No. of Failures Frequency.docx
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The document appears to be a table with two columns: "No. of Failures" and "Frequency". It seems to list the number of failures of something alongside their corresponding frequencies, but without more context or data in the table itself, it is difficult to determine what specifically is being counted or measured.
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Criminal justice organizations and nonprofit organizations have a lot of factors and/or characteristics that are similar as well as different. These types of organizations are out there for members of society to help those who are in need as well as gain that experience necessary to fulfill that spot they need within themselves and their life.
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Noah DeWaalTuesday16 Jun at 1538Manage discussion entryFou.docx
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North American Philosophical Publications Prejudice i.docx
North American Philosophical Publications
Prejudice in Jest: When Racial and Gender Humor Harms
Author(s): David Benatar
Source: Public Affairs Quarterly, Vol. 13, No. 2 (Apr., 1999), pp. 191-203
Published by: University of Illinois Press on behalf of North American Philosophical
Publications
Stable URL: http://www.jstor.org/stable/40441225
Accessed: 18-05-2017 00:16 UTC
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted
digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about
JSTOR, please contact [email protected]
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at
http://about.jstor.org/terms
University of Illinois Press, North American Philosophical Publications are collaborating
with JSTOR to digitize, preserve and extend access to Public Affairs Quarterly
This content downloaded from 132.174.250.5 on Thu, 18 May 2017 00:16:08 UTC
All use subject to http://about.jstor.org/terms
Public Affairs Quarterly
Volume 13, Number 2, April 1999
PREJUDICE IN JEST: WHEN RACIAL AND
GENDER HUMOR HARMS
David Benatar
central questions in the sparse literature on the ethics of humor
are: 1) What makes a piece of humor racist or sexist? 2) Are jokes
that embody negative racial and gender stereotypes necessarily racist
and sexist? Because these issues have tended to be discussed separately
it has not been noted that some answers to the first question render the
second question moot. My answer to the first question does not have this
effect. It will draw on an account of humor ethics that I provide and
defend against rival views of racist (and sexist) humor. I shall then
proceed to answering the second question.
An Account of Humor Ethics
How can humor be immoral? Briefly, the answer is that it is immoral
where it is intended to harm people or where there are good grounds for
expecting it to harm people, and where the harm in question is wrong-
fully inflicted. Following Joel Feinberg, I understand harm in terms of
negative effects on people's interests. However, my understanding of
harm is, in two ways, broader than the one for which he opts in his work
about the moral limits of the criminal law.1 Firstly, because in the cur-
rent context I have a more expansive interpretation of what interests
are, my understanding of harm includes what he calls hurts, offenses
and other disliked states which are insufficiently severe to warrant be-
ing termed harms for his purposes. Because I am concerned with the
morality of humor rather than with the moral limits of legally restrict-
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Describe a situation when you may have sent something electronically (email) or turned something in when the lack of review or proofreading was brought to your attention by yourself or others. Discuss any repercussions you faced due to the communication not being reviewed. Explain the importance of reviewing any form of communication prior to disseminating it.
Who Reviews Your Work?
In our everyday life (school, work, or home) we use some form of communication. Who reviews your communication before it is sent, or do you review the communication of others and your own? Describe how you would ensure the communication is “good to go” or ready to disseminate to others.
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No plaigarism!!! Due Saturday @ 12pm!Example included and worksh.docx
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Example included and worksheet attached.
Use the
Source Evaluation Worksheet
to submit an annotated bibliography of 5 sources that you intend to use in your paper. Prepare a citation, annotation, and evaluation for each source.
You may collect the worksheets together as one document or you may submit a separate worksheet for each source.
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Criminal justice organizations have many goals as well. Their goals consist of helping those around their community and the country. One of the goals mentioned by the Department of Justice (2018) is to “prevent Crime, Protect the Rights of the American People, and Enforce Federal Law”. As criminal justice employees, they are putting their life on the line whereas daily to help serve their people. Whereas, nonprofit organizations are helping those in their community by serving them with needs that they have, that do not require putting their life on the line.
Both organizations however, are doing what they need to do to help support those around their community. They are both helping their community and those in need when it is needed. Between protection, or fundraisers, or support financially, these organizations do what they have to do to ensure that they are getting their name out there in a positive manner, of course.
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"Four Horsemen" describes the ways in which our world is slowly folding on itself. It categorizes the four horsemen as a wrongful banking system, escalating violence, an abundance of poverty, and deletion of the world's resources. All these topics are the signs that we have truly doomed ourselves as a nation and as a planet. The underlying kingpin here is money. Everyone, including the government, lives, and works to earn and spend money. There are a variety of different paths to obtain that currency and the banks are at the heart, banks that create this money out of thin air. The film starts by speaking of empires and power. Nations want to be in positions to be on top as a means of security and credibility. Top nations control our world and those who are not, strive to become one. From historic times to now, people and groups want to become the most powerful, and when they do, they obtain all the resources they can do benefit their empires and the leaders become wealthy and untouchable. There is usually one common factor within one's rise to power, and that is money. It earns resources and credibility which makes others become submissive to you. We are supposed to be living within a free market system where everyone has a fair piece of the pie, but that is rarely true today. The way the banks function and government spending only amasses debt that will in turn be paid by the American people. Some of these people live in poverty, meaning they cannot even live anymore. People are expected to pay more for items as the price level rises while many incomes are not following suit. This system leaves those who are poor behind making it nearly impossible for them to catch up. As stated before, government spending can leave a budget deficit that needs to be repaid. Most of these expenditures, however, are on war and violence. International affairs, terrorism, and national crime are all credible threats, and a lot of money goes into limiting it. The resources used to support these organization makes them more powerful and it has transitioned peacekeeping into utter force and violence. Here at home and abroad, war rages daily. From small to large scale conflict is being solved in horrific ways and many innocent people are dying along the way. At the root of all of it, is money and power. A lot of this is also politically inclined. We live in a society in which people are paid just to influence politicians to pass acts that will in turn create more money for people who already have a lot of it. Wealth drives our nation, without it, one is just swept under the carpet. People have worked way too hard to obtain wealth while those in control can create it like none other. This exponential growth has depleted Earth's resources and we are running out fast. With no resources, what is there to gain anymore. The Four Horsemen are the warning signs that our systems are heavily flawed and need to be chan.
