Step 1 Choose Your CaseChoose a case that has either been decid.docx
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Step 1: Choose Your Case Choose a case that has either been decided or will be decided this term: You can go to OYEZ.ORG 2013 (Links to an external site.) cases for a list of current cases. If you decide to research some of the cases that have gotten a lot of press recently, you are welcome to choose one of these to research: · Town of Greece v. Galloway · Sebelius v. Hobby Lobby · Fernandez v. California · Riley v. California · McCutcheon v. Federal Election Commission Step 2: Research Your Case Find out the following information about your case: · Has a decision been made in your case? If yes, what was that decision? How many Justices voted for/against the decision? (The page for the case you are researching on OYEZ.ORG (Links to an external site.) will have this information – at the bottom of the page you can also see who voted for/against this as well as sort by ideology). · What is the issue being discussed? Summarize the main points. · What are the two sides of argument? Summarize those. · Why do you think this issue this issue is important? What impact could this have? · Do you think ideology impacted this case? If so, how? Some places to go to research more about your issue: · Oyez.org (Links to an external site.) · SCOTUS Blog (Links to an external site.) (the Supreme Court Blog – the search feature will pull up information about your case) Step: 3 Create Your Summary + Thought Questions Combine the information you have found and create a 300-400 word summary and analysis of this issue for your initial post in your own words based on your research. Directions For your Initial Post due by Wednesday11:59 PM: 1. Post your summary of your article and the websites you got your information from. Make certain to include a citation. 2. Create 1 or 2 thought questions about the article. These should be questions that help your classmates' think more deeply about the topic and their own perspective. Such as: 1. If decision is made .... , what do you think would happen? 2. How should the public respond to...? 3. Why do you think...? 4. How do you feel about...? .
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tep 1 Choose Your CaseChoose a case that has either been decided .docx
tep 1: Choose Your Case
Choose a case that has either been decided or will be decided this term:
You can go to
OYEZ.ORG 2013
(Links to an external site.)
cases for a list of current cases. If you decide to research some of the cases that have gotten a lot of press recently, you are welcome to choose one of these to research:
Town of Greece v. Galloway
Sebelius v. Hobby Lobby
Fernandez v. California
Riley v. California
McCutcheon v. Federal Election Commission
Step 2: Research Your Case
Find out the following information about your case:
Has a decision been made in your case? If yes, what was that decision? How many Justices voted for/against the decision?
(The page for the case you are researching on
OYEZ.ORG
(Links to an external site.)
will have this information – at the bottom of the page you can also see who voted for/against this as well as sort by ideology).
What is the issue being discussed? Summarize the main points.
What are the two sides of argument? Summarize those.
Why do you think this issue this issue is important? What impact could this have?
Do you think ideology impacted this case? If so, how?
Some places to go to research more about your issue:
Oyez.org
(Links to an external site.)
SCOTUS Blog
(Links to an external site.)
(the Supreme Court Blog – the search feature will pull up information about your case)
Step: 3 Create Your Summary + Thought Questions
Combine the information you have found and create a 300-400 word summary and analysis of this issue for your initial post
in your own words
based on your research.
.
Dean r berry problems and solutions immigration, xenophobia and racism in a...
Dean r berry problems and solutions immigration, xenophobia and racism in a...Riverside County Office of Education
GreatRecommended
tep 1 Choose Your CaseChoose a case that has either been decided .docx
tep 1: Choose Your Case
Choose a case that has either been decided or will be decided this term:
You can go to
OYEZ.ORG 2013
(Links to an external site.)
cases for a list of current cases. If you decide to research some of the cases that have gotten a lot of press recently, you are welcome to choose one of these to research:
Town of Greece v. Galloway
Sebelius v. Hobby Lobby
Fernandez v. California
Riley v. California
McCutcheon v. Federal Election Commission
Step 2: Research Your Case
Find out the following information about your case:
Has a decision been made in your case? If yes, what was that decision? How many Justices voted for/against the decision?
(The page for the case you are researching on
OYEZ.ORG
(Links to an external site.)
will have this information – at the bottom of the page you can also see who voted for/against this as well as sort by ideology).
What is the issue being discussed? Summarize the main points.
What are the two sides of argument? Summarize those.
Why do you think this issue this issue is important? What impact could this have?
Do you think ideology impacted this case? If so, how?
Some places to go to research more about your issue:
Oyez.org
(Links to an external site.)
SCOTUS Blog
(Links to an external site.)
(the Supreme Court Blog – the search feature will pull up information about your case)
Step: 3 Create Your Summary + Thought Questions
Combine the information you have found and create a 300-400 word summary and analysis of this issue for your initial post
in your own words
based on your research.
.
Dean r berry problems and solutions immigration, xenophobia and racism in a...
Dean r berry problems and solutions immigration, xenophobia and racism in a...Riverside County Office of Education
GreatDiscussion Instructions· Due 114· Please make sure ALL quest.docx
Discussion Instructions:
· Due 1/14
· Please make sure ALL questions are answered
· Minimum of 2 scholarly sources cited for EACH discussion unless stated in the initial post instructions. Please include a link to EACH scholarly source(s) in your references.
· APA format for in-text citations and list of references
Discussion 2: Context, Meaning, and Value
Initial Post Instructions
Select one of the following options to research for this discussion:
· Option 1: Google <California Washington mural>. You will find numerous reports concerning a California school district that voted to paint over a mural in the high school. The Life of Washington was painted by Depression-era artist Victor Arnautoff.
· Option 2: Google <Indiana University Thomas Hart Benton mural>. You will find numerous articles on the controversy surround a panel from Benton's A Social History of Indiana (1933) murals.
· Option 3: Conduct research on a mural or statue or monument in your town that is the subject of controversy.
Before you read the news articles, try to look at the artworks through an image search in Google. Then, read the news articles to see the different viewpoints about the murals.
For the initial post, address at least four (4) of the following questions for the option you selected:
· What do you think should be done with the artwork (e.g., painted over, covered, destroyed, left as is in plain view, etc.)? Why?
· Should the context in which the artwork was created (the Great Depression of the 1930s in the case of the Benton and Arnautoff murals) have an impact on the decision of what to do with the artwork?
· Should the context in which people now view the artwork have an impact on the decision of what to do with it?
· What message do you think the artwork conveys?
· Do you think there is ambiguity in the message?
· Do you think the message is vague?
· Does the artistic value of the artwork require that it be saved regardless of message?
· Does the historic value of the artwork require that it be saved regardless of message?
· Do you think the message of the artwork is sufficiently important that the message alone requires that it be saved?
· Do you think the artists were biased or prejudiced? If yes, explain specifics about the artwork that support your opinion. Do you think viewers might be bringing bias or prejudice to their opinions? Are you?
Discussion 3: Evaluating Sources
Introduction
"Everyone is entitled to their own opinions – but not their own facts." (Daniel Patrick Moynihan, cited in Vanity Fair, 2010, para. 2)
We form opinions – and make our judgments – based on facts we observe and values we hold. Our judgments are also influenced by the opinions of others. In the section "An Expert on Hate in America" in Chapter 6, one of the authors, Dr. Peter Facione, renders an opinion on a non-profit civil rights organization: Southern Poverty Law Center (SPLC). Dr. Facione is a leading advocate and one of the most influential voices in the field of cr ...
Case study using the Ethics Worksheet belowTESLA MOTORSIdentif.docx
Case study using the Ethics Worksheet below: TESLA MOTORS
Identify an actual media case which includes ethical considerations.
The case may involve national or local news media, advertisers, public relations practitioners, or media entertainment in magazines, movies, books, etc. The sweep is broad, though the case must in some way involve one of the media: newspapers, magazines, books, TV, radio, movies, records or the web. It may involve advertising, public relations, or journalism. Try to choose an issue you're already interested in, or something based on a personal experience. It will make this project more fun to do. The choice must NOT be something we already used for a class case study.
To find ideas, read, read, read, listen, listen, listen, or watch, watch, watch. Get ideas from your textbooks, or from class discussions. You can find oodles of ethically-sensitive cases out there, if you're looking. I won't give you possible choices here--as this is an theoretical-level class, it's time for you to take the initiative!
b. Identify the ethical issue posed by the case, and collect background information on this issue from library sources and interviews with experts. You'll need to explain:
· how the issue has been handled by philosophers and media people in the past;
· legal considerations;
· professional considerations;
· opinions of experts in the field. Basically, tell me everything the world knows about the ethical issue raised by your sample case.
c. Complete the ethics worksheet, decide how you would, or would have, handled the case. This part of the assignment is similar to previous class exercises.
Length: Using the ethics worksheet as an outline, description of the case should be at least one page.Research on the case should total at least five to seven pages, and a good eight sources, (minimum is 5 sources) books and articles included--not only web sites! You'll probably have to rely on the library's on-line databases, perhaps interlibrary loan.
Your paper should be set up using the ethics worksheet questions, with each question number indicated. Your answer will probably be both in narrative and bulleted form, as you think works best. This means your description of the case will fit into, perhaps, questions two and three. Your consideration of how ethical theories relate to your case will fit under question 11, etc. Your ethics worksheet analysis will be similar in size to those you've turned in for class projects (in other classes), but longer, about 10-12 double-spaced, typewritten pages.
Objectives: To recognize an ethical issue based on an actual situation; to understand how ethics philosophers and writers have considered your chosen issue; to critically analyze a case,acknowledging ambiguities. At the end of your work, you'll be the expert on this issue, so I expect to read in your work a lot that I don't know already.
Ethics Worksheet for Case Studies - Tesla Motors
1. What is the ethical issue/problem, in one sente ...
Basildon Bond - We Wrote Letters In Those D
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THE EXCLUSIONARY RULEThis week we learned about the exclusionary.docx
THE EXCLUSIONARY RULE
This week we learned about the exclusionary rule. That is of course not the only method that could be used to deal with evidence seized in violation of the Constitution. Some see this as police misconduct and that society loses when we enforce the exclusionary rule. Others see officers as public agents (after all they are doing your work not their own agenda) and appropriate to punish the government instead of the individual officers.
· Should a murderer go free because police made a mistake?
· What do you think about this?
· Is the exclusionary rule the best option?
· It was created by judges not Congress after all. Are there other methods we could consider? What are they?
