More and more Americans are going to
college, but how many of them are actually
learning anything?
M
A CRITIC AT LARGE
LIVE AND LEARN
Why we have college.
by Louis Menand
JUNE 6, 2011
y first job as a professor was at an Ivy
League university. The students were happy
to be taught, and we, their teachers, were happy to
be teaching them. Whatever portion of their time
and energy was being eaten up by social
commitments—which may have been huge, but
about which I was ignorant—they seemed earnestly
and unproblematically engaged with the academic
experience. If I was naïve about this, they were
gracious enough not to disabuse me. None of us
ever questioned the importance of what we were
doing.
At a certain appointed hour, the university
decided to make its way in the world without me,
and we parted company. I was assured that there
were no hard feelings. I was fortunate to get a
position in a public university system, at a college
with an overworked faculty, an army of part-time instructors, and sixteen thousand students.
Many of these students were the first in their families to attend college, and any distractions
they had were not social. Many of them worked, and some had complicated family
responsibilities.
I didn’t regard this as my business any more than I had the social lives of my Ivy League
students. I assigned my new students the same readings I had assigned the old ones. I
understood that the new students would not be as well prepared, but, out of faith or ego, I
thought that I could tell them what they needed to know, and open up the texts for them. Soon
Debating the Value of College in America : The New Yorker http://www.newyorker.com/arts/critics/atlarge/2011/06/06/1106...
1 of 11 8/5/11 8:40 AM
after I started teaching there, someone raised his hand and asked, about a text I had assigned,
“Why did we have to buy this book?”
I got the question in that form only once, but I heard it a number of times in the
unmonetized form of “Why did we have to read this book?” I could see that this was not only a
perfectly legitimate question; it was a very interesting question. The students were asking me to
justify the return on investment in a college education. I just had never been called upon to think
about this before. It wasn’t part of my training. We took the value of the business we were in for
granted.
I could have said, “You are reading these books because you’re in college, and these are the
kinds of books that people in college read.” If you hold a certain theory of education, that
answer is not as circular as it sounds. The theory goes like this: In any group of people, it’s easy
to determine who is the fastest or the strongest or even the best-looking. But picking out the
most intelligent person is difficult, because intelligence involves many attributes that can’t be
captured in a one-time assessment, like an I.Q. test. There is no intellectual equivalent of the
hundred-yard dash. An intelligent person is open-minded ...
My Education Essay
Definition of Education Essay
Bell Hookss Education
Essay about Higher Education
Eassy on Education
Essay on Education: Causes & Effects
Essay on Public Education
Essay on Education
Inclusive Education Essay
what is education Essay
Essay on The Future of Education
A Successful Educator Essay
Essay on What Is the Purpose of Education?
Professor Sir David Watson Keynote - Higher Education and the Question of Con...johnroseadams1
A keynote speech delivered to the Widening Participation Conference 2012 'Discourses of Inclusion in Higher Education' 24-25 April 2012 www.open.ac.uk/disourses-of-inclusion
The cost of higher education and its implications have been discussed, challenged, and criticized repeatedly over the past several years. Rightfully so. As the price of attending college has increased, it has left many wondering what higher education actually provides.
Name 1. The table shows the number of days per week, x, that 100.docxgilpinleeanna
Name
1. The table shows the number of days per week, x, that 100 students use the gym at a local high school.
x
frequency
Relative
frequency
Cumulative
frequency
0
3
1
12
2
33
3
28
4
11
5
9
6
4
1. The table shows the number of days per week, x, that 100 students use the gym at a local high school.
a. Complete the table
b. Display the information as either a pie chart, a horizontal bar chart, or a vertical bar chart.
c. Determine the mean, median, minimum frequency, maximum frequency, range, Q1, Q3 and the standard deviation, Sx
d. Based on the information and chart, what can you say about the distribution.a. Complete the table
b. Display the information as either a pie chart, a horizontal bar chart, or a vertical bar chart.
c. Determine the mean, median, minimum frequency, maximum frequency, range, Q1, Q3 and the standard deviation, Sx
d. Based on the information and chart, what can you say about the distribution.
Theme one is to identify the types of cultures or models of cultures and how they work or fit within an organization
Learning Activity #1
Using your reading material create a chart that describes the type, characteristics of the culture, associated values that would be important to keep the culture alive, and kinds of organizations structures that work best for culture. Compare and contrast them in your explanation of the chart. For instance what culture might work for Joe at the new sawmill and then which one might work at Purvis' shoe company.
Theme two: How to Create, Change, and Align Culture to the Structure and Vision.
Organizational Structure
Preface:
A leader’s job is to create the direction for the company to move forward. The leader does this in steps. Here are the steps of the process:
First, the leader designs the vision and mission for the company and second, the leader must establish an organizational structure which promotes the vision, mission and empowers the employees to keep the forward movement in the organization.
In creating the structure various factors must be considered.
· First and foremost is the purpose of the company or organization. What type of structure will best accomplish that goal? Certainly a company like UPS needs a somewhat rigid structure that is set up to focus on procedure and time sensitivity. Since UPS has as its goal to get the correct parcels to the right customers in the fastest way possible, variance in procedures or ways of accomplishing the tasks would never work. A tight delineated structure is imperative.
· Along with the purpose the leader must look at the vision of the organization. Where does the leader want the organization to go? How best can the structure provide for the future? Will the vision call for expansion into other countries or simply call for product development changes? Do you plan a struct ...
Name _____________________Date ________________________ESL.docxgilpinleeanna
Name _____________________ Date ________________________
ESL 408 Remembered Event Worksheet
1) What is the most memorable, significant event in your life?
2) What important lesson(s) or applications are there from this event?
3) Complete the chart below. Add at least 5 details to each part of the storyline.
Story Element
Details
Exposition
Rising Action
Climax
Falling Action
Resloution
...
Name Bijapur Fort Year 1599 Location Bijapur city.docxgilpinleeanna
Name: Bijapur Fort
Year: 1599
Location: Bijapur city in Bijapur District of the Indian state of Karnataka
The fort precinct is studded with the historical fort, palaces, mosques, tombs and
gardens.
Built by Yusuf Adil Shah, during the rule of Adil Shahidynasty.
https://en.wikipedia.org/wiki/Bijapur,_Karnataka
https://en.wikipedia.org/wiki/Bijapur_district,_Karnataka
https://en.wikipedia.org/wiki/States_and_territories_of_India
https://en.wikipedia.org/wiki/Karnataka
https://en.wikipedia.org/wiki/Adil_Shahi
Name: Adham Khan's Tomb
Year: 1561
Location : Qutub Minar, Mehrauli, Delhi,
Built for 16th-century tomb of Adham Khan, a general of the Mughal Emperor Akbar.
It consists of a domed octagonal chamber in the Lodhi Dynasty style and Sayyid
dynasty early in the 14th century.
https://en.wikipedia.org/wiki/Qutub_Minar
https://en.wikipedia.org/wiki/Mehrauli
https://en.wikipedia.org/wiki/Delhi
https://en.wikipedia.org/wiki/Adham_Khan
https://en.wikipedia.org/wiki/Mughal_Emperor
https://en.wikipedia.org/wiki/Akbar
https://en.wikipedia.org/wiki/Lodhi_Dynasty
https://en.wikipedia.org/wiki/Sayyid_dynasty
https://en.wikipedia.org/wiki/Sayyid_dynasty
These two objects are both tomb and have it’s own style form certain dynasty.
I chose these two objects is because they are both architecture and I can talk more about
how different dynasty influences the design of the architecture.s
Week 10 Assignments – XBRL
DUE DATE: Sunday midnight of Week 6, submitted in a MS Word (or Excel if
computations required) document with filename format:
Last First_Week X hwk.doc or .xls Make sure your name appears on each page of the
homework using the header function.
Homework questions:
1. Why do you think it took from 1999, when the XBRL concept was invented, until 2009
for the SEC require that public filers adopt?
2. From the PWC Webcast on XBRL, what are the differences between the “bolt-on” and
“embedded” approach to XBRL?
3. If you worked in the Finance and Accounting department of a company, how could you
use XBRL tags to help in your job? Could XBRL tagging help other functions in a
company do their jobs?
4. US public filers are required to begin tagging and reporting financial data using XBRL
beginning in 2009. From earlier in this course, they also have many major projects that
are required now or in the coming years (IFRS, Fair Value, etc.). Aside from the obvious
benefit of job creation for CPA’s and the companies which provide these
services/software ☺, what impact do you think these requirements are going to have on
companies? Will this divert attention and resources from their core business or will this
be like all other changes they go through (e.g. SOX), an intense implementation then
business as usual?
...
Name _______________________________ (Ex2 rework) CHM 33.docxgilpinleeanna
Name: _______________________________ (Ex2 rework)
CHM 3372, Winter 2016
Exam #2 Re-work
Due Wed, 3/2/16
1. Make the ketone below from 13C-labeled formaldehyde and propane. Make certain to keep
track of your labels throughout your synthesis. (27 points)
O
Name: _______________________________ (Ex2 rework)
2. (a) The reaction below can form two possible diastereomeric products. Draw the structures of
both products, and the mechanism of the formation of either one. (4 points)
O
1. LiAlH4
2. NH4Cl, H2O
(b) What characterizes a thermodynamic product of a reaction (any reaction)? What
characterizes a kinetic product of reaction? (2 points)
(c) Which product from part (a) would you expect to be the thermodynamic product? Why? (2
points)
(d) Which product would you expect to be the kinetic product? Why? (Note that this is not
necessarily the "non-thermodynamic" product.) (2 points)
(e) When this reaction is performed, regardless of what the temperature is, only one of the two
possible products is ever formed. Which one? (1 points)
(f) Why is the other diastereomer never formed? What must occur in order for it to be formed,
which will never occur with this particular reagent? Why? (3 points)
(g) Although the other diastereomer is never formed directly in this reaction, gentle heating with
aqueous acid will isomerize the initial product into the other diastereomer. Draw the mechanism
of the isomerization, and comment on why this isomerization occurs -- why one diastereomer
will react completely to form the other. (5 points)
Name: _______________________________ (Ex2 rework)
3. This page seems like it was tough on Q#3. Let’s see if you do better the second time around.
From the three alcohols shown, provide syntheses for the molecules below. For any SN2 or E2
reactions, use only non-halogen leaving groups – use a different leaving group which was
covered in Ch. 11. (12 points)
From: Make:
OH
OH
CH3 OH
O
O
CH3
O
O
O
Name: _______________________________ (Ex2 rework)
4. (a) Once again, write the oxidation state of the metal (each complex is neutral, Nickel is
Group 10; OTf is triflate, CF3SO3-), number of d electrons, and total valence electrons for the
metal in each complex, and indicate what type of reaction is occurring. (8 points)
H Ni
OTf
PPh3
Ni
OTf
PPh3H
Ni
OTf
PPh3
Ni
OTf
PPh3
Ni
OTf
PPh3
H
(b) What are the reactant(s) and product(s) of the reaction? (This time, they are not drawn for
you.) (2 points)
(c) If the ethylene molecule were deuterated completely (CD2=CD2), where would the deuterium
atoms end up in the product? Draw the structure, showing the position(s) of the deuterium
atoms. Assume the catalytic cycle has run several times already. (2 points)
Name: _______________________________ (Ex2 rework)
5. (a) I defined a conjugated system gener ...
Name 1 Should Transportation Security Officers Be A.docxgilpinleeanna
Name:
1
Should Transportation Security Officers Be Armed?
It is the opinion of this writer that Transportation Security Officers (TSOs) should not be
armed. It is my intent to illustrate that point in this paper. During my research I will weigh the
advantages and disadvantages of arming TSOs, examining each side of the argument. I will also
offer a potential solution that while costly will still prove to be less costly than arming TSOs.
What has led to this discussion? For a majority of our society it takes years and certain
events to take place in our lives for change to occur. Those events include graduating High
School/College, getting married, or having children. In a matter of only five short minutes on
the morning of November 1st, 2013, some individual’s lives changed forever. On that morning
Paul Anthony Ciancia, age 23, opened fire in Terminal 3 of the Los Angeles International
Airport (LAX). His senseless acts killed a TSO, while injuring six other individuals. The
shooting has been debated over and over again on whether it is a terrorist act or not. The
activities before, during, and after the shooting will show the acts were certainly a terrorist
attack. But more importantly could any deaths or injuries have been avoided if the TSOs were
armed? These is the question that will continue to be debated and one that will be addressed in
this paper.
Synopsis of the event that led up to this argument:
Shortly after being dropped off at the airport by his roommate, Paul Ciancia pulled out a
rifle and began opening fire. He was carrying luggage that was filled with a semiautomatic .223
caliber Smith & Wesson M&P-15 rifle, five 30-round magazines, and hundreds of additional
rounds of ammunition ("Lax shooting suspect," 2013). Walking up to the TSA checkpoint,
Ciancia pulled out a rifle and opened fire hitting TSO Gerardo Hernandez in the chest. Ciancia
Name:
2
then apparently moved into the screening area where he continued to fire striking two other
TSOs and a male citizen. According to eye witnesses, Ciancia continually asked civilians if they
were TSA officers, when they said “no” he moved on without shooting them ("Lax shooting:
Latest," 2013). Ciancia made it as far as the food court some five minutes after the first shots
were fired. He was then surrounded by LAX police officers who engaged him in a gunfight.
Shortly after the gunfight ended Ciancia was taken into custody where he had to be transported
to a nearby trauma hospital for gunshot wounds (Abdollah, 2013).
In total eight individuals had to be treated at the scene. Four victims were treated for
gunshot wounds, while the others were treated for other injuries ("6 hospitalized after," 2013).
The sole suspect Paul Ciancia was carrying a note on him that stated he “wanted to kill TSA”
and describe them as “pigs”, the note also mentioned “fiat currency” and “NWO” ("Lax shooting
...
My Education Essay
Definition of Education Essay
Bell Hookss Education
Essay about Higher Education
Eassy on Education
Essay on Education: Causes & Effects
Essay on Public Education
Essay on Education
Inclusive Education Essay
what is education Essay
Essay on The Future of Education
A Successful Educator Essay
Essay on What Is the Purpose of Education?
Professor Sir David Watson Keynote - Higher Education and the Question of Con...johnroseadams1
A keynote speech delivered to the Widening Participation Conference 2012 'Discourses of Inclusion in Higher Education' 24-25 April 2012 www.open.ac.uk/disourses-of-inclusion
The cost of higher education and its implications have been discussed, challenged, and criticized repeatedly over the past several years. Rightfully so. As the price of attending college has increased, it has left many wondering what higher education actually provides.
Name 1. The table shows the number of days per week, x, that 100.docxgilpinleeanna
Name
1. The table shows the number of days per week, x, that 100 students use the gym at a local high school.
x
frequency
Relative
frequency
Cumulative
frequency
0
3
1
12
2
33
3
28
4
11
5
9
6
4
1. The table shows the number of days per week, x, that 100 students use the gym at a local high school.
a. Complete the table
b. Display the information as either a pie chart, a horizontal bar chart, or a vertical bar chart.
c. Determine the mean, median, minimum frequency, maximum frequency, range, Q1, Q3 and the standard deviation, Sx
d. Based on the information and chart, what can you say about the distribution.a. Complete the table
b. Display the information as either a pie chart, a horizontal bar chart, or a vertical bar chart.
c. Determine the mean, median, minimum frequency, maximum frequency, range, Q1, Q3 and the standard deviation, Sx
d. Based on the information and chart, what can you say about the distribution.
Theme one is to identify the types of cultures or models of cultures and how they work or fit within an organization
Learning Activity #1
Using your reading material create a chart that describes the type, characteristics of the culture, associated values that would be important to keep the culture alive, and kinds of organizations structures that work best for culture. Compare and contrast them in your explanation of the chart. For instance what culture might work for Joe at the new sawmill and then which one might work at Purvis' shoe company.
Theme two: How to Create, Change, and Align Culture to the Structure and Vision.
Organizational Structure
Preface:
A leader’s job is to create the direction for the company to move forward. The leader does this in steps. Here are the steps of the process:
First, the leader designs the vision and mission for the company and second, the leader must establish an organizational structure which promotes the vision, mission and empowers the employees to keep the forward movement in the organization.
In creating the structure various factors must be considered.
· First and foremost is the purpose of the company or organization. What type of structure will best accomplish that goal? Certainly a company like UPS needs a somewhat rigid structure that is set up to focus on procedure and time sensitivity. Since UPS has as its goal to get the correct parcels to the right customers in the fastest way possible, variance in procedures or ways of accomplishing the tasks would never work. A tight delineated structure is imperative.
· Along with the purpose the leader must look at the vision of the organization. Where does the leader want the organization to go? How best can the structure provide for the future? Will the vision call for expansion into other countries or simply call for product development changes? Do you plan a struct ...
Name _____________________Date ________________________ESL.docxgilpinleeanna
Name _____________________ Date ________________________
ESL 408 Remembered Event Worksheet
1) What is the most memorable, significant event in your life?
2) What important lesson(s) or applications are there from this event?
3) Complete the chart below. Add at least 5 details to each part of the storyline.
Story Element
Details
Exposition
Rising Action
Climax
Falling Action
Resloution
...
Name Bijapur Fort Year 1599 Location Bijapur city.docxgilpinleeanna
Name: Bijapur Fort
Year: 1599
Location: Bijapur city in Bijapur District of the Indian state of Karnataka
The fort precinct is studded with the historical fort, palaces, mosques, tombs and
gardens.