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No Plagiarism
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Leaders face many hurdles when leading in multiple countries. There are several examples of disastrous public relations fallout that have occurred when companies have outsourced work to other nations. When determining where to move offshore as a company, the leaders of the organization must make several decisions.
Using course theories and current multinational organizations that have locations in several countries, convey your own thoughts on the subject and address the following:
What leadership considerations must an organization weigh in selecting another country to open a location such as a manufacturing plant?
How might leaders need to change leadership styles to manage multinational locations?
What public relations issues might arise from such a decision?
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.
North American Philosophical Publications Prejudice i.docx
North American Philosophical Publications
Prejudice in Jest: When Racial and Gender Humor Harms
Author(s): David Benatar
Source: Public Affairs Quarterly, Vol. 13, No. 2 (Apr., 1999), pp. 191-203
Published by: University of Illinois Press on behalf of North American Philosophical
Publications
Stable URL: http://www.jstor.org/stable/40441225
Accessed: 18-05-2017 00:16 UTC
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted
digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about
JSTOR, please contact [email protected]
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at
http://about.jstor.org/terms
University of Illinois Press, North American Philosophical Publications are collaborating
with JSTOR to digitize, preserve and extend access to Public Affairs Quarterly
This content downloaded from 132.174.250.5 on Thu, 18 May 2017 00:16:08 UTC
All use subject to http://about.jstor.org/terms
Public Affairs Quarterly
Volume 13, Number 2, April 1999
PREJUDICE IN JEST: WHEN RACIAL AND
GENDER HUMOR HARMS
David Benatar
central questions in the sparse literature on the ethics of humor
are: 1) What makes a piece of humor racist or sexist? 2) Are jokes
that embody negative racial and gender stereotypes necessarily racist
and sexist? Because these issues have tended to be discussed separately
it has not been noted that some answers to the first question render the
second question moot. My answer to the first question does not have this
effect. It will draw on an account of humor ethics that I provide and
defend against rival views of racist (and sexist) humor. I shall then
proceed to answering the second question.
An Account of Humor Ethics
How can humor be immoral? Briefly, the answer is that it is immoral
where it is intended to harm people or where there are good grounds for
expecting it to harm people, and where the harm in question is wrong-
fully inflicted. Following Joel Feinberg, I understand harm in terms of
negative effects on people's interests. However, my understanding of
harm is, in two ways, broader than the one for which he opts in his work
about the moral limits of the criminal law.1 Firstly, because in the cur-
rent context I have a more expansive interpretation of what interests
are, my understanding of harm includes what he calls hurts, offenses
and other disliked states which are insufficiently severe to warrant be-
ing termed harms for his purposes. Because I am concerned with the
morality of humor rather than with the moral limits of legally restrict-
ing it, the inclusion of less severe though nonetheless disliked states is
more appropriate. Secondly, for Professor Feinberg, a harm is some-
thing that is wrongfully inflicted. That definition is th.
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Non-governmental Organizations (NGOs) are essential as they fulfill a purpose that is traditionally addressed by a government (Balteanu & Marcu, 2014). In order for an NGO to be impactful and serve its purpose, it will require support and involvement from those it has been organized to help, as well as maintain financial and management autonomy, devoid of the governmental influence (Johnson & Stoskopf, 2010). Political and social instability has made it difficult for NGO's to fulfill their purpose to meet the needs of the communities they have pin pointed as their focus (Balteanu & Marcu). During unrest experienced by many countries, residents who need shelter, food, and medical care, benefit from what NGO's to provide (Balteanu & Marcu). Without the government, military, or religious backing of the NGO's purpose, the NGO will not be able to fulfill it's intent (Balteanu & Marcu).
Resident of unstable regions through out the world, are without food, shelter, and medical care due to the preoccupation with control, whether through the government, military, or religious factions. The unstable governments within these regions are either unwilling or unable to care for the needs of their citizens or have taken away their ability to care for themselves. NGO's have the ability to provide for the needs of the people and help them sustain, if allowed.
In general, what is the impact of political and social instability on non-government organizations?
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Reference Article Link:
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No More Backstabbing... A Faithful Scheduling Policy for Multi.docx
No More Backstabbing... A Faithful Scheduling Policy for Multithreaded Programs
Kishore Kumar Pusukuri, Rajiv Gupta, Laxmi N. Bhuyan
Department of Computer Science and Engineering
University of California, Riverside
Riverside, USA 92521
[email protected], [email protected], [email protected]
Abstract—Efficient contention management is the key to
achieving scalable performance for multithreaded applications
running on multicore systems. However, contention manage-
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very frequently for balancing load and providing fairness in
scheduling. Due to the frequent ping-ponging of priorities,
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becomes very serious under high loads.
