by disease, disability, or disorder. What emotions do we experience toward others with these conditions (empathy, judgment, fear, guilt)? Critique the contributions of community-based programs and how they influence our societal reactions to diseases, disabilities, and disorders. Examine and comment on the ways in which indiv.
Lesson 1: Critical Thinking
This document outlines the aims and structure for an online environmental science class session. The session will include introducing classmates, discussing a topic by watching a video, and sharing opinions in groups. Students will discuss human impact on the environment, learn the vocabulary word "pollution", make predictions about issues a video may address, watch the video, and reflect on it in a group chat. The video is called "Man vs Earth" and addresses how pollution cannot exist without humanity and mankind's influence on the environment.
Question #1 Please choose ONE of the following to make an origi.docx
Question #1:
Please choose ONE of the following to make an original response. Focus on quality, critical thinking, and support for your ideas.
Gender and Emotion
: Elaborate on five basic emotions such as fear, anger, joy, sadness, surprise, guilt, shame, excitement etc., and explain how they differ in expression for males, females, nonbinary persons. Provide examples of both nonverbal and verbal differences. Tell me why you think these differences exist.
Article Discussion: Anger
: Read the following article (the topic is not meant to be political in nature; focus on objective presentation of a concept). Discuss the implications generalize to other settings, to personal health and esteem, or any other psychosocial concepts you'd like to explore? Share your critical thought.
https://www.psychologytoday.com/us/blog/the-big-questions/201809/gender-norms-emotional-expression
Academic Article Discussion
:
Read the following article/research. Choose one or two aspects of the study that interested you, stood out to you, challenged previous ideas... and share with the class some of your critical thought. What are the implications, how does it impact you or others, what does the research say about this, what aspects of our socialization or psychological needs promote or sustain these observations? Elaborate as you wish as long as I see critical thinking, I'm good!
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4469291/
Superwoman Syndrome/Second Shift:
Women are often reported to suffer from something called the "Superwoman syndrome." Your readings discuss the concepts of "second shift" and of womens' "psychological responsibility" in regard to womens' roles. Briefly explain these concepts and elaborate on their implications regarding women's physical and mental health.
Friendships
: Females often have "best friends," and media portrays males as having "bromances." Elaborate on the dynamics of same-sex friendships between males and females. How are they similar or different? Do you think males would benefit from more intimate relationships? In what ways?
Gender and Communication
:
Provide a few communication examples in which gender influences how it is expressed and perceived differently. For example, is there a different perspective for a raised voice, a demand, interrupting, directness? Is there a different use of language or tone? Are certain phrases used regularly, or are there differences in intentions for communication between genders, like to gain power or to connect and be agreeable? Share your observations with the class and tell us how your understanding can impact your life.
Gender and Nonverbal Language:
Nonverbal language includes Facial Expressions, Gestures, Paralanguage (how one says something, like tone, sarcasm), Touch, Posture, and Eye Contact. Make note of differences on the use of nonverbal language between genders, how it may be perceived, how to avoid misconceptions, and how understanding these differences ca.
Vibrant Online Discussions
The document provides guidance for facilitating vibrant online discussions. It recommends clearly establishing expectations and ground rules, arranging the discussion space, planning thought-provoking discussion starters, and encouraging participation from quiet members while preventing monopolization. The facilitator should keep discussions on track, clarify confusion, and summarize discussions periodically. Sample discussion board topics are also provided relating to medical procedures portrayed in media.
Population Experience Narcissistic Personality.docx
About 5-6% of the population experiences Narcissistic Personality Disorder. Men are diagnosed with NPD more often than women. Cultures that emphasize individualism and self-importance tend to have higher levels of narcissism. Authoritarian parenting is more likely to produce grandiose narcissism, while permissive parenting is more likely to produce vulnerable narcissism. Grandiose narcissism can help public figures remain popular on social media, while also potentially hurting popularity.
DescriptionAn informative speech increases the audience members’
Description
An informative speech increases the audience members’ understanding of a topic. For this speech, you will inform your audience about a significant popular culture product or personality from the last five years. “Popular culture (or "pop culture") refers to the traditions and material culture of a particular society. [In first-world countries], pop culture refers to cultural products such as music, art, literature, fashion, dance, film, cyberculture, television, and radio that are consumed by the majority of a society's population. Pop culture is those types of media that have mass accessibility and appeal” (Crossman, 2020).
This assignment requires you to design and deliver an original 4-5 minute informative speech, with supporting PowerPoint slides.
For this speech, you will inform your audience about a topic by answering the questions:
· What is the most significant popular culture product or personality from the last five years and why is that product or personality the most significant?
The ideas in your speech must be supported by evidence. A minimum of three viable, relevant, timely sources is required. For this speech, you will confine your research to newspapers from across the country. You may choose from the following online newspapers:
· “LA Times”
· “Chicago Tribune”
· “USA Today”
· “Atlanta Journal-Constitution”
· “Detroit Free Press”
· “Arizona Republic”
· “The Dallas Morning News”
· “Boston Herald”
· “New York Post”
· “The Washington Times”
POWERPOINT SPEECH WORKSHEET
Do not complete this worksheet unless you have read the instructions for this speech. You will complete this worksheet easier if you follow the speech instructions as these instructions tell you exactly how to complete this worksheet.
Name:
INSTRUCTIONS
1. Fill in the blanks to create a preparation outline. Write your preparation outline in complete and correct sentences. Refer to the sample preparation outline in our textbook for guidance.
2. The speaking notes prompts follow the preparation outline. Fill in the blanks to develop speaking notes. Refer to the sample speaking notes outline in our textbook for guidance.
PREPARATION OUTLINE
You will fill in your answers after each colon (:). Write in complete sentences.
Introduction:
Central Idea: The most significant popular culture personality from the last five years is Kim Kardashian. She has influenced and impacted the fashion industry, home décor, lifestyles, and body image.
Preview:
Signpost (Transition):
Main Idea #1:
(Write your first Main Idea which will identify and explain the pop culture product or personality).
(A. Support #1 for Main Idea #1. Identify and explain.):
1. (Detail for Support #1 for Main Idea #1):
2. (Detail for Support #1 for Main Idea #1):
(B. Support #2 for Main Idea #1. Give examples.):
1. (Detail for Support #2 for Main Idea #1):
2. (Detail for Support #2 for Main Idea #1):
Signpost (Transition):
Main Idea #2 ...
Ocean320 Learning Guide
This document provides a learning guide for an introductory module that covers four main topics: an overview of the course, the nature of science, the Tragedy of the Commons concept, and the concept of Shifting Baselines. The module objectives are to introduce these concepts and discuss fundamental aspects of the nature of science. Learning outcomes include explaining the nature of science, comparing it to other ways of knowing, and articulating the Tragedy of the Commons and Shifting Baselines concepts. Students are instructed to complete readings, videos, and discussions on these topics to assess understanding.
Ocean320 Learning Guide
This document provides a learning guide for an introductory module that covers four main topics: an overview of the course, the nature of science, the Tragedy of the Commons concept, and the concept of Shifting Baselines. The module objectives are to introduce these concepts and discuss fundamental aspects of the nature of science. Learning outcomes include explaining the nature of science, comparing it to other ways of knowing, and articulating the Tragedy of the Commons and Shifting Baselines concepts. The guide outlines required readings, videos, and sessions to facilitate understanding of these topics in order to complete a quiz by the due date.
Taking A StandThe goal of this assignment is to create a sound.docx
Taking A Stand
The goal of this assignment is to create a sound argument – addressing a local, personal issue. Start by examining your daily life for problems that you would like to solve. Consider your: Community, Jefferson College, Job/Work, Home/Family – but restrict your possible topics to only what you experience on a regular basis. Your paper should require no more than 1 or 2 sources - consider using an interview.
Topic: (For example – “required” class at Jeffco, traffic signage in neighborhood, process at work, family member, etc.) Spell out the problem in some detail.
What happens?
Who is involved?
Why is this a problem?
Who stands to gain if the problem is resolved?
When is this a problem?
Where does this occur?
Audience: (Who are you writing to? Who can solve this problem? What will motivate this audience to act? How can you reach this audience?)
Solution
: (What do you want to see happen? How will your suggestion solve this problem? What are the possible downsides to your solution? What are the benefits of your solution? What are the costs involved?How are you certain this solution will adequately solve the problem?
Topic:
Audience:
What types of evidence is best suited to persuade this audience?
Purpose: To convince ___________________________ that we should ____________________________________ because ____________________________________________________________.
Claim:
Stated Reasons:
Evidence to support your reasons:
Warrants for each piece of evidence:
Example :
a-Ethos
b-Pathos
c-Logos
Counter Claims -
...
Death Penalty Answer this What are the personal.docx
This document provides instructions for an assignment on the death penalty. Students are asked to discuss personal and communal ethical factors involved in the debate around the death penalty. They should then articulate and evaluate positions on both sides of the debate using Kantian ethics. Finally, students must create an annotated bibliography of 5 academic sources on the topic, summarizing key points, discussing controversies, and stating whether they agree or disagree with each source. Each annotation should also include a quote and evaluation of the source's importance.
Science Project: SELF-INTERVIEW. Psycho-Social Repercusions of COVID-19 Lockdown
Science Project: SELF-INTERVIEW. Psycho-Social Repercusions of COVID-19 LockdownMEFP-British Council Programme IES Al-Qázeres
1) The document outlines a project for students to record a self-interview about their experiences during the COVID-19 lockdown.
2) Students are provided a list of topics and questions to choose from for their interview, covering things like how adults and themselves are coping, what they have learned, how daily life has changed, concerns about the situation, and how they are staying free under lockdown.
3) Technical instructions are provided for recording the interview, such as using a mobile phone or computer app and recording in a quiet place. The interview should last no more than 5 minutes and be sent to the provided email address.Prior to engaging in this discussion, read Chapters 10 and 11 in y.docx
Prior to engaging in this discussion, read Chapters 10 and 11 in your text as well as the “Steps for Effective Discharge Planning” article, and review any relevant Instructor Guidance.
For this discussion, refer to the information in the
“Introduction to the Miller Family”
document.
Select one of the family members below whose medical condition has the potential to have worsened to the point that they would need to be hospitalized. Once you have chosen your subject, create a discharge scenario. Each of these family members has been introduced in an earlier assignment. Be sure to review your materials for that assignment including any relevant instructor feedback.
Option 1:
Elías - leukemia
Option 2:
Lila - diabetes (IDDM)
Option 3:
Sam - liver disease caused by heavy drinking
Option 4:
Lucy - bipolar disorder and serious substance abuse (dual diagnosis)
In your initial post, create and present a possible scenario in order to respond to the subject’s discharge from the hospital. See earlier assignments for samples of how to begin crafting the scenario for your subject. Remember to be creative, refer to the “Introduction to the Miller Family” document, and include as much detailed information as appropriate. Be sure to address the following points in your initial post.