This is an essay response type question. Your answer should be at least 350 words. After completing your post review the majority of other posts. Feel free to comment as you wish.
MIRANDA
Last week’s class deals primarily with the assistance of an attorney regarding questioning. While there are a lot of misconceptions as to when Miranda must be read, it seems almost everyone knows the rights outlined in the Miranda Warning; however, if police neglect to read the warning to a suspect prior to custodial interrogation the suspect’s statements are not admissible (even if the suspect is an attorney or police officer that obviously knows the Miranda Warning).
· So I ask you, do we still need the Miranda Warning? Congress tried, unsuccessfully to eliminate the requirement. Why do we still have it?
· Do you think it serves a useful purpose?
· Why do we even have the Miranda Warning? We don’t require police to tell people they have a right to refuse consent to search. . .
This is an essay response type question. Your answer should be at least 350 words. After completing your post review the majority of other posts. Feel free to comment as you wish.
PUNISHMENT
This past week we covered the 8th Amendment, particularly that of cruel and unusual punishment. For this discussion I want you to consider what punishment is and what it is not.
· Do prisoners really have rights?
· What limits should they have?
· How and who should determine where we draw the line?
· Do they have an expectation to privacy in their cells?
· Should they be able to vote in prison?
· Should they be able to have guns when they are released from jail or prison?
· What about segregation?
· What do you do with a prisoner who assaults other prisoners and staff every chance they get?
· When is capital punishment appropriate?
In order to receive full credit you must not only include your opinion on one of these issues, but also the LEGAL basis for it. (If the courts do not agree with you, state how they have decided and what the legal argument would be against it.) Please do a post of at least 300 words. As always be sure to come back and review other posts.
Topic: Adolescent involvement in street gangs
References
Dong, B. & Krohn, M. D. (2016). Escape from violence: What reduc ...
Hr Essay Questions. Online assignment writing service.
Custom Writing Service
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Science Communication and Looking For Love
This is a special Valentine's Day edition of my communication strategy talk. It focuses on the potential value of communication aimed at shaping warmth, competence, perceived listening, identity, attitudes, norms, and efficacy beliefs. The presentation is adapted from a talk I also give as part of Michigan State University's science communication training initiative. Delivered to Forestry graduate students, February 9, 2017.
Two assignments1. Watch the documentary Inside Job”, narrated b.docx
Two assignments
1. Watch the documentary “Inside Job”, narrated by Matt Daemon.
2. For each paper, must include two part, (a) write (roughly) one double-spaced page demonstrating a non-superficial understanding of an issue raised in the documentary, and (b) Write (roughly) one double-spaced page demonstrating a non-superficial understanding of how one of the readings from the course applies to the issue you discuss in part (a).
Each of the two must involve a different issue raised by the documentary, YOU NEED TO RAISE ANOTHER TWO ISSUES NOT THE TWO ISSUES YOU USED IN LAST TIME.
Each of the two must discuss a different reading from the following list:
First paper relates to “Decision Fatigue” and Ariely chapter 4 discussion.
Second paper relates to Ariely chapter 8 discussion.
Notes for Chapter 4 & 8:
Chapter 4: Why We Blow It When We Are Tired
Stressful days make us eat less healthy food
Cognitive load even if minimal makes us more liable to temptation
The tired brain
When deliberative brain occupied then instinctive part takes over
When judges get tired
Judges grant parole more frequently first thing in morning and right after lunch break
Willful cognitive work and denial of instincts lowers barriers to cheating in other parts of life
Months of studying causes students to lower morals and claim dead grandmothers before finals
Don't shop for groceries when tired or hungry
Give in to some known temptations like dessert to avoid bigger unknown temptations later
Do most challenging tasks in morning
Remove temptations or don't go to places where see them
Chapter 8: Cheating as an Infection
Spread of corporate dishonesty like infection
Observing dishonesty in ppl close to u makes u do it more
When do something questionable, the act of inviting our friends to join in makes us feel better because socially acceptable
Dishonesty defined by social norms not cost benefit analysis
When observer from outside group cheats then the signaling effect breaks
Wrong to view minor infractions as trivial because signal and then snowball
Broken windows theory: fix problems when they r small
Publicize the individuals stand up against Crime
Publicize outstanding moral acts
Research Paper
Each student will submit an eight- to ten-page paper (exclusive of title and reference page) on a topic from the list below. The student should be creative in choosing a topic that peaks their interest and can be sufficiently supported with research, data, and substantiated theory or application and allows them to illustrate their critical thinking and writing skills developed throughout the course.
· Problem-Oriented Policing
· Leadership Effectiveness in Community Policing
· Maximizing Law Enforcement Operation Effectiveness
· Building Community Support for Policing Efforts
· Community Policing Models
· Leadership Dilemmas Encountered in Community Policing
· The Effectiveness of Community Policing
· Organizational Development to Enhance Community Policing
· Budget C ...
Building and sustaining ethical nonprofits toolkit (handout 1 of 1)
Tom Sechrest, Ph.D., Program Director, Master of Science in Organizational Leadership and Ethics and Associate Dean, School of Management and Business, St. Edward's University and Ann Hume Wilson, Executive Director, Conspirare
module2-choosingatopic-131220102444-phpapp02 (1).pdf
It's very well educated topic about literature review
Part I – Issue Investigation1. You will choose one topic relate.docx
Part I – Issue Investigation
1. You will choose one topic related to our discussions this semester (Up to 2 people may choose one topic. Please email your instructor with your preferred topic to get approval before participating.)
2.
Answer the following questions…providing documentation (reputable references
J).
a. What is the U.S. political stance on this issue? Provide a synopsis on the laws pertaining to this issue.
b. How is this issue portrayed in the media (e.g. tv, online, news, print)? Give at least two examples.
c. Choose 5 other countries and state political stances and laws pertaining to this issue (for each).
d. How do you think the official stances and laws of these other 5 countries affect the U.S. and vice versa?
e. Does the U.S. have an obligation to be a world leader in this area? Why or why not?
f. Based on the information you have researched on “the world” and this issue, have your views changed? Why or why not?
.
## Send to the Discussion Forum five topics you think would make val.docx
## Send to the Discussion Forum five topics you think would make valid studies for a sociologist and tell why you think a sociologist would be interested in them. ##
*****************************************************************************
We talked about common sense and the need for sociological research in, but I want us to discuss it a little further. Quite often we have heard or have said, ?Why, that?s just common sense.? Common sense has helped a lot of us through various situations in our lives, but it really can?t be relied on as a source of knowledge because it?s quite limited (How much common sense does one have?) and what we feel is ?correct? often is not. What may seem ?right? for you or is considered as common sense to you may not be for me.
*****************************************************************************
## Send to the Discussion Forum five things you think are common sense concepts, e.g., common sense tells us it?s foolish to cross the street when the light is green. ##
*****************************************************************************
When sociologists do research, they work from a model which has eight Basic Steps.
First
they choose a topic that generally will have the following criteria for doing the study.
Curiosity
: Why do certain behaviors lead to certain outcomes? Why is it that two children raised by the same methods (it doesn?t matter if they are from upper or lower income families) turn out differently? One reaches their potential, the other doesn?t.
Interest
: A particularly interesting topic surfaces and sparks interest in the researcher.
Funding
: Often, grants from Federal, state, and local governments become available to study certain topics, e.g., what has made society so conducive to the formation of gangs?
Social Issues
: Social issues of global to local significance attract sociologists? attention. Things like drug cultures, unemployment, gangs, urban blight, etc.
Second,
once the problem is identified, it must be defined. Then they will ask, ?What do we want to learn and why??
Third,
they will take a look at any existing data or literature that is
available. What have previous studies (if any) shown? What methods of study were used? When and where was the data collected? (Time, year, etc.)
Fourth,
they will develop a hypothesis. What are the expected relationships between all of the variables according to what our theory predicts? Are they congruent or are there differences. If so why? (The hypothesis needs
to have operational definitives, i.e. If this happens, a particular event, emotion, etc. then we can expect this result by this time.) It is very important that precise ways are used in measuring hypotheses.
Fifth,
the choice of a research method is critical. Some methods will not work as well or at all when you are collecting data. Surveys, questionnaires, etc., all have to be specifically written and administered to obtain ?scientific? results. The way .
Arguments Are SupportWhile being open-minded and playing the be.docx
Arguments Are Support
While being open-minded and playing “the believing game” is a great starting place whenever you're having a discussion, the remainder of the webtext will focus on what Peter Elbow calls “the doubting game.” To filter through all the ideas presented to you and decide what to believe, it's important to turn a skeptical eye to every argument you encounter.
The first step is to understand exactly what makes up an argument. To say that something is true is to make a claim. But to give reasons to believe that it is true is to make an argument. Thus, all arguments consist of at least two parts:
1. Premise: one or more reasons or pieces of evidence to support the claim
2. Conclusion: the claim being supported
Arguments make the process of thinking visible. The logical leap from the premises to the conclusion is known as an inference. Whenever you draw a conclusion based on a piece of information, such as seeing a threateningly dark sky and deciding that there’s a good chance of rain, you’re making an inference. When these inferences are articulated with premises and conclusions, they make an argument.
Recognizing Arguments
Not every piece of text or spoken speech you encounter is necessarily an argument. Unless it has both premises and a conclusion, it’s not an argument.
If no support is offered, it’s not an argument. It might be true. It might be a fact. It might be an opinion. But if there are no reasons to back it up, its not an argument. Consider the following passage:
People say I'm angry. I am. I'm angry that our president started an unnecessary war. I'm upset that our military got away with torturing people. I'm mad that an insurance company sold policies that my government had to cover, and they're still open. I'm upset that companies like Countrywide and Washington Mutual collapsed the housing market. I'm totally disgusted in Congress. 1
This could be the beginning of an argument—maybe the author goes on to support his opinions with reasons and evidence. But as it stands, this piece of text is merely a list of assertions of belief.
Narratives are also not arguments:
I remember being paid $5.75 an hour at my first job as a host at Hobee’s, a brunch restaurant in the East Bay town of Fremont where I grew up. The dismal pay rate felt like a significant amount of money at the time, but then again it was the year 2000, I was living with my parents, and I was only 14. … It’s hard to imagine how my coworkers at Hobee’s were surviving on $5.75 an hour all those years ago, many of them with families to support. 2
The text above is also not an argument. The writer is reflecting upon his memories, and his feelings about his memories, but because he doesn’t make any definitive claim, it’s not an argument.