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I. INTRODUCTION
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.
Nitin and Priya Pathak came to your office for counseling, along wit.docx
Nitin and Priya Pathak came to your office for counseling, along with their 16-year-old son Sujay. Nitin and Priya are first generation Indian-American immigrants, while their son was born and raised in the United States. They were reluctant to engage in counseling, but are doing so at the request of Sujay. In Sujay’s view, his parents are being overly controlling regarding his upcoming choice of college, which is causing increasingly frequent clashes between him and his parents. Sujay wants to attend art school, while his parents want him to attend engineering school. They state that a career in science, religion, law, or medicine is the appropriate path for a person of his caste. Sujay claims that while he wants to please his parents, he feels they are stifling his passion and imposing cultural norms that, to him, are a part of their “world” and not his. You have little knowledge of Indian culture or the caste system and are unsure whether the issue at hand is a matter of controlling parents dealing with a life transition issue or a serious conflict involving social and cultural influences.
.
Nineteenth Century Ballet and OperaWatch the videos below. .docx
Nineteenth Century Ballet and Opera
Watch the videos below.
Ballet: Swan Lake - Tchaikovsky
Watch Video
Tchaikovsky - Swan Lake - four little swans
Duration: (1:37)
User: classicclips10 - Added: 4/5/11
YouTube URL: http://www.youtube.com/watch?v=-gApOfm4qd0
Ballet: The Sleeping Beauty - Tchaikovsky
Watch Video
Sleeping Beauty Waltz - La Scala Ballet
Duration: (4:12)
User: ARWHihodU_ GAqEw6 aZxLDg - Added: 1/27/14
YouTube URL: http://www.youtube.com/watch?v=4_4EdDZjU60
Opera: AIDA - Act 2-Scene 2 (Triumphal March) - Verdi
Watch Video
AIDA Metropolitan Opera- Act 2-Scene 2 (Triumphal March) - Subt en Espanol
Duration: (9:32)
User: nikolaos333 - Added: 8/11/10
YouTube URL:
http://www.youtube.com/watch?v=xxgOIwOd_5I
Respond in writing to the following questions after reading Chapter 12 and viewing the videos above.
Describe the features of nineteenth-century ballet and opera.
What specific Romantic ideals did nineteenth-century ballet and opera express to its audience?
.
Newborn transitioningCh. 18Nursing management of thenewborn .docx
Newborn transitioning
Ch. 18:
Nursing management of the
newborn
Ch.19:
Nursing Management at risk:
Pregnancy-related complications
Ch.20:
Nursing Management of the
Pregnancy at Risk: Health
conditions and vulnerable populations
Ch. 21:
Nursing management of
labor and birth at risk
Ch. 22:
Nursing management of the
postpartum woman at risk
.
NIH-PA Author Manuscript NIH-PA.docx
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Psychosom Med. Author manuscript; available in PMC 2012 January 1.
Published in final edited form as:
Psychosom Med. 2011 January ; 73(1): 67–74. doi:10.1097/PSY.0b013e3182002116.
Modeling Social Influences on Human Health
Kate Karelina, Ph.D.1 and A. Courtney DeVries, Ph.D.1,2
1 Department of Neuroscience, The Ohio State University, Columbus, OH 43210 USA
2 Institute of Behavioral Medicine Research, The Ohio State University, Columbus, OH 43210
USA
Abstract
Social interactions have long-term physiological, psychological and behavioral consequences.
Social isolation is a well recognized but little understood risk factor and prognostic marker of
disease, and can have profoundly detrimental effects on both mental and physical well-being,
particularly during states of compromised health. In contrast, the health benefits associated with
social support (both reduced risk and improved recovery) are evident in a variety of illnesses and
injury states; however, the mechanisms by which social interactions influence disease
pathogenesis remain largely unidentified. The substantial health impact of the psychosocial
environment can occur independently of traditional disease risk factors and is not accounted for
solely by peer-encouraged development of health behaviors. Instead, social interactions are
capable of altering shared pathophysiological mechanisms of multiple disease states in distinct
measurable ways. Converging evidence from animal models of injury and disease recapitulates the
physiological benefits of affiliative social interactions and establishes several endogenous
mechanisms (inflammatory signals, glucocorticoids and oxytocin) by which social interactions
influence health outcomes. Taken together, both clinical and animal research are undoubtedly
necessary in order to develop a complete mechanistic understanding of social influences on health.
Keywords
Social interaction; health; experimental models; oxytocin
Social influences on health
Social interactions shape humans from early development through senescence and have a
strong impact on many aspects of physiology and behavior. Indeed, social interaction is
essential for proper cognitive, affective and behavioral development (1). Among adults, the
social environment remains an important determinant of health and well being; ample
evidence suggests that positive social support accelerates and improves patient recovery
from cancer, cerebrovascular and cardiovascular disease (CVD), atherosclerosis, and other
chronic diseases with an inflammatory component (2–5). This has led to a substantial
interest in the capacity to which the social environment affects physiological systems,
particularly during health challenges. The benefits of a positive social environment are
particularly salient in chronic disease st.
New Technology and Learning Process Please respond to the follow.docx
"New Technology and Learning Process" Please respond to the following:
What is mobile learning? Explain how mobile learning devices are being used by educational institutions and training organizations to support the e-Learning process.
Given the rapid advances in technology tools and applications, recommend at least two ways to promote an active, collaborative, and supportive, online learning environment for your current or future instructional environment. Provide a rationale for your recommendations.
.
