Part I Answer one of the Following1.) Discuss Islam between 10.docx
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Part I: Answer one of the Following: 1.) Discuss Islam between 1000 and 1400 CE. How did politics, society and culture change during this period? Why did they change? What role did the various ethnic groups in the Dar al-Islam play in this change? What role did gender play? 2.) How did Islam deal with the pressure of invasions and movements of peoples between 1000 and 1400 CE? What obstacles did these invasions and movements present? Discuss the loss of Al-Andalus, the Crusades, the invasion of the Mongols, the movement of the Turks and the conquests of Timur Lang. 3.) Discuss the diversity of Islam between 1000 and 1400 CE? How did politics and culture change? Be sure to discuss the various Shi’ite groups , the various Sunni Shari’a groups and Sufism. Part 2: Identify five of the following: Saladin Almohads Ibn Rushd (Averroes) Ribat Greater Concealment Ghazi Mamluks Il-Khanate Delhi Sultanate Ibn Taymiya Ijtihad .
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What conditions led to the rise of the Uruk? How was Uruk society organized and what kinds of structures were they famous for building? Where did the Uruk found colonies and what was the reason for the Uruk taking this action?
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What
challenges
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Roman Empire
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India and Africa
in your discussion if Islam), when and where they are relevant)?
Be sure to
use evidence from class and primary and secondary sources to support and
justify
your points.
Explain and evaluate
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First, discuss the intellectual and cultural exchanges that occurred between societies in both the eastern and western worlds because of trading contacts.
Second, discuss the negative effects, like the spread of disease, violence, and imperialism, that trading contacts brought.
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Be sure to use evidence from class and
primary and secondary sources to support and
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Explain and evaluate
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Essays Write a response of about a paragraph in length to answer .docx
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: Write a response of about a paragraph in length to answer any
SIX (6)
of the following questions.
1.)
What conditions led to the rise of the Uruk? How was Uruk society organized and what kinds of structures were they famous for building? Where did the Uruk found colonies and what was the reason for the Uruk taking this action?
2.)
Historians and archaeologists have different systems that they use to date different civilizations. Where did historians and archaeologists get the system that they use to date the Egyptians? How does this chronological system divide up and make sense of Egyptian history?
3.)
What are the differences between and relative advantages of cuneiform and hieroglyphics as systems of writing? Who are the most famous users of each system and what kinds of information do these early writing systems preserve?
4.)
Following the Bronze Age collapse, Neo-Assyria and Neo-Babylonia arose to unite the Ancient Near East. What are some of the factors which enable them to build bigger and stronger empires than their predecessors?
5.)
Egypt is most famous for building pyramids, but for most of their history, underground tombs were their most common form of grand architecture. What is the shared purpose of both structures and how does this reflect a major concern in Egyptian culture? What factors caused the Egyptians to switch from pyramid-building to tomb-building and what are some of the advantages that the Egyptians sought to gain from this transition?
6.)
The
Enuma Elish
is the Babylonian creation myth. What kinds of changes do scholars note between the story as told in the
Enuma Elish
and earlier stories about creation that we know were told in Mesopotamia? Why were these changes made and what is the historical context of the world in which the
Enuma Elish
in its current form was composed, approximately 1800-1700 BCE?
7.)
The Battle of Kadesh is the first battle for which we have detailed information and the Treaty of Kadesh, some 12 years later, is the first surviving international agreement between two empires. Describe the following three elements of the treaty and explain what purpose each would serve: 1) mutually exclusive borders, 2) defensive alliance, 3) extradition
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In the years after about 900, we see that there is an explosion of activity in the Ancient Near East. What factors contributed to this resurgence of activity? What were the two dominant powers which dominated the region imperially down until the 6
th
Century BCE and what power ultimately ended this period of competition?
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Question 1 of 40
2.5 Points
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[removed]
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C. Persia.
[removed]
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MLA or APA is accepted. Please answer the questions(do not skip any of them)
Resources:
Christianity 1
Christianity 2
Books used for these resources:
1. Experiencing the World's Religions: Tradition, Challenge, and Change, 6th Edition (Philosophy and Religion) 6th Edition by Michael Molloy (Author)
2. Anthology of World Scriptures 9th Edition by Robert E. Van Voorst (Author)
...
Webb special topics presentation colonization
This document discusses potential approaches and topics for teaching world history, with a focus on how colonialism, imperialism, and decolonization could be addressed. It presents three common approaches to organizing world history content: chronological, topical, and regional. For each approach, it considers where the related topics of colonialism, imperialism, and decolonization might best fit within the outlined structure and eras. It also provides examples of potential lecture topics and activities that incorporate primary sources on these subjects.
How To Write Academic Papers
The document provides instructions for writing academic papers through HelpWriting.net, including 5 steps: 1) Create an account; 2) Complete an order form with instructions and deadline; 3) Review writer bids and choose one; 4) Review the completed paper and authorize payment; 5) Request revisions to ensure satisfaction and get a refund for plagiarized work. The site aims to fully meet customer needs through an original, high-quality paper writing service.
Global interactions 1450 1750 ce review
This document provides a review for an exam on global interactions between 1450-1750 CE. It lists 96 questions across 27 chapters reviewing key terms, maps, developments, and people from this time period. The questions cover topics like the expansion of European exploration and colonization, religious and political transformations in Europe and their global impacts, developments in Asian and Islamic empires, and the establishment and consequences of the transatlantic slave trade.
Generation culture-shift
This document discusses how generations shape culture through historical turning points roughly every 80-100 years. It describes four turnings in the generational cycle: (1) a high institution-building era; (2) a spiritual awakening era of turmoil; (3) an individualistic era as institutions weaken; and (4) a crisis era driven by defending values. It notes how generations are defined by these historical events and discusses how different generations since the 1960s relate to each other based on their ideals, with Boomers preaching many ideals, Gen X being reactive to failed ideals, and Millennials seeking to rebuild broken systems through one shared ideal.
Mark Davess KS3 history schemes of work (basic)
This document outlines a year-long history curriculum for Year 7 students. It includes 15 weekly themes that will be covered from September to July. Each week focuses on a different time period or topic in history, and includes the chapter and page numbers from textbooks that will be assigned for reading. Some of the major themes covered include Ancient Rome, the Middle Ages, Islamic civilizations, Tudor England, the English Civil War, and the French Revolution. Students will have exams at the end of terms to assess their learning.
Strayer notes ch. 23
The document outlines key topics about independence and development in the Global South from 1914 to the present. It discusses self-determination movements in Africa and Asia that led to the end of European colonial empires due to international, social and economic factors. Leaders of independence movements faced obstacles and are named for various countries. India's independence movement through the Indian National Congress and Gandhi's role using satyagrha is summarized. Conflicts in India between nationalist and Muslim groups are covered as well as apartheid in South Africa and political systems adopted by newly independent nations in the Global South.
Major turning points in ww1
The Russian Revolution of 1917 was a major turning point in WWI. Growing unrest over food shortages and casualties from the war led to revolution in Russia, forcing Czar Nicholas II to abdicate. Vladimir Lenin and the Bolsheviks seized power and took Russia out of WWI. This allowed Germany to shift troops to the Western Front. The entrance of the United States into the war in 1917 was another major turning point. With the addition of fresh American troops and supplies, the Allies were able to break through German lines by August 1918, leading Germany to sign an armistice agreement on November 11th to end the war.
Unit I Scholarly Activity After completing the unit and reviewin.docx
Unit I Scholarly Activity
After completing the unit and reviewing the Stearns article, answer the following in your own words: “Why I believe it is important to study history.”
First, examples from this unit should be utilized as part of your answer and topics must include, but are not limited to the following items:
Describing the migration of Native American tribes.
The influence trade, agriculture, and tools they had on movements and settlements.
How colonial actions and colonization impacted those among whom the colonists settled.
Second, when studying the movements of Native American peoples and European exploration during the 15th and 16th centuries, what does history tell us about the motivations, practices, and outcomes from the European quests of God, gold, and glory? Why do you believe it was important to study these motivating factors?
Your response should be a minimum of two (2) pages in length. All sources used must be cited and referenced. Paraphrased or quoted material must have accompanying citations
...
Unit I And Ii Comparison
The document provides an overview of major themes and events in world history, focusing on classical civilizations, their golden ages and declines, as well as the spread of religion and trade networks. It discusses the rise and impacts of nomadic peoples like the Huns and Mongols as outside threats to sedentary civilizations. Key areas covered include Western Europe, the Middle East, India, China, Africa, Russia, Japan, and the Mongol Empire.