Describe the specific issues that need to be addressed when discharging this patient.
Briefly identify who (individuals, professionals, agencies, or organizations) might be identified in the plan, what needs to be done, and when it should happen.
Identify community resources (e.g., doctors, counselors, and agencies) that will be needed, what their roles are in the plan, and assess how they might meet the needs of your patient. Integrate the biological theory of intellect and cognition with your subject’s sociocultural experiences in order to better ascertain his or her needs.
Identify and discuss at least one barrier for success based on the individual’s intellect and his or her sociocultural experiences and perspectives. Critique the contributions of community-based programs and how they might alleviate issues related to this barrier.
dq2
Watch one of the eight videos from
The Future of Medicine
playlist. Then, go to the Ashford University Library and find two research articles related to the social impact or relevance of the topic addressed in your selected video. For assistance with finding peer-reviewed articles, please see the
tutorial
on the Ashford University Library website. Consider the work you have completed in the previous discussions throughout the course. Summarize how we, as individuals, are affected by disease, disability, or disorder. What emotions do we experience toward others with these conditions (empathy, judgment, fear, guilt)? Critique the contributions of community-based programs and how they influence our societal reactions to diseases, disabilities, and disorders. Examine and comment on the ways in which individuals, families, communi.
1 intro aggression
This document provides an introduction to aggression for an A2 Psychology class. It defines aggression as behavior intended to harm another physically or psychologically. Students will learn about different psychological approaches to explaining aggression, including psychodynamic, biological, behavioral, and cognitive perspectives. They will apply these approaches to explain the 2011 London riots and evaluate the strengths and limitations of each explanation. As homework, students are asked to watch a YouTube video on Albert Bandura's Bobo doll experiment and answer questions about social learning theory and how it differs from operant conditioning.
Gender Diversity or Diversity of Sexual OrientationFor this .docx
Gender Diversity or Diversity of Sexual Orientation
For this assignment, you will begin by selecting ONE (1)of the following two topics for your
essay:
(a) gender diversity or
(b) diversity of sexual orientation. Based on the topic you chose, select one of the videos listed below, which will serve as the basis for your reflection paper. These videos can be found in the Films on Demand database located in the Waldorf Online Library
(If the video you selected is not currently available, please select another from the list.)
Topic Option #1: Gender Diversity
Choose one of the following videos to serve as the basis of your reflection paper.
“TED Talks: Sheryl Sandberg—Why We Have Too Few Women Leaders”
“She Says: Women in the News”
“TEDTalks: Courtney Martin—Reinventing Feminism”
Topic Option #2: Diversity of Sexual Orientation
Choose one of the following videos to serve as the basis of your reflection paper.
“Being Gay: Coming Out in the 21st Century”
“Transcending Gender: Portraits from the Community”
“Rocking the Cradle: Gay Parenting”
Assignment Criteria:Immediate Reactions to Video. As you watch the videos, keep a pen and a pad of paper handy, and jot down notes on the following:
What are your immediate reactions and thoughts about the people featured in the video?
Make sure to write down these notes as you are watching the video, in order to capture your immediate reactions and thoughts. Also, make sure not to self-censor, or
to sugarcoat your reactions and thoughts, based on political or cultural expectations.
Written Reflection
After watching the video, look at the notes you took on your immediate reactions and thoughts about the people featured in the video. Now, write a minimum 500-word paper on your reflection. Include the following elements in your reflection paper, and use headings in your paper to correspond to each of these elements:
1.Title: Title your paper as a reflection paper on either gender diversity or diversity of sexual orientation,and list the title of the video you chose to watch for this assignment.
2.Introduction: Introduce the topic of your reflection paper (i.e., gender diversity or diversity of sexual orientation), and provide a synopsis of the video. ORG 6700, Diversity and Inclusion in the Organization Culture6
3.What I Learned about the People Featured in the Video: Use the notes you jotted down while watching the video to describe your immediate reactions to the people featured in the video. What did you learn about them? What did you learn about the demographic featured in the video, and what did you learn about the individuals featured in the video? (Be sure not to self-censor.
Be honest as you describe your reactions.)
4.What I Learned about Myself: Now, take a second look at the notes you jotted down while watching the video.
What did you learn about yourself, as you reflect on the immediate reactions you had to the people featured in the video?
How did this video ...
Discussion 2 - Week 9COLLAPSEEmotion and Social CognitionSoc.docx
Discussion 2 - Week 9
COLLAPSE
Emotion and Social Cognition
Social psychologists have long studied the relationship between emotion (affect) and cognition, and there are many studies which demonstrate that emotion does indeed impact social cognitive functioning. For example, emotion can impact attention, judgments and decisions, cognitive processing/flexibility, perceptions of morality, and stereotypes/prejudice. Not only does emotion impact social cognitive functioning, but research also indicates that emotion, itself, is a social construction wherein social factors influence emotional response and emotional responses have social ramifications.
For this Discussion, select a peer reviewed article from the Walden Library which studies emotion (affect) and its impact on social cognition, including but not limited to attention, judgments, decisions, cognitive processing, flexibility, perceptions of morality, and stereotypes and prejudice. Based upon the article you selected, consider whether or not emotion is a social construction.
With these thoughts in mind:
Post by Day
3
a brief summary of the peer-reviewed article you selected from the library (include the key variables, the design, and the main findings). Then, post an argument for or against the notion that emotion is a social construction. Use the article you selected to support your argument and include any connections between emotions and social cognition.
Impact of Mood on Decision Making
The awareness of moods and emotions provides you information about your individual circumstance and about your interactions with others. This information, in turn, helps you make decisions and judgments. For example, if you were in a bad mood, you might make a global judgment regarding life satisfaction. If you were in a good mood, you might decide to sky dive from an airplane because you were feeling elated and excited to try something new. Moods and emotions greatly impact your decision-making process, and it is important to understand this connection.
For this Discussion, review the media titled
Social Cognition and Affect,
and consider why the person in the video made the decisions he or she did and what impact moods and emotions may have had on his or her decisions.
With these thoughts in mind:
Post by Day
4
a brief explanation of three possible reasons why the person in the media made his or her decision. Be specific. Then, explain two ways mood/emotion may have impacted this person’s decision. Finally, describe one life or death situation and explain how mood/emotion could impact decision making in this situation.
Learning Resources
Course Media
Media: Laureate Education, Inc. (2011).
Social cognition and affect
.
Baltimore, MD: Author.
(Click on the television screen once the video opens in a new window. “The Company” will appear on the television image.)
Note:
While the content within this media piece references Week 10, it is intended for Week 9 in this cou.
Major Benefits and Drivers of IoT.Background According to T.docx
Major Benefits and Drivers of IoT.
Background: According to Turban (2015),The major objective of IoT systems is to improve productivity, quality, speed, and the quality of life. There are potentially several major benefits from IoT, especially when combined with Artificial Intelligence (AI).
Reference: Sharda, R., Delen, Dursun, and Turban, E. (2020). Analytics, Data Science, & Artificial Intelligence: Systems for Decision Support. 11th Edition. By PEARSON Education. Inc.
ISBN-13: 978-0-13-519201-6
Assignment/Research: Go to pages 694 to 695 of your recommended textbook and familiarize yourself with the contents therein. Go ahead and make a list of the major benefits and drivers of IoT, thereafter pick two from each list and discuss them briefly.
Your research paper should be at least three pages (800 words), double-spaced, have at least 4 APA references, and typed in an easy-to-read font in MS Word
.
Major Assessment 2 The Educated Person” For educators to be ef.docx
Major Assessment 2: The “Educated Person” For educators to be effective in supporting diverse learners, they need to develop, possess, and continually refine their vision of the “educated person.” In other words, they need to have a vision of their goals and outcomes for educating students. Prepare a statement of your image of and beliefs and values about the educated person. Explain your beliefs about the role of the teacher in valuing and encouraging others to value the image of an educated person. Be certain to address the roles of cultural diversity in achieving a viable vision of the educated person. Begin by reading the key documents discussed in the chapters in this section. Reference at least five additional current professional references to illustrate your position. Organize your presentation by sections and use American Psychological Association (APA) style for citing references in the body of the text and for developing your reference list. Include the following sections in your paper:
1. Introduction
2. Vision of learning and the educated person (critical knowledge, skills, dispositions)
3. Role of the teacher in providing an effective instructional program and applying best practices to student learning
4. Critical issues in promoting the success of all students and responding to diverse community needs
5. Capacity to translate the image of the educated person into educational aims and organizational goals and processes
6. Conclusion
7. References
.
Major Assessment 4 Cultural Bias Investigation Most educators agree.docx
Major Assessment 4: Cultural Bias Investigation Most educators agree that major influences on the achievement of students are the activities and support materials; environment; and types of expectations, interactions, and behaviors to which they are exposed. Therefore, an understanding of bias and skill in discerning subtle and/or overt bias in curriculum, instruction, and assessment are extremely important. Conduct a cultural bias investigation to examine a particular textbook with which you are familiar. Your investigation will focus on identifying instructional and assessment practices that reflect cultural bias and inhibit learning. The investigation will include reflection on the impact of these practices on student learning. Procedure 1. Make sure you are familiar with the key authors and experts described in the chapters in this section. Review at least five research-based sources that clarify the research to expand your understanding of the influence of culture on teaching and learning and the presence of bias in curriculum, instruction, and assessment. 2. Select and analyze a textbook with which you are familiar. Use the Sadkers’ (Sadker & Zittleman, 2012) list of the seven prevalent forms of bias in the curriculum to conduct a critical analysis of the textbook. Look at such aspects as pictures, names of people, the relative marginalization or integration of groups of people throughout the text, examples used, and so on. Summarize and present your data in displays (charts, tables, etc.). 3. Include in a written report the following: Introduction (text selected; rationale for selection; description of the text and context in which it is used) Review of the research on the influence of culture in teaching and learning and bias in the curriculum Summary of your findings (data tables and appropriate narratives) Discussion of the findings, including: { resonance with the research on bias { your understanding of bias and the challenges it poses to teaching and learning { the implications of your findings for teaching and learning Relate your discussion of the findings to class discussions and readings of the philosophy of education and purposes of curriculum. Be sure to adhere to APA guidelines in writing the final paper. Use the following tables to display your data: SECTION IV ASSESSMENT SKILLS Table 2: Analysis of Four Chapters for Frequency of Mention of Each Search Category Whites/Caucasians (male/female) African Americans (male/female) Hispanics/Latinos/Latinas (male/female) Native Americans (male/female) Asian Americans (male/female) Disability and deaf culture Gay, lesbian, bisexual, and transgendered persons (male/female) Religious groups Language groups Other Example Table 2 Format: Textbook Chapter Analysis Search category 1 # mentions/ # pages 2 # mentions/ # pages 3 # mentions/ # pages 4 # mentions/ # pages Total # mentions/ # pages White males White females African Americans Hispanics/Latinos/Latinas Table 3.
