Notes
For
107
(1st
Test)
Minstrelsy
Minstrelsy
is
the
first
distinctively
American
form
of
popular
culture.
The
minstrel
show
was
the
first
form
of
musical
and
theatrical
entertainment
to
be
regarded
by
European
audiences
as
distinctively
American
in
character
The
minstrel
show,
or
minstrelsy,
was
an
American
entertainment
consisting
of
comic
skits,
variety
acts,
dancing,
and
music,
performed
by
white
people
in
blackface
Minstrelsy
featured
mainly
white
performers
who
artificially
blackened
their
skin
and
carried
out
parodies
of
African
American
music,
dance,
dress
and
dialect.
Today
black
face
minstrelsy
is
regarded
with
embarrassment
or
anger
Minstrel
shows
lampooned
black
people
as
ignorant,
lazy,
buffoonish,
superstitious,
joyous,
and
musical
Blackface
minstrelsy
was
the
first
distinctly
American
theatrical
form.
In
the
1830s
and
1840s,
it
was
at
the
core
of
the
rise
of
an
American
music
industry,
and
for
several
decades
it
provided
the
lens
through
which
white
America
saw
black
America
In
1848,
blackface
minstrel
shows
were
the
national
art
of
the
time
Arbiters
of
public
taste
and
morals,
including
newspaper
and
magazine
publishers,
politicians,
and
the
clergy,
ridiculed
minstrelsy
as
an
indicator
of
the
deprived
state
of
the
lower
classes,
and
urged
its
rejection
in
favor
of
more
refined
(i.e.
European-‐derived)
forms
of
entertainment
As
blacks
began
to
score
legal
and
social
victories
against
racism
and
to
successfully
assert
political
power,
minstrelsy
lost
popularity
There
are
remnants
of
this
practice
even
today.
Up
until
the
1960’s
(1930s
for
Duke
Ellington)
there
are
no
roles
in
movies
or
stage
where
you
see
roles
that
were
not
demeaning
for
blacks.
Duke
Ellington
and
Sydney
Poitier
were
the
first
to
break
out
of
such
stereotype.
The
minstrel
show
is
also
the
direct
ancestor
of
vaudeville,
a
kind
of
variety
show
that
became
the
dominant
form
of
popular
entertainment
in
the
late
19th
and
early
20th
century
America.
And
while
the
mass
success
of
the
blackface
minstrel
show
doubtles.
Research & Reference Tool:
Minstrel Show: A popular stage entertainment featuring comic dialogue, song, and dance in highly conventionalized patterns, performed by a troupe of actors, traditionally comprising two end men and a chorus in blackface and an interlocutor: developed in the U.S. in the early and mid-19th century.
This document provides an overview of popular music before World War 2 in Britain and America. It discusses the rise of mass culture and popular music genres like minstrel shows, Tin Pan Alley, vaudeville, musicals, jazz, and brass bands. In Britain, key developments included the growth of music halls, social dancing, and the BBC promoting light entertainment. The document examines early popular music stars on both sides of the Atlantic.
The document discusses the roots of jazz music in America before the 1850s. It describes how early influences like call-and-response and improvisation originated from African musical traditions and were blended with European styles. The development of Creole culture and the banjo's popularity were important to the growth of black musical styles in the United States during this time period. Minstrel shows also helped to spread early black musical influences to northern regions.
The document discusses popular music in 19th century America, including minstrel shows, parlor songs, plantation songs, and composers like Stephen Foster and John Philip Sousa. Minstrel shows featured white performers in blackface and helped establish popular song as a commercial genre. They synthesized folk and middle-class styles and used dance music widely. After the Civil War, varied forms of stage entertainment emerged like vaudeville and operetta. Composers like Foster and Sousa wrote songs and marches that celebrated American culture and remained widely popular.
The Harlem Renaissance began in Harlem, New York in the 1920s as many African Americans migrated there after economic hardships. Civil rights activists like James Weldon Johnson proposed that African Americans showcase their talents and intellect in art, literature, and music to overcome racial stereotypes and establish a unique black cultural identity. This led to the development of new artistic forms of black expression that combined African cultural influences and separated from white influences. Major figures like Langston Hughes, Duke Ellington, and Billie Holiday emerged and helped establish Harlem as a center of black cultural and artistic achievement.
The document provides information about music during the Harlem Renaissance period. It discusses how immense poverty and illness in upper Manhattan led African Americans to unite and redefine their culture, giving rise to the Harlem Renaissance. This new beginning allowed poets, musicians, actors, and artists to bring jazz, blues, and change to New York City. Famous musicians like Duke Ellington and Billie Holiday emerged and made important contributions, influencing both African American culture and wider American society through their talents and music.
The document discusses the Harlem Renaissance, which was a period in the 1920s when there was a flowering of African American social thought, art, music, dance, theater and literature. It took place in Harlem, New York City, where many black Americans had migrated for new economic and intellectual opportunities. Key figures like Langston Hughes helped redefine black culture and identity, and their work helped lay the foundation for future civil rights movements. Hughes was a pivotal writer who realistically portrayed black life through his poetry, stories and plays.
Research & Reference Tool:
Minstrel Show: A popular stage entertainment featuring comic dialogue, song, and dance in highly conventionalized patterns, performed by a troupe of actors, traditionally comprising two end men and a chorus in blackface and an interlocutor: developed in the U.S. in the early and mid-19th century.
This document provides an overview of popular music before World War 2 in Britain and America. It discusses the rise of mass culture and popular music genres like minstrel shows, Tin Pan Alley, vaudeville, musicals, jazz, and brass bands. In Britain, key developments included the growth of music halls, social dancing, and the BBC promoting light entertainment. The document examines early popular music stars on both sides of the Atlantic.
The document discusses the roots of jazz music in America before the 1850s. It describes how early influences like call-and-response and improvisation originated from African musical traditions and were blended with European styles. The development of Creole culture and the banjo's popularity were important to the growth of black musical styles in the United States during this time period. Minstrel shows also helped to spread early black musical influences to northern regions.
The document discusses popular music in 19th century America, including minstrel shows, parlor songs, plantation songs, and composers like Stephen Foster and John Philip Sousa. Minstrel shows featured white performers in blackface and helped establish popular song as a commercial genre. They synthesized folk and middle-class styles and used dance music widely. After the Civil War, varied forms of stage entertainment emerged like vaudeville and operetta. Composers like Foster and Sousa wrote songs and marches that celebrated American culture and remained widely popular.
The Harlem Renaissance began in Harlem, New York in the 1920s as many African Americans migrated there after economic hardships. Civil rights activists like James Weldon Johnson proposed that African Americans showcase their talents and intellect in art, literature, and music to overcome racial stereotypes and establish a unique black cultural identity. This led to the development of new artistic forms of black expression that combined African cultural influences and separated from white influences. Major figures like Langston Hughes, Duke Ellington, and Billie Holiday emerged and helped establish Harlem as a center of black cultural and artistic achievement.
The document provides information about music during the Harlem Renaissance period. It discusses how immense poverty and illness in upper Manhattan led African Americans to unite and redefine their culture, giving rise to the Harlem Renaissance. This new beginning allowed poets, musicians, actors, and artists to bring jazz, blues, and change to New York City. Famous musicians like Duke Ellington and Billie Holiday emerged and made important contributions, influencing both African American culture and wider American society through their talents and music.
The document discusses the Harlem Renaissance, which was a period in the 1920s when there was a flowering of African American social thought, art, music, dance, theater and literature. It took place in Harlem, New York City, where many black Americans had migrated for new economic and intellectual opportunities. Key figures like Langston Hughes helped redefine black culture and identity, and their work helped lay the foundation for future civil rights movements. Hughes was a pivotal writer who realistically portrayed black life through his poetry, stories and plays.
This document provides a history of American music from Native American folk music to modern genres like hip hop, disco, and punk rock. It discusses the influences of African slave music and how spirituals and gospel developed. Key genres and developments discussed include ragtime, jazz pioneers like Louis Armstrong, the origins of country and bluegrass with Jimmy Rodgers, the rise of rock and roll with Bill Haley and Chuck Berry, Elvis Presley's impact, the British Invasion, psychedelic rock in the 1960s, disco and salsa in the 1970s, and the emergence of punk rock and hip hop in later decades. Important figures like John Philip Sousa, Scott Joplin, and Michael Jackson are also mentioned.
The document discusses how the social construction of race in America has disadvantaged African American musicians throughout history. It describes how black music genres like blues, jazz, rock and roll, and hip hop originated but were popularized and profited from by white artists. The social and institutional discrimination faced by black artists is discussed, including how their success is often contingent on conforming to stereotypical depictions of black masculinity. The immense influence of black music on American culture is noted, despite lack of proper recognition or ability to attain social mobility due to the impact of race relations and white privilege throughout history.
After World War II, pop-rock music emerged as a fusion of black rhythm and blues with white country music styles. Rock and roll developed in the 1950s, popularized by artists like Bill Haley and Elvis Presley, blending blues, country, and gospel influences. The 1960s saw the rise of new genres like soul, folk, psychedelic rock, and British invasion bands like The Beatles that influenced global popular music trends. While American styles slowly influenced Spain in this period, Spanish pop also developed with artists covering international hits and developing their own styles within the constraints of Franco's dictatorship.
The document summarizes African American cultural achievements and politics in the 1920s. In the arts, the Harlem Renaissance flourished as many black writers and artists were producing works expressing the black experience in America. Langston Hughes and Claude McKay used their poetry to confront racism. Jazz, blues, and black theater also developed further. Politically, the NAACP fought against lynching and discrimination, while Marcus Garvey promoted black nationalism and a return to Africa. Both groups existed in response to the racism and oppression African Americans still faced in the 1920s.
In the late 20th century, African American artistic expression flourished across multiple mediums. In literature, writers like Ralph Ellison and James Baldwin continued to win audiences with their works in the 1980s. Toni Morrison emerged as a preeminent author, winning the Pulitzer Prize and Nobel Prize for her novels addressing issues of race and identity. August Wilson also rose to prominence as the premier African American playwright through works like Fences. Meanwhile, the rise of black women writers marked a significant trend, with Alice Walker and Rita Dove gaining wide acclaim. The art world also saw the emergence of influential black artists across mediums as museums devoted to African American art opened in major cities.
The Harlem Renaissance was a cultural movement in the 1920s-1940s where African American social thought and culture thrived in Harlem, New York. Visual art, music, literature and more expressed the experiences of oppression and hopes for equality. Musicians like Duke Ellington and Fats Waller developed new jazz styles, while artists such as Aaron Douglas captured the African American experience and folk traditions in their paintings. However, racism and marginalization remained challenges during this time.
New Orleans had a unique cultural makeup that influenced the development of jazz. As a port city with French, Spanish, African, and American influences, it featured musical traditions like Congo Square performances and brass bands. The mixing of formally trained Creole musicians with freedmen in post-Civil War New Orleans led to a blending of ragtime, blues, and technical skills that became known as "jass." Key artists like Buddy Bolden and Jelly Roll Morton helped establish early jazz in New Orleans before its spread to northern cities.
The Harlem Renaissance was a cultural movement in the early 20th century where African American art, music, dance, and literature flourished. It began after World War 1 as many African Americans migrated north to cities like New York, settling in neighborhoods like Harlem. Notable writers included Langston Hughes and Zora Neale Hurston, while jazz musicians like Louis Armstrong and Duke Ellington gained popularity. The movement declined in the 1930s during the Great Depression as supporting organizations faced economic pressures.
The Harlem Renaissance was a cultural movement in the early 20th century where African American art, music, dance, and literature flourished. It originated in Harlem, New York in the 1920s as many African Americans migrated north during the Great Migration after World War 1. Notable writers included Langston Hughes and Zora Neale Hurston, while jazz musicians like Louis Armstrong and Duke Ellington gained popularity. The movement declined during the Great Depression as supporting organizations faced economic pressures.