Finding Premises and Conclusions
When you’re spelling out arguments, the standard form is to list the premises first, and then state the conclusion that the premises lead to. But arguments in real life are often not as tid.
LIB300 Week 9 finding, analyzing, and documenting information
LIB300 Week 9 finding, analyzing, and documenting information
Dean R Berry Problems and Solutions of Global Warming
Lesson engages students in a problem solving activity using essential questions and hyperlinked resources.
ELEC 161 QUIZ 2 All the questions carry same weight .docx
ELEC 161
QUIZ 2
All the questions carry same weight
1. Calculate the efficiency of a transformer-coupled Class A amplifier for a supply of 12 Volts and an
output V(p) = 9 Volts. Show your calculations.
2. With the help of sketches, explain the operation of a Class B amplifier.
3. For a Class B amplifier, an 18-Volt peak signal to a 16-ohm load (speaker) and a power supply of Vcc =
24 Volts, determine the input power, output power, and the circuit efficiency. Show your calculations.
4. For a Class B amplifier with a supply voltage Vcc = 27 Volts and driving a load of 16 ohms, determine
the maximum input power, output power, and transistor power dissipation. Show your calculations.
5. Explain the concept of harmonic distortion as it applies to an amplifier. Provide appropriate sketches
and the equations.
The Problem: The Case of Tracking the Terrorists
My role is V.P. of Marketing in the following simulated case:
A bill has just been introduced in the Legislature, with wide bi-partisan support, that would create a database for creating a "network" of information by which to track non-documented workers and potential terrorists. The information that would be accessed includes information from driver’s licenses, and requests for government services. In addition, the legislation would require all manufacturers of software to embed a code in their product which would allow tracking of internet use as well as sales on the computer. No notice would be given to the consumer other than the general notice that the measure has become law.
Please complete each section of this worksheet.
Be Attentive
If we consider each of the lenses a pane in a window, which gives us a balanced view of the problem, the final process combines all four of the lenses as we balance among the four core values of our community. After working through each of the lenses individually, you can now see how to put the pieces together in a whole. The process requires that you diligently ask the core questions over and over as you analyze problems that come to you.
All four lenses are needed. In the question about what comes first, rights and justice or results and virtue, the answer is - it doesn't matter. If you prefer to start with rights and justices, your horizons can be expanded as you dream of possibilities with those who focus on results and reputation. If you start with imagining what is possible, those dreams need to be disciplined by the constraints of rights and justice. As you go through all four lenses, you can calibrate your response and assure that you have considered all facets of the problem.
For the final round, we will work through the lenses in the order in which they were presented: (1) Rights/Responsibility Lens; (2) Results Lens; (3) Relationship Lens; (4) Reputation Lens.
We begin by setting the context. Please address the following questions:
1. Who is the ethical actor? Who or what gro ...
In this unit, you will experience the powerful impact communication .docx
In this unit, you will experience the powerful impact communication and miscommunication can have on cultural diversity.
Download the Communication: The Journey of Message Template
Follow the template instructions
Demonstrate your understanding of key concepts from the weekly content by including analysis of specific evidence in your responses within the template.
Use in-text citations and APA formatting for all source material references in your template.
Upload the completed template to this assessment.
.
In this task, you will write an analysis (suggested length of 3–5 .docx
In this task, you will write an analysis (
suggested length of 3–5 pages
) of one work of literature. Choose
one
work from the list below:
Classical Period
• Sappho, “The Anactoria Poem” ca. 7th century B.C.E. (poetry)
• Aeschylus, “Song of the Furies” from
The Eumenides
, ca. 458 B.C.E. (poetry)
• Sophocles,
Antigone
, ca. 442 B.C.E. (drama)
• Aristotle, Book 1 from the
Nichomachean Ethics
, ca. 35 B.C.E. (philosophical text)
• Augustus,
The Deeds of the Divine Augustus
, ca. 14 C.E. (funerary inscription)
• Ovid, “The Transformation of Daphne into a Laurel” an excerpt from Book 1 of
The Metamorphoses
, ca. 2 C.E. (poetry)
Renaissance
• Francesco Petrarch, “The Ascent of Mount Ventoux” 1350 (letter)
• Giovanni Pico della Mirandola, the first seven paragraphs of the “Oration on the Dignity of Man” ca. 1486 (essay excerpt)
• Leonardo da Vinci, Chapter 28 “Comparison of the Arts” from
The Notebooks
ca. 1478-1518 (art text)
• Edmund Spenser, Sonnet 30, “My Love is like to Ice” from
Amoretti
1595 (poetry)
• William Shakespeare, Sonnet 18, “Shall I Compare Thee to a Summer’s Day” 1609 (poetry)
• Francis Bacon, “Of Studies” from
The Essays or Counsels…
1625 (essay)
• Anne Bradstreet, “In Honour of that High and Mighty Princess, Queen Elizabeth” 1643 (poetry)
• Andrew Marvell, “To his Coy Mistress” 1681 (poetry)
Enlightenment
• René Descartes, Part 4 from
Discourse on Method
, 1637 (philosophical text)
• William Congreve,
The Way of the World
, 1700 (drama-comedy)
• Jonathan Swift, “A Modest Proposal” 1729 (satirical essay)
• Voltaire, “Micromégas” 1752 (short story, science fiction)
• Phillis Wheatley, “To S.M., a Young African Painter, on Seeing his Works” 1773 (poetry)
• Thomas Paine, “Common Sense” 1776 (essay)
• Johann Wolfgang von Goethe, “The Fisherman” 1779 (poetry)
• Immanuel Kant, “An Answer to the Question: What is Enlightenment?” 1784 (essay)
Romanticism
• Lord Byron, “She Walks in Beauty” 1813 (poetry)
• Samuel Taylor Coleridge, “Kubla Khan” 1816 (poetry)
• Edgar Allan Poe, “The Fall of the House of Usher” 1839 (short story)
• Alexander Dumas,
The Count of Monte Cristo
, 1844 (novel)
• Emily Brontë,
Wuthering Heights
, 1847 (novel)
• Herman Melville, “Bartleby, the Scrivener: A Story of Wall-Street” 1853 (short story)
• Emily Dickinson, “A Narrow Fellow in the Grass” 1865 (poetry)
• Friedrich Nietzsche, Book 4 from
The Joyful Wisdom
, 1882 (philosophical text)
Realism
• Charles Dickens,
A Christmas Carol
, 1843 (novella)
• Karl Marx and Friedrich Engles,
The Communist Manifesto
, 1848 (political pamphlet)
• Christina Rossetti, “Goblin Market” 1862 (poetry)
• Matthew Arnold, “Dover Beach” 1867 (poetry)
• Robert Louis Stevenson,
The Strange Case of Dr. Jekyll and Mr. Hyde
, 1886 (novella)
• Kate Chopin, “The Story of an Hour” 1894 (short story)
• Mark Twain, “The.
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Similar to Step 1 Choose Your CaseChoose a case that has either been decid.docx
Discussion Instructions· Due 114· Please make sure ALL quest.docx
Discussion Instructions:
· Due 1/14
· Please make sure ALL questions are answered
· Minimum of 2 scholarly sources cited for EACH discussion unless stated in the initial post instructions. Please include a link to EACH scholarly source(s) in your references.
· APA format for in-text citations and list of references
Discussion 2: Context, Meaning, and Value
Initial Post Instructions
Select one of the following options to research for this discussion:
· Option 1: Google <California Washington mural>. You will find numerous reports concerning a California school district that voted to paint over a mural in the high school. The Life of Washington was painted by Depression-era artist Victor Arnautoff.
· Option 2: Google <Indiana University Thomas Hart Benton mural>. You will find numerous articles on the controversy surround a panel from Benton's A Social History of Indiana (1933) murals.
· Option 3: Conduct research on a mural or statue or monument in your town that is the subject of controversy.
Before you read the news articles, try to look at the artworks through an image search in Google. Then, read the news articles to see the different viewpoints about the murals.
For the initial post, address at least four (4) of the following questions for the option you selected:
· What do you think should be done with the artwork (e.g., painted over, covered, destroyed, left as is in plain view, etc.)? Why?
· Should the context in which the artwork was created (the Great Depression of the 1930s in the case of the Benton and Arnautoff murals) have an impact on the decision of what to do with the artwork?
· Should the context in which people now view the artwork have an impact on the decision of what to do with it?
· What message do you think the artwork conveys?
· Do you think there is ambiguity in the message?
· Do you think the message is vague?
· Does the artistic value of the artwork require that it be saved regardless of message?
· Does the historic value of the artwork require that it be saved regardless of message?
· Do you think the message of the artwork is sufficiently important that the message alone requires that it be saved?
· Do you think the artists were biased or prejudiced? If yes, explain specifics about the artwork that support your opinion. Do you think viewers might be bringing bias or prejudice to their opinions? Are you?
Discussion 3: Evaluating Sources
Introduction
"Everyone is entitled to their own opinions – but not their own facts." (Daniel Patrick Moynihan, cited in Vanity Fair, 2010, para. 2)
We form opinions – and make our judgments – based on facts we observe and values we hold. Our judgments are also influenced by the opinions of others. In the section "An Expert on Hate in America" in Chapter 6, one of the authors, Dr. Peter Facione, renders an opinion on a non-profit civil rights organization: Southern Poverty Law Center (SPLC). Dr. Facione is a leading advocate and one of the most influential voices in the field of cr ...
Case study using the Ethics Worksheet belowTESLA MOTORSIdentif.docx
Case study using the Ethics Worksheet below: TESLA MOTORS
Identify an actual media case which includes ethical considerations.
The case may involve national or local news media, advertisers, public relations practitioners, or media entertainment in magazines, movies, books, etc. The sweep is broad, though the case must in some way involve one of the media: newspapers, magazines, books, TV, radio, movies, records or the web. It may involve advertising, public relations, or journalism. Try to choose an issue you're already interested in, or something based on a personal experience. It will make this project more fun to do. The choice must NOT be something we already used for a class case study.