NewFCFF2StageTwo-Stage FCFF Discount ModelThis model is designed t.docx
NewFCFF2StageTwo-Stage FCFF Discount ModelThis model is designed to value a firm, with two stages of growth, an initialperiod of higher growth and a subsequent period of stable growth.For a richer version of this model, try the fcffginzu.xls spreadsheet.Assumptions1. The firm is expected to grow at a higher growth rate in the first period.2. The growth rate will drop at the end of the first period to the stable growth rate.The user has to define the following inputs:1. Length of high growth period2. Expected growth rate in earnings during the high growth period.3. Capital Spending, Depreciation and Working Capital needs during the high growth period.4. Expected growth rate in earnings during the stable growth period.5. Inputs for the cost of capital. (Cost of equity, Cost of debt, Weights on debt and equity)Inputs to the modelCurrent EBIT =$5,186.00Current Interest Expense =$118.00Current Capital Spending$2,152.00Current Depreciation & Amort'n =$1,228.00Tax Rate on Income =28.49%Current Revenues =$16,701.00Current Non-cash Working Capital =$3,755.00Chg. Working Capital =$499.00Last yearCash and Marketable Securities$500.00Value of equity options issued by firm =$1,500.00Book Value of Debt =$1,479.00$1,315.00Book Value of Equity =$12,941.00$12,156.00Weights on Debt and EquityIs the firm publicly traded ?Yes( Yes or No)If yes, enter the market price per share =$125.50(in currency)& Number of shares outstanding =993.57(in #)& Market Value of Debt =$1,822.00( in currency)If no, do you want to use the book value debt ratio ?No(Yes or No)If no, enter the debt to capital ratio to be used =(in percent)Enter length of extraordinary growth period =5(in years)Do you want to change the debt ratio in the stable growth period?NoIf yes, enter the debt ratio for the stable growth period =Costs of ComponentsDo you want to enter cost of equity directly?No(Yes or No)If yes, enter the cost of equity =(in percent)If no, enter the inputs to the cost of equityBeta of the stock =0.8Riskfree rate=5.30%(in percent)Risk Premium=5.50%(in percent)Enter the cost of debt for cost of capital calculation5.50%( in percent)Earnings InputsDo you want to use the historical growth rate?No(Yes or No)If yes, enter EBIT from five years ago =$800.00(in currency)Do you have an outside estimate of growth ?Yes(Yes or No)If yes, enter the estimated growth:12.50%(in percent)Do you want to calculate the growth rate from fundamentals?Yes(Yes or No)The following will be the inputs to the fundamental growth formulation:ROC =27.53%Reinv. Rate =38.37%Do you want to change any of these inputs for the high growth period?No(Yes or No)If yes, specify the values for these inputs (Please enter all variables)ROC =10.00%Reinv. Rate =100.00%Specify weights to be assigned to each of these growth rates:Historical Growth Rate =0.00%(in percent)Outside Prediction of Growth =0.00%(in percent)Fundamental Estimate of Growth =100.00%(in percent)Enter growth rate in stable growth period?6.00%(in percent)BetaW.
No directly quoted material may be used in this project paper..docx
No directly quoted material may be used in this project paper.
Final Project: Case Study
Ethical dilemmas permeate the criminal justice. At every level, in each segment of the system, people are exercising discretion that will influence the fate of an individual and/or the security of the community. Incongruous laws, regulations, policies and practices create conflicts and distort the basis upon which judgments are made. Very often these conflicts result in an ethical dilemma. Which is the appropriate course of action? What is the moral/ethical rational for the decisions that were made? What purposes or principles are served? This project will ask you to consider a sequence of decisions (do, or not do) all of which contribute, directly or indirectly the final scene.
For
each of the three (3) scenarios
, your assignment is to:
Examine each situation and describe the ethical and/or moral question,
Describe what you believe to be the motivation of the actor and the potential consequences of BOTH/EACH options,
Identify the decision you believe the actor SHOULD make, and
Provide the
ethical basis
for your decision.
Connect the ethical basis for your decision to ethical theories introduced at the beginning of the course and explain the rational for this connection.
Each decision must be considered separately and not be influenced by earlier decisions and/or actions.
This project is an opportunity for the student to demonstrate their understanding of ethics and value-based decisions. Most of these situations do not have a single correct answer. Grading is NOT based on solving the problem that is presented to the actor but in
identifying the ethical dilemmas
and
determining and explaining the most ethical course of action
.
-------------------------------------------------------------------------------------------------------------
1. The judge
Judge Jeffery Owens is very troubled by the felony case before him. The defendant, Woodrow Wilson, had been found guilty of armed robbery of a liquor store. The case alleged that Wilson had a handgun in plain sight when he entered the Sin-Yon liquor store, that he hit the owner in the head with the weapon and forced him to open the cash drawer. Fleeing the scene on foot, Woodrow only got a few blocks before responding police officers spotted him and made the arrest. The prosecutor, armed with the recovered cash, video surveillance and an eyewitness as evidence had an easy case. Now it is time for sentencing.
Jeffery saw the demonstration of business owners in the hallway when he entered the courthouse that morning. They were chanting “Justice for our victims” and were demanding a lengthy prison sentence. The Pre-Sentence Investigation report said Wilson was suffering from acute addiction and associated mental problems that had caused these violent (but not criminal) outbreaks in the past. There is no information in the file that Wilson has ever received treatment for his disord.