The document discusses the contributions of African American males to various forms of entertainment in the United States. It covers dance genres from slavery through modern hip hop, the development of spirituals, blues, jazz and popular music styles, and the role of African American males in early theater, film, and the Harlem Renaissance. The author argues that African American males have played a key role in shaping American entertainment through developing new styles and genres, and by influencing entertainment both during periods of oppression and after the civil rights movement through individual innovators and companies/institutions.
The document discusses various economic and social trends in the United States during the 1940s-1950s. The economy boomed during this period due to high levels of spending on WWII. The unemployment rate during the 1940s decade was relatively low at an estimated 4.7%. New laws were passed regarding joint tax filings for married couples and increases in individual and corporate taxes. Popular culture saw innovations like the microwave and new musical styles like jazz and R&B which increased racial tensions. The 1950s brought a shift towards rock and roll music and the civil rights movement.
The document discusses the sociology of music and censorship of popular music in Britain. It provides context on how certain genres of music like progressive rock emerged from middle-class audiences in southern England and analyzes whether these genres truly challenged social norms. It also details the long history of censorship attempts in Britain dating back to the 1400s and examines specific instances of songs being banned by the BBC for containing obscene, drug-related, political or sexually explicit content from the 1960s to 1990s.
The Independent Record Labels Of The 1950’S And 1960’SJacqueline Thomas
The document discusses the marketing strategy for Polyphonic's Human Music Interface (HMI) product, recommending they target record labels for promotion by offering free trials and discounted pricing. It suggests using connections on Polyphonic's advisory board to reach decision makers at labels, and promoting HMI as a complement to their Hit Song Science product to maximize revenue from songs identified as hits. The target market analysis found HMI provides most value when used by record labels to identify commercially successful songs.
NT2580 Week 1 Understanding IT Infrastructure Security An.docxhenrymartin15260
NT2580: Week 1 Understanding IT Infrastructure Security
Analysis 1.1
Case Study
1
In March 2010, 28 year-old Albert Gonzalez was sentenced to 20 years in federal prison for breaching
security measures at several well-known retailers and stealing millions of credit card numbers, which he then
resold across a variety of shadow “carding” Web sites. Using a fairly simple packet sniffer, Gonzalez was able
to steal payment card transaction data in real time, which he then parked on blind servers in places such as
Latvia and Ukraine—countries formerly part of the Soviet Union. Gonzalez named his activities “Operation
Get Rich or Die Tryin'” and lived a lavish lifestyle by selling stolen credit card information. He was eventually
tracked down by the U.S. Secret Service, which was investigating the stolen card ring. Operation Get Rich or
Die Tryin' took place for more than two years and cost major retailers, such as TJX, OfficeMax, Barnes &
Noble, Heartland, and Hannaford, more than $200 million in losses and recovery costs. It is the largest
computer crime case ever prosecuted.
At first glance, Operation Get Rich or Die Tryin' seems to be an open-and-shut case. A hacker commits a
series of cybercrimes, is caught, and is successfully prosecuted. Fault and blame are assigned to the
cybercriminal, and justice is served for the corporations and the millions of people whose credit card
information was compromised.
Unless you ask the shareholders, banking partners, and some customers of TJX, who filed a series of class-
action lawsuits against the company claiming that the “high-level deficiencies” in its security practices make it
at least partially responsible for the damages caused by Albert Gonzalez and his accomplices. The lawsuits
point out, for example, that the packet sniffer Gonzalez attached to the TJX network went unnoticed for more
than seven months. Court documents also indicate that TJX failed to notice more than 80 GB of stored data
being transferred from its servers using TJX’s own high-speed network. Finally, an audit performed by TJX’s
payment-card processing partners found that it was noncompliant with 9 of the 12 requirements for secure
payment card transactions. TJX’s core information security policies were found to be so ineffective that the
judge presiding over sentencing hearing of Gonzalez reviewed them to determine whether TJX’s damages
claim against him of $171 million is valid.
Apart from lawsuits, TJX faced a serious backlash from customers and the media when the details of the
scope of the breaches trickled out. Customers reacted angrily when they learned that nearly six weeks had
passed between the discovery of the breach and its notification to the public. News organizations ran
headline stories that painted a picture of TJX as a clueless and uncaring company. Consumer organizations
openly warned people not to shop at TJX stores. TJX’s reputation and brand.
This document discusses a technology plan for Ace Real Estate Agency located in Kodiak, Alaska. The agency plans to utilize social media, microblogging, and e-commerce to gain customers and sell homes more effectively than competitors. Microsoft Dynamic CRM is selected as the customer relationship management software to track customers, provide good service, and streamline key processes like offline data access and instant messaging. The software will be used on Windows desktops and Apple iPads to give agents mobile accessibility while showing homes to customers.
NT2580 Week 4 Hardening a NetworkAnalysis 4.2Availability, In.docxhenrymartin15260
NT2580: Week 4 Hardening a Network
Analysis 4.2
Availability, Integrity, or Confidentiality (A-I-C)
Instructions:
Given the network security applications and countermeasures in the first column of the table below, explore answers to the following questions:
· Where does the countermeasure belong in the seven domains of a typical IT infrastructure?
· What CIA functions does the countermeasure provide?
Provide your answers in the table below.
Network Security Applications and Countermeasures
Domains
CIA Function
Ethical hacker
Intrusion detection system/intrusion prevention system (IDS/IPS)
Access controls
Failover server
Automatic updates
Cryptography
Data backups
Logon rights
Computer cluster
Firewalls
Proxies
Antivirus scanners
As a reminder, the seven domains of a typical IT infrastructure include the following domains:
1. User Domain: Actual users
1. Workstation Domain: Workstations, laptops, and end-point devices, such as smartphones and printers
1. LAN Domain: Physical and logical LAN technologies—100 Mbps/1000 Mbps switched Ethernet, 802.11-family of wireless LAN technologies—used to support workstation connectivity to the organization’s network infrastructure
1. LAN-to-WAN Domain: Routers, firewalls, demilitarized zones (DMZs), and IDS/IPS
1. WAN Domain: Routers, circuits, switches, firewalls, gateways, and equivalent gear at remote locations, sometimes under a managed service offering by the service provider
1. Remote access Domain: Virtual private networks (VPNs), laptops with VPN software, and secured socket layer/VPN (SSL/VPN) tunnels
1. System/Application Domain: Hardware, operating system software, database software, client/server applications, and data that are typically housed in the organization’s data center and computer rooms
Representation of the Seven Domains of a Typical IT Infrastructure
1
.
NTNU, May 2009 ntnu.nocbm 1 LEARNING AND MEMORY .docxhenrymartin15260
NTNU, May 2009 ntnu.no/cb
m
1
LEARNING AND MEMORY
- Cellular and molecular mechanisms
Øyvind Høydal
NTNU, May 2009 ntnu.no/cb
m
2
What is learning and memory?
Learning can be defined as acquisition of new
knowledge or skills and/or changes in behaviour as
a result of experience.
Memory refers to the storage and retrieval of
learned knowledge, skills or behaviours.
NTNU, May 2009 ntnu.no/cb
m
3
NTNU, May 2009 ntnu.no/cb
m
4
Information and skills are stored within the networks
of neurons in the brain.
When we learn, changes take place that alters the way
neurons communicate with eachother.
Can you guess what changes take place?
NTNU, May 2009 ntnu.no/cb
m
5
Cellular plasticity in learning
and memory
The efficacy of signalling between neurons are altered.
New synapses form
New neurons?
NTNU, May 2009 ntnu.no/cb
m
6
Aplysia californica as a model system for
cellular learning and memory
Studying cellular mechanisms for learning and memory in the mammalian
brain is a formidable challenge due to the enormous number of neurons and
the complexity of synaptic connections.
Aplysia californica is an advantagous model organism because:
- Neurons are quite few (20 000) and can be identified in the circuit.
- Neurons are rather big, making them readily accessable
for in vivo intracellular recordings
NTNU, May 2009 ntnu.no/cb
m
7
The gill-siphon reflex in aplysia offers a great
opportunity to link changes in neurons and
synapses with a behavioral output.
When a mechanical stimulus
is applied to the siphon, the
slug responds by withdrawing
its gill.
NTNU, May 2009 ntnu.no/cb
m
8
Gill-siphon-withdrawal reflex
S
M
Tactile
NTNU, May 2009 ntnu.no/cb
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9
The synapse and some common forms of short-
term synaptic plasticity
Synaptic facilitation: rapid increase in synaptic strength when two APs arrive at the axon terminal
within a short interval of time. Increased Ca+ -influx causes more transmitter substance to be
released.
Synaptic depression: neurotransmitter release decline with sustained stimulation. A possible
mechanism might be depletion of neurotransmitter-containing vesicles in the presynaptic neuron.
Augementation (acts over seconds) and potentation (post-tetanic, acts over minutes) are other forms
of short-term plasticity that enhance transmitter release due to prolonged and increased Ca+ levels.
NMDA
AMPA
AMPA
Na+
AP
Ca+ Ca+ Ca
+
Na+
Na+
NTNU, May 2009 ntnu.no/cb
m
10
Habituation in Aplysia
Habituation: reduced response to a stimulus that is neither harmful nor
beneficial.
In Aplysia: if the siphon is touched repeatedly, the snail will eventually stop
withdrawing its gill.
The response in the sensory neuron is mostly unchanged, so the habituating
effect on behaviour is likely to be mediated by a.
nowHow to be Army StrongI was 18 years old when I saw my fa.docxhenrymartin15260
now
How to be Army Strong
I was 18 years old when I saw my favorite uncle in his uniform. I could see how much respect he got and how strong of a man he was and I wanted that for myself. I asked him how could I become strong like he was. He said to me, it’s not going to be an easy job. I would have to leave my family, friends and everything behind to fight for my country Saudi Arabia.
The first thing I needed was talk with a recruiter. He tried to make me see how difficult this walk was going to be. I believed the hard work would make me strong just like my uncle. We started off with a whole lot of questions. I filled out many different types of paperwork. The paper work included: criminal background checks, medical history, family history, and job history. I had to take a test to see if I was smart enough for the army. I think it was similar to the test soldiers take in America. It asked questions from basic mechanics, computers, cooking, and all general studies. Its purpose was to find out what job I could choose. I passed the test and then I was able to pick a job. I had my pick of a lot of different jobs but I chose to be a machine gunner. Then, after I chose my job, I signed my contract. After that, I was told to come back in two weeks for a drug test and medical test to see if I was fit for the Army. I had to do psychological testing and the doctor checked everything on my body I received my stamp and it was on to basic training.
The second step in becoming Army strong is going to basic training. There are three phases to go through. I arrived to the training camp called Reception. At Reception I received all of my equipment and clothing. I was assigned to the company where I would learn all about being a soldier. The first day I received a haircut and was taught how to properly exercise and gain strength of my body by doing Physical Training. I started learning how to run long distances and how to breathe the right way so I would not get too tired. I did not enjoy ring but I had to do it. After that I issued a M16 Assault Rifle. I took training classes on how to clean, fix and shoot. The next step was learning about the history of the Army and all the things it takes to make up a true soldier. I went through many field exercises where I learned about teamwork. The men were like brothers; we helped each other like a family I participated in rappelling, nuclear biological defense and weapons training. The next step was learning drill, which is how I am supposed to present my self in parades, when we march and at funerals. After that we learned tactics and techniques to stay alive. Then I learned medical training. I had to learn CPR, Heimlich maneuver, wound care and many other forms of medical procedures. The next stage I learned was radio communication. Radio communication is how I can communicate with other soldiers on a mission in the field. Then I learned combat fighting. I used bayonets, padded sticks and hand and hand comba.
NR-351 Transitions in Professional NursingWebsite Evaluation T.docxhenrymartin15260
NR-351: Transitions in Professional Nursing
Website Evaluation Template
Student Name:Date:
Directions:
1. Carefully read the Website Evaluation Guidelines found in Doc Sharing. This provides specific details on how to complete this assignment.