To find ideas, read, read, read, listen, listen, listen, or watch, watch, watch. Get ideas from your textbooks, or from class discussions. You can find oodles of ethically-sensitive cases out there, if you're looking. I won't give you possible choices here--as this is an theoretical-level class, it's time for you to take the initiative!
b. Identify the ethical issue posed by the case, and collect background information on this issue from library sources and interviews with experts. You'll need to explain:
· how the issue has been handled by philosophers and media people in the past;
· legal considerations;
· professional considerations;
· opinions of experts in the field. Basically, tell me everything the world knows about the ethical issue raised by your sample case.
c. Complete the ethics worksheet, decide how you would, or would have, handled the case. This part of the assignment is similar to previous class exercises.
Length: Using the ethics worksheet as an outline, description of the case should be at least one page.Research on the case should total at least five to seven pages, and a good eight sources, (minimum is 5 sources) books and articles included--not only web sites! You'll probably have to rely on the library's on-line databases, perhaps interlibrary loan.
Your paper should be set up using the ethics worksheet questions, with each question number indicated. Your answer will probably be both in narrative and bulleted form, as you think works best. This means your description of the case will fit into, perhaps, questions two and three. Your consideration of how ethical theories relate to your case will fit under question 11, etc. Your ethics worksheet analysis will be similar in size to those you've turned in for class projects (in other classes), but longer, about 10-12 double-spaced, typewritten pages.
Objectives: To recognize an ethical issue based on an actual situation; to understand how ethics philosophers and writers have considered your chosen issue; to critically analyze a case,acknowledging ambiguities. At the end of your work, you'll be the expert on this issue, so I expect to read in your work a lot that I don't know already.
Ethics Worksheet for Case Studies - Tesla Motors
1. What is the ethical issue/problem, in one sente ...
Basildon Bond - We Wrote Letters In Those D
Assignment Writing Service
http://HelpWriting.net/Basildon-Bond---We-Wrote-Letters-In-Tho 👈
THE EXCLUSIONARY RULEThis week we learned about the exclusionary.docx
THE EXCLUSIONARY RULE
This week we learned about the exclusionary rule. That is of course not the only method that could be used to deal with evidence seized in violation of the Constitution. Some see this as police misconduct and that society loses when we enforce the exclusionary rule. Others see officers as public agents (after all they are doing your work not their own agenda) and appropriate to punish the government instead of the individual officers.
· Should a murderer go free because police made a mistake?
· What do you think about this?
· Is the exclusionary rule the best option?
· It was created by judges not Congress after all. Are there other methods we could consider? What are they?
This is an essay response type question. Your answer should be at least 350 words. After completing your post review the majority of other posts. Feel free to comment as you wish.
MIRANDA
Last week’s class deals primarily with the assistance of an attorney regarding questioning. While there are a lot of misconceptions as to when Miranda must be read, it seems almost everyone knows the rights outlined in the Miranda Warning; however, if police neglect to read the warning to a suspect prior to custodial interrogation the suspect’s statements are not admissible (even if the suspect is an attorney or police officer that obviously knows the Miranda Warning).
· So I ask you, do we still need the Miranda Warning? Congress tried, unsuccessfully to eliminate the requirement. Why do we still have it?
· Do you think it serves a useful purpose?
· Why do we even have the Miranda Warning? We don’t require police to tell people they have a right to refuse consent to search. . .
This is an essay response type question. Your answer should be at least 350 words. After completing your post review the majority of other posts. Feel free to comment as you wish.
PUNISHMENT
This past week we covered the 8th Amendment, particularly that of cruel and unusual punishment. For this discussion I want you to consider what punishment is and what it is not.
· Do prisoners really have rights?
· What limits should they have?
· How and who should determine where we draw the line?
· Do they have an expectation to privacy in their cells?
· Should they be able to vote in prison?
· Should they be able to have guns when they are released from jail or prison?
· What about segregation?
· What do you do with a prisoner who assaults other prisoners and staff every chance they get?
· When is capital punishment appropriate?
In order to receive full credit you must not only include your opinion on one of these issues, but also the LEGAL basis for it. (If the courts do not agree with you, state how they have decided and what the legal argument would be against it.) Please do a post of at least 300 words. As always be sure to come back and review other posts.
Topic: Adolescent involvement in street gangs
References
Dong, B. & Krohn, M. D. (2016). Escape from violence: What reduc ...
Hr Essay Questions. Online assignment writing service.
Custom Writing Service
http://HelpWriting.net/Hr-Essay-Questions
Science Communication and Looking For Love
This is a special Valentine's Day edition of my communication strategy talk. It focuses on the potential value of communication aimed at shaping warmth, competence, perceived listening, identity, attitudes, norms, and efficacy beliefs. The presentation is adapted from a talk I also give as part of Michigan State University's science communication training initiative. Delivered to Forestry graduate students, February 9, 2017.
Two assignments1. Watch the documentary Inside Job”, narrated b.docx
Two assignments
1. Watch the documentary “Inside Job”, narrated by Matt Daemon.
2. For each paper, must include two part, (a) write (roughly) one double-spaced page demonstrating a non-superficial understanding of an issue raised in the documentary, and (b) Write (roughly) one double-spaced page demonstrating a non-superficial understanding of how one of the readings from the course applies to the issue you discuss in part (a).
Each of the two must involve a different issue raised by the documentary, YOU NEED TO RAISE ANOTHER TWO ISSUES NOT THE TWO ISSUES YOU USED IN LAST TIME.
Each of the two must discuss a different reading from the following list:
First paper relates to “Decision Fatigue” and Ariely chapter 4 discussion.
Second paper relates to Ariely chapter 8 discussion.
Notes for Chapter 4 & 8:
Chapter 4: Why We Blow It When We Are Tired
Stressful days make us eat less healthy food
Cognitive load even if minimal makes us more liable to temptation
The tired brain
When deliberative brain occupied then instinctive part takes over
When judges get tired
Judges grant parole more frequently first thing in morning and right after lunch break
Willful cognitive work and denial of instincts lowers barriers to cheating in other parts of life
Months of studying causes students to lower morals and claim dead grandmothers before finals
Don't shop for groceries when tired or hungry
Give in to some known temptations like dessert to avoid bigger unknown temptations later
Do most challenging tasks in morning
Remove temptations or don't go to places where see them
Chapter 8: Cheating as an Infection
Spread of corporate dishonesty like infection
Observing dishonesty in ppl close to u makes u do it more
When do something questionable, the act of inviting our friends to join in makes us feel better because socially acceptable
Dishonesty defined by social norms not cost benefit analysis
When observer from outside group cheats then the signaling effect breaks
Wrong to view minor infractions as trivial because signal and then snowball
Broken windows theory: fix problems when they r small
Publicize the individuals stand up against Crime
Publicize outstanding moral acts
Research Paper
Each student will submit an eight- to ten-page paper (exclusive of title and reference page) on a topic from the list below. The student should be creative in choosing a topic that peaks their interest and can be sufficiently supported with research, data, and substantiated theory or application and allows them to illustrate their critical thinking and writing skills developed throughout the course.
· Problem-Oriented Policing
· Leadership Effectiveness in Community Policing
· Maximizing Law Enforcement Operation Effectiveness
· Building Community Support for Policing Efforts
· Community Policing Models
· Leadership Dilemmas Encountered in Community Policing
· The Effectiveness of Community Policing
· Organizational Development to Enhance Community Policing
· Budget C ...
Building and sustaining ethical nonprofits toolkit (handout 1 of 1)
Tom Sechrest, Ph.D., Program Director, Master of Science in Organizational Leadership and Ethics and Associate Dean, School of Management and Business, St. Edward's University and Ann Hume Wilson, Executive Director, Conspirare
module2-choosingatopic-131220102444-phpapp02 (1).pdf
It's very well educated topic about literature review
Part I – Issue Investigation1. You will choose one topic relate.docx
Part I – Issue Investigation
1. You will choose one topic related to our discussions this semester (Up to 2 people may choose one topic. Please email your instructor with your preferred topic to get approval before participating.)
2.
Answer the following questions…providing documentation (reputable references
J).
a. What is the U.S. political stance on this issue? Provide a synopsis on the laws pertaining to this issue.
b. How is this issue portrayed in the media (e.g. tv, online, news, print)? Give at least two examples.
c. Choose 5 other countries and state political stances and laws pertaining to this issue (for each).
d. How do you think the official stances and laws of these other 5 countries affect the U.S. and vice versa?
e. Does the U.S. have an obligation to be a world leader in this area? Why or why not?
f. Based on the information you have researched on “the world” and this issue, have your views changed? Why or why not?
.
## Send to the Discussion Forum five topics you think would make val.docx
## Send to the Discussion Forum five topics you think would make valid studies for a sociologist and tell why you think a sociologist would be interested in them. ##
*****************************************************************************
We talked about common sense and the need for sociological research in, but I want us to discuss it a little further. Quite often we have heard or have said, ?Why, that?s just common sense.? Common sense has helped a lot of us through various situations in our lives, but it really can?t be relied on as a source of knowledge because it?s quite limited (How much common sense does one have?) and what we feel is ?correct? often is not. What may seem ?right? for you or is considered as common sense to you may not be for me.
*****************************************************************************
## Send to the Discussion Forum five things you think are common sense concepts, e.g., common sense tells us it?s foolish to cross the street when the light is green. ##
*****************************************************************************
When sociologists do research, they work from a model which has eight Basic Steps.
First
they choose a topic that generally will have the following criteria for doing the study.
Curiosity
: Why do certain behaviors lead to certain outcomes? Why is it that two children raised by the same methods (it doesn?t matter if they are from upper or lower income families) turn out differently? One reaches their potential, the other doesn?t.
Interest
: A particularly interesting topic surfaces and sparks interest in the researcher.
Funding
: Often, grants from Federal, state, and local governments become available to study certain topics, e.g., what has made society so conducive to the formation of gangs?
Social Issues
: Social issues of global to local significance attract sociologists? attention. Things like drug cultures, unemployment, gangs, urban blight, etc.
Second,
once the problem is identified, it must be defined. Then they will ask, ?What do we want to learn and why??
Third,
they will take a look at any existing data or literature that is
available. What have previous studies (if any) shown? What methods of study were used? When and where was the data collected? (Time, year, etc.)