Built by Yusuf Adil Shah, during the rule of Adil Shahidynasty.
https://en.wikipedia.org/wiki/Bijapur,_Karnataka
https://en.wikipedia.org/wiki/Bijapur_district,_Karnataka
https://en.wikipedia.org/wiki/States_and_territories_of_India
https://en.wikipedia.org/wiki/Karnataka
https://en.wikipedia.org/wiki/Adil_Shahi
Name: Adham Khan's Tomb
Year: 1561
Location : Qutub Minar, Mehrauli, Delhi,
Built for 16th-century tomb of Adham Khan, a general of the Mughal Emperor Akbar.
It consists of a domed octagonal chamber in the Lodhi Dynasty style and Sayyid
dynasty early in the 14th century.
https://en.wikipedia.org/wiki/Qutub_Minar
https://en.wikipedia.org/wiki/Mehrauli
https://en.wikipedia.org/wiki/Delhi
https://en.wikipedia.org/wiki/Adham_Khan
https://en.wikipedia.org/wiki/Mughal_Emperor
https://en.wikipedia.org/wiki/Akbar
https://en.wikipedia.org/wiki/Lodhi_Dynasty
https://en.wikipedia.org/wiki/Sayyid_dynasty
https://en.wikipedia.org/wiki/Sayyid_dynasty
These two objects are both tomb and have it’s own style form certain dynasty.
I chose these two objects is because they are both architecture and I can talk more about
how different dynasty influences the design of the architecture.s
Week 10 Assignments – XBRL
DUE DATE: Sunday midnight of Week 6, submitted in a MS Word (or Excel if
computations required) document with filename format:
Last First_Week X hwk.doc or .xls Make sure your name appears on each page of the
homework using the header function.
Homework questions:
1. Why do you think it took from 1999, when the XBRL concept was invented, until 2009
for the SEC require that public filers adopt?
2. From the PWC Webcast on XBRL, what are the differences between the “bolt-on” and
“embedded” approach to XBRL?
3. If you worked in the Finance and Accounting department of a company, how could you
use XBRL tags to help in your job? Could XBRL tagging help other functions in a
company do their jobs?
4. US public filers are required to begin tagging and reporting financial data using XBRL
beginning in 2009. From earlier in this course, they also have many major projects that
are required now or in the coming years (IFRS, Fair Value, etc.). Aside from the obvious
benefit of job creation for CPA’s and the companies which provide these
services/software ☺, what impact do you think these requirements are going to have on
companies? Will this divert attention and resources from their core business or will this
be like all other changes they go through (e.g. SOX), an intense implementation then
business as usual?
...
Name _______________________________ (Ex2 rework) CHM 33.docxgilpinleeanna
Name: _______________________________ (Ex2 rework)
CHM 3372, Winter 2016
Exam #2 Re-work
Due Wed, 3/2/16
1. Make the ketone below from 13C-labeled formaldehyde and propane. Make certain to keep
track of your labels throughout your synthesis. (27 points)
O
Name: _______________________________ (Ex2 rework)
2. (a) The reaction below can form two possible diastereomeric products. Draw the structures of
both products, and the mechanism of the formation of either one. (4 points)
O
1. LiAlH4
2. NH4Cl, H2O
(b) What characterizes a thermodynamic product of a reaction (any reaction)? What
characterizes a kinetic product of reaction? (2 points)
(c) Which product from part (a) would you expect to be the thermodynamic product? Why? (2
points)
(d) Which product would you expect to be the kinetic product? Why? (Note that this is not
necessarily the "non-thermodynamic" product.) (2 points)
(e) When this reaction is performed, regardless of what the temperature is, only one of the two
possible products is ever formed. Which one? (1 points)
(f) Why is the other diastereomer never formed? What must occur in order for it to be formed,
which will never occur with this particular reagent? Why? (3 points)
(g) Although the other diastereomer is never formed directly in this reaction, gentle heating with
aqueous acid will isomerize the initial product into the other diastereomer. Draw the mechanism
of the isomerization, and comment on why this isomerization occurs -- why one diastereomer
will react completely to form the other. (5 points)
Name: _______________________________ (Ex2 rework)
3. This page seems like it was tough on Q#3. Let’s see if you do better the second time around.
From the three alcohols shown, provide syntheses for the molecules below. For any SN2 or E2
reactions, use only non-halogen leaving groups – use a different leaving group which was
covered in Ch. 11. (12 points)
From: Make:
OH
OH
CH3 OH
O
O
CH3
O
O
O
Name: _______________________________ (Ex2 rework)
4. (a) Once again, write the oxidation state of the metal (each complex is neutral, Nickel is
Group 10; OTf is triflate, CF3SO3-), number of d electrons, and total valence electrons for the
metal in each complex, and indicate what type of reaction is occurring. (8 points)
H Ni
OTf
PPh3
Ni
OTf
PPh3H
Ni
OTf
PPh3
Ni
OTf
PPh3
Ni
OTf
PPh3
H
(b) What are the reactant(s) and product(s) of the reaction? (This time, they are not drawn for
you.) (2 points)
(c) If the ethylene molecule were deuterated completely (CD2=CD2), where would the deuterium
atoms end up in the product? Draw the structure, showing the position(s) of the deuterium
atoms. Assume the catalytic cycle has run several times already. (2 points)
Name: _______________________________ (Ex2 rework)
5. (a) I defined a conjugated system gener ...
Name 1 Should Transportation Security Officers Be A.docxgilpinleeanna
Name:
1
Should Transportation Security Officers Be Armed?
It is the opinion of this writer that Transportation Security Officers (TSOs) should not be
armed. It is my intent to illustrate that point in this paper. During my research I will weigh the
advantages and disadvantages of arming TSOs, examining each side of the argument. I will also
offer a potential solution that while costly will still prove to be less costly than arming TSOs.
What has led to this discussion? For a majority of our society it takes years and certain
events to take place in our lives for change to occur. Those events include graduating High
School/College, getting married, or having children. In a matter of only five short minutes on
the morning of November 1st, 2013, some individual’s lives changed forever. On that morning
Paul Anthony Ciancia, age 23, opened fire in Terminal 3 of the Los Angeles International
Airport (LAX). His senseless acts killed a TSO, while injuring six other individuals. The
shooting has been debated over and over again on whether it is a terrorist act or not. The
activities before, during, and after the shooting will show the acts were certainly a terrorist
attack. But more importantly could any deaths or injuries have been avoided if the TSOs were
armed? These is the question that will continue to be debated and one that will be addressed in
this paper.
Synopsis of the event that led up to this argument:
Shortly after being dropped off at the airport by his roommate, Paul Ciancia pulled out a
rifle and began opening fire. He was carrying luggage that was filled with a semiautomatic .223
caliber Smith & Wesson M&P-15 rifle, five 30-round magazines, and hundreds of additional
rounds of ammunition ("Lax shooting suspect," 2013). Walking up to the TSA checkpoint,
Ciancia pulled out a rifle and opened fire hitting TSO Gerardo Hernandez in the chest. Ciancia
Name:
2
then apparently moved into the screening area where he continued to fire striking two other
TSOs and a male citizen. According to eye witnesses, Ciancia continually asked civilians if they
were TSA officers, when they said “no” he moved on without shooting them ("Lax shooting:
Latest," 2013). Ciancia made it as far as the food court some five minutes after the first shots
were fired. He was then surrounded by LAX police officers who engaged him in a gunfight.
Shortly after the gunfight ended Ciancia was taken into custody where he had to be transported
to a nearby trauma hospital for gunshot wounds (Abdollah, 2013).
In total eight individuals had to be treated at the scene. Four victims were treated for
gunshot wounds, while the others were treated for other injuries ("6 hospitalized after," 2013).
The sole suspect Paul Ciancia was carrying a note on him that stated he “wanted to kill TSA”
and describe them as “pigs”, the note also mentioned “fiat currency” and “NWO” ("Lax shooting
...
Name Don’t ForgetDate UNIT 3 TEST(The direct.docxgilpinleeanna
Name: Don’t Forget
Date:
UNIT 3 TEST
(The directions and procedures for this test are the same as for the previous Unit test.)
Save this test on your computer, and complete the questions by marking correct answers with the “text color” function in WORD ( ) located on the “home” toolbar.Please attach your completed test to the assignment submission page.
Section I
Please identify problems of vagueness, overgenerality and ambiguity (double meaning) in the following passages. Then explain briefly how/why the passage exemplifies that problem. (Some examples may contain more than one problem.)
1. Who was Hitler? He was an Austrian.
__vague
__overgeneral
__ambiguous
Explanation:
2. The judge sanctioned the firm's criminal conduct.
__vague
__overgeneral
__ambiguous
Explanation:
3. "Turn right here!"
__vague
__overgeneral
__ambiguous
Explanation:
4. (From a Student Code of Conduct- Sexual impropriety in the dorms after 6:00 pm is forbidden.
__vague
__overgeneral
__ambiguous
Explanation:
5. Did Donald win the election? Well, he did get quite a few votes!
__vague
__overgeneral
__ambiguous
Explanation:
6. How are Henry’s finances? Oh, he’s really quite well off!
__vague
__overgeneral
__ambiguous
7. Bertha Belch, as missionary from Africa, will be speaking tonight at the Calvary Chapel. Come and hear Bertha Belch all the way from Africa.
__vague
__overgeneral
__ambiguous
Explanation:
8. Lower Slobovia can’t be a very well-run country. I mean, it’s not particularly democratic!
[Careful: Think about the various aspects of these claims before answering.]
__vague
__overgeneral
__ambiguous
Section II. Definitions
Please indicate whether the following are stipulative, persuasive, lexical or precising definitions.
9. Postmodern means a chaotic and confusing mishmash of images and references that leaves readers and viewers longing for the days of a good, well-told story.
__ stipulative
__ persuasive
__ lexical
__ précising
10. A triangle is a plane figure enclosed by 3 straight lines.
__ stipulative
__ persuasive
__ lexical
__ precising
11. An arid region, for purposes of this study, is any region that receives an average of less than 15 inches of rain per year
__ stipulative
__ persuasive
__ lexical
__ precising
14. A Blanker is someone who sends holiday cards without signatures or personalized messages
__ stipulative
__ persuasive
__ lexical
__ precising
15. Tragedy, in literary terms, means a serious drama that usually ends in disaster nd that focuses on a single character who experiences unexpected reversals in fat, often falling from a position of authority and power because of an unrecognized flaw or misguided action
__ stipulative
__ persuasive
__ lexical
__ précising
Section III. Strategies for Defining
Please indicate whether the following lexical definitions are ostensive definitions, enumerative definitions, definitions by s ...
Name Add name hereConcept Matching From Disease to Treatmen.docxgilpinleeanna
Name: Add name here
Concept Matching: From Disease to Treatment
Using your textbooks, complete the empty squares on the table below to match specific diseases with their pathology, pathophysiology and pharmacological treatment. Be sure to use appropriate medical terminology when adding information. You should review two different sources at a minimum to develop your brief synopses.
Example of completed row:
Disease
Body system
Signs/Symptoms
Pathophysiology
Treatment(s) (Pharm & Other)
Acne vulgaris
Integumentary system
Non-inflammatory comedones or inflammatory papules, pustules or modules. Symptoms can include pain, erythema and tenderness
Release of inflammatory mediators into the skin, with follicle hyperkeratinization, Propionibacterium acne colonization, and excess production of sebum
Depending on severity, topical mediations include benzyol peroxide or retinoid drugs. Hormonal drugs (such as oral contraceptives), and in some cases antibiotics may be used for severe inflammatory acne. Nonpharmacological treatments include dermabrasion or phototherapy
Disease
Body System
Signs/Symptoms
Pathophysiology
Treatment(s)
Atopic Dermatitis
Multiple Sclerosis
Squamous cell carcinoma
Osteoporosis
Osteosarcoma
Rheumatoid arthritis
Epilepsy
Psoriasis
Alzheimer’s Disease
...
Name Abdulla AlsuwaidiITA 160Uncle VanyaMan has been en.docxgilpinleeanna
Name Abdulla Alsuwaidi
I
TA 160
"Uncle Vanya"
“Man has been endowed with reason,
with the power to create, so that he can add to what he's been given.
But up to now, he hasn't been a creator, only a destroyer.
Forests keep disappearing, rivers dry up,
wild life's become extinct, the climate's ruined,
and the land grows poorer and uglier”
The play “Uncle Vanya” written by Anton Chekhov is a pearl of the classics of Russian literature. Anton Chekhov left a great legacy in a form of his plays and short stories for the classics of world literature. Without a shadow of doubt, this masterpiece, written by one of the most prominent the Russian playwrights of his time, should be read with further analysis and discussion. “Uncle Vanya” is a realist play and Chekhov tried to make its scenes as true-to-life as possible. Chekhov spent one year writing “Uncle Vanya” and introduced a number of changes between the years 1896 – 1897. The final version of his play is famous worldwide. The plot of the play narrates a heartbreaking story of how the main hero, Ivan Petrovich Voynitsky or Uncle Vanya that was a rather calm and quiet man undergoes a moral “rebirth” developing a spirit of a rebellion. Uncle Vanya, the main hero of the play, can be characterized as a bitter aging man who spent his life in toil working for his brother-in-law. Chekhov depicted the character of uncle Vanya as a misanthrope who recognized the miserable nature of other characters.
Moreover, Chekhov’s play also involves a number of other important issues that are experienced by the play’s characters. These issues include the feeling of pointless life lacking meaning, missed opportunities, and the most touching feeling of blind admiration. It should be admitted that Chekhov used to create hidden meaning in his plays to make the readers think critically not only of his work but of their lives either. Therefore, in the play, Chekhov made every character individualistic. For instance, the central character in the play, Uncle Vanya, cares about patrimony and the Serebryakov’s family’s property. Throughout the play, uncle Vanya finds himself dismissed and rejected without the right for an opinion. Chekhov also pointed out the suffering of other characters who struggle to change their lives for better. The play consists of a number of personal dramas that are interconnected.
It can be stated that Chekhov included a number of opposite lines in his play such as the choice between obedience or riot, feeling of admiration and disrespect. The following lines from the play demonstrate the feeling of disappointment and understanding the pointlessness of a situation: “”I’m mad — but people who conceal their utter lack of talent, their dullness, their complete heartlessness under the guise of the professor, the purveyor of learned magic — they aren’t mad” (Uncle Vanya). Uncle Vanya is concerned about the wasted years and the thought of how his life could look like in case he used the opportun ...
Name Add name hereHIM 2214 Module 6 Medical Record Abstractin.docxgilpinleeanna
Name: Add name here
HIM 2214 Module 6: Medical Record Abstracting
Instructions: In this medical record abstracting assignment you will first need to download and the records (history & physical, surgery consultation, operative report, pathology report and discharge summary) for a patient with digestive system problems. (Recommend reading them in the order listed).
Save your answers to the following related questions in this document and submit them for this module's assignment.
1. Define the terms diverticulosis and diverticulitis.
2. What is the pathophysiology of diverticulitis?
3. What is a hiatal hernia?
4. Describe some of the signs or symptoms a person with a hiatal hernia might have.
5. What is a pulmonary embolus?
6. What was the etiology (cause) of the pulmonary embolus for this patient?
7. What is gastritis?
8. Which problem is likely a contributor to the patient’s Type II diabetes mellitus?
9. What was the purpose of the barium enema?
10. What does the abbreviation HEENT stand for?
11. What is thrombophlebitis?
12. What is a surgical resection?
13. Define anastomosis.
14. What is ferrous gluconate and what is it used to treat?
15. What condition is the drug Darvocet used to treat?
16. What are electrolytes?
17. What is exogenous obesity?
18. Where is the femoral pulse found/taken?
19. Where is the popliteal pulse found/taken?
20. What is hepatosplenomegaly?
21. Which condition(s) is/are the drug Humulin used to treat?
22. What is an adenocarcinoma?
23. Which condition(s) is/are the drug Lanoxin used to treat?
24. What is the purpose of ordering the blood test PTT?
25. What is a colon stricture?
26. What is/are the etiologies associated with colorectal cancer?
27. What is the medical term for gallstones?
28. Which condition(s) is the drug Zantac used to treat?
29. What does the pathology report indicate about the spread of the carcinoma in this patient?
30. What is the etiology of Type II diabetes mellitus?
· Academic arguments are designed to get someone to agree with the author, who may use pathos (emotion), logos (logic and facts) and ethos (authority and expertise) to persuade.
Academic arguments are not about ranting, screaming or otherwise increasing conflict, but in fact are the opposite: They attempt to help the other person understand what the author believes to be right (opinion) based on the evidence presented (authority, logic, facts).
For your topic for your final paper, what kinds of arguments can you develop for your claim (thesis, main idea)?
Health Record Face Sheet
Record Number:
005
Age:
67
Gender:
Male
Length of Stay:
3 days
Service:
Inpatient Hospital Admission
Disposition:
Home
Discharge Summary
Patient is a 67-year-old male. He saw the doctor recently with abdominal pain and constipation. A barium enema showed diverticulosis and perhaps a stricture near the sigmoid and rectal junction. He was scoped by the doctor, who saw a stricture at that point and sa ...
Name Sophocles, AntigoneMain Characters Antigone, Cre.docxgilpinleeanna
Name:
Sophocles, Antigone
Main Characters: Antigone, Creon (the King), Ismene (Antigone’s sister), the Chorus, the Guard, Haimon (Creon’s and Euridike’s son), Euridike (Creon’s wife/Haimon’s mother), Teiresias (the prophet), the messenger.