2. Rename this document by clicking “Save As.” Change the file name so it reads Your Last Name Website Evaluation.docx. For example, if your last name is Smith, type “Smith Website Evaluation.docx”.
3. Save the document in a file format compatible with Microsoft Word 2010 or later.
4. Type your name and date at the top of this template.
5. Type your answers directly on the saved and renamed template. Follow all instructions. Save frequently to prevent loss of your work.
6. Submit to the Dropbox by the end of Week 6, Sunday at 11:59 p.m. MT.
7. Post questions about this assignment to the Q & A Forum so your classmates can read the advice, too. You may also e-mail questions to your instructor.
Item instructions:
Type your answers below:
General Information:
State the search engine used to locate the website and the URL of the homepage of the selected website.
URL must link to homepage when copied or clicked.
Authority:
Describe the reasons this website would be considered a reliable resource for information on the topic. Include contact information (group name, address, and phone number).
Information:
Describe information presented on the website including all of the main headings of the site. Describe accuracy and thoroughness of information and how you made this determination.
Objectivity:
Explain how content does or does not represent bias based on advertising and sponsorship.
Ease of Navigation:
Discuss the ease of use of this website for healthcare professionals and for lay persons. Differentiate the ease of navigation for each of these two groups.
Usefulness:
Describe how useful the information on this website is for healthcare professionals and for lay persons. Differentiate usefulness for each of these two groups.
Website Evaluation Template.docx Revised 2/9/2013 cjm
1
Website Evaluation GuidelinesPurpose
The purpose of this assignment is to allow the learner to demonstrate effective strategies for evaluation of credible scholarly websites. Course Outcomes
This assignment enables the student to meet the following course outcomes.
1. Demonstrate effective verbal, written, and technological communication using legal and ethical standards for transferring knowledge. (PO #3)
2. Use leadership strategies that promote quality nursing practice and increase collaboration with other disciplines when planning comprehensive care for individuals and groups. (PO #2)
4. Integrate critical thinking and judgment in professional decision-making in collaboration with faculty and peers. (PO #4)
6. Relate application of the legal and ethical requirements of nursing laws and standards to interactions with faculty, peers, and.
Ntc 362 Week 2, Integrative Network Design Project , Part 1By Alucard1990 | Studymode.com
Kudler Fine Foods Network Overview
Name
University of Phoenix
NTC 362
Date
Instructor
Upon reviewing Kudler Fine Food network, it has been determined that a major network overhaul will need to be conducted to make sure that Kudler is brought up to speed with the latest technology. This is very important because if Kudler is unable to keep up with the technological advances then the company will fall behind. Making sure that Kudler is not only able to keep up with the advances with network systems it is also important to install the proper systems so that no money is wasted. What is meant by this is that if the improper systems and storage units are installed to only handle data over the next year this is only going to force Kudler to spend more money in upgrades in the future. This is why it is vital to install the proper systems that will provide room for future network expansion without having to waste money on unnecessary upgrades. The following is a list of problem areas with the Kudler network: • 56K modems provide slow connections speeds
• Host systems at all site running Window 98 – over 10 years old • Windows NT servers are at the Delmar and Lajolla sites – over 10 years old. • The XLS servers at the Delmar and Lajolla sites are running Office 97 – over 15 years old. • The Novell Servers at the Delmar and Lajolla sites are running this was released in 1994. – over almost 20 years old. • All sites have a stand lone ups system that will need upgraded to provide a redundant power supply to support new systems.
One of the first things that were noticed was that fact that all of the sites are still running 56k modems. This is an old technology and is only hindering the speed between each site. Having the proper connection speed is vital to provide real time updates not only for the profits made each day, but providing the inventory updates on the products that are sold so that those items can be restocked without waiting. These modems will be removed to make the way for the new wide area network and within each site there will be a wireless local area network. The WAN will link all of the site networks together which will in turn boost the network speed and the way employees communicate. The communication aspect of the new network will incorporate a VoIP system and will be managed at one central location. “The great thing about VoIP is that it taps additional value from the already existing infrastructure without additional costs” This will provide the highest quality of phone network will saving on the cost of out phone services.
Another issue that issue that is hindering the speed and efficiency on the network is the fact that all the host systems being used within all the sites are Windows 98. These systems are well over ten years old and a.
NTHEMIND OF GREATCOMPANIESBy Scott BlanchardThe.docxhenrymartin15260
NTHE
MIND OF GREAT
COMPANIES?
By Scott Blanchard
T
he old saying, "money isn't
everything," rings hollow in
today's business world.
where rninute-by-minute
stock quotes scroll across
our computer monitors, and
careers are won or lost based
on Wall Street's analysis of a
company's perforniance. Throw in giob-
al competition, outdated products and
services, increased costs, corporate silos
and other business challenges, and it's
no wonder that tnatiy of today's compa-
nies focus solely on their bottom line,
ofteti at the expense of customer service
and employee satisfaction.
It need not be this way. Great compa
nies focus on more than one bottom
line when gauging their perforniance.
Ttiey choose to be not only the invest-
ment of choice, but also the provider of
choice for their products or services, as
well as the employer of choice for work-
ers in their industry. By looking beyond
immediate, short term results and focus-
ing on strategies to make their compa-
nies successful for the long-term, they
recognize challenges sooner, identify
solutions more quickly and deliver re-
sults ahead of their competitors. In short,
they learn to lead at a higher level.
A clear warning sign that your busi-
ness is trapped in a short-term mindset
is the presence of an "either/or" philoso-
phy. Managers either believe they can
achieve profitability or they can develop
a great workplace, but not both. These
leaders don't always take morale and job
satisfaction into consideration. Their
focus is only their financial bottom line.
From there, it's a short leap to the false
notion tlrat making money is the sole
reason to be in business.
A NEW APPROACH
Contrary to the either/or philosophy,
leading at a higher level requires man-
agers to embrace a "both/and" approach.
In great companies, the development of
people is of equal importance to finan-
cial performance. As a result, the focus
is on long-term results and human satis-
faction. Accordingly, great companies
begin by both creating and nurturing a
vision of the future, and then measuring
progress against that vision.
There are three questions to ask,
which represent the main components
of a corporate vision. By focusing on
these questions, companies are more
likely to ensure they don't lose sight of
their path to success. They are:
• What business are you in? This will
help you identify your company's signif-
icant purpose.
• What will the future look like if you
are successful?
• What guides your behavior and deci-
sions on a daily basis? This will help
you identify clear values.
Great companies keep al! three of
these ideas clearly in mind and make
necessary course corrections when they
realize they are off track.
The next step is to create a corporate
culture that both reflects and reinforces
the corporate vision. The culture con-
sists of the values, attitudes, beliefs,
behaviors and practices of the organiza-
tion's members. Culture is an organiza-
tion's personality, and it can help or hin-
.
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NT2580 Week 1 Understanding IT Infrastructure Security An.docxhenrymartin15260
NT2580: Week 1 Understanding IT Infrastructure Security
Analysis 1.1
Case Study
1
In March 2010, 28 year-old Albert Gonzalez was sentenced to 20 years in federal prison for breaching
security measures at several well-known retailers and stealing millions of credit card numbers, which he then
resold across a variety of shadow “carding” Web sites. Using a fairly simple packet sniffer, Gonzalez was able
to steal payment card transaction data in real time, which he then parked on blind servers in places such as
Latvia and Ukraine—countries formerly part of the Soviet Union. Gonzalez named his activities “Operation
Get Rich or Die Tryin'” and lived a lavish lifestyle by selling stolen credit card information. He was eventually
tracked down by the U.S. Secret Service, which was investigating the stolen card ring. Operation Get Rich or
Die Tryin' took place for more than two years and cost major retailers, such as TJX, OfficeMax, Barnes &
Noble, Heartland, and Hannaford, more than $200 million in losses and recovery costs. It is the largest
computer crime case ever prosecuted.
At first glance, Operation Get Rich or Die Tryin' seems to be an open-and-shut case. A hacker commits a
series of cybercrimes, is caught, and is successfully prosecuted. Fault and blame are assigned to the
cybercriminal, and justice is served for the corporations and the millions of people whose credit card
information was compromised.
Unless you ask the shareholders, banking partners, and some customers of TJX, who filed a series of class-
action lawsuits against the company claiming that the “high-level deficiencies” in its security practices make it
at least partially responsible for the damages caused by Albert Gonzalez and his accomplices. The lawsuits
point out, for example, that the packet sniffer Gonzalez attached to the TJX network went unnoticed for more
than seven months. Court documents also indicate that TJX failed to notice more than 80 GB of stored data
being transferred from its servers using TJX’s own high-speed network. Finally, an audit performed by TJX’s
payment-card processing partners found that it was noncompliant with 9 of the 12 requirements for secure
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judge presiding over sentencing hearing of Gonzalez reviewed them to determine whether TJX’s damages
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Apart from lawsuits, TJX faced a serious backlash from customers and the media when the details of the
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This document discusses a technology plan for Ace Real Estate Agency located in Kodiak, Alaska. The agency plans to utilize social media, microblogging, and e-commerce to gain customers and sell homes more effectively than competitors. Microsoft Dynamic CRM is selected as the customer relationship management software to track customers, provide good service, and streamline key processes like offline data access and instant messaging. The software will be used on Windows desktops and Apple iPads to give agents mobile accessibility while showing homes to customers.
NT2580 Week 4 Hardening a NetworkAnalysis 4.2Availability, In.docxhenrymartin15260
NT2580: Week 4 Hardening a Network
Analysis 4.2
Availability, Integrity, or Confidentiality (A-I-C)
Instructions:
Given the network security applications and countermeasures in the first column of the table below, explore answers to the following questions:
· Where does the countermeasure belong in the seven domains of a typical IT infrastructure?
· What CIA functions does the countermeasure provide?
Provide your answers in the table below.
Network Security Applications and Countermeasures
Domains
CIA Function
Ethical hacker
Intrusion detection system/intrusion prevention system (IDS/IPS)
Access controls
Failover server
Automatic updates
Cryptography
Data backups
Logon rights
Computer cluster
Firewalls
Proxies
Antivirus scanners
As a reminder, the seven domains of a typical IT infrastructure include the following domains:
1. User Domain: Actual users
1. Workstation Domain: Workstations, laptops, and end-point devices, such as smartphones and printers
1. LAN Domain: Physical and logical LAN technologies—100 Mbps/1000 Mbps switched Ethernet, 802.11-family of wireless LAN technologies—used to support workstation connectivity to the organization’s network infrastructure
1. LAN-to-WAN Domain: Routers, firewalls, demilitarized zones (DMZs), and IDS/IPS
1. WAN Domain: Routers, circuits, switches, firewalls, gateways, and equivalent gear at remote locations, sometimes under a managed service offering by the service provider
1. Remote access Domain: Virtual private networks (VPNs), laptops with VPN software, and secured socket layer/VPN (SSL/VPN) tunnels
1. System/Application Domain: Hardware, operating system software, database software, client/server applications, and data that are typically housed in the organization’s data center and computer rooms
Representation of the Seven Domains of a Typical IT Infrastructure
1
.
NTNU, May 2009 ntnu.nocbm 1 LEARNING AND MEMORY .docxhenrymartin15260
NTNU, May 2009 ntnu.no/cb
m
1
LEARNING AND MEMORY
- Cellular and molecular mechanisms
Øyvind Høydal
NTNU, May 2009 ntnu.no/cb
m
2
What is learning and memory?
Learning can be defined as acquisition of new
knowledge or skills and/or changes in behaviour as
a result of experience.
Memory refers to the storage and retrieval of
learned knowledge, skills or behaviours.
NTNU, May 2009 ntnu.no/cb
m
3
NTNU, May 2009 ntnu.no/cb
m
4
Information and skills are stored within the networks
of neurons in the brain.