Fourth,
they will develop a hypothesis. What are the expected relationships between all of the variables according to what our theory predicts? Are they congruent or are there differences. If so why? (The hypothesis needs
to have operational definitives, i.e. If this happens, a particular event, emotion, etc. then we can expect this result by this time.) It is very important that precise ways are used in measuring hypotheses.
Fifth,
the choice of a research method is critical. Some methods will not work as well or at all when you are collecting data. Surveys, questionnaires, etc., all have to be specifically written and administered to obtain ?scientific? results. The way .
Arguments Are SupportWhile being open-minded and playing the be.docx
Arguments Are Support
While being open-minded and playing “the believing game” is a great starting place whenever you're having a discussion, the remainder of the webtext will focus on what Peter Elbow calls “the doubting game.” To filter through all the ideas presented to you and decide what to believe, it's important to turn a skeptical eye to every argument you encounter.
The first step is to understand exactly what makes up an argument. To say that something is true is to make a claim. But to give reasons to believe that it is true is to make an argument. Thus, all arguments consist of at least two parts:
1. Premise: one or more reasons or pieces of evidence to support the claim
2. Conclusion: the claim being supported
Arguments make the process of thinking visible. The logical leap from the premises to the conclusion is known as an inference. Whenever you draw a conclusion based on a piece of information, such as seeing a threateningly dark sky and deciding that there’s a good chance of rain, you’re making an inference. When these inferences are articulated with premises and conclusions, they make an argument.
Recognizing Arguments
Not every piece of text or spoken speech you encounter is necessarily an argument. Unless it has both premises and a conclusion, it’s not an argument.
If no support is offered, it’s not an argument. It might be true. It might be a fact. It might be an opinion. But if there are no reasons to back it up, its not an argument. Consider the following passage:
People say I'm angry. I am. I'm angry that our president started an unnecessary war. I'm upset that our military got away with torturing people. I'm mad that an insurance company sold policies that my government had to cover, and they're still open. I'm upset that companies like Countrywide and Washington Mutual collapsed the housing market. I'm totally disgusted in Congress. 1
This could be the beginning of an argument—maybe the author goes on to support his opinions with reasons and evidence. But as it stands, this piece of text is merely a list of assertions of belief.
Narratives are also not arguments:
I remember being paid $5.75 an hour at my first job as a host at Hobee’s, a brunch restaurant in the East Bay town of Fremont where I grew up. The dismal pay rate felt like a significant amount of money at the time, but then again it was the year 2000, I was living with my parents, and I was only 14. … It’s hard to imagine how my coworkers at Hobee’s were surviving on $5.75 an hour all those years ago, many of them with families to support. 2
The text above is also not an argument. The writer is reflecting upon his memories, and his feelings about his memories, but because he doesn’t make any definitive claim, it’s not an argument.
Finding Premises and Conclusions
When you’re spelling out arguments, the standard form is to list the premises first, and then state the conclusion that the premises lead to. But arguments in real life are often not as tid.
LIB300 Week 9 finding, analyzing, and documenting information
LIB300 Week 9 finding, analyzing, and documenting information
Dean R Berry Problems and Solutions of Global Warming
Lesson engages students in a problem solving activity using essential questions and hyperlinked resources.
ELEC 161 QUIZ 2 All the questions carry same weight .docx
ELEC 161
QUIZ 2
All the questions carry same weight
1. Calculate the efficiency of a transformer-coupled Class A amplifier for a supply of 12 Volts and an
output V(p) = 9 Volts. Show your calculations.
2. With the help of sketches, explain the operation of a Class B amplifier.
3. For a Class B amplifier, an 18-Volt peak signal to a 16-ohm load (speaker) and a power supply of Vcc =
24 Volts, determine the input power, output power, and the circuit efficiency. Show your calculations.
4. For a Class B amplifier with a supply voltage Vcc = 27 Volts and driving a load of 16 ohms, determine
the maximum input power, output power, and transistor power dissipation. Show your calculations.
5. Explain the concept of harmonic distortion as it applies to an amplifier. Provide appropriate sketches
and the equations.
The Problem: The Case of Tracking the Terrorists
My role is V.P. of Marketing in the following simulated case:
A bill has just been introduced in the Legislature, with wide bi-partisan support, that would create a database for creating a "network" of information by which to track non-documented workers and potential terrorists. The information that would be accessed includes information from driver’s licenses, and requests for government services. In addition, the legislation would require all manufacturers of software to embed a code in their product which would allow tracking of internet use as well as sales on the computer. No notice would be given to the consumer other than the general notice that the measure has become law.
Please complete each section of this worksheet.
Be Attentive
If we consider each of the lenses a pane in a window, which gives us a balanced view of the problem, the final process combines all four of the lenses as we balance among the four core values of our community. After working through each of the lenses individually, you can now see how to put the pieces together in a whole. The process requires that you diligently ask the core questions over and over as you analyze problems that come to you.
All four lenses are needed. In the question about what comes first, rights and justice or results and virtue, the answer is - it doesn't matter. If you prefer to start with rights and justices, your horizons can be expanded as you dream of possibilities with those who focus on results and reputation. If you start with imagining what is possible, those dreams need to be disciplined by the constraints of rights and justice. As you go through all four lenses, you can calibrate your response and assure that you have considered all facets of the problem.
For the final round, we will work through the lenses in the order in which they were presented: (1) Rights/Responsibility Lens; (2) Results Lens; (3) Relationship Lens; (4) Reputation Lens.
We begin by setting the context. Please address the following questions:
1. Who is the ethical actor? Who or what gro ...
Similar to Step 1 Choose Your CaseChoose a case that has either been decid.docx (20)
Discussion Instructions· Due 114· Please make sure ALL quest.docx
Discussion Instructions· Due 114· Please make sure ALL quest.docx
Case study using the Ethics Worksheet belowTESLA MOTORSIdentif.docx
Case study using the Ethics Worksheet belowTESLA MOTORSIdentif.docx
THE EXCLUSIONARY RULEThis week we learned about the exclusionary.docx
THE EXCLUSIONARY RULEThis week we learned about the exclusionary.docx
Hr Essay Questions. Online assignment writing service.
Hr Essay Questions. Online assignment writing service.
Two assignments1. Watch the documentary Inside Job”, narrated b.docx
Two assignments1. Watch the documentary Inside Job”, narrated b.docx
Dean r berry problems and solutions nuclear proliferation 1
Dean r berry problems and solutions nuclear proliferation 1
Building and sustaining ethical nonprofits toolkit (handout 1 of 1)
Building and sustaining ethical nonprofits toolkit (handout 1 of 1)
module2-choosingatopic-131220102444-phpapp02 (1).pdf
module2-choosingatopic-131220102444-phpapp02 (1).pdf
Part I – Issue Investigation1. You will choose one topic relate.docx
Part I – Issue Investigation1. You will choose one topic relate.docx
## Send to the Discussion Forum five topics you think would make val.docx
## Send to the Discussion Forum five topics you think would make val.docx
Arguments Are SupportWhile being open-minded and playing the be.docx
Arguments Are SupportWhile being open-minded and playing the be.docx
LIB300 Week 9 finding, analyzing, and documenting information
LIB300 Week 9 finding, analyzing, and documenting information
Dean R Berry Problems and Solutions of Global Warming
Dean R Berry Problems and Solutions of Global Warming
ELEC 161 QUIZ 2 All the questions carry same weight .docx
ELEC 161 QUIZ 2 All the questions carry same weight .docx
More from whitneyleman54422
In this unit, you will experience the powerful impact communication .docx
In this unit, you will experience the powerful impact communication and miscommunication can have on cultural diversity.
Download the Communication: The Journey of Message Template
Follow the template instructions
Demonstrate your understanding of key concepts from the weekly content by including analysis of specific evidence in your responses within the template.
Use in-text citations and APA formatting for all source material references in your template.
Upload the completed template to this assessment.
.
In this task, you will write an analysis (suggested length of 3–5 .docx
In this task, you will write an analysis (
suggested length of 3–5 pages
) of one work of literature. Choose
one
work from the list below:
Classical Period
• Sappho, “The Anactoria Poem” ca. 7th century B.C.E. (poetry)
• Aeschylus, “Song of the Furies” from
The Eumenides
, ca. 458 B.C.E. (poetry)
• Sophocles,
Antigone
, ca. 442 B.C.E. (drama)
• Aristotle, Book 1 from the
Nichomachean Ethics
, ca. 35 B.C.E. (philosophical text)
• Augustus,
The Deeds of the Divine Augustus
, ca. 14 C.E. (funerary inscription)
• Ovid, “The Transformation of Daphne into a Laurel” an excerpt from Book 1 of
The Metamorphoses
, ca. 2 C.E. (poetry)
Renaissance
• Francesco Petrarch, “The Ascent of Mount Ventoux” 1350 (letter)
• Giovanni Pico della Mirandola, the first seven paragraphs of the “Oration on the Dignity of Man” ca. 1486 (essay excerpt)
• Leonardo da Vinci, Chapter 28 “Comparison of the Arts” from
The Notebooks
ca. 1478-1518 (art text)
• Edmund Spenser, Sonnet 30, “My Love is like to Ice” from
Amoretti
1595 (poetry)
• William Shakespeare, Sonnet 18, “Shall I Compare Thee to a Summer’s Day” 1609 (poetry)
• Francis Bacon, “Of Studies” from
The Essays or Counsels…
1625 (essay)
• Anne Bradstreet, “In Honour of that High and Mighty Princess, Queen Elizabeth” 1643 (poetry)
• Andrew Marvell, “To his Coy Mistress” 1681 (poetry)
Enlightenment
• René Descartes, Part 4 from
Discourse on Method
, 1637 (philosophical text)
• William Congreve,
The Way of the World
, 1700 (drama-comedy)
• Jonathan Swift, “A Modest Proposal” 1729 (satirical essay)
• Voltaire, “Micromégas” 1752 (short story, science fiction)
• Phillis Wheatley, “To S.M., a Young African Painter, on Seeing his Works” 1773 (poetry)
• Thomas Paine, “Common Sense” 1776 (essay)
• Johann Wolfgang von Goethe, “The Fisherman” 1779 (poetry)
• Immanuel Kant, “An Answer to the Question: What is Enlightenment?” 1784 (essay)
Romanticism
• Lord Byron, “She Walks in Beauty” 1813 (poetry)
• Samuel Taylor Coleridge, “Kubla Khan” 1816 (poetry)
• Edgar Allan Poe, “The Fall of the House of Usher” 1839 (short story)
• Alexander Dumas,
The Count of Monte Cristo
, 1844 (novel)
• Emily Brontë,
Wuthering Heights
, 1847 (novel)
• Herman Melville, “Bartleby, the Scrivener: A Story of Wall-Street” 1853 (short story)
• Emily Dickinson, “A Narrow Fellow in the Grass” 1865 (poetry)
• Friedrich Nietzsche, Book 4 from
The Joyful Wisdom
, 1882 (philosophical text)
Realism
• Charles Dickens,
A Christmas Carol
, 1843 (novella)
• Karl Marx and Friedrich Engles,
The Communist Manifesto
, 1848 (political pamphlet)
• Christina Rossetti, “Goblin Market” 1862 (poetry)
• Matthew Arnold, “Dover Beach” 1867 (poetry)
• Robert Louis Stevenson,
The Strange Case of Dr. Jekyll and Mr. Hyde
, 1886 (novella)
• Kate Chopin, “The Story of an Hour” 1894 (short story)
• Mark Twain, “The.