1. Aristotle writes that the tragic hero suffers from a harmartia or error. Who is the tragic hero of the play? Why do you think so?
2. Who is in the right? Antigone? Creon? Both? Neither? Why?
3. What makes this play tragic?
4. What is the role of the chorus in this production? How do they fit into the play?
5. What do you think about the way the production differentiates between divine law and human law? Which characters do you think are more closely linked to what (kind of) law?
6. Why is this art? What is the relationship between Antigone and a painting or a statue, such that we can call them both art?
...
N4455 Nursing Leadership and ManagementWeek 3 Assignment 1.docxgilpinleeanna
N4455 Nursing Leadership and Management
Week 3 Assignment 1: Financial Management Case Study v2.2
Name:
Date:
Overview: Financial Management Case Study
One of the important duties of a nurse leader is to manage personnel and personnel budgets. In this assignment, you will assume the role of a nurse manager. You will use given data to make important decisions regarding budgets and staffing.
Some nurse managers have computer spreadsheets or software applications to help them make decisions regarding budgets and staffing. You will only need simple mathematical operations* to perform the needed calculations in this assignment because the scenario has been simplified. Furthermore, some data have been provided for you that a nurse leader might need to gather or compute in a real setting. Still, you will get a glimpse of the complexity of responsibilities nurse leaders shoulder regarding financial management.
· To calculate the percent of the whole a given number represents, follow these steps:
Change the percentage to a decimal number by moving the decimal twice to the left (or dividing by 100).
Multiply the new decimal number by the whole.
Example: What is 30% of 70?
30%= .30; (.30) × 70 = 21
· To find out what percentage a number represents in relation to the whole, follow these steps:
Divide the number by the whole (usually the small number by the large number).
Change the decimal answer to percent by moving the decimal twice to the right (or multiplying by 100).
Example: What percent of 45 is 10?
10 ÷ 45 = .222; so, 10 is 22% of 45.
* You will only need addition, subtraction, multiplication, and division.
Case Study
You are the manager for 3 West, a medical/surgical unit. You have been given the following data to assist you in preparing your budget for the upcoming fiscal year.
Patient Data
ADC: 54
Budget based on 5.4 Avg. HPPD
(5.4 HPPD excludes head nurse and unit secretaries)
Staff Data
Total FTEs
37.0 Variable FTEs
1.0 Nurse Manager
2.2 Unit Secretaries
40.2 Total FTEs
Staffing Mix
RN
65%
LVN
20%
NA
15%
Average Salary Scale per Employee
(Fringe benefits are 35% of salaries)
Nurse Manager
$77,999.00 per year
Registered Nurses (RN)
$36.00 per hour
Licensed Vocational Nurses (LVN)
$24.00 per hour
Nurse Aides (NA)
$13.50 per hour
Unit Secretary (US)
$11.25 per hourRubric
Use this rubric to guide your work on this assignment.
Criteria
Target
Acceptable
Unacceptable
Question 1
Both % and FTEs column totals within ± 2 of correct answers
(13-16 Points)
Either % or FTEs column totals within ± 2 of correct answers
(5-12 points)
Neither % nor FTEs column totals within ± 2 of correct answers
(0-4 points)
Question 2
All column (except Hours and Salary) totals within ± 2 of correct answers
(17-20 Points)
At least 4 column totals within ± 2 of correct answers
(5-16 points)
Less than 4 column totals within ± 2 of correct answers
(0-4 points)
Question 3
A. Table
All ...
Name Habitable Zones – Student GuideExercisesPlease r.docxgilpinleeanna
Name:
Habitable Zones – Student Guide
Exercises
Please read through the background pages entitled Life, Circumstellar Habitable Zones, and The Galactic Habitable Zone before working on the exercises using simulations below.
Circumstellar Zones
Open the Circumstellar Zone Simulator. There are four main panels:
· The top panel simulation displays a visualization of a star and its planets looking down onto the plane of the solar system. The habitable zone is displayed for the particular star being simulated. One can click and drag either toward the star or away from it to change the scale being displayed.
· The General Settings panel provides two options for creating standards of reference in the top panel.
· The Star and Planets Setting and Properties panel allows one to display our own star system, several known star systems, or create your own star-planet combinations in the none-selected mode.
· The Timeline and Simulation Controls allows one to demonstrate the time evolution of the star system being displayed.
The simulation begins with our Sun being displayed as it was when it formed and a terrestrial planet at the position of Earth. One can change the planet’s distance from the Sun either by dragging it or using the planet distance slider.
Note that the appearance of the planet changes depending upon its location. It appears quite earth-like when inside the circumstellar habitable zone (hereafter CHZ). However, when it is dragged inside of the CHZ it becomes “desert-like” while outside it appears “frozen”.
Question 1: Drag the planet to the inner boundary of the CHZ and note this distance from the Sun. Then drag it to the outer boundary and note this value. Lastly, take the difference of these two figures to calculate the “width” of the sun’s primordial CHZ.
CHZ Inner Boundary
CHZ Outer Boundary
Width of CHZ
NAAP – Habitable Zones 1/7
Question 2: Let’s explore the width of the CHZ for other stars. Complete the table below for stars with a variety of masses.
Star Mass (M )
Star Luminosity (L )
CHZ Inner Boundary (AU)
CHZ Outer Boundary (AU)
Width of CHZ (AU)
0.3
0.7
1.0
2.0
4.0
8.0
15.0
Question 3: Using the table above, what general conclusion can be made regarding the location of the CHZ for different types of stars?
Question 4: Using the table above, what general conclusion can be made regarding the width of the CHZ for different types of stars?
Exploring Other Systems
Begin by selecting the system 51 Pegasi. This was the first planet discovered around a star using the radial velocity technique. This technique detects systematic shifts in the wavelengths of absorption lines in the star’s spectra over time due to the motion of the star around the star-planet center of mass. The planet orbiting 51 Pegasi has a mass of at least half Jupiter’s mass.
Question 5: Zoom out so that you can compare this planet to those in our solar system (you can click-hold-drag to change t ...
Name Class Date SKILL ACTIVITY Giving an Eff.docxgilpinleeanna
Name Class Date
SKILL ACTIVITY
Giving an Effective Presentation
Directions: Read the information about oral presentations. Then
complete an outline for your own presentation.
One kind of oral presentation is a speech in which you explain
a position, or opinion, about an issue. After your speech, the
audience asks questions and you answer them. Preparing is the
first step. Use the following list as a guide to prepare.
• Decide what opinion you will take—for or against—and why.
• Write a short opening statement that gives your opinion.
• Gather facts and examples that support your opinion.
• Write a short conclusion that restates your opinion.
• Brainstorm a list of questions that your audience might ask.
Write down answers to the questions.
• Practice your presentation. Keep track of how long your
speech takes.
When you make the presentation, follow these steps:
• Begin with your opening statement.
• Give facts and examples that support your opinion.
• Conclude by stating your opinion again in different words.
• Answer questions from the audience. Listen carefully to make
sure you understand each question.
• While you are speaking, remember to look at your audience.
• Speak loudly and clearly so they can hear you.
Directions: Prepare and give a presentation on the following
topic: Is the increase in temporary employment a good thing for
American workers? Copy the following outline onto your own
paper to begin organizing your ideas.
I. Your opening statement:
II. Facts and examples that support your opinion:
1–5.
III. Your conclusion:
IV. Questions the audience may ask:
1–5.
V. Answers to these questions:
1–5.
BODY%RITUAL%AMONG%THE%NACIREMA%%
Horace%Miner%
%
From%Horace%Miner,%"Body%Ritual%among%the%Nacirema."%Reproduced%by%permission%of%the%
American%Anthropological%Association%from%The%American%Anthropologist,%vol.%58%(1956),%pp.%
503S507.%
%
Most%cultures%exhibit%a%particular%configuration%or%style.%A%single%value%or%pattern%of%perceiving%
the%world%often%leaves%its%stamp%on%several%institutions%in%the%society.%Examples%are%"machismo"%
in%Spanish>influenced%cultures,%"face"%in%Japanese%culture,%and%"pollution%by%females"%in%some%
highland%New%Guinea%cultures.%Here%Horace%Miner%demonstrates%that%"attitudes%about%the%
body"%have%a%pervasive%influence%on%many%institutions%in%Nacireman%society.%
The%anthropologist%has%become%so%familiar%with%the%diversity%of%ways%in%which%different%peoples%
behave%in%similar%situations%that%he%is%not%apt%to%be%surprised%by%even%the%most%exotic%customs.%
In%fact,%if%all%of%the%logically%possible%combinations%of%behavior%have%not%been%found%somewhere%
in%the%world,%he%is%apt%to%suspect%that%they%must%be%present%in%some%yet%undescribed%tribe.%%This%
point%has,%in%fact,%been%expressed%with%respect%to%clan%organization%by%Murdock.%In%this%light,%
the%magical%beliefs%and%practices%of%the%Nacirema%present%such%unusual%aspect ...
Name Speech Title I. Intro A) Atten.docxgilpinleeanna
Name:
Speech Title
I. Intro:
A) Attention getter --
B) Purpose Statement --
C) Thesis --
II. BODY
A) Main Point Number 1:
a)
b)
c)
transition --
B) Main Point Number 2:
a)
b)
c)
transition --
C) Main Point Number 3:
a)
b)
c)
transition –
III. CONCLUSION:
A) Summary statement --
B) Memorable conclusion --
References
List all references on a separate page with the word “References” centered at the top.
Name: Suepin Nguyen
Hygiene Saves Lives
I. Intro: To give an informational speech about Ignaz Philipp Semmelweis
A) Attention getter – On each square centimeter of your skin, there are about 1,500
bacteria. That’s a lot of germs. According to a study conducted by Michigan State
University researchers, 95% of people do not properly wash their hands long enough to
kill the infection causing germs and bacteria (Jaslow, “95 Percent of People Wash Their
Hands Improperly: Are You One of Them?”).
B) Purpose Statement - That’s gross. While I can’t force you to wash your hands, perhaps
today I can help you realize just how much history and evidence is behind this crucial
bathroom ritual.
C) Thesis – Today, I will inform you all about Ignaz Philipp Semmelweis by discussing first
about his practice and studies, second about his scientific methods that saved a lot of
lives, and third about the germ theory we all take for granted.
II. BODY:
A) Main Point Number 1: To begin, I want to introduce Ignaz Philipp Semmelweis.
a) Ignaz Semmelweis became a physician and earned his doctorate degree in medicine
in 1844. This time period was known as the start of the golden age of the physician
scientist” (NPR.org). This means that doctors were expected to have scientific
training. Doctors were more interested in numbers and collecting data (Justin Lessler,
an assistant professor at Johns Hopkins School of Public Health).
b) In 1846, Dr. Semmelweis showed up for his new job in the maternity clinic at the
General Hospital in Vienna. Due to the time period, Dr. Semmelweis thought like a
physician scientist and wanted to figure out why so many women in maternity wards
were dying from childbed fever (Davis, “The Doctor Who Championed
Hand-Washing and Briefly Saved Lives”).
c) So what did he do? He collected data of his own. He studied two maternity wards in
the hospital. One was staffed by all male doctors and medical students, and the other
by female midwives. He tallied up the number of deaths in each ward and found that
women in the clinic staffed by doctors and medical students died at a rate 5 times ...
n engl j med 352;16www.nejm.org april 21, .docxgilpinleeanna
n engl j med
352;16
www.nejm.org april
21, 2005
1630
P E R S P E C T I V E
verse populations and less inclusive health care pro-
grams, cautioned Joanne Lynn, a senior research-
er with the RAND Corporation and director of the
Washington Home Center for Palliative Care Stud-
ies in Washington, D.C. “There isn’t a huge demand
for assisted suicide in good care systems, but there
could be a huge demand in much less adequate care
systems,” Lynn said.
Psychiatrist Linda Ganzini of Oregon Health and
Sciences University agrees that her state’s high-
quality system of palliative care is the factor most
responsible for keeping the number of assisted-sui-
cide cases low. “Your safety net is your end-of-life
care and your hospice care,” she said. “It’s not the
safeguards that you build into the law.”
1.
Colburn D. Why am I not dead? The Oregonian. March 4,
2005:A01.
2.
Tolle SW, Tilden VR, Drach LL, Fromme EK, Perrin NA, Hedberg
K. Characteristics and proportion of dying Oregonians who person-
ally consider physician-assisted suicide. J Clin Ethics 2004;15:111-8.
3.
Ganzini L, Nelson HD, Lee MA, Kraemer DF, Schmidt TA,
Delorit MA. Oregon physicians’ attitudes about and experiences
with end-of-life care since passage of the Oregon Death with Dig-
nity Act. JAMA 2001;285:2363-9.
4.
House of Lords Select Committee on the Assisted Dying for
the Terminally Ill Bill. Volume I: Report. HL Paper 86-I.
The story of Terri Schiavo should be disturbing to
all of us. How can it be that medicine, ethics, law,
and family could work so poorly together in meet-
ing the needs of this woman who was left in a per-
sistent vegetative state after having a cardiac ar-
rest? Ms. Schiavo had been sustained by artificial
hydration and nutrition through a feeding tube
for 15 years, and her husband, Michael Schiavo, was
locked in a very public legal struggle with her par-
ents and siblings about whether such treatment
should be continued or stopped. Distortion by inter-
est groups, media hyperbole, and manipulative use
of videotape characterized this case and demon-
strate what can happen when a patient becomes
more a precedent-setting symbol than a unique hu-
man being.
Let us begin with some medical facts. On Feb-
ruary 25, 1990, Terri Schiavo had a cardiac arrest,
triggered by extreme hypokalemia brought on by an
eating disorder. As a result, severe hypoxic–ische-
mic encephalopathy developed, and during the sub-
sequent months, she exhibited no evidence of high-
er cortical function. Computed tomographic scans
of her brain eventually showed severe atrophy of
her cerebral hemispheres, and her electroenceph-
alograms were flat, indicating no functional activ-
ity of the cerebral cortex. Her neurologic examina-
tions were indicative of a persistent vegetative state,
which includes periods of wakefulness alternating
with sleep, some reflexive responses to light and
noise, and some basic gag and swallowing respons-
es, but no signs of emotion, wi ...
Name:
Class:
Date:
HUMR 211 Spring 2018 - Midterm
Copyright Cengage Learning. Powered by Cognero. Page 1
Indicate the answer choice that best completes the statement or answers the question.
1. Each of the following is considered the business of social welfare except:
a. telling people how to live their lives.
b. ending all types of discrimination and oppression.
c. providing child-care services for parents who work outside the home.
d. rehabilitating people who are addicted to alcohol or drugs.
2. Which of the following statements is consistent with the residual view of social welfare?
a. Recipients are viewed as being entitled to social services and financial help.
b. Social services and financial help should be provided to an individual on a short-term basis, primarily during
emergencies.
c. It is associated with the belief that an individual’s difficulties are due to causes largely beyond his or her
control.
d. There is no stigma attached to receiving funds or services. In this view, when difficulties arise, causes are
sought in the society, and efforts are focused on improving the social institutions within which the individual
functions.
3. Which of the following is consistent with an institutional view of social welfare?
a. Social services and financial aid should be provided only when other measures or efforts have been exhausted.
b. Causes for client’s difficulties are sought in the society.
c. Clients are to blame for their predicaments because of personal inadequacies.
d. Recipients are required to perform certain low-grade work assignments to receive financial aid.
4. The Elizabethan Poor Law of 1601 established three categories of relief recipients:
a. the insane, the poor, and the disabled.
b. the insane, dependent children, and the poor.
c. the able-bodied poor, the impotent poor, and dependent children.
d. the disabled, wives of prisoners, and the poor.
5. Before 1930 social services and financial assistance for people in need were provided primarily by _____.
a. churches and voluntary organizations
b. federal and state institutions
c. richer European countries
d. the military
6. President Clinton and the Republican-controlled Congress abolished Aid to Families with Dependent Children (AFDC)
in 1996 and replaced it with:
a. Welfare Services for Single Mothers.
b. Temporary Assistance to Needy Families.
c. Conditional Aid to Single Parents.
d. Assistance for Poor Families.
Indicate whether the statement is true or false.
Name:
Class:
Date:
HUMR 211 Spring 2018 - Midterm
Copyright Cengage Learning. Powered by Cognero. Page 2
7. One of the businesses of social welfare is to provide adequate housing for the homeless.
a. True
b. False
8. In the past, social welfare has been more of a pure sci ...
NAME ----------------------------------- CLASS -------------- .docxgilpinleeanna
NAME ----------------------------------- CLASS -------------- DATE -----------
THE
Source Articles from
WALL STREET JOURNAL.
CLASSROOM EDITION
Chapter 17 International Trade
This article from the April2004 Wall Street Journal Classroom Edition offers a
broader view of a long-running trend in global trade: the movement of manufacturing
jobs to other countries. In "Two-Way Street," Journal staff reporters Joel Millman
and Norihiko Shirouzu explain that while many manufacturing jobs are indeed
streaming out of the U.S., some foreign companies are eagerly creating new manufac-
turing jobs in the U.S.
Before reading the article, you may want ro look up the following terms: proxim-
ity, incentives, rhetoric, value chain.
uBut free trade works both
ways, and just as U.S.
companies look overseas
for workers, a lot of foreign
companies have been
expanding their operations
in the U.S. and creating new
jobs for Americans. The
attractions for them are better
business conditions, proxim-
ity to the ever-expanding U.S.
consumer market, and the
promise of incentives that
many U.S. communities offer
to attract new investment.''
