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Reading Responses to a Poem Select one poem from this week’s assigned readings, and identify at least three elements in the poem that you found interesting or engaging (e.g., form, language, content, and/or other literary elements). Then, assess how these elements affected your response to the poem, in its entirety. (e.g., Did these elements affect your opinions on (or reaction to) the content of the poem? Did they cause you to focus on one aspect of the poem over others?) Assignment Requirements · Length: Your paper should be two to four double-spaced pages in length (excluding title and reference page) · Sources: Support your reflections with textual details and analysis from at least two scholarly sources. · APA: Your draft must be formatted to APA (6th edition) style. · Separate Title Page: Must include an original title · Separate Reference Page · Proper Citations: All sources must be properly cited, both within the text and in a separate reference page. · Elements of Academic Writing: All academic papers should include these elements. · Introduction with a thesis statement · Supporting paragraphs · Conclusion The paper must be two to four pages in length (excluding the title and reference page), and formatted according to APA style. You must use at least two scholarly resources (at least one of which can be found in the Ashford Online Library) other than the textbook to support your claims and subclaims. Cite your resources in text and on the reference page Poem: Dover Beach Matthew Arnold (1867) The sea is calm tonight, The tide is full, the moon lies fair Upon the straits; on the French coast the light Gleams and is gone; the cliffs of England stand, Glimmering and vast, out in the tranquil bay. Come to the window, sweet is the night-air! Only, from the long line of spray Where the sea meets the moon-blanched land, 5 Sounds of the incoming waves; succession of sounds"i Listen! you hear the grating roar Of pebbles which the waves draw back, and fling, At their return, up the high strand, Begin, and cease, and then again begin, 10 Cadence: Rhythm, modulation of sounds"i With tremulous cadence slow, and bring The eternal note of sadness in. Sophocles long ago Heard it on the Ægæan, and it brought Into his mind the turbid ebb and flow Of human misery; we Find also in the sound a thought, 15 Hearing it by this distant northern sea. 20 The Sea of Faith Was once, too, at the full, and round earth's shore Lay like the folds of a bright girdle furled. But now I only hear Onomatopoeia: "Roaring" sound'i Its melancholy, long, withdrawing roar, Retreating, to the breath Of the night-wind, down the vast edges drear And naked shingles of the world. Ah, love, let us be true 25 To one another! for the world, which seems To lie before us like a land of dreams, So various, so beautiful, so new, Hath really neither joy, nor love, nor light, Nor certitude, nor peace, nor help for pain; 30 And we are here as on a darkl ...
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Select one poem from this week’s assigned readings, and identify.docx
Select
one
poem from this week’s assigned readings, and identify at least three elements in the poem that you found interesting or engaging (e.g., form, language, content, and/or other literary elements).
Then, assess how these elements affected your response to the poem, in its entirety.
(e.g., Did these elements affect your opinions on (or reaction to) the content of the poem? Did they cause you to focus on one aspect of the poem over others?)
Assignment Requirements
Length
: Your paper should be two to four double-spaced pages in length (excluding title and reference page)
Sources
: Support your reflections with textual details and analysis from at least two scholarly sources.
APA
: Your draft must be formatted to APA (6th edition) style.
Separate Title Page
: Must include an original title
Separate Reference Page
Proper Citations
: All sources must be properly cited, both within the text and in a separate reference page.
Elements of Academic Writing
: All academic papers should include these elements.
Introduction with a thesis statement
Supporting paragraphs
Conclusion
Poem below:
Preludes: I
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The winter evening settles down
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Six o'clock.
The burnt-out ends of smoky days.
And now a gusty shower wraps
The grimy scraps
Of withered leaves about your feet
And newspapers from vacant lots;
The showers beat
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On broken blinds and chimney-pots,
And at the corner of the street
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And then the lighting of the lamps.
.
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Select one poem from this week’s assigned readings, and identify.docx
Select
one
poem from this week’s assigned readings, and identify at least three elements in the poem that you found interesting or engaging (e.g., form, language, content, and/or other literary elements).
Then, assess how these elements affected your response to the poem, in its entirety.
(e.g., Did these elements affect your opinions on (or reaction to) the content of the poem? Did they cause you to focus on one aspect of the poem over others?)
Assignment Requirements
Length
: Your paper should be two to four double-spaced pages in length (excluding title and reference page)
Sources
: Support your reflections with textual details and analysis from at least two scholarly sources.
APA
: Your draft must be formatted to APA (6th edition) style.
Separate Title Page
: Must include an original title
Separate Reference Page
Proper Citations
: All sources must be properly cited, both within the text and in a separate reference page.
Elements of Academic Writing
: All academic papers should include these elements.
Introduction with a thesis statement
Supporting paragraphs
Conclusion
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Preludes: I
T. S. Eliot (1910)
The winter evening settles down
With smell of steaks in passageways.
Six o'clock.
The burnt-out ends of smoky days.
And now a gusty shower wraps
The grimy scraps
Of withered leaves about your feet
And newspapers from vacant lots;
The showers beat
5
On broken blinds and chimney-pots,
And at the corner of the street
A lonely cab-horse steams and stamps.
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And then the lighting of the lamps.
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1-2 December 2015 | Geneva, Switzerland
WHO INFORMAL CONSULTATION
MEETING REPORT
Anticipating Emerging Infectious Disease Epidemics
AE_meetingReport_FINAL.indd 1 07/11/16 13:20
© World Health Organization 2016
All rights reserved. Publications of the World Health Organization are available on the WHO website (www.who.int) or can be purchased from WHO
Press, World Health Organization, 20 Avenue Appia, 1211 Geneva 27, Switzerland (tel.: +41 22 791 3264; fax: +41 22 791 4857; e-mail: [email protected]
who.int).
Requests for permission to reproduce or translate WHO publications –whether for sale or for non-commercial distribution– should be addressed to
WHO Press through the WHO website (www.who.int/about/licensing/copyright_form/en/index.html).
The designations employed and the presentation of the material in this publication do not imply the expression of any opinion whatsoever on the part
of the World Health Organization concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation
of its frontiers or boundaries. Dotted and dashed lines on maps represent approximate border lines for which there may not yet be full agreement.
The mention of specific companies or of certain manufacturers’ products does not imply that they are endorsed or recommended by the World Health
Organization in preference to others of a similar nature that are not mentioned. Errors and omissions excepted, the names of proprietary products are
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All reasonable precautions have been taken by the World Health Organization to verify the information contained in this publication. However, the
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WHO/OHE/PED/2016.2
AE_meetingReport_FINAL.indd 2 07/11/16 13:20
Foreword
Executive summary
01 Introduction
02 Opening Session
03 Session 1: Back to the future: Learning from the past
04 Session 2: Future epidemics: moving and blurry targets
05 Session 3: Science and technology: opportunities and challenges
06 Session 4: Making the most of Big Brother
07 Session 5: Curing and not harming: that is the question
08 Session 6: Preventing the spread of infectious diseases in a global village
09 Closing session: Convergence and looking forward
10 Major discussion themes
Annex 1: List of Participants
Annex 2: Agenda at a glance
Annex 3: Speakers by session
Annex 4: Ideas Wall and Ideas Box
4
5
10
13
14
21
26
33
38
45
50
54
57
61
63
64
TABLE OF CONTENTS
AE_meetingReport_FINAL.indd 3 07/11/16 13:20
One of the greatest threats to global health is the spread of uncontrolled epidemics due to highly pathogenic
infectious diseases, espec.