In this SLP you will identify where the major transportation modes a.docx
In this SLP you will identify where the major transportation modes are used in the EESC from SLP3: rail, inland water, ocean steamer, and/or OTR.
There are five basic transportation modes: rail, inland water ways, ocean, over-the-road, and air. We will not be concerned about air transport in this SLP as it is the least used and most expensive in general supply chain transportation.
Review and read these resources on these three transportation modes: rail, inland water, and OTR. Ocean is not included in these readings since it is mainly used for importing and exporting. This will be covered in more detail in LOG502. But you are asked to identify where ocean transport is used, but not in detail.
RESOURCES - SEE SLP 3 RESOURCES IN BACKGROUND PAGE
Session Long Project
Review the EESC from SLP2. Identify in the EESC where each of the four modes of transportation are used: rail, inland water, ocean, and OTR. You can use topic headings for each mode. Identify the materials being transported from which industry to which industry. Discuss why this mode is being used and what the costs are on a per ton-mile basis.
SLP Assignment Expectations
The paper should include:
Background:
Briefly
review and discuss the targeted product, company, and industry
Diagram: Include the diagram of the EESC
Transportation Discussion: Discuss each of the four transportation modes (rail, inland water, ocean, OTR) in the EESC and where each one is used. Discuss why this mode is used and the costs of using.
Clarity and Organization: The paper should be well organized and clearly discuss the various topics and issues in depth and breadth.
Use of references and citations: at least six (6) proper references should be used correctly, cited in the text, and listed in the references using proper APA format.
Length: The paper should be three to four pages – the body of the paper excluding title page and references page.
NOTE: You can use the transportation resources. You should also do independent research and find at least two additional appropriate references, for a total of at least six.
SLP Resources
Waterways
American Society of Civil Engineers. (2014). Report card for America’s infrastructure.
Infrastructure Report Card.
Retrieved from
http://www.infrastructurereportcard.org/fact-sheet/inland-waterways
Texas Transportation Institute. (2009). A Modal Comparison Of Domestic Freight Transportation Effects On The General Public, retrieved from
http://www.nationalwaterwaysfoundation.org/study/FinalReportTTI.pdf
U.S. Army Corps of Engineers. (2014). The U.S. Waterway System, Transportation Facts & Information; Navigation Center. Retrieved from
http://www.navigationdatacenter.us/factcard/factcard12.pdf
Railroads
Bureau of Transportation Statistics (Rail), retrieved from
https://www.bts.gov/topics/rail
USDOT (2012). Freight rail: data & resources. Retrieved on 20 Sep 2016 from
https://www.fra.dot.gov/Page/P0365
American Association of Railroads. Ret.
In this module the student will present writing which focuses attent.docx
In this module the student will present writing which focuses attention on himself or herself (personal writing). We will start into college composition by reading a series of essays that explore the rhetorical modes of narration and decscription. If you think about your own lives, you'll note the importance of the stories that surround you. Think of your family's story, your friends' stories, and your very own story. Think of the detail that constitute these stories, of how they engage your sense of taste, touch, sound, smell, and sight. This module will focus on how you can better craft your own story and share it with others.
Competencies Addressed in this Module:
Competency #1: The student will demonstrate an understanding of the writing process by:
Choosing and limiting a subject that can be sufficiently developed within a given time, for a specific purpose, for a specific purpose and audience.
Developing and refining pre-writing and planning skills.ormulating the main point to reflect the subject and purpose of the writing.
Formulating the main point to reflect the subject and purpose of the writing.
Supporting the main point with specific details and arranging them logically.
Writing an effective conclusion.
Competency #3: The student will demonstrate the ability to proofread, edit, and revise by:
Recognizing and correcting errors in clarity
Recognizing and correcting errors in unity and coherence.
Using conventional sentence structure and correcting sentence errors such as fragments, run-ons, comma splices, misplaced modifiers and faulty parallelism.
Recognizing and correcting errors in utilizing the conventions of Standard American English including:
Using standard verb forms and consistent tense.
Maintaining agreement between subject and verb, pronoun and antecedent.
Using proper case forms--consistent point of view.
Using standard spelling, punctuation, and capitalization.
Selecting vocabulary appropriate to audience, purpose, and occasion.
Aditional inf: I am a woma. I am 25 years old. I have a husband and a one year old son
.
In this module, we looked at a variety of styles in the Renaissa.docx
In this module, we looked at a variety of styles in the Renaissance in Italy. Artists like Botticelli, Bellini, Michelangelo, and Bronzino all incorporated Renaissance characteristics into their works, and yet their works look different from each other.
To address form and content in the artistic developments and trends that took place in the Renaissance, look closely at examples from each of these artists.
Choose one painting by one of the artists listed above, and identify characteristics and techniques of the Renaissance style.
Then, address how the work departed from typical Renaissance formulas to become signature to that artist's particular style.
Finally, why did you select this artist? What draws you to their work?
.
In this experiential learning experience, you will evaluate a health.docx
In this experiential learning experience, you will evaluate a healthcare plan using the attached worksheet. The selected plan can be your own health insurance or another plan.
Step 1
Use published information on the selected health insurance plan to complete the
assignment 5.1 worksheet
.
Step 2
Create a 7-10 slide Power Point presentation to include the following:
Introduction to the plan, including geographic boundaries
Major coverage inclusions and exclusions (Medical, Dental, Vision etc.)
Costs to consumer for insurance under the plan (include premiums, deductibles, copays, prescription costs)
Health insurance plan ratings if available. If no ratings are found for this plan, include a possible explanation for this situation.
Evaluation of the health insurance plan-include your evaluation of this plan from two standpoints:
a consumer-focused on costs, coverage, and ease of use
a public health nurse- focused on access to care for populations and improving health outcomes.
Cite all sources in APA format on a reference slide and with on-slide citations.
.
In this essay you should combine your practice responding and analyz.docx
In this essay you should combine your practice responding and analyzing short stories with support derived from research. So far in class, we have practiced primarily formal analysis. Now I want you to practice "joining the conversation." In this essay you will write a literary analysis that incorporates the ideas of others. The trick is to accurately present ideas and interpretations gathered from your research while adding to the conversation by presenting
your own
ideas and analysis.
You will be evaluated based on how well you use external sources. I want to see that you can quote, paraphrase and summarize without plagiarizing. Remember, any unique idea must be credited, even if you put it in your own words.
Choose one of the approaches explained in the "Approaches to Literary Analysis" located at the bottom of this document. Each approach will require research, and that research should provide the context in which you present your own ideas and support your thesis. Be sure to properly document your research. Review the information, notes, and pamphlets I have distributed in class as these will help guide you.
While I am asking you to conduct outside research, do not lose sight of the primary text to which you are responding---the story! Your research should support
your
interpretations of the story. Be sure that your thesis is relevant to the story and that you quote generously from the story.
Purpose:
critical analysis, Argument, writing from sources
Length:
approx 1200 words
Documentation:
Minimum of 4 sources required (one primary source—the story or poem analyzed, and three secondary, peer reviewed journals). (Note: review the material in "finding and evaluating sources.ppt" to help you choose relevant and trustworthy sources.)
Choose from the following short stories:
The Lottery,
Shirley Jackson
A Rose for Emily,
William Faulkner
The Dead
, James Joyce
The Veldt
, Ray Bradbury
Hills Like White Elephants,
Ernest Hemingway
The Cask of Amontillado or The Tell-Tale Heart,
Edgar Allen Poe
Below are some examples.
They are just here to give you an idea of the type of approaches that will work for this essay.
1. Philosophical analysis: How do the stories by Jean Paul Sartre and Albert Camus reflect the philosophy of existentialism?
2. Socio/cultural analysis: What opinion about marriage and gender roles does Hemingway advance in "The Short Happy Life of Francis Macomber"?
3. Historical analysis:: What social dilemmas faced by African Americans in the 1960s might have inspired Toni Cade Bambara to write "The Lesson"?
4. Biographical analysis: What events in Salman Rushdie's life might have influenced the events in "At the Auction of the Ruby Slippers"?
5. Psychological analysis: How is John Cheever's "The Swimmer" a metaphor for the psychology of addiction?
Approaches to Literary analysis
Formal analysis
- This type of analysis focuses on the formal elements of the work (language.
In this Discussion, pick one film to write about and answer ques.docx
In this Discussion, pick one film to write about and answer questions below the film descriptions. If it has been a while since you have seen these films, they are available through online sources and various rental outlets. Although I have provided links to some of the films, I cannot guarantee they are still operable. If the links do not work, try your own online sources.
Dances with Wolves
(1990). Lt. John Dunbar (Kevin Costner) is assigned to the Western frontier on his own request after an act of bravery. He finds himself at an abandoned outpost. At first he maintains strict order using the methods and practices taught to him by the military, but as the film progresses, he makes friends with a nearby Native American tribe, and his perceptions of the military, the frontier, and Native Americans change dramatically.
Working Girl
(1988) Tess McGill (Melanie Griffith) works as a secretary for a large firm involved in acquiring media corporations such as radio and television. When her boss has a skiing accident, Tess gets a chance to use her own ideas and research, ideas that she has been keeping within herself for years – ideas that are arguably better, and more insightful into mass media practices, than her boss’s ideas were.