Maintaining privacy and confidentiality always is also vital. Nurses.docx
Maintaining privacy and confidentiality always is also vital. Nurses handle information that if misplaced can expose patient’s unnecessarily and thus cause a breach in confidentiality. Such information can include drug use, sexual activity and history of mental illness (Masters, 2020). Conversations regarding patient care and condition must be private and involve only those in direct care. A violation of patient’s privacy can result in fines and employment termination
.
Main content15-2aHow Identity Theft OccursPerpetrators of iden.docx
Main content
15-2aHow Identity Theft Occurs
Perpetrators of identity theft follow a common pattern after they have stolen a victim’s identity. To help you understand this process, we have created the “identity theft cycle.” Although some fraudsters perpetrate their frauds in slightly different ways, most generally follow the stages in the cycle shown in Figure 15.1.
Stage 1. Discovery
1. Perpetrators gain information.
2. Perpetrators verify information.
Stage 2. Action
1. Perpetrators accumulate documentation.
2. Perpetrators conceive cover-up or concealment actions.
Stage 3. Trial
1. First dimensional actions—Small thefts to test the stolen information.
2. Second dimensional actions—Larger thefts, often involving personal interaction, without much chance of getting caught.
3. Third dimensional actions—Largest thefts committed after perpetrators have confidence that their schemes are working.
Figure 15.1The Identity Theft Cycle
Stage 1: Discovery
The discovery stage involves two phases: information gathering and information verification. This is the first step in the identity theft cycle because all other actions the perpetrator takes depend upon the accuracy and effectiveness of the discovery stage. A powerful discovery stage constitutes a solid foundation for the perpetrator to commit identity theft. The smarter the perpetrator, the better the discovery foundation will be.
During the gaining information phase, fraudsters do all they can to gather a victim’s information. Examples of discovery techniques include such information-gathering techniques as searching trash, searching someone’s home or computer, stealing mail, phishing, breaking into cars or homes, scanning credit card information, or using other means whereby a perpetrator gathers information about a victim.
During the information verification phase, a fraudster uses various means to verify the information already gathered. Examples include telephone scams, where perpetrators call the victim and act as a representative of a business to verify the information gathered (this is known as pretexting), and trash searches (when another means was used to gather the original information). Although some fraudsters may not initially go through the information verification process, they will eventually use information verification procedures at some point during the scam. The scams of perpetrators who don’t verify stolen information are usually shorter and easier to catch than scams of perpetrators who verify stolen information.
Step 2: Action
The action stage is the second phase of the identity theft cycle. It involves two activities: accumulating documentation and devising cover-up or concealment actions.
Accumulating documentation refers to the process perpetrators use to obtain needed tools to defraud the victim. For example, using the information already obtained, perpetrators may apply for a bogus credit card, fake check, or driver’s license in the victim’s name. Although the perpetra.
Macro Presentation – Australia Table of ContentOver.docx
Macro Presentation – Australia
Table of Content:
Overview
Nominal GDP & Real GDP
GDP/Capita
Inflation rate
Exports & Imports
Unemployment Rate & Labor force
labor force participation & composition of labor force
Money Supply
pie-chart (composition of the economy)
strengths and weaknesses of this economy
Overview:
sixth-largest country in the world.
Australia is a continent & an island
located in Oceania
Population: 25.2 million
Australia is one of the wealthiest Asia
the world’s 14th largest (economically)
Overview:
GDP :
$1.3 trillion
2.8% growth
2.6% 5-year compound annual growth
$52,373 per capita
Unemployment: 5.4%
Inflation (CPI): 2.0%
Characterized by: diverse services, technology sectors & low government debt
five key reasons for investing in Australia: Robust Economy, Dynamic Industries, Innovation and Skills, Global Ties and Strong Foundations & compares Australia’s credentials with other countries.
GDP:
Nominal GDP & Real GDP:
Nominal GDP:
1.434 trillion
Real GDP:
45439.30 $
GDP/Capita:
57,373.687
Inflation Rate:
Inflation Rate 2018 = 1.9%
Inflation Rate 2017 = 1.9%
Inflation Rate 2016 = 1.3%
Inflation Rate 2015 = 1.5%
Inflation Rate 2014 = 2.5%
Inflation Rate 2013 = 2.5%
Inflation Rates over 5 years
عمود12013201420152016201720182.52.51.51.31.91.9عمود2201320142015201620172018
Exports & Imports:
Exports:
Bituminous coal
iron ores and concentrates
Gold
Petroleum oils and oils obtained from bituminous
Copper ores and concentrates
The total value of exports: is US$ 252,776 million.
Imports:
Petroleum oïl
Automobiles with reciprocating piston engine di
Transmission apparatus
Diesel powered trucks
The total value of imports: is US$ 235,519 million
Exports & Imports (partners) :
Exports:
China
Japan
Korea
India
United sates
Imports:
China
United states
Japan
Germany
Thailand
Unemployment Rate & Labor force:
Unemployment Rate:
5.4%
Labor force:
79%
labor force participation & composition of labor force:
labor force participation:
77.558
composition of labor force:
Employed = 12658.6
Unemployed = 671.0
Labour force =
12658.6 + 671.0 = 13329.6
Nationals = 29.7 %
foreigners+ = 70.3 %
Money Supply:
M1 = 1189.19
M3 = 2231.55
pie-chart (composition of the economy):
70% of coal, 54% of iron, service industry 70%, Agriculture 12%
المبيعاتcoalironindustryagriculture70547012
strengths and weaknesses of this economy:
Weaknesses:
The quality of life in Australia is high & not permanent
The size of their investment
Most concentrated investments: coal, gas, iron mining
Solution
s & Suggestion:
To sustain a high quality of life long-term:
Many investments with added value ‘not from their priorities’ : (workforce for education, high teach sector in nanotechnology + solar energy & agricultural innovation) > should focus on
strengths and weaknesses of this economy:
Strength:
Mining is a strong investment in Australia
References:
https://www.h.
M.S Aviation Pty Ltd TA Australian School of Commerce RTO N.docx
This document is an assessment booklet for the unit BSBINN601 Lead and manage organisational change. It contains information on the assessment process, requirements, tasks and evidence to be collected to determine competency. The assessments will take place at the Australian School of Commerce campus and involve knowledge tests, project work and roleplays to demonstrate skills in leading and managing organizational change.
M4.3 Case StudyCase Study ExampleJennifer S. is an Army veter.docx
M4.3 Case Study
Case Study Example:
Jennifer S. is an Army veteran of Operation Freedom. Since returning home, Jennifer has suffered from recurrent headaches, ringing in her ears, difficulty focusing, and dizziness. In addition, soon after returning home, she began to experience moments of panic when in open spaces; flashbacks reliving the blast and the death of fellow soldiers; feelings of emotional numbness and depression; and being easily startled. She was placed on medical leave and diagnosed with Post Traumatic Stress Disorder (PTSD) and is currently being seen by a psychiatrist at the VA hospital. Her husband understands the concept of PTSD but is unprepared to handle his wife’s deteriorating condition.
Recently, Jennifer was seen at the local urgent care center for recurrent headaches, complaints of shortness of breath, and chest pain. Her husband informed the urgent care nurse that for the past four weeks his wife has been unable to care for the children, remains in bed, complaining of headaches, and is very ‘jumpy’.
The nurse assesses Jennifer knowing that returning veterans with PTSD and their families face an array of challenges, with implications for the veterans, their partners, and their children. The nurse considers referring them to: a social worker specializing in crisis intervention for veterans, a family counselor, the school nurse, a family health care practitioner.
Key elements of the nurse’s assessment are as follows:
Jennifer is 33 year-old woman who enlisted in Reserve Officers’ Training Corps (ROTC) in college, where she majored in Journalism. Upon graduation, she obtained a position in the Army as public affairs broadcast specialist. Her first assignment was at a base in upstate New York. Three years ago, she was relocated to the St. Louis, Missouri area. Jennifer has been married to her husband, Zane, for 14 years and they have two children ages six and ten. Cameron is ten years-old and entering middle school and Zeta is six years-old and in kindergarten. Zane works as a civil engineer in the St. Louis area. Both Jennifer and Zane come from large families who reside in the Boston area. Jennifer’s family is Portuguese and Zane's is Irish, they were both raised Catholic. While Jennifer was deployed, her mother moved in with Zane and the children to provide additional support and child care.
One year ago, Jennifer was deployed to Afghanistan on a six month assignment to report on the events of the war: she thought she had a ‘safe’ assignment. While working on a story in the field an Improvised Explosive Device (IED) exploded near her: two soldiers and four citizens were killed including one child. Although she was unhurt, she was unable to sleep after this event. Upon returning stateside, she began experiencing vivid nightmares, sleeplessness, survivor guilt, and depression. She was recently diagnosed with PTSD and is attempting to find a support group and counseling. Unfortunately, she has found that treatment for fe.
More Related Content
Similar to Listen. Reflect. PostAfter listening to the podcast Brené on .docx
Lesson 1: Critical Thinking
This document outlines the aims and structure for an online environmental science class session. The session will include introducing classmates, discussing a topic by watching a video, and sharing opinions in groups. Students will discuss human impact on the environment, learn the vocabulary word "pollution", make predictions about issues a video may address, watch the video, and reflect on it in a group chat. The video is called "Man vs Earth" and addresses how pollution cannot exist without humanity and mankind's influence on the environment.
Question #1 Please choose ONE of the following to make an origi.docx
Question #1:
Please choose ONE of the following to make an original response. Focus on quality, critical thinking, and support for your ideas.
Gender and Emotion
: Elaborate on five basic emotions such as fear, anger, joy, sadness, surprise, guilt, shame, excitement etc., and explain how they differ in expression for males, females, nonbinary persons. Provide examples of both nonverbal and verbal differences. Tell me why you think these differences exist.
Article Discussion: Anger
: Read the following article (the topic is not meant to be political in nature; focus on objective presentation of a concept). Discuss the implications generalize to other settings, to personal health and esteem, or any other psychosocial concepts you'd like to explore? Share your critical thought.
https://www.psychologytoday.com/us/blog/the-big-questions/201809/gender-norms-emotional-expression
Academic Article Discussion
:
Read the following article/research. Choose one or two aspects of the study that interested you, stood out to you, challenged previous ideas... and share with the class some of your critical thought. What are the implications, how does it impact you or others, what does the research say about this, what aspects of our socialization or psychological needs promote or sustain these observations? Elaborate as you wish as long as I see critical thinking, I'm good!
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4469291/
Superwoman Syndrome/Second Shift:
Women are often reported to suffer from something called the "Superwoman syndrome." Your readings discuss the concepts of "second shift" and of womens' "psychological responsibility" in regard to womens' roles. Briefly explain these concepts and elaborate on their implications regarding women's physical and mental health.