NIZWA COLLEGE OF TECHNOLOGYBUSINESS STUDIES DEPARTMENTSEMEST.docx
NIZWA COLLEGE OF TECHNOLOGY
BUSINESS STUDIES DEPARTMENT
SEMESTER -2 / ACADEMIC YEAR 2019-2020
FINAL EXAM (ASSIGNMENT)
COURSE CODE
BAHR 3101
COURSE NAME
MANAGING TROUBLED EMPLOYEES
LEVEL
Advanced Diploma
TUTOR (S)
Ms. Virginia
SECTION (S)
1
DURATION:
DATE
TIME
START
17 May 2020
9:00AM
END
19 May 2020
8:00AM
MARKS BREAK UP:
No. of Questions
Marks for Each Question
1
2
3
TOTAL MARKS
INSTRUCTIONS:
1) The Final Assignment will be available in Moodle at 9:00 am on the date of examination.
2) This is an open resource examination; there are three pages. Students are allowed to refer any digital materials (Internet, Proquest, Masader, and OER) with proper referencing and citation for each answer.
3) Students has to answer the questions typewritten in the word (.docx) format. Figures / Diagrams, equations and solving of problems can be written by hand and added to the document as a picture/image.
4) Save the assignment file using the student ID & Course code. [Eg : 22s1234.BAHR3101]
5) Students should submit the answers through the Turnitin link provided in Moodle page. If any problem occurs, send it to the staff email [[email protected]]
6) Students are encouraged to upload the answers in the Moodle at least two hours before the deadline to avoid any technical issues.
7) In case of any technical problem in opening or submitting your assignment, please contact your course tutor through email and copy the Department Head.
8) Any form of cheating is punishable. Students involved in cheating will be treated according to the Plagiarism and Academic Integrity Policies.
9) Students are advised to write the answers in their own words. Based on the plagiarism policy and the department approved similarity level, the marks will be deducted for the plagiarized [Copied] answers.
10) Students should complete their assignment within the given time. Assignments submitted after the deadline will be marked 0.
ACADEMIC INTEGRITY & PLAGIARISM POLICY:
The student should be ready to prove the authenticity of the work done. If any form of plagiarism/reproduction of answers are discovered, student will be awarded zero marks.
DECLARATION:
I declare that the Final Exam (assignment) submitted is original and acknowledge that I am aware of the NCT’s Integrity and Plagiarism Policies (January 2011) mentioned in moodle, and the disciplinary guidelines and procedures applicable to breaches of such policy and regulations.
I AGREE TO THE TERMS AND CONDITIONS:
STUDENT NAME
STUDENT ID
DATE OF SUBMISSION
ESSAY / LONG ANSWER QUESTIONS (analytical / scenario / case) 50 Marks
Read thoroughly the scenario/case/question before you answer. For each question number (e.g. Question 1), answer must contain minimum of 300 wordsto maximumof 400 words.
Question 115 Marks
Many leading multinational private organizations had heavily invested to ensure effective talent management. Aside from competitive co.
NINE Why I Am Not Afraid to Die f ll II r .docx
NINE
Why I Am Not
Afraid to Die
f
ll
II
r
I
I
I
,,
-----~-----
A FRIEND of mine, a clergyman I admire, turned to
me once with a problem. A member of his congregation,
a forty-two-year-old doctor, was hospitalized with an in-
operable brain tumor. My friend said to me, "I don't know
why, but I just can't bring myself to visit him. I like him,
I care about him, I know how much my visits mean to
him, but I keep finding reasons not to go and see him, and
it bothers me." I told him, "I think I understand why you
do that. I suspect that you see too much of yourself in him.
Seeing him ill and dying makes you think that a year from
now, it could be you in that situation, and you can't handle
that. I would guess that you are afraid of dying-it's
nothing to be ashamed of; lots of people are---and that is
why seeing someone your own age dying is so hard for you
to deal with. "
"How do you get over the fear of dying?" he asked me.
1 told him that I was not ready to die, that I hoped to live
~or many more years, but that I was not afrai_d of dy!ng
1
ecause I felt satisfied with what I had done with my _hfe.
~ad the sense that I had not wasted it, that I had hved
With int · · egnty, had done my best, and had an impact on
155
-
WHEN ALL YOU'VE EV ER WANTED ISN'T E NO U GH
eople which would outlast me. I poi~ted out to him that
~e could certai nly say the same thmgs about himself
about his life and his work, th at he had already reached
the level of living humanely . It is only when you are no
lo nger afraid to die that you can say that you are truly
alive .
I believe th at it is not dying that people are afraid of.
Something else, something more unsettling and more
tragic than dying frightens us . We are afraid of never
having lived, of coming to the end of our days with the
sense that we were never really alive, that we never figured
out what life was for .
Of all the fears that haunt us, from fear of the dark when
we are young to fear of snakes and high places, there is
nothing to compare to the fear that we may have wasted
our lives with nothing to show for it. I have attended many
people at the end of their lives. Most of them wanted to
live longer if they could. They did not want to leave their
loved ones. But they were not afraid of death because they
knew that they had had time to live and they had used that
time well. Virtually the only people I have known who
were afraid of dying were people who thought that they
had wasted their lives. They would pray that if God would
only give them another few years, they would use them
more wisely than they had used all the years up till then .
I can think of no punishment for a wasted life more fright-
en ing than that, and no reward for a life well lived more
grati fyi ng than the sense that you accepted the challenge
to be human and were up to it.
There is a story told of a man who died after having led
a thoroughly selfi sh,.