Free trade has hammered a lot of U.S. towns, making it easier for companies to send manu-facturing jobs south of
the border or overseas, and
idling hundreds of American
factories and tens of thousands
of workers.
But free trade works both
ways, and just as U.S. compa-
nies look overseas for workers,
a lot of foreign companies have
been expanding their opera-
tions in the U.S. and creating
new jobs for Americans. The
attractions for them are better
business conditions, proximity
to the ever-expanding U.S.
consumer market, and the
promise of incentives that
many U.S. communities offer
to attract new investment.
In 1999, for example,
Gruma, Mexico's largest pro-
ducer of corn flour and tor-
tillas, wanted to extend its
sa les territory in the eastern
U.S. The manufacturer found
that the quickest way was to
buy a rival, Barnes Foods, ven-
dor of the regional Pepito
brand in Goldsboro, N .C ..
After closing the $12 million
transaction, Gruma found something else: a com-
munity eager to offer incentives to persuade the
Mexican company to invest
millions more.
Within a year, Gruma
delighted Goldsboro by agree-
ing to buy an empty warehouse
the city owned outside rown.
The building had sat for four
years, after officials spent more
than $1 million trying to mar-
ket it as parr of an industrial
park. By promising to invest
$13 million locally, and add
100 jobs to Barnes's payroll,
Gruma got $200,000 chopped
off the building's sale price and
another $200,000 in grants to
defray infrastructure costs.
Gruma also received job-cre-
ation tax credits to offset
almost $200,000 annually
from its state corporate income
tax. Ultimately, the Mexican
company well exceeded the
n urn ber of new hires it
promised, tripling its Golds-
boro work force to nearly 200. ...
Name Understanding by Design (UbD) TemplateStage 1—Desir.docxgilpinleeanna
Name:
Understanding by Design (UbD) Template
Stage 1—Desired Results
Q Established Goals:
Students will understand to add and subtract of the numbers.
Understandings:
The student will understand some of the terms and symbols that are very important to add or subtract numbers.
Essential Questions:
What does the mean plus or add?
How can we find the different between two numbers?
What does “=” mean? And when can we use it?
Students will know the most popular of the three symbols:
1- "+" to add the numbers.
2- "-" to subtract the numbers.
3- "=" to equal the numbers.
Students will be able to
· Use the terms 'add, plus, equals, minus, and the difference between them'.
· Use number line to model and determine the difference between two numbers, e.g. “Difference between 7 and 4 is 3”.
· Use the symbols for plus (+), minus (–) and equals (=).
Stage 2 – Assessment Evidence
Performance Tasks:
•
I am math teacher (R) and I have been hired by the principal and council (A) of The School of Riyadh for elementary students who are 11 years old. The exercise will target the addition and subtraction of the math. I must illustrate and define each one. (G) I am going to use audio aids in teaching them then the students are going to write down new ideas in a table that I have made in a booklet. (P) The table contains topics and underneath each topic, there are three boxes that contain each pillar. Each box has to have the particular picture that defines each pillar and must be colorful as well. All this is in stapled booklet. (S) The cost of the tablet and booklets are $100. This task must be completed in one week (S2).
Other Evidence:
How were addition and a subtraction derived? (E)
How is addition translated to sunbathing? (I)
How is addition or subtraction use in our world? (A)
How does addition compare to subtraction? (P)
How can I best recognize addition and subtraction? (SK)
Stage 3 – Learning Plan
Learning Activities:
Differentiated Instruction
White Cube
(Basic Level)
EXPLAIN
Big Idea:
INTERPRET
APPLICATION
PERSPECTIVE
Unit:
Cubing Examples
using
the Six
Facets of
Understanding
EMPATHY
SELF-KNOWLEDGE
Differentiated Instruction
Red Cube
(Intermediate Level)
KNOWLEDGE
Big Idea:
.
COMPREHENSION
APPLICATION
ANALYSIS
Unit:
Cubing Examples
using
Bloom’s Taxonomy
SYNTHESIS
EVALUATION
Differentiated Instruction
(Advanced Level)
ThinkDOTS
Sternberg’s Triarchic Model
●
SC
Big Idea:
●●
SA
●●●
SC
●●
●●
SP
Unit:
Cubing Examples
using
ThinkDots and
Sternberg
●●●
●●
SP
KEY:
SC = Creativity
SP = Practical
SA = Analytical
●●●
●●.
SA
G
U
Q
S
T�
OE
L
L
Running head: KEEPING SCORE 1
Keeping Score
Jillian Grantham
Grantham University
KEEPING SCORE 2
Abstract
Proposed changes to Little League scoring policies can seriously affect the elements that make
this game not only popular, but beneficial to th ...
Name MUS108 Music Cultures of the World .docxgilpinleeanna
Name MUS108 Music Cultures of the World Points /40
Winter 2018 Exam 2
(Take Home, open notes – NOT open book)
Matching – (1 point each, 8 points total)
Match each term with one of the following cultures by writing the corresponding letter in the blank space:
A. India
B. Bali
C. Ireland
1. _______sitar
2._______kilitan telu
3._______kecak
4._______gamelan
5._______Sean-nós
6._______beleganjur
7._______alap
8._______céilí
9. Describe Irish music. Please include information from each of the 3 different “eras” discussed in the book. (4 points)
10. Describe a raga in detail, with much attention paid to form, instruments, and development/barhat. (4 points)
11. What effect did the potato famine have on the culture and music of Ireland? (6 points)
12. What is ombak? Please explain it in detail, including how it is achieved. (4 points)
13. What is the difference between ceili and session? (2 points)
5. Listening Exercise – 12 points ( 4 points each) Sound Files are on Moodle!!!
Listen to the sound clips. See if you can guess what culture/tradition they come from. You may even be able to guess the type/form of music. Please write down your thought process. What are the clues? Why might it be from one particular culture? Listen to instruments, form, texture. The right answer is not the goal. What I need to see is your reasoning. You could get full credit even if you guess the wrong culture, provided your reasoning is sound. Complete sentences are not needed; lists are fine.
Clip 1.
Clip 2.
Clip 3.
...
Name Date Test 6(Units 6 and 7)Save this test on yo.docxgilpinleeanna
Name:
Date:
Test 6
(Units 6 and 7)
Save this test on your computer, and complete the questions by marking correct answers with the “text color” function ( ) located on the “home” toolbar
Section I.Multiple Choice/True and False
1.
One of the central tenets of homeopathy is the (unfounded) assertion that water retains a "memory" of substances dissolved in it, even when the solution becomes so weak that no trace of the original substance is present. However, if we accept this hypothesis, then any quantity of tap water would have already acquired all the beneficial chemicals, and all the harmful ones too. This . . . scenario weakens the hypothesis of water memory.
This refutation is a(n)
a. reduction to the absurd
b. counterexample
c. appeal to countervailing evidence
d. post hoc
e. suppressio veri
The premises of this argument are dependent: “Dogs make better pets than cats. They’re smarter, more sociable, more loyal, and easier to train.”
True
False
2.
If we can show that any premise of an argument is false, that argument has been successfully refuted.
True
False
3.
We may have good reason to question the credibility of a source if
a. the source was not in a good position to judge accurately
b. the source has proven unreliable in the past
c. the issue is not one that can be settled by expert opinion
d. all of the above
4.
Showing that one of its crucial* premises is in principle unverifiable refutes (defeats) the argument
True
False
*Note: What Bassham titles a “critical” premise I am referring to as a “crucial premise”, because I want to avoid the ambiguity involved in the former expression (between “critical” as essential and “critical” as criticizing.)
5.
The premises of this argument are dependent: “Dogs make better pets than cats. They’re smarter, more sociable, more loyal, and easier to train.”
True
False
6.
The circumstance that a crucial premise is unsupported always renders an argument bad. (careful)
True
False
7.
The principle of rational acceptance is a crucial technique for evaluating any claim. (careful)
True
False
8
There are legitimate and important ways of criticizing an argument that still don’t contribute to refuting it.
True
False
A fuzzy argument can still be a good argument due to its intrinsic merits.
True
False
9.
A fuzzy argument can still be a good argument due to its intrinsic merits.
True
False
Section II.Short Answers
10.
Please indicate any two of the characteristics that might serve to justify accepting a claim as a legitimate premise.
11.
Name any three of the conditions that might lead to question a claim based on your own sensory experience?
12.
Please indicate any 2 of the methods for showing a premise to be dubious or false:
13.
What is the principle of rational acceptance?
14.
Glenn Beck: “The Federal Government threatening to take over the State Parks if the State Government decides to privatize its parks! That's sh ...
Nadya’s helpful tips on writing in Science/Microbiology
-Primary, peer-reviewed sources come from scientific journals and often have
interesting background information relevant to the organism of interest. This is to
tell the reader why it is important. If you want lots of background information,
scientists often write review articles that go through the same peer-review as
papers on experiments on focusing on consolidating what the current and accepted
work is on the topic.
- Bacteria is the plural form of bacterium. If you are uncertain of its usage, try
replacing the noun with a word that you are a little more comfortable with such as
dog/dogs. Same goes for data being the plural of datum.
-When writing the scientific name of an organism, you will always write it out in
italics with the genus capitalized and the species name lower case (e.g. Bacillus
cereus). It is also acceptable that after you introduce a scientific name fully, to
abbreviate the genus to the first or second letter of the genus. For example:
“Bacillus thuringiensis is a bacterium often associated with soil microbial biomes…
B. thuringiensis was discovered to have entomopathogenic qualities in an
assortment of insect orders while being highly specific in its pathogenicity to only
insects.”
-Proofreading is your friend. It may feel like more work but having something that
is proofread goes a long way to helping the reader understand what you are saying
in a clear and concise way rather than leaving the reader feeling frustrated and
confused. While I don’t really grade on grammar and punctuation, if it is bad, it will
cost points on the assignment.
-Technology is helpful but communication is vital. While we use a lot of new
technology to help us be more productive in work and school, communication has
never been more vital. That being said, if you have a problem turning in your paper
on time due to technological difficulties, you need to communicate that to me as
soon as possible to avoid a late penalty. You have been warned.
-Lastly, while format doesn’t matter to me (every scientific journal or grant source
has their own format), having the right information in your citations is important. If
I can’t find your source when I’m checking them, how am I supposed to verify what
was said in your source? Common important items to include: author names, article
title, journal name, issue and volume, and url (if collected from the web). Web of
knowledge/science is a great way to search journal articles if on campus as our
school has a subscription to most journals and all of them are moving to electronic
copies rather than paper.
If you have questions on any of these tips, don’t hesitate to ask me!
Project Management Case
You are working for a large, apparel design and manufacturing company, Trillo Apparel Company (TAC), headquartered in Albuquerque, New Mexico. TAC employs around 3000 people and has remained pro ...
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4 - PRELIMINARY DATA SCREENING
4.1 Introduction: Problems in Real Data
Real datasets often contain errors, inconsistencies in responses or measurements, outliers, and missing values. Researchers should conduct thorough preliminary data screening to identify and remedy potential problems with their data prior to running the data analyses that are of primary interest. Analyses based on a dataset that contains errors, or data that seriously violate assumptions that are required for the analysis, can yield misleading results.
Some of the potential problems with data are as follows: errors in data coding and data entry, inconsistent responses, missing values, extreme outliers, nonnormal distribution shapes, within-group sample sizes that are too small for the intended analysis, and nonlinear relations between quantitative variables. Problems with data should be identified and remedied (as adequately as possible) prior to analysis. A research report should include a summary of problems detected in the data and any remedies that were employed (such as deletion of outliers or data transformations) to address these problems.
4.2 Quality Control During Data Collection
There are many different possible methods of data collection. A psychologist may collect data on personality or attitudes by asking participants to answer questions on a questionnaire. A medical researcher may use a computer-controlled blood pressure monitor to assess systolic blood pressure (SBP) or other physiological responses. A researcher may record observations of animal behavior. Physical measurements (such as height or weight) may be taken. Most methods of data collection are susceptible to recording errors or artifacts, and researchers need to know what kinds of errors are likely to occur.
For example, researchers who use self-report data to do research on personality or attitudes need to be aware of common problems with this type of data. Participants may distort their answers because of social desirability bias; they may misunderstand questions; they may not remember the events that they are asked to report about; they may deliberately try to “fake good” or “fake bad”; they may even make random responses without reading the questions. A participant may accidentally skip a question on a survey and, subsequently, use the wrong lines on the answer sheet to enter each response; for example, the response to Question 4 may be filled in as Item 3 on the answer sheet, the response to Question 5 may be filled in as Item 4, and so forth. In addition, research assistants have been known to f ...
N4455 Nursing Leadership and ManagementModule 3 Assignment.docxgilpinleeanna
N4455 Nursing Leadership and Management
Module 3 Assignment 1: Financial Management Case Study v2.3
Name:
Date:
Overview: Financial Management Case Study
One of the important duties of a nurse leader is to manage personnel and personnel budgets. In this assignment, you will assume the role of a nurse manager. You will use given data to make important decisions regarding budgets and staffing.
Some nurse managers have computer spreadsheets or software applications to help them make decisions regarding budgets and staffing. You will only need simple mathematical operations* to perform the needed calculations in this assignment because the scenario has been simplified. Furthermore, some data have been provided for you that a nurse leader might need to gather or compute in a real setting. Still, you will get a glimpse of the complexity of responsibilities nurse leaders shoulder regarding financial management.
· To calculate the percent of the whole a given number represents, follow these steps:
Change the percentage to a decimal number by moving the decimal twice to the left (or dividing by 100).
Multiply the new decimal number by the whole.
Example: What is 30% of 70?
30%= .30; (.30) × 70 = 21
· To find out what percentage a number represents in relation to the whole, follow these steps:
Divide the number by the whole (usually the small number by the large number).
Change the decimal answer to percent by moving the decimal twice to the right (or multiplying by 100).
Example: What percent of 45 is 10?
10 ÷ 45 = .222; so, 10 is 22% of 45.
* You will only need addition, subtraction, multiplication, and division.
Case Study
You are the manager for 3 West, a medical/surgical unit. You have been given the following data to assist you in preparing your budget for the upcoming fiscal year.
Patient Data
Average Daily Census (ADC): 58
Budget based on 4.2 Avg. Hours per patient day (HPPD)
(4.2 HPPD excludes head nurse and unit secretaries)
Staff Data
Total FTEs
37.0 Variable FTEs
1.0 Nurse Manager
2.2 Unit Secretaries
40.2 Total FTEs
Staffing Mix
RN
70%
LVN
20%
NA
10%
Average Salary Scale per Employee
Benefits are 35% of salaries
Nurse Manager
$79,999.00 per year
Registered Nurses (RN)
$38.00 per hour
Licensed Vocational Nurses (LVN)
$25.00 per hour
Nurse Aides (NA)
$13.50 per hour
Unit Secretary (US)
$12.25 per hourRubric
Use this rubric to guide your work on this assignment.
Criteria
Target
Acceptable
Unacceptable
Question 1
Both % and FTEs column totals within ± 2 of correct answers
(13-16 Points)
Either % or FTEs column totals within ± 2 of correct answers
(5-12 points)
Neither % nor FTEs column totals within ± 2 of correct answers
(0-4 points)
Question 2
All column (except Hours and Salary) totals within ± 2 of correct answers
(17-20 Points)
At least 3 column totals within ± 2 of correct answers
(5-16 points)
Less than 3 column totals within ± 2 of correct answer ...
Name QC#7Date Question of the WeekPositive Asp.docxgilpinleeanna
Name: QC#7Date:
Question of the Week:
Positive Aspects:
Interesting Aspects:
Negative Aspects:
Teaching in Higher Education, Vol. 7, No. 3, 2002
Re� ecting on Practice: using
learning journals in higher and
continuing education
ARTHUR M. LANGER
Teachers College, Columbia University in the City of New York, 203 Lewisohn Hall,
Mail Code 4114, 2970 Broadway, New York, NY 10027, USA
ABSTRACT The purpose of this study is to report on the use of learning journals as vehicles for
encouraging critical re� ection among non-traditional students and to compare variances with
studies among traditional students. An objective of the study was to understand how adult
students in a ‘technical’ computer class responded to the requirement for learning journals.
Qualitative research focused on whether learning journals prove to be an effective teaching tool
in science-based, adult learning. The study was conducted at Columbia University’s Computer
Technology programme in Continuing Education. Results suggest that non-traditional students
are more skeptical than traditional students about using learning journals and more likely to use
them as study tools. An implication of this study is that student perception and skepticism of the
assignment can affect the objective of developing re� ective thinking. This implication stresses the
need to account for student perception in studies on learning journals and critical re� ection.
Introduction
The use of learning journals as a method for engaging traditional students in critical
re� ection has been widely discussed in the literature. However, their use in assisting
adult non-traditional students, particularly those who are engaged in profession-ori-
entated educational programmes of continuing higher education has received com-
paratively little attention. This paper focuses on the question of how the use of
journals impacted the learning process of adult students of the latter category and
how this impact compared to that of students of the former category. Speci� cally,
the study focused on students attending a computer technology class. The class,
Computer Architecture, is a required course in an 18-month computer technology
certi� cation programme at Columbia University. The courses in this certi� cation
programme are designed for adult students interested in changing their careers. The
curriculum focuses on real-world topics that are essential to the effective technology
practitioner in the workplace. The instructor for the course required the submission
of a weekly learning journal from each student during the 15-week course. Students
were asked to be re� ective about new career opportunities and how to apply
technology to the workplace.