Friendships
: Females often have "best friends," and media portrays males as having "bromances." Elaborate on the dynamics of same-sex friendships between males and females. How are they similar or different? Do you think males would benefit from more intimate relationships? In what ways?
Gender and Communication
:
Provide a few communication examples in which gender influences how it is expressed and perceived differently. For example, is there a different perspective for a raised voice, a demand, interrupting, directness? Is there a different use of language or tone? Are certain phrases used regularly, or are there differences in intentions for communication between genders, like to gain power or to connect and be agreeable? Share your observations with the class and tell us how your understanding can impact your life.
Gender and Nonverbal Language:
Nonverbal language includes Facial Expressions, Gestures, Paralanguage (how one says something, like tone, sarcasm), Touch, Posture, and Eye Contact. Make note of differences on the use of nonverbal language between genders, how it may be perceived, how to avoid misconceptions, and how understanding these differences ca.
Vibrant Online Discussions
The document provides guidance for facilitating vibrant online discussions. It recommends clearly establishing expectations and ground rules, arranging the discussion space, planning thought-provoking discussion starters, and encouraging participation from quiet members while preventing monopolization. The facilitator should keep discussions on track, clarify confusion, and summarize discussions periodically. Sample discussion board topics are also provided relating to medical procedures portrayed in media.
Population Experience Narcissistic Personality.docx
About 5-6% of the population experiences Narcissistic Personality Disorder. Men are diagnosed with NPD more often than women. Cultures that emphasize individualism and self-importance tend to have higher levels of narcissism. Authoritarian parenting is more likely to produce grandiose narcissism, while permissive parenting is more likely to produce vulnerable narcissism. Grandiose narcissism can help public figures remain popular on social media, while also potentially hurting popularity.
DescriptionAn informative speech increases the audience members’
Description
An informative speech increases the audience members’ understanding of a topic. For this speech, you will inform your audience about a significant popular culture product or personality from the last five years. “Popular culture (or "pop culture") refers to the traditions and material culture of a particular society. [In first-world countries], pop culture refers to cultural products such as music, art, literature, fashion, dance, film, cyberculture, television, and radio that are consumed by the majority of a society's population. Pop culture is those types of media that have mass accessibility and appeal” (Crossman, 2020).
This assignment requires you to design and deliver an original 4-5 minute informative speech, with supporting PowerPoint slides.
For this speech, you will inform your audience about a topic by answering the questions:
· What is the most significant popular culture product or personality from the last five years and why is that product or personality the most significant?
The ideas in your speech must be supported by evidence. A minimum of three viable, relevant, timely sources is required. For this speech, you will confine your research to newspapers from across the country. You may choose from the following online newspapers:
· “LA Times”
· “Chicago Tribune”
· “USA Today”
· “Atlanta Journal-Constitution”
· “Detroit Free Press”
· “Arizona Republic”
· “The Dallas Morning News”
· “Boston Herald”
· “New York Post”
· “The Washington Times”
POWERPOINT SPEECH WORKSHEET
Do not complete this worksheet unless you have read the instructions for this speech. You will complete this worksheet easier if you follow the speech instructions as these instructions tell you exactly how to complete this worksheet.
Name:
INSTRUCTIONS
1. Fill in the blanks to create a preparation outline. Write your preparation outline in complete and correct sentences. Refer to the sample preparation outline in our textbook for guidance.
2. The speaking notes prompts follow the preparation outline. Fill in the blanks to develop speaking notes. Refer to the sample speaking notes outline in our textbook for guidance.
PREPARATION OUTLINE
You will fill in your answers after each colon (:). Write in complete sentences.
Introduction:
Central Idea: The most significant popular culture personality from the last five years is Kim Kardashian. She has influenced and impacted the fashion industry, home décor, lifestyles, and body image.
Preview:
Signpost (Transition):
Main Idea #1:
(Write your first Main Idea which will identify and explain the pop culture product or personality).
(A. Support #1 for Main Idea #1. Identify and explain.):
1. (Detail for Support #1 for Main Idea #1):
2. (Detail for Support #1 for Main Idea #1):
(B. Support #2 for Main Idea #1. Give examples.):
1. (Detail for Support #2 for Main Idea #1):
2. (Detail for Support #2 for Main Idea #1):
Signpost (Transition):
Main Idea #2 ...
Ocean320 Learning Guide
This document provides a learning guide for an introductory module that covers four main topics: an overview of the course, the nature of science, the Tragedy of the Commons concept, and the concept of Shifting Baselines. The module objectives are to introduce these concepts and discuss fundamental aspects of the nature of science. Learning outcomes include explaining the nature of science, comparing it to other ways of knowing, and articulating the Tragedy of the Commons and Shifting Baselines concepts. Students are instructed to complete readings, videos, and discussions on these topics to assess understanding.
Ocean320 Learning Guide
This document provides a learning guide for an introductory module that covers four main topics: an overview of the course, the nature of science, the Tragedy of the Commons concept, and the concept of Shifting Baselines. The module objectives are to introduce these concepts and discuss fundamental aspects of the nature of science. Learning outcomes include explaining the nature of science, comparing it to other ways of knowing, and articulating the Tragedy of the Commons and Shifting Baselines concepts. The guide outlines required readings, videos, and sessions to facilitate understanding of these topics in order to complete a quiz by the due date.
Taking A StandThe goal of this assignment is to create a sound.docx
Taking A Stand
The goal of this assignment is to create a sound argument – addressing a local, personal issue. Start by examining your daily life for problems that you would like to solve. Consider your: Community, Jefferson College, Job/Work, Home/Family – but restrict your possible topics to only what you experience on a regular basis. Your paper should require no more than 1 or 2 sources - consider using an interview.
Topic: (For example – “required” class at Jeffco, traffic signage in neighborhood, process at work, family member, etc.) Spell out the problem in some detail.
What happens?
Who is involved?
Why is this a problem?
Who stands to gain if the problem is resolved?
When is this a problem?
Where does this occur?
Audience: (Who are you writing to? Who can solve this problem? What will motivate this audience to act? How can you reach this audience?)
Solution
: (What do you want to see happen? How will your suggestion solve this problem? What are the possible downsides to your solution? What are the benefits of your solution? What are the costs involved?How are you certain this solution will adequately solve the problem?
Topic:
Audience:
What types of evidence is best suited to persuade this audience?
Purpose: To convince ___________________________ that we should ____________________________________ because ____________________________________________________________.
Claim:
Stated Reasons:
Evidence to support your reasons:
Warrants for each piece of evidence:
Example :
a-Ethos
b-Pathos
c-Logos
Counter Claims -
...
Death Penalty Answer this What are the personal.docx
This document provides instructions for an assignment on the death penalty. Students are asked to discuss personal and communal ethical factors involved in the debate around the death penalty. They should then articulate and evaluate positions on both sides of the debate using Kantian ethics. Finally, students must create an annotated bibliography of 5 academic sources on the topic, summarizing key points, discussing controversies, and stating whether they agree or disagree with each source. Each annotation should also include a quote and evaluation of the source's importance.
Science Project: SELF-INTERVIEW. Psycho-Social Repercusions of COVID-19 Lockdown
Science Project: SELF-INTERVIEW. Psycho-Social Repercusions of COVID-19 LockdownMEFP-British Council Programme IES Al-Qázeres
1) The document outlines a project for students to record a self-interview about their experiences during the COVID-19 lockdown.
2) Students are provided a list of topics and questions to choose from for their interview, covering things like how adults and themselves are coping, what they have learned, how daily life has changed, concerns about the situation, and how they are staying free under lockdown.
3) Technical instructions are provided for recording the interview, such as using a mobile phone or computer app and recording in a quiet place. The interview should last no more than 5 minutes and be sent to the provided email address.Prior to engaging in this discussion, read Chapters 10 and 11 in y.docx
Prior to engaging in this discussion, read Chapters 10 and 11 in your text as well as the “Steps for Effective Discharge Planning” article, and review any relevant Instructor Guidance.
For this discussion, refer to the information in the
“Introduction to the Miller Family”
document.
Select one of the family members below whose medical condition has the potential to have worsened to the point that they would need to be hospitalized. Once you have chosen your subject, create a discharge scenario. Each of these family members has been introduced in an earlier assignment. Be sure to review your materials for that assignment including any relevant instructor feedback.
Option 1:
Elías - leukemia
Option 2:
Lila - diabetes (IDDM)
Option 3:
Sam - liver disease caused by heavy drinking
Option 4:
Lucy - bipolar disorder and serious substance abuse (dual diagnosis)
In your initial post, create and present a possible scenario in order to respond to the subject’s discharge from the hospital. See earlier assignments for samples of how to begin crafting the scenario for your subject. Remember to be creative, refer to the “Introduction to the Miller Family” document, and include as much detailed information as appropriate. Be sure to address the following points in your initial post.
Describe the specific issues that need to be addressed when discharging this patient.
Briefly identify who (individuals, professionals, agencies, or organizations) might be identified in the plan, what needs to be done, and when it should happen.
Identify community resources (e.g., doctors, counselors, and agencies) that will be needed, what their roles are in the plan, and assess how they might meet the needs of your patient. Integrate the biological theory of intellect and cognition with your subject’s sociocultural experiences in order to better ascertain his or her needs.
Identify and discuss at least one barrier for success based on the individual’s intellect and his or her sociocultural experiences and perspectives. Critique the contributions of community-based programs and how they might alleviate issues related to this barrier.
dq2
Watch one of the eight videos from
The Future of Medicine
playlist. Then, go to the Ashford University Library and find two research articles related to the social impact or relevance of the topic addressed in your selected video. For assistance with finding peer-reviewed articles, please see the
tutorial
on the Ashford University Library website. Consider the work you have completed in the previous discussions throughout the course. Summarize how we, as individuals, are affected by disease, disability, or disorder. What emotions do we experience toward others with these conditions (empathy, judgment, fear, guilt)? Critique the contributions of community-based programs and how they influence our societal reactions to diseases, disabilities, and disorders. Examine and comment on the ways in which individuals, families, communi.
1 intro aggression
This document provides an introduction to aggression for an A2 Psychology class. It defines aggression as behavior intended to harm another physically or psychologically. Students will learn about different psychological approaches to explaining aggression, including psychodynamic, biological, behavioral, and cognitive perspectives. They will apply these approaches to explain the 2011 London riots and evaluate the strengths and limitations of each explanation. As homework, students are asked to watch a YouTube video on Albert Bandura's Bobo doll experiment and answer questions about social learning theory and how it differs from operant conditioning.
Gender Diversity or Diversity of Sexual OrientationFor this .docx
Gender Diversity or Diversity of Sexual Orientation
For this assignment, you will begin by selecting ONE (1)of the following two topics for your
essay:
(a) gender diversity or
(b) diversity of sexual orientation. Based on the topic you chose, select one of the videos listed below, which will serve as the basis for your reflection paper. These videos can be found in the Films on Demand database located in the Waldorf Online Library
(If the video you selected is not currently available, please select another from the list.)