CASE STUDY 2.1 W. L. Gore and AssociatesHe was ready for anythi.docx
CASE STUDY 2.1: W. L. Gore and Associates
He was ready for anything—or so he thought. Dressed in his finest and armed with an MBA degree fresh off the press, Jack Dougherty walked in for his first day of work at Newark, Delaware–based W. L. Gore and Associates, the global fluoropolymer technology and manufacturing giant that is best known as the maker of Gore-Tex.
But it turned out he wasn’t ready for this: “Why don’t you look around and find something you’d like to do,” founder and CEO Bill Gore said to him after a quick introduction. Although many things have changed over the course of W. L. Gore and Associates’ 50+ years in business, the late Gore stuck to his principles regarding organizational structure (or lack thereof), a legacy he passed down to subsequent generations of management. Gore wasn’t fond of thick layers of formal management, which he believed smothered individual creativity. According to Gore, “A lattice (flat) organization is one that involves direct transactions, self-commitment, natural leadership, and lacks assigned or assumed authority.”
In the 1930s, Gore received a bachelor’s degree in chemical engineering and a master’s degree in physical chemistry. During his career, he worked on a team to develop applications for polytetraflurothylene (PTFE), commonly known as Teflon. Through this experience, Gore discovered a sense of excited commitment, personal fulfillment, and self-direction, which he yearned to share with others. Spending nights tinkering in his own workshop, he did what he had previously thought to be impossible: he created a PTFE-coated ribbon cable. It occurred to Gore that he might be able to start his own business producing his invention, so he left his stable career of 17 years, borrowed money, and drained his savings. Though his friends advised him against taking such a risk, W. L. Gore and Associates was born in January 1958. The basement of the Gore home was the company’s first facility.
Although no longer operating from a family basement (Gore boasts more than $3 billion in annual sales and 9,000 employees in more than 45 facilities worldwide), the sense of informality has stuck. “It absolutely is less efficient upfront,” said Terri Kelly, chief executive of W. L. Gore. (Her title is one of the few at the company.) “[But] once you have the organization behind it . . . the buy-in and the execution happens quickly,” she added.
Structure and Management of Unstructure and Unmanagement
Even as Gore started to grow, the company continued to resist titles and hierarchy. It had no mission statement, no ethics statement, and no conventional structures typical of companies of the same size. The only formal titles were “chief executive” and “secretary-treasurer”—those required by law for corporations. There were also no rules that business units within the company couldn’t create such structures, and so some of them did create their own mission statements and such. Many called Gore’s management style “unmanag.
Case Study 1Case Study 1Ms. A. is an apparently heal.docx
Case Study 1
Case Study 1
Ms. A. is an apparently healthy 26-year-old white woman. Since the beginning of the current golf season, Ms. A has noted increased shortness of breath and low levels of energy and enthusiasm. These symptoms seem worse during her menses. Today, while playing in a golf tournament at a high, mountainous course, she became light-headed and was taken by her golfing partner to the emergency clinic. The attending physician’s notes indicated a temperature of 98 degrees F, an elevated heart rate and respiratory rate, and low blood pressure. Ms. A states, “Menorrhagia and dysmenorrheal have been a problem for 10-12 years, and I take 1,000 mg of aspirin every 3 to 4 hours for 6 days during menstruation.” During the summer months, while playing golf, she also takes aspirin to avoid “stiffness in my joints.”
Laboratory values are as follows:
Hemoglobin = 8 g/dl
Hematocrit = 32%
Erythrocyte count = 3.1 x 10/mm
RBC smear showed microcytic and hypochromic cells
Reticulocyte count = 1.5%
Other laboratory values were within normal limits.
Question
Considering the circumstances and the preliminary workup, what type of anemia does Ms. A most likely have? In an essay of 500-750 words, explain your answer and include rationale.
In a short essay (500-750 words), answer the Question at the end of Case Study 1. Cite references to support your positions.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
You are required to submit this assignment to TURNITIN
© 2013. Grand Canyon University. All Rights Reserved.
Client System Analysis PowerPoint Guidelines
Select a client system for beginning problem analysis. This can be an individual, couple, family, small treatment group, or community task group. Limited contact—i.e. 1-2 encounters with the client system—is acceptable and expected, since this is your first semester in your field placement.
Client description and engagement:
Briefly describe your client system. Date of interview, name, address, age, gender, ethnicity, religion, marital status and history, referral source, etc. Caution: Remember confidentiality: Do not use the client's real name and disguise any other identifying information.
· Source of data: Include the individual(s) who provided information and reason for the report. What brought the person to treatment at this time? (A person does not come to treatment because they have been depressed for nine months. They come to treatment because they have reached the end of their rope. What was that precipitating event?). Hint: Write this from the client's perspective, e.g., "Mr. Jones reports that" or "Sammy state that"...to maintain objectivity and report the source of information.
· Client History: Include chronological developmental history including all major events from prenatal to present. Include information on: Medical and psychiatric history; intelle.
More Related Content
Similar to Part I Answer one of the Following1.) Discuss Islam between 10.docx
history of international relations presentation
This document provides an overview of international relations and the rise and fall of civilizations. It discusses how international relations has existed as long as civilization due to human interaction. It describes the development of empires in different regions including the Muslim empires and European empires. It also lists several non-European civilizations that developed such as in China, Peru, India, and Southeast Asia. The document then discusses concepts like slavery, feudalism, and the reasons for the fall of civilizations. It provides details on topics like the Renaissance, modernization, globalization, and the process of social and cultural change.
Question 1 of 402.5 PointsMany poor nomads rejected the life.docx
Question 1 of 40
2.5 Points
Many poor nomads rejected the lifestyles of villagers and townspeople because:
African history is often interpreted through the eyes of foreigners because:
The Seljuk Turks were:
The Chinese increasingly turned to Buddhism in the 300s because:
What is the name given to Muslim Iberia?
The native warrior clans in Japan were called:
Which of these Ghaznavid actions led to their overthrow?
Which of the following best describes the Song dynasty?
Slaves were highly desired by upper class Muslims to:
How did Khubilai Khan's actions differ from those of most Mongols?
The holy wars known as the Crusades were initially launched by:
The Liao Empire did all of the following EXCEPT:
What 1st or 2nd century CE central Asian innovation proved to be most significant to the Mongol warriors?
Where did the Fatimids establish their new capital?
Which of the following did NOT occur during the Tang dynasty?
Which of these was the focus of Mongol unity?
In what way did Korea most differ from China?
Which of the following does NOT accurately describe the Berbers?
Japan's native nature-based religion is called:
The Seljuks underwent what major transformation in taking over Persian lands?
All of the following developments contributed to the improvement of agriculture during the high Middle Ages EXCEPT:
Which of these was NOT part of the Ottoman Empire in 1566?
The Holy Roman Empire was home to a collection of semi-autonomous states in present-day:
The changing of the name Constantinople to Istanbul signified:
Which of the following was NOT a European response to the Black Death?
Which of the following best describes Renaissance Italy?
Gothic architecture differed from earlier styles in being:
Who benefitted most from the Fourth Crusade?
Who created the Mughal Empire?
The First Crusade established which of these?
Which of these emerged from the
Reconquista
as a unified state?
The calling of the First Crusade by the pope – and the massive response to the call – indicated which of these?
Which of the following best depicts the ideology espoused by Machiavelli in
The Prince
?
The Taj Mahal and Pearl Mosque were both:
Timur Lenk conquered all of the lands once ruled by the Mongols EXCEPT:
Ottoman law, compared to other Muslim states was more:
The
Reconquista
and the Crusades had which of these in common?
Which of these modern groups most resemble medieval guilds?
The Battle of Lepanto was significant because it marked the:
Kara Mustafa’s most serious mistake was to attack:
[removed]
A. Turkey.
[removed]
B. Vienna.
[removed]
C. Persia.
[removed]
D. Rome.
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Unit three study guide
The document provides a study guide covering major historical periods and topics from 1300-1700 CE, including the Renaissance, Exploration and Monarchy, the Protestant Reformation and Counter Reformation, the Scientific Revolution, and the Industrial Revolution. It lists important artists, inventors, and figures to know from each period and asks students to explain concepts like humanism, the causes of the French Revolution, the English Civil Wars, and scientific discoveries of the time. Students are to compare values and arts between the Middle Ages and Renaissance, and understand the significance of events like Martin Luther's translation of the Bible and the Council of Trent.
The Liberation Tigers Of Tamil Eelam
1. Sri Lanka's 26-year civil war between the Sinhalese-dominated government and Tamil
separatists seeking an independent state ended 7 years ago.
2. However, social divisions between the Sinhalese majority and Tamil minority remain, as Tamils
resent the government for alleged war crimes and slow resettlement of displaced Tamils.
3. More than the material losses from the war, Tamils are pained by the war's lingering effects on
inter-ethnic relations and its shadow over Sri Lanka's present.