When we learn, changes take place that alters the way
neurons communicate with eachother.
Can you guess what changes take place?
NTNU, May 2009 ntnu.no/cb
m
5
Cellular plasticity in learning
and memory
The efficacy of signalling between neurons are altered.
New synapses form
New neurons?
NTNU, May 2009 ntnu.no/cb
m
6
Aplysia californica as a model system for
cellular learning and memory
Studying cellular mechanisms for learning and memory in the mammalian
brain is a formidable challenge due to the enormous number of neurons and
the complexity of synaptic connections.
Aplysia californica is an advantagous model organism because:
- Neurons are quite few (20 000) and can be identified in the circuit.
- Neurons are rather big, making them readily accessable
for in vivo intracellular recordings
NTNU, May 2009 ntnu.no/cb
m
7
The gill-siphon reflex in aplysia offers a great
opportunity to link changes in neurons and
synapses with a behavioral output.
When a mechanical stimulus
is applied to the siphon, the
slug responds by withdrawing
its gill.
NTNU, May 2009 ntnu.no/cb
m
8
Gill-siphon-withdrawal reflex
S
M
Tactile
NTNU, May 2009 ntnu.no/cb
m
9
The synapse and some common forms of short-
term synaptic plasticity
Synaptic facilitation: rapid increase in synaptic strength when two APs arrive at the axon terminal
within a short interval of time. Increased Ca+ -influx causes more transmitter substance to be
released.
Synaptic depression: neurotransmitter release decline with sustained stimulation. A possible
mechanism might be depletion of neurotransmitter-containing vesicles in the presynaptic neuron.
Augementation (acts over seconds) and potentation (post-tetanic, acts over minutes) are other forms
of short-term plasticity that enhance transmitter release due to prolonged and increased Ca+ levels.
NMDA
AMPA
AMPA
Na+
AP
Ca+ Ca+ Ca
+
Na+
Na+
NTNU, May 2009 ntnu.no/cb
m
10
Habituation in Aplysia
Habituation: reduced response to a stimulus that is neither harmful nor
beneficial.
In Aplysia: if the siphon is touched repeatedly, the snail will eventually stop
withdrawing its gill.
The response in the sensory neuron is mostly unchanged, so the habituating
effect on behaviour is likely to be mediated by a.
nowHow to be Army StrongI was 18 years old when I saw my fa.docxhenrymartin15260
now
How to be Army Strong
I was 18 years old when I saw my favorite uncle in his uniform. I could see how much respect he got and how strong of a man he was and I wanted that for myself. I asked him how could I become strong like he was. He said to me, it’s not going to be an easy job. I would have to leave my family, friends and everything behind to fight for my country Saudi Arabia.
The first thing I needed was talk with a recruiter. He tried to make me see how difficult this walk was going to be. I believed the hard work would make me strong just like my uncle. We started off with a whole lot of questions. I filled out many different types of paperwork. The paper work included: criminal background checks, medical history, family history, and job history. I had to take a test to see if I was smart enough for the army. I think it was similar to the test soldiers take in America. It asked questions from basic mechanics, computers, cooking, and all general studies. Its purpose was to find out what job I could choose. I passed the test and then I was able to pick a job. I had my pick of a lot of different jobs but I chose to be a machine gunner. Then, after I chose my job, I signed my contract. After that, I was told to come back in two weeks for a drug test and medical test to see if I was fit for the Army. I had to do psychological testing and the doctor checked everything on my body I received my stamp and it was on to basic training.
The second step in becoming Army strong is going to basic training. There are three phases to go through. I arrived to the training camp called Reception. At Reception I received all of my equipment and clothing. I was assigned to the company where I would learn all about being a soldier. The first day I received a haircut and was taught how to properly exercise and gain strength of my body by doing Physical Training. I started learning how to run long distances and how to breathe the right way so I would not get too tired. I did not enjoy ring but I had to do it. After that I issued a M16 Assault Rifle. I took training classes on how to clean, fix and shoot. The next step was learning about the history of the Army and all the things it takes to make up a true soldier. I went through many field exercises where I learned about teamwork. The men were like brothers; we helped each other like a family I participated in rappelling, nuclear biological defense and weapons training. The next step was learning drill, which is how I am supposed to present my self in parades, when we march and at funerals. After that we learned tactics and techniques to stay alive. Then I learned medical training. I had to learn CPR, Heimlich maneuver, wound care and many other forms of medical procedures. The next stage I learned was radio communication. Radio communication is how I can communicate with other soldiers on a mission in the field. Then I learned combat fighting. I used bayonets, padded sticks and hand and hand comba.
NR-351 Transitions in Professional NursingWebsite Evaluation T.docxhenrymartin15260
NR-351: Transitions in Professional Nursing
Website Evaluation Template
Student Name:Date:
Directions:
1. Carefully read the Website Evaluation Guidelines found in Doc Sharing. This provides specific details on how to complete this assignment.
2. Rename this document by clicking “Save As.” Change the file name so it reads Your Last Name Website Evaluation.docx. For example, if your last name is Smith, type “Smith Website Evaluation.docx”.
3. Save the document in a file format compatible with Microsoft Word 2010 or later.
4. Type your name and date at the top of this template.
5. Type your answers directly on the saved and renamed template. Follow all instructions. Save frequently to prevent loss of your work.
6. Submit to the Dropbox by the end of Week 6, Sunday at 11:59 p.m. MT.
7. Post questions about this assignment to the Q & A Forum so your classmates can read the advice, too. You may also e-mail questions to your instructor.
Item instructions:
Type your answers below:
General Information:
State the search engine used to locate the website and the URL of the homepage of the selected website.
URL must link to homepage when copied or clicked.
Authority:
Describe the reasons this website would be considered a reliable resource for information on the topic. Include contact information (group name, address, and phone number).
Information:
Describe information presented on the website including all of the main headings of the site. Describe accuracy and thoroughness of information and how you made this determination.
Objectivity:
Explain how content does or does not represent bias based on advertising and sponsorship.
Ease of Navigation:
Discuss the ease of use of this website for healthcare professionals and for lay persons. Differentiate the ease of navigation for each of these two groups.
Usefulness:
Describe how useful the information on this website is for healthcare professionals and for lay persons. Differentiate usefulness for each of these two groups.
Website Evaluation Template.docx Revised 2/9/2013 cjm
1
Website Evaluation GuidelinesPurpose
The purpose of this assignment is to allow the learner to demonstrate effective strategies for evaluation of credible scholarly websites. Course Outcomes
This assignment enables the student to meet the following course outcomes.
1. Demonstrate effective verbal, written, and technological communication using legal and ethical standards for transferring knowledge. (PO #3)
2. Use leadership strategies that promote quality nursing practice and increase collaboration with other disciplines when planning comprehensive care for individuals and groups. (PO #2)
4. Integrate critical thinking and judgment in professional decision-making in collaboration with faculty and peers. (PO #4)
6. Relate application of the legal and ethical requirements of nursing laws and standards to interactions with faculty, peers, and.
Ntc 362 Week 2, Integrative Network Design Project , Part 1By Alucard1990 | Studymode.com
Kudler Fine Foods Network Overview
Name
University of Phoenix
NTC 362
Date
Instructor
Upon reviewing Kudler Fine Food network, it has been determined that a major network overhaul will need to be conducted to make sure that Kudler is brought up to speed with the latest technology. This is very important because if Kudler is unable to keep up with the technological advances then the company will fall behind. Making sure that Kudler is not only able to keep up with the advances with network systems it is also important to install the proper systems so that no money is wasted. What is meant by this is that if the improper systems and storage units are installed to only handle data over the next year this is only going to force Kudler to spend more money in upgrades in the future. This is why it is vital to install the proper systems that will provide room for future network expansion without having to waste money on unnecessary upgrades. The following is a list of problem areas with the Kudler network: • 56K modems provide slow connections speeds
• Host systems at all site running Window 98 – over 10 years old • Windows NT servers are at the Delmar and Lajolla sites – over 10 years old. • The XLS servers at the Delmar and Lajolla sites are running Office 97 – over 15 years old. • The Novell Servers at the Delmar and Lajolla sites are running this was released in 1994. – over almost 20 years old. • All sites have a stand lone ups system that will need upgraded to provide a redundant power supply to support new systems.
One of the first things that were noticed was that fact that all of the sites are still running 56k modems. This is an old technology and is only hindering the speed between each site. Having the proper connection speed is vital to provide real time updates not only for the profits made each day, but providing the inventory updates on the products that are sold so that those items can be restocked without waiting. These modems will be removed to make the way for the new wide area network and within each site there will be a wireless local area network. The WAN will link all of the site networks together which will in turn boost the network speed and the way employees communicate. The communication aspect of the new network will incorporate a VoIP system and will be managed at one central location. “The great thing about VoIP is that it taps additional value from the already existing infrastructure without additional costs” This will provide the highest quality of phone network will saving on the cost of out phone services.
Another issue that issue that is hindering the speed and efficiency on the network is the fact that all the host systems being used within all the sites are Windows 98. These systems are well over ten years old and a.
NTHEMIND OF GREATCOMPANIESBy Scott BlanchardThe.docxhenrymartin15260
NTHE
MIND OF GREAT
COMPANIES?
By Scott Blanchard
T
he old saying, "money isn't
everything," rings hollow in
today's business world.
where rninute-by-minute
stock quotes scroll across
our computer monitors, and
careers are won or lost based
on Wall Street's analysis of a
company's perforniance. Throw in giob-
al competition, outdated products and
services, increased costs, corporate silos
and other business challenges, and it's
no wonder that tnatiy of today's compa-
nies focus solely on their bottom line,
ofteti at the expense of customer service
and employee satisfaction.
It need not be this way. Great compa
nies focus on more than one bottom
line when gauging their perforniance.
Ttiey choose to be not only the invest-
ment of choice, but also the provider of
choice for their products or services, as
well as the employer of choice for work-
ers in their industry. By looking beyond
immediate, short term results and focus-
ing on strategies to make their compa-
nies successful for the long-term, they
recognize challenges sooner, identify
solutions more quickly and deliver re-
sults ahead of their competitors. In short,
they learn to lead at a higher level.
A clear warning sign that your busi-
ness is trapped in a short-term mindset
is the presence of an "either/or" philoso-
phy. Managers either believe they can
achieve profitability or they can develop
a great workplace, but not both. These
leaders don't always take morale and job
satisfaction into consideration. Their
focus is only their financial bottom line.
From there, it's a short leap to the false
notion tlrat making money is the sole
reason to be in business.
A NEW APPROACH
Contrary to the either/or philosophy,
leading at a higher level requires man-
agers to embrace a "both/and" approach.
In great companies, the development of
people is of equal importance to finan-
cial performance. As a result, the focus
is on long-term results and human satis-
faction. Accordingly, great companies
begin by both creating and nurturing a
vision of the future, and then measuring
progress against that vision.
There are three questions to ask,
which represent the main components
of a corporate vision. By focusing on
these questions, companies are more
likely to ensure they don't lose sight of
their path to success. They are:
• What business are you in? This will
help you identify your company's signif-
icant purpose.
• What will the future look like if you
are successful?
• What guides your behavior and deci-
sions on a daily basis? This will help
you identify clear values.
Great companies keep al! three of
these ideas clearly in mind and make
necessary course corrections when they
realize they are off track.
The next step is to create a corporate
culture that both reflects and reinforces
the corporate vision. The culture con-
sists of the values, attitudes, beliefs,
behaviors and practices of the organiza-
tion's members. Culture is an organiza-
tion's personality, and it can help or hin-
.
nR E E 693 5T o c o m p l e t e th i s e x a m y o u n.docxhenrymartin15260
n
R E E 693 5
T o c o m p l e t e th i s e x a m y o u n e e d t o a n s w e r 8 q u e s t i o n l i s t e d b e lo w . T h e
f i r s t t w o q u e s t i o n s a r e t o b e a n s w e r e d i n E x c e l u s i n g th e a s s o c ia t e d t a b s
i n c l u d e d o n t h e e x a m R E E 6935 t h a t i s p r o v i d e d t o y o u q u e s t i o n 3
- 8 a r e
t o b e a n s w e r e d o n a Wo r d D o c u m e n t i n t h e o r d e r i n w h ic h t h e y a p p e a r .