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This document provides an overview of sonnet forms and structure. It discusses the key elements of sonnets including the Italian (Petrarchan) form with an octave and sestet, and the English (Shakespearean) form with three quatrains and a rhyming couplet. It explains features like iambic pentameter, rhyme schemes, and how sonnets typically introduce a theme or problem in the first section and resolve it after the volta or turn. Examples of sonnets by Wyatt and Shakespeare are analyzed in detail. The document is intended as a lesson on understanding sonnet conventions for students.
Day 9-ELIT 46C
This document provides an overview of Victorian poetry and poets such as Tennyson, Browning, and Arnold. It discusses their backgrounds and major works. It also analyzes sample poems, including Tennyson's "In Memoriam A.H.H." which mourns the loss of his friend Hallam, and Browning's dramatic monologue "My Last Duchess" which reveals the controlling nature of the Duke through his story. The document examines poetic forms, themes of loss and faith, and encourages close reading and considering the speaker's perspective.
sonnet_powerpoint.pptx
A sonnet is a 14-line poem written in iambic pentameter with a set rhyme scheme. The most common types are the English or Shakespearean sonnet, which has three quatrains and a couplet, and the Italian or Petrarchan sonnet, which has an octave followed by a sestet. Sonnets were invented in Italy in the 13th century and introduced to English by Sir Thomas Wyatt in the 16th century. Famous sonnet writers include Shakespeare, Spenser, and Sidney.
H0342064088
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Lesson-1-Literature.pptx
The document provides information about the attributes of a professional teacher according to the Code of Ethics of Professional Teachers from 1997. It states that a professional teacher has undergone 4-5 years of academic preparation, is licensed to teach, and adheres to moral and ethical principles with high moral values and technical competence. The document also discusses different genres of literature including fiction (short stories, novels, novellas), poetry (sonnets, ballads, elegies, epics, odes), and provides examples and descriptions of different forms within those genres.
Primary Source Responses When I assign you to read one or.docx
Primary Source Responses
When I assign you to read one or more primary sources, you will respond to it by answering these six questions
below. General instructions:
• Answer each question separately. You should write at least one paragraph per question. If you have
more than one source to respond to, you must answer each source separately.
• Put all answers in one file and upload it onto Blackboard. Files must be in a .doc or .docx format.
• Please do not copy-paste the questions/suggested responses below into your assignments.
• You may use information from the textbook or lecture to help build your analysis. No sources from
outside of the course may be used.
One of the key skills history students must learn is how to use primary sources. A primary source can be a
document, artwork, artifact, or oral-history interview, just so long as it tells us something about the past and is
as close as we can get to the past. Primary sources are those sources created by people who participated in an
event, witnessed it firsthand, or at least heard about it from a credible witness.
Historians ask all manner of questions about primary sources. Here I have tried to group such questions into six
larger categories, to suggest a means by which to approach an unfamiliar source.
Six (6) Types of Questions to ask of every primary source:
1.What sort of document is it? (For example: a letter, a speech, a newspaper article, etc.) Who is the author?
And who is the intended audience or reader? When and where was the document written? Sometimes the
author will tell you explicitly. In other cases, the historian may need to make educated guesses.
2. Summarize the passage in your own words. What is the style? What are the main points of the passage?
What keywords does the author use to convey his or her point of view? Is the language formal or informal?
Does s/he use reasoned arguments or metaphors/imagery? (This should be two paragraphs: one that
summarizes the passage and one that discusses the language of the text.)
3. Why was this document created/what purpose does this document serve? Consider why the author has
decided to create this document. What has motivated them to write this? Does this source represent a group
perspective or an individual perspective?
4. What is the historical context? History is premised, in part, on the notion that any document can tell us
something about the time and place in which it was produced, and, conversely, that time and place can help us
understand the document. What was going on when this document was created? Does the author represent a
particular perspective from this era? How might these circumstances help us understand this document? Refer
to your lecture notes and textbook for help on this one if needed. BE SPECIFIC!!!!
5. What is missing? What perspectives and information is not present in the source? How does this help us to
better understand the perspecti ...
Elit 17 class 4 n the sonnet sign up sheet!
The document discusses Shakespeare's sonnets and sonnet conventions. It provides background on when Shakespeare wrote his sonnets and when they were published. It then describes the typical structures of the Shakespearean, Petrarchan, and Spenserian sonnet forms, including their line and rhyme schemes. Examples of sonnets in each form are analyzed to illustrate how they follow or deviate from the established conventions. Metered lines from Sonnet 18 are also scanned.
_________
Elit 17 class 4 n the sonnet sign up sheet!
The document discusses Shakespeare's sonnets and sonnet conventions. It provides information on the typical structure of a Shakespearean sonnet, including the rhyme scheme of abab cdcd efef gg and how it is composed of three quatrains followed by a couplet. It also discusses the typical presence of a "turn" or shift in meaning between the first 12 lines and the concluding couplet. Additionally, the document outlines characteristics of Petrarchan and Spenserian sonnets.
Elit 17 class 4 n the sonnet sign up sheet!
The document discusses Shakespeare's sonnets and sonnet conventions. It provides information on the typical structure of a Shakespearean sonnet, including the rhyme scheme of abab cdcd efef gg and how it is composed of three quatrains followed by a couplet. It also discusses the typical presence of a "turn" or shift in meaning between the first 12 lines and the concluding couplet. Additionally, the document outlines characteristics of Petrarchan and Spenserian sonnets.
Poetry Party Directions Jan 11
The document provides guidance for students to create various types of poetry for a poetry party assignment, including haiku, cinquain, diamante, concrete poetry, and color poetry. It includes examples and instructions for each poetry form, as well as an appendix explaining poetic terms like stanzas, rhyme schemes, and repetition.
Poetry
This document provides an introduction and overview of poetry. It defines poetry as a collection of words that express emotion or ideas. It discusses several key elements of poetry including meter, rhyme, stanzas, and figurative language. Examples are provided to illustrate different types of poetry like free verse, haiku, narrative poems, and sonnets. Common poetic devices such as simile, metaphor, personification, and onomatopoeia are also defined.
Stanza
A stanza is a unit within a poem that can be identified and grouped together based on shared characteristics like rhyme scheme or number of lines. Common types of stanzas include the couplet, tercet, quatrain, cinquain, and sestet. The heroic couplet is a pair of rhyming iambic pentameter lines often used for epic and narrative poetry. The Petrarchan sonnet has an octave rhyming abba abba followed by a sestet with a variety of rhyme schemes, while the Shakespearean sonnet has three quatrains rhyming abab cdcd efef followed by a rhyming couplet.
Poetry, Pres#1: Rozan & Lima
This document provides information about a poetry course, including details about the Renaissance period in which William Shakespeare wrote and examples of his famous sonnet "Shall I Compare Thee to a Summer's Day?". It discusses the forms and themes of Renaissance poetry, key poets of the time, and analyzes Shakespeare's sonnet about comparing his beloved to a summer's day.