Here are some history questions, need to answer in 3-4 sentences. Re.docx
Here are some history questions, need to answer in 3-4 sentences. Regardless of the time difference, I need them in 2 hrs.
Connection and Separation in the Ancient World What were the main routes of trade in the Afro-Eurasian world? What was carried on those routes? (Hint: think beyond just material goods.) How did the expansion of long-distance trade change the places that were connected by trade routes? How were the societies of sub-Saharan Africa connected to other areas of Afro-Eurasia? How did those connections affect the African societies? Why was the Atlantic not a major conduit for trade in the period we have examined? How were the societies that developed in the ancient Americas similar to and different from those in Afro-Eurasia? What explains the similarities and differences? What kinds of continuities do we see in the various cultures that rose and declined in Central and South America during this period?
The Empires of Han China and Ancient Rome How did the Han dynasty compare to the Qin — did they emphasize continuity with the Qin or discontinuity? How did the Han dynasty try to establish and maintain their authority in China? What were the challenges that they faced, and how did they try to overcome them? Why did the Han dynasty fall? How does their end compare to the ends of other dynasties/empires we’ve seen? How does the Roman empire compare to the Han (in terms of origins, politics, culture, growth, decline, etc.)? How did Rome shift from being a republic to being an empire, and what were the consequences of this shift (on Rome/Romans and on the conquered areas)? Was Rome an empire before it had an emperor? Is that possible? What is the best way to explain the declines of the Roman and Han empires? What similarities and differences do you see between the Roman and Han empires? What causes the similarities? The differences?
Universal Religions and the Middle Ages What do historians mean by “universal religions” and what are some examples? What makes them “universal”? How do Christianity and Islam compare to the systems of ideas (religious or philosophical) that we have considered? How did the different contexts where (and when) Christianity and Islam first emerged affect the development of each?
How did the beliefs of Islam and Christianity shape their respective societies? What accounts for the fracturing (religious, political) of the Islamic world in the medieval period? How did the Christian and Islamic worlds compare in the middle ages? How did members of each of these two religions coexist in the middle ages? What accounts for periods of peaceful coexistence and violent conflict? In what ways did Christianity begin to recover in the later middle ages, and why? With what consequences? How do we explain the origins of the Crusades? What do we know and not know about the events of that period? What kinds of sources are available to us and how should we read them?
.
Ccot comparative big ideas & vocab 2
There were both continuities and changes in politics, economics, and social classes from early civilizations to the present. One continuity is that the military often had an important role in government and politics, and military leaders tended to be part of the elite classes. However, in some places like China, scholar gentry could also hold political power. Another continuity is that "luxury" goods tended to be a main part of regional and global trade networks throughout history. A major political change discussed was the rise of secular governments in parts of the West, Asia, and Africa beginning in the 18th century, as political power was no longer based primarily on religious ideology.
WH_Semester One Exam_Study Guide_Hanlon copy.docx
The semester one exam will consist of 50 multiple choice questions requiring knowledge of maps, charts, and source excerpts. To prepare, students should use class notes, completed work, and their textbook to answer questions covering Units 1 through 3 on the Byzantine Empire, Islam, medieval Europe, Japan, Africa, and the Americas. Answering the questions correctly will help ensure a passing grade or better on the exam.
Middle Ages Review Jeopardy
In the early Middle Ages, there was very little social mobility as people were born into their social class and generally remained in it. Feudalism was a system where land was exchanged for military service. Manorialism was the economic system where land was the basis of wealth. The Roman Empire fell causing Western Europe to enter a Dark Age. The Roman Catholic Church was the central authority that provided unity and stability during the Middle Ages and could excommunicate kings or place interdicts on countries to show its political power over monarchs. Manors in the early Middle Ages were self-sufficient, providing all that people needed.
Middle East, past and present
This document provides an overview of the history and beliefs of Islam and the Middle East region. It discusses the origins and key teachings of Islam, including the Quran and hadith. It then covers major historical events and conflicts in the Middle East such as the Mongol invasions, Crusades, Ottoman-Persian wars, European colonialism, and current issues. The document seeks to clarify common misconceptions about Islamic beliefs and teachings regarding God, prophets, Jesus, the Bible, treatment of non-Muslims, and the circumstances under which Islam permits fighting.
The Deep Structure Of Cultures
The document discusses the deep structures of cultures, which are the most influential social institutions that shape a culture's worldview. It identifies the three main deep structures as family, community (state), and religion. It argues that these deep structures carry a culture's most important beliefs, endure over time, arouse deep feelings, and provide cultural identity. The document then examines how various cultures are influenced by their own histories, focusing on histories of Mexico, Japan, and Islamic civilization.
1. Jihad. What exactly does jihad mean And why are there two sen.docx
1. Jihad. What exactly does jihad mean? And why are there two senses of the term? What elements of Muhammad's own life story (particularly in light of the pre-Islamic social/tribal/cultural conditions within which he was raised) might explain why he believed that jihad was essential?
2. Sunni vs. Shi'a? How might an understanding of the distinction between Shi'a and Sunni Islam be helpful in understanding some of the conflicts in the Middle East today? And why is it a mischaracterization of Islam to identify it with only one ethnic group?
MLA or APA is accepted. Please answer the questions(do not skip any of them)
Resources:
Christianity 1
Christianity 2
Books used for these resources:
1. Experiencing the World's Religions: Tradition, Challenge, and Change, 6th Edition (Philosophy and Religion) 6th Edition by Michael Molloy (Author)
2. Anthology of World Scriptures 9th Edition by Robert E. Van Voorst (Author)
...
Webb special topics presentation colonization
This document discusses potential approaches and topics for teaching world history, with a focus on how colonialism, imperialism, and decolonization could be addressed. It presents three common approaches to organizing world history content: chronological, topical, and regional. For each approach, it considers where the related topics of colonialism, imperialism, and decolonization might best fit within the outlined structure and eras. It also provides examples of potential lecture topics and activities that incorporate primary sources on these subjects.
How To Write Academic Papers
The document provides instructions for writing academic papers through HelpWriting.net, including 5 steps: 1) Create an account; 2) Complete an order form with instructions and deadline; 3) Review writer bids and choose one; 4) Review the completed paper and authorize payment; 5) Request revisions to ensure satisfaction and get a refund for plagiarized work. The site aims to fully meet customer needs through an original, high-quality paper writing service.
Global interactions 1450 1750 ce review
This document provides a review for an exam on global interactions between 1450-1750 CE. It lists 96 questions across 27 chapters reviewing key terms, maps, developments, and people from this time period. The questions cover topics like the expansion of European exploration and colonization, religious and political transformations in Europe and their global impacts, developments in Asian and Islamic empires, and the establishment and consequences of the transatlantic slave trade.
Generation culture-shift
This document discusses how generations shape culture through historical turning points roughly every 80-100 years. It describes four turnings in the generational cycle: (1) a high institution-building era; (2) a spiritual awakening era of turmoil; (3) an individualistic era as institutions weaken; and (4) a crisis era driven by defending values. It notes how generations are defined by these historical events and discusses how different generations since the 1960s relate to each other based on their ideals, with Boomers preaching many ideals, Gen X being reactive to failed ideals, and Millennials seeking to rebuild broken systems through one shared ideal.
Mark Davess KS3 history schemes of work (basic)
This document outlines a year-long history curriculum for Year 7 students. It includes 15 weekly themes that will be covered from September to July. Each week focuses on a different time period or topic in history, and includes the chapter and page numbers from textbooks that will be assigned for reading. Some of the major themes covered include Ancient Rome, the Middle Ages, Islamic civilizations, Tudor England, the English Civil War, and the French Revolution. Students will have exams at the end of terms to assess their learning.
Strayer notes ch. 23
The document outlines key topics about independence and development in the Global South from 1914 to the present. It discusses self-determination movements in Africa and Asia that led to the end of European colonial empires due to international, social and economic factors. Leaders of independence movements faced obstacles and are named for various countries. India's independence movement through the Indian National Congress and Gandhi's role using satyagrha is summarized. Conflicts in India between nationalist and Muslim groups are covered as well as apartheid in South Africa and political systems adopted by newly independent nations in the Global South.
Major turning points in ww1
The Russian Revolution of 1917 was a major turning point in WWI. Growing unrest over food shortages and casualties from the war led to revolution in Russia, forcing Czar Nicholas II to abdicate. Vladimir Lenin and the Bolsheviks seized power and took Russia out of WWI. This allowed Germany to shift troops to the Western Front. The entrance of the United States into the war in 1917 was another major turning point. With the addition of fresh American troops and supplies, the Allies were able to break through German lines by August 1918, leading Germany to sign an armistice agreement on November 11th to end the war.