Topic Option #1: Gender Diversity
Choose one of the following videos to serve as the basis of your reflection paper.
“TED Talks: Sheryl Sandberg—Why We Have Too Few Women Leaders”
“She Says: Women in the News”
“TEDTalks: Courtney Martin—Reinventing Feminism”
Topic Option #2: Diversity of Sexual Orientation
Choose one of the following videos to serve as the basis of your reflection paper.
“Being Gay: Coming Out in the 21st Century”
“Transcending Gender: Portraits from the Community”
“Rocking the Cradle: Gay Parenting”
Assignment Criteria:Immediate Reactions to Video. As you watch the videos, keep a pen and a pad of paper handy, and jot down notes on the following:
What are your immediate reactions and thoughts about the people featured in the video?
Make sure to write down these notes as you are watching the video, in order to capture your immediate reactions and thoughts. Also, make sure not to self-censor, or
to sugarcoat your reactions and thoughts, based on political or cultural expectations.
Written Reflection
After watching the video, look at the notes you took on your immediate reactions and thoughts about the people featured in the video. Now, write a minimum 500-word paper on your reflection. Include the following elements in your reflection paper, and use headings in your paper to correspond to each of these elements:
1.Title: Title your paper as a reflection paper on either gender diversity or diversity of sexual orientation,and list the title of the video you chose to watch for this assignment.
2.Introduction: Introduce the topic of your reflection paper (i.e., gender diversity or diversity of sexual orientation), and provide a synopsis of the video. ORG 6700, Diversity and Inclusion in the Organization Culture6
3.What I Learned about the People Featured in the Video: Use the notes you jotted down while watching the video to describe your immediate reactions to the people featured in the video. What did you learn about them? What did you learn about the demographic featured in the video, and what did you learn about the individuals featured in the video? (Be sure not to self-censor.
Be honest as you describe your reactions.)
4.What I Learned about Myself: Now, take a second look at the notes you jotted down while watching the video.
What did you learn about yourself, as you reflect on the immediate reactions you had to the people featured in the video?
How did this video ...
Discussion 2 - Week 9COLLAPSEEmotion and Social CognitionSoc.docx
Discussion 2 - Week 9
COLLAPSE
Emotion and Social Cognition
Social psychologists have long studied the relationship between emotion (affect) and cognition, and there are many studies which demonstrate that emotion does indeed impact social cognitive functioning. For example, emotion can impact attention, judgments and decisions, cognitive processing/flexibility, perceptions of morality, and stereotypes/prejudice. Not only does emotion impact social cognitive functioning, but research also indicates that emotion, itself, is a social construction wherein social factors influence emotional response and emotional responses have social ramifications.
For this Discussion, select a peer reviewed article from the Walden Library which studies emotion (affect) and its impact on social cognition, including but not limited to attention, judgments, decisions, cognitive processing, flexibility, perceptions of morality, and stereotypes and prejudice. Based upon the article you selected, consider whether or not emotion is a social construction.
With these thoughts in mind:
Post by Day
3
a brief summary of the peer-reviewed article you selected from the library (include the key variables, the design, and the main findings). Then, post an argument for or against the notion that emotion is a social construction. Use the article you selected to support your argument and include any connections between emotions and social cognition.
Impact of Mood on Decision Making
The awareness of moods and emotions provides you information about your individual circumstance and about your interactions with others. This information, in turn, helps you make decisions and judgments. For example, if you were in a bad mood, you might make a global judgment regarding life satisfaction. If you were in a good mood, you might decide to sky dive from an airplane because you were feeling elated and excited to try something new. Moods and emotions greatly impact your decision-making process, and it is important to understand this connection.
For this Discussion, review the media titled
Social Cognition and Affect,
and consider why the person in the video made the decisions he or she did and what impact moods and emotions may have had on his or her decisions.
With these thoughts in mind:
Post by Day
4
a brief explanation of three possible reasons why the person in the media made his or her decision. Be specific. Then, explain two ways mood/emotion may have impacted this person’s decision. Finally, describe one life or death situation and explain how mood/emotion could impact decision making in this situation.
Learning Resources
Course Media
Media: Laureate Education, Inc. (2011).
Social cognition and affect
.
Baltimore, MD: Author.
(Click on the television screen once the video opens in a new window. “The Company” will appear on the television image.)
Note:
While the content within this media piece references Week 10, it is intended for Week 9 in this cou.
Similar to Listen. Reflect. PostAfter listening to the podcast Brené on .docx (14)
Question #1 Please choose ONE of the following to make an origi.docx
Question #1 Please choose ONE of the following to make an origi.docx
Population Experience Narcissistic Personality.docx
Population Experience Narcissistic Personality.docx
DescriptionAn informative speech increases the audience members’
DescriptionAn informative speech increases the audience members’
Taking A StandThe goal of this assignment is to create a sound.docx
Taking A StandThe goal of this assignment is to create a sound.docx
Death Penalty Answer this What are the personal.docx
Death Penalty Answer this What are the personal.docx
Science Project: SELF-INTERVIEW. Psycho-Social Repercusions of COVID-19 Lockdown
Science Project: SELF-INTERVIEW. Psycho-Social Repercusions of COVID-19 Lockdown
Prior to engaging in this discussion, read Chapters 10 and 11 in y.docx
Prior to engaging in this discussion, read Chapters 10 and 11 in y.docx
Gender Diversity or Diversity of Sexual OrientationFor this .docx
Gender Diversity or Diversity of Sexual OrientationFor this .docx
Discussion 2 - Week 9COLLAPSEEmotion and Social CognitionSoc.docx
Discussion 2 - Week 9COLLAPSEEmotion and Social CognitionSoc.docx
More from jesssueann
Major Benefits and Drivers of IoT.Background According to T.docx
Major Benefits and Drivers of IoT.
Background: According to Turban (2015),The major objective of IoT systems is to improve productivity, quality, speed, and the quality of life. There are potentially several major benefits from IoT, especially when combined with Artificial Intelligence (AI).
Reference: Sharda, R., Delen, Dursun, and Turban, E. (2020). Analytics, Data Science, & Artificial Intelligence: Systems for Decision Support. 11th Edition. By PEARSON Education. Inc.
ISBN-13: 978-0-13-519201-6
Assignment/Research: Go to pages 694 to 695 of your recommended textbook and familiarize yourself with the contents therein. Go ahead and make a list of the major benefits and drivers of IoT, thereafter pick two from each list and discuss them briefly.
Your research paper should be at least three pages (800 words), double-spaced, have at least 4 APA references, and typed in an easy-to-read font in MS Word
.
Major Assessment 2 The Educated Person” For educators to be ef.docx
Major Assessment 2: The “Educated Person” For educators to be effective in supporting diverse learners, they need to develop, possess, and continually refine their vision of the “educated person.” In other words, they need to have a vision of their goals and outcomes for educating students. Prepare a statement of your image of and beliefs and values about the educated person. Explain your beliefs about the role of the teacher in valuing and encouraging others to value the image of an educated person. Be certain to address the roles of cultural diversity in achieving a viable vision of the educated person. Begin by reading the key documents discussed in the chapters in this section. Reference at least five additional current professional references to illustrate your position. Organize your presentation by sections and use American Psychological Association (APA) style for citing references in the body of the text and for developing your reference list. Include the following sections in your paper:
1. Introduction
2. Vision of learning and the educated person (critical knowledge, skills, dispositions)
3. Role of the teacher in providing an effective instructional program and applying best practices to student learning
4. Critical issues in promoting the success of all students and responding to diverse community needs
5. Capacity to translate the image of the educated person into educational aims and organizational goals and processes
6. Conclusion
7. References
.
Major Assessment 4 Cultural Bias Investigation Most educators agree.docx
Major Assessment 4: Cultural Bias Investigation Most educators agree that major influences on the achievement of students are the activities and support materials; environment; and types of expectations, interactions, and behaviors to which they are exposed. Therefore, an understanding of bias and skill in discerning subtle and/or overt bias in curriculum, instruction, and assessment are extremely important. Conduct a cultural bias investigation to examine a particular textbook with which you are familiar. Your investigation will focus on identifying instructional and assessment practices that reflect cultural bias and inhibit learning. The investigation will include reflection on the impact of these practices on student learning. Procedure 1. Make sure you are familiar with the key authors and experts described in the chapters in this section. Review at least five research-based sources that clarify the research to expand your understanding of the influence of culture on teaching and learning and the presence of bias in curriculum, instruction, and assessment. 2. Select and analyze a textbook with which you are familiar. Use the Sadkers’ (Sadker & Zittleman, 2012) list of the seven prevalent forms of bias in the curriculum to conduct a critical analysis of the textbook. Look at such aspects as pictures, names of people, the relative marginalization or integration of groups of people throughout the text, examples used, and so on. Summarize and present your data in displays (charts, tables, etc.). 3. Include in a written report the following: Introduction (text selected; rationale for selection; description of the text and context in which it is used) Review of the research on the influence of culture in teaching and learning and bias in the curriculum Summary of your findings (data tables and appropriate narratives) Discussion of the findings, including: { resonance with the research on bias { your understanding of bias and the challenges it poses to teaching and learning { the implications of your findings for teaching and learning Relate your discussion of the findings to class discussions and readings of the philosophy of education and purposes of curriculum. Be sure to adhere to APA guidelines in writing the final paper. Use the following tables to display your data: SECTION IV ASSESSMENT SKILLS Table 2: Analysis of Four Chapters for Frequency of Mention of Each Search Category Whites/Caucasians (male/female) African Americans (male/female) Hispanics/Latinos/Latinas (male/female) Native Americans (male/female) Asian Americans (male/female) Disability and deaf culture Gay, lesbian, bisexual, and transgendered persons (male/female) Religious groups Language groups Other Example Table 2 Format: Textbook Chapter Analysis Search category 1 # mentions/ # pages 2 # mentions/ # pages 3 # mentions/ # pages 4 # mentions/ # pages Total # mentions/ # pages White males White females African Americans Hispanics/Latinos/Latinas Table 3.
Maintaining privacy and confidentiality always is also vital. Nurses.docx
Maintaining privacy and confidentiality always is also vital. Nurses handle information that if misplaced can expose patient’s unnecessarily and thus cause a breach in confidentiality. Such information can include drug use, sexual activity and history of mental illness (Masters, 2020). Conversations regarding patient care and condition must be private and involve only those in direct care. A violation of patient’s privacy can result in fines and employment termination
.
Main content15-2aHow Identity Theft OccursPerpetrators of iden.docx
Main content
15-2aHow Identity Theft Occurs
Perpetrators of identity theft follow a common pattern after they have stolen a victim’s identity. To help you understand this process, we have created the “identity theft cycle.” Although some fraudsters perpetrate their frauds in slightly different ways, most generally follow the stages in the cycle shown in Figure 15.1.