ISSN 1356-2517 (print)/ISSN 1470-1294 (online)/02/030337-15 Ó 2002 Taylor & Francis Ltd
DOI: 10.1080/13562510220144824
338 A. M. Langer
For the purposes of the study, a select number of journals were reviewed from
three successive semesters of the same ...
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Name Don’t ForgetDate UNIT 3 TEST(The direct.docxgilpinleeanna
Name: Don’t Forget
Date:
UNIT 3 TEST
(The directions and procedures for this test are the same as for the previous Unit test.)
Save this test on your computer, and complete the questions by marking correct answers with the “text color” function in WORD ( ) located on the “home” toolbar.Please attach your completed test to the assignment submission page.
Section I
Please identify problems of vagueness, overgenerality and ambiguity (double meaning) in the following passages. Then explain briefly how/why the passage exemplifies that problem. (Some examples may contain more than one problem.)
1. Who was Hitler? He was an Austrian.
__vague
__overgeneral
__ambiguous
Explanation:
2. The judge sanctioned the firm's criminal conduct.
__vague
__overgeneral
__ambiguous
Explanation:
3. "Turn right here!"
__vague
__overgeneral
__ambiguous
Explanation:
4. (From a Student Code of Conduct- Sexual impropriety in the dorms after 6:00 pm is forbidden.
__vague
__overgeneral
__ambiguous
Explanation:
5. Did Donald win the election? Well, he did get quite a few votes!
__vague
__overgeneral
__ambiguous
Explanation:
6. How are Henry’s finances? Oh, he’s really quite well off!
__vague
__overgeneral
__ambiguous
7. Bertha Belch, as missionary from Africa, will be speaking tonight at the Calvary Chapel. Come and hear Bertha Belch all the way from Africa.
__vague
__overgeneral
__ambiguous
Explanation:
8. Lower Slobovia can’t be a very well-run country. I mean, it’s not particularly democratic!
[Careful: Think about the various aspects of these claims before answering.]
__vague
__overgeneral
__ambiguous
Section II. Definitions
Please indicate whether the following are stipulative, persuasive, lexical or precising definitions.
9. Postmodern means a chaotic and confusing mishmash of images and references that leaves readers and viewers longing for the days of a good, well-told story.
__ stipulative
__ persuasive
__ lexical
__ précising
10. A triangle is a plane figure enclosed by 3 straight lines.
__ stipulative
__ persuasive
__ lexical
__ precising
11. An arid region, for purposes of this study, is any region that receives an average of less than 15 inches of rain per year
__ stipulative
__ persuasive
__ lexical
__ precising
14. A Blanker is someone who sends holiday cards without signatures or personalized messages
__ stipulative
__ persuasive
__ lexical
__ precising
15. Tragedy, in literary terms, means a serious drama that usually ends in disaster nd that focuses on a single character who experiences unexpected reversals in fat, often falling from a position of authority and power because of an unrecognized flaw or misguided action
__ stipulative
__ persuasive
__ lexical
__ précising
Section III. Strategies for Defining
Please indicate whether the following lexical definitions are ostensive definitions, enumerative definitions, definitions by s ...
Name Add name hereConcept Matching From Disease to Treatmen.docxgilpinleeanna
Name: Add name here
Concept Matching: From Disease to Treatment
Using your textbooks, complete the empty squares on the table below to match specific diseases with their pathology, pathophysiology and pharmacological treatment. Be sure to use appropriate medical terminology when adding information. You should review two different sources at a minimum to develop your brief synopses.
Example of completed row:
Disease
Body system
Signs/Symptoms
Pathophysiology
Treatment(s) (Pharm & Other)
Acne vulgaris
Integumentary system
Non-inflammatory comedones or inflammatory papules, pustules or modules. Symptoms can include pain, erythema and tenderness
Release of inflammatory mediators into the skin, with follicle hyperkeratinization, Propionibacterium acne colonization, and excess production of sebum
Depending on severity, topical mediations include benzyol peroxide or retinoid drugs. Hormonal drugs (such as oral contraceptives), and in some cases antibiotics may be used for severe inflammatory acne. Nonpharmacological treatments include dermabrasion or phototherapy
Disease
Body System
Signs/Symptoms
Pathophysiology
Treatment(s)
Atopic Dermatitis
Multiple Sclerosis
Squamous cell carcinoma
Osteoporosis
Osteosarcoma
Rheumatoid arthritis
Epilepsy
Psoriasis
Alzheimer’s Disease
...
Name Abdulla AlsuwaidiITA 160Uncle VanyaMan has been en.docxgilpinleeanna
Name Abdulla Alsuwaidi
I
TA 160
"Uncle Vanya"
“Man has been endowed with reason,
with the power to create, so that he can add to what he's been given.
But up to now, he hasn't been a creator, only a destroyer.
Forests keep disappearing, rivers dry up,
wild life's become extinct, the climate's ruined,
and the land grows poorer and uglier”
The play “Uncle Vanya” written by Anton Chekhov is a pearl of the classics of Russian literature. Anton Chekhov left a great legacy in a form of his plays and short stories for the classics of world literature. Without a shadow of doubt, this masterpiece, written by one of the most prominent the Russian playwrights of his time, should be read with further analysis and discussion. “Uncle Vanya” is a realist play and Chekhov tried to make its scenes as true-to-life as possible. Chekhov spent one year writing “Uncle Vanya” and introduced a number of changes between the years 1896 – 1897. The final version of his play is famous worldwide. The plot of the play narrates a heartbreaking story of how the main hero, Ivan Petrovich Voynitsky or Uncle Vanya that was a rather calm and quiet man undergoes a moral “rebirth” developing a spirit of a rebellion. Uncle Vanya, the main hero of the play, can be characterized as a bitter aging man who spent his life in toil working for his brother-in-law. Chekhov depicted the character of uncle Vanya as a misanthrope who recognized the miserable nature of other characters.
Moreover, Chekhov’s play also involves a number of other important issues that are experienced by the play’s characters. These issues include the feeling of pointless life lacking meaning, missed opportunities, and the most touching feeling of blind admiration. It should be admitted that Chekhov used to create hidden meaning in his plays to make the readers think critically not only of his work but of their lives either. Therefore, in the play, Chekhov made every character individualistic. For instance, the central character in the play, Uncle Vanya, cares about patrimony and the Serebryakov’s family’s property. Throughout the play, uncle Vanya finds himself dismissed and rejected without the right for an opinion. Chekhov also pointed out the suffering of other characters who struggle to change their lives for better. The play consists of a number of personal dramas that are interconnected.
It can be stated that Chekhov included a number of opposite lines in his play such as the choice between obedience or riot, feeling of admiration and disrespect. The following lines from the play demonstrate the feeling of disappointment and understanding the pointlessness of a situation: “”I’m mad — but people who conceal their utter lack of talent, their dullness, their complete heartlessness under the guise of the professor, the purveyor of learned magic — they aren’t mad” (Uncle Vanya). Uncle Vanya is concerned about the wasted years and the thought of how his life could look like in case he used the opportun ...
Name Add name hereHIM 2214 Module 6 Medical Record Abstractin.docxgilpinleeanna
Name: Add name here
HIM 2214 Module 6: Medical Record Abstracting
Instructions: In this medical record abstracting assignment you will first need to download and the records (history & physical, surgery consultation, operative report, pathology report and discharge summary) for a patient with digestive system problems. (Recommend reading them in the order listed).
Save your answers to the following related questions in this document and submit them for this module's assignment.
1. Define the terms diverticulosis and diverticulitis.
2. What is the pathophysiology of diverticulitis?
3. What is a hiatal hernia?
4. Describe some of the signs or symptoms a person with a hiatal hernia might have.
5. What is a pulmonary embolus?
6. What was the etiology (cause) of the pulmonary embolus for this patient?
7. What is gastritis?
8. Which problem is likely a contributor to the patient’s Type II diabetes mellitus?
9. What was the purpose of the barium enema?
10. What does the abbreviation HEENT stand for?
11. What is thrombophlebitis?
12. What is a surgical resection?
13. Define anastomosis.
14. What is ferrous gluconate and what is it used to treat?
15. What condition is the drug Darvocet used to treat?
16. What are electrolytes?
17. What is exogenous obesity?
18. Where is the femoral pulse found/taken?
19. Where is the popliteal pulse found/taken?
20. What is hepatosplenomegaly?
21. Which condition(s) is/are the drug Humulin used to treat?
22. What is an adenocarcinoma?
23. Which condition(s) is/are the drug Lanoxin used to treat?
24. What is the purpose of ordering the blood test PTT?
25. What is a colon stricture?
26. What is/are the etiologies associated with colorectal cancer?
27. What is the medical term for gallstones?
28. Which condition(s) is the drug Zantac used to treat?
29. What does the pathology report indicate about the spread of the carcinoma in this patient?
30. What is the etiology of Type II diabetes mellitus?
· Academic arguments are designed to get someone to agree with the author, who may use pathos (emotion), logos (logic and facts) and ethos (authority and expertise) to persuade.
Academic arguments are not about ranting, screaming or otherwise increasing conflict, but in fact are the opposite: They attempt to help the other person understand what the author believes to be right (opinion) based on the evidence presented (authority, logic, facts).
For your topic for your final paper, what kinds of arguments can you develop for your claim (thesis, main idea)?
Health Record Face Sheet
Record Number:
005
Age:
67
Gender:
Male
Length of Stay:
3 days
Service:
Inpatient Hospital Admission
Disposition:
Home
Discharge Summary
Patient is a 67-year-old male. He saw the doctor recently with abdominal pain and constipation. A barium enema showed diverticulosis and perhaps a stricture near the sigmoid and rectal junction. He was scoped by the doctor, who saw a stricture at that point and sa ...
Name Sophocles, AntigoneMain Characters Antigone, Cre.docxgilpinleeanna
Name:
Sophocles, Antigone
Main Characters: Antigone, Creon (the King), Ismene (Antigone’s sister), the Chorus, the Guard, Haimon (Creon’s and Euridike’s son), Euridike (Creon’s wife/Haimon’s mother), Teiresias (the prophet), the messenger.
1. Aristotle writes that the tragic hero suffers from a harmartia or error. Who is the tragic hero of the play? Why do you think so?
2. Who is in the right? Antigone? Creon? Both? Neither? Why?
3. What makes this play tragic?
4. What is the role of the chorus in this production? How do they fit into the play?
5. What do you think about the way the production differentiates between divine law and human law? Which characters do you think are more closely linked to what (kind of) law?
6. Why is this art? What is the relationship between Antigone and a painting or a statue, such that we can call them both art?
...
N4455 Nursing Leadership and ManagementWeek 3 Assignment 1.docxgilpinleeanna
N4455 Nursing Leadership and Management
Week 3 Assignment 1: Financial Management Case Study v2.2
Name:
Date:
Overview: Financial Management Case Study
One of the important duties of a nurse leader is to manage personnel and personnel budgets. In this assignment, you will assume the role of a nurse manager. You will use given data to make important decisions regarding budgets and staffing.
Some nurse managers have computer spreadsheets or software applications to help them make decisions regarding budgets and staffing. You will only need simple mathematical operations* to perform the needed calculations in this assignment because the scenario has been simplified. Furthermore, some data have been provided for you that a nurse leader might need to gather or compute in a real setting. Still, you will get a glimpse of the complexity of responsibilities nurse leaders shoulder regarding financial management.
· To calculate the percent of the whole a given number represents, follow these steps:
Change the percentage to a decimal number by moving the decimal twice to the left (or dividing by 100).
Multiply the new decimal number by the whole.
Example: What is 30% of 70?
30%= .30; (.30) × 70 = 21
· To find out what percentage a number represents in relation to the whole, follow these steps:
Divide the number by the whole (usually the small number by the large number).
Change the decimal answer to percent by moving the decimal twice to the right (or multiplying by 100).
Example: What percent of 45 is 10?
10 ÷ 45 = .222; so, 10 is 22% of 45.
* You will only need addition, subtraction, multiplication, and division.
Case Study
You are the manager for 3 West, a medical/surgical unit. You have been given the following data to assist you in preparing your budget for the upcoming fiscal year.
Patient Data
ADC: 54
Budget based on 5.4 Avg. HPPD
(5.4 HPPD excludes head nurse and unit secretaries)
Staff Data
Total FTEs
37.0 Variable FTEs
1.0 Nurse Manager
2.2 Unit Secretaries
40.2 Total FTEs
Staffing Mix
RN
65%
LVN
20%
NA
15%
Average Salary Scale per Employee
(Fringe benefits are 35% of salaries)
Nurse Manager
$77,999.00 per year
Registered Nurses (RN)
$36.00 per hour
Licensed Vocational Nurses (LVN)
$24.00 per hour
Nurse Aides (NA)
$13.50 per hour
Unit Secretary (US)
$11.25 per hourRubric
Use this rubric to guide your work on this assignment.
Criteria
Target
Acceptable
Unacceptable
Question 1
Both % and FTEs column totals within ± 2 of correct answers
(13-16 Points)
Either % or FTEs column totals within ± 2 of correct answers
(5-12 points)
Neither % nor FTEs column totals within ± 2 of correct answers
(0-4 points)
Question 2
All column (except Hours and Salary) totals within ± 2 of correct answers
(17-20 Points)
At least 4 column totals within ± 2 of correct answers
(5-16 points)
Less than 4 column totals within ± 2 of correct answers
(0-4 points)
Question 3
A. Table
All ...
Name Habitable Zones – Student GuideExercisesPlease r.docxgilpinleeanna
Name:
Habitable Zones – Student Guide
Exercises
Please read through the background pages entitled Life, Circumstellar Habitable Zones, and The Galactic Habitable Zone before working on the exercises using simulations below.
Circumstellar Zones
Open the Circumstellar Zone Simulator. There are four main panels:
· The top panel simulation displays a visualization of a star and its planets looking down onto the plane of the solar system. The habitable zone is displayed for the particular star being simulated. One can click and drag either toward the star or away from it to change the scale being displayed.
· The General Settings panel provides two options for creating standards of reference in the top panel.
· The Star and Planets Setting and Properties panel allows one to display our own star system, several known star systems, or create your own star-planet combinations in the none-selected mode.
· The Timeline and Simulation Controls allows one to demonstrate the time evolution of the star system being displayed.
The simulation begins with our Sun being displayed as it was when it formed and a terrestrial planet at the position of Earth. One can change the planet’s distance from the Sun either by dragging it or using the planet distance slider.
Note that the appearance of the planet changes depending upon its location. It appears quite earth-like when inside the circumstellar habitable zone (hereafter CHZ). However, when it is dragged inside of the CHZ it becomes “desert-like” while outside it appears “frozen”.
Question 1: Drag the planet to the inner boundary of the CHZ and note this distance from the Sun. Then drag it to the outer boundary and note this value. Lastly, take the difference of these two figures to calculate the “width” of the sun’s primordial CHZ.
CHZ Inner Boundary
CHZ Outer Boundary
Width of CHZ
NAAP – Habitable Zones 1/7
Question 2: Let’s explore the width of the CHZ for other stars. Complete the table below for stars with a variety of masses.
Star Mass (M )
Star Luminosity (L )
CHZ Inner Boundary (AU)
CHZ Outer Boundary (AU)
Width of CHZ (AU)
0.3
0.7
1.0
2.0
4.0
8.0
15.0
Question 3: Using the table above, what general conclusion can be made regarding the location of the CHZ for different types of stars?
Question 4: Using the table above, what general conclusion can be made regarding the width of the CHZ for different types of stars?
Exploring Other Systems
Begin by selecting the system 51 Pegasi. This was the first planet discovered around a star using the radial velocity technique. This technique detects systematic shifts in the wavelengths of absorption lines in the star’s spectra over time due to the motion of the star around the star-planet center of mass. The planet orbiting 51 Pegasi has a mass of at least half Jupiter’s mass.
Question 5: Zoom out so that you can compare this planet to those in our solar system (you can click-hold-drag to change t ...
Name Class Date SKILL ACTIVITY Giving an Eff.docxgilpinleeanna
Name Class Date
SKILL ACTIVITY
Giving an Effective Presentation
Directions: Read the information about oral presentations. Then
complete an outline for your own presentation.
One kind of oral presentation is a speech in which you explain
a position, or opinion, about an issue. After your speech, the
audience asks questions and you answer them. Preparing is the
first step. Use the following list as a guide to prepare.
• Decide what opinion you will take—for or against—and why.
• Write a short opening statement that gives your opinion.
• Gather facts and examples that support your opinion.
• Write a short conclusion that restates your opinion.
• Brainstorm a list of questions that your audience might ask.
Write down answers to the questions.
• Practice your presentation. Keep track of how long your
speech takes.
When you make the presentation, follow these steps:
• Begin with your opening statement.
• Give facts and examples that support your opinion.
• Conclude by stating your opinion again in different words.
• Answer questions from the audience. Listen carefully to make
sure you understand each question.
• While you are speaking, remember to look at your audience.
• Speak loudly and clearly so they can hear you.
Directions: Prepare and give a presentation on the following
topic: Is the increase in temporary employment a good thing for
American workers? Copy the following outline onto your own
paper to begin organizing your ideas.
I. Your opening statement:
II. Facts and examples that support your opinion:
1–5.
III. Your conclusion:
IV. Questions the audience may ask:
1–5.
V. Answers to these questions:
1–5.