Schindler’s List
(1993). In Poland during World War II, Oskar Schindler (Liam Neeson) gradually becomes concerned for his Jewish workforce after witnessing their persecution by the Nazis. He initially was motivated by profit, but as the war progressed he began to sympathize with his Jewish workers and attempted to save them. He was credited with saving over 1000 Jews from extermination. (Based on a true story.)
Gran Torino
(2008). Walt Kowalski (Clint Eastwood), a recently widowed Korean War veteran alienated from his family and angry at the world. Walt's young neighbor, an Asian American, is pressured into stealing Walt's prized 1972 Ford Gran Torino by his cousin for his initiation into a gang. Walt thwarts the theft and subsequently develops a relationship with the boy and his family.
Describe the specific theories, assumptions, or “schools of thought” that the characters in the film have. How do their schools of thought differ?
How do the main characters change over the course of a film? How do their goals or desires change? Do they see themselves differently by the end of the film?
Which reflective theory from the course best illustrates the process the main characters go through during the film? How so?
Would you say that the main characters evolved or grew after learning something that was new, or a new approach, a new theory, or a new understanding of their place in the world?
I suggest that you refrain from reiterating the plotline. Rather, stay focused on character changes and the influences on those changes. Be sure to refer to the readings; use proper citations! This discussion will be scored based on the
Grading Rubric for Discussions
Please include the name of your film in the d.
In this assignment, you will identify and interview a family who.docx
In this assignment, you will identify and interview a family who is currently undergoing stress. The stress may arise from a new baby, new marriage, new divorce or separation, new job, new house, having a child with special needs, etc. Explain the assignment to the family and obtain written consent for participation. Please acknowledge that this information will only be used for classroom purposes, that no information will be published or disseminated and that their names will not be used.
Part 1: Interview
Interview family members to gain information about the following:
Family information – nuclear, extended family, ages, siblings, etc.
History – how and when the stress started
Life cycle events – have members describe events and how they responded to them (i.e., beginning of school, IEP, transition times, family events, interaction with siblings)
Family dynamics between members
Strengths of family
Cultural, religious, social networks and involvement
Family needs
Coping strategies
Community resources and support
Family goals for child
Other (i.e., personal stories)
Analyze the family from this information based on current research and theory,
Provide research-based recommendations for the family – this may include continuing things that they are currently doing and may include resources/agencies/supports that they can or could be receiving. Note: These resources can be ones that you are using for your major resource file (see Module 5).
Provide a personal reflection on this experience including the communication skills needed for effective interviewing.
Part 2: Results of the Interview
Create a 6 to 8-page paper (not including title or reference pages) in a Word document for your response.
Use APA format for the title page, references page, and in-text citations.
Develop an introduction and conclusion for your paper.
.
In this assignment, you will assess the impact of health legisla.docx
In this assignment, you will assess the impact of health legislation on nursing practice and communicate your analysis to your peers. GovTrack.us provides a list of federal health bills that are currently in process in Congressional Committees.
CO4: Integrates clinical nursing judgment using effective communication strategies with patients, colleagues, and other healthcare providers. (PO#4)
CO7: Integrates the professional role of leader, teacher, communicator, and manager of care to plan cost-effective, quality healthcare to consumers in structured and unstructured settings. (PO#7)
.
In this assignment, you will create a presentation. Select a topic o.docx
In this assignment, you will create a presentation. Select a topic of your choice from any subject we have covered in this course.
TOPICS..
INTERNET
COMPUTERS
MOBILE AND GAME DEVICES
DATA AND INFORMATION
THE WEB
DIGITAL SECURITY AND PRIVACY
PROGRAMS AND APPS
COMMUNICATION AND NETWORKS
TECHNOLOGY USERS
THE INTERNET
GRAPHICS AND MEDIA APPLICATIONS
FILE, DISK AND SYSTEM MANAGEMENT TOOLS
PROCESSORS
CLOUD COMPUTING
ADAPTERS
POWER SUPPLY AND BATTERIES
WIRELESS SECURITY
Explain why you select this topic.
Explain why this topic is important.
Discuss the advantages and disadvantages of your select topic.
Include any other information you might thing is relative to your topic.
Your presentation should be a minimum of 15-20 slides in length. Include the title, references, images, graphics, and diagrams.
.
In this assignment, the student will understand the growth and devel.docx
In this assignment, the student will understand the growth and development of executive leadership by looking at the dynamics between the president and Congress in the period from the founding to the Spanish-American War. In a 6–8- page paper, the student will focus on: 1) how presidents pursued international relations, 2) how presidents were able to project force, and 3) congressional restrictions on presidential actions. The student may write about the president of his/her choice.
.
In this assignment, I want you to locate two pieces of news detailin.docx
In this assignment, I want you to locate two pieces of news detailing how an organization is responding to the COVID-19 crisis. You will turn this assignment into me via a Word Document attached to a separate email titled "extra credit assignment, Your Name" with your actual name in the subject line so I know to save the email for grading.
You need to analyze how businesses are handling the current COVID-19 crisis and I want to see if you can track down a press release from the organization, an email to their stakeholders, or even a screenshot of their website in which they explicitly address the actions they are taking in light of this new world we find ourselves in. However, the screenshots, hyperlinks to news stories, etc. are only one component of the assignment, your analysis is far and away from the more important component. Once you have tracked down two examples of how a business/organization is responding to the COVID-19 crisis, I want you to tell me how effective you perceive its action to be. Use any of the vocabulary or concepts that we have learned thus far in the semester to support your analysis. For example, is the business/organization using appropriate new media platforms to reach stakeholders? Is communication timely? Is the organization's tone sincere? What could have been done better? I am expecting one page, double-spaced for the length of your analysis, APA format. The images and or hyperlinks you compile will not be counted towards the length of your writing.
.
In this assignment worth 150 points, you will consider the present-d.docx
In this assignment worth 150 points, you will consider the present-day relevance of history with a current event from a legitimate news source (your instructor will provide several options to choose from) and do the following: (1) summarize the article¿s main idea in a paragraph (5 sentences minimum), (2) write two paragraphs in which you utilize your textbook and notes to analyze how your current event selection relates to the past.
the topics are below, just choose one of the topic from list below..
Neanderthals and string
Neanderthals Left Africa Sooner Than We Think?
Discovery of Neanderthal Skeleton and Burial
Searching for Nefertiti
Discovery of Donkeys Used in Polo (Ancient China)
Ancient Maya Capital Found in Backyard
Long Lost Greek City Found
Ancient Roman Weapon
Viking Burial Discovery
Saving Timbuktu's Treasures
.
In the readings thus far, the text identified many early American in.docx
In the readings thus far, the text identified many early American interests in the Middle East from geopolitical to missionary. Using the text and your own research, compare these early interests with contemporary American interests in the Middle East.
In particular, how has becoming 1) a global hegemon after WWII and 2) the concurrent process of ‘secularization’ transformed American foreign policy thought and behavior toward Israel and the Middle East region generally? What themes have remained constant and what appear new? Would you attribute changes more to America’s new geopolitical role after WWII, or to the increasing secularization of American society? Explain carefully. In 500 words
.
In the Roman Colony, leaders, or members of the court, were to be.docx
In the Roman Colony, leaders, or members of the court, were to be:
•Local elites•Be freeborn•Between the ages of 22 – 55•Community resident•Moral integrity
From the members, two were chosen as unpaid chief magistrates (Judges). They would have to “buy into” that position, but the recognition was worth the financial output. This week's discussion prompter is:
Money alone influences others. Please analyze and critically discuss.
In your response, remember that all this is about leadership, the context which is set in Rome.
.
In the provided scenario there are a few different crimes being .docx
In the provided scenario there are a few different crimes being committed and each could be argued multiple ways.
Steve could be charged with attempted murder. He was stabbing Michelle in the chest repeatedly. Due to the details of the scenario his charge could only be attempted because Michelle got up from the attack and charged Stacy. If she later died from her injuries Steve would/could be charged with murder. Even though he was “visibly drunk” he still maintained the purposely, knowing, or reckless intent to cause harm. He was coherent enough to make statements to her about how much he loved her, but still showed an extreme indifference to life and intent cause serious bodily harm. The biggest obstacle to a murder charge for Steve is his death. He cannot be charged with anything if he cannot be alive to defend himself. This takes care of the Steve factor.
Initially Stacy could be found guilty of murder. She knowingly and intentionally took the life of another (Steve). She also expresses an intent to kill when she stated, “I have had enough of you Steve”. From the scenario it is documented that she did not care for Steve and along with her statements, it can be shown that she was “just waiting for the opportunity” to kill Steve. In her favor is the fact that she attempted to stop Steve from harming another person. Her actions, while resulting in the death of another, were in the defense of a harmed person. She possibly saved the life of Michelle by using reasonable force to stop the stabbing.
Michelle could be charged with attempted murder as well. She stabbed Stacey in the chest while screaming, “how dare you”. She intended to cause death or serious physical injury. Again, if Stacey died from the wounds suffered, Michelle could/would be charged with murder. It could also be argued that Michelle had no malice aforethought. She was being stabbed and may not have known her actions were wrong. Her extreme circumstance clouded her reasonable decision making and all she was aware of is that her boyfriend, whom she loved, was just killed. This is unlikely but still a small possibility. Without more facts from the scenario it is difficult to fully play out all possibilities.
respond to this discussion question in 150 words no references please
.
STOP THE MEETING MADNESS HOW TO FREE UP TIME FOR ME.docx
STOP
THE
MEETING
MADNESS
HOW TO FREE UP TIME FOR
MEANINGFUL WORK
BY LESLIE A. PERLOW, CONSTANCE NOONAN HADLEY, AND EUNICE EUN
SHARE THIS ARTICLE. HBR LINK MAKES IT EASY.
SEE PAGE 41 FOR INSTRUCTIONS.