Unit I Scholarly Activity After completing the unit and reviewin.docx
Unit I Scholarly Activity
After completing the unit and reviewing the Stearns article, answer the following in your own words: “Why I believe it is important to study history.”
First, examples from this unit should be utilized as part of your answer and topics must include, but are not limited to the following items:
Describing the migration of Native American tribes.
The influence trade, agriculture, and tools they had on movements and settlements.
How colonial actions and colonization impacted those among whom the colonists settled.
Second, when studying the movements of Native American peoples and European exploration during the 15th and 16th centuries, what does history tell us about the motivations, practices, and outcomes from the European quests of God, gold, and glory? Why do you believe it was important to study these motivating factors?
Your response should be a minimum of two (2) pages in length. All sources used must be cited and referenced. Paraphrased or quoted material must have accompanying citations
...
Unit I And Ii Comparison
The document provides an overview of major themes and events in world history, focusing on classical civilizations, their golden ages and declines, as well as the spread of religion and trade networks. It discusses the rise and impacts of nomadic peoples like the Huns and Mongols as outside threats to sedentary civilizations. Key areas covered include Western Europe, the Middle East, India, China, Africa, Russia, Japan, and the Mongol Empire.
Similar to Part I Answer one of the Following1.) Discuss Islam between 10.docx (20)
Question 1 of 402.5 PointsMany poor nomads rejected the life.docx
Question 1 of 402.5 PointsMany poor nomads rejected the life.docx
Here are some history questions, need to answer in 3-4 sentences. Re.docx
Here are some history questions, need to answer in 3-4 sentences. Re.docx
1. Jihad. What exactly does jihad mean And why are there two sen.docx
1. Jihad. What exactly does jihad mean And why are there two sen.docx
Unit I Scholarly Activity After completing the unit and reviewin.docx
Unit I Scholarly Activity After completing the unit and reviewin.docx
More from dewhirstichabod
CASE STUDY 2.1 W. L. Gore and AssociatesHe was ready for anythi.docx
CASE STUDY 2.1: W. L. Gore and Associates
He was ready for anything—or so he thought. Dressed in his finest and armed with an MBA degree fresh off the press, Jack Dougherty walked in for his first day of work at Newark, Delaware–based W. L. Gore and Associates, the global fluoropolymer technology and manufacturing giant that is best known as the maker of Gore-Tex.
But it turned out he wasn’t ready for this: “Why don’t you look around and find something you’d like to do,” founder and CEO Bill Gore said to him after a quick introduction. Although many things have changed over the course of W. L. Gore and Associates’ 50+ years in business, the late Gore stuck to his principles regarding organizational structure (or lack thereof), a legacy he passed down to subsequent generations of management. Gore wasn’t fond of thick layers of formal management, which he believed smothered individual creativity. According to Gore, “A lattice (flat) organization is one that involves direct transactions, self-commitment, natural leadership, and lacks assigned or assumed authority.”
In the 1930s, Gore received a bachelor’s degree in chemical engineering and a master’s degree in physical chemistry. During his career, he worked on a team to develop applications for polytetraflurothylene (PTFE), commonly known as Teflon. Through this experience, Gore discovered a sense of excited commitment, personal fulfillment, and self-direction, which he yearned to share with others. Spending nights tinkering in his own workshop, he did what he had previously thought to be impossible: he created a PTFE-coated ribbon cable. It occurred to Gore that he might be able to start his own business producing his invention, so he left his stable career of 17 years, borrowed money, and drained his savings. Though his friends advised him against taking such a risk, W. L. Gore and Associates was born in January 1958. The basement of the Gore home was the company’s first facility.
Although no longer operating from a family basement (Gore boasts more than $3 billion in annual sales and 9,000 employees in more than 45 facilities worldwide), the sense of informality has stuck. “It absolutely is less efficient upfront,” said Terri Kelly, chief executive of W. L. Gore. (Her title is one of the few at the company.) “[But] once you have the organization behind it . . . the buy-in and the execution happens quickly,” she added.
Structure and Management of Unstructure and Unmanagement
Even as Gore started to grow, the company continued to resist titles and hierarchy. It had no mission statement, no ethics statement, and no conventional structures typical of companies of the same size. The only formal titles were “chief executive” and “secretary-treasurer”—those required by law for corporations. There were also no rules that business units within the company couldn’t create such structures, and so some of them did create their own mission statements and such. Many called Gore’s management style “unmanag.
Case Study 1Case Study 1Ms. A. is an apparently heal.docx
Case Study 1
Case Study 1
Ms. A. is an apparently healthy 26-year-old white woman. Since the beginning of the current golf season, Ms. A has noted increased shortness of breath and low levels of energy and enthusiasm. These symptoms seem worse during her menses. Today, while playing in a golf tournament at a high, mountainous course, she became light-headed and was taken by her golfing partner to the emergency clinic. The attending physician’s notes indicated a temperature of 98 degrees F, an elevated heart rate and respiratory rate, and low blood pressure. Ms. A states, “Menorrhagia and dysmenorrheal have been a problem for 10-12 years, and I take 1,000 mg of aspirin every 3 to 4 hours for 6 days during menstruation.” During the summer months, while playing golf, she also takes aspirin to avoid “stiffness in my joints.”
Laboratory values are as follows:
Hemoglobin = 8 g/dl
Hematocrit = 32%
Erythrocyte count = 3.1 x 10/mm
RBC smear showed microcytic and hypochromic cells
Reticulocyte count = 1.5%
Other laboratory values were within normal limits.
Question
Considering the circumstances and the preliminary workup, what type of anemia does Ms. A most likely have? In an essay of 500-750 words, explain your answer and include rationale.
In a short essay (500-750 words), answer the Question at the end of Case Study 1. Cite references to support your positions.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
You are required to submit this assignment to TURNITIN
© 2013. Grand Canyon University. All Rights Reserved.
Client System Analysis PowerPoint Guidelines
Select a client system for beginning problem analysis. This can be an individual, couple, family, small treatment group, or community task group. Limited contact—i.e. 1-2 encounters with the client system—is acceptable and expected, since this is your first semester in your field placement.
Client description and engagement:
Briefly describe your client system. Date of interview, name, address, age, gender, ethnicity, religion, marital status and history, referral source, etc. Caution: Remember confidentiality: Do not use the client's real name and disguise any other identifying information.
· Source of data: Include the individual(s) who provided information and reason for the report. What brought the person to treatment at this time? (A person does not come to treatment because they have been depressed for nine months. They come to treatment because they have reached the end of their rope. What was that precipitating event?). Hint: Write this from the client's perspective, e.g., "Mr. Jones reports that" or "Sammy state that"...to maintain objectivity and report the source of information.
· Client History: Include chronological developmental history including all major events from prenatal to present. Include information on: Medical and psychiatric history; intelle.
Case study 1Client ProfileMrs. Harriet is a 68-year-old .docx
Case study 1
Client Profile
Mrs. Harriet is a 68-year-old woman who is alert and oriented. Allergies are Erythromycin. She presents to the emergency department with complaints of chest tightness, shortness of breath, cough, and congestion. She states, "I have been having these symptoms for three days now. I have been taking Maximum Strength Robitussin for my cough but it has not helped very much. When I woke up this morning. I felt very weak so I came in to be checked out." Her vital signs are blood pressure 110/70, pulse 94, respiratory rate of 28, and temperature of 102.7 F. Her oxygen saturation on room air is 92%. She is placed on 2 liters (L) of oxygen by nasal cannula. The HCP prescribes a 12-lead electrocardiogram (ECG, EKG) and chest X-ray (CXR). Laboratory tests prescribed include complete blood count (CBC), basic metabolic panel (BMP), brain natriuretic peptide (B-type natriuretic peptide assay or BNP), total creatine kinase (CK, CPK), creatine kinase-MB (CPK-MB), and troponin. The HCP will also assess blood cultures x 2, AGs on room air, sputum culture and sensitivity (C &S), and asks that the client have a Mantoux (tuberculin, purified protein derivative, or PPD) test.
Case Study
Mrs. Harriet's ECG shows normal sinus rhythm (NSR) with a heart rate of 98 beats per minute. The CXR reveals a right lower lobe(RLL) infiltrate. Laboratory tests include the following results: white blood cell cot (WBC) 12,2000 cells/mm3, 72& seg neutrophils with a left shift of 11% bands, and a BNP of 50.9 pg/mL. ABGs on room air is pH 7.44, partial pressure of carbon dioxide (PaCO2) 39 mmHg, bicarbonate (HCO3) 26.9 mEq/L, partial pressures of oxygen (PaO2) 58 mmHg, and oxygen saturation (SaO2) of 92%. Results of the sputum culture show Streptococcus pneumoniae. The CPK, CPK-MB, and troponin are all within normal limits. Mrs. Harriet is five feet three inches tall and weighs 224 pounds (101.8 kg). On assessment, the nurse hears expiratory wheezes and rhonchi bilaterally with diminished lung sounds in the right base. Her thoracic (chest) expansion is equal but slightly decreased on inspiration. Accessory muscle retraction is not noted, and she does exhibit central cyanosis. The capillary refill of the client's nail beds is four seconds.