BODY%RITUAL%AMONG%THE%NACIREMA%%
Horace%Miner%
%
From%Horace%Miner,%"Body%Ritual%among%the%Nacirema."%Reproduced%by%permission%of%the%
American%Anthropological%Association%from%The%American%Anthropologist,%vol.%58%(1956),%pp.%
503S507.%
%
Most%cultures%exhibit%a%particular%configuration%or%style.%A%single%value%or%pattern%of%perceiving%
the%world%often%leaves%its%stamp%on%several%institutions%in%the%society.%Examples%are%"machismo"%
in%Spanish>influenced%cultures,%"face"%in%Japanese%culture,%and%"pollution%by%females"%in%some%
highland%New%Guinea%cultures.%Here%Horace%Miner%demonstrates%that%"attitudes%about%the%
body"%have%a%pervasive%influence%on%many%institutions%in%Nacireman%society.%
The%anthropologist%has%become%so%familiar%with%the%diversity%of%ways%in%which%different%peoples%
behave%in%similar%situations%that%he%is%not%apt%to%be%surprised%by%even%the%most%exotic%customs.%
In%fact,%if%all%of%the%logically%possible%combinations%of%behavior%have%not%been%found%somewhere%
in%the%world,%he%is%apt%to%suspect%that%they%must%be%present%in%some%yet%undescribed%tribe.%%This%
point%has,%in%fact,%been%expressed%with%respect%to%clan%organization%by%Murdock.%In%this%light,%
the%magical%beliefs%and%practices%of%the%Nacirema%present%such%unusual%aspect ...
Name Speech Title I. Intro A) Atten.docxgilpinleeanna
Name:
Speech Title
I. Intro:
A) Attention getter --
B) Purpose Statement --
C) Thesis --
II. BODY
A) Main Point Number 1:
a)
b)
c)
transition --
B) Main Point Number 2:
a)
b)
c)
transition --
C) Main Point Number 3:
a)
b)
c)
transition –
III. CONCLUSION:
A) Summary statement --
B) Memorable conclusion --
References
List all references on a separate page with the word “References” centered at the top.
Name: Suepin Nguyen
Hygiene Saves Lives
I. Intro: To give an informational speech about Ignaz Philipp Semmelweis
A) Attention getter – On each square centimeter of your skin, there are about 1,500
bacteria. That’s a lot of germs. According to a study conducted by Michigan State
University researchers, 95% of people do not properly wash their hands long enough to
kill the infection causing germs and bacteria (Jaslow, “95 Percent of People Wash Their
Hands Improperly: Are You One of Them?”).
B) Purpose Statement - That’s gross. While I can’t force you to wash your hands, perhaps
today I can help you realize just how much history and evidence is behind this crucial
bathroom ritual.
C) Thesis – Today, I will inform you all about Ignaz Philipp Semmelweis by discussing first
about his practice and studies, second about his scientific methods that saved a lot of
lives, and third about the germ theory we all take for granted.
II. BODY:
A) Main Point Number 1: To begin, I want to introduce Ignaz Philipp Semmelweis.
a) Ignaz Semmelweis became a physician and earned his doctorate degree in medicine
in 1844. This time period was known as the start of the golden age of the physician
scientist” (NPR.org). This means that doctors were expected to have scientific
training. Doctors were more interested in numbers and collecting data (Justin Lessler,
an assistant professor at Johns Hopkins School of Public Health).
b) In 1846, Dr. Semmelweis showed up for his new job in the maternity clinic at the
General Hospital in Vienna. Due to the time period, Dr. Semmelweis thought like a
physician scientist and wanted to figure out why so many women in maternity wards
were dying from childbed fever (Davis, “The Doctor Who Championed
Hand-Washing and Briefly Saved Lives”).
c) So what did he do? He collected data of his own. He studied two maternity wards in
the hospital. One was staffed by all male doctors and medical students, and the other
by female midwives. He tallied up the number of deaths in each ward and found that
women in the clinic staffed by doctors and medical students died at a rate 5 times ...
n engl j med 352;16www.nejm.org april 21, .docxgilpinleeanna
n engl j med
352;16
www.nejm.org april
21, 2005
1630
P E R S P E C T I V E
verse populations and less inclusive health care pro-
grams, cautioned Joanne Lynn, a senior research-
er with the RAND Corporation and director of the
Washington Home Center for Palliative Care Stud-
ies in Washington, D.C. “There isn’t a huge demand
for assisted suicide in good care systems, but there
could be a huge demand in much less adequate care
systems,” Lynn said.
Psychiatrist Linda Ganzini of Oregon Health and
Sciences University agrees that her state’s high-
quality system of palliative care is the factor most
responsible for keeping the number of assisted-sui-
cide cases low. “Your safety net is your end-of-life
care and your hospice care,” she said. “It’s not the
safeguards that you build into the law.”
1.
Colburn D. Why am I not dead? The Oregonian. March 4,
2005:A01.
2.
Tolle SW, Tilden VR, Drach LL, Fromme EK, Perrin NA, Hedberg
K. Characteristics and proportion of dying Oregonians who person-
ally consider physician-assisted suicide. J Clin Ethics 2004;15:111-8.
3.
Ganzini L, Nelson HD, Lee MA, Kraemer DF, Schmidt TA,
Delorit MA. Oregon physicians’ attitudes about and experiences
with end-of-life care since passage of the Oregon Death with Dig-
nity Act. JAMA 2001;285:2363-9.
4.
House of Lords Select Committee on the Assisted Dying for
the Terminally Ill Bill. Volume I: Report. HL Paper 86-I.
The story of Terri Schiavo should be disturbing to
all of us. How can it be that medicine, ethics, law,
and family could work so poorly together in meet-
ing the needs of this woman who was left in a per-
sistent vegetative state after having a cardiac ar-
rest? Ms. Schiavo had been sustained by artificial
hydration and nutrition through a feeding tube
for 15 years, and her husband, Michael Schiavo, was
locked in a very public legal struggle with her par-
ents and siblings about whether such treatment
should be continued or stopped. Distortion by inter-
est groups, media hyperbole, and manipulative use
of videotape characterized this case and demon-
strate what can happen when a patient becomes
more a precedent-setting symbol than a unique hu-
man being.
Let us begin with some medical facts. On Feb-
ruary 25, 1990, Terri Schiavo had a cardiac arrest,
triggered by extreme hypokalemia brought on by an
eating disorder. As a result, severe hypoxic–ische-
mic encephalopathy developed, and during the sub-
sequent months, she exhibited no evidence of high-
er cortical function. Computed tomographic scans
of her brain eventually showed severe atrophy of
her cerebral hemispheres, and her electroenceph-
alograms were flat, indicating no functional activ-
ity of the cerebral cortex. Her neurologic examina-
tions were indicative of a persistent vegetative state,
which includes periods of wakefulness alternating
with sleep, some reflexive responses to light and
noise, and some basic gag and swallowing respons-
es, but no signs of emotion, wi ...
Name:
Class:
Date:
HUMR 211 Spring 2018 - Midterm
Copyright Cengage Learning. Powered by Cognero. Page 1
Indicate the answer choice that best completes the statement or answers the question.
1. Each of the following is considered the business of social welfare except:
a. telling people how to live their lives.
b. ending all types of discrimination and oppression.
c. providing child-care services for parents who work outside the home.
d. rehabilitating people who are addicted to alcohol or drugs.
2. Which of the following statements is consistent with the residual view of social welfare?
a. Recipients are viewed as being entitled to social services and financial help.
b. Social services and financial help should be provided to an individual on a short-term basis, primarily during
emergencies.
c. It is associated with the belief that an individual’s difficulties are due to causes largely beyond his or her
control.
d. There is no stigma attached to receiving funds or services. In this view, when difficulties arise, causes are
sought in the society, and efforts are focused on improving the social institutions within which the individual
functions.
3. Which of the following is consistent with an institutional view of social welfare?
a. Social services and financial aid should be provided only when other measures or efforts have been exhausted.
b. Causes for client’s difficulties are sought in the society.
c. Clients are to blame for their predicaments because of personal inadequacies.
d. Recipients are required to perform certain low-grade work assignments to receive financial aid.
4. The Elizabethan Poor Law of 1601 established three categories of relief recipients:
a. the insane, the poor, and the disabled.
b. the insane, dependent children, and the poor.
c. the able-bodied poor, the impotent poor, and dependent children.
d. the disabled, wives of prisoners, and the poor.
5. Before 1930 social services and financial assistance for people in need were provided primarily by _____.
a. churches and voluntary organizations
b. federal and state institutions
c. richer European countries
d. the military
6. President Clinton and the Republican-controlled Congress abolished Aid to Families with Dependent Children (AFDC)
in 1996 and replaced it with:
a. Welfare Services for Single Mothers.
b. Temporary Assistance to Needy Families.
c. Conditional Aid to Single Parents.
d. Assistance for Poor Families.
Indicate whether the statement is true or false.
Name:
Class:
Date:
HUMR 211 Spring 2018 - Midterm
Copyright Cengage Learning. Powered by Cognero. Page 2
7. One of the businesses of social welfare is to provide adequate housing for the homeless.
a. True
b. False
8. In the past, social welfare has been more of a pure sci ...
NAME ----------------------------------- CLASS -------------- .docxgilpinleeanna
NAME ----------------------------------- CLASS -------------- DATE -----------
THE
Source Articles from
WALL STREET JOURNAL.
CLASSROOM EDITION
Chapter 17 International Trade
This article from the April2004 Wall Street Journal Classroom Edition offers a
broader view of a long-running trend in global trade: the movement of manufacturing
jobs to other countries. In "Two-Way Street," Journal staff reporters Joel Millman
and Norihiko Shirouzu explain that while many manufacturing jobs are indeed
streaming out of the U.S., some foreign companies are eagerly creating new manufac-
turing jobs in the U.S.
Before reading the article, you may want ro look up the following terms: proxim-
ity, incentives, rhetoric, value chain.
uBut free trade works both
ways, and just as U.S.
companies look overseas
for workers, a lot of foreign
companies have been
expanding their operations
in the U.S. and creating new
jobs for Americans. The
attractions for them are better
business conditions, proxim-
ity to the ever-expanding U.S.
consumer market, and the
promise of incentives that
many U.S. communities offer
to attract new investment.''
Free trade has hammered a lot of U.S. towns, making it easier for companies to send manu-facturing jobs south of
the border or overseas, and
idling hundreds of American
factories and tens of thousands
of workers.
But free trade works both
ways, and just as U.S. compa-
nies look overseas for workers,
a lot of foreign companies have
been expanding their opera-
tions in the U.S. and creating
new jobs for Americans. The
attractions for them are better
business conditions, proximity
to the ever-expanding U.S.
consumer market, and the
promise of incentives that
many U.S. communities offer
to attract new investment.
In 1999, for example,
Gruma, Mexico's largest pro-
ducer of corn flour and tor-
tillas, wanted to extend its
sa les territory in the eastern
U.S. The manufacturer found
that the quickest way was to
buy a rival, Barnes Foods, ven-
dor of the regional Pepito
brand in Goldsboro, N .C ..
After closing the $12 million
transaction, Gruma found something else: a com-
munity eager to offer incentives to persuade the
Mexican company to invest
millions more.
Within a year, Gruma
delighted Goldsboro by agree-
ing to buy an empty warehouse
the city owned outside rown.
The building had sat for four
years, after officials spent more
than $1 million trying to mar-
ket it as parr of an industrial
park. By promising to invest
$13 million locally, and add
100 jobs to Barnes's payroll,
Gruma got $200,000 chopped
off the building's sale price and
another $200,000 in grants to
defray infrastructure costs.
Gruma also received job-cre-
ation tax credits to offset
almost $200,000 annually
from its state corporate income
tax. Ultimately, the Mexican
company well exceeded the
n urn ber of new hires it
promised, tripling its Golds-
boro work force to nearly 200. ...
Name Understanding by Design (UbD) TemplateStage 1—Desir.docxgilpinleeanna
Name:
Understanding by Design (UbD) Template
Stage 1—Desired Results
Q Established Goals:
Students will understand to add and subtract of the numbers.
Understandings:
The student will understand some of the terms and symbols that are very important to add or subtract numbers.
Essential Questions:
What does the mean plus or add?
How can we find the different between two numbers?
What does “=” mean? And when can we use it?
Students will know the most popular of the three symbols:
1- "+" to add the numbers.
2- "-" to subtract the numbers.
3- "=" to equal the numbers.
Students will be able to
· Use the terms 'add, plus, equals, minus, and the difference between them'.
· Use number line to model and determine the difference between two numbers, e.g. “Difference between 7 and 4 is 3”.
· Use the symbols for plus (+), minus (–) and equals (=).
Stage 2 – Assessment Evidence
Performance Tasks:
•
I am math teacher (R) and I have been hired by the principal and council (A) of The School of Riyadh for elementary students who are 11 years old. The exercise will target the addition and subtraction of the math. I must illustrate and define each one. (G) I am going to use audio aids in teaching them then the students are going to write down new ideas in a table that I have made in a booklet. (P) The table contains topics and underneath each topic, there are three boxes that contain each pillar. Each box has to have the particular picture that defines each pillar and must be colorful as well. All this is in stapled booklet. (S) The cost of the tablet and booklets are $100. This task must be completed in one week (S2).
Other Evidence:
How were addition and a subtraction derived? (E)
How is addition translated to sunbathing? (I)
How is addition or subtraction use in our world? (A)
How does addition compare to subtraction? (P)
How can I best recognize addition and subtraction? (SK)
Stage 3 – Learning Plan
Learning Activities:
Differentiated Instruction
White Cube
(Basic Level)
EXPLAIN
Big Idea:
INTERPRET
APPLICATION
PERSPECTIVE
Unit:
Cubing Examples
using
the Six
Facets of
Understanding
EMPATHY
SELF-KNOWLEDGE
Differentiated Instruction
Red Cube
(Intermediate Level)
KNOWLEDGE
Big Idea:
.
COMPREHENSION
APPLICATION
ANALYSIS
Unit:
Cubing Examples
using
Bloom’s Taxonomy
SYNTHESIS
EVALUATION
Differentiated Instruction
(Advanced Level)
ThinkDOTS
Sternberg’s Triarchic Model
●
SC
Big Idea:
●●
SA
●●●
SC
●●
●●
SP
Unit:
Cubing Examples
using
ThinkDots and
Sternberg
●●●
●●
SP
KEY:
SC = Creativity
SP = Practical
SA = Analytical
●●●
●●.
SA
G
U
Q
S
T�
OE
L
L
Running head: KEEPING SCORE 1
Keeping Score
Jillian Grantham
Grantham University
KEEPING SCORE 2
Abstract
Proposed changes to Little League scoring policies can seriously affect the elements that make
this game not only popular, but beneficial to th ...
Name MUS108 Music Cultures of the World .docxgilpinleeanna
Name MUS108 Music Cultures of the World Points /40
Winter 2018 Exam 2
(Take Home, open notes – NOT open book)
Matching – (1 point each, 8 points total)
Match each term with one of the following cultures by writing the corresponding letter in the blank space:
A. India
B. Bali
C. Ireland
1. _______sitar
2._______kilitan telu
3._______kecak
4._______gamelan
5._______Sean-nós
6._______beleganjur
7._______alap
8._______céilí
9. Describe Irish music. Please include information from each of the 3 different “eras” discussed in the book. (4 points)
10. Describe a raga in detail, with much attention paid to form, instruments, and development/barhat. (4 points)
11. What effect did the potato famine have on the culture and music of Ireland? (6 points)
12. What is ombak? Please explain it in detail, including how it is achieved. (4 points)
13. What is the difference between ceili and session? (2 points)
5. Listening Exercise – 12 points ( 4 points each) Sound Files are on Moodle!!!
Listen to the sound clips. See if you can guess what culture/tradition they come from. You may even be able to guess the type/form of music. Please write down your thought process. What are the clues? Why might it be from one particular culture? Listen to instruments, form, texture. The right answer is not the goal. What I need to see is your reasoning. You could get full credit even if you guess the wrong culture, provided your reasoning is sound. Complete sentences are not needed; lists are fine.
Clip 1.
Clip 2.
Clip 3.
...
Name Date Test 6(Units 6 and 7)Save this test on yo.docxgilpinleeanna
Name:
Date:
Test 6
(Units 6 and 7)
Save this test on your computer, and complete the questions by marking correct answers with the “text color” function ( ) located on the “home” toolbar
Section I.Multiple Choice/True and False
1.
One of the central tenets of homeopathy is the (unfounded) assertion that water retains a "memory" of substances dissolved in it, even when the solution becomes so weak that no trace of the original substance is present. However, if we accept this hypothesis, then any quantity of tap water would have already acquired all the beneficial chemicals, and all the harmful ones too. This . . . scenario weakens the hypothesis of water memory.
This refutation is a(n)
a. reduction to the absurd
b. counterexample
c. appeal to countervailing evidence
d. post hoc
e. suppressio veri
The premises of this argument are dependent: “Dogs make better pets than cats. They’re smarter, more sociable, more loyal, and easier to train.”
True
False
2.
If we can show that any premise of an argument is false, that argument has been successfully refuted.
True
False
3.
We may have good reason to question the credibility of a source if
a. the source was not in a good position to judge accurately
b. the source has proven unreliable in the past
c. the issue is not one that can be settled by expert opinion
d. all of the above
4.
Showing that one of its crucial* premises is in principle unverifiable refutes (defeats) the argument
True
False
*Note: What Bassham titles a “critical” premise I am referring to as a “crucial premise”, because I want to avoid the ambiguity involved in the former expression (between “critical” as essential and “critical” as criticizing.)