D u e A p r i l 28 , 2015 .
1. ) (9 P o i n t s ) U s i n g t h e d a t a p r o v i d e d t o y o u i n t h e P r o b l e m 1 t a b ,
c a lc u la t e t h e r e q u e s t e d v a l u e s a n d i n c l u d e y o u r a n s w e r i n th e i r
r e s p e c t i v e c e l ls h i gh l ig h t e d i n y e l lo w .
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th e SA P 500 (SPY ) a s w e l l a s o n K B H o m e (K B H , a r e a l e s t a t e
d e v e lo p m e n t c o m p a n y ) a n d o n H o m e P r o p e r t i e s I n c . (H M E , a n d e q u i t y
R E I T s p e c ia l i z e s i n a p a r tm e n t r e n t a ls ) . U s i n g r e g r e s s i o n c a l c u l a t e t h e
B e t a o f e a c h o f t h e s e 2 r e a l e s t a t e c o m p a n ie s f o r t h e f u l l t im e p e r i o d
p r o v id e d t o y o u .
a . D is p l a y y o u r c a l c u l a t e d B e t a s i n t h e c e ll s h i g h l igh t e d i n y e l l o w .
Y o u m a y i n c l u d e y o u r f u l l r e g r e s s i o n r e s u l t s i n t w o o th e r s e p a r a t e
t a b s
b . W h i c h c o m p a n y h a s a h i g h e r B e t a ? I n o n e t o tw o s e n t e n c e s
e x p l a i n w h y y o u d id o r d i d n
'
t e x p e c t t h a t c o m p a n y t o b e
a s s o c ia t e d w i t h a h ig h e r B e t a .
3 . (10 P o i n t s ) P l e a s e r e f e r t o t h e p a p e r t it l e d O n t h e R e la t i o n b e t w e e n
L o c a l A m e n i t ie s a n d H o u s i n g P r ic e C h a n g e s
"
p r o v i d e d t o y o u w i t h t h i s
e x a m a n d a n s w e r t h e f o l lo w i n g q u e s t io n s .
a . B r i e f ly e x p l a i n w h a t w e c a n l e a r n f r o m F ig u r e 2 ? A r e t h e s e
r e s u l t s e x p e c t e d ? Wh y ?
b . B r i e f ly e x p l a i n w h a t w e c a n l e a r n f r o m f i g u r e 4? A r e t h e s e r e s u l t s
e x p e c t e d ? W hy ?
c . B r i e f ly e x p l a i n w h a t w e c a n l e a r n f r o m t h e r e g r e s s i o n r e s u l t s
p r e s e n t e d i n c o l u m n (4) o f t a b l e 4 . H o w t h e s e r e s u lt s a r e d if f e r e n t
f r o m t h e r e s u l t s p r e s e n t e d i n c o l u m n (2) o f t a b le 4?
d . B r i e f l y e x p l a i n w h a t w e c a n l e a r n f r o m t a b l e 6 t h a t w e d o n
'
t
a l r e a d y k n o w f r o m t h e r e s u l t s p r e s e n t e d i n t h e p r e v i o u s t a b l e s .
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NR360 We Can But Dare We.docx Revised 5 ‐ 9 .docxhenrymartin15260
NR360 We Can But Dare We.docx Revised 5 ‐ 9 ‐ 16 DA/LS/psb 07.14.16 1
NR360 INFORMATION SYSTEMS IN HEALTHCARE
Required Uniform Assignment: We Can, but Dare We?
PURPOSE
The purpose of this assignment is to investigate smartphone and social media use in healthcare and to
apply professional, ethical, and legal principles to their appropriate use in healthcare technology.
Course Outcomes
This assignment enables the student to meet the following course outcomes.
• CO #4: Investigate safeguards and decision‐making support tools embedded in patient
care technologies and information systems to support a safe practice environment for
both patients and healthcare workers. (PO 4)
• CO #6: Discuss the principles of data integrity, professional ethics, and legal
requirements related to data security, regulatory requirements, confidentiality, and
client’s right to privacy. (PO 6)
• CO #8: Discuss the value of best evidence as a driving force to institute change in the
delivery of nursing care (PO 8)
DUE DATE
See Course Schedule in Syllabus. The college’s Late Assignment Policy applies to this activity.
TOTAL POINTS POSSIBLE
This assignment is worth a total of 240 points.
Requirements
1. Research, compose, and type a scholarly paper based on the scenario described below, and
choose a conclusion scenario to discuss within the body of your paper. Reflect on lessons
learned in this class about technology, privacy concerns, and legal and ethical issues and
addressed each of these concepts in the paper, reflecting on the use of smartphones and social
media in healthcare. Consider the consequences of such a scenario. Do not limit your review of
the literature to the nursing discipline only because other health professionals are using the
technology, and you may need to apply critical thinking skills to its applications in this scenario.
2. Use Microsoft Word and APA formatting. Consult your copy of the Publication Manual of the
American Psychological Association, sixth edition, as well as the resources in Doc Sharing if you
have questions (e.g., margin size, font type and size (point), use of third person, etc.). Take
NR360 INFORMATION SYSTEMS IN HEALTHCARE
NR360 We Can But Dare We.docx Revised 5 ‐ 9 ‐ 16 DA/LS/psb 07.14.16 2
advantage of the writing service SmartThinking, which is accessed by clicking on the link called
the Tutor Source, found under the Course Home area.
3. The length of the paper should be four to five pages, excluding the title page and the reference
page. Limit the references to a few key sources (minimum of three required).
4. The paper will contain an introduction that catches the attention of the reader, states the
purpose of the paper, and provides a narrative outline of what will follow (i.e., the assignment
criteria).
5. In the body of the paper, discuss the scenario in relation to HIPAA, leg.
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il
rl
t.
lnterviewing is one HR function that
almost all managers are involved
with at some point. Here are some
tips for conducting interviews that
identify the best candidates:
. Be prepared-Make sure the
place where you interview is
accessible and comfortable
for you and the candidate.
Read the candidate's r6sum6
and other paperwork ahead
of time, to avoid asking for
information that has already
been provided. Prepare a list
of questions, as well as infor-
mation about the company's
history, culture, and other
details the candidate might be
interested in knowing.
t Put the applicant at ease- A
nervous or cautious job candi-
eate !'!':ay not show his or her
es. qua\itres. Express your
appreciation tor the candr-
date's time, and let the person
know you're glad to meet him
'';
i- i lr'
or her. Briefly explain what to
expect during the interview.
. Ask about past behaviors-
Talking about specific events
makes it harder for a candidate
to focus on guessing what the
interviewer wants to hear, and
the answers give clues about
what the candidate will do in
new situations. For examPle,
depending on the type of job,
you might ask, "Ptease telt
me about a time when you
received a customer comPlaint
and how you handled it," or
"This job involves tight dead-
lines; could you tell me about
a time when you faced a dif-
ficult deadtine?"
. Listen-fhe interview infor-
mation is only as good as the
interviewer's ability to gather
it. Let the candidate do most
oi \he ta\krng, and par; atten-
tion to what is being said and
not said. lf a candidate sounds
vague or too good to be true,
ask follow-up questions to
gather details.
. Take nofes-As much as you
can without distracting Your-
self or the candidate, jot down
notes to remind you of keY
points. Also schedule 5 or 10
minutes after each interview for
writing down your impressions.
r At the end of the interview,
make sure the candidate
knows what to expect next-
for example, a phone call or
additional interviews within
the next week.
Sources: U.S. Department of Com-
merce, Minority Business Development
Agency, "Tips on How to SuccessfullY
tnterview Job Candidates," November 17.
2009, raruw.mbda.gov; University o{ South
Carolina Division of.Human Resources,
"Tips on lnterviewing University Job
Applicants, " http://hr.sc.eoi.r, accesseo'
March 23,2010; and Dun & Bradstreet,
"How to Conduct an E{iective Emp\oyee
lnterview," Small Business
Solution
s,
http:l/smallbusiness.dnb.com, accessed
March 23,2010.
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Preparing to lnterview
Organizations can reap the greatest benefits from intervierving if they prepare care-
fully. A well-planned intervierv should be standardized, comfortable for the partici-
pants, and focused on the job and the organization. The interviewer should have a
cluiet place in rvhich to conduct interviervs r.vithout interruption. This person should
be trained in how to ask objective questions, u'hat subject matter to avoid, a.
NR443 Guidelines for Caring for PopulationsMilestone 2 As.docxhenrymartin15260
NR443 Guidelines for Caring for Populations
Milestone 2: Assessment and Diagnosis
Purpose
The purpose of this paper is to provide an opportunity to utilize community assessment strategies, uncover a community health problem, and identify the components of the problem related to the community dynamics.
Points
225 pointsDirections
This paper is expected to be no more than four pages in length (not including the title page and reference list). Typical papers are usually three pages. Below are the requirements for successful completion of this paper.
· Introduction: This should catch the reader’s attention with interesting facts and supporting sources and include the purpose statement of the paper. This should be no more than one or two paragraphs.
· Community: Identify the community by name that you will be using for this paper and provide a brief, general description of the community. Your community should be the area where you live or work. This should be one or two paragraphs.
· Demographic and epidemiological data: Compile a range of demographic (population description) and epidemiological (causes of health problems and death) data for your community by examining census reports, vital statistic reports, city records, morbidity and mortality reports, and other agency sources. Using these data, describe the community and the problem. Compare your community data to state or national data. This comparison will help to identify a community health problem specific to your community. A summary of these data should be no more than one page.
· Windshield survey: Provide a brief summary of the findings from your first assignment. Make sure to discuss elements that link your observations to your identified problem. This should be no more than one or two paragraphs.
· Problem: Using the assessment data, identify the problem that you consider to be a priority concern. Provide a rationale for your choice and relate your choice to one of the Healthy People 2020 specific numbered objectives. Healthy People objectives are located within a topic area under the Objectives page. Your rationale should also include why this is specifically a problem in your community. This should be no more than three paragraphs. Include support of your rationale with at least two scholarly sources such as professional journal articles related to your problem.
· Summary: The summary paragraph of your paper should include a statement about the problem, the population at risk for this problem, and the major direct or indirect factors that contribute to this problem. This information should be no more than one or two paragraphs.
· Reference page: All references cited within the paper should be included on a separate References page.Guidelines
· Application: Use Microsoft Word 2010™ to create this assignment.
· Use the categories above as APA headings for the sections of your paper.
· Length: This paper is expected to be no more than four pages in length (not including the title pa.
NRB Dec’99 1WHITHER THE EMERGENCY MANAGER 1Neil R Bri.docxhenrymartin15260
NRB Dec’99 1
WHITHER THE EMERGENCY MANAGER? 1
Neil R Britton, PhD
Ministry of Emergency Management & Civil Defence
Wellington, NEW ZEALAND2
Introduction
The invitation to comment on Thomas E Drabek’s Human System Responses to
Disaster: An Inventory of Sociological Findings provides an opportunity to reflect on
the practice of emergency management and the evolving role of the emergency manager.
This focus is timely. The past decade has brought disaster into sharp relief for many;
several large-scale impacts have occurred; and disaster costs (in lives and property
damage) have escalated. The links between community growth, land-use management
practices and vulnerability have become more apparent. These issues have taken place at a
time when the clarion call is for smaller government and more fiscal constraint. This
combination is prompting questions, particularly from central government, about the
function and value of emergency management arrangements.
It is also appropriate to re-think the emergency manager’s role in contemporary society.