How to Quote and Cite PoetryYou will be required to quote and ci.docx
How to Quote and Cite Poetry
You will be required to quote and cite lines of poetry for both the Red Bird and Rose analyses. The grade for the poetry analyses will be partly determined by style and partly determined by your analysis of meaning. This PDF handout will focus on the importance of correct style.
Paragraph Basics
In order to promote clarity, each paragraph must have a topic sentence that announces the main idea of the paragraph. For smooth flow, the beginning of the topic sentence should include a transitional phrase.
To promote unity (staying on topic), all paragraphs should present only ONE idea which is supported by facts, examples, statistics or illustrations, etc... Writing unified paragraphs helps both the writer and the reader to concentrate on one point at a time. Let no detail or example creep into your paragraph if it doesn’t support the one idea, or topic sentence.
A new paragraph should result if there is a shift of subject, idea, emphasis, speaker, time, or place. In other words, keep one idea per paragraph.
Introducing Quotes
Readers should be able to move from your own words to the words you quote from a source without feeling a jolt. So introduce all your quotes with signal phrases, usually including the author’s name, to prepare readers for the source:
According to ornithologist Jay Sheppard, “The bald eagle seems to have stabilized its population, at the very least, almost everywhere” (96).
Although the bald eagle is still listed as an endangered species, it “seems to have stabilized its population, at the very least, almost everywhere” (Sheppard 96).
To avoid monotony and excessive repetition, try to vary your signal phrases. Below is a list of appropriate phrases you can use to introduce a quote: acknowledges, adds, admits, agrees, argues, asserts, believes, claims, comments, compares, confirms, contends, declares, denies, disputes, emphasizes, endorses, grants, illustrates, implies, insists, notes, observes, points out, reasons, refutes, rejects, reports, responds, states, suggests, thinks, writes.
(Work Cited - Hacker, Diana. Instructor’s Edition: Rules for Writers. 5th ed. Boston: Bedford/St. Martin’s, 2004.)
Introducing Lines of Verse *
Here are a few examples on h
ow to introduce lines of verse. (Source: WikiHow. Please visit the
webpage (link below) to read more about quoting and citing poetry):
Example: Robert Frost uses a variety of words and phrases such as “frozen” (7), “darkest
evening” (8), and “before I sleep” (15) to imply thoughts of solitude and the
desire to not return to his obligations.
Example: The notion of solitude appears in many notable poems including the famous
lines, "The woods are lovely, dark, and deep / But I have promises to keep / And
miles to go before I sleep" (Frost 13-15).
Example: Robert Frost writes about solitude and man’s relationship with nature:
Whose woods these are I think I know.
His house is in the village, though;
He will not see me stopping ...
Poetry
This document provides an overview of poetry, including definitions, poetic devices, and structures. It defines poetry as using carefully chosen words and specific devices like connotation, sound, and rhythm to convey meaning and emotion. The document discusses various poetic devices like imagery, figurative language, sound patterns, and tone. It also covers different poetic forms and structures like sonnets, free verse, and stanzas. The summary aims to highlight the key elements and topics covered for a high-level understanding of the document.
literature-121118202327-phpapp01.pdf
Literature is defined as preserved writings belonging to a given language or people that are notable for their literary form or expression. It consists of works that interpret the meanings of nature and life through language in an artistic form. Literature includes imaginative works that use fictional situations and characters as well as non-fiction works that present actual facts and ideas. Some key forms of literature are poetry, fiction, drama, essays, and biographies. Poetry uses devices like rhythm, imagery, and figurative language. Fiction encompasses genres like novels and short stories. Literature is studied to understand human experiences, develop values, and appreciate beauty in language.
What is Literature
The document defines literature and discusses its various forms and elements. It states that literature consists of preserved writings that interpret the meanings of nature and life through language in an artistic form. Literature includes imaginative works like poems, stories and plays that present fictional situations, as well as non-fiction works like biographies and essays that present actual facts and ideas. Different literary genres like poetry, drama, novels and essays are discussed. The key elements that make up literature - such as subject, form, point of view, rhyme, meter and imagery - are also explained.
literature-121118202327-phpapp01.pptx
Literature is defined as preserved writings belonging to a given language or people that are notable for their literary form or expression. It consists of works that interpret the meanings of nature and life through language in an artistic form. Literature includes imaginative works that use fictional situations and characters as well as non-fiction works that present actual facts and ideas. Major literary genres include fiction, poetry, drama, and non-fiction works like essays and biographies. Poetry uses elements like rhythm, imagery, and form while fiction relies on elements such as plot, setting, characterization and point of view. Different literary types have distinct characteristics and serve different purposes for both authors and audiences.
Poetry notes bigger font powerpoint
This document provides definitions and examples of various poetry terms including scansion, meter, rhyme scheme, and poetic forms. It defines common poetic devices such as alliteration, assonance, and consonance. It also explains different types of poetic feet including iamb, trochee, anapest and dactyl. Additionally, it provides examples of well-known poems that demonstrate different meters, forms, and poetic techniques.
Poetry terminology
This document defines various poetry terminology including:
- Alliteration is the repetition of consonant sounds, often at the beginning of words.
- Assonance is the repetition of vowel sounds.
- A ballad is a poem that tells a story similar to a folk tale and often has a repeated refrain.
- Context refers to something outside the text, like historical or social context, needed to understand the meaning.
Similar to Reading Responses to a PoemSelect one poem from this week’s as.docx (20)
Primary Source Responses When I assign you to read one or.docx
Primary Source Responses When I assign you to read one or.docx
How to Quote and Cite PoetryYou will be required to quote and ci.docx
How to Quote and Cite PoetryYou will be required to quote and ci.docx
More from catheryncouper
1-Racism Consider the two films shown in class Night and Fog,.docx
1-Racism:
Consider the two films shown in class "Night and Fog", and "Mr. Tanimoto's Journey". What do you think are the salient similarities, if any? What are the crucial differences? Why?
2- Slavery New & Old
Bales notes that New Slavery is very different from Old Slavery. What are some of the differences he describes? What are the links between New Slavery and the Globalized Economy?
Bales also notes that there are things we each can do to end slavery, but that this requires taking a "very dispassionate look at slaves as a commodity" (Bales 250). Why?
Finally, he suggests that activism without a broad-based explanatory framework is worse than none at all. Why does he think so? Do you agree? Why or why not?
3- Human- The Film
How, if at all, does the film "Human" resonate with or reflect themes explored in What Matters? Which of the characters was most compelling to you, and why?
4- Culture and Power Create Scarcity
Recognize that power and culture are inseparable, one does not exist without the other, and currently the dominant form of culture is based upon industrial production requiring essentially infinite energy supplies – which do not in fact exist. So we collectively face a terrible problem. And yet the greatest burden of this problem is being borne by those least able to do anything about it, while at the same time those who benefit most from the economic inequalities imposed by the culture of industrial production and imposed scarcity are unwilling or unable to recognize that things cannot continue as they are. This is our dilemma; one we must solve now or ignore and risk facing unimaginable chaos later.
Concerned about the ultimate implications of his theories about space, time and energy, Einstein pointed out that 20th century problems would never be solved by 19th century thinking. Indeed, by the same token, 21st century problems will not be solved with 20th century thinking either. The same can be said for oversimplified false dichotomies between 'conservatives' and 'liberals' and particularly 'capitalism' and 'communism'. The latter pair of binary opposites are 19th century ideas while the former are legacies of the 20th century.