Mrs. Harrier is admitted with acute bronchitis and pneumonia. The HCP prescribes oxygen via nasal cannula to keep the client's saturations greater or equal to 95%, Ceftriaxone sodium, Erythromycin, Albuterol, Acetaminophen every four to six hours as needed, bed rest, an 1800 calorie diet, increased oral (PO) fluid intake to 2 to 4 liters per day, coughing and deep breathing exercises and use of the incentive spirometer (IS).
1. Discuss additional assessment data that would help gain a more thorough understanding or Mrs. Harriet's symptoms?
2. Discuss the causes, pathophysiology, and symptoms of acute bronchitis?
3. Discuss the pathophysiology and causes of pneumonia in general?
4. Compare the defining characteri.
Case Study 11.1 Why the Circus No Longer Comes to TownFor 146 y.docx
Case Study 11.1: Why the Circus No Longer Comes to Town
For 146 years, the Ringling Brothers and Barnum & Bailey Circus traveled the United States by train, putting on shows featuring acrobats, trapeze artists, clowns, and exotic animals. In 2017, the circus held its last performances after a significant decline in attendance and revenue due to changing public tastes. Shorter attention spans also contributed to its demise. The final blow to the circus came from its decision to eliminate elephant acts. According to a press release from Feld Entertainment, the company that owned the circus, this move led to a “greater than could have been anticipated” decline in ticket sales.1
For decades the American Humane Society, PETA (People for the Ethical Treatment of Animals), and other animal rights groups tried to ban elephant acts in Ringling Brothers performances. Protesters regularly picketed the circus, and for 14 years animal rights groups fought Ringling Brothers in court. Activists claimed that elephant acts were cruel and pointed out that these highly intelligent animals were chained up much of their lives. In 2011, Feld Entertainment was fined $270,000 for violations of the Animal Welfare Act. However, Feld Entertainment successfully fended off the lawsuits, winning a $24 million judgment against the animal rights groups in 2014. Nonetheless, Ringling Brothers agreed to retire all traveling elephants to its Center for Elephant Conservation in Florida that same year. (During this same period, Los Angeles, Oakland, and Asheville, North Carolina, restricted animal acts.)
Animal rights groups cheered the closing of the circus. According to PETA’s president, “PETA heralds the end of what has been the saddest show on earth for wild animals, and asks all other animal circuses to follow suit, as this is a sign of changing times.”2 The CEO of the United States Humane Society said, “I applaud their decision to move away from an institution grounded on inherently inhumane wild animal acts.”3 CEO Kenneth Feld acknowledged that the negative publicity generated by the lawsuits took its toll: “We prevailed in court 100% [but] obviously, in the court of public opinion we didn’t win.”4
Ringling Brothers/Feld Entertainment isn’t the only company that has had to deal with changing societal attitudes toward animals. For decades killer whales were the major attraction at SeaWorld parks in San Diego, Orlando, and San Antonio. However, the death of trainer Dawn Brancheau, who was dragged into the water and drowned by Sea World’s largest breeding male, Tilikum (“Tilly”), galvanized opposition to captive orca programs. The film Blackfish documented the death of Brancheau and whale mistreatment. Matt Damon, Harry Styles, Willie Nelson, and other celebrities joined the protest. Animal activists noted that orcas (which are really large dolphins) never kill humans in the wild. In captivity, young killer whales are separated from their families and are forced to live thei.
Case Study 10.3 Regulating Love at the OfficeThe office has bec.docx
Case Study 10.3: Regulating Love at the Office
The office has become a hotbed of romance. In one survey, 60% of employees surveyed reported that they had participated in an office romance during their careers and 64% said they would do so again. And the percentage of workplace romances is likely to climb as younger workers (ages 25 to 34) put in more hours at work. As one human resource writer notes:
Traditional places like church, family events, and leisure time don’t present the same pool of candidates as they did in earlier times. The workplace provides a preselected pool of people who share at least one important area of common ground. People who work together also tend to live within a reasonable dating distance, and they see each other on a daily basis.1
Office romances can pose a number of problems, including a loss of productivity, public displays of affection, gossip, damage to the professional image of the organization, charges of favoritism, and affairs in cases where romantic partners already have spouses or significant others. Serious issues arise when superiors and subordinates date and then break up. The subordinate (often a young female assistant) may claim that she was sexually harassed because she was pressured into having sex to keep her job or that her supervisor (often an older male executive) retaliated when the relationship ended.
The nation was reminded of the dangers of superior–subordinate relationships when former late-night talk show host David Letterman admitted that he’d had a series of sexual relationships with female writers and staffers at his production company. Letterman went public with his affairs after a CBS producer who dated his long-term girlfriend, Stephanie Birkett, tried to extort money from the entertainer in return for keeping silent about his sexual activities. While Letterman’s relationships were consensual, it appeared as if the women he dated received special benefits. For example, Birkitt was featured in broadcast segments even though she did not seem to be particularly talented.
Human resource departments are taking note of the dangers of office romances. The number of companies developing written policies to address office romances rose from 20% to 42% over an eight-year period, according to the Society of Human Resource Management. And the policies grew stricter. Almost all the firms surveyed by SHRM forbid romantic relationships between superiors and subordinates; one-third forbid relationships between those reporting to the same supervisor or with a client or customer; 10% don’t allow romances between their employees and employees of competitors. Punishments range from minimal (relationship counseling and department transfers) to severe (suspension and termination). Executives at the American Red Cross, the World Bank, Walmart, Boeing, and the Harvard Business Review lost their jobs for having relationships with subordinates.
Not everyone is convinced that restrictions on dating are just.
Case Study 1 Is Business Ready for Wearable ComputersWearable .docx
Case Study 1: Is Business Ready for Wearable Computers?
Wearable computing is starting to take off. Smartwatches, smart glasses, smart ID badges, and activity trackers promise to change how we go about each day and the way we do our jobs. According to Gartner Inc., sales of wearables will increase from 275 million units in 2016 to 477 million units by 2020. Although smartwatches such as the Apple Watch and fitness trackers have been successful consumer products, business uses for wearables appear to be advancing more rapidly. A report from research firm Tractica projects that worldwide sales for enterprise wearables will increase exponentially to 66.4 million units by 2021.
Doctors and nurses are using smart eyewear for hands-free access to patients’ medical records. Oil rig workers sport smart helmets to connect with land-based experts, who can view their work remotely and communicate instructions. Warehouse managers are able to capture real-time performance data using a smartwatch to better manage distribution and fulfillment operations. Wearable computing devices improve productivity by delivering information to workers without requiring them to interrupt their tasks, which in turn empowers employees to make more-informed decisions more quickly.
Wearable devices are helping businesses learn more about employees and the everyday workplace than ever before. New insights and information can be uncovered as IoT sensor data is correlated to actual human behavior. Information on task duration and the proximity of one device or employee to another, when combined with demographic data, can shed light on previously unidentified workflow inefficiencies. Technologically sophisticated firms will understand things they never could before about workers and customers; what they do every day, how healthy they are, where they go, and even how well they feel. This obviously has implications for protecting individual privacy, raising potential employee (and customer) fears that businesses are collecting sensitive data about them. Businesses will need to tread carefully.
Global logistics company DHL worked with Ricoh, the imaging and electronics company, and Ubimax, a wearable computing services and solutions company, to implement “vision picking” in its warehouse operations. Location graphics are displayed on smart glasses guiding staffers through the warehouse to both speed the process of finding items and reduce errors. The company says the technology delivered a 25 percent increase in efficiency. Vision picking gives workers locational information about the items they need to retrieve and allows them to automatically scan retrieved items. Future enhancements will enable the system to plot optimal routes through the warehouse, provide pictures of items to be retrieved (a key aid in case an item has been misplaced on the warehouse shelves), and instruct workers on loading carts and pallets more efficiently.
Google has developed Glass Enterprise Edition smar.
Case Study 1 Headaches Neurological system and continue practicing .docx
Case Study 1 Headaches: Neurological system and continue practicing documentation of a focused/episodic SOAP note for Assignment
A 20-year-old male complains of experiencing intermittent headaches. The headaches diffuse all over the head, but the greatest intensity and pressure occurs above the eyes and spreads through the nose, cheekbones, and jaw.
Episodic/Focused SOAP Note Template
Patient Information:
Initials, Age, Sex, Race
S.