Stage 1. Discovery
1. Perpetrators gain information.
2. Perpetrators verify information.
Stage 2. Action
1. Perpetrators accumulate documentation.
2. Perpetrators conceive cover-up or concealment actions.
Stage 3. Trial
1. First dimensional actions—Small thefts to test the stolen information.
2. Second dimensional actions—Larger thefts, often involving personal interaction, without much chance of getting caught.
3. Third dimensional actions—Largest thefts committed after perpetrators have confidence that their schemes are working.
Figure 15.1The Identity Theft Cycle
Stage 1: Discovery
The discovery stage involves two phases: information gathering and information verification. This is the first step in the identity theft cycle because all other actions the perpetrator takes depend upon the accuracy and effectiveness of the discovery stage. A powerful discovery stage constitutes a solid foundation for the perpetrator to commit identity theft. The smarter the perpetrator, the better the discovery foundation will be.
During the gaining information phase, fraudsters do all they can to gather a victim’s information. Examples of discovery techniques include such information-gathering techniques as searching trash, searching someone’s home or computer, stealing mail, phishing, breaking into cars or homes, scanning credit card information, or using other means whereby a perpetrator gathers information about a victim.
During the information verification phase, a fraudster uses various means to verify the information already gathered. Examples include telephone scams, where perpetrators call the victim and act as a representative of a business to verify the information gathered (this is known as pretexting), and trash searches (when another means was used to gather the original information). Although some fraudsters may not initially go through the information verification process, they will eventually use information verification procedures at some point during the scam. The scams of perpetrators who don’t verify stolen information are usually shorter and easier to catch than scams of perpetrators who verify stolen information.
Step 2: Action
The action stage is the second phase of the identity theft cycle. It involves two activities: accumulating documentation and devising cover-up or concealment actions.
Accumulating documentation refers to the process perpetrators use to obtain needed tools to defraud the victim. For example, using the information already obtained, perpetrators may apply for a bogus credit card, fake check, or driver’s license in the victim’s name. Although the perpetra.
Macro Presentation – Australia Table of ContentOver.docx
Macro Presentation – Australia
Table of Content:
Overview
Nominal GDP & Real GDP
GDP/Capita
Inflation rate
Exports & Imports
Unemployment Rate & Labor force
labor force participation & composition of labor force
Money Supply
pie-chart (composition of the economy)
strengths and weaknesses of this economy
Overview:
sixth-largest country in the world.
Australia is a continent & an island
located in Oceania
Population: 25.2 million
Australia is one of the wealthiest Asia
the world’s 14th largest (economically)
Overview:
GDP :
$1.3 trillion
2.8% growth
2.6% 5-year compound annual growth
$52,373 per capita
Unemployment: 5.4%
Inflation (CPI): 2.0%
Characterized by: diverse services, technology sectors & low government debt
five key reasons for investing in Australia: Robust Economy, Dynamic Industries, Innovation and Skills, Global Ties and Strong Foundations & compares Australia’s credentials with other countries.
GDP:
Nominal GDP & Real GDP:
Nominal GDP:
1.434 trillion
Real GDP:
45439.30 $
GDP/Capita:
57,373.687
Inflation Rate:
Inflation Rate 2018 = 1.9%
Inflation Rate 2017 = 1.9%
Inflation Rate 2016 = 1.3%
Inflation Rate 2015 = 1.5%
Inflation Rate 2014 = 2.5%
Inflation Rate 2013 = 2.5%
Inflation Rates over 5 years
عمود12013201420152016201720182.52.51.51.31.91.9عمود2201320142015201620172018
Exports & Imports:
Exports:
Bituminous coal
iron ores and concentrates
Gold
Petroleum oils and oils obtained from bituminous
Copper ores and concentrates
The total value of exports: is US$ 252,776 million.
Imports:
Petroleum oïl
Automobiles with reciprocating piston engine di
Transmission apparatus
Diesel powered trucks
The total value of imports: is US$ 235,519 million
Exports & Imports (partners) :
Exports:
China
Japan
Korea
India
United sates
Imports:
China
United states
Japan
Germany
Thailand
Unemployment Rate & Labor force:
Unemployment Rate:
5.4%
Labor force:
79%
labor force participation & composition of labor force:
labor force participation:
77.558
composition of labor force:
Employed = 12658.6
Unemployed = 671.0
Labour force =
12658.6 + 671.0 = 13329.6
Nationals = 29.7 %
foreigners+ = 70.3 %
Money Supply:
M1 = 1189.19
M3 = 2231.55
pie-chart (composition of the economy):
70% of coal, 54% of iron, service industry 70%, Agriculture 12%
المبيعاتcoalironindustryagriculture70547012
strengths and weaknesses of this economy:
Weaknesses:
The quality of life in Australia is high & not permanent
The size of their investment
Most concentrated investments: coal, gas, iron mining
Solution
s & Suggestion:
To sustain a high quality of life long-term:
Many investments with added value ‘not from their priorities’ : (workforce for education, high teach sector in nanotechnology + solar energy & agricultural innovation) > should focus on
strengths and weaknesses of this economy:
Strength:
Mining is a strong investment in Australia
References:
https://www.h.
M.S Aviation Pty Ltd TA Australian School of Commerce RTO N.docx
This document is an assessment booklet for the unit BSBINN601 Lead and manage organisational change. It contains information on the assessment process, requirements, tasks and evidence to be collected to determine competency. The assessments will take place at the Australian School of Commerce campus and involve knowledge tests, project work and roleplays to demonstrate skills in leading and managing organizational change.
M4.3 Case StudyCase Study ExampleJennifer S. is an Army veter.docx
M4.3 Case Study
Case Study Example:
Jennifer S. is an Army veteran of Operation Freedom. Since returning home, Jennifer has suffered from recurrent headaches, ringing in her ears, difficulty focusing, and dizziness. In addition, soon after returning home, she began to experience moments of panic when in open spaces; flashbacks reliving the blast and the death of fellow soldiers; feelings of emotional numbness and depression; and being easily startled. She was placed on medical leave and diagnosed with Post Traumatic Stress Disorder (PTSD) and is currently being seen by a psychiatrist at the VA hospital. Her husband understands the concept of PTSD but is unprepared to handle his wife’s deteriorating condition.
Recently, Jennifer was seen at the local urgent care center for recurrent headaches, complaints of shortness of breath, and chest pain. Her husband informed the urgent care nurse that for the past four weeks his wife has been unable to care for the children, remains in bed, complaining of headaches, and is very ‘jumpy’.
The nurse assesses Jennifer knowing that returning veterans with PTSD and their families face an array of challenges, with implications for the veterans, their partners, and their children. The nurse considers referring them to: a social worker specializing in crisis intervention for veterans, a family counselor, the school nurse, a family health care practitioner.
Key elements of the nurse’s assessment are as follows:
Jennifer is 33 year-old woman who enlisted in Reserve Officers’ Training Corps (ROTC) in college, where she majored in Journalism. Upon graduation, she obtained a position in the Army as public affairs broadcast specialist. Her first assignment was at a base in upstate New York. Three years ago, she was relocated to the St. Louis, Missouri area. Jennifer has been married to her husband, Zane, for 14 years and they have two children ages six and ten. Cameron is ten years-old and entering middle school and Zeta is six years-old and in kindergarten. Zane works as a civil engineer in the St. Louis area. Both Jennifer and Zane come from large families who reside in the Boston area. Jennifer’s family is Portuguese and Zane's is Irish, they were both raised Catholic. While Jennifer was deployed, her mother moved in with Zane and the children to provide additional support and child care.
One year ago, Jennifer was deployed to Afghanistan on a six month assignment to report on the events of the war: she thought she had a ‘safe’ assignment. While working on a story in the field an Improvised Explosive Device (IED) exploded near her: two soldiers and four citizens were killed including one child. Although she was unhurt, she was unable to sleep after this event. Upon returning stateside, she began experiencing vivid nightmares, sleeplessness, survivor guilt, and depression. She was recently diagnosed with PTSD and is attempting to find a support group and counseling. Unfortunately, she has found that treatment for fe.
make a histogram out of this information Earthquake Frequency .docx
This document provides earthquake frequency data categorized by magnitude. Great earthquakes occur annually, major earthquakes occur 18 times annually, strong earthquakes occur 120 times annually, and moderate earthquakes occur 800 times annually.
Love Language Project FINAL PAPERLove Language Project Part .docx
Love Language Project FINAL PAPER
Love Language Project Part I
Objective:
To demonstrate the principles of love languages and effective use of interpersonal communication skills through “gifting” a close interpersonal relationship.
Assignment:
Please research the 5 Love Languages. Set a time when you can interview your selected person, at least ½ hour. Choose a quiet, comfortable environment where you will be able to listen effectively. The goal of your interview is to learn how your selected person most likes to receive expressions of affection.
You might begin by sharing the five love languages with them and asking some versions of the following questions:
1. Based on the descriptions in this section and this piece, which of the five love languages is most appealing to you to receive?
2. Can you share a story/example of a time when you received affection this way?
3. Which is the most challenging/uncomfortable love language for you to receive?
4. Can you share a story/example of a time when you received affection this way?
5. What changes do you think you could make in the way you receive affectionate messages in your close relationships?
Please describe the person that you chose to interview and your relationship with them. Then, post their responses to the questions
Love Language Project Part II
Write a personal reflection paper, at least 1.5 pages long, double spaced, typed, include the following:
1. What did you learn about your selected person and their preferred love languages from your interview? What was challenging about the interview? What surprised you?
2. How does their preferred love languages differ from yours? Did this make it difficult to plan your special event?
3. Comment on planning your Love Language Event. How did you come up with your ideas? What was easy and what was challenging?
4. Comment on implementing your Love Language Event. What was enjoyable? What was challenging? Did it go as you’d planned?
5. Comment on the Love Language Project in general. What did you learn? About the other person? About yourself?
6. How might what you learned during this Love Language Project affect your expressions of affection in other relationships?
.
Major Computer Science What are the core skills and knowledge y.docx
Major: Computer Science
What are the core skills and knowledge you hope to acquire by completing a degree in this major and how do you plan to apply these when you graduate?
Please provide any other information about yourself that you feel will help this college make an admission decision. This may include work, research, volunteer activities or other experiences pertaining to the degree program.
.
Major Crime in Your CommunityUse the Internet to search for .docx
Major Crime in Your Community
Use the Internet to search for a recent major crime in your community.
Write a report (narrative only) based on the account of the incident, using the outline process mentioned in chapter three of the course text.
You may simulate interviews and "fill in" any unknown information required to complete the report.
Be sure to include the characteristics of an effective police report covered in chapter three.
Instructions
This report must be at
least 2 pages
of written text.