We are well beyond the political and economic circumstances that informed such artificially limited conceptualizations of the human condition in many, many ways. And yet, these same tired inaccurate philosophical cages are still supposed to encompass the almost infinite variety and subtleties of contemporary global and local political economies? This is essentially the problem Einstein was concerned with when he noted the conceptual poverty of such willed ignorance. Our technological capacity has outstripped our cultural mechanisms of maintaining social control (consider greed: how much is enough?) and exacerbated our ability to impose physically violent solutions to complex and entirely negotiable problems. Our challenge now is to reassert the primacy of compassion and respect for differenc.
1-2 December 2015 Geneva, SwitzerlandWHO INFORMAL CO.docx
1-2 December 2015 | Geneva, Switzerland
WHO INFORMAL CONSULTATION
MEETING REPORT
Anticipating Emerging Infectious Disease Epidemics
AE_meetingReport_FINAL.indd 1 07/11/16 13:20
© World Health Organization 2016
All rights reserved. Publications of the World Health Organization are available on the WHO website (www.who.int) or can be purchased from WHO
Press, World Health Organization, 20 Avenue Appia, 1211 Geneva 27, Switzerland (tel.: +41 22 791 3264; fax: +41 22 791 4857; e-mail: [email protected]
who.int).
Requests for permission to reproduce or translate WHO publications –whether for sale or for non-commercial distribution– should be addressed to
WHO Press through the WHO website (www.who.int/about/licensing/copyright_form/en/index.html).
The designations employed and the presentation of the material in this publication do not imply the expression of any opinion whatsoever on the part
of the World Health Organization concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation
of its frontiers or boundaries. Dotted and dashed lines on maps represent approximate border lines for which there may not yet be full agreement.
The mention of specific companies or of certain manufacturers’ products does not imply that they are endorsed or recommended by the World Health
Organization in preference to others of a similar nature that are not mentioned. Errors and omissions excepted, the names of proprietary products are
distinguished by initial capital letters.
All reasonable precautions have been taken by the World Health Organization to verify the information contained in this publication. However, the
published material is being distributed without warranty of any kind, either expressed or implied. The responsibility for the interpretation and use of
the material lies with the reader. In no event shall the World Health Organization be liable for damages arising from its use.
WHO/OHE/PED/2016.2
AE_meetingReport_FINAL.indd 2 07/11/16 13:20
Foreword
Executive summary
01 Introduction
02 Opening Session
03 Session 1: Back to the future: Learning from the past
04 Session 2: Future epidemics: moving and blurry targets
05 Session 3: Science and technology: opportunities and challenges
06 Session 4: Making the most of Big Brother
07 Session 5: Curing and not harming: that is the question
08 Session 6: Preventing the spread of infectious diseases in a global village
09 Closing session: Convergence and looking forward
10 Major discussion themes
Annex 1: List of Participants
Annex 2: Agenda at a glance
Annex 3: Speakers by session
Annex 4: Ideas Wall and Ideas Box
4
5
10
13
14
21
26
33
38
45
50
54
57
61
63
64
TABLE OF CONTENTS
AE_meetingReport_FINAL.indd 3 07/11/16 13:20
One of the greatest threats to global health is the spread of uncontrolled epidemics due to highly pathogenic
infectious diseases, espec.
1-httpfluoridealert.orgresearchersstateskentucky2-.docx
1-http://fluoridealert.org/researchers/states/kentucky/
2-
3-School fluoridation studies in Elk Lake, Pennsylvania, and Pike County, Kentucky--results after eight years.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1229128/?page=1
4-American Association for Dental Research Policy Statement on Community Water Fluoridation
http://journals.sagepub.com/doi/abs/10.1177/0022034518797274
5- Ground-Water Quality in Kentucky: Fluoride - University of Kentucky
http://www.uky.edu/KGS/pdf/ic12_01.pdf
6-Kentucky Oral Health Program Brochure - Cabinet for Health.
https://chfs.ky.gov/agencies/dph/dmch/cfhib/Oral%20Health%20Program/beigebrochureoralhealth80107.pdf
7-
8-
9-
PIIS00028177146263
98.pdf
746 JADA, Vol. 131, June 2000
Enamel fluorosis is a hypomineralization of the
enamel caused by the ingestion of an amount of
fluoride that is above optimal levels during
enamel formation.1,2 Clinically, the appearance of
enamel fluorosis can vary. In its mildest form, it
appears as faint white lines or streaks visible
only to trained examiners under controlled exam-
ination conditions. In its pronounced form, fluo-
rosis manifests as white mottling of the teeth in
which noticeable white lines or streaks often
have coalesced into larger opaque areas.2,3 Brown
staining or pitting of the enamel also may be
present.2,3 In its most severe form, actual break-
down of the enamel may occur.2,3
In recent years, there has been an increase in
the prevalence of children seen with enamel fluo-
A B S T R A C T
Background. Few studies have evaluated the
impact of specific fluoride sources on the prevalence of
enamel fluorosis in the population. The author con-
ducted research to determine attributable risk percent
estimates for mild-to-moderate enamel fluorosis in two
populations of middle-school–aged children.
Methods. The author recruited two groups of
children 10 to 14 years of age. One group of 429 had
grown up in nonfluoridated communities; the other
group of 234 had grown up in optimally fluoridated
communities. Trained examiners measured enamel
fluorosis using the Fluorosis Risk Index and meas-
ured early childhood fluoride exposure using a ques-
tionnaire completed by the parent. The author then
calculated attributable risk percent estimates, or the
proportion of cases of mild-to-moderate enamel fluo-
rosis associated with exposure to specific early fluo-
ride sources, based on logistic regression models.
Results. In the nonfluoridated study sample,
sixty-five percent of the enamel fluorosis cases were
attributed to fluoride supplementation under the pre-
1994 protocol. An additional 34 percent were
explained by the children having brushed more than
once per day during the first two years of life. In the
optimally fluoridated study sample, 68 percent of the
enamel fluorosis cases were explained by the children
using more than a pea-sized amount of toothpaste
during the first year of life, 13 percent by having
been inappropriately given a fluoride supple.
1. Consider our political system today, in 2019. Which groups of peo.docx
1. Consider our political system today, in 2019. Which groups of people are
excluded from participating in the political process?
Please identify at least two groups of people who are excluded and engage with at least one of your colleagues and explain why you either agree or disagree with the group of people that they identified. As always, use your critical thinking skills to answer this.
2.
What speech is protected under the
first amendment
and what speech is
excluded
from first amendment protection? And why?
.
1-Ageism is a concept introduced decades ago and is defined as .docx
1-Ageism is a concept introduced decades ago and is defined as “the prejudices and stereotypes that are applied to older people sheerly on the basis of their age…” (Butler, Lewis, & Sutherland, 1991).
DQ: What are some common misconceptions you have heard or believed about older adults? What can you do to dispel these myths?
2-Please use textbook as, at least, one reference.
3-Please abide by APA 7th edition format in your writing.