Much has changed in 10 years, ranging from the burgeoning of relevant information to the
need to develop integrated management programs for responders. This is leading to a re-
definition of the task-set and a re-evaluation of the emergency manager’s job parameters.
College-level programs and other knowledge-based accreditation courses are rapidly
becoming a prerequisite. These developments are enhancing the image of emergency
management and helping it progress to being a distinctive professional sector.
This essay uses Drabek’s 1986 publication Human System Responses to Disasters as a
vehicle to reflect on major developments influencing emergency management practice. It
begins by locating Human System Responses to Disasters within the disaster sociology
literature, and argues that the book makes two major contributions to disaster study. From
here, the focus of the essay shifts from Drabek’s work to identifying elements that
characterized emergency management practice at the time when Drabek wrote his text.
The essay moves on to look at some current issues pertaining to emergency management,
and leads into a discussion of where the practice might be heading in the coming decade.
A brief return to Human System Responses to Disasters completes the discussion.
1 Paper requested by the Editor, The International Journal of Mass Emergencies and Disasters.
Statements in this paper were first presented at a session of the International Research
Committee on Disasters (ISA Research Committee 39), at the 14th World Congress of
Sociology, Montreal (Quebec), Canada. 26 July - 1 August 1998. The session explored the
contribution of Thomas E Drabek’s textbook Human System Responses to Disaster: An
Inventory of Sociological Findings.
2 Neil Britton manages the Sector Development and Education unit in the Ministry of Emergency
Management & Civil Defence. The commen.
Now, its time to create that treasure map to hide the treasur.docxhenrymartin15260
Now, it's time to create that treasure map to hide the treasure from Ol' Red Coat's family.
Decide on which quadrilateral you will create. For this activity you may use a kite, trapezoid or a parallelogram (that is not a square, rhombus, or rectangle).
Graph the quadrilateral on a coordinate plane. You may print and use graph paper a drawing program such as GeoGebra. The four vertices of the quadrilateral will serve as four destinations on your map. One can be the starting point, the others can be clues along the way, and the last one will be where X marks the spot!
Find the length and slope of each side to justify the classification of your quadrilateral. For example, if your map was a square, your calculations would prove that all four sides are congruent, slopes of opposite sides are congruent, and slopes of adjacent sides are opposite reciprocals.
You need to create a set of directions so you can come back and find the treasure later. Your directions need to explain how to get from each destination on the map to the next one. Use the properties of quadrilaterals in your directions. At least three different quadrilateral properties must be used.
What does it mean to use properties of quadrilaterals in your directions? Here is an example: If your map is in the shape of a parallelogram, your opposite sides will have equal slopes. You could say that to get from Point A to Point B you travel up 3 units and right 2 units to the Palm Tree. From there you might travel East 5 units to Point C. From Point C, you would travel down 3 and left 2 units, where X marks the spot. This proves that the slopes of opposite sides are equal. Include two more properties in your directions. Don’t forget to finish the directions to return to the starting point. See example below.
Get creative and think of clever ways to use the different properties!
Create a key for your map. Show proof that following the directions will get you to the treasure. If one of the directions is to make a 90 degree turn, show how you can prove the turn from one side to another is 90 degrees.
If one of the directions is to travel the same distance as a previous side, use the distance formula to show the two distances are the same.
Submit the following to your instructor:
1. The treasure map on a coordinate plane
2. The length and slope of each side to justify the classification of your quadrilateral
3. The directions to finding the treasure: Include the explanation for how each direction represents a quadrilateral property. Be sure to include at least three properties.
*Note: Please submit the written portion of this assignment using a word processing document or by copying and pasting into the assignment box.
1.1 Elements of Inquiry Used to Study the Workplace
1.2 Methodology Used to Study the Workplace
1.3 The Impact of Paradigms and Trends
1.4 The Major Sociological Perspectives
1.5 The Paradigm Shift to Capitalism
1.6 The Progressive Era
1.7 The Gr.
NR361 Information Systems in HealthcareInterview with a Nursing.docxhenrymartin15260
NR361 Information Systems in Healthcare
Interview with a Nursing Information Expert:
Guidelines and Grading RubricPurpose
The purpose of this assignment is to
· Communicate your understanding of the importance of quality information in everyday nursing practice;
· Discuss the roles and responsibilities of a Nursing Information Expert; and
· Articulate how the professional nurse uses information or data in everyday practice to improve outcomes.Course Outcomes
This assignment enables the student to meet the following course outcomes.
CO #1: Describe patient-care technologies as appropriate to address the needs of a diverse patient population. (PO #1)
CO #4: Investigate safeguards and decision-making support tools embedded in patient care technologies and information systems to support a safe practice environment for both patients and healthcare workers. (PO #4)
CO #8: Discuss the value of best evidence as a driving force to institute change in delivery of nursing care. (PO #8)
Points
This assignment is worth a total of 250 points.
Due Date
This assignment, Interview with a Nursing Information Expert, is due at the end of Week 6. Submit your completed Interview, using the Interview Form, to the basket in the Dropbox by Sunday, 11:59 p.m. mountain time. Post questions to the weekly Q & A Forum. Contact your instructor if you need additional assistance. See the Course Policies regarding late assignments. Failure to submit your paper to the Dropbox on time will result in a deduction of points.
Directions
1. Download the NR361 Interview Form from Doc Sharing. It is found under the Week 6 Interview link.
2. Select your interviewee and schedule an interview. This individual must be a registered nurse. Job titles of RNs who may be considered include but, are not limited to, Nursing Clinical Information Manager; Super User, Director/Manger Clinical Education; Chief Information Officer; Quality Assurance or Performance Improvement Nurse; Nurse Informaticist; Telenursing Specialist; Nurse Abstractor; Case Manager; Compliance Nurse. If you have any concerns about whether the RN is suitable for this assignment, contact your instructor BEFORE you schedule the interview.
3. Review all questions (areas of inquiry) on the Interview Form located in Doc Sharing PRIOR to conducting the interview. You may print the form and take it with you to the interview.
4. Note that there are five (5) Required Questions to ask the RN.
5. Note that there are four (4) Optional Questions. You need to select only ONE of them to ask the RN.
6. Note that there are two (2) Follow-Up Questions that must be answered by YOU.
Prior to conducting your interview, review two scholarly resources. These resources should guide your understanding of the RN’s role and responsibilities or make you more knowledgeable about GIGO, interprofessional communication, or other key concepts in the questions that you may not fully understand. For example, if your interviewee is a Telenurse, you would want.
NR360 Information Systems in Healthcare Team Technology Pr.docxhenrymartin15260
NR360 Information Systems in Healthcare
Team Technology Presentation Guidelines and Grading Rubric
Revised: 01/26/2014, 07/09/2014 09/12/2014 DA
Objective
The purpose of this Team Technology Presentation is to provide students the opportunity to explore a technology used in the healthcare
system. The project requires students to work in a small team together in order to describe how this technology supports the patient care
experience through the use of information technology and information structures. Additionally, the student will explore the experience of
clear and concise communication skills, when interacting with peers, who may or may not be from the same geographical area, or campus as
they are. The final product and discussion/critique of this project is to be completed online with the class in Unit 8.
Course Outcomes
This assignment enables the student to meet the following Course Outcomes:
CO 1: Describe patient-care technologies as appropriate to address the needs of a diverse patient population. (PO 1)
CO 5: Identify patient care technologies, information systems, and communication devices that support safe nursing practice. (PO 5)
CO 6: Discuss the principles of data integrity, professional ethics, and legal requirements related to data security, regulatory requirements,
confidentiality, and client’s right to privacy. (PO 6)
CO 8: Discuss the value of best evidence as a driving force to institute change in delivery of nursing care. (PO 8)
Guidelines
• This is a Team or Group project. You will be assigned to groups, and given a topic (According to class size—typically 3-5 students
will be in a group).
Please do not ask to change groups, etc. as the group will not be changed. As nurses, we need to be able to participate as a part of a
multidisciplinary team, no matter where we are located, and regardless of whether or not we are familiar with a particular individual!
All group members will receive the same grade for each deliverable, UNLESS it is determined that a group member has not been
participating in assigned portions of the project. This is why documentation and communication in the assigned Team discussion
threads is essential. EVERYONE must complete/sign the Team Charter Form and place it in your designated Group discussion
thread under “Team Collaboration” in Course Home.
1. Communicate with your team members in the “Team Collaboration” Area of your Course Home, located under Week 8.
NR360 Information Systems in Healthcare
Team Technology Presentation Guidelines and Grading Rubric
Revised: 01/26/2014, 07/09/2014 09/12/2014 DA
***You will use the Group Project Team Collaboration Threads in the Course home as a “meeting” or communication venue. Be
sure you are documenting in YOUR Team’s discussion area, identified by a color assigned to your team! This will also serve as
documentation/verification for group members should there be ins.
NR443 Guidelines for Caring for PopulationsMilestone 2 Assess.docxhenrymartin15260
NR443 Guidelines for Caring for Populations
Milestone 2: Assessment and Diagnosis
Purpose
The purpose of this paper is to provide an opportunity to utilize community assessment strategies, uncover a community health problem, and identify the components of the problem related to the community dynamics.
Course Outcomes
This assignment enables the student to meet the following Course Outcomes.
CO 1. Evaluate the planning of delivery of care to individuals, families, aggregates, and communities in a variety of healthcare settings based on theories and principles of nursing and related disciplines. (PO 1)
CO 2. Integrate clinical judgment in professional decision-making and implementation of the nursing process through analysis of community health nursing practice. (PO 4)
CO 7. Accept accountability for personal and professional development as part of the life-long learning process. (PO 5)
Due Date
Submit to the appropriate basket in the Dropbox by 11:59 p.m. MT Sunday of Week 4.
Points
225 pointsDirections
This paper is expected to be no more than four pages in length (not including the title page and reference list). Typical papers are usually three pages. Below are the requirements for successful completion of this paper.
· Introduction: This should catch the reader’s attention with interesting facts and supporting sources and include the purpose statement of the paper. This should be no more than one or two paragraphs.
· Community: Identify the community by name that you will be using for this paper and provide a brief, general description of the community. Your community should be the area where you live or work. This should be one or two paragraphs.
· Demographic and epidemiological data: Compile a range of demographic (population description) and epidemiological (causes of health problems and death) data for your community by examining census reports, vital statistic reports, city records, morbidity and mortality reports, and other agency sources. Using these data, describe the community and the problem. Compare your community data to state or national data. This comparison will help to identify a community health problem specific to your community. A summary of these data should be no more than one page.
· Windshield survey: Provide a brief summary of the findings from your first assignment. Make sure to discuss elements that link your observations to your identified problem. This should be no more than one or two paragraphs.
· Problem: Using the assessment data, identify the problem that you consider to be a priority concern. Provide a rationale for your choice and relate your choice to one of the Healthy People 2020 specific numbered objectives. Healthy People objectives are located within a topic area under the Objectives page. Your rationale should also include why this is specifically a problem in your community. This should be no more than three paragraphs. Include support of your rationale with at least two scholarly sources such.
Nowak Aesthetics, was founded by Dr. Eugene Nowak in 1999, in Ch.docxhenrymartin15260
Nowak Aesthetics was founded in 1999 in Chula Vista, California by Dr. Eugene Nowak to provide dermatological, cosmetic surgery, and skin rejuvenation procedures to residents of San Diego County. Dr. Nowak is board certified in dermatology and aims to help patients regain confidence and achieve their desired look through both medical and cosmetic procedures. Nowak Aesthetics has consistently ranked in the top 5 dermatologists in San Diego County for customer service and innovative procedures.
NR305 Health Assessment Course Project Milestone #2 Nursing Di.docxhenrymartin15260
NR305 Health Assessment
Course Project Milestone #2: Nursing Diagnosis and Care Plan Form
Your Name: Date:
Your Instructor’s Name:
Directions: Refer to the Milestone 2: Nursing Diagnosis and Care plan guidelines and grading rubric found in Doc Sharing to complete the information below. This assignment is worth 250 points, with 10 points awarded for clarity of writing, which means the use of proper grammar, spelling and medical language.