· The entire paper must be your original work
· This report will use 1-inch margins, Times New Roman 12-point font, and double spacing.
· Cite your source – where do you get the information for your report?
.
Major Assignment - Learning NarrativeWrite a learning narr.docx
Major Assignment - Learning Narrative
Write a
learning narrative
that narrates a specific event from your life that helped you learn something new about yourself or others. Your narrative should focus on a specific event in a narrow timeframe, using vivid description, narration, detail, and dialogue to organize your memories and make the significance of what happened clear to an audience.
Assignment
A
narrative
is a specific type of essay that uses stories of particular moments to help audiences perceive, understand, and "appreciate the value of an idea" (
The Composition of Everyday Life
, Ch. 1, p. 19).
For this essay, you will write a
learning narrative
, a specific type of narrative that focuses on showing how a particular moment from your memory changed how you thought about yourself or others. The learning narrative requires you to organize your memories and decide which details best show an audience how the events from your past affected you. A learning narrative is broader than a "literacy narrative": while you can write about how language or education changed your life, you also can write about other things you learned through music, sports, business, or in any other relevant setting.
In order to write a strong, focused narrative, you will need to be attentive to the following expectations for the essay:
Find the significance:
Think of how your narrative connects your memories to feelings / concepts others have experienced
Tell a particular story:
Like Keller and Zimmer, choose a single moment or event that can reflect your process of learning
Choose relevant details:
Include only those details that contribute to the significance
Narrate and describe:
Add emotional weight and interest to your story by narrating events with dialogue, action, description, and sensory experiences
Caution
: Please keep in mind that writing in this class is public, and anything you write about yourself may be shared with other students and instructors. Please only write about details that you are comfortable making public within our classroom community. You should know that your teacher is required by the State of Texas
(Links to an external site.)
to report any suspected incidents of discrimination, harassment, Title IX sexual harassment, and sexual misconduct to the UNT Title IX coordinators. If you have any questions about anything personal that you might want to disclose, email your teacher first or consult with one of the resources listed on this page:
Information on Sexual Violence and Mandatory Reporting.
Format and Length
Format
: Typed, double-spaced, submitted as a word-processing document.
12 point,
serif font (Links to an external site.)
(i.e. Times New Roman; Garamond; Book Antiqua), 1-inch margins.
Length
: 750 - 1000 words (approx. 3-4 pages)
Objectives and Questions
These questions help to guide discussion and set up the objectives for this unit.
What is an experience? What are significant experience.
Looking to have this work done AGAIN. It was submitted several times.docx
This student had submitted an assignment multiple times but it did not meet the professor's requirements and they are looking for help correcting it based on the feedback provided. They are including their previous submission, the assignment instructions, and the professor's feedback on what is still missing.
Major Assessment 1 Develop a Platform of Beliefs The following .docx
Major Assessment 1: Develop a Platform of Beliefs
The following major assessment involves integrating your knowledge and skills around defining multicultural education and being a multicultural educator. You will write a platform of beliefs about teaching and learning. Your platform should be grounded in your growing understanding of teaching and learning, as well as the knowledge base about teaching and learning. You will also describe personal strengths and challenges as an educator in building an educational environment that reflects your beliefs. In assessing your own strengths and challenge areas, include an analysis of the findings from the assessment instruments and exercises that are included in the previous chapter. You may also access additional assessment instruments. Include in your platform the following sections: 1. Introduction 2. Your platform of beliefs about teaching and learning. Some essential questions that might be addressed in your platform are these: What do you believe is the purpose of education? What is the role of the teacher? What should be taught (the curriculum)? How do people learn? How do you view students as learners? Who controls the curriculum in schools? Whose knowledge is important to include? Are state standards and tests desirable? What is the impact of standardized testing on learning? How do issues of race, class, and gender influence what you do? What is your definition of effective teaching? Who and what have influenced your beliefs (e.g., people, experiences, readings)? What is the impact of your beliefs on teaching and learning for diverse students? Make specific and clear connections between your platform and course readings and discussions. 3. Personal strengths and challenges in advancing a school vision of learning; promoting the success of all students; responding to diverse student interests and needs; understanding and responding to social, economic, legal, and cultural contexts 4. Personal goals (knowledge, skills, dispositions) that you will be working on in the future 5. Conclusions
.
Macroeconomics PaperThere are currently three major political ap.docx
Macroeconomics Paper
There are currently three major political approaches to fixing the problem with the national debt .
1) One group of advocates is asking that we cut down government expenditures and give more tax breaks and incentives to small and big business.
2) Another group of advocates is saying that we must emphasize our exports by lowering our dollar value or forcing our trade partners – China – to regulate more accurately it’s currency.
3) A third group of approaches by saying we should have a balance budget amendment.
i) Identify the notable political advocates of all three positions.
ii) Give the pro’s and con’s of each approach.
Length: 2-3 pages.
Please email the paper in either
Microsoft word *.doc (97-2003) format or
Rich text format *.rtf OR GOOGLE DOCS
font 12 double-space
1-inch margins
Bibliography need not be inclusive in writing size.
SOURCES
Agresti, James D. "National Debt." National Debt - Just Facts. N.p., 26 Apr. 2011. Web. 24 Apr. 2015.
"Americans for a Balanced Budget Amendment." Balanced Budget Amendment. N.p., n.d. Web. 01 May 2015.
"Bailout Timeline: Another Day, Another Bailout." ProPublica. N.p., n.d. Web. 26 Apr. 2015.
Bandow, Doug. "Federal Spending: Killing the Economy With Government Stimulus." Forbes. Forbes Magazine, 6 Aug. 2012. Web. 01 May 2015.
FROM UNIT 2 FOLDER
Macroeconomics Paper
There are currently three major political approaches to fixing the problem with the national debt .
1) One group of advocates is asking that we cut down government expenditures and give more tax breaks and incentives to small and big business.
2) Another group of advocates is saying that we must emphasize our exports by lowering our dollar value or forcing our trade partners – China – to regulate more accurately it’s currency.
3) A third group of approaches by saying we should have a balance budget amendment.
i) Identify the notable political advocates of all three positions.
ii) Give the pro’s and con’s of each approach.
Length: 2-3 pages.
Please email the paper in either
Microsoft word *.doc (97-2003) format or
Rich text format *.rtf
font 12
double-spaced
1-inch margins
Bibliography need not be inclusive in writing size.
"Federal Spending, Budget, and Debt."
Solution
s.heritage.org. N.p., n.d. Web. 01 May 2015.
Lee, Bonnie. "Tax Breaks Every Small Business Needs to Know About." Smallbusiness.foxbusiness.com. N.p., 24 June 2013. Web. 01 May 2015.
Rifkin, Jesse. "Advocates See 2015 As Year Of The Balanced Budget Amendment." The Huffington Post. TheHuffingtonPost.com, 3 Feb. 2015. Web. 01 May 2015.
Macroeconomics Paper
There are currently three major political approaches to fixing the problem with the national debt .
1) One group of advocates is asking that we cut down government expenditures and give more tax breaks and incentives to small and big business.
2) Another group of advocates is saying that we must emphasize our exports by lowering our dollar value or forcing our trade p.
M A T T D O N O V A NThings in the Form o f a Prayer in.docx
M A T T D O N O V A N
Things in the Form o f
a Prayer in the Form
o f a Wail
H e r e ’s t h e j o u r n e y i n m i n i a t u r e .Oscar Hammerstein, not long before stomach cancer kills him,
writes the song as a duet between Marie and the Mother Abbess, for a
scene in which the plucky nun is told she’s being booted from the con
vent since she privileges melody over God. Marie doesn’t want to serve
as governess for the Von Trapp clan, but she’s already shown her hand
by giving rapturous voice to a song that summons the bliss and solace
o f secular joys. She needs to go. Although the film version of The Sound
of Music will shift “My Favorite Things” to the thunderstorm scene in
which Marie offers up raindrops on roses and warm woolen mittens as
balm to the terrified kids, John Coltrane’s classic jazz cover much more
radically revamps the Broadway hit, transfiguring mere catchiness into
complex modalities. Yet if this were simply a one-off recording, there
wouldn’t be much to say: turning cornball consolation into jazz isn’t
news. Instead, Coltrane can’t relinquish it. Instead, even throughout all
his late music-as-prayer work, he never lets go of the show tune.
“We played it every night for five years,” drummer Elvin Jones re
membered. “We played it every night like there would be no tomorrow.
Like it would be the last time we played it.” His son, Ravi Coltrane,
calculates that his father’s band played “My Favorite Things” thousands
o f times as a regular fixture in the set: “They worked a lo t— forty-five
weeks a year, six nights a week, three sets, sometimes even four sets on
the weekend. You’re talking about getting the blade as sharp as can be.”
But of all the blades to w het— especially one bedecked with ponies
and kittens— why that song in particular?
M y f i r s t e n c o u n t e r with Coltrane’s late free jazz work came from
an unlikely source: the writings o f cult rock critic Lester Bangs. At the age
o f fourteen, I stumbled upon a copy of his collected writings— Psychotic
632
Reactions and Carburetor Dung— and proceeded to treat it as less an assem
blage o f essays and music reviews than a checklist of writers and albums I
was obliged to track down if I might ever break free from my Ohio sub
urbs. The Velvet Underground, William Burroughs, Iggy and the Stooges’
Metallic K.O. (a live album in which you can hear beer bottles shattering
against guitar strings), and even Baudelaire all first came tumbling my
way through the same careening chute of Bangs’s writing. His claim that
Van Morrison’s Astral Weeks was fueled by many lifetimes o f wisdom
lured me into transcribing the entirety o f the album’s lyrics in my algebra
notebook, and the visible bottom edge of an Undertones poster in his
author photograph led me, without having heard a note o f the band’s
music, to bike six miles to Spin More records in Kent on a quest to
cobble together their discography.
Sandwiched between articl.
M A R C H 2 0 1 5F O R W A R D ❚ E N G A G E D ❚ .docx
M A R C H 2 0 1 5
F O R W A R D ❚ E N G A G E D ❚ R E A D Y
A Cooperative Strategy for
21st Century Seapower
DRAFT/PRE-DECISIONAL - NOT FOR DISSEMINATION - 02 FEB
A COOPERATIVE STRATEGY FOR 21ST CENTURY SEAPOWER, MARCH 2015 [i]
America’s Sea Services—the U.S. Navy, Marine Corps, and Coast Guard—uniquely provide presence around the globe. During peacetime and times of conflict, across the full spectrum—from
supporting an ally with humanitarian assistance or disaster relief to
deterring or defeating an adversary in kinetic action—Sailors, Marines,
and Coast Guardsmen are deployed at sea and in far-flung posts to be
wherever we are needed, when we are needed. Coming from the sea, we
get there sooner, stay there longer, bring everything we need with us,
and we don’t have to ask anyone’s permission.