5.
The premises of this argument are dependent: “Dogs make better pets than cats. They’re smarter, more sociable, more loyal, and easier to train.”
True
False
6.
The circumstance that a crucial premise is unsupported always renders an argument bad. (careful)
True
False
7.
The principle of rational acceptance is a crucial technique for evaluating any claim. (careful)
True
False
8
There are legitimate and important ways of criticizing an argument that still don’t contribute to refuting it.
True
False
A fuzzy argument can still be a good argument due to its intrinsic merits.
True
False
9.
A fuzzy argument can still be a good argument due to its intrinsic merits.
True
False
Section II.Short Answers
10.
Please indicate any two of the characteristics that might serve to justify accepting a claim as a legitimate premise.
11.
Name any three of the conditions that might lead to question a claim based on your own sensory experience?
12.
Please indicate any 2 of the methods for showing a premise to be dubious or false:
13.
What is the principle of rational acceptance?
14.
Glenn Beck: “The Federal Government threatening to take over the State Parks if the State Government decides to privatize its parks! That's sh ...
Nadya’s helpful tips on writing in Science/Microbiology
-Primary, peer-reviewed sources come from scientific journals and often have
interesting background information relevant to the organism of interest. This is to
tell the reader why it is important. If you want lots of background information,
scientists often write review articles that go through the same peer-review as
papers on experiments on focusing on consolidating what the current and accepted
work is on the topic.
- Bacteria is the plural form of bacterium. If you are uncertain of its usage, try
replacing the noun with a word that you are a little more comfortable with such as
dog/dogs. Same goes for data being the plural of datum.
-When writing the scientific name of an organism, you will always write it out in
italics with the genus capitalized and the species name lower case (e.g. Bacillus
cereus). It is also acceptable that after you introduce a scientific name fully, to
abbreviate the genus to the first or second letter of the genus. For example:
“Bacillus thuringiensis is a bacterium often associated with soil microbial biomes…
B. thuringiensis was discovered to have entomopathogenic qualities in an
assortment of insect orders while being highly specific in its pathogenicity to only
insects.”
-Proofreading is your friend. It may feel like more work but having something that
is proofread goes a long way to helping the reader understand what you are saying
in a clear and concise way rather than leaving the reader feeling frustrated and
confused. While I don’t really grade on grammar and punctuation, if it is bad, it will
cost points on the assignment.
-Technology is helpful but communication is vital. While we use a lot of new
technology to help us be more productive in work and school, communication has
never been more vital. That being said, if you have a problem turning in your paper
on time due to technological difficulties, you need to communicate that to me as
soon as possible to avoid a late penalty. You have been warned.
-Lastly, while format doesn’t matter to me (every scientific journal or grant source
has their own format), having the right information in your citations is important. If
I can’t find your source when I’m checking them, how am I supposed to verify what
was said in your source? Common important items to include: author names, article
title, journal name, issue and volume, and url (if collected from the web). Web of
knowledge/science is a great way to search journal articles if on campus as our
school has a subscription to most journals and all of them are moving to electronic
copies rather than paper.
If you have questions on any of these tips, don’t hesitate to ask me!
Project Management Case
You are working for a large, apparel design and manufacturing company, Trillo Apparel Company (TAC), headquartered in Albuquerque, New Mexico. TAC employs around 3000 people and has remained pro ...
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4 - PRELIMINARY DATA SCREENING
4.1 Introduction: Problems in Real Data
Real datasets often contain errors, inconsistencies in responses or measurements, outliers, and missing values. Researchers should conduct thorough preliminary data screening to identify and remedy potential problems with their data prior to running the data analyses that are of primary interest. Analyses based on a dataset that contains errors, or data that seriously violate assumptions that are required for the analysis, can yield misleading results.
Some of the potential problems with data are as follows: errors in data coding and data entry, inconsistent responses, missing values, extreme outliers, nonnormal distribution shapes, within-group sample sizes that are too small for the intended analysis, and nonlinear relations between quantitative variables. Problems with data should be identified and remedied (as adequately as possible) prior to analysis. A research report should include a summary of problems detected in the data and any remedies that were employed (such as deletion of outliers or data transformations) to address these problems.
4.2 Quality Control During Data Collection
There are many different possible methods of data collection. A psychologist may collect data on personality or attitudes by asking participants to answer questions on a questionnaire. A medical researcher may use a computer-controlled blood pressure monitor to assess systolic blood pressure (SBP) or other physiological responses. A researcher may record observations of animal behavior. Physical measurements (such as height or weight) may be taken. Most methods of data collection are susceptible to recording errors or artifacts, and researchers need to know what kinds of errors are likely to occur.
For example, researchers who use self-report data to do research on personality or attitudes need to be aware of common problems with this type of data. Participants may distort their answers because of social desirability bias; they may misunderstand questions; they may not remember the events that they are asked to report about; they may deliberately try to “fake good” or “fake bad”; they may even make random responses without reading the questions. A participant may accidentally skip a question on a survey and, subsequently, use the wrong lines on the answer sheet to enter each response; for example, the response to Question 4 may be filled in as Item 3 on the answer sheet, the response to Question 5 may be filled in as Item 4, and so forth. In addition, research assistants have been known to f ...
N4455 Nursing Leadership and ManagementModule 3 Assignment.docxgilpinleeanna
N4455 Nursing Leadership and Management
Module 3 Assignment 1: Financial Management Case Study v2.3
Name:
Date:
Overview: Financial Management Case Study
One of the important duties of a nurse leader is to manage personnel and personnel budgets. In this assignment, you will assume the role of a nurse manager. You will use given data to make important decisions regarding budgets and staffing.
Some nurse managers have computer spreadsheets or software applications to help them make decisions regarding budgets and staffing. You will only need simple mathematical operations* to perform the needed calculations in this assignment because the scenario has been simplified. Furthermore, some data have been provided for you that a nurse leader might need to gather or compute in a real setting. Still, you will get a glimpse of the complexity of responsibilities nurse leaders shoulder regarding financial management.
· To calculate the percent of the whole a given number represents, follow these steps:
Change the percentage to a decimal number by moving the decimal twice to the left (or dividing by 100).
Multiply the new decimal number by the whole.
Example: What is 30% of 70?
30%= .30; (.30) × 70 = 21
· To find out what percentage a number represents in relation to the whole, follow these steps:
Divide the number by the whole (usually the small number by the large number).
Change the decimal answer to percent by moving the decimal twice to the right (or multiplying by 100).
Example: What percent of 45 is 10?
10 ÷ 45 = .222; so, 10 is 22% of 45.
* You will only need addition, subtraction, multiplication, and division.
Case Study
You are the manager for 3 West, a medical/surgical unit. You have been given the following data to assist you in preparing your budget for the upcoming fiscal year.
Patient Data
Average Daily Census (ADC): 58
Budget based on 4.2 Avg. Hours per patient day (HPPD)
(4.2 HPPD excludes head nurse and unit secretaries)
Staff Data
Total FTEs
37.0 Variable FTEs
1.0 Nurse Manager
2.2 Unit Secretaries
40.2 Total FTEs
Staffing Mix
RN
70%
LVN
20%
NA
10%
Average Salary Scale per Employee
Benefits are 35% of salaries
Nurse Manager
$79,999.00 per year
Registered Nurses (RN)
$38.00 per hour
Licensed Vocational Nurses (LVN)
$25.00 per hour
Nurse Aides (NA)
$13.50 per hour
Unit Secretary (US)
$12.25 per hourRubric
Use this rubric to guide your work on this assignment.
Criteria
Target
Acceptable
Unacceptable
Question 1
Both % and FTEs column totals within ± 2 of correct answers
(13-16 Points)
Either % or FTEs column totals within ± 2 of correct answers
(5-12 points)
Neither % nor FTEs column totals within ± 2 of correct answers
(0-4 points)
Question 2
All column (except Hours and Salary) totals within ± 2 of correct answers
(17-20 Points)
At least 3 column totals within ± 2 of correct answers
(5-16 points)
Less than 3 column totals within ± 2 of correct answer ...
Name QC#7Date Question of the WeekPositive Asp.docxgilpinleeanna
Name: QC#7Date:
Question of the Week:
Positive Aspects:
Interesting Aspects:
Negative Aspects:
Teaching in Higher Education, Vol. 7, No. 3, 2002
Re� ecting on Practice: using
learning journals in higher and
continuing education
ARTHUR M. LANGER
Teachers College, Columbia University in the City of New York, 203 Lewisohn Hall,
Mail Code 4114, 2970 Broadway, New York, NY 10027, USA
ABSTRACT The purpose of this study is to report on the use of learning journals as vehicles for
encouraging critical re� ection among non-traditional students and to compare variances with
studies among traditional students. An objective of the study was to understand how adult
students in a ‘technical’ computer class responded to the requirement for learning journals.
Qualitative research focused on whether learning journals prove to be an effective teaching tool
in science-based, adult learning. The study was conducted at Columbia University’s Computer
Technology programme in Continuing Education. Results suggest that non-traditional students
are more skeptical than traditional students about using learning journals and more likely to use
them as study tools. An implication of this study is that student perception and skepticism of the
assignment can affect the objective of developing re� ective thinking. This implication stresses the
need to account for student perception in studies on learning journals and critical re� ection.
Introduction
The use of learning journals as a method for engaging traditional students in critical
re� ection has been widely discussed in the literature. However, their use in assisting
adult non-traditional students, particularly those who are engaged in profession-ori-
entated educational programmes of continuing higher education has received com-
paratively little attention. This paper focuses on the question of how the use of
journals impacted the learning process of adult students of the latter category and
how this impact compared to that of students of the former category. Speci� cally,
the study focused on students attending a computer technology class. The class,
Computer Architecture, is a required course in an 18-month computer technology
certi� cation programme at Columbia University. The courses in this certi� cation
programme are designed for adult students interested in changing their careers. The
curriculum focuses on real-world topics that are essential to the effective technology
practitioner in the workplace. The instructor for the course required the submission
of a weekly learning journal from each student during the 15-week course. Students
were asked to be re� ective about new career opportunities and how to apply
technology to the workplace.
ISSN 1356-2517 (print)/ISSN 1470-1294 (online)/02/030337-15 Ó 2002 Taylor & Francis Ltd
DOI: 10.1080/13562510220144824
338 A. M. Langer
For the purposes of the study, a select number of journals were reviewed from
three successive semesters of the same ...
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
More and more Americans are going tocollege, but how many of.docx
1. More and more Americans are going to
college, but how many of them are actually
learning anything?
M
A CRITIC AT LARGE
LIVE AND LEARN
Why we have college.
by Louis Menand
JUNE 6, 2011
y first job as a professor was at an Ivy
League university. The students were happy
to be taught, and we, their teachers, were happy to
be teaching them. Whatever portion of their time
and energy was being eaten up by social
commitments—which may have been huge, but
about which I was ignorant—they seemed earnestly
and unproblematically engaged with the academic
experience. If I was naïve about this, they were
gracious enough not to disabuse me. None of us
ever questioned the importance of what we were
doing.
At a certain appointed hour, the university
decided to make its way in the world without me,
and we parted company. I was assured that there
were no hard feelings. I was fortunate to get a
2. position in a public university system, at a college
with an overworked faculty, an army of part-time instructors,
and sixteen thousand students.
Many of these students were the first in their families to attend
college, and any distractions
they had were not social. Many of them worked, and some had
complicated family
responsibilities.
I didn’t regard this as my business any more than I had the
social lives of my Ivy League
students. I assigned my new students the same readings I had
assigned the old ones. I
understood that the new students would not be as well prepared,
but, out of faith or ego, I
thought that I could tell them what they needed to know, and
open up the texts for them. Soon
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after I started teaching there, someone raised his hand and
asked, about a text I had assigned,
“Why did we have to buy this book?”
I got the question in that form only once, but I heard it a
number of times in the
unmonetized form of “Why did we have to read this book?” I
could see that this was not only a
perfectly legitimate question; it was a very interesting question.
The students were asking me to
3. justify the return on investment in a college education. I just
had never been called upon to think
about this before. It wasn’t part of my training. We took the
value of the business we were in for
granted.
I could have said, “You are reading these books because you’re
in college, and these are the
kinds of books that people in college read.” If you hold a
certain theory of education, that
answer is not as circular as it sounds. The theory goes like this:
In any group of people, it’s easy
to determine who is the fastest or the strongest or even the best-
looking. But picking out the
most intelligent person is difficult, because intelligence
involves many attributes that can’t be
captured in a one-time assessment, like an I.Q. test. There is no
intellectual equivalent of the
hundred-yard dash. An intelligent person is open-minded, an
outside-the-box thinker, an
effective communicator, is prudent, self-critical, consistent, and
so on. These are not qualities
readily subject to measurement.
Society needs a mechanism for sorting out its more intelligent
members from its less
intelligent ones, just as a track team needs a mechanism (such
as a stopwatch) for sorting out the
faster athletes from the slower ones. Society wants to identify
intelligent people early on so that
it can funnel them into careers that maximize their talents. It
wants to get the most out of its
human resources. College is a process that is sufficiently
multifaceted and fine-grained to do
this.
4. College is, essentially, a four-year intelligence test. Students
have to demonstrate intellectual
ability over time and across a range of subjects. If they’re
sloppy or inflexible or obnoxious—no
matter how smart they might be in the I.Q. sense—those
negatives will get picked up in their
grades. As an added service, college also sorts people according
to aptitude. It separates the
math types from the poetry types. At the end of the process,
graduates get a score, the G.P.A.,
that professional schools and employers can trust as a measure
of intellectual capacity and
productive potential. It’s important, therefore, that everyone is
taking more or less the same test.
I could have answered the question in a different way. I could
have said, “You’re reading
these books because they teach you things about the world and
yourself that, if you do not learn
them in college, you are unlikely to learn anywhere else.” This
reflects a different theory of
college, a theory that runs like this: In a society that encourages
its members to pursue the
career paths that promise the greatest personal or financial
rewards, people will, given a choice,
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5. learn only what they need to know for success. They will have
no incentive to acquire the
knowledge and skills important for life as an informed citizen,
or as a reflective and culturally
literate human being. College exposes future citizens to material
that enlightens and empowers
them, whatever careers they end up choosing.
In performing this function, college also socializes. It takes
people with disparate
backgrounds and beliefs and brings them into line with
mainstream norms of reason and taste.
Independence of mind is tolerated in college, and even honored,
but students have to master the
accepted ways of doing things before they are permitted to
deviate. Ideally, we want everyone to
go to college, because college gets everyone on the same page.
It’s a way of producing a society
of like-minded grownups.
If you like the first theory, then it doesn’t matter which courses
students take, or even what
is taught in them, as long as they’re rigorous enough for the
sorting mechanism to do its work.
All that matters is the grades. If you prefer the second theory,
then you might consider grades a
useful instrument of positive or negative reinforcement, but the
only thing that matters is what
students actually learn. There is stuff that every adult ought to
know, and college is the best
delivery system for getting that stuff into people’s heads.
A lot of confusion is caused by the fact that since 1945
American higher education has been
committed to both theories. The system is designed to be both
meritocratic (Theory 1) and
6. democratic (Theory 2). Professional schools and employers
depend on colleges to sort out each
cohort as it passes into the workforce, and elected officials talk
about the importance of college
for everyone. We want higher education to be available to all
Americans, but we also want
people to deserve the grades they receive.
t wasn’t always like this. Before 1945, élite private colleges
like Harvard and Yale were
largely in the business of reproducing a privileged social class.
Between 1906 and 1932, four
hundred and five boys from Groton applied to Harvard. Four
hundred and two were accepted. In
1932, Yale received thirteen hundred and thirty applications,
and it admitted nine hundred and
fifty-nine—an acceptance rate of seventy-two per cent. Almost
a third of those who enrolled
were sons of Yale graduates.
In 1948, through the exertions of people like James Bryant
Conant, the president of
Harvard, the Educational Testing Service went into business,
and standardized testing (the
S.A.T. and the A.C.T.) soon became the virtually universal
method for picking out the most
intelligent students in the high-school population, regardless of
their family background, and
getting them into the higher-education system. Conant regarded
higher education as a limited
social resource, and he wanted to make more strait the gate.
Testing insured that only people
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who deserved to go to college did. The fact that Daddy went no
longer sufficed. In 1940, the
acceptance rate at Harvard was eighty-five per cent. By 1970, it
was twenty per cent. Last year,
thirty-five thousand students applied to Harvard, and the
acceptance rate was six per cent.
Almost all the élite colleges saw a jump in applications this
year, partly because they now
recruit much more aggressively internationally, and acceptance
rates were correspondingly
lower. Columbia, Yale, and Stanford admitted less than eight
per cent of their applicants. This
degree of selectivity is radical. To put it in some perspective:
the acceptance rate at Cambridge
is twenty-one per cent, and at Oxford eighteen per cent.
But, as private colleges became more selective, public colleges
became more
accommodating. Proportionally, the growth in higher education
since 1945 has been
overwhelmingly in the public sector. In 1950, there were about
1.14 million students in public
colleges and universities and about the same number in private
ones. Today, public colleges
enroll almost fifteen million students, private colleges fewer
than six million.