Type your answers on this form. Click “Save as” and save the file with the assignment name and your last name, e.g., “NR305_Milestone2_Form_Smith” When you are finished, submit the form to the Milestone 2 Dropbox by the deadline indicated in your guidelines. Post questions in the Q&A Forum or contact your instructor if you have questions about this assignment.
1: Analyze Assessment Data:
Based on the health history information, identify the following:
A. Areas for focused assessment (30 points)
Provide a brief overview of those areas of strength and weakness noted from Milestone 1: Health History.
B. Client’s strengths (30 points)
Expand on areas identified as strengths related to the person's overall health. Support your conclusions with data from the textbook.
C. Areas of concern (30 points)
Expand on areas previously identified as abnormal and those that place the person at a health risk. Support your observations with data from the textbook.
D. Health teaching topics (30 points)
Identify health education needs. Support your statements with facts from the Health History and information from your textbook.
2: Nursing Care Plan
Next, plan your care based on your analysis of your assessment data:
A. Diagnosis (30 points)
Write one nursing diagnosis that reflects a priority need for this person. Remember a wellness diagnosis is a possibility.
B. Plan (30 points)
Write one goal and one measurable expected outcome related to your nursing diagnosis. Explain why this goal and outcome is a priority. Include cultural considerations for this client.
C. Intervention (30 points)
Write as many nursing orders or nursing interventions that you need in order to achieve the outcome. Provide the rationale for each intervention listed.
D. Evaluation (30 points)
You will not carry out your care plan so you cannot evaluate the effectiveness of your nursing interventions. Instead, comment on what you would look for in order to evaluate your effectiveness.
Milestone #2: Nursing Diagnosis and Care Plan Form 8-6-13 jm
2
NR 305 Health Assessment
Guidelines for Course Project Milestone 2:
Nursing Diagnosis and Care Plan AssignmentPurpose
This activity will be a continuation of the Milestone 1: Health History that you submitted in Week 4. In this part of the assignment you will take the information you gathered, analyze the data, and develop a nursing care plan.Course Outcomes
This assignment enables the student to meet the following course outcomes:
CO #3: Utilize effective communication when performing a .
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
293. Trumpet:
Louis
Armstrong
2125113 Ass;ignnrent Print View
Exercise 1ti1 5 Completing a process cost sumftrary L-A. C3
The follot,ing partially completed process cost summary
descdbes lhe May production actilities of Raman
Company, lts production output is sent to its warehouse for
shipping.
Ectuivalent units of production
Units trirnsfened out
Units of r::lnding goods in process
Equilalr:n1l units of production
Costs per EUP
Costs of ikleginning goods in process
Costs inr:;uned this period
Total ccsl.s
Direct Direct l:;actory
Materials Labor C'rrerhead
$ 35,000 $ 1,600 $ 3,200
8731:00 1?4i0?0 2081909
294. $908,800 $105,600 $ ztt,2oo
Direct F,actary
Labor t.)rcrhead
122,000 'l?2,000
1o:ooo
19999
132,000 132,000
$
__" 1_ "
Unit corit information
Direct Materialr;
Direct
Materials
122,000
20:000
142,0AA
Units in Jnr*ginning goods in process 7,000
Units si:arnlled this period 135,000
Units cr)rrlrpleted and transfened out '122,000
Units in emding goods in process 20,000
Prepare il$ process cost summary using the weighted-arerage
rnethod. {ffi*l*n* ys$-r*"
fr$Tsw*tr*i :f6 ff d***sr'*a$ p$**es nnd *qsrssid*r th*
s&ffi"** is'x t*r'u *thsr **$s*^.r$atfr**s.
295. anwpd#r$ iiqp the neares8 ***&*r as'*i*qJnt" #ret** *$r*
n*$*n *$gr: *x'r y*r"xr ir#sp#ffiffi")
*qlsr* B*n ffi{.$F
ffisl**d *t*r*r
RAMAN COMPANY
Process Cost Summary
For Month Ended May 31
to ProductionCosts C;tir
6
-L-
t
- - --E.--,,, -a , ,L
ezto.mhecl oud.rrcg raw hi ll ll, comft m.tpx
Total costs to account for
Units to account for
(Click tro select)
Click to select) | -
Total units to account for
Er:lurir,alent Units of Production (EUP)
lcri'k {;;]
l (cti"k 1,.;',
Equiwkrn{ units of production
296. I ('i"k 1,;; ;
It-""sq'ia|
Total ccrgl'g
Icri"k r,;, ,i
Cost per liiiUP
Units accounted for
{Click to select) T
(Click to sefect) ?
Total units accounted for
Direct Labor Factory Owrhead
Direct Materi:rls
$
Factory Owrhead
$
Cost assignment and reconciliation
per EUP
Direct Labor
per EUP per EUP
297. 1t11
UOSTS tri:lnsleffe0 OUt
(Click: to select) t
(Click to select) v
(C1ick lar select) ?
2t25t13 Asliignnent Print Viary
Total tranrsfened out
Cos ts of endino qoods in orocess
(Click ln,select) ?
(Click tar select) q
(Click tr::r select) I
Total errrling goods in process
Total crcrlits accounted for
Yieur-,r!rui
ljllcrkshrarilt
Fx*rciser i'ri-?5 Co;"npfef*?$ a pflocess c*sf s{Jn?rrlary
r.s. c3
2.
Fxerc8e f li:'4 Recording overhead costs L.O. PS
Prepare joumal entdes to record the following production
acti,ities.
298. 1.
Paidorerheadcosts(otherthanindirectmaterialsandindirectlal:ror)
of$23,000.(Omitthe"$"signin
your rc*;ponse.)
General Joumal Debit Credit
ffi
2.
Used{i5B,000ofdirectlaborinproduction.AppliedorrerheadatSso/
oofdirectlaborcosts.{Omitthe"$"
sign in your response,)
General Joumal Debit Oedit
@ffi
rffi
View H!ffi#1
Workshet*t: . .''' .. :
Fxercise t'$--f Recarding ov*rh*ad costs 1.0- P3
3.
Exercise 16-11A Casts assrgned to output-F|FO L.O. C4, P4
During April, the production department of a process
manufucturing system completed a numberof units of
a product and transfened them to fnished goods, Of these
transferrecl units, 59,000 were in process in the
production department at the beginning of April and 310,000
werc si:arted and completed in April. April's
beginning inEntory units were 70Yo comflete with respect to
materials and 30Yo complete with respect to
labor. At the end of April, 87,000 additional units were in
299. process in the prcduction department and were
600/o complete with respect to materials and 60% complete
with rcsper;t to labor.
The production department had $1,025,000 ofdirect materials
and $6i'2,000 of direct labor cost charged to
it during April. Also, its beginning inentory included $121,UO
of direct materials cost and $49,890 of direct
labor.
1 . Using the FIFO method, compute the direct matedals cost
and th i! direct labor cost per equialent unit
for the department. (Round your ansrLers to 2 decimal pl;rces
Omit the '$" sign in your
respon{re"}
Direct Materials Direct L,abor
Cost p€,r equialent unit $ EUP $ EUP
ezto.nhecloud.nrcgrarrhill.corrvhm.tpx 2111
2125113
4.
5.
General Joumal
@ri
mI
@l!
ezto.n*'recl oud. rncg r aw hi I I . clrm/hm.tpx
300. Acrsignnent PrintVieu
2. Using the FIFO method, assign April's ccsts to the
dep€rrtment's output-€pecifically, its units
tmnslbned to fnished goods and its ending goods in prccess
inr,entory. {Round your intermediate
calculations and linal ansffer to 2 decimal places Omit thu "$"
sign in your response.)
Total cost $
View Ftnt#1
lfforkshGet
Fxercfsr:r 16-i 1A Cosfs as$igfr?ed fo oi.rfpr.rf-FfF0 l.O.
c4, p4
Exercr'se 1ti-13A Equiualent unrls computed-FFA L.O. C4
The proddction department in a process manufacturing system
completed 196,500 units of product and
transfener! them to finished goods during a Ecent period. Of
thesr:r units, 28,000 were in process at the
beginningl of the period- The other 168,500 units were started
and completed during the period. At period
end. 25,500 units were in process.
Compute the depailment's equiralent units of production with
respe(;t to direct materials under each of the
three separate assumptions using the FIFO method fur process
costing.
l. All dircpt materials are added to products lvhen processing
begin{i.
301. Total EUP
2. Dtnect rnaterials are added to products evenly throughout the
process. Eeginning goods in process
inentoly was 45% comdete, and ending goods in process
inr,entury was 65% complete.
Total EUP
3. One+alf of direct materials is added to products when the
process begins and the other half is added
when the process is 70% complete as to direct labor. Beginning
goods in prccess inr,entory is 30%
complete as to direct labor, and ending goods in process
inrentorlr is 55% complete as to direct labor.
View l-{nt#1
. Exercise 16.1sAti:suivarentunitscomputed-FtFo
hi:?:H,i:':S;jm*:".nm*f;t:;;Worksheet L'o' c4
FrFo.
Fxerclse 16-5 Recording cost of completed goods L.O" P4
Prepane joumal entries to rccord the fullowing activties.
l- Transfered completed producls with a cost of $140,000 to
fnished goods inventory. {Omit the "$" sign
in your response.)
General Joumal Debit Credit
l(cti"*ffi
@
2. Sold $449,000 ofproducts on credit. Theircost is $174,000.
(Omitthe "$" sign in your response.)
302. Total HUP
Debit Credit
3t11
2J25113
6.
Raw material's; purchases (on credit)
Factory payr<rl,l cost (paid in cash)
Other overhe,eld cost (Other Accounts credited)
Materials usieol
Direct
lndirect
Labor used
Direct
lndirect
Orerhead rater ins a percent of direct labor
Sales (on cn:lrC,it)
ezto.ml'rec| oud.mcg ra F hi I I .r:rrm/hm.tpx
As,slg nrnent Print Vieut
tr
View.llinl#1
!rysrksihi:r,l*t
303. Fxercgse x 6-5 Recorct'rng cosf of conrplefeef goods ;
L,A. P4
Exercise 1'6-3 Recording casts ol labor L.O. P2
Prepare joumal entries to record the following production
actiVties.
1. lncuncd total labor cost of $Z/,000, which is paid in cash.
{Omit the "$" sign in your response.}
Debit
msl,
t.-
[(C;tick to select) i- |
2. Used $f:i2,000 of direct labor in production. {*mit th* **$"
sign in your resp*nse"i
@sr '
[l'
3. Used lFl5,000 of indirect labor. {S*nit tlte
on$" si$n in y*ur respnrrse.}
@il
ld'
Raw materii'tls; inrentory
Goods in proc'ess inwntory
Finished gorr;ds inr,entory
Debit
304. Debit
Credit
Credit
Credit
Workshe eii
Exer*ise "1,{i-3 Recardi*g r*sfs *f fab*r L.0" Pz
Problem 16-1 A Production cost flow and neasurement; jaurnal
enl'4es L.A. PI , P2, P3, P4
[me foilowing infomation appliesto fhe guesfibns displayed
below.]
Edison Company manufactures urool blankets and accounts for
product: costs using prccess costing. The
following infornation is available regarding its May
in,entories.
Beginning Ending
lnlentory lnventory
$ 57,000 $ 49,000
425,000 il9,500
636,000 333,001
The following arcilditional information describes the company's
production ilctivities for May.
$ 300,000
1,600,000
99,000
305. $ 195,500
70,000
$ 707,000
893,000
12lo/o
$ 3,000,00c
4111
2125t13
7.