CC
(chief complaint) a BRIEF statement identifying why the patient is here - in the patient’s own words - for instance, "headache", NOT "bad headache for 3 days”.
HPI
: This is the symptom analysis section of your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis. Paint a picture of what is wrong with the patient. Use LOCATES Mnemonic to complete your HPI. You need to start EVERY HPI with age, race, and gender (e.g., 34-year-old AA male). You must include the seven attributes of each principal symptom in paragraph form, not a list. If the CC was “headache”, the LOCATES for the HPI might look like the following example:
Location: head
Onset: 3 days ago
Character: pounding, pressure around the eyes and temples
Associated signs and symptoms: nausea, vomiting, photophobia, phonophobia
Timing: after being on the computer all day at work
Exacerbating/ relieving factors: light bothers eyes, Aleve makes it tolerable but not completely better
Severity: 7/10 pain scale
Current Medications
: include dosage, frequency, length of time used and reason for use; also include OTC or homeopathic products.
Allergies:
include medication, food, and environmental allergies separately (a description of what the allergy is ie angioedema, anaphylaxis, etc. This will help determine a true reaction vs intolerance).
PMHx
: include immunization status (note date of
last tetanus
for all adults), past major illnesses and surgeries. Depending on the CC, more info is sometimes needed
Soc Hx
: include occupation and major hobbies, family status, tobacco & alcohol use (previous and current use), any other pertinent data. Always add some health promo question here - such as whether they use seat belts all the time or whether they have working smoke detectors in the house, living environment, text/cell phone use while driving, and support system.
Fam Hx
: illnesses with possible genetic predisposition, contagious or chronic illnesses. The reason for the death of any deceased first degree relatives should be included. Include parents, grandparents, siblings, and children. Include grandchildren if pertinent.
ROS
: cover all body systems that may help you include or rule out a differential diagnosis You should list each system as follows:
General:
Head
:
EENT
: etc. You should list these in bullet format and document the systems in order from head to toe.
Example of Complete ROS:
GENERAL: No weight loss, fever, chills, weakness or fatigue.
HEENT: Eyes: No visu.
CASE STUDY 1 HeadachesA 20-year-old male complains of exper.docx
A 20-year-old male presented with intermittent headaches that were diffuse but most intense above the eyes and spread through the nose, cheekbones, and jaw. A physical examination was conducted and an episodic SOAP note was used to document the assessment of neurological symptoms, diagnosis based on concepts of neurologic health, and health conditions identified from head-to-toe examination.
Case Study - Stambovsky v. Ackley and Ellis Realty Supreme C.docx
Case Study -
Stambovsky v. Ackley and Ellis Realty
Supreme Court, Appellate Division, State of New York 169 A.D.2d 254 (1991)
he assignment should consist of a Word Document, 2 pages in length double spaced, 12-point font, 1-inch margins not including the title page and reference page. (Short papers will lose significant points!!). All cases will automatically be submitted to Turnitin. Your paper should follow the case format (below) and include a summary of the relevant facts, the law, judicial opinion, etc.
Research the case using the case citation in the Library under databases (select - HeinOnline), FindLaw.com, and other legal sources. Research the parties and circumstances of the case itself.
Utilize the case format found in the Case Analysis Module.
Submit your assignment as a Microsoft Word document.
.
CASE STUDY - THE SOCIAL NETWORKThe growing use of social network.docx
CASE STUDY - THE SOCIAL NETWORK
The growing use of social network sites (such as Facebook) and online communities (such as
for instance the Apple Computer community, the community of Harley-Davidson riders,
and the community of Starbucks customers) provides exciting opportunities for
organizations. Online brand communities allow organizations to engage and interact with
customers, obtain market information, sell and advertise products, rapidly disseminate
information, develop long-term relationships with the community, and eventually to
influence consumers’ preferences and behavior (Dholakia and Bagozzi, 2001, Dholakia,
Bagozzi, and Pearo, 2004, Franke and Shah, 2003, Muniz and Schau, 2005, Tedjamulia, Olsen,
Dean, and Albrecht, 2005). “Brand community” is a term that is used to describe likeminded
consumers who identify with a particular brand and share significant traits, such as
for instance “a shared consciousness, rituals, traditions, and a sense of moral responsibility”
(Muniz and O’Guinn, 2001, p. 412). Online brand communities are based on their core value
- the brand- and grow by building relationships with and among members interested in the
brand (Jang et al. 2008).
There are several possible categorizations of online brand communities, but they are
generally grouped into two categories based on who initiates and manages the community;
(1) company-initiated communities, built by the company that owns the brand and (2) userinitiated
communities, voluntarily built by their members (that is, the consumer) (e.g.,
Armstrong and Hagel 1996; Kozinets 1999). These two types of brand communities provide
different opportunities for marketers. For instance, a brand community on a company
website is one of the key determinants of attracting consumers to and retaining customers
on the website (Nysveen and Pedersen, 2004). Consumer-initiated online brand
communities may provide consumers with useful information about other consumers’
experiences with the product or service and the strengths and weaknesses of products or
services (Jang et al. 2008).
The success of online brand communities is heavily dependent on consumer participation in
the online brand community. To determine why consumers participate in online brand
communities business student Jesse Eisenberg has developed a model based on extant
service marketing literature. The main idea in this literature is that perceived value and
satisfaction are antecedents of the intention to use a product or service (Anderson, Fornell,
and Lehmann 1994; Bolton and Drew 1991; Grönroos 1990; Hocutt 1998; Kang, Lee, and Choi
2007; Ravald and Grönroos 1996). Jesse wants to apply this idea to consumer participation in
online brand communities. According to Jesse, “members will probably be satisfied with an
online brand community and have the intention to participate in the community when they
derive value from the community. Therefore it is important to know which values.
Case Study #1 Probation or PrisonWrite a 12 to one page (.docx
Case Study #1: Probation or Prison?
Write a 1/2 to one page (150–275 words) response in which you answer the three questions that follow the case study below:
You could have been in the same situation yourself. Instead, it is Mary Lee Smith, one of your probationers, who is about to stand before the judge in a probation revocation hearing.
When you and your husband split 10 years ago, you had two children and eventually had to declare bankruptcy and accept food stamps to be able to pay the rent. After seven years working as a secretary at the nearby state juvenile corrections center, receiving constant encouragement from Mrs. Jones, the superintendent, and taking advantage of a criminal justice scholarship program, you finished a degree in administration of justice and qualified for an entry-level position with the community resources division of the state department of corrections. You advanced as the system grew, and now, three years later, you are a probation supervisor in Judge Longworth's court.
In a way, Mary Lee is as much a victim as she is an offender. Married at seventeen, she quit high school and moved west with her husband who was in the army. By the time she was twenty, she had two children and was divorced. With babysitters to pay and skills that would command no more than minimum wage, Mary Lee turned to such income supplements as shoplifting, bad check writing, and occasionally prostitution. Her check-passing skills developed rapidly, and it was not long before she had amassed a series of convictions, not to mention several lesser offenses for petty larceny that were disposed of by the prosecutor's declaration of
nolle prosequi
. To date, Mary Lee has not served a day in prison. Judge Longworth has used admonition, restitution, suspended sentence, and probation to rehabilitate Mary Lee. However, Mary Lee's criminal conduct has persisted, as has her inability to stretch her food stamps, welfare payments, and part-time minimum-wage employment into a satisfactory existence for herself and her children. To complicate the matter, the welfare safety net that had helped keep Mary Lee and her children afloat would cease to exist for her within 24 months.
Judge Longworth has called you into his chambers before the hearing. He read your violation report with interest. You pointed out Mary Lee's family obligations and the imminent possibility that the children would have to be placed in foster homes if she were confined. You also pointed out that she has been faithful in making restitution and that she maintains a steady church relationship and a good home environment for her children. Although your report is fair and accurate, you realize that the judge has sensed your misgivings and uncertainty concerning Mary Lee.
Judge Longworth looks up from your report and comes directly to the point. "Do you really believe this woman deserves to go back into the community? You certainly seem to have found some redeeming features in her cond.
Case Studies of Data Warehousing FailuresFour studies of data .docx
Case Studies of Data Warehousing Failures
Four studies of data warehousing failures are presented. They were written based on interviews with people who were associated with the projects. The extent of the failure varies with the organization, but in all cases, the project was at least a disappointment.
Read the cases and prepare a report that provides a substantive discussion on each of the following:
1. What’s the scope of what can be considered a data warehousing failure?
2. What do you find most interesting in the failure stories?
3. Do they provide any insights about how a failure might be avoided?
Your discussion should be at least 2 pages in length with 1.5” spacing & 1” margins.