There is now a seat for virtually anyone with a high-school
diploma who wants to attend
8. college. The City University of New York (my old employer)
has two hundred and twenty-eight
thousand undergraduates—more than four times as many as the
entire Ivy League. The big
enchilada of public higher education, the State of California,
has ten university campuses,
twenty-three state-college campuses, a hundred and twelve
community-college campuses, and
more than 3.3 million students. Six per cent of the American
population is currently enrolled in
college or graduate school. In Great Britain and France, the
figure is about three per cent.
If you are a Theory 1 person, you worry that, with so many
Americans going to college, the
bachelor’s degree is losing its meaning, and soon it will no
longer operate as a reliable marker
of productive potential. Increasing public investment in higher
education with the goal of
college for everyone—in effect, taxpayer-subsidized social
promotion—is thwarting the
operation of the sorting mechanism. Education is about
selection, not inclusion.
If you are friendly toward Theory 2, on the other hand, you
worry that the competition for
slots in top-tier colleges is warping educational priorities. You
see academic tulip mania:
students and their parents are overvaluing a commodity for
which there are cheap and plentiful
substitutes. The sticker price at Princeton or Stanford, including
room and board, is upward of
fifty thousand dollars a year. Public colleges are much less
expensive—the average tuition is
$7,605—and there are also many less selective private colleges
where you can get a good
9. education, and a lot more faculty face time, without having to
spend every minute of high
school sucking up to your teachers and reformatting your
résumé. Education is about personal
and intellectual growth, not about winning some race to the top.
It would be nice to conclude that, despite these anxieties, and
given the somewhat
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contradictory goals that have been set for it, the American
higher-education system is doing
what Americans want it to do. College is broadly accessible:
sixty-eight per cent of high-school
graduates now go on to college (in 1980, only forty-nine per
cent did), and employers continue
to reward the credential, which means that there is still some
selection going on. In 2008, the
average income for someone with an advanced degree (master’s,
professional, or doctoral) was
$83,144; for someone with a bachelor’s degree, it was $58,613;
for someone with only a
high-school education, it was $31,283.
There is also increasing global demand for American-style
higher education. Students all
over the world want to come here, and some American
10. universities, including N.Y.U. and Yale,
are building campuses overseas. Higher education is widely
regarded as the route to a better
life. It is sometimes pointed out that Bill Gates and Mark
Zuckerberg were college dropouts. It
is unnecessary to point out that most of us are not Bill Gates or
Mark Zuckerberg.
t’s possible, though, that the higher education system only looks
as if it’s working. The
process may be sorting, students may be getting access, and
employers may be rewarding,
but are people actually learning anything? Two recent books
suggest that they are not. They
suggest it pretty emphatically.
“Academically Adrift” (Chicago; $25) was written by two
sociologists, Richard Arum
(N.Y.U.) and Josipa Roksa (University of Virginia). Almost a
third of it, sixty-eight pages, is a
methodological appendix, which should give the general reader
a clue to what to expect.
“Academically Adrift” is not a diatribe based on anecdote and
personal history and supported
by some convenient data, which is what books critical of
American higher education often are.
It’s a social-scientific attempt to determine whether students are
learning what colleges claim to
be teaching them—specifically, “to think critically, reason
analytically, solve problems, and
communicate clearly.”
Arum and Roksa consider Theory 1 to be “overly cynical.” They
believe that the job of the
system is to teach people, not just to get them up the right
11. educational ladders and down the
right career chutes. They think that some people just aren’t
capable of learning much at the
college level. But they think that people who do go to college
ought to be able to show
something for the time and expense.
The authors decided that, despite a lot of rhetoric about
accountability in higher education,
no one seemed eager to carry out an assessment, so they did
their own. They used a test known
as the Collegiate Learning Assessment, or C.L.A. The test has
three parts, though they use data
from just one part, the “performance task.” Students are, for
example, assigned to advise “an
employer about the desirability of purchasing a type of airplane
that has recently crashed,” and
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are shown documents, such as news articles, an F.A.A. accident
report, charts, and so on, and
asked to write memos. The memos are graded for “critical
thinking, analytical reasoning,
problem solving, and writing.”
The test was given to a group of more than two thousand
freshmen in the fall of 2005, and
12. again, to the same group, in the spring of 2007. Arum and
Roksa say that forty-five per cent of
the students showed no significant improvement, and they
conclude that “American higher
education is characterized by limited or no learning for a large
proportion of students.”
The study design raises a lot of questions, from the
reasonableness of assessing learning
growth after only three full semesters of college to the
reliability of the C.L.A. itself. The
obvious initial inference to make about a test that does not pick
up a difference where you
expect one is that it is not a very good test. And, even if the test
does measure some skills
accurately, the results say nothing about whether students have
acquired any knowledge, or
socially desirable attitudes, that they didn’t have before they
entered college.
There are other reasons for skepticism. It’s generally thought
(by their professors, anyway)
that students make a developmental leap after sophomore year—
although Arum and Roksa, in a
follow-up study completed after their book was finished,
determined that, after four years,
thirty-six per cent of students still did not show significant
improvement on the C.L.A. But what
counts as significant in a statistical analysis is a function of
where you set the bar. Alexander
Astin, the dean of modern higher-education research, who is
now an emeritus professor at
U.C.L.A., published a sharp attack on Arum and Roksa’s
methodology in the Chronicle of
Higher Education, and, in particular, on the statistical basis for
the claim that forty-five per cent
13. of college students do not improve.
ven leaving the C.L.A. results aside, though, “Academically
Adrift” makes a case for
concern. Arum and Roksa argue that many students today
perceive college as
fundamentally a social experience. Students spend less time
studying than they used to, for
example. In 1961, students reported studying for an average of
twenty-five hours a week; the
average is now twelve to thirteen hours. More than a third of the
students in Arum and Roksa’s
study reported that they spent less than five hours a week
studying. In a University of California
survey, students reported spending thirteen hours a week on
schoolwork and forty-three hours
socializing and pursuing various forms of entertainment.
Few people are fully reliable reporters of time use. But if
students are studying less it may
be because the demands on them are fewer. Half the students in
the study said that they had not
taken a single course in the previous semester requiring more
than twenty pages of writing. A
third said that they had not taken a course requiring more than
forty pages of reading a week.
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14. S
Arum and Roksa point out that professors have little incentive
to make their courses more
rigorous. Professors say that the only aspect of their teaching
that matters professionally is
student course evaluations, since these can figure in tenure and
promotion decisions. It’s in
professors’ interest, therefore, for their classes to be
entertaining and their assignments not too
onerous. They are not deluded: a study carried out back in the
nineteen-nineties (by Alexander
Astin, as it happens) found that faculty commitment to teaching
is negatively correlated with
compensation.
Still, Arum and Roksa believe that some things do make a
difference. First of all, students
who are better prepared academically for college not only do
better when they get to college;
they improve more markedly while they’re there. And students
who take courses requiring them
to write more than twenty pages a semester and to read more
than forty pages a week show
greater improvement.
The most interesting finding is that students majoring in liberal-
arts fields—sciences, social
sciences, and arts and humanities—do better on the C.L.A., and
show greater improvement,
than students majoring in non-liberal-arts fields such as
business, education and social work,
communications, engineering and computer science, and health.
There are a number of
explanations. Liberal-arts students are more likely to take
courses with substantial amounts of
15. reading and writing; they are more likely to attend selective
colleges, and institutional
selectivity correlates positively with learning; and they are
better prepared academically for
college, which makes them more likely to improve. The students
who score the lowest and
improve the least are the business majors.
ixty per cent of American college students are not liberal-arts
majors, though. The No. 1
major in America is, in fact, business. Twenty-two per cent of
bachelor’s degrees are
awarded in that field. Ten per cent are awarded in education,
seven per cent in the health
professions. More than twice as many degrees are given out
every year in parks, recreation,
leisure, and fitness studies as in philosophy and religion. Since
1970, the more higher education
has expanded, the more the liberal-arts sector has shrunk in
proportion to the whole.
Neither Theory 1 nor Theory 2 really explains how the
educational system works for these
non-liberal-arts students. For them, college is basically a
supplier of vocational preparation and
a credentialling service. The theory that fits their situation—
Theory 3—is that advanced
economies demand specialized knowledge and skills, and, since
high school is aimed at the
general learner, college is where people can be taught what they
need in order to enter a
vocation. A college degree in a non-liberal field signifies
competence in a specific line of work.
Theory 3 explains the growth of the non-liberal education
16. sector. As work becomes more
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high-tech, employers demand more people with specialized
training. It also explains the
explosion in professional master’s programs. There are now
well over a hundred master’s
degrees available, in fields from Avian Medicine to Web Design
and Homeland Security. Close
to fourteen times as many master’s degrees are given out every
year as doctorates. When Barack
Obama and Arne Duncan talk about how higher education is the
key to the future of the
American economy, this is the sector they have in mind. They
are not talking about the liberal
arts.
Still, students pursuing vocational degrees are almost always
required to take some
liberal-arts courses. Let’s say that you want a bachelor’s degree
in Culinary Arts Management,
with a Beverage Management major, from the University of
Nevada Las Vegas. (Hmm. I might
have taken a wrong turn in my education somewhere.) To get
this degree, U.N.L.V. requires you
to take two courses in English (Composition and World
Literature), one course in philosophy,
17. one course in either history or political science, courses in
chemistry, mathematics, and
economics, and two electives in the arts and humanities. If your
professional goal is, let’s say,
running the beverage service at the Bellagio, how much effort
are you going to put into that
class on World Literature?
his is where Professor X enters the picture. Professor X is the
nom de guerre of a man who
has spent more than ten years working evenings (his day job is
with the government) as an
adjunct instructor at “Pembrook,” a private four-year
institution, and “Huron State,” a
community college that is evidently public. The academic
motivation of the students at these
schools is utilitarian. Most of them are trying to get jobs—as
registered nurses or state troopers,
for example—that require a college degree, and they want one
thing and one thing only from
Professor X: a passing grade.
Professor X published an article in The Atlantic a few years ago
about his experiences.
David Brooks mentioned the piece in his Times column, and it
provoked a small digital storm.
“In the Basement of the Ivory Tower” (Viking; $25.95) is the
book version. The author holds an
M.F.A. in creative writing (he teaches composition and
literature), and he writes in the style of
mordant self-deprecation that is the approved M.F.A. mode for
the memoir genre. He can be
gratuitously snarky about his colleagues (though not about his
students), but he’s smart and he’s
generally good company. “In the Basement of the Ivory Tower”
18. has the same kind of
worm’s-eye charm as Stephen Akey’s “College” (1996), a story
of undergraduate misadventures
at Glassboro State College, though “College” is funnier.
Professor X has entwined his take on teaching with episodes in
his personal life involving
the purchase of a house he could not afford and subsequent
marital tension. These parts of the
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book are too vague to be engaging. If you are going to go down
the confessional path, you have
to come across with the lurid details. We never find out where
Professor X lives, what his wife
does, what his kids are like, or much else about him. This is a
writer who obviously enjoys the
protection of a pseudonym. “In the Basement of the Ivory
Tower” is one of those books about
higher education that are based on anecdote and personal
history and supported by some
convenient data (sort of like this review, actually), but the story
is worth hearing.
Professor X thinks that most of the students he teaches are not
qualified to attend college.
He also thinks that, as far as writing and literature are
concerned, they are unteachable. But the
system keeps pushing them through the human-capital
19. processor. They attend either because the
degree is a job requirement or because they’ve been seduced by
the siren song “college for
everyone.” X considers the situation analogous to the real-estate
bubble: Americans are being
urged to invest in something they can’t afford and don’t need.
Why should you have to pass a
college-level literature class if you want to be a state trooper?
To show that you can tough it out
with Henry James? As Professor X sees it, this is a case of over-
selection.
It’s also socially inefficient. The X-Man notes that half of all
Americans who enter college
never finish, that almost sixty per cent of students who enroll in
two-year colleges need
developmental (that is, remedial) courses, and that less than
thirty per cent of faculty in
American colleges are tenure-track. That last figure was
supplied by the American Federation of
Teachers, and it may be a little low, but it is undeniable that
more than half the teaching in
American colleges is done by contingent faculty (that is,
adjuncts) like Professor X.
This does not mean, of course, that students would learn more if
they were taught by tenured
professors. Professor X is an adjunct, but he is also a dedicated
teacher, and anyone reading his
book will feel that his students respect this. He reprints a couple
of course evaluations that sum
up his situation in two nutshells:
Course was better than I thought. Before this I would of never
voluntarily read a book. But now I almost have a desire to pick
one
20. up and read. I really like [Professor X], this is why I took the
course because I saw he was teaching it. He’s kind of
enthusiastic about
things that probably aren’t that exciting to most people, which
helps make the three hours go by quicker.
Professor X blames this state of affairs on what he calls
“postmodern modes of thought,”
and on the fact that there are more women teaching in college,
which has had “a feminizing
effect on the collective unconscious of faculty thought.” He also
takes some shots at the
academic field of composition and rhetoric, which he regards as
low on rigor and high on
consciousness-raising. This all seems beside the point.
Professor X’s own pedagogy is
old-fashioned and his grading is strict (he once failed nine
students in a class of fifteen)—and he
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hasn’t had much luck with his students, either.
When he is not taking on trends in modern thought, Professor X
is shrewd about the reasons
it’s hard to teach underprepared students how to write. “I have
come to think,” he says, “that the
two most crucial ingredients in the mysterious mix that makes a
21. good writer may be (1) having
read enough throughout a lifetime to have internalized the
rhythms of the written word, and (2)
refining the ability to mimic those rhythms.” This makes sense.
If you read a lot of sentences,
then you start to think in sentences, and if you think in
sentences, then you can write sentences,
because you know what a sentence sounds like. Someone who
has reached the age of eighteen
or twenty and has never been a reader is not going to become a
writer in fifteen weeks. On the
other hand, it’s not a bad thing for such a person to see what
caring about “things that probably
aren’t that exciting to most people” looks like. A lot of teaching
is modelling.
Professor X has published a follow-up essay, in The Atlantic, to
promote the book. He’s on a
mini-crusade to stem the flood of high-school graduates into
colleges that require them to
master a liberal-arts curriculum. He believes that students who
aren’t ready for that kind of
education should have the option of flat-out vocational training
instead. They’re never going to
know how to read Henry James; they’re never going to know
how to write like Henry James.
But why would they ever need to?
This is the tracking approach. You don’t wait twenty years for
the system to sort people out,
and you don’t waste resources on students who won’t benefit
from an academically advanced
curriculum. You make a judgment much earlier, as early as
middle school, and designate certain
students to follow an academic track, which gives them a liberal
education, and the rest to
22. follow a professional or vocational track. This is the way it was
done for most of the history of
higher education in the West. It is still the way it’s done in
Britain, France, and Germany.
Until the twentieth century, that was the way it worked here,
too. In the nineteenth century, a
college degree was generally not required for admission to law
school or medical school, and
most law students and medical students did not bother to get
one. Making college a prerequisite
for professional school was possibly the most important reform
ever made in American higher
education. It raised the status of the professions, by making
them harder to enter, and it saved
the liberal-arts college from withering away. This is why liberal
education is the élite type of
college education: it’s the gateway to the high-status
professions. And this is what people in
other parts of the world mean when they say they want
American-style higher education. They
want the liberal arts and sciences.
ssuming that these new books are right (not a fully warranted
assumption), and that many
students are increasingly disengaged from the academic part of
the college experience, it
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23. may be because the system has become too big and too
heterogeneous to work equally well for
all who are in it. The system appears to be drawing in large
numbers of people who have no
firm career goals but failing to help them acquire focus. This is
what Arum and Roksa believe,
anyway. Students at very selective colleges are still super-
motivated—their motivation is one of
the reasons they are selected—and most professors, since we are
the sort of people who want a
little gold star for everything we do, still want to make a
difference to their students. But when
motivation is missing, when people come into the system
without believing that what goes on in
it really matters, it’s hard to transform minds.
If there is a decline in motivation, it may mean that an
exceptional phase in the history of
American higher education is coming to an end. That phase
began after the Second World War
and lasted for fifty years. Large new populations kept entering
the system. First, there were the
veterans who attended on the G.I. Bill—2.2 million of them
between 1944 and 1956. Then
came the great expansion of the nineteen-sixties, when the baby
boomers entered and
enrollments doubled. Then came co-education, when virtually
every all-male college, apart
from the military academies, began accepting women. Finally,
in the nineteen-eighties and
nineties, there was a period of remarkable racial and ethnic
diversification.
These students did not regard college as a finishing school or a
ticket punch. There was
much more at stake for them than there had been for the Groton
24. grads of an earlier day. (How
many hours do you think they put in doing homework?) College
was a gate through which,
once, only the favored could pass. Suddenly, the door was open:
to vets; to children of
Depression-era parents who could not afford college; to women,
who had been excluded from
many of the top schools; to nonwhites, who had been segregated
or under-represented; to the
children of people who came to the United States precisely so
that their children could go to
college. For these groups, college was central to the experience
of making it—not only
financially but socially and personally. They were finally
getting a bite at the apple. College was
supposed to be hard. Its difficulty was a token of its
transformational powers.
This is why “Why did we have to buy this book?” was such a
great question. The student
who asked it was not complaining. He was trying to understand
how the magic worked. I (a
Theory 2 person) wonder whether students at that college are
still asking it. ♦
ILLUSTRATION: BARRY BLITT
To get more of The New Yorker's signature mix of politics,
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25. The Influence of Mathematics on Music and Art
Team A
MTH/110
historical background on
Leonardo da Vinci
Math and Art
Golden ratio
studied Pacioli's Summa and Euclid
Topology
2
historical background on
Euclid
Math and Art
References