4-Answers should be 2-3 Paragraphs made up of 3-4 sentences each
UNIT 1 CHAPTER 4 LIFE TRANSITIONS AND HISTORY (ATTACHED)
.
1. Create a PowerPoint PowerPoint must include a minimum of.docx
1.
Create a PowerPoint:
PowerPoint must include a minimum of 12 slides (including Title Slide and Reference slide). Ensure that information is cited in-text throughout the presentation. Use inspirational quotes, graphics, visual aids, and video clips to enhance your presentation. Ensure that information included on your slides is properly paraphrased and cited; the use of direct quotes is prohibited. A minimum of three sources should be included (your textbook counts); ensure sources are credible.
Once you have chosen your format, choose a type of stress (schoolwork, family, job, a relationship, etc) and answer all of the following questions:
1. Give examples that causes the stress.
2. Describe healthy coping mechanisms you can use to help with stress.
3. Discuss of the warning signs of stress is in your life.
4. Describe the short-term effects stress can have on an individual.
5. Describe the long-term effects stress can have on an individual.
.
1. Compare vulnerable populations. Describe an example of one of the.docx
1. Compare vulnerable populations. Describe an example of one of these groups in the United States or from another country. Explain why the population is designated as "vulnerable." Include the number of individuals belonging to this group and the specific challenges or issues involved. Discuss why these populations are unable to advocate for themselves, the ethical issues that must be considered when working with these groups, and how nursing advocacy would be beneficial.
2.
How does the community health nurse recognize bias, stereotypes, and implicit bias within the community? How should the nurse address these concepts to ensure health promotion activities are culturally competent? Propose strategies that you can employ to reduce cultural dissonance and bias to deliver culturally competent care. Include an evidence-based article that address the cultural issue. Cite and reference the article in APA format.
.
1. Complete the Budget Challenge activity at httpswww.federa.docx
1. Complete the Budget Challenge activity at: https://www.federalbudgetchallenge.org/challenges/20/pages/overview
a. Keep a record of your selections and why you decided to select them and not the other options. ( keep a record of your selections in piece of paper so you can go back and reflect on your choices in your write-up. For instance, the first choice is about investments. So, on a piece of paper write down whether you selected any of the investment choices and a quick note about why you chose (for example) to spend $30B to establish a National Infrastructure Bank but didn't select to invest in the other options.) your selections as those reflect your own personal, subjective, choices. I will grade the assignment based on whether you have provided a thoughtful written response that answers the questions posted on the instructions.
b. When you’ve finished, save your results summary page.
2. Write a 2.5+ page summary overview of your experience, discussing your budget selections and analyzing your responses. Use the following questions to guide your response, but don't be limited by them:
a. What was challenging?
b. What was easy?
c. What do your selections say about your policy priorities and political ideologies?
** source: (Author Last Name, Year, pg.)
June 2003: WAY IN THE MIDDLE OF THE AIR
“Did you hear about it?”
“About what?”
“The niggers, the niggers!”
“What about ’em?”
“Them leaving, pulling out, going away; did you hear?”
“What you mean, pulling out? How can they do that?”
“They can, they will, they are.”
“Just a couple?”
“Every single one here in the South!”
“No.”
“Yes!”
“I got to see that. I don’t believe it. Where they going — Africa?”
A silence.
“Mars.”
“You mean the planet Mars?”
“That’s right.”
The men stood up in the hot shade of the hardware porch. Someone quit lighting a pipe. Somebody else spat out into the hot dust of noon.
“They can’t leave, they can’t do that.”
“They’re doing it, anyways.”
“Where’d you hear this?”
“It’s everywhere, on the radio a minute ago, just come through.”
Like a series of dusty statues, the men came to life.
Samuel Teece, the hardware proprietor, laughed uneasily. “I wondered what happened to Silly. I sent him on my bike an hour ago. He ain’t come back from Mrs. Bordman’s yet. You think that black fool just pedaled off to Mars?”
The men snorted.
“All I say is, he better bring back my bike. I don’t take stealing from no one, by God.”
“Listen!”
The men collided irritably with each other, turning.
Far up the street the levee seemed to have broken. The black warm waters descended and engulfed the town. Between the blazing white banks of the town stores, among the tree silences, a black tide flowed. Like a kind of summer molasses, it poured turgidly forth upon the cinnamon-dusty road. It surged slow, slow, and it was men and women and horses and barking dogs, and it was little boys and girls. And from the mouths of the people partaking of this tide came the sound of a river. A summer-.
1. Connections between organizations, information systems and busi.docx
1. Connections between organizations, information systems and business processes.
2. There are a number of benefits associated with cutting edge business analytics.
3. Three conditions that contribute to data redundancy and inconsistency are:
4. Network neutrality
5. Simple Object Access Protocol (SOAP).
6. Outsourcing IT-advantages and disadvantages
7. The security challenges faced by wireless networks
.
1-Experiences with a Hybrid Class Tips And PitfallsCollege .docx
1-Experiences with a Hybrid Class: Tips And Pitfalls
College Teaching Methods & Styles Journal, 2006, Vol.2(2), p.9-12
Notes
This paper will discuss the author's experiences with converting a traditional classroom-based course to a hybrid class, using a mix of traditional class time and web-support. The course which was converted is a lower-level human relations class, which has been offered in both the traditional classroom-based setting and as an asynchronous online course. After approximately five years of offering the two formats independently, the author decided to experiment with improving the traditional course by adopting more of the web-based support and incorporating more research and written assignments in "out of class" time. The course has evolved into approximately 60% traditional classroom meetings and 40% assignments and other assessments out of class. The instructor's assessment of the hybrid nature of the class is that students are more challenged by the mix of research and writing assignments with traditional assessments, and the assignments are structured in such a way as to make them more "customizable" for each student. Each student can find some topics that they are interested in to pursue in greater depth as research assignments. However, the hybrid nature of the class has resulted in an increased workload for the instructor. The course has been well received by the students, who have indicated that they find the hybrid format appealing.
2-Undergraduate Research Methods: Does Size Matter? A Look at the Attitudes and Outcomes of Students in a Hybrid Class Format versus a Traditional Class Format.
Author
Gordon, Jill A.
Barnes, Christina M.
Martin, Kasey J.
Publisher
Taylor & Francis Ltd
Is Part Of
Journal of Criminal Justice Education, 2009, Vol.20 (3), p.227-249
Notes
The goal of this study is to understand if there are any variations regarding student engagement and course outcomes based on the course format. A new course format was introduced in fall of 2006 that involves a hybrid approach (large lecture with small recitations) with a higher level of student enrollment than traditional research methods courses. During the same time frame, the discipline maintained its traditional research methods courses as well. A survey was administered to all students enrolled in research methods regardless of course format in fall 2006 and spring 2007. Student responses are discussed, including information concerning the preparation, design, cost and benefits of offering a hybrid research methods course format.
3- Distance Education: Linking Traditional Classroom Rehabilitation Counseling Students with their Colleagues Using Hybrid Learning Models.
Author
Main, Doug
Dziekan, Kathryn
Publisher
Springer Publishing Company, Inc.
Is Part Of
Rehabilitation Research, Policy & Education, 2012, Vol.26 (4), p.315-321
Notes
Current distance learning technological advances allow real and virtual classrooms to unite. In this .