FEATURE STOP THE MEETING MADNESS
62 HARVARD BUSINESS REVIEW JULY–AUGUST 2017
EL
EN
A
K
U
LI
KO
VA
/G
ET
TY
IM
A
G
ES
JULY–AUGUST 2017 HARVARD BUSINESS REVIEW 63
P
Poking fun at meetings is the stuff of Dilbert car-
toons—we can all joke about how soul-sucking and
painful they are. But that pain has real consequences
for teams and organizations. In our interviews with
hundreds of executives, in fields ranging from high
tech and retail to pharmaceuticals and consulting,
many said they felt overwhelmed by their meetings—
whether formal or informal, traditional or agile, face-
to-face or electronically mediated. One said, “I cannot
get my head above water to breathe during the week.”
Another described stabbing her leg with a pencil to
stop from screaming during a particularly torturous
staff meeting. Such complaints are supported by re-
search showing that meetings have increased in length
and frequency over the past 50 years, to the point
where executives spend an average of nearly 23 hours
a week in them, up from less than 10 hours in the
1960s. And that doesn’t even include all the impromptu
gatherings that don’t make it onto the schedule.
Much has been written about this problem, but the
solutions posed are usually discrete: Establish a clear
agenda, hold your meeting standing up, delegate
someone to attend in your place, and so on. We’ve
observed in our research and consulting that real im-
provement requires systemic change, because meet-
ings affect how people collaborate and how they get
their own work done.
Yet change of such scope is rarely considered. When
we probed into why people put up with the strain that
meetings place on their time and sanity, we found
something surprising: Those who resent and dread
meetings the most also defend them as a “necessary
evil”—sometimes with great passion. Consider this
excerpt from the corporate blog of a senior executive
in the pharmaceutical industry:
I believe that our abundance of meetings at our
company is the Cultural Tax we pay for the inclusive,
learning environment that we want to foster…
and I’m ok with that. If the alternative to more
meetings is more autocratic decision-making, less
input from all levels throughout the organization,
and fewer opportunities to ensure alignment and
communication by personal interaction, then give
me more meetings any time!
To be sure, meetings are essential for enabling col-
laboration, creativity, and innovation. They often foster
relationships and ensure proper information exchange.
They provide real benefits. But why would anyone ar-
gue in defense of excessive meetings, especially when
no one likes them much?
Because executives want to be good soldiers. When
they sacrifice their own .
Stoichiometry Lab – The Chemistry Behind Carbonates reacting with .docx
Stoichiometry Lab – The Chemistry Behind Carbonates reacting with Vinegar
Objectives: To visually observe what a limiting reactant is.
To measure the change in mass during a chemical reaction due to loss of a gas.
To calculate CO2 loss and compare actual loss to expected CO2 loss predicted by the balanced chemical equation.
Materials needed: Note: Plan ahead as you’ll need to let Part 1 sit for at least 24 hours.
plastic beaker graduated cylinder
electronic balance 2 eggs
1 plastic cup baking soda (5 g)
dropper vinegar (500mL)
2 identical cups or glasses (at least 500 mL)
Safety considerations: Safety goggles are highly recommended for this lab as baking soda and vinegar chemicals can be irritating to the eyes. If your skin becomes irritated from contact with these chemicals, rinse with cool water for 15 minutes.
Introduction:
The reaction between baking soda and vinegar is a fun activity for young people. Most children (and adults!) enjoy watching the foamy eruption that occurs upon mixing these two household substances. The reaction has often been used for erupting volcanoes in elementary science classes. The addition of food coloring makes it even more fun. The reaction involves an acid-base reaction that produces a gas (CO2). Acid-base reactions typically involve the transfer of a hydrogen ion (H+) from the acid (HA) to the base (B−):
HA + B− --> A− + BH (eq #1)
acid base
The base often (although not always) carries a negative charge. The acid usually (although not always) becomes negatively charged through the course of the reaction because it lost an H+. An example of a typical acid base reaction is below:
HCl(aq) + NaOH(aq) --> NaCl(aq) + H2O(l) (eq #2)
The reaction is actually taking place between the hydrogen ion (H+) and the hydroxide ion (OH−). The chloride and sodium are spectator ions. To write the reaction in the same form as eq #1:
HCl(aq) + OH- --> Cl- + H2O (l) (eq #3)
Sodium bicarbonate (NaHCO3) will dissociate in water to form sodium ion (Na+) and bicarbonate ion (HCO3−).
NaHCO3 --> Na+ + HCO3− (eq #4)
Vinegar is usually a 5% solution of acetic acid in water. The bicarbonate anion (HCO3−) can act as a base, accepting a hydrogen ion from the acetic acid (HC2H3O2) in the vinegar. The Na+ is just a spectator ion and does nothing.
HCO3− + HC2H3O2 --> H2CO3 + C2H3O2− (eq#5)
Bicarbonate acetic acid carbonic acid acetate ion
The carbonic acid that is formed (H2CO3) decomposes to form water and carbon dioxide:
H2CO3 --> H2O(l) + CO2(g) (eq#6)
carbonic acid water carbon dioxide
The latter reaction (production of carbon dioxide) accounts for the bubbles and the foaming that is observed upon mixing vinegar and baki.
Stock-Trak Portfolio Report Write-Up GuidelinesYou may want to.docx
Stock-Trak Portfolio Report Write-Up Guidelines
You may want to follow the guidelines below for the final report of your Stock-Trak portfolio performance during the quarter. Your report is not expected to exceed four pages excluding any tables and appendices.
1. On the first page, replicate the investment policy statement (IPS) including your asset allocation that you submitted to the instructor.
2. Explain the funds allocation among different assets that you actually choose in your Stock-Trak portfolio. If your actual asset allocation is different from the allocation in your policy statement, explain the rationale for changing your asset allocations. Here you may think of strategic asset allocation and tactical asset allocation strategies that we discussed in chapter 16.
3. Provide your rationale for selecting the particular securities such as stock, mutual funds, ETFs, bonds, bond funds, real estate funds, etc. for your Stock-Trak portfolio. That is, explain why you considered these securities to be the most suitable in meeting your return-risk goals and asset allocations in the investment policy statement. You may use the portfolio investment philosophies and strategies from chapter 16 such as passive strategies, indexing, top-down approach, style-based strategies, asset attributes-based strategies, and technical analysis in your explanation (see chapter 16 and Exhibit 16.6).
4. Compare the performance of your portfolio relative to a relevant benchmark you stated in your policy statement. If you did not list a benchmark in your IPS, you may use a broader well-known benchmark such as S&P 500 or NADAQ composite, or create and use a hybrid benchmark of stock and bond markets (weighted average of the returns of a stock market index and bond market index).
5. Describe what worked and what did not work in your Stok-Trak portfolio? Explain what mistakes you made and what lessons did you learn from the Stock-Trak portfolio simulation? If you would have to redo this portfolio investment with your actual money or money from your investment clients, what you would do differently in managing such real money portfolios?
© 2012 Cengage Learning. All Rights Reserved. May not scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 16: Equity Portfolio
Management Strategies
1
‹#›
Passive versus Active Management
Total Portfolio Return
The total actual return on any equity portfolio can be decomposed into:
Expected return
Alpha
The Equation
Total Actual Return
=[Expected Return] + [“Alpha”]
=[Risk-Free Rate + Risk Premium]+[“Alpha”]
16-2
© 2012 Cengage Learning. All Rights Reserved. May not scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Passive versus Active Management
Passive equity portfolio management
Long-term buy-and-hold strategy
Usually tracks an index ove.
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Priya Shaw - https://www.linkedin.com/in/priya-shaw
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https://www.linkedin.com/in/shyam-raj-prasad/
Overview on Edible Vaccine: Pros & Cons with Mechanism
This ppt include the description of the edible vaccine i.e. a new concept over the traditional vaccine administered by injection.
Biological Screening of Herbal Drugs in detailed.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Supporting (UKRI) OA monographs at Salford.pptx
How libraries can support authors with open access requirements for UKRI funded books
Wednesday 22 May 2024, 14:00-15:00.
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https://app.box.com/s/hqnndn05v4q5a4k4jd597rkdbda0fniiChapter -12, Antibiotics (One Page Notes).pdf
This is a notes for the D.Pharm students and related to the antibiotic drugs.
Advantages and Disadvantages of CMS from an SEO Perspective
Advantages and Disadvantages of CMS from an SEO Perspective
special B.ed 2nd year old paper_20240531.pdf
Instagram:-
https://instagram.com/special_education_needs_01?igshid=YmMyMTA2M2Y=
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https://chat.whatsapp.com/JVakNIYlSV94x7bwunO3Dc
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https://youtube.com/@special_education_needs
Teligram :- https://t.me/special_education_needs
Slide Shere :-
https://www.slideshare.net/shabnambano20?utm_campaign=profiletracking&utm_medium=sssite&utm_source=ssslideview
Francesca Gottschalk - How can education support child empowerment.pptx
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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Step 1 Choose Your CaseChoose a case that has either been decid.docx
- 1. Step 1: Choose Your Case Choose a case that has either been decided or will be decided this term: You can go to OYEZ.ORG 2013 (Links to an external site.) cases for a list of current cases. If you decide to research some of the cases that have gotten a lot of press recently, you are welcome to choose one of these to research: · Town of Greece v. Galloway · Sebelius v. Hobby Lobby · Fernandez v. California · Riley v. California · McCutcheon v. Federal Election Commission Step 2: Research Your Case Find out the following information about your case: · Has a decision been made in your case? If yes, what was that decision? How many Justices voted for/against the decision? (The page for the case you are researching on OYEZ.ORG (Links to an external site.) will have this information – at the bottom of the page you can also see who voted for/against this as well as sort by ideology). · What is the issue being discussed? Summarize the main points. · What are the two sides of argument? Summarize those. · Why do you think this issue this issue is important? What impact could this have? · Do you think ideology impacted this case? If so, how? Some places to go to research more about your issue: · Oyez.org (Links to an external site.) · SCOTUS Blog (Links to an external site.) (the Supreme Court Blog – the search feature will pull up information about your case) Step: 3 Create Your Summary + Thought Questions Combine the information you have found and create a 300-400 word summary and analysis of this issue for your initial post in your own words based on your research.
- 2. Directions For your Initial Post due by Wednesday11:59 PM: 1. Post your summary of your article and the websites you got your information from. Make certain to include a citation. 2. Create 1 or 2 thought questions about the article. These should be questions that help your classmates' think more deeply about the topic and their own perspective. Such as: 1. If decision is made .... , what do you think would happen? 2. How should the public respond to...? 3. Why do you think...? 4. How do you feel about...?