Home assignment II on Spectroscopy 2024 Answers.pdf
Answers to Home assignment on UV-Visible spectroscopy: Calculation of wavelength of UV-Visible absorption
Introduction to Quality Improvement Essentials
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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Research paper should contains following content
1) Abstract - Summarize the major elements of the paper
2) Introduction- provide context and rationale for the study
3)Materials- Describe the experimental design so it is reproducible
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5) Results-summarize the findings without interpretation
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.
NO PLAGIARISM MEET REQUIREMENTSCOMPLETE BY DEADLINE Wr.docx
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MEET REQUIREMENTS
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Write 650 words (Questions NOT included in word count) answering the following questions in the case study. please format APA style.
3 SCHOLARLY REFERENCES.
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on Shell?
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Need responses to my teamates discussions
question:Social engineering is the art of manipulating people so they give up confidential information. The types of information these criminals are seeking can vary, but when individuals are targeted the criminals are usually trying to trick you into giving them your passwords or bank information, or access your computer to secretly install malicious software - that will give them access to your passwords and bank information as well as giving them control over your computer.
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Keywords-Scheduling; priorities; contention; context-
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I. INTRODUCTION
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Nineteenth Century Ballet and OperaWatch the videos below. .docx
Nineteenth Century Ballet and Opera
Watch the videos below.
Ballet: Swan Lake - Tchaikovsky
Watch Video
Tchaikovsky - Swan Lake - four little swans
Duration: (1:37)
User: classicclips10 - Added: 4/5/11
YouTube URL: http://www.youtube.com/watch?v=-gApOfm4qd0
Ballet: The Sleeping Beauty - Tchaikovsky
Watch Video
Sleeping Beauty Waltz - La Scala Ballet
Duration: (4:12)
User: ARWHihodU_ GAqEw6 aZxLDg - Added: 1/27/14
YouTube URL: http://www.youtube.com/watch?v=4_4EdDZjU60
Opera: AIDA - Act 2-Scene 2 (Triumphal March) - Verdi
Watch Video
AIDA Metropolitan Opera- Act 2-Scene 2 (Triumphal March) - Subt en Espanol
Duration: (9:32)
User: nikolaos333 - Added: 8/11/10
YouTube URL:
http://www.youtube.com/watch?v=xxgOIwOd_5I
Respond in writing to the following questions after reading Chapter 12 and viewing the videos above.
Describe the features of nineteenth-century ballet and opera.
What specific Romantic ideals did nineteenth-century ballet and opera express to its audience?
.
Newborn transitioningCh. 18Nursing management of thenewborn .docx
Newborn transitioning
Ch. 18:
Nursing management of the
newborn
Ch.19:
Nursing Management at risk:
Pregnancy-related complications
Ch.20:
Nursing Management of the
Pregnancy at Risk: Health
conditions and vulnerable populations
Ch. 21:
Nursing management of
labor and birth at risk
Ch. 22:
Nursing management of the
postpartum woman at risk
.
NIH-PA Author Manuscript NIH-PA.docx
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anuscript
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anuscript
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NIH Public Access
Author Manuscript
Psychosom Med. Author manuscript; available in PMC 2012 January 1.
Published in final edited form as:
Psychosom Med. 2011 January ; 73(1): 67–74. doi:10.1097/PSY.0b013e3182002116.
Modeling Social Influences on Human Health
Kate Karelina, Ph.D.1 and A. Courtney DeVries, Ph.D.1,2
1 Department of Neuroscience, The Ohio State University, Columbus, OH 43210 USA
2 Institute of Behavioral Medicine Research, The Ohio State University, Columbus, OH 43210
USA
Abstract
Social interactions have long-term physiological, psychological and behavioral consequences.
Social isolation is a well recognized but little understood risk factor and prognostic marker of
disease, and can have profoundly detrimental effects on both mental and physical well-being,
particularly during states of compromised health. In contrast, the health benefits associated with
social support (both reduced risk and improved recovery) are evident in a variety of illnesses and
injury states; however, the mechanisms by which social interactions influence disease
pathogenesis remain largely unidentified. The substantial health impact of the psychosocial
environment can occur independently of traditional disease risk factors and is not accounted for
solely by peer-encouraged development of health behaviors. Instead, social interactions are
capable of altering shared pathophysiological mechanisms of multiple disease states in distinct
measurable ways. Converging evidence from animal models of injury and disease recapitulates the
physiological benefits of affiliative social interactions and establishes several endogenous
mechanisms (inflammatory signals, glucocorticoids and oxytocin) by which social interactions
influence health outcomes. Taken together, both clinical and animal research are undoubtedly
necessary in order to develop a complete mechanistic understanding of social influences on health.
Keywords
Social interaction; health; experimental models; oxytocin
Social influences on health
Social interactions shape humans from early development through senescence and have a
strong impact on many aspects of physiology and behavior. Indeed, social interaction is
essential for proper cognitive, affective and behavioral development (1). Among adults, the
social environment remains an important determinant of health and well being; ample
evidence suggests that positive social support accelerates and improves patient recovery
from cancer, cerebrovascular and cardiovascular disease (CVD), atherosclerosis, and other
chronic diseases with an inflammatory component (2–5). This has led to a substantial
interest in the capacity to which the social environment affects physiological systems,
particularly during health challenges. The benefits of a positive social environment are
particularly salient in chronic disease st.
New Technology and Learning Process Please respond to the follow.docx
"New Technology and Learning Process" Please respond to the following:
What is mobile learning? Explain how mobile learning devices are being used by educational institutions and training organizations to support the e-Learning process.