Our founders recognized the United States as a maritime nation and
the importance of maritime forces, including in our Constitution the re-
quirement that Congress “maintain a Navy.” In today’s dynamic security
environment, with multiple challenges from state and non-state actors
that are often fed by social disorder, political upheaval, and technological
advancements, that requirement is even more prescient.
The United States Navy, Marine Corps, and Coast Guard are our
Nation’s first line of defense, often far from our shores. As such, main-
taining America’s leadership role in the world requires our Nation’s Sea
Services to return to our maritime strategy on occasion and reassess
our approach to shifting relationships and global responsibilities. This
necessary review has affirmed our focus on providing presence around
the world in order to ensure stability, build on our relationships with allies
and partners, prevent wars, and provide our Nation’s leaders with options
in times of crisis. It has confirmed our continued commitment to main-
tain the combat power necessary to deter potential adversaries and to
fight and win when required.
Our responsibility to the American people dictates an efficient use of
our fiscal resources and an approach that adapts to the evolving security
environment. The adjustments made in this document do just that. Look-
ing at how we support our people, build the right platforms, power them
to achieve efficient global capability, and develop critical partnerships
will be central to its successful execution and to providing that unique
capability: presence.
PREFACE
[ii] Forward ✦ Engaged ✦ Ready
Seapower has been and will continue to be the critical foundation of
national power and prosperity and international prestige for the United
States of America. Our Sea Services will integrate with the rest of our
national efforts, and those of our friends and allies. This revision to A
Cooperative Strategy for 21st Century Seapower builds on the heritage
and complementary capabilities of the Navy-Marine Corps-Coast Guard
team to advan.
Lymphedema following breast cancer The importance of surgic.docx
Lymphedema following breast cancer: The importance of
surgical methods and obesity
Rebecca J. Tsai, PhDa,*, Leslie K. Dennis, PhDa,b, Charles F. Lynch, MD, PhDa, Linda G.
Snetselaar, RD, PhD, LDa, Gideon K.D. Zamba, PhDc, and Carol Scott-Conner, MD, PhD,
MBAd
aDepartment of Epidemiology, College of Public Health, University of Iowa, Iowa City, IA, USA.
bDivision of Epidemiology and Biostatistics, College of Public Health, University of Arizona,
Tucson, AZ, USA.
cDepartment of Biostatistics, College of Public Health, University of Iowa, Iowa City, IA, USA.
dDepartment of Surgery, College of Medicine, University of Iowa, Iowa City, IA, USA.
Abstract
Background: Breast cancer-related arm lymphedema is a serious complication that can
adversely affect quality of life. Identifying risk factors that contribute to the development of
lymphedema is vital for identifying avenues for prevention. The aim of this study was to examine
the association between the development of arm lymphedema and both treatment and personal
(e.g., obesity) risk factors.
Methods: Women diagnosed with breast cancer in Iowa during 2004 and followed through 2010,
who met eligibility criteria, were asked to complete a short computer assisted telephone interview
about chronic conditions, arm activities, demographics, and lymphedema status. Lymphedema was
characterized by a reported physician-diagnosis, a difference between arms in the circumference
(> 2cm), or the presence of multiple self-reported arm symptoms (at least two of five major arm
symptoms, and at least four total arm symptoms). Relative risks (RR) were estimated using
logistic regression.
Results: Arm lymphedema was identified in 102 of 522 participants (19.5%). Participants treated
by both axillary dissection and radiation therapy were more likely to have arm lymphedema than
treated by either alone. Women with advanced cancer stage, positive nodes, and larger tumors
along with a body mass index > 40 were also more likely to develop lymphedema. Arm activity
level was not associated with lymphedema.
*Correspondence and Reprints to: Rebecca Tsai, National Institute for Occupational Safety and Health, 4676 Columbia Parkway,
R-17, Cincinnati, OH 45226. [email protected] Phone: (513)841-4398. Fax: (513) 841-4489.
Authorship contribution
All authors contributed to the conception, design, drafting, revision, and the final review of this manuscript.
Competing interest
Conflicts of Interest and Source of Funding: This study was funded by the National Cancer Institute Grant Number: 5R03CA130031.
All authors do not declare any conflict of interest.
All authors do not declare any conflict of interest.
HHS Public Access
Author manuscript
Front Womens Health. Author manuscript; available in PMC 2018 December 14.
Published in final edited form as:
Front Womens Health. 2018 June ; 3(2): .
A
u
th
o
r M
a
n
u
scrip
t
A
u
th
o
r M
a
n
u
scrip
t
A
u
th
o
r M
a
n
u
scrip
t
A
u
th
.
Lukas Nelson and his wife Anne and their three daughters had been li.docx
Lukas Nelson and his wife Anne and their three daughters had been living in their house for over five years when they decided it was time to make some modest improvements. One area they both agreed needed an upgrade was the bath tub. Their current house had one standard shower bathtub combination. Lukas was 6 feet four, and could barely squeeze into it. In fact, he had taken only one bath since they moved in. He and Anne both missed soaking in the older, deep bath tubs they enjoyed when they lived back East.
(Rest of case not shown due to length.)
What factors and forces contributed to scope creep in this case?
Is this an example of good or bad scope creep? Explain.
How could scope creep been better managed by the Nelson
.
More from jesssueann (20)
Major Benefits and Drivers of IoT.Background According to T.docx
Major Benefits and Drivers of IoT.Background According to T.docx
Major Assessment 2 The Educated Person” For educators to be ef.docx
Major Assessment 2 The Educated Person” For educators to be ef.docx
Major Assessment 4 Cultural Bias Investigation Most educators agree.docx
Major Assessment 4 Cultural Bias Investigation Most educators agree.docx
Maintaining privacy and confidentiality always is also vital. Nurses.docx
Maintaining privacy and confidentiality always is also vital. Nurses.docx
Main content15-2aHow Identity Theft OccursPerpetrators of iden.docx
Main content15-2aHow Identity Theft OccursPerpetrators of iden.docx
Macro Presentation – Australia Table of ContentOver.docx
Macro Presentation – Australia Table of ContentOver.docx
M.S Aviation Pty Ltd TA Australian School of Commerce RTO N.docx
M.S Aviation Pty Ltd TA Australian School of Commerce RTO N.docx
M4.3 Case StudyCase Study ExampleJennifer S. is an Army veter.docx
M4.3 Case StudyCase Study ExampleJennifer S. is an Army veter.docx
make a histogram out of this information Earthquake Frequency .docx
make a histogram out of this information Earthquake Frequency .docx
Love Language Project FINAL PAPERLove Language Project Part .docx
Love Language Project FINAL PAPERLove Language Project Part .docx
Major Computer Science What are the core skills and knowledge y.docx
Major Computer Science What are the core skills and knowledge y.docx
Major Crime in Your CommunityUse the Internet to search for .docx
Major Crime in Your CommunityUse the Internet to search for .docx
Major Assignment - Learning NarrativeWrite a learning narr.docx
Major Assignment - Learning NarrativeWrite a learning narr.docx
Looking to have this work done AGAIN. It was submitted several times.docx
Looking to have this work done AGAIN. It was submitted several times.docx
Major Assessment 1 Develop a Platform of Beliefs The following .docx
Major Assessment 1 Develop a Platform of Beliefs The following .docx
Macroeconomics PaperThere are currently three major political ap.docx
Macroeconomics PaperThere are currently three major political ap.docx
M A T T D O N O V A NThings in the Form o f a Prayer in.docx
M A T T D O N O V A NThings in the Form o f a Prayer in.docx
M A R C H 2 0 1 5F O R W A R D ❚ E N G A G E D ❚ .docx
M A R C H 2 0 1 5F O R W A R D ❚ E N G A G E D ❚ .docx
Lymphedema following breast cancer The importance of surgic.docx
Lymphedema following breast cancer The importance of surgic.docx
Lukas Nelson and his wife Anne and their three daughters had been li.docx
Lukas Nelson and his wife Anne and their three daughters had been li.docx
Recently uploaded
How to Fix [Errno 98] address already in use
This slide will represent the cause of the error “[Errno 98] address already in use” and the troubleshooting steps to resolve this error in Odoo.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptx
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
欧洲杯下注-欧洲杯下注押注官网-欧洲杯下注押注网站|【网址🎉ac44.net🎉】
【网址🎉ac44.net🎉】欧洲杯下注在体育博彩方面，不难发现，欧洲杯下注多为英式运动提供投注。欧洲杯下注为丰富多彩的体育项目提供投注，如足球、赛马、板球和飞镖，但这不是欧洲杯下注的唯一优势。在欧洲杯下注，全世界玩家都可以找到自己感兴趣的比赛进行投注。欧洲杯下注为网球和美式运动如棒球、美式足球、篮球、冰球开出的投注同样值得关注。在夏季或冬季奥运会方面，欧洲杯下注为玩家开出了丰富多彩的服务，是你的不二之选。你还可以投注水球、自行车和班迪球等小众体育项目，甚至可以为武术、拳击和综合格斗投注。欧洲杯下注为众多体育项目开出滚球投注。
220711130100 udita Chakraborty Aims and objectives of national policy on inf...
Aims and objectives of national policy on information and communication technology(ICT) in school education in india
skeleton System.pdf (skeleton system wow)
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
How to Setup Default Value for a Field in Odoo 17
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
How to Manage Reception Report in Odoo 17
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
Contiguity Of Various Message Forms - Rupam Chandra.pptx
Contiguity Of Various Message Forms - Rupam Chandra.pptx
Recently uploaded (20)
A Free 200-Page eBook ~ Brain and Mind Exercise.pptx
A Free 200-Page eBook ~ Brain and Mind Exercise.pptx
220711130100 udita Chakraborty Aims and objectives of national policy on inf...
220711130100 udita Chakraborty Aims and objectives of national policy on inf...
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
220711130097 Tulip Samanta Concept of Information and Communication Technology
220711130097 Tulip Samanta Concept of Information and Communication Technology
Contiguity Of Various Message Forms - Rupam Chandra.pptx
Contiguity Of Various Message Forms - Rupam Chandra.pptx
Listen. Reflect. PostAfter listening to the podcast Brené on .docx
- 1. Listen. Reflect. Post After listening to the podcast " Brené on Words, Actions, Dehumanization, and Accountability (链接到外部网站。) " from Unlocking Us , please take the time to reflect on the following questions and submit a response to either of the questions below AND the single one below it (two responses total). 1. Choose either question (only one) from these options What (mis)perceptions do you have about people you consider or might have considered to be your "enemies" at any point? When might you have dehumanized a group of people? How do conflicts between “good” and “evil” manifest for you on day-to-day basis? AND 2. Answer this question: What is one lesson, quote, reminder, piece of knowledge, etc. from the podcast that you’ll be taking with you this week? You can submit this response however you want. Upload a poem, a video, a voice memo, a written reflection. However you process best. This is due by midnight tonight