RefereanceSpectra.jpgReactionInformation.jpgWittigReacti.docx
RefereanceSpectra.jpg
ReactionInformation.jpg
WittigReactionOfTransCinnamaldehye.docx
Wittig Reaction of trans-Cinnamaldehyde
GOAL: Identify the major isomer of the Wittig reaction
E,E-1,4-diphenyl-1,3-butadiene OR E,Z-1,4-diphenyl-1,3-butadiene
Attached are the:
1. Drawing of the overall reaction
2. Drawing of the structure of the two possible isomers
3. Reference NMR spectra of what is labeled trans, trans-1,4-diphenyl-1,3-butadiene
4. IR spectra
5. UV vis spectra
6. 1H NMR not-detailed
7. 1H NMR detailed
8. BASED ON # 4, 5 and 7 Identify the major isomer of the Wittig reaction, can the integration values of the NMR be used to give approximate percent of each isomer
IR.jpg
UV-visSpectra.jpg
NMR.jpg
NMR-DeterminePredominantIsomer.jpg
...
Reconciling the Complexity of Human DevelopmentWith the Real.docx
Reconciling the Complexity of Human Development
With the Reality of Legal Policy
Reply to Fischer, Stein, and Heikkinen (2009)
Laurence Steinberg Temple University
Elizabeth Cauffman University of California, Irvine
Jennifer Woolard Georgetown University
Sandra Graham University of California, Los Angeles
Marie Banich University of Colorado
The authors respond to both the general and specific con-
cerns raised in Fischer, Stein, and Heikkinen’s (2009)
commentary on their article (Steinberg, Cauffman, Wool-
ard, Graham, & Banich, 2009), in which they drew on
studies of adolescent development to justify the American
Psychological Association’s positions in two Supreme
Court cases involving the construction of legal age bound-
aries. In response to Fischer et al.’s general concern that
the construction of bright-line age boundaries is inconsis-
tent with the fact that development is multifaceted, variable
across individuals, and contextually conditioned, the au-
thors argue that the only logical alternative suggested by
that perspective is impractical and unhelpful in a legal
context. In response to Fischer et al.’s specific concerns
that their conclusion about the differential timetables of
cognitive and psychosocial maturity is merely an artifact of
the variables, measures, and methods they used, the au-
thors argue that, unlike the alternatives suggested by Fi-
scher et al., their choices are aligned with the specific
capacities under consideration in the two cases. The au-
thors reaffirm their position that there is considerable
empirical evidence that adolescents demonstrate adult lev-
els of cognitive capability several years before they evince
adult levels of psychosocial maturity.
Keywords: policy, science, adolescent development, chro-
nological age
In our article (Steinberg, Cauffman, Woolard, Graham,& Banich, 2009, this issue), we asked whether therewas scientific justification for the different positions
taken by the American Psychological Association (APA) in
two related Supreme Court cases—Hodgson v. Minnesota
(1990; a case concerning minors’ competence to make
independent decisions about abortion, in which APA ar-
gued that adolescents were just as mature as adults) and
Roper v. Simmons (2005; a case about the constitutionality
of the juvenile death penalty, in which APA argued that
adolescents were not as mature as adults). On the basis of
our reading of the extant literature in developmental psy-
chology, as well as findings from a recent study of our own,
we concluded that the capabilities relevant to judging in-
dividuals’ competence to make autonomous decisions
about abortion reach adult levels of maturity earlier than do
capabilities relevant to assessments of criminal culpability,
and that it was therefore reasonable to draw different age
boundaries between adolescents and adults in each in-
stance.
In their commentary on our article, Fischer, Stein, and
Heikkinen (2009, this issue) raised both general and spe-
cif ...
Reexamine the three topics you picked last week and summarized. No.docx
Reexamine the three topics you picked last week and summarized. Now, break out each case into a list of ethical and legal considerations that might help to analyze each case—summarize the considerations in two paragraphs for each case.
For each case, also ask one legal and one ethical question that might present. Consider the principles of ethics from Week 1 and the laws addressed this week. You should also use outside references to dig deeper into each case for your list.
3 topics identified in paper below from last week
· The Principal of Justice
· Autonomy
· Non-maleficence
Health Care Ethics
Health care ethics is a set of beliefs, moral principles and values that guide health care centers and related institutions to make choices with regard to medical care. Some health ethics include: respect for autonomy, justice and non-maleficence (Percival, 1849).
The principle of justice in health care ensures that there is respect for people’s rights, fair distribution of health resources and respect for laws that are morally acceptable. There are mainly two elements in this principle; equity and equality. Equity ensure that are all cases have equal access to treatment regardless of the patients’ status in ethnic background, age, sexuality, legal capacity, disability, insurance cover or any other discriminating factors.
It is important to study this ethical issue of justice since there have been an increasing report of doctors and medical staff failing to administer certain treatment services to certain kind of patients. Consequently, there have been debates in countries such as the UK over the refusal to give expensive treatment to patients who are likely to benefit from the treatment but cannot afford it. One ethical in the principle of justice is as to whether the health care center is creating an environment for sensible and fair use of health care resources and no particular type of patients are shun away or stigmatized. The legal question is whether the health care center is breaking the law against inequality and discrimination particularly racism, tribalism, gender insensitivity and other discrimination noted and prohibited in the country’s constitution.
The second area of health care ethics is respect for autonomy. Autonomy means self-determination or self-rule. Hence, this principle stipulates that one should be allowed to direct their health life according to their personal rationale. The patients have a right to determine their own destiny freely and independently as well as having their decision respected (Pollard, 1993).
This principle is important for study because not many people would not want to be treated as those with dementia; a disease involving loss of mental power. Many people are afraid of the prospect of not being able to decide their own fate and exercise self-determination. An ethical question in this principle of respect for autonomy is whether the health care center ensures that the patient is provided with ...
ReconstructionDatesThe Civil War_________ Recons.docx
Reconstruction
Dates:
The Civil War?_________
Reconstruction? ________
9-9-12
*
*
9/7/2010
Foner Chapter 15
"What Is Freedom?": Reconstruction, 1865–1877
*
After the Civil War, freed slaves and white allies in the North and South attempted to redefine the meaning and boundaries of American freedom. Freedom, once for whites only, now incorporated black Americans. By rewriting laws, African-Americans, for the first time, would be recognized as citizens with equal rights and the right to vote, even in the South. Blacks created their own schools, churches, and other institutions. Though many of Reconstruction’s achievements were short-lived and defeated by violence and opposition, Reconstruction laid the basis for future freedom struggles.
Introduction: Sherman Land
From the Plantation to the Senate
*
After the Civil War, freed slaves and white allies in the North and South attempted to redefine the meaning and boundaries of American freedom. Freedom, once for whites only, now incorporated black Americans. By rewriting laws, African Americans, for the first time, would be recognized as citizens with equal rights and the right to vote, even in the South. Blacks created their own schools, churches, and other institutions. Though many of Reconstruction’s achievements were short-lived and defeated by violence and opposition, Reconstruction laid the basis for future freedom struggles.
Click image to launch video
Q: Chapter 15 includes a new comparative discussion on the aftermath of slavery in various Western Hemisphere societies. You see important commonalities in the struggle over land and labor in post-Emancipation societies. How do you situate the experiences of former slaves in the United States in this borrowed content.