Given the rapid advances in technology tools and applications, recommend at least two ways to promote an active, collaborative, and supportive, online learning environment for your current or future instructional environment. Provide a rationale for your recommendations.
.
NewFCFF2StageTwo-Stage FCFF Discount ModelThis model is designed t.docx
NewFCFF2StageTwo-Stage FCFF Discount ModelThis model is designed to value a firm, with two stages of growth, an initialperiod of higher growth and a subsequent period of stable growth.For a richer version of this model, try the fcffginzu.xls spreadsheet.Assumptions1. The firm is expected to grow at a higher growth rate in the first period.2. The growth rate will drop at the end of the first period to the stable growth rate.The user has to define the following inputs:1. Length of high growth period2. Expected growth rate in earnings during the high growth period.3. Capital Spending, Depreciation and Working Capital needs during the high growth period.4. Expected growth rate in earnings during the stable growth period.5. Inputs for the cost of capital. (Cost of equity, Cost of debt, Weights on debt and equity)Inputs to the modelCurrent EBIT =$5,186.00Current Interest Expense =$118.00Current Capital Spending$2,152.00Current Depreciation & Amort'n =$1,228.00Tax Rate on Income =28.49%Current Revenues =$16,701.00Current Non-cash Working Capital =$3,755.00Chg. Working Capital =$499.00Last yearCash and Marketable Securities$500.00Value of equity options issued by firm =$1,500.00Book Value of Debt =$1,479.00$1,315.00Book Value of Equity =$12,941.00$12,156.00Weights on Debt and EquityIs the firm publicly traded ?Yes( Yes or No)If yes, enter the market price per share =$125.50(in currency)& Number of shares outstanding =993.57(in #)& Market Value of Debt =$1,822.00( in currency)If no, do you want to use the book value debt ratio ?No(Yes or No)If no, enter the debt to capital ratio to be used =(in percent)Enter length of extraordinary growth period =5(in years)Do you want to change the debt ratio in the stable growth period?NoIf yes, enter the debt ratio for the stable growth period =Costs of ComponentsDo you want to enter cost of equity directly?No(Yes or No)If yes, enter the cost of equity =(in percent)If no, enter the inputs to the cost of equityBeta of the stock =0.8Riskfree rate=5.30%(in percent)Risk Premium=5.50%(in percent)Enter the cost of debt for cost of capital calculation5.50%( in percent)Earnings InputsDo you want to use the historical growth rate?No(Yes or No)If yes, enter EBIT from five years ago =$800.00(in currency)Do you have an outside estimate of growth ?Yes(Yes or No)If yes, enter the estimated growth:12.50%(in percent)Do you want to calculate the growth rate from fundamentals?Yes(Yes or No)The following will be the inputs to the fundamental growth formulation:ROC =27.53%Reinv. Rate =38.37%Do you want to change any of these inputs for the high growth period?No(Yes or No)If yes, specify the values for these inputs (Please enter all variables)ROC =10.00%Reinv. Rate =100.00%Specify weights to be assigned to each of these growth rates:Historical Growth Rate =0.00%(in percent)Outside Prediction of Growth =0.00%(in percent)Fundamental Estimate of Growth =100.00%(in percent)Enter growth rate in stable growth period?6.00%(in percent)BetaW.
No directly quoted material may be used in this project paper..docx
No directly quoted material may be used in this project paper.
Final Project: Case Study
Ethical dilemmas permeate the criminal justice. At every level, in each segment of the system, people are exercising discretion that will influence the fate of an individual and/or the security of the community. Incongruous laws, regulations, policies and practices create conflicts and distort the basis upon which judgments are made. Very often these conflicts result in an ethical dilemma. Which is the appropriate course of action? What is the moral/ethical rational for the decisions that were made? What purposes or principles are served? This project will ask you to consider a sequence of decisions (do, or not do) all of which contribute, directly or indirectly the final scene.
For
each of the three (3) scenarios
, your assignment is to:
Examine each situation and describe the ethical and/or moral question,
Describe what you believe to be the motivation of the actor and the potential consequences of BOTH/EACH options,
Identify the decision you believe the actor SHOULD make, and
Provide the
ethical basis
for your decision.
Connect the ethical basis for your decision to ethical theories introduced at the beginning of the course and explain the rational for this connection.
Each decision must be considered separately and not be influenced by earlier decisions and/or actions.
This project is an opportunity for the student to demonstrate their understanding of ethics and value-based decisions. Most of these situations do not have a single correct answer. Grading is NOT based on solving the problem that is presented to the actor but in
identifying the ethical dilemmas
and
determining and explaining the most ethical course of action
.
-------------------------------------------------------------------------------------------------------------
1. The judge
Judge Jeffery Owens is very troubled by the felony case before him. The defendant, Woodrow Wilson, had been found guilty of armed robbery of a liquor store. The case alleged that Wilson had a handgun in plain sight when he entered the Sin-Yon liquor store, that he hit the owner in the head with the weapon and forced him to open the cash drawer. Fleeing the scene on foot, Woodrow only got a few blocks before responding police officers spotted him and made the arrest. The prosecutor, armed with the recovered cash, video surveillance and an eyewitness as evidence had an easy case. Now it is time for sentencing.
Jeffery saw the demonstration of business owners in the hallway when he entered the courthouse that morning. They were chanting “Justice for our victims” and were demanding a lengthy prison sentence. The Pre-Sentence Investigation report said Wilson was suffering from acute addiction and associated mental problems that had caused these violent (but not criminal) outbreaks in the past. There is no information in the file that Wilson has ever received treatment for his disord.