Case Study 1: Auto Guys
Auto Guys initiated a data warehousing project four years ago but it never achieved full usage. After initial support for the project eroded, management revisited their motives for the warehouse and decided to restart the project with a few changes. One reason for the restructuring, according to the project manager, was the complexity of the model initially employed by Auto Guys.
At first, the planner for the data warehouse wanted to use a dimensional model for tabular information. But political pressure forced the system’s early use. Consequently, mainframe data was largely replicated and these tables did not work well with the managed query environment tools that were acquired. The number of tables and joins, and subsequent catalog growth, prevented Auto Guys from using data as it was intended in a concise and coherent business format.
The project manager also indicated that the larger the data warehouse, the greater the need for high-level management support – something Auto Guys lacked on their first attempt at setting up the warehouse. Another problem mentioned by the project manager was that the technology Auto Guys chose for the project was relatively new at the time, so it was not accepted and did not garner the confidence that a project using proven technology would have received. This is a risk inherent in any “cutting edge” technology adoption. The initial abandonment of the project was undoubtedly hastened by both corporate discomfort with this new technology and the lack of top management support.
A short time after dropping the project, top management felt pressure to reestablish it. Because Auto Guys initially planned an enterprise-wide warehouse, they had considerable computer capacity. It was put to use on a much smaller project that focused exclusively on a single subject area. Other subject areas were due to be added once the initial subject area project was completed. Auto Guys expects to grow the warehouse to two terebytes within a year or two and eventually expand to their projected enterprise-wide data warehouse. The biggest difference between pre- and post-resurrection will be that the project will evolve incrementally.
Given his experience with the warehouse, the project manager made the following summary .
Case Studies GuidelinesWhat is a Case StudyCase studies.docx
Case Studies Guidelines
What is a Case Study:
Case studies are stories. They are formatted in such a way that at a glance one could easily determine the “issue” about to be discussed. We look to clearly address the who, what, where, when, why and how to ensure that we have covered the story in its entirety. If you miss one of these factors, you leave the reader guessing and questioning your report. In public policy & administration our case studies/stories are required to be fact based. Make sure your research is based on credible information. Verify, verify, verify. Make a mistake and/or be challenged on one of your “facts”, could create a host of issues. If you are found to be incorrect, the entire report is incorrect and your credibility is suspect. Cite your research appropriately.
We call it an issue rather than a “problem” because a problem presents a negative image/connotation. Issues are not necessarily negative and provides the policy analyst with an opportunity to evaluate each issue based on its own merits without taking a position of negative or positive.
What Does a Case Study Look Like:
A case study should set up similar to story-telling.
Do not write this as you would a thesis.
You don’t want to put in a lot of “fluff & stuff”. Think of the reader as a high level administrator whose in-box is full of documents that require review. To catch this administrator’s attention, consider what he/she would be concerned with. The “issue” clearly delineated, then the people involved “stakeholders”, the positions (where one stands depends upon where one sits), of these people/perspectives” of the stakeholders and then a fact based well thought out “recommendation”. Use the first paragraph or two to set the tone for the issue under consideration. Once you have the reader’s attention then you are prepared to move onto your 4-step policy analyses.
Why a 4-Step Policy Analysis:
We use the four-step policy analysis because of its simplicity and its thoroughness. There are plenty of other models, some with seven-steps and others with ten-steps. It is not the number of steps that makes a case study. It is the report itself that stands on merit.
Do not change the language of the 4-steps or add other language, as new headings could change the report and its intent. It is vital that you understand this foundation as it will be used throughout your baccalaureate curriculum. Learning to use this in both your professional and personal lives will help you with your decision making in a variety of ways.
How Do I Begin:
Case studies are complex and may contain a myriad of issues, stakeholders, etc. It is your job to select one issue and then to stay on course as you work through your critical thinking and 4-step policy analysis. Do not say there are “many” issues as this may confuse the reader of leave him/her questioning why you chose one issue over another. Chose one….
How Should the Final Case Study Paper Set Up:
Use APA format when c.
Case Studies Focusing on Fluency StrategiesCase Scenario .docx
Case Studies: Focusing on Fluency Strategies
Case Scenario 1
Student: Mary
Age: 8.6
Grade: 3rd
Mary is a third grader at a small private school. It is the beginning of the second semester of the school year and assessment data show that Mary is still having difficulty with decoding multi-syllable words, as are many of her classmates. The students are struggling with an important reading skill that will be assessed at the end of the school year and will be important for success in the following years. Mr. Bounds, Mary’s teacher, has decided to implement strategies each day that will assist all of his students, Mary included, in reaching the following goal:
Given multi-syllable words, students will decode them accurately and with ease.
Case Scenario 2
Student: Emma
Age: 8.4
Grade: 3rd
Emma is a shy third grader who is struggling in all academic subjects that require significant reading. Assessment data show that Emma is able to read all sight words and decode most of the multi-syllable words she encounters. However, Emma’s fluency is not at the level of most third graders. This might be because Emma appears to have a low self-concept. Emma reads aloud very softly and slowly, often waiting to speak a word until she is sure she can pronounce it correctly. Because Mr. Haywood, her teacher, believes that Emma has the needed skills to improve her fluency, he has decided to implement a strategy that will help Emma reach her goal, which is:
Given reading passages at the third-grade level, Emma will read fluently.
Case Scenario 3
Student: Daniel
Age: 8.8
Grade: 3rd
Daniel is a quiet third grader who is naturally organized and thrives on structure. Daniel’s mother reports that he tends to be focused on tasks, even in play. He is diligent with academic tasks, and especially enjoys hands-on science activities. When reading aloud in class, Daniel is able to read all sight words and decode most multi-syllable words he encounters. However, Daniel’s fluency is not at the level of most third graders. He is a word-by-word reader and does not read with proper tone or expression, but has the skills needed to become a fluent, expressive reader. Daniel’s teacher has decided to implement strategies that will help him reach his goal, which is:
Given readings at the third-grade level, Daniel will read fluently.
Adapted from:
Paulsen, K. & the IRIS Center. (2004). Fluency and word identification: Grades 3-5.
http://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_case_studies/ics_flu.pdf
© 2019. Grand Canyon University. All Rights Reserved.
Running head: STRATEGIC VALUES OF EMPLOYEE BENEFITS PROGRAMS 1
STRATEGIC VALUES OF EMPLOYEE BENEFITS PROGRAMS 8
Strategic Values of Employee Benefits Programs
Student’s Name: Gabrielle McNeely
Institutional Affiliation: Strayer University
Strategic Values of Employee Benefits Programs
Every business organization or fir.
Case Project 8-2 Detecting Unauthorized ApplicationsIn conducti.docx
Case Project 8-2: Detecting Unauthorized Applications
In conducting a review of the Oss running on the Alexander Rocco network, you detect a program that appears to be unauthorized. No one in the department knows how this program got on the Linux computer. The department manager thinks the program was installed before his start date three years ago. When you review the program’s source code, you discover that it contains a buffer overflow vulnerability. Based on this information, write a report to the IT manager stating what course of action should be taken and listing recommendations for management.
Your essay should be a minimum of 350 words and include the steps you took to discover file.
Use reference:
Simpson, M. T., Backman, K., & Corley, J. (2011).
Hands-on ethical hacking and network defense
. Cengage Learning.
Add any other recent references
.
Case Number 7Student’s NameInstitution Affiliation.docx
Case Number 7
Student’s Name
Institution Affiliation
Case Number 7. The case of physician do not heal thyself
Questions
1. Have you recently engaged in risky behaviors such as binge eating, unsafe sex, gambling, drug and substance abuse, or risky driving?
1. How would you describe your relationships with people such as your spouse, friends, neighbors, colleagues, and strangers while considering aspects of anger, irritability, and violence?
1. Do you have a recurring problem of variant moods that result to interpersonal stress, feeling of emptiness, and other challenges that are stress-related and they push you towards suicidal thoughts?
People to speak to
It is crucial to identify the right people to provide essential details for the assessment of the patient. Some of the most important people include the spouses, siblings, family friends, personal friends, and neighbors. Furthermore, the patient’s colleagues can provide important information regarding the behaviors of the patient and help in identifying issues that the patient could be hiding. Speaking to the people to whom the patient exercises authority is important in attaining the true image of the person.
Physical exam and diagnostic test
The disorder is mental, but it can be assessed through physical exams that indicate how the brain is working in relation to actions ( Stahl 2013). Fixing a puzzle would be an effective way of testing the patient and how stable they can be. The other approach is engaging the patient in a physical exercise and observing their participation. Physical exams provide a diagnostic insight to test how the patient relates with others.