A: Well, just as slavery was a hemispheric institution, so was emancipation. It’s useful for us in thinking about the aftermath of slavery in the United States, the Reconstruction era and after to see what happened to other slaves in places where slavery was abolished. What you see is a similar set of issues and conquests taking place everywhere slaves desire land of their own—this is the No. 1 thing, they want autonomy, they want independence from white control. All of these regions are agricultural, everywhere former slaves demand land. In some places they get land fairly effectively, like in Jamaica, West Indies, where there’s a lot of unoccupied land they can take. In some places they don’t, but that battle to who’s going to have access to land and economic resources is a commonality in the aftermath of slavery. So too is the effort of local plantation owners trying to get the plantation going again and to force slaves to work back on the plantations, or if not, to bring labor from somewhere else—in the West Indies they bring workers from China, from India, from southeast Asia to replace slaves who were moving off on land of their own. They can’t quite do that in the United States—they tried to bring ...
Record, Jeffrey. The Mystery Of Pearl Harbor. Military History 2.docx
Record, Jeffrey. "The Mystery Of Pearl Harbor." Military History 28.5 (2012): 28-39.Academic Search Complete. Web. 10 Dec. 2013.
According to the article "The Mystery of Pearl Harbor," it briefly examines the reason why Japan starts a war with the United States. On December 7th, 1941, Japan with about 182 aircrafts from the first assault invade U.S. Pacific fleet of Pearl Harbor. Japan's ultimate goal was to overthrow East Asia. The main point of this article is mainly for Japan's goal for economic security and determined to achieve their goal to conquer East Asia. Moreover, they wouldn't let U.S. stop them. Japan was humiliated to be dependent on the United States, including American imported oil. Ultimately, they fought a war that could not won since U.S. was more superior. United States outproduce Japan in every category of ammunition and armaments. If someone were to ask me what this article was about, I would say that this article is an inevitable defeat from Japan.
I believe this source was definitely helpful. This article made me realize how important Pearl Harbor is. If anything, we could have lost to the Japanese and everything would change. Personally, I believe our army played a significant role during the war between Japan and United States. I believe that this source is reliable. This source can be slightly biased because in the article, it says “If the Pacific War was inevitable, was not Japan's crushing defeat as well? If so, then why did Japan start a war that, as British strategist Colin Gray has argued, it "was always going to lose?”
This article can clearly be used for a American history classes. Several of the first paragraphs include a clear understanding and a great topic for students to discuss. This would benefit students who does not know anything about Pearl Harbor. This would be appropriate for students to realize what America has been through during the 1940’s. I admit I now have a better understanding of Pearl Harbor, this article enhanced my perspective and changed the way I view it.
Hanyok, Robert J. "The Pearl Harbor Warning That Never Was." Naval History 23.2 (2009): 50-53. Academic Search Complete. Web. 11 Dec. 2013.
This article particularly argues that Americans believe that the surprising attack from Japan Navy planes could not have happened without some sort of conspiracy or warning. Without a doubt, Americans thought that U.S. political and military leaders kept this serious warning from Pearl Harbor’s commanders. Furthermore, the National Security Agency Documentary, “West Wind Clear seemed to be not found. Robert Hanyok’s attempted to clear up the issue and as a result, the warning for the chief Navy doe- breaker was just a figment of his imagination.
I believe that this article offers reliable sources. Hanyok provides source documents for historical scholars and researchers. This article was extremely helpful due to the controversy with the “West Wind Clear. The goal of this article was basically des ...
Reasons for Not EvaluatingReasons from McCain, D. V. (2005). Eva.docx
Reasons for Not Evaluating
Reasons from McCain, D. V. (2005). Evaluation basics. Arlington, VA: ASTD Press, pp. 14-16.
Below are reasons to not evaluate, but there are things you can do to overcome these reasons!
· Click Edit (upper right on the tool bar) to get into edit mode.
· Add at least 2 ideas to the page to overcome one or more of these reasons for not evaluating. Please explain in enough detail that someone reading this wiki will be able to understand it!
· Add your name in parenthesis after your idea so we know who contributed which idea!
· Click Save (upper right on tool bar) to save your changes.
1. Evaluation requires a particular skill set.
· Doing evaluation requires no particular skill. It only requires a desire to look into it a course or program and ask the right questions that would answer the whether or not the course was effective. There are many tools that would help in doing an evaluation. (D. Clark)
· Skills can be learned. Learning to evaluate is simply another avenue of training. If the skills to evaluate do not exist in your organization then the training may need to start at the Trainer level before moving on to more organizational specific training, (D Casper)
2. Evaluation is not a priority.
· In order to make progress in any learning environment, it is necessary to initiate check points and measurements producing an evaluation of knowledge (Valle)
· Evaluation is never a priority until things are going bad and the reason is not clear, Evaluation helps us understand where the issues are. (Jim K)
3. Evaluation is not required.
· Currently, as students we are being evaluated to check in our progress ion order to measure our understanding of the tasks given. We get a grade, it is required for this course.(Valle)
· Why are you only providing what is required? Why not go a little further and make the training better? (J. Sprague)
4. Evaluation can result in criticism.
· In order to grow as a person or a company we all need criticism, of course this needs presented in a positive light and in a way that people can learn and grow. (Jim K)
· In today's culture where everybody gets a trophy or everybody gets an "A" no matter how they perform it is not "PC" to criticize someone and hurt their feelings! Criticism is what motivated me to succeed and go beyond just what is normal! We need to stop equating "Criticism" with "Fault Finding" and realize we do more harm than good by not pointing out shortcomings and errors. (D Casper)
5. You can't measure training.
· In my place of work in the industry, we had to measure training. Time was spent in educating employees into new ways to create a product, cost effectiveness, supply management chain and distribution. Measuring effectiveness of the training was in direct correlation with the success of the given product into market.(Valle)
· You can always measure whether or not the training was successful. The key is to look for the right types of measurements. It may be measured ...
Recognize Strengths and Appreciate DifferencesPersonality Dimens.docx
This document provides information about personality types based on the Personality Dimensions system. It discusses introverts and extraverts, analyzing the key differences in their preferences, strengths, challenges, and tips for thriving at work. Introverts are described as preferring solitary activities to recharge, while extraverts gain energy from social interaction. The document also provides a detailed analysis of the Inquiring Green personality type, including their needs, strengths, challenges, and tips for managing them at work.
Real-World DecisionsHRM350 Version 21University of Phoe.docx
Real-World Decisions
HRM/350 Version 2
1
University of Phoenix Material
Real-World Decisions
Read the following scenarios, which represent real-world decisions, and respond to each in 150 to 200 words.
Scenario One
You are the director of production at a multinational company. Your position is in Tokyo, Japan. Recently, this division experienced production quota problems. You determine that you must identify a team leader who will lead the work team to tackle the problem. You identify several possible team leaders, including Joan, a manager who is an expatriate US citizen and has recently arrived in your company’s Japanese office. You are also aware of Bob, a European national who has worked at the facility for about a year. His experience includes reengineering production processes at one of the company’s production facilities in Europe. The final candidate is Noriko, a Japanese national who has been at the facility for several years.