NIZWA COLLEGE OF TECHNOLOGYBUSINESS STUDIES DEPARTMENTSEMEST.docx
NIZWA COLLEGE OF TECHNOLOGY
BUSINESS STUDIES DEPARTMENT
SEMESTER -2 / ACADEMIC YEAR 2019-2020
FINAL EXAM (ASSIGNMENT)
COURSE CODE
BAHR 3101
COURSE NAME
MANAGING TROUBLED EMPLOYEES
LEVEL
Advanced Diploma
TUTOR (S)
Ms. Virginia
SECTION (S)
1
DURATION:
DATE
TIME
START
17 May 2020
9:00AM
END
19 May 2020
8:00AM
MARKS BREAK UP:
No. of Questions
Marks for Each Question
1
2
3
TOTAL MARKS
INSTRUCTIONS:
1) The Final Assignment will be available in Moodle at 9:00 am on the date of examination.
2) This is an open resource examination; there are three pages. Students are allowed to refer any digital materials (Internet, Proquest, Masader, and OER) with proper referencing and citation for each answer.
3) Students has to answer the questions typewritten in the word (.docx) format. Figures / Diagrams, equations and solving of problems can be written by hand and added to the document as a picture/image.
4) Save the assignment file using the student ID & Course code. [Eg : 22s1234.BAHR3101]
5) Students should submit the answers through the Turnitin link provided in Moodle page. If any problem occurs, send it to the staff email [[email protected]]
6) Students are encouraged to upload the answers in the Moodle at least two hours before the deadline to avoid any technical issues.
7) In case of any technical problem in opening or submitting your assignment, please contact your course tutor through email and copy the Department Head.
8) Any form of cheating is punishable. Students involved in cheating will be treated according to the Plagiarism and Academic Integrity Policies.
9) Students are advised to write the answers in their own words. Based on the plagiarism policy and the department approved similarity level, the marks will be deducted for the plagiarized [Copied] answers.
10) Students should complete their assignment within the given time. Assignments submitted after the deadline will be marked 0.
ACADEMIC INTEGRITY & PLAGIARISM POLICY:
The student should be ready to prove the authenticity of the work done. If any form of plagiarism/reproduction of answers are discovered, student will be awarded zero marks.
DECLARATION:
I declare that the Final Exam (assignment) submitted is original and acknowledge that I am aware of the NCT’s Integrity and Plagiarism Policies (January 2011) mentioned in moodle, and the disciplinary guidelines and procedures applicable to breaches of such policy and regulations.
I AGREE TO THE TERMS AND CONDITIONS:
STUDENT NAME
STUDENT ID
DATE OF SUBMISSION
ESSAY / LONG ANSWER QUESTIONS (analytical / scenario / case) 50 Marks
Read thoroughly the scenario/case/question before you answer. For each question number (e.g. Question 1), answer must contain minimum of 300 wordsto maximumof 400 words.
Question 115 Marks
Many leading multinational private organizations had heavily invested to ensure effective talent management. Aside from competitive co.
NINE Why I Am Not Afraid to Die f ll II r .docx
NINE
Why I Am Not
Afraid to Die
f
ll
II
r
I
I
I
,,
-----~-----
A FRIEND of mine, a clergyman I admire, turned to
me once with a problem. A member of his congregation,
a forty-two-year-old doctor, was hospitalized with an in-
operable brain tumor. My friend said to me, "I don't know
why, but I just can't bring myself to visit him. I like him,
I care about him, I know how much my visits mean to
him, but I keep finding reasons not to go and see him, and
it bothers me." I told him, "I think I understand why you
do that. I suspect that you see too much of yourself in him.
Seeing him ill and dying makes you think that a year from
now, it could be you in that situation, and you can't handle
that. I would guess that you are afraid of dying-it's
nothing to be ashamed of; lots of people are---and that is
why seeing someone your own age dying is so hard for you
to deal with. "
"How do you get over the fear of dying?" he asked me.
1 told him that I was not ready to die, that I hoped to live
~or many more years, but that I was not afrai_d of dy!ng
1
ecause I felt satisfied with what I had done with my _hfe.
~ad the sense that I had not wasted it, that I had hved
With int · · egnty, had done my best, and had an impact on
155
-
WHEN ALL YOU'VE EV ER WANTED ISN'T E NO U GH
eople which would outlast me. I poi~ted out to him that
~e could certai nly say the same thmgs about himself
about his life and his work, th at he had already reached
the level of living humanely . It is only when you are no
lo nger afraid to die that you can say that you are truly
alive .
I believe th at it is not dying that people are afraid of.
Something else, something more unsettling and more
tragic than dying frightens us . We are afraid of never
having lived, of coming to the end of our days with the
sense that we were never really alive, that we never figured
out what life was for .
Of all the fears that haunt us, from fear of the dark when
we are young to fear of snakes and high places, there is
nothing to compare to the fear that we may have wasted
our lives with nothing to show for it. I have attended many
people at the end of their lives. Most of them wanted to
live longer if they could. They did not want to leave their
loved ones. But they were not afraid of death because they
knew that they had had time to live and they had used that
time well. Virtually the only people I have known who
were afraid of dying were people who thought that they
had wasted their lives. They would pray that if God would
only give them another few years, they would use them
more wisely than they had used all the years up till then .
I can think of no punishment for a wasted life more fright-
en ing than that, and no reward for a life well lived more
grati fyi ng than the sense that you accepted the challenge
to be human and were up to it.
There is a story told of a man who died after having led
a thoroughly selfi sh,.
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