Diagnoses
Personality Disorder
Mood Disorder
Depression with psychotic features
Pharmacological agents
Application of antidepressants
Use of antipsychotics
Administering mood-stabilizing drugs
Contradictions or Alterations
It is a complex situation to treat a complex and long-term unstable disorder of mood because the patients experience different emotions even during therapy (Yasuda & Huang 2008). It becomes difficult to separate mood disorder from personality disorder especially for difficult patient like in this case. Furthermore, there are no specific drugs that can be used for treatment without additional therapy since this patient is able to adjust or play with their own treatment as a physician. The mental condition observed in the patient requires a careful approach due to the delicate situations involving suicidal thoughts and aggression.
Lessons Learned
In the case study “The case of physician do not heal thyself,” the lessons include the importance of conducting a complete assessment of the patient and including other people who interact with the patient. It would be more effective to treat such conditions if the patients had stable emotions, but strategic approaches can help to streamline the treatment process ( Stahl 2014b).
References
Stahl, S. M. (2013). Stahl’s essential psychopharmacol.
Case number #10 OVERVIEWAbstract In this case, a local chapt.docx
Case number #10
OVERVIEW
Abstract In this case, a local chapter of a national nonprofit organization continuously struggles with funding and must, therefore, be proactive in seeking out additional revenue sources. The local coordinator encounters a situation involving a potential donor that forces her to weigh the pros and cons of breaking the rules and the best way to communicate her concerns to her superiors and the donor. A chance meeting on a flight leads to a potential conflict-of-interest situation for the local coordinator.
Main Topics Decision making, Ethics
Secondary Topic Communication, Intergovernmental affairs*
Teaching Purpose To discuss the complexities involved in balancing personal and organizational responsibilities within the framework of a nonprofit organization.
The Organization ReadNow is a nonprofit program that promotes early literacy by giving new books to children and advice to parents about the importance of reading aloud in pediatric exam rooms across the nation.
* Main Characters: • Michael Vaughn, Executive Vice President of Johnson Hospital • Dr. Lea Nelson, Head of National ReadNow • Patricia Clay, Local ReadNow Coordinator • Molly Carter, Tillingast Foundation employee • Dr. Katie Nelson, ReadNow Local Director
BACKGROUND
In 1962, a group of doctors at a hospital in Phoenix, Arizona, were brain-storming ways to increase early childhood literacy and parent– parent– child interactions among their patients. One doctor had the idea of distributing children's books to their patients during checkups, accompanied by advice to the parents about the importance of reading aloud to their children. From this modest beginning, ReadNow developed into a national, nonprofit organization that distributes books and early literacy guidance to more than 2.5 million children and their families. ReadNow has offices all over the United States and is currently supported in part through a grant from the U.S. Department of Education. ReadNow opened a branch in Crown City, Michigan, in August with a partnership between the National ReadNow and the Johnson Children's Medical Center. One of the founders, Dr. Mark Jeffries, still active within ReadNow, approached Dr. Katie Nelson, a pediatrician at Johnson Hospital with the opportunity to bring ReadNow to Crown City. Dr. Nelson soon had more than thirty pediatric clinics participating in the program and hired a coordinator, Patricia Clay, to manage the day-to-day operations of the Crown City chapter.
As a result of its affiliation with the Johnson Children's Medical Center, ReadNow was fortunate to have its rent, computers, telephones, and office supplies provided by the hospital. Johnson Children's Medical Center agreed to support the office environment of ReadNow, as well as to guarantee the coordinator a stipend of $ 50,000 each year. However, part of Patricia Clay's duties included raising funds to purchase books to distribute in clinics across the metropolitan area and t.
Case GE’s Two-Decade Transformation Jack Welch’s Leadership.docx
Case: GE’s Two-Decade Transformation: Jack Welch’s Leadership
Thoroughly: -Identifies core problem of the case with applicable rationale and evidence. -Discusses the severity of the core problem. Provides supporting rationale. -Discusses implications of the core problem. How and to what extent may the core problem affect the stakeholders/those being led? Provides supporting rationale.
.
CASE BRIEF 7.2 Tiffany and Company v. Andrew 2012 W.docx
CASE BRIEF 7.2
Tiffany and Company v. Andrew
2012 WL 5451259 (S.D.N.Y.)
FACTS: Tiffany (plaintiffs) allege that Andrew and others (defendants) sold counterfeit Tiffany
products through several websites hosted in the United States. Andrew accepted payment in U.S.
dollars, used PayPal, Inc. to process customers' credit card transactions, then transferred the sales
proceeds to accounts held by the Bank of China (“BOC”), Industrial and Commercial Bank of
China (“ICBC”), and China Merchants Bank (“CMB”) (“Banks”).
Andrew defaulted on the suit, and Tiffany sought discovery from the Banks by serving subpoenas
seeking the identities of the holders of the accounts into which the proceeds of the counterfeit sales
were transferred and the subsequent disposition of those proceeds. The Banks involved all
maintained branch offices in the Southern District of New York, and the subpoenas were served
on those branch offices.
The Banks responded to the subpoenas by explaining that the information sought was all
maintained in China and that the New York branches of the Banks lacked the ability to access the
requested information. China's internal laws prohibited the disclosure of the information except
under certain conditions. The Banks proposed that the plaintiffs pursue the requested discovery
pursuant to the Hague Convention.
The court concluded that Tiffany should pursue discovery through the Hague Convention. Tiffany
submitted its Hague Convention application to China's Central Authority in November 2010, and
on August 7, 2011, the Ministry of Justice of the People's Republic of China (“MOJ”) responded
by producing some of the documents requested. For each of the Banks, the MOJ produced account
opening documents (including the government identification card of the account holder), written
confirmation of certain transfers into the accounts and a list of transfers out of the accounts. With
respect to CMB, the records indicate that all funds in the account were withdrawn through cash
transactions at either an ATM or through a teller. BOC and CMB each produced documents
concerning a single account; ICBC produced documents for three accounts.
In its cover letter, the MOJ noted that it was not producing all documents requested. Specifically,
the letter stated, “Concerning your request for taking of evidence for the Tiffany case, the Chinese
competent authority holds that some evidence required lacks direct and close connections with the
litigation. As the Chinese government has declared at its accession to the Hague Evidence
Convention that for the request issued for the purpose of the pre-trial discovery of documents only
the request for obtaining discovery of the documents clearly enumerated in the Letters of Request
and of direct and close connection with the subject matter of the litigation will be executed, the
Chinese competent authority has partly executed the requests which it d.
CASE 5Business Performance Evaluation Approaches for Thoughtf.docx
CASE 5
Business Performance Evaluation: Approaches for Thoughtful Forecasting
Every day, fortunes are won and lost on the backs of business performance assessments and forecasts. Because of the uncertainty surrounding business performance, the man-ager should appreciate that forecasting is not the same as fortune-telling; unanticipated events have a way of making certain that specific forecasts are never exactly correct. This note purports, however, that thoughtful forecasts greatly aid managers in under-standing the implications of various outcomes (including the most probable outcome) and identify the key bets associated with a forecast. Such forecasts provide the manager with an appreciation of the odds of business success. This note examines principles in the art and science of thoughtful financial fore-casting for the business manager. In particular, it reviews the importance of (1) under-standing the financial relationships of a business enterprise, (2) grounding business forecasts in the reality of the industry and macroenvironment, (3) modeling a forecast that embeds the implications of business strategy, and (4) recognizing the potential for cognitive bias in the forecasting process. The note closes with a detailed example of financial forecasting based on the example of the Swiss food and nutrition com-pany Nestle.
Understanding the Financial Relationships of the Business Enterprise
Financial statements provide information on the financial activities of an enterprise. Much like the performance statistics from an athletic contest, financial statements provide an array of identifying data on various historical strengths and weaknesses
This technical note was prepared by Professor Michael J. Schill. Special thanks go to Vladimir Kolcin for data-collection assistance and to Lee Ann Long-Tyler and Ray Nedzel for technical assistance. Copyright © 2015 by the University of Virginia Darden School Foundation, Charlottesville, VA. All rights reserved. To order copies, send an e-mail to [email protected] No part of this publication may be reproduced, stored in a retrieval system, used in a spreadsheet, or transmitted in any form or by any means—electronic, mechanical, photocopying, recording, or otherwise—without the permission of the Darden School Foundation.
Part TwoFinancial Analysis and Forecasting
across a broad spectrum of business activities. The income statement (also known as the profit-and-loss statement) measures flows of costs, revenue, and profits over a defined period of time, such as a year. The balance sheet provides a snapshot of business invest-ment and financing at a particular point in time, such as the end of a year. Both state-ments combine to provide a rich picture of a business’s financial performance. The analysis of financial statements is one important way of understanding the mechanics of the systems that make up business operations. Interpreting Financial Ratios Financial ratios provide a useful way to id.
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