Questions
The team you assemble is composed of American expatriates and Japanese nationals. Compare the three candidates for the position. Based on cultural norms and traditions, what cultural factors and management styles may benefit or present obstacles for others on the team? Explain.
Response
Scenario Two
You have been assigned to an overseas position with your company. The local government of the host country offers gifts periodically to senior management as a way of thanking them for opening a facility and employing locals. These gifts include cash or merchandise into the thousands of dollars. Typically, to refuse a gift is considered an insult. Your country’s policy is to prohibit employees from accepting anything from clients and customers of more than $50. Your employer values its relationship with the host country and government officials, and it intends to continue operating in the venue.
Questions
How would you address a situation where you are presented with a gift of more than $50? Explain your rationale. How could your actions affect your company? How could your decision affect your working relationship with your company’s and the host country’s officials?
Response
Scenario Three
Christine, the leading expert in information technology (IT) organizational design, works for a large consulting firm and has been asked to work on a temporary assignment in Saudi Arabia. One of her firm’s biggest revenue-generating customers is embarking on an initiative to redesign the IT structure to improve efficiency and effectiveness, and to align the business unit’s output with the organization’s strategic objectives. The customer has read research reports and articles Christine has published, and the chief executive officer has asked Christine to handle this project. She is excited about the professional challenge of the assignment, but she is unsure of adopting customs and practices in a Muslim country.
Questions
Discuss the ethical considerations for Christine and her company. What implications m ...
Real Clear PoliticsThe American Dream Not Dead –YetBy Ca.docx
Real Clear Politics
“The American Dream: Not Dead –Yet
By Carl M. Cannon and Tom Bevan
March 6, 2019
Solid pluralities of Americans think their country is heading in the wrong direction, have lost faith in its prominent public institutions, and believe both major political parties are an impediment to realizing the American Dream. Nonetheless, that dream persists – threatened, yes, but not nearly dead.
These are the findings in the latest poll from RealClear Opinion Research, focusing on how Americans view their future possibilities and how much economic guidance and oversight should be provided by government. The answers provide a road map for the 2020 election season.
Nearly four times as many respondents say the American Dream is “alive and well” for them personally (27 percent) as those who say it’s “dead” (7 percent). The overwhelming majority express a more nuanced outlook. Two-thirds of those surveyed believe the American Dream is under moderate to severe duress: 37 percent say it is “alive and under threat” while another 28 percent say it is “under serious threat, but there is still hope.”
“In this poll, most people are telling us that the American Dream isn’t working as they believe it should be,” said John Della Volpe, polling director of RealClear Opinion Research. “The overwhelming number of people are not seeing the fruits of working hard, whether it’s through a professional (finances) or a personal (happiness) lens.”
The panel of 2,224 registered voters was probed for its views on other foundational aspects of 21st century American civic life, including their views of capitalism and socialism, and how they see the future unfolding for the younger generation of Americans.
Asked, for example, whether the American Dream is alive for those under 18 years of age, the attitudes were decidedly pessimistic -- especially among Baby Boomers and the so-called Silent Generation (Americans born between the mid-1920 and mid-1940s), those who have been in control of our public and private institutions for decades. While 23 percent of Baby Boomers and Silent Generation voters say the American Dream is alive for them (already the lowest percentage among all age groups) only 15 percent say they believe it will be there for the next generation.
Measuring attitudes about the American Dream means different things to different people. For this survey, RealClear Opinion Research defined it for the poll respondents by using Merriam-Webster’s dictionary, which describes the American Dream as “a happy way of living that can be achieved by anyone in the U.S. especially by working hard and becoming successful.”
As one would expect, perceptions of the health of this idea differ by party, age, education and class. Among the most striking findings in the survey were the variances by ethnicity. Asian-Americans are the most likely to say the American Dream is working for them (41 percent) – twice the percentage as Hispanics. Despite such differences, ...
Recommended Reading for both Papers.· Kolter-Keller, Chapter17 D.docx
Recommended Reading for both Papers.
· Kolter-Keller, Chapter17 Designing & Managing Integrated Marketing Communications
· Kolter-Keller, Chapter18 Managing Mass Communications: Advertising, Sales Promotions, Events & Experiences and Public Relations
· Kolter-Keller, Chapter19 Managing Personal Communications: Direct and Interactive Marketing, Word of Mouth and Personal Selling
· PDF link to Kolter_keller 14th edition :
· http://socioline.ru/files/5/283/kotler_keller_-_marketing_management_14th_edition.pdf
· Keller,K.L.(2001).Mastering the Marketing Communications Mix: Micro and Macro Perspectives on Integrated Marketing Communication Programs. Journal of Marketing Management, Sep2001, Vol. 17 (7/8), 819-84.
· Luo, Xueming and Donthu, Naveen; Marketing's Credibility: A Longitudinal Investigation of Marketing Communication Productivity and Shareholder Value; The Journal of Marketing. Oct., 2006, Vol. 70, Issue 4, p70-91.
· Wright, E., Khanfar, N.M., Harrington, C., & Kizer,L.E. (2010). The Lasting Effects Of Social Media Trends On Advertising.Journal of Business & Economics Research, Vol. 8 (11), 73-80
Grading Rubric for both papers
· Identifies all or most of the key issues presented by the case.
· Discussion of issues reflects strong critical thinking and analytical skill.
· Discussion/analysis makes all or most of the recommendations called for by the case issues.
· Recommendations are supported by data from all or most of the relevant case facts and exhibits data.
· Data are creatively manipulated and applied. Discussion and recommendations are presented clearly, logically, and succinctly with no or few grammatical or other errors.
· Discussion/analysis reflects strong understanding of principles presented in course readings/materials.
· Where relevant, discussion/analysis employs proper APA style. Length limitations and other form/format requirements (if any) are followed.
1.The Changing Communications Environment 2 pages
Emerging media technologies have vastly empowered customers to decide whether or how they want to receive commercial content. Consumers are no longer passive recipients of marketing communications and the real challenge for a marketer is how to regain the customers’ attention through the clutter.
1 Web-based technologies can be combined with traditional media to build a successful marketing communication campaign. Cite two specific examples of companies/brands using this combination approach and discuss what made these campaigns successful. Did the two use similar techniques?
With the help of relevant examples, can you describe how modern technologies can be used to promote interactivity between the product and the customers? In this context discuss the use of social media to generate excitement around a brand. Can you cite any recently launched new products that have managed to achieve this?
2.Personal Application Paper, one and a half pages
Provide a detailed overview of Procter and Gamb ...
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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.
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- 3. Of human misery; we Find also in the sound a thought, 15 Hearing it by this distant northern sea. 20 The Sea of Faith Was once, too, at the full, and round earth's shore Lay like the folds of a bright girdle furled. But now I only hear Onomatopoeia: "Roaring" sound'i Its melancholy, long, withdrawing roar, Retreating, to the breath Of the night-wind, down the vast edges drear And naked shingles of the world. Ah, love, let us be true 25 To one another! for the world, which seems To lie before us like a land of dreams, So various, so beautiful, so new, Hath really neither joy, nor love, nor light, Nor certitude, nor peace, nor help for pain; 30 And we are here as on a darkling plain Swept with confused alarms of struggle and flight, Where ignorant armies clash by night. 35