L
Problem 1,6-1A Part 1
Required:
1(a)Compute the cost of products transbned ftom pmduction to
finished goods. (omit the "$" dgn in
your response,)
Cost ofproducts transfened $
1(b) Compute the cost of goods sold. (Omit the "$'- sign in your
nrsponse,)
Cos;t of goods sold $
Workshreirrt
Prablem I fi-f A Farl l
306. iliffrcu{g: i-{ard
Problem 16.14 Part 2
2(a) Prepare joumal.entry dated May 31 to record the raw
materials purchases. (Omit the "$" sign in your
response.)
DatE General Joumal Debit Credit
May 31rm
2(b)Prepare ioumal entry dated May 31 to record the direct
matedal$ usage. {Omit the "$" dgn in your
resp$niiie")
Datel
May il"l
Debit Credit
%
2(c)Prepare ianmal entry datd May 31 to recqd the indirect
matetidtl ussge. (Offit &e '$" sign in yaur
respsilriil:l-l
Datr: Debit Credit
May 31
ffi
2(d) Preparejoumal entry dated May 31 to record the payroll
costs. {Onrit the "$" sign in your response.)
Datt'r General Joumal Debit Credit
307. General Joumal
(Click to select) l-
General Joumal
General Joumal
May 31
ffi
2(e)Prepare joumal entry dated May 31 to record the direct
labor crrsts. {Omil the "$" sign in your
resp*n $*,, !
Date Debit Credit
May 31
ffi
2(f) Prepare joumal entry dated May 31 to record the indirect
labor crrsts. (Omit the "$" dgn in your
resPcnsie'')
ezto.n*recl oud.nrcg ranrrhil l.r:inry'hm.px
- 'tij
5111
2t2AB Assignnent Print Vierry
308. l[late General Joumal Debit Credit
t/ery31 @
-Fl(Click to select) | Y
2(g)Preparc joumal entry dated May 31 to record the
otherorerhr:ad costs. (Omit the "$" sign in your
res4xlnse.)
Dtate General Joumal Debit Credit
Glick to select) i v
2(h)Prcpare joumal entry dated May 31 to recod the orerhead
applied. (Omit the "$" sign in your
r*$pfil'nss.)
[]'ate General Joumal Debit Credit
May 31
W
2(i) Prepate.ioumal entry dated May 31 to rccod the goods
transft:ned ftom production to finished goods.
{Omit the "$' sign in your response.)
I{ilry 31
Dinte General Joumal
M,a1r .J1
2(j) Prepaue joumal entry dated May 31 to record the sale of
finish,:d goods. {Omit the "$" sign in your
resprsrYl$s.1
Date Debit Credit
309. May, 31
@ ----lI
General Joumal
Debit Credit
It
Worksh*r*l
Fr*b lem t fi:-1 A Part ? . -:,
! ^:"
Problem 16-2,4 Cost per equivalent unrt; cosfs assrgned fo
produc,tl L.O. C2, C3
[The following inform ation ap plies to fhe guestrbns disp layed
b e low.]
Fairfax Company uses weighted-a,erage process costing to
account for its production costs. Direct labor is
added elenly throughout the process. Dircct materials are added
at th,:r beginning ofthe process. During
September, the company transbned 785,000 units of product to
finisheC goods. At the end d September,
the goods in process in,entory consists of 179,000 units that are
50(i5 complete with respect to labor.
Begtnning antentory had $375,96O of direct matedals and
$65,588 of direrlt labor cost. The direct labor cost
added in September is $1,246,162, and the direct materials cost
added iri' $2,516,949.
sectionBreak :::iffilifi":'"f ,:;:3i::3':""u'"'""
310. o
Prablem 16-.11,,4, Part I
Required:
1(a) Determitrrir the equiwlent units of production with respect
to direct liltnr.
ezto.rrhec I oud. nrc g r auF h i I I . r;lrm/h m. tpx 6t11
212913
both the direct labor cost and the direct materials
to 2 decimal place. Omit the '$" sign in your re
rHffiTt Print Meuv
per equiwlent unit. {Round
.l
{(b)
Prable
Problem
2-
Di
Di
Warks
-r$ij,
311. Prabfem 1
3(a) Com
out.
am
start of
USES
Process
tl
l-lo Part 2
i
Aa-zn Part I
I
I'1.
I
I
I
I
I
I
-l,r i-tt
.1"bcmt
,f"!91"8,"d
312. aterials
your
Per equiulent
unit
$
i* '*"**'-
i
q
i=..-"--_..,.,___ :_" -"i
Part 2
11,
Part 3
both direct labor cost and direct materials cost ass
nd your per unit costs to 2 decimal places and
to units cornpleted and tmnsfuned
I anwrrers to the neares* dsllar
to ending goods in process
Cost transfened
out
$l
**-*i
materials
313. decimal
cost
I places final an$rers to the neares*
dolla
I goods in pnrcess
Prabtem 1 Pa* 3
Prablem I
Easton Co. ces its product thrwgh a single processing depart
Direct rnaterials are added at the
, and direct labor and orcrhead are added erenly the process.
The company
rcporting periods for its weighted-a€Ege process ng system. lts
Goods in
account bllcnrs afrer entries for direct materials,
both direct labor cost and direct
ti {Round ycur per unit cosfs ttr 2
*rountl
I'
I
j Costs of ending
1
I
process cosf sumffnry; egunralenf unrfs L.A. C2,
ezto. nhecl oud. nrcg raru- hi I tpx
314. labor, and owrfiead eosts fur
7111
2t25t13
Debit Credit
103,000
423,000
249,AOO
rtssig nrnent Print View
Acr :t. No.133
llalance
276,296
379,286
802,286
1 ,051 ,296
Octoberr.
Goods in Process lnrcntory
Dart e Explanation
Ocl:. 1 Balance
31 Direct materials
:3'tr Direct labor
315. :3'l Applied owrhead
Its beginning goods in process consisted of $43,030 of direct
rnaterials, $79,920 ot direct labor, and
$153,3,36 of fuctory or,erhead. During October, the company
start,:d 144,000units and transfenEd 151,000
units tr)finished goods. At theend of the month, the goods in
pn,:ess inrentory consisted of 20,800 units
that were 80% complete with respect to direct labor and hctory
ov:rrhead.
Required:
l. Prepare the companyb process cost summary for October
using the weighted-arerage method. {Round
you:r cosl per EUp an$,uers to 3 decimal places anl consider the
same in the other
calc.ulationg Round other an${rers to the nearesf dollat irmounl
Omit the "$" sign in your
req:ronse.)
EASTON CO.
Process Cost Summary
For Month Ended October 31
Tc{:il [eginnirg goods ln process
tLilick to sdect)
Tokrl inrcuned this penod
Tota I r::r:sts to accor.rnt firr $
Unit c, rst inforrnation
Units accounted for
316. (CIick to select)
{Gick to sdect)
t
-
?
Total units accountd forTotal units to acconnt for
Equiwlent units of production
@r-i
@ili
Equivalernt units of production
mrt
@iir
Total corlts
@I
Cost pe,r EUP
Drect t/aterials Drect Labor Factory Owrhead
EUP
EUP
EUP
EUP
EUP
317. EUP
EUP EUP EUP
Dire:;t Materials Direct Labor Factory Orcrhead
$
EUP
per EUP
EUP
per EUP
EUP
per EUP
Cost assignment and reconciliation
Costs lri:lnsfered out
(Clic'k to select) lv
k
?
iT
!m
itF
Clicl.,r to select
Clictl to select
Total trirnrsfened out
318. Costs cil ending goods in process
ezto. mhecl oud. nrc g r avF hi I I .'c,r:rndhm. tpx
Cor;'tsi; Charged to Production
Units to account for
iGi;1,r,
'io sdect)
8111
(Cli,ck to select) rr
(Cliic,k to select) I
(Clrickr to select) v
2t25113 Assigtrnent PrintView
Prepare the joumal entry dated October 31 to transfer the cost of
the comdeted units to finished goods
in,entoD/. {Omit the "$" dgn in your response.}
Date General Joumal Debit Credit
oct.:31 @ --TJ]
bforkshe,efi
FraSlem 1€i-4A Prccess c+sls*m maty: eguirraienf
unifs 1"6. t-)il, S3, F4
Problem ? 6-54 Process cast summary, equivalent unifg cosl
319. esfl:xafes L.A. C2, C3, P4
phefollowing lnformation appliesto ffie quesf,bns displayed
below.l
Ogden Co. manufactures a single product in one department. All
direct materials are added at the
beginning ol the manufacturing process. Direct labor and
or,erhealj are added evenly throughout the
process. Thre company uses monthly reporting periods for its
weight{d-aerage prcrcess cost accounting.
During Octobel the company completed and transfened 23,200
units of product to finished goods
inrentory. ft{i 4,100 units of beginning goods in process
consisted of 5i20,000 o{ direcl matedals, $205,300
of dit.ect labor, and $98,840 of factory or,erhead. lt has 2,200
units (1 00% complete with respect to direct
materials and 800/o complete with respect to direct labor and
owrhr:nd) in process at month-end. After
entries to recod direct materials, direct labor, and oierhead for
Octobrr, the company's Goods in Process
lnentory account follows.
Total reinrJing goods in process
Total corsts to account for
Goods in Process lnentory
Date Explanation
Oct. 1 Balance
31 Direct materials
31 Direct labor
31 I ApplieO owrhead
+-'u' rJl
320. Debit Credit
495,900
1,288,300
982,44A
Acct. ttlo.133
Balartce
3:14,140
8;10,040
2,108,340
3,0!)0,780
$ection friir4*'63
Pr*blerx I ti'-54 Pr***ss ctlst stltrtr:rl*{y, eqLJivzl*nt
u*its, cast#,:;ti{rc6fes L.*. C2, C:i, P4
_U;:
^an f
13.
Problem t'6-SA Pad 1
1. Prepare the company's process cost summary for October
using the weighted-arcrage method.{Round
your co$ per €UP an$,vers to 2 decimal places anrl eonsider the
same in the other
calcrulations, Round olher ansn ers to the neare* dollal amount
Qmit the "$" Sgn in your
response.)
321. OGDEN CO.
Process Cost Summary
For Month Ended October 31
Crcsts Charged to Production
Tiolhill beginning goods in process
C,o't;ts incuned this period
ezto. nthecl oud. i'itcg ravir" hi I I . cotftm. tpx 9t11
(Click to select) ?
(Click to select) f
(Click to select)
2125t13
Totill incuned this period
Trrtall costs to account for
Units to account for
(tlliuk to select) rr
(illick to select) !F
Tollilll units to account for
Equirclent units of produetion
322. (C:lick to select) f v
re[s
Equi'vialent units of production
Cost per EUP
(Clit;l'r to select) l-
ffi[
Toterl costs
{Clicl< to select) i-
Gos't p,er EUP
Cost assignment and reconciliation
Costrs ll,nansfened out
(C:lick to select T
F
f
x
?
Clilc,k to select
Clic:k to select)
Total transferred out
Costs nf endinq qoods iSL::i ot enAlng 9OOOS ln PrOceS
(Cli,tk to select) I -
323. (Clirll< to select) ?
(Ctir:l< to seleet) rr
rtssig nnrcrit Print View
$
Unill cost information
EUP
EUP
EUP
EUP
per EUP $
Units accounted for
Click to select ?
n
TClick to select)
Total units accounted for
Dre,:;t Materials Direct Labor
EUP
EUP
EUP
EUP
324. per EUP $
Factory Owrhead
EUP
,::
EUP
EUP
per EUP
Total r:nding goods in process
Total crlrits to account for $
Warksheet
Prnblem f li."iiA Fart'l
Problem 16-5;A Pad 2
2. Prepare the joumal entry dated October 31 to transfur the cost
ol'comdeted units to finished goods
inentory, {Omit the "$" sign in your response,}
Date General Joumal Debit Credit
Oct. 31
ffi
ezto. nhecl oud. nng raur hi I l. convhm.tpx 10111